Mapping a fable
G. Langkah-Langkah Pembelajaran (Pertemuan Kelima dan Keenam) 1.Pendahuluan/Kegiatan Awal (10 menit)
- Mengucapkan salam dan berdoa - Mengecek kehadiran siswa
- Memberikan motivasi atau apersepsi - Menyampaikan tujuan pembelajaran 2. Kegiatan Inti (60 menit)
Mengamati
Siswa Guru
Siswa membaca dan mengamati illustrasi fable yang ada di dalam picture books yang telah diberikan per kelompok
Guru membimbing siswa ketika mereka menemukan kesulitan saat membaca dan mengamati fable (picture book)
Menanya
Siswa Guru
Siswa secara kolaboratif mempertanyakan tokoh,
Guru membimbing siswa ketika memilih tokoh, setting, problem,
setting, problem, problem solving, ending dari fable (picture books yang telah dibaca) yang cocok untuk diadaptasi ke dalam fable ciptaan mereka sendiri
problem solving, ending dari fable (picture books yang telah dibaca) untuk diadaptasi ke dalam untuk fable ciptaan mereka sendiri
Mengumpulkan informasi
Siswa Guru
Siswa berdiskusi dan membuat catatan tentang tokoh, setting, problem, problem solving, ending dari fable (beberapa picture books yang telah dibaca dipertemuan sebelumnya) yang mereka sukai untuk diadaptasi ke dalam fable ciptaan mereka sendiri (secara berkelompok)
A. Guru mengamati siswa yang sedang berdiskusi dan membantu siswa yang mengalami kesulitan dalam mengingat informasi inti dari fable (beberapa picture books yang telah dibaca dipertemuan sebelumnya)
B. Guru mengamati
kesungguhan,tanggung jawab, dan kerjasama siswa ketika berdiskusi.
Mengasosiasi
Siswa Guru
1. Siswa mulai menuliskan tokoh, setting, problem, problem solving, ending yang telah mereka pilih dari fable (beberapa
Guru mengamati siswa yang sedang berdiskusi dan membantu siswa yang mengalami kesulitan dalam
picture books yang telah dibaca dipertemuan sebelumnya) dalam bentuk kerangka fable/mapping a fable (secara berkelompok) 2. Menentukan pesan moral
untuk kerangka fable mereka (secara berkelompok) 3. Mengembangkan
kerangka fable yang telah dibuat menjadi karangan fable yang pendek dan sederhana
Mengkomunikasikan
Siswa Guru
Salah satu perwakilan dari kelompok membacakan fable kelompoknya kepada kelompok lain
Guru menyimak, menilai, dan mengarahkan siswa
3. Penutup
- Peserta didik bersama guru menyimpulkan hasil pembelajaran pada pertemuan ini
- Guru menyampaikan informasi materi pada pertemuan berikutnya
- Guru menutup dengan salam dan mengucapkan ungkapan berpisah dalam bahasa Inggris.
H. Penilaian Pengetahuan
- Pengetahuan siswa tentang struktur teks dan unsur kebahasaan dievaluasi dengan menggunakan tes tulis
Keterampilan
- Unjuk kerja/praktik: menulis karangan fable murni hasil ciptaan siswa sendiri dengan menggunakan kalimat mereka sendiri
- Karangan fable ini akan dinilai menggunakan writing rubric seperti yang di bawah ini:
The Analytic fiction/narrative writing content rubric from Vicki L. Kohen and
John Edwin Cowen’s rubric1
Category Excellent (10 points) Good (7.5 points) Satisfactory (5 points) Need improvement (2.5 points) Writing Process Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Work hard to make the story wonderful. Student devotes sufficient time and effort to writing process (prewriting, drafting, reviewing, and editing). Work hard to make the story wonderful. Works and gets
Student devotes some times and effort to the writing process, but was not very thorough. Does enough to get by.
Student devotes little time and effort to the writing process. Does not work hard.
1
Vicki L. Kohen and John Edwin Cowen, Literacy for Children in an Information Age: Teaching Reading, Writing, and Thinking, New York: Wadsworth Cengage Learning, 2009), p. 359
the job done. Setting Many vivid,
descriptive words are used to tell when and where the story took place.
Some vivid descriptive words are used to tell when and where the story took place.
The reader can figure out when and where the story took place, but the author did no supply much detail.
The reader has trouble figuring out where the story took place.
Characters The main characters are named and clearly described in text and pictures. Most readers could describe the characters accurately. The main characters are named and described. Most readers would have some idea of what the characters looked like. The main characters are named. The reader knows little about the characters.
It is hard to tell who the main characters are.
