Gusti Rayyan Noor (1710117210015)

Pengajaran Mikro A9

LESSON PLAN
School : SMAN 1 Tanjung
Subject : English
Grade/Semester : XI/I
Topic : Poem (The Raven)
Skill : Reading
Time Allocation : 10 minutes
Mikro Skill Practice : Opening and Closing

A. Core Competence
1. Responding to and practicing the teachings of their religion
2. Rewarding behavior (honesty, discipline, responsibility, caring, politeness, curiosity,
confident, tolerant, internal motivation, healthy lifestyle, and environment-friendly)
to interact effectively with the social and natural environment in a range of socially
and existence.
3. Understanding knowledge (factual, conceptual, and procedural) based on his/her
curiousity about science, technology, arts, culture related phenomena and real events.
4. Trying, processing and presenting various things in the realm of concrete (using,
parsing, composing, modifying, and createing) and the realm of the abstract (writing,
reading, counting, drawing and composing) in accordance with the learned in school
and from other sources in the same point of view/theory.

B. Basic Competence
1.1 Being grateful for the opportunity to learn English language for international
communication.
2.3 Rewarding responsible behavior, caring, cooperation and peaceful, in implementing
functional communication
 3.4 Interpreting social functions, text structures, and linguistic elements of specific texts
in the form of written poem according to the context of their use
4.4 Capturing contextual meaning related to social functions, text structure, and language
elements specifically in the form of poem and according to the context of their use

C. Indicator
3.4.1 Determining social functions, text structure, and linguistic elements of special texts
in the form of written poem and according to the context of their use
4.4.1 Mentioning contextual meaning related to social functions, text structure, and
language elements specifically in the form of written poem and according to the
context of their use

D. Learning Objective
By the end of the lesson, the first grade students of SMAN 1 Tanjung will be able to
determine social functions, text structures, and linguistic elements of written poem and to
mention contextual meaning related to social functions, text structure, and language
elements of written poem according to the context of their use correctly or with 80%
accuracy

E. Teaching Material

Poem
 Definition: a piece of writing in which the words are arranged in separate lines,
often ending in rhyme, and are chosen for their sound and for the images and
ideas they suggest. (Cambridge Dictionary)
 Characteristics: the paragraph within is called stanza, using figurative language,
has rhythm and rhyme
 Social function: to give pleasure of entertain and pleasure of value
  Structure of the text
o Line length: it shows the reader how it should be read. Short lines are
usually read faster, with more emotion. Longer lines slow down the pace
of a poem
o Stanzas: the group of lines, contains a central idea
o Consistency: an author might start each line with a certain part of speech,
or a repeated line or phrase is used at the same spot in each stanza

 Linguistic elements
o Imperative sentences (positive and negative)
o Interrogative statements
o Figurative language
o Grammar; the proper use of singular and plural nouns with or without a,
the, this, those, my, their, etc. within noun phrase

F. Teaching Method
1. Approach : Scientific Approach and Cooperative Learning
2. Technique : Think, Pair, and Share
3. Method : Lecture and tasking

G. Teaching Media
1. White board
2. Board marker
3. Powerpoint

H. Sources of Material
1. Book of Eleventh Grade English Students Published by Ministry of Education
and Culture
I. Teaching Activity

Activity Description Time

Pre- - The teacher greets and asks the condition of the students 3’
activities (Assalamualaikum, good morning, how are you today?)
- The teacher checks the presence of students (Who is absent
today?)
- The teacher appoints one student to lead the prayer before
learning (Please, … lead the prayer)

Apperception:
- The teacher shows a video about someone reading a poem
and asks to the students related to the video. (Please watch
this video. What do you think of the person on the video is
doing )
- The teacher gives some questions to activate students’
background knowledge (What do you know about poem?
Have you ever read it? Do you like reading a poem?)
- The teacher asks the students to guess what will they learn
(Can you guess what will we learn today?)
- The teacher provides information about the material and
learning objectives to be achieved (Today we are going to
learn about poem. At the end of the lesson, I expect you to
be able to to mention contextual meaning of a poem related
to social functions, text structure, and linguistic element
correctly)
While- Observing: 4’
activities - The teacher shows an example of poem entitled “The
Raven” on powerpoint (Now, please look at this example.)
- The teacher explains about the material to the students (So,
this is an example of a poem. Poem is…. )
- The teacher asks students to read the example aloud.
 (Please, … read the first stanza in front of the class.)

