LESSON PLAN

School : SMP N. 224 PONTIANAK

Subject : ENGLISH

Class/ Semester : VIII/II

Aspect : Writing

Material : Descriptive text (animal)

Time : 2 X 40 minutes

I. Core Competencies:
KI 1. Respecting and appreciating the teaching of their religion.

KI 2. Respecting and appreciating honest, discipline, responsibility, caring (tolerance,

mutual assistence), polite, confident behaviors, in interacting effectively with the
social and natural environment in arrange of socially and existence.

KI 3. Understanding and applying knowledge (factual, conceptual, and procedural) based

on his curiosity about science, technology, arts, culture and events related phenomena
and seemed by eyes.

KI 4. Trying, processing, and serving in a concrete realm (using, parsing, composing,

modifying, and making) and abstract realm (writing, reading, computing, drawing and
composing) according to the learned in school and other sources in the same
viewpoint /theory.

II. Basic Competencies:

1.1 Thankful for the opportunity to learn English as the language of International
communication that is realized in the spirit of learning.

2.1 Shows polite and caring behavior in carrying out interpersonal communication with
teachers and friends.
2.2 Shows honest, disciplined, confident, and responsible behavior in carrying out
transactional communication with teachers and friends.
2.3 Shows the behavior of responsibility, care, cooperation, and love of peace, in carrying
out functional communication.
3.10 Apply text structure and linguistic elements to carry out the social function of
descriptive text by stating and asking about the description of persons, animals, and
objects, short and simple, according to the context of its use.
4.11 Capturing meaning in oral and written descriptive text, short and simple.
4.12 Prepare descriptive oral and written text, short and simple, about people, animals, and
things, taking into account the correct and contextual function of the social, textual
structure, and linguistic elements.

III. Indikator

1. Believing the teaching of their religion.

2. Obeying the moral value in the school and real life.
3. Tell structure descriptive text.
4. Write short descriptive text.

IV. Objectives:

1. The student are able to give thanks to god through religion his/her embraces happily.
2. The students are able to work together throught braimstorming work group happily.
3. The students are able to tell stucture descriptive text through order the text
confidenly.
4. The students are able to write short descriptive text about animal through write and
match description correctly.
5. The student are able to write descriptive text about animal through fast writing
correctly

V. Learning Material:
A. The Example of Descriptive Text

Giant 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.
 B. Teacher give explanation about descriptive text.
Descriptive text is a text describe something like person, things, places.
Purpose:
To describe and reveal a particular person, place or thing.
Descriptive text has structure as below:
- Identification: identifying the phenomenon to be desrcibed.
- Description: describing the phenomenon in parts, qualities and characteristics.

Language features :

 Grammar (simple present tense)

 Vocabulary (verb, adjectives)
 Speaking (intonation)
 Reading (pronunciation, punctuation mark)
 Writing (hand writing)

VI. Learning Steps

1. Opening Activities
A. Orientation
1) The teacher say greets to student and ask the students feel.
2) Teacher prepare the material
3) Checking students’ attendence

B. Apperseption
1.) The teacher review last material and conneted to the material to be learn
today.
2.) Teacher ask some question to build students knowledge

C. Motivation
1.) The teacher checking students readiness.
2.) Teacher explain the advantages of the descriptive text and topic.

D. Direction
1.) Teacher gives example of descriptive text about animal.
2.) Teacher explain the purpose of the material.
3.) Teacher explains the structure of descriptive text.
4.) Teacher give students activities.
 2. Main Activities
A. Observing

Purpose: Active students’ prior knowledge and ideas about the topic
through video and picture.
1. Video or picture with question
Procedure:
 The teacher show a picture or a video about panda and ask students to
observe the picture, video.
 Students analysis the video or picture by questions.

Give students
question.
a.) what panda
do?
b.) What
panda eat?
c.) How panda
eat?

Purpose: Students listen for gist to establish the context of a conversation through listen
for context.
2. Listen for context
Procedure:
 Teacher play the conversation about panda. Students identify:
- What panda food?
- How the panda habbit?
- What color of panda?
- Where panda live?
- How the panda shape?

B. Questioning

Purpose: To improve students critical thinking through students ask

the teacher.
Students ask teacher what they don’t understand about the panda picture or
panda video.
Student A: miss/ sir why panda like climbed?
Teacher : cause it’s panda habbit.
 Student D: miss/sir why panda like bomboo?
Teacher: cause panda food is bamboo like human food rice.

C. Collecting Information

Porpose: Active students’ prior knowledge and ideas about the topic through
brainstroming.
1. Brainstormin
Procedures:
 Teacher tells students the topic about panda.
 Teacher elicit what they know or think about the topic.
teacher write all their ideas on the board, even if they are
factually incorrect. This could be:
-a list of panda food,
e.g. Panda eat bamboo
-a list of panda habbit,
e.g. pada like climbe
- Student opinions, e.g. arguments about panda
Panda is cubby, panda color black and white, panda have big body.
Purpose: Activate students’ prior knowledge, ideas and opinions about the topic
through discuss the topic.

