Designing lesson plan Essay Example for Free

Designing lesson pattern EssayIntroductionA. BackgroundTo achieve the Content Standard (Standar Isi) in the broadcast which covers the Competency Standard (Standar Kompetensi (SK)) and the Basic Competency (Kompetensi Dasar(KD)), scholars should go through the doctrine and encyclopaedism touch on.educational Ministry Regulation number 41, the year of 2007 to the highest degree the Process Standard states that every school teacher should hit Lesson Plans (Ren goata Pelaksanaan Pembelajaran(RPP)) to foster the teaching and study extremity to be interactive, inspirative, joyful, challenging, motivating the students to participate actively, and giving enough opportunities to them to be innovative, creative and self reliance according to their talents, demands, and corporeal as well as psychological development. finished out this module, the important elements of a lesson visualize pass on be discussed. You are supposed to be competent to implement your knowledge co ncerning language teaching and breeding such as language efficacy, methodology and approaches to extraneous language discipline, media and learning resources, and language discernment in developing lesson programs. By completing of every part presented in this module you will be able to flesh lesson casts which can fulfill the required process measurement mentioned above.B. ObjectiveThrough the elaborations and the interventions of important factors and elements in lesson supply, you will be prepared to be able to carry out the teaching and learning process as requested by the new curriculum (KTSP)C. IndicatorsAfter completing this module you are supposed to be able to 1. state the important elements of lesson planning.2. define the indicators of achieving the basic competencies 3. formulate the objectives of the teaching and learning4. assume relevant learning materials5. plan the corresponds of teaching and learning activities6. assess the students acquisitionsDES IGNING LESSON PLANA. The Concept of Lesson PlanActivity 1Instructions Think about these three principalsDiscuss them how they relate to the lesson planningA lesson plan is a teachers detailed description of the career of instruction for an individual lesson. (Wikipedia, accessed on the 6th of September 2009). The government regulation No. 19, the year of 2005 states that the planning for instructional process covers the sylabus and the lesson plan containing the purpose, learning materials, methodology, the learning resources and the evaluation. Those are the components of a lesson plan. except by the discussion you establish just done, we may conclude that those components could be sumd into three important aspects the purpose of the instruction (question 1), the learning application (question2), and the feedback or evaluation (question3).Based on the ministry regulation, number 41, year 2007, the process standard, it was explained that a Lesson plan is the elaboration of sy llabus which illustrates the teaching and learning activities to achieve the goals of the basic competency. Every teacher who handlings school curriculum, should design a plan completely and systematically to make the teaching and learning interactive, inspirative, joyful, challenging, and be able to spark students to be active, creative, and self reliance, in line with their talent, motivation, their physical and psychological development.This statement is mostly about the teaching and learning activities. Every stage of the lesson should be planned to fulfill the above requirements and make certain that the instructional objectives could be achieved.B. The components of a Lesson PlanActivity 2Instructions Share your experiences with your fri cans for the lesson plans you pay off ever made. Which components do you think is the most difficult to write?A Lesson plan is designed to meet the basic competencies, which can be carried out in one meeting or more. Things that should be write in the lesson plan are as wins1. Identity of the subject matter which consists ofa. Title of the lessonb. kin/ Semesterc. Program (especially for Senior High)d. sourcee. cartridge clip allotment2. Competency StandardCompetency Standard is the qualification of the students minimal ability, which illustrates the mastery of knowledge, attitude, and science obtained through each class or semester for every subject.3. Basic CompetencyBasic competency is a sum of students ability for certain subjects as the reference for determining the indicators for competency achievement in a subject.4. Indicator for competency achievementThe measurable or observable behavior, which shows the achievement of specific basic competency as the reference for the subject evaluation. The indicators for competency achievement are formulated with operational verbs that can be measured which cover the knowledge, attitude, and skills.5. The Instructional goalInstructional goal illustrates the process an d the learning outcome achieved by the students in accordance to the basic competency6. Instructional materialIt includes the fact, concept, principle, and the relevant subprogram, and written as suited items in relation to the indicators for competency achievement.7. Time allotmentTime is allocated as much as unavoidable to achieve the Basic competency and the learning load.8. MethodologyMethods are employ by teachers to create the teaching and learning process to enable the students to achieve the basic competency or a set of undertake indicators. The choice of methods should consider the students slip and condition as well as the characteristics