Questioning:
- The teacher gives chance to students to ask questions about
the material (Is there any questions?)

Exploring:
- The teacher divides the students into pairs (please make a
pair)

Associating:
- Each pair asked to answer the questions related to the poem
(Now, exercise time. Based on the poem, please discuss and
answer the questions with your partner)

Communicating:
- Each pair presents their answers in front of the class. (Now
I want each pair present your answers in front of the class)
- The other groups can comment on the other group’s
answers (Any comment on this group?)
Post- - The teacher gives evaluation work to the students. (Now, 3’
activities please do this exercise individually)
- The teacher gives remedial work to the students whom the
standard score are below KKM on evaluation work (Now, I
will give remedial exercise and I will give it to only students
who get the low score)
- The students are assisted by the teacher to conclude the
results of teaching and learning activities (So what have we
learnt today?)

- The teacher gives homework (I have homework for you.

 Please find another poem.)
- The teacher ends the lesson with greetings ((That’s all for
today. See you next week. Have a nice day.
Assalamualaikum.)

Banjarmasin, …

Name:

NIM:

Appendix 1
The Raven
By Edgar Allan Poe

Once upon a midnight dreary, while I pondered, weak and weary,

Over many a quaint and curious volume of forgotten lore—
While I nodded, nearly napping, suddenly there came a tapping,
As of some one gently rapping, rapping at my chamber door.
“’Tis some visitor,” I muttered, “tapping at my chamber door—
Only this and nothing more.”

Ah, distinctly I remember it was in the bleak December;

And each separate dying ember wrought its ghost upon the floor.
Eagerly I wished the morrow;—vainly I had sought to borrow
From my books surcease of sorrow—sorrow for the lost Lenore—
For the rare and radiant maiden whom the angels name Lenore—
Nameless here for evermore.

And the silken, sad, uncertain rustling of each purple curtain

Thrilled me—filled me with fantastic terrors never felt before;
So that now, to still the beating of my heart, I stood repeating
“’Tis some visitor entreating entrance at my chamber door—
Some late visitor entreating entrance at my chamber door;—
This it is and nothing more.”

Presently my soul grew stronger; hesitating then no longer,

“Sir,” said I, “or Madam, truly your forgiveness I implore;
But the fact is I was napping, and so gently you came rapping,
And so faintly you came tapping, tapping at my chamber door,
That I scarce was sure I heard you”—here I opened wide the door;—
Darkness there and nothing more.

Deep into that darkness peering, long I stood there wondering, fearing,
Doubting, dreaming dreams no mortal ever dared to dream before;
But the silence was unbroken, and the stillness gave no token,
And the only word there spoken was the whispered word, “Lenore?”
This I whispered, and an echo murmured back the word, “Lenore!”—
Merely this and nothing more.

Back into the chamber turning, all my soul within me burning,

Soon again I heard a tapping somewhat louder than before.
“Surely,” said I, “surely that is something at my window lattice;
Let me see, then, what thereat is, and this mystery explore—
Let my heart be still a moment and this mystery explore;—
’Tis the wind and nothing more!”

Open here I flung the shutter, when, with many a flirt and flutter,
In there stepped a stately Raven of the saintly days of yore;
Not the least obeisance made he; not a minute stopped or stayed he;
But, with mien of lord or lady, perched above my chamber door—
Perched upon a bust of Pallas just above my chamber door—
Perched, and sat, and nothing more.

Then this ebony bird beguiling my sad fancy into smiling,

By the grave and stern decorum of the countenance it wore,
“Though thy crest be shorn and shaven, thou,” I said, “art sure no craven,
Ghastly grim and ancient Raven wandering from the Nightly shore—
Tell me what thy lordly name is on the Night’s Plutonian shore!”
Quoth the Raven “Nevermore.”

Much I marvelled this ungainly fowl to hear discourse so plainly,

Though its answer little meaning—little relevancy bore;
For we cannot help agreeing that no living human being
Ever yet was blessed with seeing bird above his chamber door—
Bird or beast upon the sculptured bust above his chamber door,
With such name as “Nevermore.”