Introduction (Organization)
The introduction is inviting and previews the plot of the paper.
The introduction previews the plot of the paper, but it is not particularly inviting to the reader. The introduction is not nothing to do with the plot, nor is it particularly inviting to the reader. There is no clear introduction.
(Organization) placed in logical order and the way they are presented
effectively keeps the interest of the reader.
placed in logical order, but the way they are presented or introduced sometimes makes the writing less interesting. are not in a logical or expected order, and this distracts the reader. not in a logical or expected order. There is a little sense that the writing is organized. Transition (Organization) A variety of thoughtful transitions are used. They clearly show how ideas are connected.
Transitions clearly show how ideas are connected, but there is little variety. Some transitions work well, but connections between other ideas are fuzzy.
The transitions between ideas are unclear or nonexistent. Conclusion (Organization) The coclusion is strong and leaves the reader with a feeling that they understand what the writer is „getting at‟ The conclusion is recognizable and ties up almost all the loose ends.
The conclusion is recognizable but does not tie up several loose end.
There is no conclusion, the paper just end.
Grammar and Spelling
Writer makes very few errors in grammar or spelling and it does not distract
Writer makes few errors in grammar or spelling that distract the Writer makes numerous errors in grammar or spelling that Writer makes frequent errors in grammar or spelling that distract the
the reader from the content.
reader from the content.
distract the reader from the content.
reader from the content.
Capitalization and
Punctuation
Writer makes very few errors in capitalization or punctuation; thus the paper is exceptionally easy to read. Writer makes few errors in capitalization or punctuation, but the paper is still easy to read. Writer makes numerous errors in capitalization and/or punctuation that catch the reader‟s attention and interrupt the flow. Writer makes frequent errors in capitalization and/or punctuation that catch the reader‟s attention and interrupt the flow.
Create your own fable using this story mapping!
Mapping a fable
Main characters Beginning Event Event MoralAPPENDIX 12
LESSON PLANNING 2
(CONTROL CLASS)
NamaSekolah : SMP PGRI I CIPUTAT Mata Pelajaran : Bahasa Inggris
Kelas/Semester : 8.4/1 Tahun Pelajaran : 2014/2015
Materi Pokok : Narrative Text (Fable) Skill : Writing
Pertemuan Ke : 3 & 4
Hari/tanggal : 11 & 13 November 2014 AlokasiWaktu : 4 JP (2 Pertemuan)
A. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya.
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotongroyong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya. 3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
KI Kompetensi Dasar Indikator Pencapaian Kompetensi
1. 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
1.1.1 Menunjukkan sikap antusias, semangat dan sungguh-sungguh dalam mempelajari bahasa Inggris
2. 2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi antar pribadi dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin,
percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
2.1.1 Menunjukkan sikap sopan, dalam bertutur kata baik terhadap guru maupun teman.
2.2.1 Menunjukkan sikap percaya diri, jujur, dan bertanggung jawab ketika bertanya dan menjawab pertanyaan baik dari guru maupun teman dalam kegitan diskusi berkelompok
2.3.1 Menunjukkan sikap tanggung jawab dan saling bekerjasama dalam mengerjakan tugas bahasa Inggris secara berkelompok
3. 3.14. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif berbentuk fabel, sesuai dengan konteks
3.14.1 Menyebutkan 5 adjectives yang ada dalam teks fable pendek dan membuat 5 kalimat yang benar dengan menggunakan 5 adjective tersebut
penggunaannya (dikerjakan secara berkelompok) 4. 4.18. Menangkap makna teks naratif
lisan dan tulis, berbentuk fabel pendek dan sederhana
penggunaannya.
4.18.1 Membuat kerangka fabel/mapping a fable secara berkelompok
C. Tujuan Pembelajaran
- Siswa dapat menggunakan adjective dalam sebuah kalimat dengan benar - Membuat kerangka fabel/mapping a fable
D. Materi Pembelajaran (Rincian dari Materi Pokok)
- Teks narrative (fable) pendek dan sederhana yang diambil dari buku paket bahasa Inggris maupun internet
ADJECTIVE: a word which describes a noun Rumus menggunakan kata sifat dalam sebuah kalimat:
Subject + was/were + adjectives
Example:
The Rabbit was arrogant.
The cat and the turtle were nice and humble. Example:
A kind duck (correct) duck kind (X) incorrect
Teks fable pendek dan sederhana yang digunakan dalam mengajar adalah sebagai berikut:
The Fox and the Cat
One day, a cat and a fox were having a conversation. The arrogant fox boasted to
the cat about how clever he was. I have at least a hundred tricks to escape from our enemies, the dogs, the fox said. I just know only one trick to escape from the dogs.