of every indicators and the competency which will be achieved in every subjects.9. edition activitiesa) Pre- activityThis activity is done at the beginning of the lesson and meant for arousing the students motivation and to focuss the students attention as well, so that they can particpate actively during the lesson.b) Whilst acti vityThis is the main learning process and aimed at achieving the basic competency. This activity is conducted interactively, inspiratively, joyfully, chalenging, motivating the students to participate actively, and giving opportunities to the students to have innovation, creativity, and selfreliance in accordance to their talent, motivation, physical and psychological development. This activity is conducted systematically through exploration, elaboration, and conformation processes.c) Post activityThis activity is done to end the lesson which can be in the form of summarizing, evaluation, reflection, feedback , and follow up activities. Stages of Learning Activity 10. EvaluationThe procedure and the instruments for assessment should be based on the indicators for competency achievement and refer to the evaluation standard11. Learning ResourceSelecting the learning resource should concider the competency standard and the basic competency, as well as the learning material, the teachin g and learning activities and also the indicators for competency achievement.C. The Principles of Designing Lesson PlanActivity 3Instructions inquire any English lesson plan you have had. Try to make a judgment for this (excellent, good, or poor) What criteria do you take for consideration?a. Individual differencesConsider the individual differences concerning students level of mastery, interest, motivation, potential, emotion, learning style, special quest, learning speed, socio ethnic background, values, and living environment.b. Fostering students participationThe lesson should be students-focus and fostering, creativity, initiative, inspiration, self reliance, and learning motivation.c. Developing students reading and writing habits article of faith and learning should develop students reading habits on various resources and their ability to express feelings and opinions in different forms of writing.d. self-aggrandising feedback and follow upA lesson plan should include a ctivities which can eliminate positive feedback, reinforcement, enrichment, and remedial.e. Link and mavinLesson plan is designed considering the links and the unity among the competency standard, basic competency, learning material, instructional activities, and indicators for competency achievement, evaluation, and learning resources. Lesson plan should accommodate the thematic instructions, links with other subjects, across the learning aspects, and cultural diversity.f. Employing the information and chat technologyLesson plan is written to foster the use of information and communication technology, integrated, systematic, and effective depending on the situation and condition.D. The Stages of Developing a Lesson PlanA well developed lesson plan reflects interests and needs of students. It incorporates best practices for the educational field. (Skowron, Janice.2006). In Indonesian schooling, the Curriculum of School Level (KTSP) has already been set up by the kernel standard (SK) and the graduation standard (SKL). on that pointfore students should be able to achieve what so called the minimum requirements which have been stated in those 2 documents. The students interest relates to the learning materials and depends on how the learning activity is conducted.Therefore you mustiness employ various kinds of methods and approaches. The use of teaching aids and media may also be inspiring and increase the students motivation. According to the process standard (Educational Ministry Regulation no.41, the year of 2007) a lesson plan is a unit plan which covers one basic competency and the time span may be more than one meeting.But the English curriculum and syllabus developed in the interior(a) standard are directed to follow the 2 cycles (oral and written), and the quad stages (buildingknowledge of the field, model of the school textbook, joint construction, and independent construction). Therefore, English lesson plans should be integrated units whic h may cover more than one single basic competency take heeding and speaking for the oral cycle, reading and writing for the written cycle. Integrating all the four basic skills will also be possible. here(predicate) are the stages of designing an English Lesson Plan Mapping the Competency Standard and the Basic Competency find out the indicators for basic competency achievementSetting up the theatrical roleSelecting the Learning MaterialStructuring the stages of instructionPreparing the assessmentThe flow of a lesson development 1. Mapping the Competency Standard and the Basic CompetencyThis stage is ideally done when designing the syllabus. The Competency Standard and the Basic Competency which can directly picked up from the documents are to be analyzed and put into units. English or language in general has special characteristics which might be different from other subjects. The competency based curriculum developed in the content standard is prepared to teach students the co mmunicative competency which covers the actional competence, linguistic competence, socio cultural competence, and strategic competence.The competencies are interrelated to each other and the core of those four competencies is the discourse competence. (Kurikulum Berbasis Kompetensi, Bahasa Inggris, 2004) Diagram 5 Model Kompetensi