Lesson Plan (Writing)

PEMERINTAH KABUPATEN BLITAR

DINAS PENDIDIKAN DAN KEBUDAYAAN

SMA NEGERI 1 SRENGAT

Jalan Raya Bagelenan Tromol Pos 02,

Bagelenan- Srengat-Kabupaten Blitar

LESSON PLAN

Name of School         : SMA NEGERI 1 SRENGAT

Subject                       : English

Grade/Semester         : XI/ SOCIAL

Material                      : Narrative text/ 2

Skill                             : Writing

Time allocation          : 4 x 45’

A.    Standards of Competence:

12. To express the meaning of short functional text and essay in form of narrative, spoof, and hortatory exposition in daily life context.

B.     Basic Competence

12.2 To express the meaning and generic structure in essay using written language accurately, fluently, and acceptable in daily life context in form of narrative, spoof, hortatory exposition.

C.    Indicators

12.2.1 To understand generic structure of narrative text.

12.2.2 To produce outline of narrative text according the provided pictures.

12.2.3 To produce a narrative essay according to the outline made.

D.    Learning Objectives

At the end of this lesson, the students are able to

1.      mention the generic structure of narrative text  entitled “ Snow White” accurately.

2.      write outline of narrative essay  according the provided picture sequences  (theme “dream”)  appropriately.

3.      write a narrative essay according to the outline made accurately by concerning the generic structure of narrative text and tenses used.

E.     Learning Materials

Narrative Stories consist of several parts. They are the beginning, the problem that occurred, how the problem was solved, and the ending of the story. • The beginning of the story has the function of introducing the characters of the       story, where and when the story occurred. This part of the story is called orientation. • How the problem starts until its crisis point (climax) of the problem, in which the character(s) have to face is called the complication. • How the problem is solved or ended is called the resolution. • The ending of the story which may consist of closing remark to the story, moral lesson, advice or teaching from the writer is called re-orientation. However, this part of the story is optional. You may or may not fi  nd it in a story.   The social purpose of this type of text is entertaining because they deal with the unusual and unexpected development of events. It also instruct because they teach readers and listeners that problems patterns of behavior that are generally highly valued.                                                                                  (Adapted from Interlanguage: Book for Senior High School XI) The generic structure of narrative text can be seen in the following table. Text elements Description Orientation Setting the scene and Introducing the participants. Evaluation A stepping back to evaluate the plight/ problem. Complication A crisis/ problem arises. Resolution The crisi is resolved whether for better or worse. Re-orientation The ending of story. It sometimes contains the problem’s solution. (optional) (adapted from books entitled Making Sense of Fictional Grammar) The Snow White text Snow White Orientation A long time ago, a child was born to a queen and king and she was called Snow White.  When the queen died, the king married again.  This new queen was wicked and hated Snow white.  The queen gave orders that Snow White was to be treated as a servant. Evaluation Snow White grew very beautiful and one day a Prince riding by, saw her at work and fell in love with her. The queen was beautiful too, and every day she asked her Magic Mirror, "Who is the fairest in the land?" and the mirror always answered, "You are the fairest one of all". Complication But one day the mirror answered Snow White was the fairest in the land, and in a rage the queen gave orders to one of her Huntsmen to take Snow White into the woods and kill her. The Huntsman had a kind heart and couldn't do the deed so told her to run away.  She fled into the woods where Seven little dwarfs lived.  Their house was small and strange. Snow White entered the little house and finding it very untidy, started to clean up.  Upstairs she found seven little beds.  She was very tired and stretching out on one of the beds, was soon asleep. When the Dwarfs came home they were surprised to find Snow White and after some argument, decided to let her stay.  She promised to cook and look after them. The Queen discovered where Snow White was living and disguising herself as a witch, took a poisoned apple and set out for the Dwarfs cottage.  She gave Snow White the poisoned apple to eat and as soon as she bit the apple, she sank into unconsciousness. Resolution Thinking she was dead, the Dwarfs built a glass coffin and put her in it. For days she lay in the forest in her glass coffin.  One day, the Prince was riding through the forest looking for Snow White and found her.  He leaned over and kissed her.  She opened her eyes and sat up with a smile. Everyone was happy.  Re-orientation The Prince took Snow White to his palace where they were married and lived happily ever after. (365 words) (adapted from http://www.overplayers.org.uk/html/snowstory.html )

F.     Learning Strategy

Discussion, individual work.

