LESSON PLAN (GROUP 3 KELAS A)
A.
Identity
School :
Elementary School
Subject :
English
Topic :
Sport
Class/Semester :
IV/1
Time allotment : 2
x 30 minutes
B.
StandardCompetence
3. Reading
Memahami tulisan bahasaInggris sangat sederhana dalamkonteks kelas.
C.
Basic
Competence
3.1 Membaca nyaring dengan
melafalkan alfabet danucapan yang tepat yang melibatkan kata, frasa,dan kalimat
sangat sederhana
3.2 Memahami kalimat dan pesan
tertulis sangatsederhana
D.
Indicator
In
the end of the lesson, students are expected to be able to:
1. Identify
10 vocabularies related to basketball correctly.
2. Match
the text to the picture shown by the teacher correctly.
3. Arrange
the text based on the sequential pictures shown by the teacher.
E. Skills
Reading Skills
F. Learning Material
1.
Procedure text entitled “Let’s Play Basketball”
2.
Vocabularies:
Noun : Ball, ring, court, pole
Verb : Dribble, shoot, pass, run, rebound, defend.
3.
Expression:
-
Let’s …!
-
Could you …?
G.
Media
1.
Printed Text
2.
A Story
entitled “Let’s Play Basketball”
3.
Printed Pictures
4.
White board
H. Activities
1) Pre-Activities
a.
Conditioning
-
Teacher greets students and asks their
condition.
-
Teacher checks students’ attendance.
-
Teacher tells learning activities that will be
done.
b. Brainstorming
-
Teacher asks students about their favorite
sport.
-
Teacher asks students to guess his/her favorite
sport through miming and jumbled letter game.
-
Teacher asks some students to act or to give the
clues about the words related to basketball to other students, by moving their
body in front of the class.
-
Teacher shows some jumbled letter every after a
student acts a word.
-
The rest of students guess the words acted by
some students with the help of guessing jumbled letter game.
-
Teacher writes the list of words used in the
miming and jumbled letter game.
-
Teacher asks students to guess his/her favorite
sport.
-
Teacher asks students to play “Basketball in
Action”.
-
Teacher asks students by using the expression
“Could….” For example: “Could you dribble the ball?”
-
Students respond teacher’s instruction by using
the expression “Let’s…..” For example: “Yes, I could. Let’s dribble the ball,”
and then act the certain basketball move.
2) Main
Activities
-
Teacher divides the class into some small groups.
-
Teacher distributes some pieces of paper
containing a text which has been chunked to each group.
-
Teacher gives instruction to play ‘snatch game’.
-
Teacher shows the picture representing the
sequential event in the story while students snatch the appropriate paper.
-
Teacher asks students who get the correct paper
in each group to read the text written on it.
-
Teacher asks students to arrange the text based
on the sequential pictures shown by the teacher in the previous activity.
-
Teacher asks some students to read the full text
loudly.
3) Last
Activities
-
Teacher asks students to do the exercise by
answering multiple choice questions related to the previous learning activity.
-
Teacher reviews the lesson by listing the
activities which had been done on white board.
-
Teacher gives the assignment to students to
write their favorite sports
-
Teacher ends the class and says good bye
I. Evaluation
Please
choose A, B, C or D and put a cross (X) on the right choice.
1. What picture is it?
A. Basket ball B.
Soccer ball
C.
Tennis ball D. Golf ball
2. What picture is it?
A. Football field
B.
Tennis court
C. Basketball court
D.
Swimming pool
3. What picture is it?
A. Net
B.
Racket
C.
Goal
D.
Pole
4. Doni: Andi, could you …..
the ball?
Andi : Yes, I could
A. Dribble C.
Jump
B. Pass D. Shoot
5. Roni: Let’s ….. the ball
Adi: Ok. Let’s go.
A. Shoot C.
Pass
B. Dribble D.
Jump
6. Toni: Let’s …… the ball
Rido: Ok.
A. Pass C.
Dribble
B.Jump D.
Shoot
|
Let’s Play Basketball
One day a new sport teacher
comes to the class and introduces himself in front of all students. “Good
Morning students, let me introduce myself. My name is Dalsim. Now, I will
be your sport teacher, nice to meet you!” And then the students reply,
“Nice to meet you too sir.”
