Lesson Plan

Poetry, Short Story and Drama

Group 4:

1. Dini Kumala Andriyani (2003046002)

2. Taufiqurrahman (2003046014)
3. Nadiatul Mardhiyah (2003046016)

JURUSAN PENDIDIKAN BAHASA INGGRIS

FAKULTAS ILMU TARBIYAH DAN KEGURUAN

UIN WALISONGO SEMARANG

2022
 LESSON PLAN

Course : English
School : SMA 3 Kudus
Class/semester : XI/2
Material : Poetry
Language skill : Speaking
Time allocation : 2 x 45 minutes

A. Core Competence
1. Appreciate and appreciate the teachings of the religion he adheres to.
2. Demonstrate honest, disciplined, responsible, caring behaviour (mutual assistance,
cooperation, tolerance, peace), polite, responsive, and proactive and demonstrate
attitude as part of the solution to various problems, interact effectively with the social
and natural environment as well as in positioning themselves as a reflection of the
nation in the association of the world.
3. Understand, apply, and analyze factual, conceptual, and procedural knowledge based
on their curiosity about science, technology, art, culture, and humanities with insight
into humanity, nationality, state, and civilization related to the causes of phenomena
and events, and apply knowledge procedural in certain fields of study according to
their talents and interests to solve problems.
4. Processing, reasoning, and presenting, in the concrete and abstract realms related to
the development of what they learn in school independently and being able to use
methods according to scientific rules.
B. Basic Competence

Basic Competence
1.4 Interpret the social function, text 4.4 Capturing contextual meaning related to
structures, and linguistic elements of social functions, text structures, and
special texts in the form of poems, linguistic elements of special texts in the
spoken and written, by giving and form of poems related to adolescent life
asking for information related to the
lives of adolescents, according to the
context of their use
C. Indicators

Indicators
1.4.1 Analysing social functions, text 4.4.1 State the meaning contextually
structures, and linguistic elements of related to social functions, text
special texts in the form of poetry, structure, and linguistic elements of
spoken and written, by giving and special texts in the form of poems
asking for information related to the related to adolescent life.
lives of adolescents, according to the 4.4.2 Make a simple poetry that fits the
context of their use. social function, text structure, and
1.4.2 Determine the social function, text linguistic elements.
structure, and linguistic elements of a 4.4.3 Demonstrate the results of poetry in
special text in the form of poetry front of the class

D. Learning Objective
1. Students are able to analyse the social functions, text structures, linguistic elements,
and the meaning of texts in the form of poetry
2. Students are able to determine the social function, text structure, linguistic elements,
and the meaning of the text in the form of poetry
3. Students are able to make a simple poetry that is in accordance with the social
function, text structure, and linguistic elements of the poetry
4. Students are able to demonstrate the results of simple poetry in front of the class

E. Learning Material
a. Definition
Poetry is language spoken or written according to some pattern of recurrence
that emphasises relationships between words on the basis of sound as well as
meaning. This pattern is almost always a rhythm or metre (regular pattern of
sound units).

b. The aim
Poetry also has another function, namely to convey messages, such as
religious messages, moral or social messages from the author to the reader.
Because poetry is an art of expression of the soul, its creation does not
follow certain rules.
c. Generic Structure
1. Theme
The theme is the central idea expressed by the poet. The theme is
usually implicit in the overall content of the poem. Themes disclosed is
 a depiction of the inner atmosphere or also in the form of a poet's
response to the socio-cultural reality.
2. The tone and atmosphere
Tone poet expresses attitude towards the reader, while the atmosphere is
the mental state of the reader after reading poetry poetry inflicted
psychological effect on the reader. The tone and atmosphere of poetry
intertwined because of the tone poem create an atmosphere to readers.
3. Feeling in Poetry
Poetry expresses the feelings of the poet. If the poet to reveal the beauty
of nature, then as a means of expression he would use the images, figure
of speech and diction which represents the meaning of the natural
beauty.
4. Mandate
Mandate is a message to be conveyed poet in his poetry. The messages
are presented in a hidden phrase. Mandate will be consistent with the
theme of the poem.
d. Figurative Language of Poetry
The reason are a number of usage figurative language in poetry: Effectiveness of language,
afford imaginative pleasure, bringing additional imagery of speech into verse, more sensuous,
adding emotional intensity of speech to other wise merely information and conveying
attitudes, and a way to saying much in brief compass.

