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CHAPTER 2 - Kindness Begins With Me
CHAPTER 2 - Kindness Begins With Me
KURIKULUM MERDEKA
INFORMASI UMUM
IDENTITAS MODUL
Nama Penyusun : Fitrijah Hidajati, M.Pd Kelas / Semester : VIII/Ganjil
Satuan Pendidikan : SMPM 2 Taman Alokasi Waktu : 3 x 40 Menit
Mata Pelajaran : Bahasa Inggris Fase : D
Elemen Mapel : Mengalami dan Menciptakan
KOMPETENSI AWAL
• connect and sequence events in an imaginative story;
• explain characters’ actions, feelings, and behavior in an imaginative story; and
• retell and rewrite an imaginative story.
MODEL PEMBELAJARAN
Project Based Learning (PBL) terintegrasi pembelajaran berdiferensiasi
KOMPETENSI INTI
I. TUJUAN PEMBELAJARAN
• Capable learnes connect and sequence events in an imaginative story;
• Capable learnes explain characters’ actions, feelings, and behavior in an imaginative story; and
• Capable learnes retell and rewrite an imaginative story.
Pertemuan Ke-1
Pendahuluan (10 Menit)
1. Refleksi pencapaian siswa/formatif asesmen, dan refleksi guru untuk mengetahui ketercapaian
proses pembelajaran dan perbaikan.
2. Menginformasikan kegiatan pembelajaran yang akan dilakukan pada pertemuan berikutnya.
3. Guru mengakhiri kegiatan belajar dengan memberikan pesan dan motivasi tetap semangat belajar
dan diakhiri dengan berdoa.
4. Siswa dan guru menyimpulkan pembelajaran hari ini.
Kegiatan Section 1 − Say What You Know
Inti A. Instruksi pada Buku Siswa
(90 Menit) 1. Look at the pictures in Picture 2.1. What do you know about these stories?
2. What other stories do you know?
3. What is your favorite story?
B. Instruksi untuk guru
1. Guru meminta peserta didik untuk mengamati Gambar 2.1
Bahasa guru
- “Let’s have a look at Picture 2.1 about stories from around the world.”
2. Guru bertanya kepada peserta didik apakah mengenal karakter-karakter yang ada
pada Gambar 2.1.
Bahasa guru
- “Do you know these characters in this picture?”
- “Can you tell me their names?”
3. Guru kemudian menanyakan ke peserta didik apakah mereka mengetahui judul
dan isi dari beberapa contoh cerita rakyat yang ada di Gambar 2.1.
Bahasa guru
- Do you know these stories in this picture?”
- “Which one is your favorite story?”
4. Guru meminta peserta didik untuk menjawab beberapa pertanyaan sederhana
terkait dengan karakter dan cerita rakyat yang ada dalam Gambar Cover Bab dan
Gambar 2.1.
Bahasa guru
- ”Are the characters in the irst picture in Picture 2.1 in these stories? Which
ones?”
- “Are these stories real? Why/Why not?”
5. Guru menjelaskan dengan singkat jenis teks cerita pada Gambar 2.1 beserta
tujuannya.
Bahasa guru
- “Picture 2.1 shows you several examples of ‘cerita rakyat’. As I said before, ‘cerita
rakyat’ can also be called ‘folk stories’ in English. Most of the time, they are not
real with imaginative characters, such as animals who can speak. These stories
are told to us from the time of our great great grandparents.”
6. Tujuan dari diskusi ini adalah agar peserta didik dapat memahami makna
pengisahan suatu cerita khayalan, dongeng atau cerita rakyat beserta nilai
moralnya.
Section 2 – Viewing
A. Instruksi pada Buku Siswa
• Listen to Audio 2.1. Monita and Galang are talking about a story. Listen and
identify the title of the story.
Pertemuan Ke-2
Pendahuluan (10 Menit)
Dalam kegiatan ini, guru dapat menyesuaikan dengan keadaan kelas. Jika tidak
memungkinkan untuk kegiatan individu, maka guru dapat meminta peserta didik
untuk bekerja secara berpasangan dengan teman sebangku.
Section 3 – Reading
A. Instruksi pada Buku Siswa
Read the inal part of ‘The Ugly Duckling’ story. See the Word Box
Using adjectives can help your reader know more about the characters’ feelings in the
story. For example, they showed that the Mother Duck felt worried or the Ugly
Duckling was sad.
Adjectives can come after ‘to be’. The Adjectives come after the past tense forms of ‘to
be’, ‘was’ and ‘were’ because we mainly use past tense in narrating a story. Look at the
following examples:
• The Ugly Duckling was sad. Nobody wanted to be his friend (sharing the Ugly
Duckling’s feeling sad).
• The yellow ducklings were not happy to see the Ugly Duckling (sharing the yellow
ducklings’ feeling unhappy).
The Adjectives can also come after some other ‘verbs’. The most common verbs are
‘feel’ and ‘become’. These verbs should also be in their past tense forms: ‘felt’ (past
tense of ‘feel’), and ‘became’ (past tense of ‘become’).
• The Ugly Duckling felt heartbroken (sharing the Ugly Duckling’s feeling
heartbroken).
• Mother Duck became worried about the Ugly Duckling (sharing Mother Duck’s
feeling worried).
