LESSON PLAN

(Experimental Class)

Education Units : SMAN 1 KRANGKENG

Subject : Bahasa Inggris

Class/ Semester : X/ 1

Subject Matter : Narrative Text

Skill : Reading (Integrated)

A. Core Competencies/ (KI)

 KI-1 and KI-2: Spiritual Attitude Learning and Social Attitudes are
implemented indirectly (indirect teaching) through exemplary, related
honesty, responsibility, discipline, and courtesy through the learning
process of Knowledge and Skills. Next the teacher carries out the attitude
assessment throughout the learning process, and serves as a consideration
for the teacher in developing the character of the learner further.
 KI 3:Understanding, applying, and analyzing factual, conceptual,
procedural and metacognitive knowledge based on his curiosity about
science, technology, art, culture, and humanities with humanity,
nationality, state and civilization insights regarding the causes of
phenomena and events, and applying procedural knowledge to specific
fields of study according to their talents and interests to solve problems.
 KI 4: Processing, reasoning, presenting, and creating in the realm of
concrete and abstract realm related to the development of what he learned
in school independently and effectively and creatively, and able to use
methods according to scientific rules.
B. Basic competencies and indicators of achievement of competencies

Basic Competencies Indicators of achievement of

3.9 Analyzing social
functions, text structures,
and linguistic elements
in simple narrative texts
in the form of folk
legends, according to the
context of their use.
4.15 Capture the meaning of
oral and writen narrative
texts in the form of
legend, simple
Competencies
- Identify social functions, text
structure, and linguistic elements
from narrative texts
- Finding the main idea of each
paragraph
- Finding the character, setting,
problem, event and solution of
the text.
- Identifying the specific
information of the text.

C. Learning Objectives
1. Students can identifying social functions, text structure, and linguistic
elements from narrative texts.
2. Students can capturing the meanings of each paragraph
3. Students can finding the character, setting, problem, event and solution
of the text.
4. Students can Identifying the specific information of the text.

D. Learning Materials
Narrative text

E. learning methods
Scaffolding Reading Experience (SRE)
F. Tools / materials
 Internet (http://google.com)
 Dictionary
 Folkore book

First meeting

TREATMENT 1
The legend of Lake Toba

Once upon a time, there was a man who was living in north
Sumatra. His named was Toba. He lived in a simple hut in a farming field.
He did some gardening and fishing for his daily life.
One day, while the man was do fishing, he caught a big golden fish
in his trap. It was the biggest catch which he ever had in his life.
Surprisingly, this fish turned into a beautiful princess. He felt in love with
her and proposed her to be his wife. She said; "Yes, but you have to
promise not to tell anyone about the secret that I was once a fish,
otherwise there will be a huge disaster". The man made the deal and they
got married, lived happily and had a daughter.
Few years later, this daughter would help bringing lunch to her
father out in the fields. One day, his daughter was so hungry and she ate
his father’s lunch. Unfortunately, he found out and got furious, and
shouted; “You damned daughter of a fish”. The daughter ran home and
asked her mother. The mother started crying, felt sad that her husband had
broken his promise.
Then she told her daughter to run up the hills because a huge
disaster was about to come. When her daughter left, she prayed. Soon
there was a big earthquake followed by non-stop pouring rain. The whole
area got flooded and became Toba Lake. She turned into a fish again and
the man became the island of Samosir.
Second meeting
TREATMENT 2
The legend of Sura and Baya

A long time ago, there were two animals, Sura and Baya. Sura was
the name of a shark and Baya was a crocodile. They lived in a sea.
Once Sura and Baya were looking for some food. Suddenly, Baya
saw a goat."Yummy, this is my lunch," said Baya. "No way! This is my
lunch. You are greedy" said Sura. Then they fought for the goat. After
several hours, they were very tired.
Feeling tired of fighting, they lived in the different places. Sura lived
in the water and Baya lived in the land. The border was the beach, so
they would never fight again.
One day, Sura went to the land and looked for some food in the
river. He was very hungry and there was not much food in the sea. Baya
was very angry when he knew that Sura broke the promise.They fought
again. They both hit each other. Sura bit Baya’s tail. Baya did the same
thing to Sura. He bit very hard until Sura finally gave up and Awent
back to the sea. Baya was happy.
 G. TEACHING AND LEARNING OBJECTIVES

No Learning Activity Time

1. Pre- Activities 10’

 The teacher greets to the students (Hello, Hi,

Good morning, etc)
 The teacher checks the students attendance
 The teacher explains the material to be
delivered and the learning objectives.

2. Whilst- Activities 65’

1) Pre- Reading
 The teacher gives Story preview.
This is very much like a movie
preview. Provide the basic essence of
the story without revealing the ending.
End with a catch of some sort.
Example: “Read to find out what
happens when …”
 The teacher gives Story map. A story
map is any visual representation of the
salient story elements. They can come
in a variety of forms. I prefer maps
that are basic and have just the story
events listed using words and picture
clues. The story map provides the
basic structure of the story. Go over
the story map before reading.
  The teacher Activate relevant
schemata. A schema is a file folder in
your head comprised of related
information. Before reading, help
students recall what they know about
a subject. This works best for
expository text but can be used with
narrative text on occasions. For
example, before reading a chapter on
amphibians you would ask students,
“What do we know about
amphibians?” As students tell you, list
these on the board or chart.
2) During Reading
 The teacher asks students to choose
partner reading. Here students are
paired with another student to read the
selection orally. Have them find a
place on the floor or around the room
and read everyother page, section, or
paragraph. As they read, you are able
to walk around the room and do a
quick informal assessment. Some
teachers use a clipboard and take
anecdotal notes recording the types of
miscues students make. These become
the basis for the next mini-lesson used
in a guided reading lesson.
 The teacher asks students to Shared
reading. It makes the students helping
each other while the students do not
 know the text or the meaning of the
text.

3) Post- Reading
 The teacher gives quizzes: quiz
activities encourages students to
think and react orally or in writing
to the information and ideas in the
material of students have read.
 Discussion activities. Create
students forum in which to talka
about the meaning they construct
from the text.

3. Post- activities 5’

 The teacher gives a closing greeting

H. Learning tools and sources

1. Media
 Student worksheet
 The assessment sheet
2. Tools/ Material
 Marker and whiteboard

I. Learning Resources
 Internet (http://google.com)
 English dictionary
 Experience students and teacher
J. Assessment
1. Process Assessment
Instrument: the students’

2. Product Assessment
Instrument: Reading post-test

3. Product Assesement
Scoring method :
correct answer
score= x 100
w hole questions

Researcher,
Indramayu 2020

Mona Medianti
NIM.882030115027