You have to teach me some of your tricks! said the cat. Okay, maybe someday I will teach you the simple trick, replied the fox.
Suddenly, both the fox and the cat heard the barking of a pack of dogs in the distance. The barking was louder and louder. Not too long after that, the dogs came in their direction. At once the cat ran to the nearest tree and climbed into its branches to
escape from the dogs. This is the only trick I have and I know. Which one of your
hundred tricks does you want to use, fox? the cat said.
The fox just sat silently under the tree and thought which trick he must use. Before she could make a decision about the trick he wanted to use, the dogs finally arrived in front of the fox. Then, the dogs attacked the fox and tore him to pieces.
Moral: A single plan that works is better than a hundred doubtful plans.
The Lion and the Mouse
Once upon a time there was a hungry lion. He needed something to eat and saw
a little mouse. The mouse was very scared and asked the lion not to eat him. Please,
don’t eat me. Someday, I will do something to you unless you let me free. the mouse
requested. Are you sure? You are too little to help me. How can you help me? the lion
teased the mouse. Although the lion teased the mouse, he let the mouse go. After that, the little mouse ran away.
In the morning, when the lion was walking along, he stepped into a trap. He was caught in a rope. He called for help and finally the little mouse came. The mouse had
sharp teeth and he bit through the rope. The lion was very happy. The lion had been kind to him so he had to return his kindness.
Moral: Don’t judge a person from his or her appearance and be kind to everyone you
meet.
The Fox and the Crow
In the shiny day, a fox saw a crow flew with a piece of cheese in its beak and stay
on a branch of a tree. The cheese is for me because I’m a clever fox, said the fox, and
then he walked to the foot of the tree.
Good day, Mrs. Crow. It’s really nice to see you again. You look so beautiful today. Your feathers are glossy and your eyes look so bright. I think your voice is good
and let me hear your beautiful voice, said the fox.
The crow lifted her head and began to caw her best. Unfortunately, when she opened her mouth, the pieces of cheese fell to the ground and the fox successfully snapped the cheese.
Oh, it’s really good. That’s what I really want. Because you give me your cheese,
I will give you an advice. Do not trust flatterers, said the fox.
Moral: Don’t trust flatterers because they praise you to get what they want.
The Rabbit and the Tortoise
One day, there was a rabbit who was boasting about his high speed during running. He
talked everything about his ability in front of a tortoise. I have never failed during a running race because I have the highest speed than the other animals. I challenge you to
race with me, said the rabbit.
The tortoise said quietly, I accept your challenge.
That is a funny joke. I can dance when you are running, tortoise! You never win in this
Keep boasting until you have won! replied the tortoise. Can we start the race now?
asked the tortoise.
Not too long after that, the race was started. The rabbit ran quickly until he was almost out of sight, but then he stopped to have a nap. He was sure that the tortoise could not win the race.
The tortoise plodded and plodded as fast as he could. When the rabbit awoke from his nap, he saw that the tortoise was near to the winning-post and the rabbit could not run again to win the race. Finally, the tortoise won the race.
Moral: Slow but steady progress wins the race and do not be arrogant.
Mapping a fable is simple plan for organizing information so that it is easier to use or remember when writing a fable
Contoh dari Mapping a Fable:
Mapping a fable
Main characters
1. An Ant 2. An Elephant
1. The Ant was kind and humble. 2. The Elephant was arrogant.
Beginning One shiny morning, in the green jungle, an elephant was walking to find a river. He was thirsty and wanted to drink. When he arrived at the river, he saw an ant which had fallen into the river. The ant could not get out of the river and he asked for help.
Event 1 The elephant did not help the ant but he laughed at the ant. “How poor you are, ant. Because you are too small, you cannot save your own self. Do you want me to help you?” teased the elephant.
“Please help me, elephant. If you help me, I promise someday I will help you when you are in trouble,” asked the ant sadly.
“Ha...ha...ha...! How can you help me? You are too small and too weak to help me, ant!” answered the elephant.
Because the elephant felt for the ant, he brought a leaf to save the ant. Then the ant grabbed the leaf.
Event 2 In the next day, when the elephant walked to his home alone, suddenly his foot caught in a trap. He was panic and asked for help.
“Help me!” screamed the elephant. The elephant was trapped by the two hunters. They wanted to take his two tusks. Before the hunters caught and brought the elephant to their large truck, the ant and his friends (other ants) came to save the elephant. Then the ants bit the hunters. Finally, the hunters could not move because their skins were red and itch.
Moral Don’t be arrogant and do not judge a person by his or her appearance.
E. Metode Pembelajaran