LESSON PLAN

EXPERIMENT CLASS

SCHOOL : SMK Negeri 2 Pandeglang

SUBJECT : ENGLISH
CLASS/SEMESTER : X/ 1 (ONE)
SKILL : READING AND WRITING
TIME ALLOCATION : 6 X 40 MINUTES ( 3 MEETING)

I. CORE COMPETENCES
• KI1 and KI2: Respect and appreciate the teachings of the religion they adhere to and
Respect and live honest, disciplined, courteous, confident, caring, and responsible behavior
in interacting effectively in accordance with the development of children in the
environment, family, school, community and surrounding environment, nation, country and
regional areas
• KI3: Understand and apply factual, conceptual, procedural, and metacognitive knowledge at
a simple technical and specific level based on the curiosity about science, technology, art,
culture with humanity, nationality and state-of-the-art insights related to visible phenomena
and events.
• KI4: Demonstrate the skills of reasoning, processing, and presenting creatively,
productively, critically, independently, collaboratively, and communicatively, in the realm
of concrete and abstract realm in accordance with what is learned in school and other
similar sources in a theoretical perspective.

II. BASIC COMPETENCES AND THE INDICATORS

BASIC INDICATORS
COMPETENCES
2.3 Demonstrate 1. Showing non-trace behavior in writing descriptive
responsibility, caring, text.
cooperation and peace- 2. Always on time in completing tasks
loving behavior in
3. Available to respond to the issues presented in
carrying out functional descriptive text.
communication 4. Want to ask critical questions about the problems
raised in descriptive text
5. Always use words that don't offend others
3.7 Analyze social 1. Identify generic structure and language features from
functions, text structure, descriptive text
and 2. Identifying the differences in descriptive text with
linguistic elements in procedure seen from the gneric structure and
simple descriptive texts languange features
 about people, tourist
attractions, and famous
historical buildings,
according to the context
of their use.
4.8 Capturing meanings in 1. Determine topics and main ideas from descriptive
descriptive oral and text.
simple written texts 2. Determine figures to be described in accordance with
generic structure and descriptive language feature
3. Writing anecdotal text orientation that contains an
introduction to actors and events
4. Writing an anecdotal text crisis that contains the
stages of events
5. Writing an anecdotal text reaction that contains
funny / impressive elements and is the core of satire /
criticism
6. Sketch of an anecdotal text that contains a cover,
which is an affirmation of things that are criticized /
insinuated

4.9 Editing oral and written 1. Writing Draft descriptive texts about classmates.
descriptive texts, simple,
about people, tourist
attractions, and famous
historical buildings,
taking into account
social functions, text
structures, and language
elements that are correct
and in context.

4.1 Arrange simple oral and
0 written descriptive texts
about people, tourist
attractions, and famous
historical buildings,
taking into account the
purpose, structure of the
text, and elements of
language, correctly and
in accordance with the
context.
1. Write an introduction to the subject that contains
an introduction to the person that will be
described
 
2. Write the characteristics of a subject that
contains physical appearance, quality, general
behavior, characteristics of a person that will be
described
III. LEARNING OBJECTIVES
Spiritual attitude 1. Students able to be grateful for the chance that god’s give for
learning english language as an international language.
Social attitute 2. Students are able to show their good manners in communicating
with teacher and friends.
Knowledge 7. Students are able to identify the sosial function, text structure, and
language feature of Descriptive text.
Implementatiton 8. Students are able to arrange the simple Descriptive text orally and
writtenly with noticing the social function, text structure, and
language elements correctly and contectually.

IV. LEARNING MATERIAL

Social Function Generic Structure Language Features
To describe  Identification  Use of adjective
somethng,  Use action verbs
someone,or place.  Description  Use present tense
 Use spesific participants

FIRST LEARNING MATERIAL

A. Generic Structure of Descriptive Text
1. Identification
2. Description

B. Language Features
1. spesific participants
For Example :
Anyer Beach
My House
Borobudur temple
My Father
2. Use action verbs
For example: Run
Sleep
Cut
Walk

3. Use present tense

4. Use adjective
For example: A beautiful beach/ A handsome man/ The famous place in
Banten
 SECOND AND THIRD LEARNING MATERIAL
Example of Descriptive Text

1. Larry Page
Lawrence “Larry” Page is one of the most
influencial people in the world. Page is an
American computer scientist and an Internet
entrepreneur. He was a co-founder of Google with
his friend, Sergey Brin, in 1998. Now, he plays a
role as the chief executive officer (CEO) of
Alphapets, Google’s parent company.

