Lesson Plan

A. School : SMP Sutomo I

B. Subject : English
C. Class : VIII
D. Core Material : Expository texts
E. Time Allocation : 5 periods x 40 minutes
F. Core Competence :
CC 1: Living and practice the teachings of their religion
CC 2: Appreciate and practice honest behavior, discipline, responsibility, caring
(mutual assistance, cooperation, tolerance, peace), polite, responsive and
proactive and displayed as part of the solution to various problems in
interacting effectively with the social and natural environment and in placing
itself as a reflection of the nation in the association world
CC 3: Understanding, applying, analyzing factual knowledge, conceptual, procedural
based on curiosity about science, technology, arts, culture and humanities with
an insight into humanity, nationality and civilization-related phenomena and
events, as well as apply the knowledge procedural in specific fields of study
according to their talents and asked him to solve the problem.
CC 4: Rework, in the realm of reason and cover concrete and abstract domains
associated with the development of the independently learned in school, and
was able to use the method according to the rules of science

G. Basic Competence:
1.1. Be grateful to be able to study English as an international communication medium
embodied in the spirit of learning.
2.1. Reflect the courtesy and care in interpersonal communication with teachers and
friends.
3.5. Analyzing social function, text structure, and language features from the
introducing text based on the usage contex of short functional text or simple
essay in factual exposition

H. Indicators :
(Spiritual Behaviour)
1.1.1. To show the enthusiasm in learning
1.1.2. To show seriousness in learning

(Social Behaviour)
2.1.1. To show politeness in interpersonal communication with teacher and friends.
2.1.2. To show care in interpersonal communication with teacher and friends.

(Knowledge)
3.5.1. Pay attention to the expository text given by the teacher
3.5.2. To identify the social function, text structure and linguistic features of expository text.
3.5.3. Students learn to find out the main idea, detailed information, explicit and implicit
information in the text.

(Application)
4.5.1. To set expository text about natural phenomena based on other learning context by
focusing on the social function, text structure, and linguistic features.
4.5.2. To edit expository text about flying objects based on other learning context by focus
ing on the social function, text structure, and linguistic features.

I. Learning Objectives :
(Spiritual Behaviour)
1.1.3. Students are able to show their enthusiam in learning
1.1.4. Students are able to show their seriousness in learning.
 (Social Behaviour)
2.1.1. To show politeness in interpersonal communication with teacher and friends.
2.1.2. To show care in interpersonal communication with teacher and friends.

(Knowledge)
3.4.1. Pay attention to the expository text given by the teacher
3.4.2. To identify the social function, text structure and linguistic features of expository text.
3.4.3. Students learn to find out the main idea, detailed information, explicit and implicit
information in the text.

(Application)
4.11.To set expository text about natural phenomena based on other learning context by
focusing on the social function, text structure, and linguistic features.
4.12. To edit expository text about natural phenomena based on other learning context by
focusing on the social function, text structure, and linguistic features.

J. Materials:
a. To understand about The Power of Music
b. Introduction about the power of music
c. Problems of The Power of Music
d. Words related to The Power of Music

K. Methods :
Listening, group discussion, library study, role play, and tasking.

L. Media :
Laptop, Computer, LCD, CD for Listening, Loud Speaker, Power Point Presentation

M. Source :
 Hand Book – Reading Explorer 2 sixth edition
 Audio CD/VCD/DVD
 Teacher
 www. dailyenglish.com
 ngl.cengage.com/reading explorer
 NationalGeographic.com

N. Learning steps :
Meeting 1
1) Pre-activities

Teacher Students Timinig

- Greet students - Replay teacher’s greeting
- ask the students to say their prayers - say their prayers together with
the techer 5’
- checking students’ attendance - replying to attendance check by
saying , “I am here.”

2) Core Activities

Teacher Students Timinig

a. Observing
- Conditioning the students to be ready - Getting ready to learn.
to learn by showing the picture of An
audience cheer as a concert begins.
- Asking some questions related to the - Asnwering questions based on
picture shown. what are asked. 15’
- Play the audio CD - Listen to the audioCD
- Students are then allowed to look at - Students look at the text of the
the text of the listening they heard listening they heard before.
before.

b. Questioning
 - Give students opportunity to ask - Students ask one another any
about the meaning they do not meaning they don’t understand in
understand in the text. the text.
10’
- Give students opportunity to check if - Discuss and check to ensure that
their answers are correct with their answers are correct.
another group of students
c. Exploring
- Ask students to find out things - Make clipping about Mysteris
related to music.
15’
- Ask students to cross check what - students cross check what they
they have found with their partner. have found with their partner
- Ask students to answer questions - answer questions individually in
individually in front of the class. front of the class.
d. Associating
- give words related to music - Match the words given with the
10’
definition.
e. Communicating
- Ask students to write a short text of a - Individually, students write a text
music. about music
- Give input about the linguistic - Write down all the teacher’s input
features, sentence structure and word about about the linguistic features, 20’
use. sentence structure and word use.

