Lesson Plan
School
: SMP Kartika XIX-2
Course
: English
Class/Semester
: VIII / 2
Time allocation
: 2 x 40 Minutes
Language Skill
: Writing and Reading
A. Standard Competence
12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk
recount dan narrative untuk berinteraksi dengan lingkungan sekitar
B. Basic Competence
12.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan
menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan
lingkungan sekitar
C. Learning Objectives
At the end of the course students are expected to be able to:
Write a narrative text through pictures
Write characteristics of a narrative text
D.
Materials
Story of “Rawa Pening Legend”
Characteristics of narrative text.
Six picture stories (see appendix)
E.
Teaching method
Contextual Teaching and Learning
F.
Learning activities
Step
Activity Description
Time Allocation
1
2
3
1. Pre-Activity
a. Preface
Teacher greets the students by asking “Good
morning? How are you?” / “What is your feeling
today?”. (friendly)
Teacher checks students’ attendance by asking
“Who is absent today? Where is she/he?”
(attention)
b. Apperception
Teacher asks several questions to students
randomly: “Have you ever read about a legend
story?”; “What is tittle of the story?” (humble)
Teacher writes the students’ answers on the
white-board (humble)
Teacher mentions the material.
2. Main Activity
a. Activity 1
Teacher tells a story of “Rawa Pening Legend”
twice.
Teacher divides students into five groups to
discuss: “What is the text about?”; “Identify
characteristics of the “Rawa Pening Legend”
Teacher explain the expression used in the
narrative text.
b. Activity 2
Teacher asks students to write a narrative text
through picture in 30 minutes.
Teacher asks each student to choose the picture
story by throwing a pensil to a round board.
Teacher collects the students’ writtings
60 minutes
3. Post Activity
Teacher asks the students whether they enjoy the
lesson or not. (honesty)
Teacher reviews the materials by asking students
what they have learned today. (responsive)
Teacher closes the lesson by saying “good bye”
(caring)
10 minutes
80 minutes
G. Media
Story of “Rawa Pening Legend”.
Six picture stories (see appendix)
Round board (see appendix)
H. Scoring
a. Technique : Written test
b. Procedure : Writing a narrative text
c. Instrument : Write a narrative text from the following picture story.
I. Scoring Instrument
Indicator
No.
Instrument
Students are able to
write characteristics
of a narrative text
Students are able to
write a narrative text
through pictures
01
02
Identify and write the
characteristics of “Rawa Pening
Legend”
Once upon a time, there was a little poor boy came into a little village. He was very hungry and weak. He knocked at every door and asked for some food, but nobody cared about him. Nobody wanted to help the little boy.
Finally, a generous woman helped him. She gave him shelter and a meal. When the boy wanted to leave, this old woman gave him a “lesung”, a big wooden mortar for pounding rice. She reminded him, “please remember, if there is a flood you must save yourself. Use this “lesung” as a boat”. The “lesung” was happy and thanked the old woman.The little boy continued his journey. While he was passing through the village, he saw many people gathering on the field. The boy came closer and saw a stick stuck in the ground. People challenged each other to pull out that stick. Everybody tried, but nobody succeeded. “Can I try?” asked the little boy. The crowd laughed mockingly. The boy wanted to try his luck so he stepped forward and pulled out the stick. He could do it very easily. Everybody was dumbfounded.
Suddenly, from the hole left by stick, water spouted out. It did not stop until it flooded the village. And no one was saved from the water except the little boy and the generous old woman who gave him shelter and meal. As she told him, he used the “lesung” as a boat and picked up the old woman. The whole village became a huge lake. It is now known as Rawa Pening Lake in Salatiga, Central Java, Indonesia.
Now, try to write a narrative text
from the following picture story.
You may discuss with your friend.
J. Scoring Rubric
5 4 3 2 1
Conventions There are few or no errors in punctuation, capitalization, grammar & spelling
There are a few errors in grammar, spelling, punctuation, and capitalization
Errors in grammar, capitalization, punctuation & spelling are more frequent
understanding Organization An original title is
present. The paper has a clear beginning, middle & ending. Ideas & details are presented in logical order. Transitions such as Finally or The next day are used to show the relationships among ideas
An appropriate title is present. The ideas and details are mostly presented in logical order. The writer uses some transitions to show the relationships among ideas. The paper seems complete.
A title is present. The paper is somewhat organized, but seems unfinished. Sometimes it is not clear how the details used connect to the main idea or story. Some of the details are not in the right spot.
There is little organization to the paper. A lot of the writing does not connect to the main idea or story. The ending is missing or does not connect to the story or main idea.
There is no organization to the paper. There is no beginning or end to the paper. Ideas seem scrambled, jumbled, and disconnected. The paper is
confusing. The details do not fit with the main idea.
Ideas/ Focus Paper is focused, clear & specific. Writing is full of details for support and shows what is important about the topic. Keeps reader’s attention.
The writing is generally focused on the topic & purpose. Writing tells a story or makes a point. Details are present but not developed.
The writing is somewhat focused on the topic and purpose. Details are general and not specific. Topic may be too big.
The writing is related to the topic, but does not have a clear focus. Details are not clear. Reader is uncertain of the focus.
The writing is not focused on the topic and purpose. Reader will have difficulty identifying the main idea or purpose of the paper. Voice The writer’s
viewpoint is evident. Text used elicits a variety of emotions. Paper has a lot of personality. Writes with a clear sense of audience.
The writer’s viewpoint is somewhat clear. The writing is individual and expressive. Paper has some personality.
The writer’s individually fades in and out. The writer’s viewpoint is apparent intermittently. Very little personality to the writing.
The writer’s viewpoint is unclear. Little to no personality to the writing. Audience is fuzzy-could be anybody, anywhere.
The writer seems uninterested in what he or she is writing about. Writer does not share own thoughts or ideas about topic.
Word Choice The writer uses precise, fresh, original words and phrases. The writing is interesting to read.
The word choices are clear. The writer uses some interesting words and phrases.
The word choices get the message across, but don’t capture anyone’s attention.
The writer does not use words or phrases that make the writing clear to the reader.
Writer uses word choices that are confusing, unclear, or inappropriate.
Sentence / Fluency
The writer consistently uses a variety of sentences. The writing is natural and flows smoothly. Sentences begin with a variety of words.
The writer uses some variety in sentences. Paper flows smoothly, but has some rough spots. Not all sentences begin the same.
Writer uses simple sentences. Some sentences are choppy or awkward, but most are smooth and clear. Sentences tend to begin the same.
The writer doesn’t use much variety in his or her sentences. Little to no use of linking words to connect sentences. The writer uses short, repetitive sentence patterns.
There is little or no variety in sentences. Some of the sentences are unclear. Paper is difficult to read. Difficult time identifying where one sentence ends and the next begins.