Komunikatif (Celce-Murcia et al. 199510)In general, there four Competency Standards Listening, Speaking, Reading, and Writing which are states in the documents of content standard (SI), attachment for English subject. Your task is to select the basic competencies which can be combined into unit plans considering the suggested aproach in designing the stages of instruction (four stages in two cycles).Here is examples of mapping the basic competencies Class VII/ Semester 1SK 1 dan 3.KD Listening 1.1 dan KD Speaking 3.1 3.2Merespon makna , melakukan Tindak tutur Menyapa orangutang yang belum/sudah dikenalMemperkenalkan diri sendiri/orang lainMemerintah at au melarangClass IX/ Semester 1SK 5 dan 6KD Reading 5.3 dan KD Writing 6.2Merespon makna dan langkah retorika dan Mengungkapkan makna dan langkah retorika monologdescriptive dan declaim2. Determining the indicators for basic competency achievement.Indicators reflect measurable or observable behavior to show the achievement for the basic competency which will be used as the reference of the assessment. Indicators for achievement should be written by using operational verbs covering the knowledge, attitude, and skills.i.e. knowledge mentioning, interpreting, defining, completing, summarizing, explaining, developing, and so forthtera attitude participating, adjusting, helping, proposing, serving, inspiring, etc. skill expressing, practicing, fixing, arranging, demonstrating, etc.3. Setting up the PurposeEducational Ministry Regulation No. 41, about the Process Standard states that the Purpose of Instruction describes the process and the learningoutcome expected to be achieved b y the students referring to the basic competency. (Tujuan pembelajaran menggambarkan proses dan hasil belajar yang diharapkan dicapai oleh peserta didik sesuai dengan kompetensi dasar).The two aspects you have to include in setting up the purpose are a.The processIt reflects the expected students activities during the lesson. The activities should student centered. The more students involved through out the lesson would be the better. Consider the students motivation, interest, challenge, and creativity. i.e. Listening minimal pair, sound identificatifying, gap-filling, predicting, comprehending etc. Speaking interactive communication activities, role playing, scenario, speech, debating, interviewing, dialogue, etc. Reading scanning, skimming, reading intensively, predicting, classifying, etc. Writing co-operative writing, drafting, analyzing, point writing, programming, listing, revising, reviewing, giving comments, summarizing, etc.b.The learning outcomeIt refers to the achi evement of the basic competencies covering the knowledge, attitude, and skills.i.e. responding message to different kinds of text type. expressing meaning for different kinds of purposes pronouncing, reading aloud etc.4. Selecting Learning MaterialThe learning materials prepared for the lesson plan should be based on the students literacy level performative, functional, or informative. The latest is meant for high school. In performative level, students are taught how to use English to accompany actions, participate in classroom and school interactions, and recognize innocent written English. bandage in the functional level students are supposed to learn to use English to get things done, for endurance purposes (buying and selling, asking and giving permission, making and canceling appointments, read and write simple texts, read popular science, etc.)You have to mobilise that our English curriculum is text based. Therefore we have to select the material according to the sugges ted text type. For third-year high school are descriptive, procedure, recount, narrative, and report. While news item, discussion, explanation, exposition, and review are for senior high school.There are various resources where we can get the learning materials. Any learning material will be applicable as long as they can meet the curriculum requirement of teaching the students for communicative purposes. They might be presented in all types of communication, transactional dialogue, Interpersonal conversation, Informational texts (spoken and written) in the daily life context.For example Transactional conversation giving directions in various contexts (kitchen, street etc.) Interpersonal conversation talking about how to do things nervelessly for the sake of maintaining conversation5. Structuring the stages of instructionThe lesson is carried out through three phases Pre-activity, Whilst-activity, and Post-activity. a. Pre- activityThis activity is done at the beginning of the l esson and meant for arousing the students motivation and to focus the students attention as well, so that they can participate actively during the lesson. b. Whilst activityThis is the main learning process and aimed at achieving the basic competency. This is suggested to follow the two-cycle approach (oral and written) and the four stages of lesson development construction Knowledge of the Field (BKOF), Modeling of the text edition (MOT), Joint Construction of the Text (JCOT), and Independent Construction of the Text (ICOT). This approach is in line with the flow of a lesson mentioned in the process standardexploration, elaboration, and confirmation. Exploration = BKOF engagement = MOTConfirmation = JCOT, and ICOTc. Post activityThis activity is done to end the lesson which can be in the form of summarizing, evaluation, reflection, feedback, and follow up activities.5. Preparing the assessmentAssessment is a method of evaluating student performance and attainment, Microsoft Encart a 2009. This