3) Closing Activity

Teacher Student Timing

- Guide students to summarize the - With teacher’s guidance,
lesson. students learn to summarize the
lesson.
- Give the structured assignment of - read the next lesson. 5’
reading the next lesson.
- Tell the students about next - Listen to the teacher about next
meeting’s agenda. lesson’s agenda.

Meeting 2
1) Pre-activities

Teacher Students Timinig

- Greet students - Replay teacher’s greeting
- ask the students to say their prayers - say their prayers together with
the techer 5’
- checking students’ attendance - replying to attendance check by
saying , “I am here.”

2) Core Activities

Teacher Students Timinig

a. Observing
- Conditioning the students to be ready - Getting ready to learn.
to learn by showing the picture of
Trillectro Festival
- Asking some questions related to the - Asnwering questions based on 5’
picture shown. what are asked.
- Students are then asked to look at the - Students look at the text.
text of ‘Meeting and Greeting’.

b. Questioning
- Give students opportunity to ask - Students ask one another any 5’
about the meaning they do not meaning they don’t understand in
understand in the text. the text.
- Give students opportunity to check if - Discuss and check to ensure that
 their answers are correct with their answers are correct.
another group of students
c. Exploring
- Ask students to find out things - Write their opinion in the note .
related to greetings (guided questions
are provided on page 35).
- Ask students to cross check what - students cross check what they 8’
they have answered with their have answered with their partner
partner.
- Ask students to answer questions - answer questions individually in
individually in front of the class. front of the class.
d. Associating
- give words related to greetings and - Match the words given with the
5’
cultures. definition.
e. Communicating
- Ask students to write summarize the - Individually, students summarize
text. text about ‘Meeting and
Greeting”.
- Give input about the linguistic - Write down all the teacher’s input 8’
features, sentence structure and word about about the linguistic features,
use. sentence structure and word use.

3) Closing Activity

Teacher Student Timing

- Give the structured assignment of - read the next lesson.
reading the next lesson. 4’
- Tell the students about next - Listen to the teacher about next
meeting’s agenda. lesson’s agenda.

Meeting 3
1) Pre-activities

Teacher Students Timinig

- Greet students - Replay teacher’s greeting
- ask the students to say their prayers - say their prayers together with
the techer 5’
- checking students’ attendance - replying to attendance check by
saying , “I am here.”

2) Core Activities

Teacher Students Timinig

a. Observing
- Conditioning the students to be ready - Getting ready to learn.
to learn by showing the picture of
steel drums
- Asking some questions related to the - Asnwering questions based on
picture shown. what are asked. 15’
- Play the audio CD - Listen to the audioCD
- Students are then allowed to look at - Students look at the text of the
the text of the listening they heard listening they heard before.
before.

b. Questioning
- Give students opportunity to ask - Students ask one another any
about the meaning they do not meaning they don’t understand in
understand in the text. the text.
10’
- Give students opportunity to check if - Discuss and check to ensure that
their answers are correct with their answers are correct.
another group of students
c. Exploring
 - Ask students to find out terms related - Jot down in their notebooks words
to Music related to Music.
- Ask students to cross check what - students cross check what they
15’
they have found with their partner. have found with their partner
- Ask students to answer questions - answer questions individually in
individually in front of the class. front of the class.
d. Associating
- analyze the points of contrast in the - Listen to the teacher’s 10’
text. explanation.
e. Communicating
- Ask the least active students to give - The least students perfom the oral
an oral summary of the reading.. summary in front of the class
- Give input about the linguistic - Write down all the teacher’s input
features, sentence structure and word about about the linguistic features, 20’
use. sentence structure and word use.

3) Closing Activity

Teacher Student Timing

- Give the structured assignment of - read the next lesson.
reading the next lesson. 5’
- Tell the students about next - Listen to the teacher about next
meeting’s agenda. lesson’s agenda.

