NAME : PUTRI ASMARITA

STUDENT’S NUMBER : 1811040006

CLASS : 3F

LECTURE : SPEAKING IN PROFESSIONAL CONTEXT

 LESSON PLAN

School : SMA N1 PURBOLINGGO

Subject : English

Level : 2st Grade of Senior High School

Aspect of Skill : Writing

Topic : Descriptive text

Time Allocation : 2 x 45 minutes ( 8 meeting )

Meeting : 4th

A. Aim
Writing
Through the process of learning and reasoning students are able to,
analyze and capture the meaning of simple oral and written descriptive
texts.
B. Objectives
During and after the learning process students can:
1) Matching adjectives with the right picture
2) Completing the mortar sentence with adjectives
3) Writing punctuation correctly
4) Writing generic structure descriptive text correctly
5) Answering questions from descriptive text
6) Mentioning adjectives in descriptive text
7) Describe someone
C. Subject Matter
Descriptive Text ( See in attachment 1 )
 D. Teaching Method
Collaborative Writing
 Make a group
 Discussion about content
 Checking for content and clarity as well as grammar
 Assessment and evaluation
E. Learning Material
Generic Structure:
1) Identification is introduction, in the form of a general description
of a topic.
2) Description is contains special features possessed by the object,
place, or person described.

Characteristic of descriptive text:

 Use simple present tense sentences

 Use adjective and classifying in nominal groups
 Use attributive and identification process

Example of descriptive text:

Borobudur Temple
Borobudur temple is one of the most beautiful tourist resorts in Indonesia.
It is situated in central Java. Borobudur temple is one of the seven wonders of the
world which needs to be preserved its circumstances. The people all over the
world know that Borobudur is one of the greatest art works that ever known since
long time ago.

Borobudur temple was built by Syailendra Dynasty during the eighth

century. It needed more than two million river stones. It is the biggest temple in
the world.
 After going into some restorations, Borobudur is visited by more and more
tourists, both domestic and foreign tourists. Most of them admire Borobudur
temple because of its beauty, its elegance and the story of the relief on its walls.

Domestic tourists usually go there by bus or private cars, while foreign

tourists like to join travel bureau because they don’t need to think of the
transportation, accommodation, and itinerary. There are some money changers
around the location. It makes them easier to change their money. But some of
them like to bring credit cards and checks.

F. Learning Activities
a) Pre-activities / Opening (10’)
 The teacher greets the students.
 The teacher leads to pray together
 The teacher checks the students` attendance list.
 The teacher raises the brainstorming the students’ mind
 The teacher informs the students that they are going to learn about
descriptive text.
b) Main activities (70’)
 The teacher explains about the definition of descriptive text.
 The teacher gives and shows the example of descriptive text.
 The teacher asks the students to read the text silently
 The teacher explains about the generic structures of descriptive text
 The teacher asks the students to find the difficult words and to identify
the grammatical use within the descriptive text.
 The teacher translates and writes the difficult words on the white
board.
 The teacher together with the students discuss the generic structure and
language feature. The teacher asks the students to arrange the
paragraph of descriptive text into good descriptive text.
 The teacher explains about the tenses that are used in the text.
  The teacher gives the students another descriptive text and asks them
to do exercise of the text by choosing the right tenses that is suitable
with the command.
 The teacher also asks the students to identify the language feature and
generic structure of the text.
 The teacher asks the students whether any difficulties or not
 The teacher asks the students to make a descriptive text.
c) Post Activities / Closing (10’)
 The teacher gives the students chance to ask about descriptive text.
 The teacher arises the students reflection by asking them what they
have got and what they have learn.
 The teacher closes the class while greeting the students.
G. References
1) http://digilib.unila.ac.id/11651/11/lesson%20plan.pdf
2) https://www.yuksinau.id/contoh-descriptive-text/
3) http://eksusiasimanjuntak.blogspot.com/2015/10/lesson-plan-
descriptive-text.html
H. Media
 Laptop
 LCD projector
I. Criteria of Assessment

No. Indikator Teknik Bentuk Contoh

1. Students can match
adjectives with the right
picture
2. Students are able to
answer questions from
descriptive texts
Written Test Plural Read the text carefully and
choice answer these questions by
choosing a, b, c, d, or e
based on the text.
Written Test Essay Read the text carefully and
answer these questions.
Mengetahui
Kepala Sekolah..................., Guru Mata Pelajaran,

............................................. .......................................