2. Discuss the Topic

Procedure:
 Teacher asks students about their own experience.
-Have you ever seen a panda?
-Are you like panda?
 Teacher tell a short personal story about the topic.
-one day I looked a panda when I when to the zoo. Panda is big animal.........
 Teacher write a sentence starting an opinion about the topic. Elicit students’
opinions.
Student A: Panda is cute.
Student B: Panda is big animal.
Student C: Panda has white and black color.
Purpose: Activate students’ prior knowledge, ideas and vocabulary related to the topic
through mind-map.

3. Mind-Map
Procedures:
 Teacher write a key word on the board “Panda”
 Teacher elicit other words from the students. Connect
them to the panda
Example:

Purpose: Students are exposed to key words and meanings of the key words
through elicit the word.
4. Elicit the Word

Procedure:
 Mime the word. Use actions to demonstrate the meaning of the word:
-panda the teacher try to walked like panda
Ask what I’m doing?
-color the teacher take a black bag and white paper
What this?
 Teacher show or draw a picture:
-panda picture
-panda food
  Teacher gives a description of the word
This is a panda, panda live in China.
 Teacher gives a translation of the word
-ini adalah seekor panda, panda hidup di China.

Purpose: Check that students understand meanings of new words through

concept-checking questions.

5. Concept-checking Questions

Procedure:
 Teacher write a key word on the board.
 Teacher asks basic questions about it, e.g.
-Gigantic Is it more than ‘big’ or less than ‘big’?
 Students response (More)
-bamboo Is it a flower? (No)
Where do you find it? (In forest)

Purpose: Students infer the content of a text from pictures throught predict from
pictures.

6. Predict from Pictures

Procedure:
 Teacher show pictures from the text or related to the text. Some texts
have pictures that you can copy and give to the students.
-Panda picture and text
 Students guess what will be in the text. Write all their predictions on
the board.

After they read or listen to the text, check which predictions were correct.

Purpose: Students infer the content of a text from pictures throught predict from
pictures.
7. Picture with Questions

Procedure:
 Teacher show the class a picture about the panda.
 Teacher asks questions about the picture and the panda.
Teacher : What’s this?
Students : Panda.
Teacher : Where you looked panda?
Students : In zoo and televition
 D. Associating
Purpose: Students add punctuation mark to a text through add punctuation. (period,
comma. Question mark)

1. Add Punctuation

Procedures:

 Teacher give each student, pair or group a text with punctuation removed.
 Students rewrite the text with correct punctuation added.

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

Purpose: Students do research, decide which information is important and write an

essay in group through group research essay.

2. Group Research Essay

Procedures:

 In groups, students identify sources of information for their research about animal.
 Each student chooses a different source (or more than one source) and fnds out as
much as they can about their topic.
e.g. group A their topic about cat
group C about dog
group D about rabbit
 Groups share the results of their research, and decide what information should be
in the essay.
 Each group member writes an essay using the group’s research.

Purpose: Students summarise a text about animal without written preparation through
spoken summary.

3. Spoken Summary

Procedure:
 Students quickly read a text on a topic they have been studying, then give a brief
summary.
 E.g descriptive text about panda
- students can summarise the same texts
- students can summarise different but related texts
- texts can be in English, or students’ first language
With a large class, have students do this in groups.
Purpose: Students give their opinions about a topic through respond to the issues.
4. Respond to the Issues

After students have studied a topic, they write their thoughts and opinions about it. This
could be:
- a few sentences, paragraph or essay
- a letter to the editor of a newspaper or website, if the topic is related to current events

Purpose: Students identify and form recently learned items through race to the board.

5. Race to the Board

Procedure:
 Students work in two or three teams. Give each team a column on the board. Teams
stand together at the opposite end of the room to the board. Give each team a pen or
piece of chalk.
 Teacher ask the frst question. The team decides on the correct answer, and the frst
team members of each team run to the board and write it in their column.
The frst team to write the correct answer gets a point
 Continue until all team members have had a turn, or until you have finished your
questions. The winner is the team with the most points

E. Communicating

Purpose: Students listen, write and check their writing for accuracy through dictation.

1. Dictation
Procedures:

 The teacher read or play the description of panda at normal speed.

 The teacher read or play the desciption of panda again. Pause after every clause or
sentence so students can write what you are saying.
 Teacher reads with
 pauses again. Teacher repeat this for a third time if necessary. Allow students a few
minutes to check and correct their writing.
 Give students a copy of the original text. Students check their writing and mark it for
laguage features
- spelling, final consonants, prepositions, capital letter, punctuation.
Purpose: Students improve their written fluency through fast writing.

