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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.