Larry Page was born on 26 th March 1973 in Michigan. By 2017, his age is 44 years old. The
color of his hair is dark brown and his skin is fair. About his family, a research scientist named
Lucinda Southworth is his wife. Now, he is a father of two children.
In November 2016, he becomes the 12th richest person in the world. Larry’s last education
background is a Ph.D. from Stanford University. Here, he met Sergey Brin. Then, they
incorporated Google in order to make world’s information easy to access. This company makes
him to be the successful person in the world.

2. TANJUNG LESUNG BEACH

Banten is one area that has many beaches as
tourism potential. We all know about Anyer,
Carita, Sawarna, and Bayah. However, there is still
one more beach tourism destinations in Banten,
which way more beautiful; Tanjung Lesung.
Tanjung Lesung is located in the village of
Tanjung J aya, Panimbang District, Pandeglang,
Banten.
This beach called Tanjung Lesung because the
location is jutting into the sea so that its shape is
very similar to the end of the dimples. As in
Sundanese, the mortar is identical with the grooves
or dimples on the cheeks, the shape is also in
accordance with the indented coastline.
Tanjung Lesung is having natural and beautiful panorama. The stretch of white sand and coral
adorn various forms of basic waters. The sloping sand beaches provide space for both to play in the
sand, sunbathing, playing football and beach volleyball, and so forth.
Tanjung Lesung is a beach with white clean sandy beach, and having crystal clear sea water which
beautiful well maintain.
If you are from Jakarta, Tanjung Lesung able to achieved through two alternative routes. First, take
the route Jakarta-Merak toll road, then exit through the toll gate Eastern Serang. After passing
Serang, proceed to the City of Pandeglang and Labuan. Then the journey will end in Tanjung
Lesung.
For the second route, you can take the route from Jakarta-Merak toll road, then exit through the toll
gates Cilegon. Then, proceed to the coast along the Anyer-Carita. Next, continue to the Labuan and
ended up in Tanjung Lesung.
Between Tanjung Lesung to Jakarta is about 160 km with a travel time for about 2.5 to 3 hours.
You can go with private vehicle or take a public transportation. Make sure you enjoy the
sightseeing while you taking the journey. It’s beautiful.

V. Learning approaches and methods:

Learning approach: GRASP method, objects, images to explain meaning).
Learning method: Picture and presentation.
VI. Learning Resources :
• http://zona-indonesia.net/banten-mosque-mesjid-banten/
• http://www.indonesia-tourism.com/banten/tanjung_lesung.html
• "Think Globally Act Locally" Grade IX English Books
VII. Tools and materials: Grasp Method, Pictures, objects
VIII. Learning steps
1st Meeting (2x40 Minutes) (Grasp Method)
Preliminary activities (10 minutes)
1. Condition the class (preparing students to take part in the learning that will be
done by asking students to sit neatly, praying together and checking student
attendance lists.
2. Apperception
3. explain the learning objectives conveyed by the teacher.
4. The teacher explains the learning method that will be used, namely Grasp
Method
Core activities (60 minutes)
1. The teacher devide the students into some groups.
2. The teacher ask some questions which are related to the text
(brainstorming)
3. The teacher distributes a reading of Descriptive text which will be
discussed to the students.
4. The teacher ask the students to read the text.
5. The teacher ask the students to close the text
 6. The teacher ask the students to write all of the information they got from
the text
7. The teacher ask the students to return to the text and make corrections if the
information is not complete yet.
8. The teacher ask the students to classify the information from the list on the
board into some paragraphs.
9. The teacher ask the students to find the topic sentence for each paragraph.
10. The teacher ask the students to find the meaning or word, to determine
main idea, to find explicit information, and to find reference from the
information.
11. The teacher ask the students to summarize what they found in the text.
12. 12. The teacher ask the students to retell the information in front of the class.