Attachment 1:

Descriptive Text

 Definition of descriptive text: Descriptive Text is a text which says what a

person or a thing is like. Its purpose is to describe and reveal a particular
person, place, or thing.
 Generic Structure of Descriptive Text:
1) Identification is introduction, in the form of a general description
of a topic.
2) Description is contains special features possessed by the object,
place, or person described.
 Characteristic of descriptive text:
 Use simple present tense sentences
 Use adjective and classifying in nominal groups
 Use attributive and identification process
 Purpose of Descriptive text
 To describe person, thing or place in specific
 To describe a particular person, thing or place.
 Language Feature of Descriptive Text
 Specific participant : has a certain object, is not common and
unique (only one). for example: Bandengan beach, my house,
Borobudur temple, uncle Jim
  The use of the adjective (an adjective) to clarify the noun, for
example: a beautiful beach, a handsome man, the famous place in
jepara, etc.
 The use of simple present tense: The sentence pattern used is
simple present because it tells the fact of the object described.
 Action verb: verbs that show an activity (for example, run, sleep,
walk, cut etc….
 Example of descriptive text:

Borobudur Temple
Borobudur temple is one of the most beautiful tourist resorts in Indonesia.
It is situated in central Java. Borobudur temple is one of the seven wonders of the
world which needs to be preserved its circumstances. The people all over the
world know that Borobudur is one of the greatest art works that ever known since
long time ago.

Borobudur temple was built by Syailendra Dynasty during the eighth

century. It needed more than two million river stones. It is the biggest temple in
the world. After going into some restorations, Borobudur is visited by more and
more tourists, both domestic and foreign tourists. Most of them admire Borobudur
temple because of its beauty, its elegance and the story of the relief on its walls.

Domestic tourists usually go there by bus or private cars, while foreign

tourists like to join travel bureau because they don’t need to think of the
transportation, accommodation, and itinerary. There are some money changers
around the location. It makes them easier to change their money. But some of
them like to bring credit cards and checks.

Panda
Have you ever watch the cartoon movie “Kung Fu Panda”? The panda in
the movie is described as a fat animal, love-noodle eater, and Kung Fu master. But
the Panda that will be described below is not the Panda who can do Kung Fu like
in that movie. Here is the description about Panda.
 Pandas are bear-like animal which originally live in center and western
part of China. Pandas have distinguish features that make them different other
species of bear. Pandas have white thick fur which covers all of their body with
black eyes patches, ears, nose, legs, shoulders, and arms. Those black marks make
Pandas unique and different.

Like other species of bear, pandas have a big head, a short tail, rounded
ears, and a long muzzle with a big nose. However, pandas’ diet is totally different
with other species of bear; in which they prefer bamboos than others. 90% of
pandas’ diet consists of bamboos. That is why pandas have adapted their body to
help them in eating bamboos. Pandas have a big jaw with tough muscles and
strong molars to crush bamboos so they can extract the nutrients they need.

Attachment 2:

Evaluation

Peter is the youngest in our family. He is fourteen years old and four years
younger than me. He has long, straight hair, bright eyes and a friendly smile.
Sometimes he is rather naughty at home, but he usually does what he is asked to
do. Peter is interested in sports very much, and at school, he plays football and
tennis. He is the best badminton player in our family.

1. How old is Peter? He is … years old. (10 Point)

a. Four
b. Fourteen
c. Forty
d. Ten
2. The writer is … years old. (10 Point)
a. Fourteen
b. Sixteen
c. Eighteen
d. Nineteen
3. Which of the following statement is not true about Peter? (10 Point)
a. He has long and straight hair.
 b. He has bright eyes.
c. He is interested in sports.
d. He plays football and tennis.
4. According to the passage, we know that Peter is …. (10 Point)
a. The writer’s youngest brother
b. The writer’s elder brother
c. A naughty boy
d. A friendly boy
5. It is implied in the passage that …. (10 Point)
a. Peter is naughty.
b. Peter is lazy.
c. Peter is unfriendly.
d. Peter is diligent.
6. From the text, we may conclude that…. (10 Point)
a. Many people do not like Peter.
b. People is older that the writer.
c. Peter is a welcoming person.
d. Peter is not diligent at all.
7. What is the text mostly about? (10 Point)
a. Peter
b. Peter’s hobby
c. Peter’s family
d. D. peters’ elder brother
8. ”He is fourteen years old . . . Than me.” (10 Point)
The underlined word refers to ….
a. Peter
b. The writer
c. The writer’s brother
d. The writer’s family
9. “Peter is interested in sports very much, and at school he plays football
and tennis.” The underlined phrase can be replaced by …. (10 Point)
a. Dislike sport
 b. Really likes sport
c. Hates sport very much
d. Finds sport not really entertaining
10. “But he usually does what he is asked to do”
The underlined phrase means … (10 Point)
a. He does anything he wants.
b. He always asks.
c. He is lazy.
d. He is diligent.

Key answer
1. B
2. C
3. C
4. A
5. D
6. C
7. A
8. B
9. B
10. D

Homework :
Make an example about descriptive text by your own experience.

