Nama: Ulfiana

Kelas: 07E
NIM: 220502500056

1. Compare the video and the reading. Are there any differences? What are some shared components
between the two?

The differences:

- In the book, it said the goal(s) is one of the elements of Lesson plan. Goal is the general statement
of program purposes meanwhile in video it did mention about goal(s).

- In the book is using procedures that contain with opening, activities and closure meanwhile in
video it contains with warm up, introduction, presentation, activities, evaluation and application.

- In the book it is written evaluation meanwhile in video was using assessment. Assessment is
feedback from the student to the instructor about the student's learning. Evaluation uses methods
and measures to judge student learning and understanding of the material for purposes of grading
and reporting. Evaluation is feedback from the instructor to the student about the student's
learning.

- In the book, it is said that extra class like home work should be communicated with students
meanwhile in video the format does not include extra class.

- In the book differentiation is not a part of lesson plants’ element but it is guidelines to write a
lesson plan.

- In the book sequencing also is not elements but it is guidelines

- In the book timing is also as guidelines to write a lesson plan meanwhile in video it is an element
of lesson plan.

Similarities:

- Objectives; the both share same ideas about objectives that it is a specific statement that should
be achieved by student at the end of the lesson/course.
- Materials: it is essential to know what are the things that are needed in learning/ teaching process.
 LESSON PLAN

1. Subject : Bahasa Inggris

2. Time Allotment : 2 x 40 minutes
3. Venue : Classroom of 9 A
4. Class :9A
5. Level : Mix ability level (average)
6. Semester : First semester
7. Language Focus : Reading, Writing, and Vocabulary
8. Topic : Narrative Text
9. Type of writing : Free writing Activities
10. Prior Knowledge : Introduction
11. Objectives :
a. The students are able to define Narrative Text
b. The students are able to discover the answer from the Narrative
Text (Rapunzel).
c. The students are able to identify the generic structures of Narrative
text.
d. The students are able to arrange the paragraph into a correct
Narrative text.
e. The students are able to write sentences in form of simple past
tense relating to the folktales of their village.
f. The students are able to write Narrative text.

Estimated Teacher Role/ Student Role/ Patterns of Success

Step/Phase Purposes
Time Activity Activity Interaction Indicators
Presentation 15 Beginning the T - SS
Minutes lesson
Entering the Welcoming the
classroom teacher
Greeting Responding to T-SS Knowing
teacher’s students’
greeting readiness to
learn
Taking the Responding to T-SS Knowing the
register the teacher students who are
present, absent,
sick and have
permission
Getting down Telling the T-SS Preparing the
to start teacher about students to learn
previous
 material
Directing Praying T-SS Focusing on the
chairperson to together lesson
lead the prayer
Running the Introducing to
class Listening and The students students about
Informing the notating the T-SS remember Narrative Text
students that teachers’ clearly about
they are going explanation Narrative text
to learn about
Narrative text.
explaining Listening and T-SS Students know Telling students
about the notating the about the about the
definition of teachers’ meaning of meaning of
Narrative text. explanation narrative text Narrative text.
Giving and Paying T-SS Students Introducing the
showing the attention to the recognize the narrative text
example of text text
Narrative text.
asking the Reading the T-SS Students read Introducing the
students to read text silently successfully narrative text
the text silently
explaining Students are T-SS Students are Introducing the
about the able to able to identify structure of
generic understand and the structure of Narrative text
structures of identify the Narrative Text
Narrative text teachers’
explanation
Practice together with Students are T-SS Students are Checking
the students, able to discuss able to know students’
discussing the with the the language comprehension
generic teacher feature and the about Narrative
structure and structure of text
language Narrative text
feature
Explaining Students are T-SS Students are Helping students
about the able to find and able to to recognize and
tenses that are recognize the recognize the write Narrative
used in tenses tenses of text
Narrative text. Narrative text
giving the Students T-SS Students are Checking the
students analyze the text able to choose understanding of
another the correct Student
Narrative text tenses
 and asking
them to do
exercise of the
text by
choosing the
right tenses that
is suitable with
the command.
Asking the Answering the T-SS Make sure that
students teacher students do not
whether any face with
difficulties or problem
not
Production 30 minutes Asking the Writing a T - SS The students are Students can
students to Narrative text able to write a make a simple
make a Narrative Text Narrative text
Narrative text. by their own
Closure 10 minutes Collecting the Collecting their T - SS To collect an
students’ assignment to assignment of
assignment the teacher the students
Giving the Responding T-SS Avoiding the
students chance ambiguity of
to ask about student
Narrative text
Arising the Answering the T-SS Measuring their
students teacher understading
reflection by
asking them
what they have
got and what
they have learn.
Telling the Responding T-SS Remaining the
students that time
the time is over
Announcing Listening to the T-SS To make
the topic for announcement students ready
next meeting and prepare for
and looking for the next meeting
other
references
about the
material
Closing a class Praying and T-SS
by praying and responding
 saying good
bay

Material for Presentation: Material for Practice: Material for Production:

1. Power Point 1. Narrative Text 1. Pen
2. LCD 2. Paper
3. Pointer