FR/KUR/004

“KHADIJAH” Senior High School

Lesson Plan
Academic Year 2018-2019

School Name : SMA Khadijah

Subject : English as a Second Language
grade/Semester : XI/1
Time : 90 minutes
Material : Paper 1 (Reading)

The core competence:

• Understanding simple texts, e.g. Public notices and signs (including timetables and
advertisements)
• Identifying and retrieving some facts from simple texts, e.g. To complete a form
• Selecting and organizing some relevant information from a range of texts including
letters, brochures, forms and imaginative writing within the experience of young
people and reflecting the interests of people from varied cultural backgrounds
• Recognizing some ideas, opinions and attitudes in a range of texts
• Beginning to understand what is implied but not actually written, e.g. Gist, purpose
and intention

Learning Objectives
● Finding the whole information in detail from the text presented.
● Understand and select relevant information.
● Summarizing the information obtained from the text presented

Procedure:

A. Introductory Activity:

▪ The teacher prepares the readiness (CHARACTER BUILDING) of the students to

follow the lesson
▪ The students pray (CHARACTER BUILDING) before the class is conducted
▪ The teacher will greet the students prior to learning and ask how they are.
▪ The teacher will review the importance of skimming and scanning in students’ life.
The teacher will go over how skimming and scanning will be essential to cover
information from the text.
▪ The teacher will read (LITERACY) A Chair for My Mother by Vera Williams as a
class. Students will have to keep in mind literary elements. The teacher will ask
questions (COMMUNICATION) to the students as we read for example, why is the
mother worried? Or have you ever saved your money to buy something? In order to
get students engaged in the reading.

B. Step-by-step:
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“KHADIJAH” Senior High School

Lesson Plan
Academic Year 2018-2019

▪ Students will return to their seats and the teacher will log onto the teachers computer.
(The actions the teacher takes can be visible to students on a screen in the classroom)
▪ The teacher will demonstrate how to log onto the website that they are going to be
using. ( A hand out will be given out following to discussion)
▪ When logged on the teacher will begin the activity. She will ask questions about the
reading (Story title, setting, characters etc.)
● This is going to engage the students in a discussion (CHARACTER BUILDING –
COMMUNICATION) and get them thinking about the story using literary elements.
● The teacher will fill out the “trading card” as students discuss
(COLLABORATIVE – CRITICAL THINKING) the story. The students will be
able to view and watch the teacher as she fills it out.
▪ Students will then be instructed to chose a book out of the classroom library and
read it independently (CRITICAL THINKING – LITERACY).
● The teacher will be available for student questions.
▪ Students will then receive a hand out with step by step instructions on how to log
onto the website www.readwritethink.org They will also receive instructions on
how to print their trading card when they are finished. (Handouts are attached to
end of lesson plan.)
▪ Students, using the book they selected, will create (CREATIVITY) their own
trading card on the interactive website.
● The teacher will go around from student to student monitoring their progress and
be available for any questions.
● Students will print, following the instructions handed out, and hand in their trading
card for grading.

C. Closure:
▪ Students will have a chance to be organized into small groups
(COLLABORATIVE – COMMUNICATION) to share their story elements with
their classmates prior to handing in their trading card to the teacher.
▪ Whole class wrap up will include teacher asking questions such as what they have
learned, how it can be used in other subjects, and If they enjoyed the activity or
not.
▪ Teacher is conducting reflection to relate to the real life world
“What have we learnt today?”
“How can we make use of skimming and scanning skill into our daily life?”, etc

D. Evaluation
The evaluation is conducted by using ESL Cambridge standard (attached) and national
standard as based on the 2013 national curriculum.

1) Rubric of oral and written tests

Answer Criteria Score

1. The general and specific information about Correct 3
the picture
2. The general information/specific Less correct 2
information about the picture
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“KHADIJAH” Senior High School

Lesson Plan
Academic Year 2018-2019

3. Other then 1 and 2 Incorrect 1

Penilaian Sikap

Jurnal Guru

NO HARI/ NAMA PRILAKU/ BUTIR TINDAK

TGL/ JAM KEJADIAN SIKAP LANJUT
KE

Internalizing Adequate Developing Novice

Highest level
Text form and • Uses knowledge • Evidence of • Little or no • Attempts to
structure of text interacting with evidence of follow directions
strategies structure and the text, but not interacting with • Underlines or
discourse always the text highlights key
to anticipate with a clear • Reads without terms
content and sense of purpose awareness that
build schema or ownership context may be
• Uses text form • Some strategy important to
and/or structure use (e.g. re- meaning
to guide the reading, .
reading process visualizing,
• Considers questioning)
significance of but not always
Context to text the best match
meaning for addressing
the reading
difficulty
• Notices context
in which text
was written

Comprehension • Distills meaning • Makes • Little or no • No evidence of

(gist connections evidence of comprehension
statements, between comprehension of important
paraphrasing, personal of important ideas in the text
summarizing) experience and ideas in the text • Makes personal
while reading events in the • May focus on connections that
• Identifies text details that are do not aid
significant • Makes an effort not central to comprehension
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“KHADIJAH” Senior High School