Score Focus & Organization
4 In response to the task and the
stimuli, the writing:
• contains an effective and relevant
introduction.
• utilizes effective
organizational strategies to
create a unified whole and to
aid in comprehension.
• effectively clarifies
relationships among ideas
and concepts to create
cohesion.
• contains an effective and
relevant concluding statement
or section.
THE RUBRIC SCORE OF WRITING
Development
In response to the task and the
stimuli, the writing:
• utilizes well-chosen,
relevant, and sufficient
evidence1 from the stimuli
to thoroughly and
insightfully develop the
topic.
• thoroughly and accurately
explains and elaborates on
the evidence provided,
demonstrating a clear,
insightful understanding
of the topic, task, and
stimuli.
Language Conventions
The writing: The writing:
• illustrates consistent and • demonstrates
sophisticated command of consistent and
precise language, domain- sophisticated
specific vocabulary,2 and command of grade-
literary techniques3 appropriate level conventions of
to the task. standard written
English.4
• illustrates sophisticated
command of syntactic • may contain a few
variety for meaning and minor errors that do
reader interest. not interfere with
meaning.
• utilizes sophisticated and
varied transitional words and
phrases.
• effectively establishes and
maintains a formal style
and an objective tone.
3 In response to the task and the
stimuli, the writing:
• contains a relevant introduction.
• utilizes adequate
organizational strategies to
create a mostly unified whole
and to aid in
comprehension.
• clarifies most relationships
among ideas and concepts, but
there may be some gaps in
cohesion.
• contains a relevant concluding
statement or section.
In response to the task and the The writing: The writing:
stimuli, the writing:
• illustrates consistent command • demonstrates
• utilizes relevant and sufficient of precise language, domain- consistent command
evidence1 specific vocabulary,2 and of grade-level
conventions of
literary techniques3
from the stimuli to adequately standard written
appropriate to the task.
develop the English.4
• illustrates consistent
topic. • contains occasional
command of syntactic variety
• adequately and accurately for meaning and reader minor and/or major
explains and elaborates on interest. errors, but
the evidence provided,
• utilizes appropriate and the errors do not
demonstrating a sufficient
varied transitional words and significantly interfere
understanding of the topic,
phrases. with meaning.
task, and stimuli.
• establishes and maintains a
formal style and an
objective tone.
 In response to the task and the
stimuli, the writing:
2 •
• contains a limited introduction.
• demonstrates an attempt to use
organizational strategies to
create some unification, but
ideas may be hard to follow at
times.
• clarifies some relationships
among ideas and concepts, but
there are lapses in focus.
• contains a limited concluding
statement or section.
In response to the task and the The writing: The writing:
stimuli, the writing:
illustrates inconsistent • demonstrates
• utilizes mostly relevant command of precise language, inconsistent command
but insufficient evidence1 domain-specific vocabulary,2 of grade-level
conventions of
from the stimuli to and literary techniques.3
standard written
partially
• illustrates inconsistent English.4
develop the topic. Some command of syntactic variety.
evidence may be inaccurate • contains frequent
or repetitive. • utilizes basic or repetitive errors that may
transitional words and significantly interfere
• explains some of the evidence phrases. with meaning.
provided, demonstrating only
a partial understanding of the • establishes but inconsistently
maintains a formal style and
topic, task, and stimuli. There
an objective tone.
may be some level of
inaccuracy in the explanation.
1 In response to the task and the
stimuli, the writing:
• contains no or an irrelevant
introduction.
• demonstrates an unclear
organizational
structure; ideas are hard to follow
most of
the time.
• fails to clarify relationships
among ideas and concepts;
concepts are unclear and/or
there is a lack of focus.
• contains no or an irrelevant
concluding statement or
section.
In response to the task and the
stimuli, the writing:
• utilizes mostly irrelevant or no
evidence1
from the stimuli, or
mostly/only personal
knowledge, to inadequately
develop the topic. Evidence
is inaccurate orrepetitive.
• inadequately or inaccurately
explains the
evidence provided,
demonstrating little
understanding of the topic,
task, and stimuli.
The writing: The writing:
• illustrates little to no use of • demonstrates limited
precise language, domain- command of grade-
specific vocabulary,2 and level conventions of
literary techniques.3 standard written
English.4
• illustrates little to no syntactic
variety. • contains numerous and
repeated errors that
• utilizes no or few
seriously impede
transitional words and meaning.
phrases.
• does not establish or maintain
a formal style and an objective
tone.
J. 1 Evidence includes facts, extended definitions, concrete details, quotations, or other information and examples as appropriate to the task and the stimuli.
K. 2 Domain-specific vocabulary refers to the terminology used in the stimuli and/or associated with the topic.
L. 3 Literary techniques, such as metaphor, simile, and analogy, help to manage the complexity of the topic and are expected at grades 11-12.
M. 4 Conventions of standard written English include sentence structure, grammar, usage, spelling, capitalization, and punctuation.