Second meeting (2x40 minutes)

1. The teacher explains today's activities are writing descriptive, from previous
learning activities
2. The teacher distributes worksheets of Reading Test

Third meeting (2x40 minutes) GRASP for Writing

Planning
3. The teacher explains today's activities are writing descriptive, from previous
learning activities
Gathering ideas
4. The teacher gives an example of writing sentences in accordance with the
picture given.
Joint Construction
5. The teacher distributes worksheets.
6. Students with teacher guidance, write a topic sentence for each paragraph
and write the summary according to the picture on the worksheet.

Independent Construction
7. The teacher provides an opportunity to write the remainder of the picture
that has not been explained in written form
8. The teacher still gives students the opportunity to ask questions and the
teacher can give the roles of descriptive texts

First draft (revision) and final draft

9. Students show the results of their handwriting to the teacher.
10. The teacher provides corrections, and the accuracy to correct
9. Students collect the results of their writing to the teacher
A. Assessment of Learning Outcomes
1. Attitude-
Observation assessment
Assessment of observations is based on observing the attitudes and daily behaviors of
students, both related to the learning process and in general. Observations are made directly
by the teacher.
The following are examples of attitude assessment instruments.
No Student’name Aspects of behavior Amount of Code score Score code
assessed value
BS JJ TJ DS
1 75 75 50 75 275 68,75 B
2 .............. .... .... .... .... ............. ......... .......

Information :
• BS: Cooperate
• JJ: Honest
• TJ: Responsibility
• DS: Discipline

Note:
1. Behavioral aspects are assessed by criteria:
100 = Very Good
75 = Good
50 = Enough
25 = poor
2. Maximum score = number of attitudes assessed multiplied by number of criteria = 100 x
4 = 400
3. Attitude score = number of scores divided by the number of attitudes assessed = 275: 4 =
68.754.
Code of value / predicate:
75.01 - 100.00 = Very Good (SB)
50.01 - 75.00 = Good (B)
25.01 - 50.00 = Enough (C)
00.00 - 25.00 = Poor (K)
5. The format above can be changed according to the aspects of the behavior you want to
assess
B. Writing Assessment
Aspects
Score and The Indicators
Need Satisfactory Good Excellent
improvements
1 point 2 points 3 points 4 points
Content

Writing is limited Writing does not Writing Writing is

in communicating clearly related, quality purposeful and
knowledge. communicate paragraphs, focused, piece
Length is not knowledge. The with little or no contains some
adequate for reader is left with details details
( Ideas

development. questions.
and
Analysis)

writing is brief Writing is Uses correct Writing includes

Organizati

and undeveloped confused and writing format. a strong

with very week loosely organized. Incorporate a beginning,
transition and Transition are coherent middle, and end
closure weak and closure closure with some
is ineffective transition and
lb on

good closure
w
/yau
ord
eich

Careless or Show some use Uses a variety of Purposeful use

inaccurate word of varied words word choice to of word choice.
choice, which choice. uses make writing Uses powerful
obscure simple words interesting. Uses verbs
meaning. Uses (e.g., first, next, appropriate verbs, sequencing
incorrect verb then, after), and sequencing words words (e.g.,
tenses and few weak adjectives e.g., first, next, first, next, then,
adjectives to to convey ideas. then, after), and after) and
 convey ideas. acceptable colorful
adjectives to adjectives to
convey ideas. convey ideas.

Language not Attempts to use Clear language Clear and precise

clear. Sentence clear language. used a variety language used. A
beginning Some variety in of sentences variety of action
repetitive. sentences beginning words used as
Language

Presents tense beginnings. used. Presents sentence beginning.

use

not evident.Presents tense tense used. Presents tense used.

Little evidence used. Some Linking words Linking words and
of linkingevidence of and technical technical terms
words orlinking words terms used used consistently
technical terms and technical
terms
Many A few Almost no No grammatical
Mechanics

grammatical, grammatical, grammatical, spelling or

spelling, or spelling, or spelling or punctuation errors
punctuation punctuation punctuation
errors errors errors

N Students’name Score per Aspects

o Content organization Vocabulary Language Mechanics
use
1
2

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