G.    Learning Activities

First meeting

Opening (8’)

No.	Activity		Time Allocation	Character’s building
	Teacher’s Activity	Students’ Activity
1	The teacher greets the students by saying “salam”	The students answer “salam” together.	1’	Respectful each other, polite.
2	The teacher checks the students’ attendance list.	The students pay attention to her.	2’	Discipline
3	The teacher checks the students’ readiness by giving them ice breaking “word games”. The game procedures are in the following. 1.      The teacher divides class into 4 groups. 2.      The teacher asks every student to stand up in line. 3.      The teacher gives a piece of paper to every group. 4.      The teacher says several verbs one by one and asks every member of each group to write down past form of those verbs as fast as possible. 5.      The students are prohibited to look up dictionary, handbook, or grammar book.	The students do ice breaking together.	5’	Enthusiastic

Main Activity (77’)

No.	Activity		Time Allocation	Character’s building
	Teacher’s Activity	Students’ Activity
Pre- Activity
1	The teacher asks the students about background knowledge of narrative text. 1.      Have you learned narrative text previously? 2.      What do you know about narrative text?	Some students respond the teacher’s question.	2’	Curiosity
2	The teacher distributes narrative text entitled “Snow White” to the students and asks them to read it.	The students read narrative text entitled “Snow White” fast.	2’	Comprehensive
3	The teacher explains narrative text by questioning  the students such as: 1.      What do you think about text entitle “Snow White”? 2.      Can you mention the grammatical features of narrative text entitled “Snow White”? 3.      Can you mention the generic structure of narrative text? 4.      Can you show us which line or paragraph indicating parts of the generic structure of narrative text entitled “Snow White” such as, orientation, evaluation, complication, resolution, and re-orientation?	Some students raise their hands and responding the teacher’s questions.	8’	Comprehensive, active, critical
Whilst
1	The teacher divides class into 6 groups by asking the students to count from 1—6. Then, the students having the same number will gather.	The students count from 1—6. Then, they who are having the same number come together.	3’	Cooperative
2	The teacher distributes picture sequences of narrative text to every group.	Every group receives picture sequences of narrative text.	2’	Focused
3	The teacher explains and guides all groups to make outline according to the picture sequences. 1.      Determine title of your group’s story. 2.      Write down the generic structure of narrative text. 3.      Write down the main events on every generic structure of narrative text according to the picture sequences.	Every group listens to the teacher’s instruction. Then, every group discusses together to determine the story’s title, sequence events of their story according to the generic structure of narrative text. Every group also writes down the result of outline made.	15’	Active, creative, cooperative, hardwork
4	The teacher discusses the story to the whole class.	One of members in every group comes forward and writes down the sequence events from every generic structure of narrative text on the white board.	8’	Confidence
5	The teacher asks the student to go back to their seat.	The students go back to their seat.	2’	Manageable
6	The teacher asks every student to develop the ideas according to the outline made individually.	Every student develops ideas from outline made.	30’	Creative, hardwork
Post Activity
	The teacher asks every student to submit their written work.	Every student submits their written work.	5’	On time

Closing (5’)

No.	Activity		Time Allocation	Character’s building
	Teacher’s Activity	Students’ Activity
1	The teacher asks students about the lesson that they have learned.	Some students respond to the teacher’s question.	3’	Comprehensive
2	The teacher closes the lesson by reciting “Hamdalah” and says good bye.	The students recite “Hamdalah” together.	2’	Religious

Second Meeting

Opening (8’)

No.	Activity		Time Allocation	Character’s building
	Teacher’s Activity	Students’ Activity
1	The teacher greets the students by saying “salam”	The students answer “salam” together.	1’	Respectful each other, polite.
2	The teacher checks the students’ attendance list.	The students pay attention to her.	2’	Discipline
3	The teacher checks the students’ readiness by giving them ice breaking “marina, menari, menara”, as follows. 1.      The teacher asks the students to dance if she says “menari”. Meanwhile, the students have to raise their hand on the head if the teacher says “menara”. Then, the students have to put their hand between their cheeks if the teacher says “marina”. 2.      The teacher will say marina, menari and menara fast. 3.      The students will get punishment if they do wrong movement.	The students do ice breaking together.	5’	Enthusiastic

Main Activity (72’)