After that, Mr. Dalsim brings the basketball to the class. He
tells the students that today they will play basketball. “Students, today,
let’s play basketball!” Then students cheers happily with their friends.
Before playing basketball,
teacher plays the ball in front of students and said, “Students, now I will
show you the steps to play basketball.”
Firstly,he shows the students how to dribble
the basketball.Secondly, he holds the ball in front of his chest and
teaches students how to pass the ball. After students are able to pass the
ball, he shows students the good way to shoot the ball to the basket in
the pole.And
then, teacher teaches students to rebound the ball after shooting. Finally, teacher teaches students
how to defend their zone.When the teacher feels that students have
understood about the technique, he invites students to go to the basketball
court for practicing.
|
7. Who is Mr. Dalsim?
A. Teacher C.
Police
B. Coach D. Doctor
8. The first step to do in playing basketball is to…
A. Dribble
the ball C.
Defend the zone
B. Shoot the
ball to the basket D. Pass the ball
9. Thethirdstep to do in playing basketball is to…
A. Dribble
the ball C.
Defend the zone
B. Shoot the
ball to the basket D. Pass the ball
10. The last step to do in playing basketball is to…
A. Dribble
the ball C.
Defend the zone
B. Shoot the
ball to the basket D. Pass the ball
J. Attachment
·
Story& Procedure Text:
Let’s Play Basketball
One day a new sport teacher
comes to the class and introduces himself in front of all students. “Good
Morning students, let me introduce myself. My name is Dalsim. Now, I will be
your sport teacher, nice to meet you!” And then the students reply, “Nice to meet
you too sir.”
After that, Mr. Dalsim brings the basketball to the class. He tells
the students that today they will play basketball. “Students, today, let’s play
basketball!” Then students cheers happily with their friends.
Before playing basketball,
teacher plays the ball in front of students and said, “Students, now I will
show you the steps to play basketball.”
Firstly, he shows the students how to dribble the
basketball.Secondly, he holds the ball in front of his chest and teaches
students how to pass the ball.After students are able to pass the ball he shows
students the good way to shoot the ball to the basket in the pole.And then, teacher teaches students to rebound the
ball after shooting.
Finally, teacher teaches students how to defend their zone.When the teacher
feels that students have understood about the technique, he invites students to
go to the basketball court for practicing.
·
Sequential
Pictures According to the Text:
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2
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3
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4
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5
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This comment has been removed by the author.
ReplyDeleteHow if the objective is Ss can tell their favorite sport and how to play it? I think there will be many ideas about sport coming from Ss. I'm just afraid if Ss would get bored to talk about Basketball only. You could add other sports ^_^
ReplyDeleteThis lesson plan focuses on learning rather than teaching which I think it is good in terms of there are lots of activities that support many multiple intelligences as promoted by Howard Gardner, such as Visual/Spatial Intelligence in the miming game in which students have to guess the teacher's act and use their imagination. also, the have to act later on which supports Body/Kinesthetic Intelligence. not only in the miming game, Body/Kinesthetic Intelligence is also supported in the 'sbatch game' if the students enjoy reading stories and playing games with rules than the activities also support Verbal/Linguistic Intelligence and Logical/Mathematical Intelligence.
ReplyDeleteto learn in a group also encourages students to learn more because they learn together with their friends. this is called Interpersonal Intelligence which means children with high interpersonal intelligence process information through relatedness to others. learning from environment is also discussed in Vygotsky's framework of Zone of Proximal Development (ZPD) "in processing new language, it is first used meaningfully by teacher and students, and later it transformed and internalised to become part of the individual child's language skills or knowledge" (Cameron, 2001:8)
-Hindun Mustika N. (English Educaton A 2009)
Dear teachers and friends, I think that since most of the exposure given to this lesson plan is on the activities, I would like to give another perspective which lies on the assessment. It would be even better if this can trigger further discussion, as I am still learning as well :)
ReplyDeleteWe may notice that assessing young learners can be challenging, seeing their characteristics which are far different from the elder learners. Children, as Hughes (2003, p. 201) mentioned, have a relatively short attention span, enjoy stories and play, and learn through social interaction. Therefore, using testing as the only tool of assessment may not make the best of their learning. Standardized tests that are associated with paper and pen with time restrictions finally push the students to concentrate in a long time, which is 'not their thing'. We acknowledge that test results provide useful feedback for government and parents about how well children are being taught, not to mention that the discovery of underachieving pupils would encourage improvements in the future learning opportunities (Cameron, 2001, p. 217). However, when it comes to some negative washback coming from it, such as children's stress and restriction of classroom activity only for test preparation (Cameron, 2001), we might want to consider an alternative assessment.