 Metaphor: Metaphor is used in the literature to express a connection between two

words and to represent a meaning which is not literally correct.
Example: Time is a thief.
You are a couch potato.
 Simile: Simile is used in the literature to present a comparison by including the word
„as‟, „like‟.
Example: It is as clean as a whistle.
He is busy as a bee.
 Personification: Personification is the way to give human characteristics to the ideas,
animals as well as inanimate objects. It is used in the literature to affect the way a
reader imagines each thing. This type of language is mostly seen in the poetry,
children‟s books and fictional work in literature.
 Example: Opportunity is knocking the door.
The radio stopped singing.
 Hyperbole: Through the use of Hyperbole, the writers usually emphasize a point in a
funny manner. However, it is an exaggeration and it is mostly used in fiction to
explain the characters by adding color and depth.
Example: You are snoring louder than a freight train.
He is so dumb, he thinks Taco Bell is a Mexican phone company.
 Symbolism: Symbolism is that when a word refers totally a different meaning than its
original meaning.
Example: when an image of the Indian flag is used to represent patriotism.
When an apple is used to represent education.

Example text of poetry

A Dream

Once a dream did weave a shade

O'er my angel-guarded bed,
That an emmet lost its way
Where on grass methought I lay.

Troubled, wildered, and forlorn,

Dark, benighted, travel-worn,
Over many a tangle spray,
All heart-broke, heard her say:

'Oh my children! do they cry, Do they

hear their father sigh? Now they
look abroad to see,
Now return and weep for me."

Pitying, I dropped a tear:

But I saw a glow-worm near,
Who replied, 'What wailing wight
Calls the watchman of the night?
'I am set to light the ground,
While the beetle goes his round
Follow now the beetle's hum;
Little wanderer, hie thee home!!
e. Learning Method
Approach : Scientific approach
Method : Genre Based Learning
Technique : Discussion and presentation

f. Learning Media
Media : power point presentation
Tool : projector, white board
Source : Otong, Padji, Ratna.2014. Buku Siswa Bahasa dan Sastra Inggris untuk
SMA/MA Kelas XI.Bandung: Yrama Widya.

g. Learning Activities

Stages Activities Instructions Time

Pre- The teachers greet the “Good morning, everybody...” 15
activity students, told the students “Are you feeling better today?” minutes
to pray, asks the student's “I hope you are all ready for your
conditions, and checking English lesson today”
student‟s attendance.
“So, is there any absent today?”
“Everyone, let’s begin our lesson
now with Basmaalah together”

The teacher building “ok, my dear students, is there

knowledge of the students any of you like to speech poetry?
related to the material or maybe make a poetry?
“what the theme of poetry do you
like? is about love, family, nature
or any other?

Core - Building Knowledge of 60

activity Field  “So, now I will show you a minutes
-the teacher shows the text poetry with the title “A
of poetry with the title “A dream” in the projector and I
Dream” ask all of you to observe for a
-the teacher asks the while”
students about the text  Ok, my students,
-What is the author of the text?
-Did you find the words that
are difficult to understand?
-What is the meaning of this
poetry?
Modelling of the Text  Then, I will explain about
- the teacher explains about poetry, so the definition of
the definition, social poetry is (….) and the social
function, generic structure, function of poetry is (….) and
and language features of the generic structure of poetry
poetry. are (….)
- the teacher strengthens  After you hear my explanations
students' understanding by of the poetry, let’s analyse
asking them to analyse the together about the social
social function, generic function, generic structure,
structure, and language language features and the
features and the meaning of meaning of the poetry “A
the poetry Dream”
- the teacher guided the
students during analysis

Join Construction  Now, I will divide the class

-the teacher divided the into four groups to have a
class into several group discussion”
-the teacher gives each  I will give a paper about
group with different poetry different poetry in each group,
and ask students to analyse then please doing the
the social function, generic discussion according to the
structure, and the language instruction in the paper”
features (worksheet 1)  For the discussion, you have
-the teacher chooses which twenty-five minutes
one of group to present their  Time is up, and I only asked
work two group to present as
-the teacher asks the other representative”
groups to pay attentions and  Please, the other groups pay
check their answers
attention and check the result
-the teacher asks students to of your discussion
collect their result of
 Now, collect your work in my
discussion
table”

Independent Construction
-the teacher asks students
 Then, I want to ask you
individually to make a
individually to make a simple
simple poetry (worksheet 2)
poetry with the instruction
- the teacher asks students to
listed on the paper of
speech in front of the class
assignment
about their work
 Then, I ask each of you come
- the teacher and the other
forward to speech aloud about
 students giving feedback your poetry.

