Lesson Plan for Writing Skill (descriptive)
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This document is a microteaching lesson plan focused on teaching seventh-grade students writing skills through descriptive texts about pet animals. It outlines standard and basic competencies, learning objectives, activities, and assessment methods, including cognitive and affective indicators. The lesson is allocated 45 minutes and employs contextual teaching strategies with various student worksheets and collaborative exercises.
Lesson Plan for Writing Skill (descriptive)
- 1. MICROTEACHING LESSON PLAN By: FRANSISKUS X. D (100210401061) ENGLISH EDUCATION PROGRAM LANGUAGE AND ART EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION JEMBER UNIVERSITY 2013
- 2. LESSON PLAN Subject : English Level/Semester : VII/2 Language Skill : Writing Genre : Descriptive Text Theme : Pet Animals Time Allocation : 45 minutes I. Standard competence 12. Mengungkapkan makna dalam teks tulis fungsionalpendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari II. Basic Competence 12.2 Mengungkapkan makna dan langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item III. Indicators Cognitive a. Product 1. Writingshort monologs in form of descriptive text. b. Process 1. Mentioning the name of pet animal based on the picture. 2. Writing descriptive paragraph based on the picture given.
- 3. 3. Writing descriptive paragraph based on the guideline. Affective 1. Showing enthusiasm to the teacher’s explanation 2. Showing responsibility while doing the exercises 3. Showing dicipline during the class IV. Learning Objectives Cognitive a. Product 1. Students are able to write short monologs in form of descriptive text. b. Process 1. Students are able to mention the name of pet animals based on the picture. 2. Students are able to write descriptive paragraph based on the picture 3. Students are able to write descriptive paragraph based on the guideline. Affective 1. Students are able to show enthusiasm to the teacher’s explanation 2. Students are able to show responsibility while doing the exercises 3. Students are able to show dicipline during the class V. MATERIALS (enclosed)
- 4. VI. TEACHING LEARNING STRATEGIES a. Method : Contextual Teaching Learning b. Technique : Direct Method VII. TEACHING LEARNING ACTIVITIES Learning Activities No 1. Teacher’s activities Time Students’ activities Introduction: Allocation 3’ a. Greeting a. Greeting b. Checking the students’ attendance b. Paying attention c. Motivation: showing real thing c. Paying attention d. Set Induction: giving some leading d. Answering the question question e. Stating objectives: starting starting e. Paying attention the objectives of the study 2. Main activities: a. Reviewing about procedure text 40’ a. Paying attention b. Asking the students to do exercise 1 b. Doing exercise 1 individually individually c. Discussing the answers together c. Discussing the answers together with the class with the class d.Asking the students to do exercise 2 d. Doing exercise 2 individually individually e. Discussing the answers together e. Discussing the answers together with the class with the class
- 5. 3. Post activities: 2’ a. Guiding the students to make the a. Making the conclusion with the conclusion teacher b. Parting b. Parting VIII. SOURCES AND MEDIA a. Sources: 1. LKS Bima 2. Kumalarini, TH, Munir, Ahmad, Setiawan, Selamet, dkk. 2008. Bahasa Inggris SMP/Mts. Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional. b. Media: students’ worksheet, pictures, LCD, viewer, netbook. IX. ASSESSMENT a. Process assessment Process evaluation is conducted during the teaching learning process of writing by Contextual Teaching Learning. Cognitive Table 1. SCORING RUBRIC
- 6. Instrument: Writing a procedure text Aspect of Total Writing No Score Score Description 16-20 10-15 Grammar Grammar is mostly correct Grammar is less correct but it doesn’t influence the meaning 20 10 Grammar is less correct and it influences the meaning 16-20 Vocabulary choice is appropiate 10-15 Vocabulary is but doesn’t it less influence the meaning 10 1. choice appropiate 20 Vocabulary ACCURACY Voacabulary choice is less appropiate and it influence the meaning 11-15 The punctuation and spelling are mostly correct 6-10 Mechanics The punctuation and spelling are less correct and they don’t 15 influence the meaning 10 The punctuation and spelling are less correct and they influence the meaning 2. FLUENCY 16-20 The ideas are clear, attractive and easy to read Fluency 20 10-15 The ideas are monotonous but still easy to read 10 The ideas are unclear and difficult to read
- 7. 20-25 The ideas are organized, logically, and clearly Organization 10-19 25 The ideas are organized, less logically, and clearly 10 The ideas are organized illogically Affective Instrument: Observation sheet of students’ characters Indicators evaluated: 1. Show enthusiasm to the teacher’s explanation 2. Show responsibility while doing the exercises 3. Show dicipline during the class Observation sheet of students’ activities No Names 1 2 1. 2. 3. 4. 5. … Note: Excellent : 3 indicators performed 3 Excellent Good Not Good (80-90) (70-79) (60-69)
- 8. Good : 2 indicators performed Not good : 1 indicators performed
- 9. MATERIALS Pre Activities Leading questions: 1. I have some picture here (showing the picture of pet animals). Do you know what kind of animals it is? 2. Do you have any pets in your house? 3. Can you mention it? 4. Can you mention some characteristics of your pets? Main activities Genre of Text: Descriptive Social function: The social function or the general purposes of the descriptive text is describing a particular person, place or thing in detail. Generic structure: -Identification : Identifying the phenomenon to be described. -Description : Describing phenomenon in parts, qualities, or/and characteristics. Example:
- 10. My dog, Brownie I have a pet. It is a dog and I call it Brownie. Brownie is a Chinese breed. It is small, fluffy and cute. It has got thick brown fur. When I cuddle it, the fur feels soft. Brownie does not like bones. Everyday it eats soft food like steamed rice, fish or bread. Every morning I give her milk and bread. When I am at school, Brownie plays with my cat. They get a long well, and never fight maybe because Brownie does not bark a lot. It treats the other animals in our house gently, and it never eats shoes. Brownie is really a sweet and friendly animal.
- 11. Students’ Worksheet Exercise 1.Mention the name of each pet animals based on the picture below! (............................................) (............................................)
- 12. (...........................................) (.........................................) 2. Make short monologs and descibe the pictures below by using your own words based on the guideline given!
- 14. Guideline for exercise 2. Guideline Name of your pet : Physical Characteristics : Food : Habit : Other characteristics :