O. Evaluation :
1) Evaluation of behavior and social conducts
a. Spritual Conduct Evaluation Instrument(attached)
b. Social Conduct Evaluation Instrument (attached)
2) Knowledge Assessment is done through : Written Test.
3) Application Assesment is done through rubric evaluation (rubric is attached)

Medan , June 2016

Approved by Prepared by

Dra. Tania Salim Lo Chen Chen, S.S.

Attachement 1 :

Observation sheet of students’ spiritual conduct

Attendance List
No Indicators
1 2 3 4 5 6 7 8 9 10 11 12 … 32
1 Students show the enthusiasm in
learning
2 Students show the seriousness in
learning

Enthusiasm Assessment Criteria :

3 = have shown the enthusiasm (do not give up easily in facing difficulty, appreciate time, study
sincerely, study deligently) in learning.
2 = started to show enthusiasm (do not give up easily in facing difficulty, appreciate time, study
sincerely, study deligently) in learning, though not fully.
1= haven’t shown enthusiasm (do not give up easily in facing difficulty, appreciate time, study
sincerely, study deligently) in learning.

Seriousness Assessment Criteria :

3 = have shown seriousness (highly commited, willing to work hard, serious) in learning.
2 = started to show seriousness (do not give up easily in facing difficulty, appreciate time, study
sincerely, study deligently) in learning, though not fully.
1= haven’t shown seriousness (do not give up easily in facing difficulty, appreciate time, study
sincerely, study deligently) in learning
 Observation sheet of students’ social conduct

Attendance List
No Indicators
1 2 3 4 5 6 7 8 9 10 11 12 … 32
1 Students have shown politeness in
interpersonal communication with
teacher and students.
2 Students have shown care in
interpersonal communication with
teacher and students.

Politeness assessment criteria :

3 = have shown politeness (by saying “please” and “thank you”, appreciate and respect people
without looking at the background, perform an eye contact during a conversation, using a
language that doesn’t offense other(s)) in interpersonal communication with teacher and
students.
2 = started to have show politeness (by saying “please” and “thank you”, appreciate and respect
people without looking at the background, perform an eye contact during a conversation,
using a language that doesn’t offense other(s)) in interpersonal communication with teacher
and students but haven’t used the rules of civility (e.g. please, thank you, Can I…?.)
1= haven’t shown politeness (by saying “please” and “thank you”, appreciate and respect people
without looking at the background, perform an eye contact during a conversation, using a
language that doesn’t offense other(s)) in interpersonal communication with teacher and
students

Care assessment criteria :

3 = have shown care (offer assistance to friends and selfless) in interpersonal communication
with teacher and friends.
2 = started to show care (offer assistance to friends and selfless) in interpersonal communication
with teacher and friends.
1= haven’t shown care (offer assistance to friends and selfless) in interpersonal communication
with teacher and friends.
Attachement 3 :
SPEAKING RUBRIC ASSESSMENT

Name : ………………………………………… Class/Number : ……../ ……..

No Criteria to be assessed Low Good Very Good Score

performance Performance Performance
7 8 9
1. Pronunciation too many with 2 until 5 perfect
mistakes mistakes pronunciation
2. Intonation monotonous begins to vary Accurate
the intonation intonation
3. Grammar too many with 2 until 5 no mistakes
mistakes mistakes in grammar
4. Content plain/simple begins to add add more
some personal
information information
Total score
Final Score = Total score : 4

WRITING RUBRIC ASSESSMENT

Name : ………………………………………… Class/Number : ……../ ……..

No Criteria to be assessed Low Good Very Good Score

performance Performance Performance
7 8 9
1. Text Organization Doesn’t use Use the Use the correct
the correct correct text text
text organization organization
organization but has not and with
of recount elaborated the elaborated idea
text idea
2. Sentence formation Use simple begins to vary Use simple
sentences simple sentences,
sentences and compound
compound sentences and
sentences complex
sentences
correctly
3. Grammar Too many 6 until 10 Under 5
mistakes mistakes mistakes
4. Vocabulary Basic Developed Purposefully
Vocabulary, vocabulary chosen
less precise vocabulary
5. Mechanic Some errors Mostly Effective use of
with spelling effective use capitalization,
and of mechanics; punctuation,
punctuation errors do not and spelling
detract from
meaning
6. Tidiness and deadline Write Write quite Write neatly,
awkwardly, neatly, quite clear font,
Unreadable, clear font, submit the
submit late submit late work in/on
more than 3 three days time
days from the from the
deadline deadline
Total score
Final Score = Total score : 6