Post- - The teacher gives student “Then, my students. It’s time to 10

activity opportunities to make make conclusion about today’s minutes
conclusion lesson, so I will ask you to speak
up, is there any volunteer? Please
raise your hand”

- The teacher asks students “In today’s meeting we have learn

difficulties in today‟s about poetry with many examples,
meeting and all of you followed the
learning well, all of you have
done your best, proud of you
everyone”
“So, is there a difficulty in today’s
meeting?”

- The teacher closes the “OK students, we’ve run out of

meeting time, I hope the lesson today can
be useful for your daily life”
“So we’ll continue next lesson”
“Prepare the next chapter for
Friday”
“See you again next Friday.
Thank you”

h. Assessment
Attitude Assessment
Aspect assessed : confidence
Form of assessment : self- assessment

Technique : students‟ complete questionnaire by asking themselves about the

indicator of confidence
 Self- assessment
Name :
Students number :
Rules :
1. Please read each statement in the table below
2. Give point by checking on the table depend on your experience
3. Notes: 1 (always)
2 (often)
3 (sometimes)
4 (never)

No Statements 4 3 2 1
1. I am brave to come forward to presentation
2. I am brave to argue, ask, and answer the questions
3. I argue or do activities without hesitation
4. I can make decision quickly
5. I am not easily hopeless or never give up

Scoring Rubric

Obtained score x 100 = …… x 100 = ……..

Maximum score 20

Cognitive Assessment
Aspect assessed : writing
Form of assessment : writing task
Technique : Students answering the following questions

Assessment Sheet

No Questions Value Score

1. What‟s the meaning of this poetry? 10
2. What‟s the theme of this poetry? 10
3. Mention the language features of this poetry! 10
4. What‟s the message contained in this poetry? 10
5. Who is the author of this poetry? 10
Sum : 50
Scoring:
Obtained score x 2 =
Skill Assessment
Aspect assessed : speaking skill
Form of assessment : oral test/performance
Technique : the teacher observing during presentation individually

Assessment Sheet
Student‟s Name :
Notes :

4 : excellent
3 : good
2 : fair
1 : poor

No Aspect of Assessment 4 3 2 1 Notes

1. Pronunciation
2. Intonation
3. Expression
4. Fluency
5. Accuracy
Sum

Scoring
Obtained score x 100 = …….. x 100 = …….
Maximum score 20

i. Remedial
Search two poetry about nationalism and dreams, then find the meaning and the message of
the poetry

j. Enrichment
Make a poetry about Religious that using 3 language features (metaphor, hyperbole, and
personification)
(Worksheet 1)
Member of Group:

A Red, Red, Rose

By Robert Burns

My love is like a red, red, rose

That‟s newly sprung in June
My love is like the melody
That‟s newly played in Tune
As fair are you my bonny lass
So deep in love am I
And I will love you still, my dear
Till all the seas go dry
Till all the seas go dry, my dear
And the rocks melt with the sun
And I love you still, my dear
While the sands of live shall run
And fare you well, my only love
And fare you well a while
And I will come again, my love
Though it were ten thousand miles

Answer the questions below!

1. What‟s the meaning of this poetry?

2. What‟s the theme of this poetry?
3. Mention the language features of this poetry!
4. What‟s the message contained in this poetry?
5. Who is the author of this poetry?
 Member of group:

In Memory of You
By Allan Edward

The soft voice with a story book in her hand

Always gift in nightly
The moon brighter to overcast my eyes
To keep American state in dark of night
The forehead kisses
Give the last touches after I asleep
When I open my eyes
I feel, simply in night, I hear the soft voice of you
You are the daylight in my day
You are the one that creates bother be gone
You are the words within my song
You are the eyes that facilitate American state to envision
She was there,
The wind brings her soul in remote
I was alone to stay my sweet reminiscences
Clotted longing through your shadow

Answer the questions below!

1. What‟s the meaning of this poetry?
2. What‟s the theme of this poetry?
3. Mention the language features of this poetry!
4. What‟s the message contained in this poetry?
5. Who is the author of this poetry?
(Worksheet 2)
Name :
Number :
Class :

Please make a simple poetry with the following instruction:

1. Choose which one of these themes (love, family or nature)
2. Consist of at least 2 stanzas
3. Consist of at least 2 language features of poetry

(…………………………………..)
Attachment

A Dream

Once a dream did weave a shade

O'er my angel-guarded bed,
That an emmet lost its way
Where on grass methought I lay.