2. Fast Writing
Procedure:
 Teacher give the students a topic about panda, and a time limit between one
and five minutes.
 Students write as much as they can about panda. Encourage them not to worry
about grammar or spelling, but to write as much as they can.
 After they stop, students count their words. The student with the most words is
the winner. (Anything not connected to the topic doesn’t count.)

Purpose: Students prepare and deliver a formal presentation about their topic through
persentation.

3. Presentation.
Procedures:
 Individually or in pairs or groups, students prepare a presentation about panda.
They talk about panda habbit, panda food, panda size.
 They decide what supporting resources they will use in their presentation like:
 posters, pictures or photographs of panda
 computer slides
 objects that are relevant to their talk
 If necessary, students prepare notes to assist them in delivering their presentations.
They should not write out their entire presentations word for word.
 Students deliver their presentations to the class.
This works best if you give students a strict time limit for their presentation - neither
too short nor too long. Also, if you do it in groups, make sure every student
speaks.You might like to get the class to make notes of the key points of each
student’s presentation.
Purpose: Students read the text and arrange the structure of text through order the
text.

4. Order the text

Procedures:
 Teacher make enough copies of reading text about panda so there is one per
student, pair or group. Cut into phrases, sentences or paragraphs.
 Students put the text in order.

Pandas are bear-like Pandas have white thick

animal which originally live in
center and western part of China.
Pandas have distinguish features
that make them different other
species of bear.
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.

90% of pandas’ diet consists of

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

5. True Or False

Prosedure:
 Teacher give students descritive text about panda.
 Teacher ask students to read the text.
 Teacher write some true and some false statesments about the giant panda
 Students decide wheter the statements are true or false
 If false they write true statement
Example: Giant panda live in korea F

The true stament is giant panda live in China

1) Giant panda are black and silver. T\F
________________________________________
2) Giant panda diet is bamboo. T\F
________________________________________
3) Bear and giant panda have same shape. T\F
________________________________________
4) Giant panda have two legs and two hands. T\F
________________________________________
5) Males panda are larger than females panda. T\F
________________________________________
6) Males panda weigh up to 220 pounds. T\F
________________________________________
7) Giant panda cubs are bron weighing 3to7 ounces T\F
________________________________________
8) In zoos giant panda eat banana, papaya, and bamboo. T\F
________________________________________
9) Giant panda move faster. T\F
________________________________________
10)Giant panda walking similar to koala. T\F
_______________________________________
 Purpose: Students write and recognise a description about animal through write
and macth the description.
6. Write and Match the Description
Procedure:
 Teacher prepare some pictures - copy them from teaching books, cut them out
of newspapers and magazines or draw them yourself. Give a picture to each
student or pair of students.
 Students write descriptions of their picture on pieces of paper.
 Teacher put the pictures on the wall, or on desks around the room. Give each
picture a number.
 Teacher collect the descriptions, mix them up, and give them out to each
student or pair. Make sure nobody has their own description.
 Students go around the room and match their description with its picture.

Bear Dog

Cat Rabbit

Purpose: in pairs, students dictate a text about animal to each other through pair
dictation.

7. Pair Dictation
Procedures:
 Students work in pairs. Give half the text to each partner.
 Partner A reads his/her text while Partner B writes. Then Partner B reads and
Partner A writes.
  Pairs compare their texts to see if they have read and recorded it accurately.

A. Pandas are bear-like animal which B._______________________________

_______________________________ of __________________________black
China. Pandas have distinguish eyes patches, ears, nose, legs,
_______________________________ shoulders, and arms. _________
Purpose:
species ofStudents
bear. ask for, give and rephrase information about animal through
________________different
interview and tell.

8. Interview and Tell

Procedure:
 As a class, brainstorm a list of questions students can ask each other.
This works best if you stick to one topic.
 In pairs, students ask and answer the questions.
 Students explain their partner’s answers to the class (or to a group)
Example:

What do you know about Panda! Panda is cubby, big, and

panda? cute.

Purpose: Students describe and identify vocabulary items through descibe it.

9. Describe it

Procedures:

 Teacher put students into two (or more) teams. One team member is the describer.
Give each team’s describer - secretly - a word to describe.
 The describers try to communicate the word to their team without saying the
word. They can:

- give a defnition (e.g. it’s big animal, like eat bamboo and climbed.)

- mime (e.g. acting panda habbit.)

 - give examples (e.g. pollar bear)

- give antonyms (opposite words) ( e.g. teddy bear)

 The frst group to guess the correct word gets a point.

 Team members take turns being the describer. The winner is the team with the
most points at the end of the game.

Purpose: Students communicate messages clearly about animal through whisper.

