Zuraida Fitri - 12117064 - TBI 6B - Final Exam (Lesson Plan)

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Name: Zuraida Fitri

NIM : 12117064
Final Exam :
Lesson Plan

No Component Description / Remarks


1. General Information on
Teaching Tools
Name Zuraida Fitri
Institution Name SMA
Year Drafting Module
2024
Teach
School Level Senior High School
Class X (Ten)
Time Allocation 12 JP
2. Phase D Learning
Objectives
At the end of phase D, Student use English to
communicate with teachers, peers and others in a
wide variety of situations and purposes. They use
and respond to questions and use strategies to
General Learning Objective
start and sustain conversations and discussions.
(CP)
They understand and identify the main idea and
relevant details from discussions or presentations
on topics close to the lives of young people. They
use English to express opinions on issues close to
young people's lives and to discuss interests.
They give opinions and make comparisons. They
use non-verbal elements such as body language,
speech rate and tone of voice to be understood in
some contexts.

Elements of Listening and Speaking


At the end of Phase D, Students Listen and
Speak to a variety of texts such as narrative,
CP Element/Domain/Skill
description, procedure, exposition, recount, and
Focused
report. They read to learn something or to get
information. They look for and evaluate specific
details and the gist of different types of texts. These
texts can be print or digital, including visual,
multimodal or interactive texts. Their
understanding of the main idea, issues or plot
development in different texts begins to develop.
They identify the author's purpose and develop the
skills to make simple inferences to understand the
implied information in texts.

Regular/typical Students/Learners: general, no


Specific Learning difficulty in digesting and understanding the
objectives teaching material. tudents can use speaking
skills to share information about
themselves and their families, modeling
how to introduce themselves clearly and
concisely.
Knowledge
and/or Students are assessed on their ability to
Skills/Prerequ introduce themselves clearly and concisely,
isite and to share information about themselves
Competencies and their families.
3. Formative Assesment
Criteria
Section 1
1. (C1): Students can identify basic
information about Graffiti.
2. (C2): Students can summarize
information about graffiti.
3. (C3): Students can relate information
about graffiti.
Section 2
1. (C4): Students can compare about grafitti.
2. (C5): Learners can conclude what they
have learned.
(C6): Learners can make
sentences related to themselve
sPreliminary activities.
How to Conduct an Listening and Speaking
Assessment
Product Texts containing learners' daily activities
4. Pancasila Student Profile
1. Believing, fearing God Almighty
2. working together
Related Pancasila Student
3. reasoning critically
Profiles
4. being creative, innovative, independent, and
globally divers.
5 Facilities and
infrastructure
1. Device
Facility 2. Textbook
3. Material handout
4. Laptop/Computer PC
5. Whiteboard/White Board
6. Infocus//Projector/Pointer
7. Internet access
8. Worksheet
9. Supporting references
6. Learners
Student Category Regular students
Number of Students 28 Students
7. Learning Models and
Methods
Learning model • Face to face
• Distance learning (offline)

• Problem Based Learning (PBL)


Blended learning through a learning model
using Project Based Learning (PBL)
a) Orientation to the problem
b) Organizing students to learn
c) Guiding individual or group
investigations
d) Developing and presenting work
e) Analyzing and evaluating the problem-
solving process
• Social Emotional Learning (SEL)
integrated with differentiated learning based on
Social Emotional Learning (SEL).
a) Monitoring project activity
and progress e
Learning methods Individual
Group Disscussion
8. Assessment
How to Assess - Individual&group disscussion
- assessment rubric (attached)
Type of Assessment - Formative in Disscussion form (about
graffiti)
- Alternative Sources
1. Teachers can also use alternative learning

Tools and materials resources found in the surrounding


environment and adapted to the theme
being discussed.
2. The teacher informs the learners that they
will draft a simple written exposition text
about graffiti.
3. The teacher tells the learners that since the
exposition text they are going to draft is
multimodal they have to add pictures as
another mode to their exposition text.
4. The teacher asks learners to write their
drafts in the EXPOSITORY WRITING
ORGANIZER in the Student Book.
Closing Activities (10 minutes)
1. Students and teacher summarize today's
learning.
2. Reflection of student
achievement/formative assessment, and
teacher reflection to determine the
achievement of the learning process and
improvement.
3. Inform the learning activities that will be
carried out at the next meeting.
4. The teacher ends the learning activity by
giving messages and motivation to keep
the spirit of learning and ends with
prayer.
9. Reflection
 What are the difficulties in using the PBL
Teacher Reflection and SEL teaching models?
 Does the teaching and learning process run
as planned?
 Do the students participate in class
activities?
 Students and teacher summarize today's
learning.
 Reflection of student
achievement/formative assessment, and
Student Reflection
teacher reflection to determine the
 achievement of the learning process and
improvement.
 Inform the learning activities that will be
carried out at the next meeting.
 The teacher ends the learning activity
by giving messages and motivation to
keep the spirit of learning and ends with
prayer.
10. Bibliography Damayanti, EL, et al. (2022). English for
Nusantara for SMA Class X.

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