Troubled, wildered, and forlorn,

Dark, benighted, travel-worn,
Over many a tangle spray,
All heart-broke, heard her say:

'Oh my children! do they cry, Do they

hear their father sigh? Now they
look abroad to see,
Now return and weep for me."

Pitying, I dropped a tear:

But I saw a glow-worm near,
Who replied, 'What wailing wight
Calls the watchman of the night?
'I am set to light the ground,
While the beetle goes his round
Follow now the beetle's hum;
Little wanderer, hie thee home!!

Meaning :
"A Dream" is a five-stanza poem made up of rhyming couplets. The first
stanza sets the scene of the poem as a dream the speaker had while napping. The
second stanza begins to describe the "Emmet," the ant, and her efforts to find her
family. The speaker disappears in the third stanza, leaving the reader alone with the
story of the ant's efforts to rejoint her family. In the fourth stanza, the speaker again
interrupts with his weeping reaction to the ant's plight and the happy realization that
help is on the way. Here the mother ant represents the human soul, longing for the
peace and comfort only God can give. God intervenes in the form of the glow worm,
who lights the path, and the beetle, who gives direction through his humming wings,
both of whom reunite the lost ant with her family
 Figurative Language:

Blake uses some figurative languages that can be listed below

• Metaphor: O'er my angel-guarded bed; angel-guarded bed refers to the the safest
place to dream and where the dream can be so high and so unimpeded.

• Personification: - I heard her say: because "her" refers to the mother emmet.

All lines in the third stanza; because the subject who cry, hear, look and weep are the
children of emmet. who replied, what wailing wight calls the watchman of the night?
the subject who does "reply" is the glow-worm.

Key answer of worksheet 1

“Love and Questions”

1. What‟s the meaning of this poetry? the meaning of the poetry A Red, Red Rose by
Robert Burns used the connotative meaning theory proposed by Leech. The word
“sands o‟ life shall run in twelve line of the poem show the use of symbol. The
word meaning refers to time. In this case, Burns symbolized his life as time like
sand through an hour glass. And also the word „as fair art thou, my bonnie lass‟ in
the fifth line of the poem used the chosen word to give physical appearance to
the readers about how beautiful and smart his bonnie lass
2. What‟s the theme of this poetry? the theme of this poetry is Love and affection
3. Mention the language features of this poetry!
a. Simile :
“my love is like a red, red rose “ this sentence is used to compare two things that
have similarity, between love and red, by using simile, we can gain the deepest
meaning of this sentence.
The word “As fair art thou, my bonnie lass” in the fifth line is also the simile
introduced by „as‟. This sentence is used to compare two things between fair and
bonnie lass
b. Personification:
“My Love like a red, red rose”. The poet symbolism of red has the meaning of
love, strong, respect, love and anger. The poem used the colour of red since red
 is the symbol of strong colour generally used to express love. Robert Burns
used the words „a red rose‟ and gave the reader sense of personification “My
Love as a rose
c. Symbols
- The sans of live shall run
- And the rocks melt with the sun
- Till all the seas go dry
4. What‟s the message contained in this poetry? the message from this poetry is that
Robert Burns conveyed and expressed his faithful love to Jean Armour. Although in a
condition where he was still close to her he suddenly went to Jamaica. He said
farewell goodbye to her and promised that she would come back again
5. Who is the author of this poetry? the author of this poetry is Robert Burns

“In Memory of You”

1. What‟s the meaning of this poetry? the meaning of this poetry is This poem is telling
about the story of a child who regret having lost his mother. He remembered the
attention and the soft voice of the mother figure who has gone.
2. What‟s the theme of this poetry? the theme of this poetry is Love and Death
3. Mention the language features of this poetry!
a. Paradox:

The moon brighter to overcast my eyes

to keep American state in dark of night

b. Irony
The forehead kisses
Give the last touches when I asleep
When I open my eyes
I feel, just in night, I hear the soft voice of you

She was there,

The wind brings her soul in far away
I was alone to keep my sweet memories
Clotted longing through your shadow

4. What‟s the message contained in this poetry? the message from this poetry is every
mother always give attention to all children, despite the attention given to sometimes
make us upset. But we must trust her, all of her attention given would it be best for us.
 So, as long as our mother is still alive, we have to follow his advice. Don‟t make her
disappointing, make her crying.
5. Who is the author of this poetry? the author of this poetry is Allan Edward