But the Raven, sitting lonely on the placid bust, spoke only
That one word, as if his soul in that one word he did outpour.
Nothing farther then he uttered—not a feather then he fluttered—
Till I scarcely more than muttered “Other friends have flown before—
On the morrow he will leave me, as my Hopes have flown before.”
Then the bird said “Nevermore.”

Startled at the stillness broken by reply so aptly spoken,

“Doubtless,” said I, “what it utters is its only stock and store
Caught from some unhappy master whom unmerciful Disaster
Followed fast and followed faster till his songs one burden bore—
Till the dirges of his Hope that melancholy burden bore
Of ‘Never—nevermore’.”

But the Raven still beguiling all my fancy into smiling,

Straight I wheeled a cushioned seat in front of bird, and bust and door;
Then, upon the velvet sinking, I betook myself to linking
Fancy unto fancy, thinking what this ominous bird of yore—
What this grim, ungainly, ghastly, gaunt, and ominous bird of yore
Meant in croaking “Nevermore.”

This I sat engaged in guessing, but no syllable expressing

To the fowl whose fiery eyes now burned into my bosom’s core;
This and more I sat divining, with my head at ease reclining
On the cushion’s velvet lining that the lamp-light gloated o’er,
But whose velvet-violet lining with the lamp-light gloating o’er,
 She shall press, ah, nevermore!

Then, methought, the air grew denser, perfumed from an unseen censer
Swung by Seraphim whose foot-falls tinkled on the tufted floor.
“Wretch,” I cried, “thy God hath lent thee—by these angels he hath sent thee
Respite—respite and nepenthe from thy memories of Lenore;
Quaff, oh quaff this kind nepenthe and forget this lost Lenore!”
Quoth the Raven “Nevermore.”

“Prophet!” said I, “thing of evil!—prophet still, if bird or devil!—

Whether Tempter sent, or whether tempest tossed thee here ashore,
Desolate yet all undaunted, on this desert land enchanted—
On this home by Horror haunted—tell me truly, I implore—
Is there—is there balm in Gilead?—tell me—tell me, I implore!”
Quoth the Raven “Nevermore.”

“Prophet!” said I, “thing of evil!—prophet still, if bird or devil!

By that Heaven that bends above us—by that God we both adore—
Tell this soul with sorrow laden if, within the distant Aidenn,
It shall clasp a sainted maiden whom the angels name Lenore—
Clasp a rare and radiant maiden whom the angels name Lenore.”
Quoth the Raven “Nevermore.”

“Be that word our sign of parting, bird or fiend!” I shrieked, upstarting—
“Get thee back into the tempest and the Night’s Plutonian shore!
Leave no black plume as a token of that lie thy soul hath spoken!
Leave my loneliness unbroken!—quit the bust above my door!
Take thy beak from out my heart, and take thy form from off my door!”
Quoth the Raven “Nevermore.”

And the Raven, never flitting, still is sitting, still is sitting

On the pallid bust of Pallas just above my chamber door;
And his eyes have all the seeming of a demon’s that is dreaming,
And the lamp-light o’er him streaming throws his shadow on the floor;
And my soul from out that shadow that lies floating on the floor
Shall be lifted—nevermore!

Appendix 2
Read the poem carefully and then answer the questions. You can use your dictionary to
find the meaning of difficult words.
1. What is the poem about?
2. How many stanzas does the poem consist of?
3. What is “the raven” according to the poem?
4. What does the word “outpour” mean? (line 56)
5. What can you learn from the poem?

Answer key:

1. Death
2. 18
3. A crow
4. An uncontrollable expression of strong feeling
5. All living things in this world will die and it cannot be avoided

Appendix 3 (Evaluation)
Please answer the following questions.

1. Who is the author of the poem?

2. What is the theme of the poem?
3. What does the word “wrought” mean? (line 8)
4. What is the synonym of “dreary”? (line 1)
5. What is the antonym of “bleak”? (line 7)

Answer key:

1. Edgar Allan poe

2. Mystical
3. Made or done in a careful or decorative way
4. Dull
5. Warm

Appendix 4 (Remedial)
Please answer the following questions.

