VALIDITY GROUP

(ENGLISH COURSE – INTERMEDIATE- WRITING SKILL)

NAME :
➢ Nur fatichatul
➢ Hana y. U. Lema
➢ Helga hehanussa
LESSON PLAN
THEMES TOPIC OBJECTIVES INDICATORS TEST ITEM
• Students can identify the generic
structure of recount text
• Students can identfify the language
At the end of learning students should
feature of recount text
SAD EXPERIENCE be able to create recount text about
• Students can organize sentences into
Sad Experience.
paragraph of recount text
• Students can create their own recount
RECOUNT Essay Project
text about the Sad Experience
TEXT (Write a Text)
• Students can analyze the generic
structure & language feature of
At the end of learning students should recount text
MY HOLIDAY be able to create recount text about • Students can identify types of
My Holiday. recount texts
• Students can create their own recount
text about My holiday
• Students can identify the generic
structure of descriptive text
• Students can identify the language
At the end of learning students should
of descriptive text
MY IDOL be able to create descriptive text
about My Idol. • Students can organize sentences into
paragraph of descriptive text
• Students can create their own
DESCRIPTIVE Essay Project
descriptive text about My Idol.
TEXT (Write a Text)
• Students can analyze the generic
structure & language feature of
At the end of learning students should descriptive text
TOURISM PLACE be able to create descriptive text • Students can identify types of
about Tourism Place. descirptive texts
• Students can create their own
descriptive text about Tourism Place
 • Students can identify the generic
strtucture of Narrative Text
• Students can identify the characters
in the Narrative Text
At the end of learning students should
• Students can identify the events in
FABLE be able to create narrative text in the
the Narrative Text
form of Fable.
• Student can identify the language
feature of Narrative Text
NARRATIVE • Student can create their own
TEXT narrative text in the form of Fable
• Students can analyze the generic
structure & language feature of
narrative text Essay Project
At the end of learning students should
• Students can identify types of (Write a Text)
FAIRY TALES be able to create narrative text in the
narrative texts
form of Fairy Tales.
• Students can create their own
narrative text in the form of Fairy
Tales
• Students can identify the generic
structure of greeting card based on
the writing purpose
• Students can identify the language
At the end of learning students should feature of greeting card based on the
BIRTHDAY CARD be able to create greeting card in the writing purpose
form of birthday card. • Students can design their own
Greeting Card
greeting card
GREETING Project
• Students can create their own
CARD (Design a
greeting card in the form of birthday
Greeting Card)
card
• Students can compare each of
greeting card based on the writing
At the end of learning students should
CONGRATULATION purpose
be able to create greeting card in the
CARD
form of congratulation card. • Students can analyze the generic
structure and the language feature of
the greeting card
• Students can create their own
greeting card in the form of
congratulation card
 RECOUNT TEXT
RUBRIC ASSESSMENT
Name of the Student :
Task : Student will write sad experience and my holiday using the recount text form
Goal : At the end of learning students should be able to create recount text about Sad Experience & My Holiday
Criteria 4 3 2 1 Total
Focus/Organization
• The recount text fulfill its purpose by
telling a story using all of the
elements of a recount text. Evidence of 2+
4 Complete 3 Complete 2 Complete .... x 8 =
• The story is appropriate for its
elements present elements present elements present
incomplete
elements .... point
intended audience.
• The story takes place in the past.
• Time order is used to organize the
story’s events.
Elaboration/Support/Style
• Provides an orientation that both sets
the scene and aims to interest interest
interest the reader.
• Describes events in detail so the
reader can imagine what happened, Evidence of 2+
4 Complete 3 Complete 2 Complete .... x 8 =
Uses direct speech. Makes the incomplete
elements present elements present elements present .... point
recount as interesting as possible. elements
Includes facts.
• Includes a personal reflection and
sums up the text.
• Transition words help move the story
along.
Grammar, Usage, and Mechanics
• The writing is free of misspellings,
and words are capitalized correctly.
 • Sentences are punctuated correctly, 4 Complete 3 Complete 2 Complete Evidence of 2+ .... x 8 =
and the piece is free of fragments and elements present elements present elements present incomplete .... point
run-ons. elements
• Standard English usage is employed
where appropriate.
• The paper is neat, legible, and
presented in an appropriate format.
TOTAL POINT

Engagement in the Writing Process Comments

The student
 Made a prewriting plan
 Discussed the draft with a partner or small group
 Contributed questions and suggestions to other writers
 Revised the draft
Overall Score....... / 100

