ERVIANA YULI P.

(2201408052)
TMD 507-508
LESSON PLAN
Identity

Subject

: English

Grade/ Semester

: XI/ I

Allocated Time

: 6 X 45 (3 meetings)

Standard competence

Membaca
5. Memahami makna teks fungsional pendek dan esei berbentuk report, narrative dan
analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan
Menulis
6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical
exposition dalam konteks kehidupan sehari-hari.
Basic competence:
5.2
Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan dalam teks berbentuk: report, narrative, dan analytical exposition

6.2
Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa
tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks
berbentuk: report, narrative, dan analytical exposition.
Indicators

1. Students can write down comma (,) and fullstop (.) correctly.
2. Students can write down 10 sentences in present tense correctly.

3. Students can read the text with the correct pronunciation.

4. Students can write the social function and generic structure of the text.
5. Students write down a report text with the correct grammar.
A. Learning objectives
By the end of the lesson students will be able to identify the information in the report
text, identify the generic structure of report text, and compose a report text.
Enabling conditions: 1. Students know the generic structure of report text.
2. Students know the communicative purpose of report text.
3. Students know the language feature in report text.

I.

Learning Materials

Essay: report texts

Platypus
Many people call platypus duckbill because this animal has a bill like duckbill. Platypus is a
native Tasmania and southern and eastern Australia.
Platypus has a flat tail and webbed feet. Its body length is 30 to 45 cm and covered with a
thick and woolly layer of fur. Its bill is detecting prey and stirring up mud. Platypus eyes
and head are small. It has no ears but has ability to sense sound and light.
Platypus lives in streams, rivers, and lakes. Female platypus usually digs burrows in the
streams or river banks. The burrows are blocked with soil to protect it from intruders and
flooding. In the other hand, male platypus does not need any burrow to stay.
a. Vocabulary Point of View

Tail [eIl]
Burrow [b^r]
Thick [Ik]

Dig [dIg]

Layer [leI(r)]

Stream [stri:m]

Intrude [Intru:d]

b. Grammar Point of View

Tense
Simple Present Tense

Formula
(+) S+V1+S/es+O
(-) S+do/does not+V1+O
(?) Do/does+S+V1+O?

Example
Platypus is a native Tasmania and southern and eastern Australia.

c. General Structure of Report texts

General classification
Many people call platypus duckbill because this animal has a bill like duckbill.
Platypus is a native Tasmania and southern and eastern Australia.

Description
Platypus has a flat tail and webbed feet. Its body length is 30 to 45 cm and covered
with a thick and woolly layer of fur. Its bill is detecting prey and stirring up mud.
Platypus eyes and head are small. It has no ears but has ability to sense sound and
light.
Platypus lives in streams, rivers, and lakes. Female platypus usually digs burrows in
the streams or river banks. The burrows are blocked with soil to protect it from
intruders and flooding. In the other hand, male platypus does not need any burrow to
stay.

II.

III.

Methods

Discussion

Question and answer

Exercises

Jigsaw/ numbered head together

Learning Activities
1. First meeting
Exploration

Students work in group of two.

Students discuss some questions given by the teacher about animals and the detail
of them.

Students read a report text in groups and discuss the main idea of the text.

Elaboration

Building Knowledge of The Field

The students are told about the social purposes of report text.
The students are told about the structure of report text.
1. General classification
2. Description
The students are told about the language features of report text.

Modeling of The Text

The teacher read aloud a report text.
The teacher asks some questions to check students understanding about the
text.
The teacher gives example of identifying the structure and language features of
report text.

Joint Construction of the text

The students read a report text.
The students analyze the structure and the language features of report text.

Independent Construction of the Text

The students are asked to find a report text from the internet and identify its
structure and language features as their homework.

Confirmation
The teacher closes the class by inviting some students to report orally their group
activities.

2. Second meeting
Exploration
The teacher opens the lesson by greeting the students.
The students are asked about the last material.
The students are asked to submit their homework.

Building Knowledge of The Field

The teacher tells the students how to compose report text (choose an object (get
well soon wishes, birthday wishes, anniversary wishes, etc), and write report
text)

Modeling of The Text

The students are given some objects (kind of animal)
The teacher chooses one object and gives an example of writing a report
text.

Joint Construction of the text

The teacher and the students choose another object and together they write
a report text.

Independent Construction of the Text

The students choose one of object and write their report text.

Confirmation
The teacher invites some students to read aloud their report texts in front of the
class.

3. Third Meeting
Exploration
The teacher opens the lesson by greeting the students.
The students are asked about the last material.

Building Knowledge of The Field

The teacher gives other objects to compose report text (nonliving object such
as plane, car, bedroom, etc).

Modeling of The Text

The students are given some objects (kind of nonliving things)
The teacher chooses one object and gives an example of writing a report
text.

Joint Construction of the text

The teacher and the students choose another object and together they write
a report text.

Independent Construction of the Text

The students choose one of object and write their report text.

Confirmation
The teacher invites some students to read aloud their report texts in front of the class.

4. Resources and Medias

English textbook for third grade of junior high school students
Pictures card related to the report text
Internet

5. Evaluation and Scoring

Technique :

Written test

Instrument

Indicators
Identifying
generic

Evaluation
Technique
the Written

structure

Instruments
Examples
Questions and Q: From the text
answers

above,

which

and language of

part that shows

report text

the

general

classification?
Reading

Written

comprehension

Questions
answers

and

Answer

the

following
questions related
to the text!
1. Where does
the Platypus
live?
2. How is the
Platypus
tail?

Composing

a Written

narrative text

Write a report Write a report

text

text based on
some
below.

Questions and Answers

Identify the structure and language features of report text
Answer the questions below
1. What is the purpose of report text?

objects

2. What kind of tenses that used in report text?

3. Point out sentences which use that tense!
4. Which part of the text that shows general classification?
5. Which part of the text that shows the writer wishes?
Questions and Answers
Reading comprehension
Answer the questions below
Answer the following questions related to the text!
1. Where does the Platypus live?
2. How is the Platypus tail?

The Scoring :

Questions and answers

No Students Name

Aspect that being assessed

Identifying structure and the language features of the
text

No Students Name

Definitely correct

Almost correct

incorrect

Aspect that being assessed

Max
Score

10

Max

Reading Comprehension

No Students Name

Score

Definitely correct

Almost correct

incorrect

Aspect that being assessed

Grammar

Max Score

Structure

Score scale
Structure:
3: covering all structure (general classification and description)
2: almost covering the whole story but missing one part in the complication
1: not covering all the story and missing more than two part in the complication.

Grammar
3: correct grammar structure
2: incorrect grammar structure but doesnt effect the meaning
1: incorrect grammar structure and effect the meaning

10

The Headmaster

Teacher