Lesson Plan - Expression of sadness and embarrassment

SMA3SMG/WKAKA-ING/QSR/004-00/13

LESSON PLAN  6

1.    IDENTITY

School                    : SMA 3 Semarang

Class                       : XI

Semester                 : 1

Program                  : Science and Social

Subject                   : English

Date                        : September 29th, 2013

Time                       : 2 x 45 Minutes

2.   COMPETENCY STANDARD

Listening

Understanding meaning in formal and sustained transactional and interpersonal dialogue in daily life context.

Speaking

Expressing meaning in formal and sustained transactional and interpersonal dialogue in daily life context.

3.   BASIC COMPETENCE

Listening

7.1 Responding meaning in formal and sustained transactional dialogue (to get something done) and interpersonal dialogue (to have social relation) using various kind of oral language accurately, smoothly and acceptably in daily life context and involving the expression of expressing opinion, love, and sadness.

Speaking

9.1 Expressing meaning in formal and sustained transactional dialogue (to get something done) and interpersonal dialogue (to have social relation) using various kind of oral language accurately, smoothly and acceptably in daily life context and involving the expression of expressing opinion, love, and sadness.

  4.   TOPIC

Expression of sadness and embarrassment

5.   OBJECTIVE 

Students can use expression of sadness and embarrassment

6.   INDICATORS

a.       Cognitive

a.1 Product

ü  Mentioning expression of sadness and embarrassment

a.2Process

ü  Identifying relation between speakers

ü  Identifying themeaning of sadness expression

ü  Identifying the meaning of embarrassment expression

ü  Responding to expression of sadness

ü  Responding to expression of embarrassment

b.      Psychomotor

ü  Using expression of sadness

ü  Using expression of embarrassment

ü  Performing dialogue

c.          Affective

ü  Communication

ü  Confidence

ü  Creative

ü  Tolerance

7.      Learning Objective

At the end of the lesson, the students are able to:

a.       Cognitive

a.1 Product

ü  Mention the expression of sadness and embarrassment

a.2Process

ü  Identify relation between speakers

ü  Identify Situational context

ü  Identify meaning of expression of sadness

ü  Identify meaning of expression of embarrassment

ü  Respondto the expression of sadness

ü  Respond to the expression of embarrassment

b.      Psychomotor

ü  Use expression of sadness

ü  Use expression of embarrassment

ü  Perform dialogue

c.          Affective

ü  Communication

ü  Confidence

ü  Creative

ü  Tolerance

8. TIME

1 meeting (2 x 45 minutes)

9. LEARNING METHODS

Question and answer

Discussion

Role play

10. LEARNING ACTIVITIES

No	Learning Activities	Method and Core Value	Time	Note
1	Starter ·      Greeting ·      Checking the attendance ·      Reviewing the latest material (narrative) ·      Leading the students to the new topic by showing pictures	Question and answer for Communication	10’
2	Main Activities For exploration: ·      Asking the students to look for the expression of sadness and embarrassment. ·      Leading the discussion by asking questions to the expression of sadness and embarrassment . The students answer the questions based on their own knowledge. For elaboration: ·      The teacher asks the students to listen to conversation in the recorder, complete the dialog based on the conversation. ·      The teacher leads the discussion. For confirmation: ·      The teacher gives instruction to work in group and make a dialog using the expression of sadness and embarrassment. ·      Groups of students perform the dialogue in front of the class and the other students repeat the expression used. ·      The teacher gives comments and reinforcement towards the students’ performance ·      Teacher checks students’ understanding by giving them chance to ask and answer questions	Communication Task For  responsibility Activeness creativity Discussion For tolerance Discipline Communicative Confidence creativity	25’
3	Plenary ·      The teacher together with the students sum up the lesson. ·      The teacher signs the students with homework ·      The teacher gives evaluation test ·      The teacher closes the class.	Question and answer for Activeness Communication	10’

11.TEACHING MEDIA

·         Lesson Plan

·         Scenario

·         Handout (student’s worksheet )

12. EVALUATION

1.      Task 1 - Completion Task

Total of questions :5                           Criteria :

Maximal score :10                   Comprehensible ; acceptable target from                    2

Minimal score  : 0                    Comprehensible ; partially correct target from           1

                                                Not comprehensible ; seriously incorrect target from 0

Total of Score x  Maximal score = Score obtained

 

2.      Task 2 - Answering questions

Total : 5  Max score 100

3.      Making dialogue

Produce a dialogue with the expression of sadness and emnbarrassment

Scoring criteria :

A dialogue with no expression gets 5 points

A dialogue with expression gets 8 point

A dialogue with 2 expressions gets 9 points

A dialogue with 3 expressions gets 10 points

4.      Performance

               Level of Achievement                    

Aspect	Score	Criteria
Pronunciation	4	Excellent, easy to be understood, native accent
	3	Good, easy to be understood, certain speaker accent
	2	Average, difficult to be understood, native accent
	1	Poor, difficult to be understood, certain speaker accent
Grammar	4	correct grammar and meaning thoroughly
	3	Incorrect grammar, doesn’t affect meaning
	2	Grammar incorrect slightly, affect meaning
	1	Many incorrect grammar and inhibit meaning
Vocabularies	4	Vocabularies conveyed as vary as native speaker
	3	Vocabularies conveyed not as vary as native speaker
	2	Vocabularies are inappropriate and perfect pronunciation
	1	Vocabularies are incomplete and imperfect pronunciation
Fluency	4	As fluent as native speaker
	3	Fluent not like native speaker
	2	Less fluent
	1	Not fluent

5.      Rubric for Rubric for character buildings

      Responsibility:

No	Activity	3	2	1
1	Joining the discussion in group
2	Joining the performance
3	Expressing an idea

Tolerance:

No	Activity	3	2	1
1	Listening to the idea of others
2	Letting others to speak
3	Listening to others’ speak
4	Letting others to answer
5	Letting others to have an idea

Discipline:

No	Activity	3	2	1
1	Joining the discussion well
2	Performing well
3	Speaking well
4	Coming to the front on time

Scored Aspects	Scoring Criteria	Skor
Activeness	Being active during teaching learning activity	3
	Less active	2
	Being not active during the lesson, students tend to do another activity	1
Confidence	Speak very confidently, loudly, and use facial expression and gesture that appropriate for strengthen the message.	3
	Speak confidently, loudly, and sometimes use facial expression and gesture that appropriate for strengthen the message.	2
	Don’t Speak confidently, not loudly, and never use facial expression and gesture that appropriate for strengthen the message.	1
Communicative	Able to deliver opinion and answer questions correctly, and communicate with other students toward the lesson actively	3
	Not able to deliver opinion but answer questions correctly, and communicate with other students toward the lesson actively	2
	Not able to deliver opinion and answer questions correctly even cannot communicate with other students toward the lesson actively	1

RESOURSES:

·      http.//LiyOne.  Expression Embarrassment, anger, and annoyance.htm

·         Look a head XI

Approved by,                                                                Semarang, September 29th, 2013

English teacher,                                                             Student Teacher

Dra.ChristiatiYuliana, M.Pd                                         AyuRachmawati

NIP.195803261983032002                                           NPM: 10420055