Lesson Plan
Academic Year 2018-2019

passages to get the gist of the meaning of • No strategy used

or phrases that text the whole
contribute to (paraphrasing, • Limited to a
the key ideas summarizing) single strategy
• Builds an • Notices some that may not be
interpretation key passages the most useful
based phrases but in the context
on textual may not yet use
evidence them to build
• Synthesizes an interpretation
ideas into some
larger meaning
Metacognition • Able to monitor • Able to describe • Not yet able to • Questions the
own reading own articulate an text by simply
process reading process awareness of rephrasing the
• Aware of where • Aware of points own reading text
confusion at process • Demonstrates
occurs and of which • May not be general
appropriate confusion occurs aware of confusion
strategies to get • May name confusion or • Unable to
back on track comprehension may express evaluate own
• Aware of a strategies but not general reading process
range of compre- always confusion
hension aware of how without
strategies and when and when to understanding
to use them use them where and
• Makes personal strategically to build when it occurs
connections to comprehension • Not yet able to
build schema , identify
links text with strategies that
world could aid in
comprehension

Evaluation Summary Students earning

& recommendation: Novice on this
assignment are
invited to redo it
to meet
Adequate
criteria for an
upgrade to
Developing
Score

Approved by, Surabaya, Juli 16, 2018

Principal ESL Teacher
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“KHADIJAH” Senior High School

Lesson Plan
Academic Year 2018-2019

M. Ghofar., S.Ag, M.Pd.I

NIPY. 91312001033 Hamzah Fauzi, S.Pd

ATTACHED MATERIALS

Skimming & Scanning Strategy Protocol

What is “Skimming & Scanning”?

Skimming & Scanning is a style of reading and information processing. There are some who
argue that skimming and scanning is more of a searching technique than a reading strategy.
But it all depends on the purpose for reading. For example, one could read for pure
enjoyment, while in another situation, one could read for inquiring about information or to
successfully complete a proposed activity/task.

What is “skimming?”

It is a strategy that can be taught to students to help them identify the main ideas in text. It is
important to correlate “skimming” to reading, making it clear that it is not word-by-word
reading. Rather it is three to four times faster than normal reading. Generally, skimming is
used to get through text very quickly. Consequently, skimming is used when students have a
lot of reading material to get through, or have been assigned a task in an activity that requires
some quick reading first, prior to completing the task. Skimming has also been used as a
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“KHADIJAH” Senior High School

Lesson Plan
Academic Year 2018-2019

strategy in research when the student wants to determine if a text/article is a resource than
can be used.

How is skimming done?

When seeking specific information related to a topic/theme or an answer to a question or a

prompt, it is best to employ skimming. The skill of skimming allows for you to read the
headings, titles, subheadings and illustrations with captions, as well as reading the first and
last paragraph of a text/article. Indeed, skimming works well to identify dates, names,
places or specific items. It also allows for the reader to quickly review charts, tables and
graphs.

What is “scanning?”

Scanning is a skill that allows for students to search for key words/concepts/ideas. More
often than not, the student knows exactly what he/she is looking for. So the assigned task is
finding out specific information, such as finding the name of an individual in a telephone
directory or looking for a word in a dictionary.

How is scanning done?

When a student is asked to employ scanning in a task, this process involves moving the
eyes quickly through the text (or down a page) looking for specific words and/or phrases.
Scanning can also be used in a research project, where the student can scan the text to
determine whether it will provide the information he/she is looking for. It is important to
note, once you have scanned a text, you might go back and skim the text to identify the
main ideas.

Remember to emphasize with your students that scanning involves using the author’s use of
organizer’s (i.e., numbers, letters, steps, or the sequence words of First, Second, Third…You
can also encourage your students to look for words that are bold faced, italicized or in a
different font size, style or color. It is also important to point out that authors can place
important information in the text’s margin.

Developed By: Rosa Arcade Delgado, Ed.M.

Internet Resource Modified: http://www.42explore.com/index.htm
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“KHADIJAH” Senior High School

Lesson Plan
Academic Year 2018-2019

HOTS questions

America Online
America Online is one of the big names on the internet, and unlike many other digital
companies, it actually makes a profit. But the company which its rivals call the "Cyber-
cockroach" was launched only in 1992. Before that it was a small firm called Control Video
Corporation, and it made video games. Then Steve Case, a former Pizza Hut marketing
executive arrived and took the company online. Innovative, fast moving, and user-friendly,
America Online appeals to people who want to surf the internet, but who do not have a lot of
experience. For the same reason "techies", people who think they are more expert with
computers, look down on America Online and its users. Recently America Online (or AOL,
as it calls itself) joined with Time Warner - a multi-million dollar movie and magazine
company - to create a multimedia giant.
Now, AOL has begun to expand abroad. In many European countries, including the United
Kingdom, it is hard to buy a computer magazine that does not have a free AOL introductory
offer. The company also puts advertisements onto the television, and employs people to hand
out its free introductory disks at places like train stations. As the internet gets faster AOL is
changing. With many homes getting high-speed connections through fiber optic cables or the
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“KHADIJAH” Senior High School

Lesson Plan
Academic Year 2018-2019

new ASDL technology, the "Cyber-cockroach" will have to show that, like real cockroaches,
it can survive in almost any environment.

1. What is the passage about?

a. A computer company
b. A software company
c. An internet company
d. A video company
e. Online business

2. How do "Techies" feel about America Online?

a. They think it is a Cyber-Cockroach
b. They think it is for experts
c. They think it is a movie and magazine company
d. They feel superior to its users
e. They feel happy about its users
3. People who use America Online are probably …
a. Video game players
b. "Techies"
c. Movie fans
d. People new to the internet
e. Game creators
4. America Online is an unusual digital company because …
a. It used to make video games
b. It is innovative
c. It makes money
d. It has joined with another company
e. It used to be bankrupt
5. What does the article say about AOL's future...?
a. It will do well
b. It will do badly
c. It will face challenges
d. It will be nothing
e. The article doesn't say
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“KHADIJAH” Senior High School

Lesson Plan
Academic Year 2018-2019