Adapted from :
Glencoe. (2015). Rubrics for Assesing Students Writing, Listening, and Speaking. New York:McGraw Hill Companies.
 DESCRIPTIVE TEXT
RUBRIC ASSESSMENT
Name of the Student :
Task : Student will write My Idol and Tourism Place using the descriptive text form
Goal : At the end of learning students should be able to create descriptive text about My Idol & Tourism Place.
Criteria 4 3 2 1 Total
Focus/Organization
• The description fulfil its purpose by
presenting a clear and complete
picture.
• The description is appropriate for its
Evidence of 2+
intended audience. 4 Complete 3 Complete 2 Complete .... x 8 =
incomplete
• The details are presented in a elements present elements present elements present
elements .... point
recognizable and appropriate order.
• The topic sentence is the first
sentence in the paragraph. It clearly
introduces the subject and sets the
scene.
Elaboration/Support/Style
• Topic is supported by 4+ supporting
ideas and descriptive details.
• Vivid images supported by sensory Evidence of 2+
.... x 8 =
4 Complete 3 Complete 2 Complete
details and carefully chosen words incomplete
elements present elements present elements present .... point
are used. elements
• Details are sufficient and
appropriate.
• Transition words are used effectively
Grammar, Usage, and Mechanics
• The writing is free of misspellings,
and words are capitalized correctly.
 • Sentences are punctuated correctly, 4 Complete 3 Complete 2 Complete Evidence of 2+ .... x 8 =
and the piece is free of fragments and elements present elements present elements present incomplete .... point
run-ons. elements
• Standard English usage is employed.
• The paper is neat, legible, and
presented in an appropriate format.
TOTAL POINT

Engagement in the Writing Process Comments

The student
 Made a prewriting plan
 Discussed the draft with a partner or small group
 Contributed questions and suggestions to other writers
 Revised the draft
Overall Score....... / 100

Adapted from :
Glencoe. (2015). Rubrics for Assesing Students Writing, Listening, and Speaking. New York:McGraw Hill Companies.
 NARRATIVE TEXT
RUBRIC ASSESSMENT
Name of the Student :
Task : Student will write Fable and Fairytales using the narrative text form
Goal : At the end of learning students should be able to create narrative text about Fable and Fairytales.
Criteria 4 3 2 1 Total
Focus/Organization
• The narrative fulfill its purpose by
telling a story using all of the
elements of a narrative text Evidence of 2+
4 Complete 3 Complete 2 Complete .... x 8 =
• The story is appropriate for its
elements present elements present elements present
incomplete
elements .... point
intended audience.
• The story takes place in the past.
• Time order is used to organize the
story’s events.
Elaboration/Support/Style
• Enough details are provided to
describe the setting and characters.
Evidence of 2+
• Realistic dialogue contributes to the 4 Complete 3 Complete 2 Complete .... x 8 =
incomplete
story and is used appropriately. elements present elements present elements present .... point
elements
• Story has a well-developed conflict.
• The moral is clearly stated and
appropriately relevant to the story.
Grammar, Usage, and Mechanics
• The writing is free of misspellings,
and words are capitalized correctly.
• Sentences are punctuated correctly,
and the piece is free of fragments and
run-ons. Evidence of 2+
• Standard English usage is employed. 4 Complete 3 Complete 2 Complete incomplete .... x 8 =
elements present elements present elements present elements .... point
 • The paper is neat, legible, and
presented in an appropriate format.
TOTAL POINT

Engagement in the Writing Process Comments

The student
 Made a prewriting plan
 Discussed the draft with a partner or small group
 Contributed questions and suggestions to other writers
 Revised the draft
Overall Score....... / 10

Adapted from :
Glencoe. (2015). Rubrics for Assesing Students Writing, Listening, and Speaking. New York:McGraw Hill Companies.
 GREETING CARD
RUBRIC ASSESSMENT
Name of the Student :
Task : Student will write Birthday Card and Congratulation Card using the greeting card form
Goal : At the end of learning students should be able to create greeting card about Birthday Card and Congratulation Card.
Criteria 4 3 2 1 Total
Focus/Organization
• The piece fulfills its purpose by
giving a content that is very relevant
to the subject/theme given. Evidence of 2+
4 Complete 3 Complete 2 Complete .... x 8 =
• The story is appropriate for its incomplete
elements present elements present elements present .... point
intended audience. elements
• The word used are very creative.
• The message is clear and
understanable.
Image/Quality/Design
• The design is very creative; there is
use of multiple colors that
complement each other.
• The shapes are drawn very Evidence of 2+
4 Complete 3 Complete 2 Complete .... x 8 =
beautifully incomplete
elements present elements present elements present .... point
• The images are very related to the elements
content of the card, it adds to the
overall meaning of the card
• The card shows conscientious,
careful work and attention to detail.
Grammar, Usage, and Mechanics
• The writing is free of misspellings,
and words are capitalized correctly. Evidence of 2+
4 Complete 3 Complete 2 Complete incomplete .... x 8 =
elements present elements present elements present elements .... point
 • Sentences are punctuated correctly,
and the piece is free of fragments and
run-ons.
• Standard English usage is employed.
• The paper is neat, legible, and
presented in an appropriate format.
TOTAL POINT

Engagement in the Writing Process Comments

The student
 Made a prewriting plan
 Discussed the draft with a partner or small group
 Contributed questions and suggestions to other writers
 Revised the draft
Overall Score....... / 100

Adapted from :
Glencoe. (2015). Rubrics for Assesing Students Writing, Listening, and Speaking. New York:McGraw Hill Companies.