No.	Activity		Time Allocation	Character’s building
	Teacher’s Activity	Students’ Activity
Pre- Activity
	The teacher distributes the result of written work in the previous meeting.	The students come forward one by one to take the result of written work.	3’	Honest
	The teacher gives feedback to the first draft.	The students listen to the teacher’s feedback.	5’	Open-minded
Whilst
	The teacher gives out the picture sequences sheet to every student anymore.	The students get picture sequences sheet.	2’	Focused
	The teacher asks all students to continue their writing according to the picture sequences.	The students continue their writing until the story end.	30’	Hardwork, creative.
	The teacher asks students to do peer editing. 1.      Manage the students work in pair. 2.      Ask the students in every pair group change their written work each other. 3.      Judge their friends’ written work in term of mechanic, organization, content, vocabulary.	The students work in pair. Then, every pair work check their friends’ written work each other.	15’	Honest, active
	The teacher asks every student to write final draft and determines their title of story.	The students write down the final draft in different paper.	15’	Hardwork
Post Activity
	The teacher asks them to submit the final draft.	All students submit their final draft.	2’	On time

Closing (10’’)

No.	Activity		Time Allocation	Character’s building
	Teacher’s Activity	Students’ Activity
1	The teacher asks the students some questions such as. 1.      What do you think about our learning during two meetings? 2.      What have you learned today?	Some students try to respond the teacher’s question.	3’	Confidence
2	The teacher distributes the questionnaire to the students.	The students fill the questionnaire.	5’	Honest
4	The teacher closes the lesson by reciting “Hamdalah” and says good bye.	The students recite “Hamdalah” together.	2’	Religious, respectable.

H.    Learning Media

Picture sequences of Narrative text having theme “Dream”

I.       Assessment

Form: written work à every student writes narrative text according to picture sequences.

Writing Scoring Rubric (adapted from Brown, 2004)

Criteria	20-18 Excellent to good	17-15 Good to adequate	14-12 Adequate to fair	11-6 Unacceptable	5-1 Poor
Organization	Appropriate title, effective introductory paragraph, topic is stated, transitional expression used; conclusion logical and complete.	Adequate title, introduction and conclusion; some ideas aren’t fully developed; sequence is logical but transitional expressions may be absent or misused.	Mediocre or scant introduction or conclusion; problems with the order of ideas in body; problems of organization interfere.	Minimally recognizable introduction; organization can barely be seen; severe problems with ordering of ideas; conclusion weak or illogical; inadequate effort at organization.	Absence of introduction or conclusion; no apparent organization of body; writer has not made any effort to organize the composition.
Content	The ideas are concrete and thoroughly developed	Ideas could be more fully developed.	Development of ideas not complete	Ideas incomplete	No apparent effort to consider the topic carefully.
Grammar	Fluency in English grammar; correct use of relative clauses, prepositions, modals, articles, verb forms, and te nse sequencing; no fragments or run on sentences.	Advanced proficiency in English grammar; some grammar problems don’t influence communication; no fragments or run on sentences.	Grammar problems are apparent and have negative effect on communication; run on sentences or fragments present	Numerous serious grammar problems interfere with communication of writer’s ideas; grammar review of some areas clearly needed; difficult to read sentences.	Severe grammar problems interfere greatly with the message; reader can’t understand what the writer was trying to say; unintelligible sentence structure.
Mechanics	Correct use of English writing conventions: all needed capitals, paragraphs intended, punctuation and spelling.	Some problems with writing convention or punctuation; occasional spelling errors.	Uses general writing convention but has errors; spelling problems distract readers; punctuation errors interfere with ideas.	Serious problem with writing convention; errors in sentence punctuation; part of story not legible; severe spelling.	Complete disregard for English writing conventions; story illegible, obvious capital missing, severe spelling problems.
Vocabulary	Precise vocabulary usage; use of parallel structure: concise; register good.	Attempts variety; good vocabulary; register OK; style fairly concise.	Some vocabulary misused; lacks awareness of register;	Poor expression of ideas; problems in vocabulary; lacks variety of structure.	Inappropriate use of vocabulary; no concept of sentence variety.

J.      Sources

1.                  Gerot, Linda.& Peter, Wignell. 1995. Making sense of Fictional Grammar. Australia: Gerd Stable, Antipodean educational Enterprises.

2.                  Priyana, Joko. Riandi.  Anita Prasety Mumpuni. 2008. Interlanguage: English for Senior High School Students XI Science and Social Study Programme. Jakarta. Pusat Perbukuan Departemen Pendidikan Nasional.