• The Ugly Duckling became happy to live with the white swans (sharing the Ugly
Duckling’s feeling happy).
Now try to do the following activities about sharing feelings with Adjectives in the Ugly
Duckling story (Parts 1 - 3).
Guru memberi penjelasan tentang quotation marks atau tanda petik. Bahasa Indonesia
dapat digunakan untuk membantu peserta didik memahami konsep tanda petik dalam
kalimat langsung
Pertemuan Ke-3
Pendahuluan (10 Menit)
1. Guru membuka pelajaran dengan salam dan berdoa, memperhatikan kesiapan peserta didik,
memeriksa kehadiran, kerapihan pakaian, kerapihan posisi, dan tempat duduk peserta didik.
2. Mengatur posisi duduk peserta didik dan mengondisikan kelas agar proses pembelajaran
berlangsung menyenangkan.
3. Guru menyampaikan tujuan yang ingin dicapai dalam proses pemebelajaran
4. Guru mempersiapan segala peralatan yang akan digunakan pembelajaran
5. Guru melakukn apersepsi dapat mengajak peserta didik mengingat objek-objek mengesankan yang
pernah mereka lihat dan dan menanyakan hal-hal penting yang mereka ingat dari objek yang
menarik.
Kegiatan Section 1 − Say What You Know
Inti A. Instruksi pada Buku Siswa
(90 Menit) a. Look at these animals. Talk about each animal. Use the clues below.
1. What is their size? Are they big or small?
2. What kind of activity can they do? Can they jump? Can they swim? Can they
run fast? Can they swing from tree to tree?
3. Where do they live? In the forest? In the sea? In a pond?
The adjectives also come after the past tense forms of ‘to be’ (was, were) and the past
tense forms of some verbs like become (became). See the following examples:
• The Ugly Duckling was shy.
• The two grown up chickens were also mean to the Ugly Duckling.
• All the animals in the forest became rude to the elephant.
• The white swans were friendly and honest with the Ugly Duckling. Now try to do
the following activities about describing the characters’ trait and behavior as well
as feelings with Adjectives from the Ugly Duckling story (Parts 1 - 3) and the
Elephant and Friends story.
ASESMEN / PENILAIAN
A. ASESMEN/PENILAIAN
1. Assessment Rubric
Berikut ini salah satu contoh rubrik yang dapat digunakan di sekolah. Rubrik ini dapat
disesuaikan dengan kondisi dan kebutuhan peserta didik di sekolah masing-masing.
Criteria 5-Excellent 4-Good 3-Fair 2-Poor 1-Bad
Grammar Shows an Shows a Shows Shows poor Shows only
excellent good degree sufficient control of limited
degree of of control of control of simple control of a
control of simple simple grammatical few
simple grammatical grammatical forms. grammatical
grammatical forms. forms. forms.
forms.
Vocabulary Uses a wide Uses a good Uses an Uses basic Uses
range of well- range of adequate vocabulary vocabulary
chosen relatively range of with some that doesn’t
vocabulary. wellchosen vocabulary. words match the
vocabulary. clearly task.
lacking.
Pronunciatio Pronunciationi Pronunciatio Pronunciatio Pronunciatio Pronunciatio
n s excellent; n is good; n is suicient; n is okay; n is lacking;
highly mostly reasonably often hard to
intelligible. intelligible. intelligible. unintelligible understand.
Fluency Maintains Maintains Maintains Has diiculty Has
simple simple simple maintaining considerable
exchanges; exchanges; exchanges simple diiculty
with few to no few despite some exchanges; maintaining
hesitations. hesitations. diiculty; hesitant with simple
some some exchanges;
hesitations. sentences hesitant and
left strained
uncompleted except for
memorized
phrases
Date : ...................................................
Class : ...................................................
Chapter/Unit : ..................................................
Score
No Students Grammar Vocabulary Pronunciation Fluency ___/20
points
1
2
3
4
5
Comment:
3. Assessment Rubrics
Student’s name : ______________________________
Class : ___________________
Focus Very Good (4) Good (3) Fair (2) Poor (1)
Genre
Text Structure
Accuracy
Vocabulary
Mechanics
Total
Notes :
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B. PENGAYAAN DAN REMEDIAL
1. Pengayaan
• Pengayaan diberikan untuk menambah wawasan peserta didik mengenai materi
pembelajaran yang dapat diberikan kepada peserta didik yang telah tuntas mencapai
kompetensi dasar (KD)
• Pengayaan dapat di tagihkan atau tidak ditagihkan, sesuai kesepakatan dengan peserta
didik.
• Berdasakan hasil analisis penilaian, peserta didik yang sudah mencapai ketuntasan belajar
diberi kegiatan pembelajaran pengayaan untuk perluasan atau pendalaman materi.
2. Remedial
• Gru melakukan analisa dari hasil pembahasan releksi peserta didik dan dari hasil penilaian
untuk menentukan remedial teaching.
• Guru dapat meminta dan menunjukkan peserta didik untuk melakukan independent
remedial learning.
LAMPIRAN-LAMPIRAN
Lampiran 1 : Lembar Kerja Peserta Didik (LKPD)
Lampiran 3 : Glosarium
Kindness Towards Diferences, Kindness and Happiness, Kindness and Friendship