stage focuses on ensuring that your students have arrived at their intended destination and has been formulated as the indicators for competency achievement. For this, you will need to gather some evidence that they have done. You usually can do by gathering students execute and assessing this work using some kind of grading rubric that is based on the indicators. You could also give test to the students on various domains as well. Here are what we have to assess Communication that happens in texts Students ability to create and respond to texts In listening, speaking, reading, and writingThe texts that we may use Spoken Informational texts-Transactional and social dialogues Monologues in the target genresWritten Informational texts Essays in the target genresTest items should not measure the students knowledge on the rules of the language. kind of they should be focus on meanings. The meanings tested are Ideational meaning (isi berita) Interpersonal meaning (tuj uan text, tindak tutur)-Textual meaning (termasuk punctuation) Logical meaning (hubungan logis antar gagasan)6. An Example of a Lesson PlanEngish Version SMP/MTs .Subject English languageClass/Semester VII (Seven) / 1Text types Transactional / InterpersonalTheme Personal LifeSkill ListeningTime allotment 2 x 40 minutesCompetency Standard 1. To understand the meaning of transactional and interpersonal dialogues to interact with the closest environment. Basic Competencies 1.1. To response the meaning in the transactional ( to get things done) and interpersonal dialogue which is used in the simple oral communication accurately, fluently, understandable to interact with the closest environment that involves greeting batch/ friends, self introduction, others, ordering and forbidding somebody. To ask and to forbid. Greeting strangers / familiar peopleIntroducing selves and other people request / forbiddingIndicators for Achievement The students are able toa. response the fount o f hello from the strangersb. response the expression of self introduction.c. response the expressions of other peoples introductions. d. response the comment expression.e. response forbid expression.f. response the expression of hello from the familiar peoplePurpose Through modeling and interactive activities, students can conduct simplecommunication in the transactional and interpersonal dialogues. Learning MaterialsDialogues that uses the following expressions 1. A close morning. How are you ?B intelligent morning. Fine thank you.2. A Hello, Im Nina. Nice to meet youB Hello, Im Renny. Nice to meet you, too3. A Dont do that B No, I wint. Dont use up4. A Stop it B OkVocabularies related to text-type and theme, e.g name, live, address, etc. Verbs live, meet, do, stop, haveTo be is, am, arePersonal Pronouns I, you, we, they, he, she, itStandard expression Good morning Dont worry Thanks Nice to meet you OK How are you ?a. Teaching method/ Strategy Three-phase techniqu eA. Pre- activities doubtfulness and answer about things related to students life Students answer the questions of personnal identityB. Whilst activities1. To discuss new vocabulary of the texts2. To listen some sentences of teachers models3. To guess the meaning and function of sentences produced by teachers 4. To immitate some sentences of teachers pornounciation5. To listen to the dialogue of introductions6. To answer the question of the content of the dialogue.7. To response to the expressions of greeting, introduction, command, andprohibition. 8. To act out the teachers commands.C. Post-activities1. To ask the students difficulties in learning activities. 2. To summarize the learning materials.3. To give students some tasks of using expressions in the real situationLearning ResourcesThe relevant text book ( title, author, publisher, year, page ) Script of dialogues or dialogue recordingThe relevant picturesEvaluationTechnique Responding to the expressions / questions viva vo ce and written . Forms oral questionsTest Items spot I Listen to the expressions and give your response orally Good morning. How are you?.. Hi, Im Reno and you are?.. Are you Anisa?.. Hello, its nice to meet you.. Who is that girl?.. Part II Listen to the expressions and choose the best response, a, b, c or d.1. A Hello, how are you ?B a. Fine, give thanks b. Im Rennyc. Thank you d. Dont worry 2. A Is that your sister, Anna ?B a. Yes, it is b. No, shes not here c. I dont know d. Very well, thanks. 3. A Budi, this is my friend, Susan.B Hi, Susan a. Fine, thanks. b. Its Ok c. Nice to see you d. Im alright 4. A Open the door B a. OK b. Fine b. Finec. Good d. Really 5. A Dont be late to school.B a. Yes, Sir b. No, Sirc. Ok, Sir d. Fine, Sir Scoring guide1. For part I, each overcompensate item is micturated 32. For part II, each correct item is scored 23. Total Score Part I 5 x 3 = 15Part II 5 x 2 = 10TOTAL 254. Maximal score = 105. Students score =Rubrics for Part INo.Ura ianSkorIContent and grammar are correctThe content is correct, grammar is wrongContent and grammar are not correctNo answer3210IIFor every correct answerFor every wrong answer/ no answera20Approved by School Principal English Teacher. RESOURCES FOR LESSON PLAN IDEAS ON THE networkPBS TeacherSourceA large collection of lesson plans, teacher guides, and online student activities correlated to 90 sets of state and national curriculum standards. http//www.pbs.org/teachersource/Best of Education human 2002http//www.education-world.com/best_of/2002/Education World Lesson Planning Centerhttp//www.education-world.com/a_lesson/Education World National Standardshttp//www.education-world.com/standards/national/index.s