10. Whisper
Procedure:
 Teacher put students in groups of 6-10. Each group stands in a line. Show the
frist member of each group the sentence.
 The frist group member whispers the sentence into the ear of the second group
member.
 The second group member whispers the message into the ear of the third
group member. The message gets passed through the whole group.
 When the last group member hears the message, they write it on the board. Is
it the same as the original message?
Example:

A.Panda is big animal

C.Panda is big animal
and like eat
like eat bamboo.
bamboo.

D
B

I.Panda big animal

G.Panda big eat bambo.

animal like eat

E bambo.
F
H
 3. Clossing Activities
 Teacher and students summarize the material about descriptive text.
 Teacher give feedback for students activies.
 Teacher give students assessment (evaluation)
 Teacher says goodbye

Resourcess:

Junior high scholl text book

Junior high school syllabus
Multimedia

Evaluation

Technique :Assessment

Form of instrument : written test

Instruction

Please make a description text based on the picture below!

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Instruction

Please make a description text based on the picture below!

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 Instruction

Please make a description text based on the picture below!

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Instruction

Please make a description text based on the picture below!

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Assessment rubric

Implement Scientific Activities

ASPECTS ATTITUDES
/
ACTIVITIES BEHAVIOR KNOWLADGES SKILLS
Observing Honest Social functions, Finding information by answering
(Learners read / Discipline phrases, and questions such as:
hear some texts) Responsibility linguistic elements a. Who is being described in
of descriptive text. the text?
b. What does panda foods?
c. What are panda favourite
food ?
d. How panda eat?
e. What color of panda?

ASPECTS ATTITUDES /
ACTIVITIES BEHAVIOR KNOWLADGES SKILLS
Questioning Caring Social function, Skills ask various
Responsibility expression, and information about social
linguistic elements functions, text structure,
of descriptive text. and language elements as
well as the content of
people's description text
(proper, effective, and
efficient use of language)

Collecting Caring Social function, Reasoning and comparing

information/Associatin expression, and text description about
g Responsibility linguistic elements animal
of descriptive text.
Team work
Communicating Caring Social function,  Present the results
expression, and of data collection
Responsibility linguistic elements
 of descriptive text. on social function,
Team work text structure, and
linguistic elements
of the description
text about animal.
  Demonstrate the
skill of describing
a person's
description orally
and in writing

Rubric for performance appraisal (perfomans)

Criteria D C B A
(1) (2) (3) (4)
OBSERVING Unclear Activity is Some All activities
implementation clear but not activities Clear and
detailed Clear and Detailed
Detailed

Collecting Sentence is less Sentences are Clear Sentences with

information/ understandable  clear but there sentences with appropriate
Associating   are some simple structure and
elements of language appropriate
language that structures and language
have not been elements elements and
right lancer
pronunciation

Doing Monologue Reading scripts, Occasional Current and Current reach

limited look at text, vocabulary social
vocabulary, and vocabulary is and sentences functions,
not fluent limited but flourish, and complete
fluent there is a structure and
transition linguistic
elements
accordingly
Editing Writing Use of words, Social Social Social function
text sentences, and functionality function is is achieved, the
  structures does not is achieved, achieved, the structure and
match exact structure structure and elements of
and language elements of language are
elements are language are correct and
less precise right there are
  modifications

Presentation Read out results Read out Use Use multimedia

without media and results using multimedia without reading
 incomplete multimedia without and fluent
reading but
substandard
 

Observation:

Observation Sheet Learners Attitude

Attitude Responsible Caring Cooperating Confidence Learning

indicator spirit

No Students name

1
2
3
4
5
Note: Each aspect uses a scale of 1 until 5

1 = Very less 2 = Less 3 = Enough 4 = Good 5 = Very good

The rubric score of writing

No Criteria The level of quality Score

1 Content The contents and structure very clearly 4
Fill clear but incomplete arrangement 3
Content and incomplete designations 2
The contents and structure are unclear 1
2 Organization Sentence and the other one interconnected and 4
coherent
Sentence and the other one has been in touch but 3
there are some that have not been coherently
Sentence one and the other interrelated but many 2
are not coherent
Sentence and the other one is not interconnected 1
and are not coherently
3 Grammar Almost no errors 4
There was a bit of fault 3
Many errors 2
Nearly all wrong 1
4 Vocabulary Many kind words and most of all true 4
There are several types and almost all words 3
correctly
There are very few words and a lot of mistakes 2
There is no variation of the word and almost all 1
wrong
5 Mechanic Almost no errors in spelling, punctuation and 4
capitalization
There are a few mistakes in spelling, punctuation 3
and capitalization
There are many errors in spelling, punctuation and 2
capitalization
Almost all spelling, punctuation and capitalization 1
wrong writing

After the writer gets the data from rubric scoring of the students’ writing, then the
writer calculates the score of students’. The maximum score from that scoring is
20. The writer uses the formula, as follow:
Score = total score X 100
Maximum score