1. How many characters are involved in the poem?

2. Who are the characters in the poem?
3. What is the synonym of “curious”? (line 2)
4. What is the antonym of “unmerciful”? (line 63)
5. The word “he” in line 81 is refer to?

Answer key:

1. 3
2. I, Lenore, and the Raven
3. Interested
4. Merciful
5. Seraphim

Appendix 5 (Homework)
Please find another poem.
Lampiran 1 : Format Penilaian Individu

Nama Kegiatan : .....................................

Tanggal Pelaksanaan : .....................................
Nama : .....................................
NIS : .....................................

No Aspek yang Dinilai Nilai

Sikap (attitude)
1 Ingin tahu
2 Percaya diri
3 Jujur

Perilaku (action)
1 Kerja sama
2 Melakukan tindak komunikasi yang tepat

Pengetahuan (knowledge)
1 Pengucapan
2 Kelancaran
3 Intonasi

Total
Rata-Rata
TRANSCRIPT

Teacher : Assalamualaikum. Good morning, students.

Students : Waalaikumsalam. Good morning, sir.
T : How are you today?
S : We are fine, sir. Thank you, and you?
T : I’m fine, too. Thanks for asking. Who is absent today?
S : None, sir.
T : Good. Now, please ... lead us to pray together.
S : Okay, so before we start the lesson today, let’s pray together first. Pray start. Finish.
T : Thank you. So, to begin the lesson today, I want to show you a short video. Please
pay attention.
S : (watching)
T : Okay, now after you watch the video, what do you think the person on the video is
doing?
S : Reading a poem, sir.
T : Yes, correct. What do you know about a poem? Have you ever read it?
S : Yes, I have, sir. It was short and the words were like rhyming, sir.
T : Good. What do you think after you read it? Do you like it?
S : It is interesting and I like it, sir
T : Very good. So, based on the videos and what have I asked you before, what do you
think will we learn today?
S : Poem, sir?
T : Yes, we will learn about poem. By the end of the lesson, I expect you to be able to
mention contextual meaning of a poem related to social function, text structure, and
linguistic element correctly.
S :…
T : Now, please take a look at this example. This is an example of a poem. The social
function of poem is to give pleasure of entertain and value to the reader. Its
characteristics are using figurative language and have rhythm and rhyme. About its
structure, there are line length, stanzas, and consistency. Line length shows how it
should be read. Stanza is a group of lines that contain the central idea. And
consistency is when phrase or repeated line used at the same spot in each stanza.
Then, about the language elements of a poem, it usually contains imperative
sentences (positive and negative), interrogative statements, figurative language.
S : (listening)
T : Now, is everything clear? Is there any question?
S : No, sir.
T : Now, please .. to read the first stanza aloud in front of the class.
S : (reading aloud)
T : Now, exercise time. First, I want you to make pairs.
S : Done, sir.
T : Now, please answer the questions on the paper that I just gave you. Use your
dictionary to help you answer the questions. You understand?
S : Yes, understood, sir.
T : Time’s up. Now, please present your answers in front of the class.
S : (presenting)
T : Very good. Any comment on this group?
S : No, sir.
T : Now, I will give you another exercise but this time do it individually.
S : Okay, sir.
T : Time’s up. Please collect it to me.
T : After I check your score, there are some students who get low score. So, I will give
remedial exercise.
S : Okay, sir.
T : Okay, time’s up. Please collect it to me. Now, before we dismissed the class, what
have we learnt today?
S : A poem sir.
T : What is its social function?
S : To give pleasure of entertain and value to the readers, sir.
T : Good. How about its structure?
S : There are line length, stanzas, and consistency, sir.
T : Very good. The language elemetns?
S :Using contains imperative sentences (positive and negative), interrogative
statements, and figurative language, sir.
T : Excellent, my smart students. Okay, now I have homework for you.
S : Yah…
T : Please find another poem and collect it to next meeting. Understand?
S : Yes, sir, understood.
T : Okay, that’s all for today. Thanks for coming. See you next week. Have a good day
all. Assalamualaikum.
S : Thank you, sir. Waalaikumsalam.