(cont.)
ReplyDeleteCameron (2001) further suggests that for children, it is not necessary to test their understanding on how much they have learnt--or at least not too often. In her book, she mentioned a notion about formative and summative assessment. Formative assessment aims to inform on-going teaching and learning by providing immediate feedback, while summative assessment aims to assess learning at the end of unit, term, year, or course, and does not feed back into the next round of teaching (Cameron, 2001). Even though formative assessment is still less popular among the practice, we can see that it is more helpful for students as their progress can be also monitored in almost all of the time. In this lesson plan, the assessment is carried out through the activities. When the students play the snatch game, for instance, they don't realize that in the end they are asked to read the text aloud. The result of the sample of students who read that, can be also used as a mean of assessment, seeing how the students are progressing at that very time. And as it was set in a less formal context, it would be very natural for teacher to give a direct feedback. Moreover, it was also 'congruent' with learning. Cameron (2001) stated that 'congruent' here means that assessment should fit comfortably with children's learning experience. She also stated that it is fairer to assess children using activities that are familiar to children from their classroom experience. By integrating assessment with the activities, I think that the children would have a better opportunity to show their progress while at the same time having an interactional teaching and learning process that maximizes their ZPD's growth.
Even so, a multiple choice test is not particularly wrong. The example given in this lesson plan, I think, is a good one. Hughes (2003) addresses some special features required to be inside the test given to young learners. First, as children have a relatively short attention span, tests should not be long, but rather brief and varied (Hughes, 2003). Moreover, children also enjoy stories and play, so if we want them to become more engaged in tests, then the task should reflect this (Hughes, 2003). The multiple choice test that we can see above, has fulfilled both the criteria. It was relatively short with only ten questions, used some pictures and stories as well. Therefore I think that this test is acceptable, seeing that it would not be used as the only tool of assessment.
Overall, I think that this lesson plan has opened a wide chance of having both traditional and alternative assessment, that in the end enable teachers to have a good watch at their students' progress. Inspiring! :D
-Tsara Desiana A. (English Education A 2009)
References:
ReplyDeleteCameron, L. (2001). Teaching Languages to Young Learners. United Kingdom: Cambridge University Press.
Hughes, A. (2003). Testing for Language Teachers: Second Edition. Cambridge: Cambridge University Press.
In this lesson, it is great way try to connect the main lesson through brainstorming in pre-activities. According to Brown (2001:184), brainstorming is preparing students to read a text, discuss a complex issue, or to write on a topic. It involves the students in a rapid-fire, free-association listing of concepts or ideas relevant to some topic. It gets students "creative juices" flowing without necessarily focusing on specific problems.
ReplyDeleteThere is also a story which can enrich students' vocabularies. Cameron (2001:163)stated that the context created by the story, its predictable pattern of events and language, all act to support listeners' or readers' understanding of unfamiliar words. Children will pick up words that they enjoy and stories offer space for growth in vocabulary.
Dany M. Athory R (English Education A 2009)
References:
Brown, H. Douglass. (2001). Teaching bu Principles: and interactive approach to language pedagogy. Addison Wesley Longman.inc
Cameron, L. (2001). Teaching Languages to Young Learners. United Kingdom: Cambridge University Press.
I would like to give comments to this lesson plan. Overall, this lesson plan is good lesson plan. It provides story and game in one lesson. It is good. It will accommodate students’ multiple intelligences proposed by Howard Gardner. We can see visual/spatial intelligence provided through brainstorming activity (miming), bodily-kinaesthetic and interpersonal intelligence provided through snatch game. I think it would be better if teacher add some additional activities like sing a song, etc, so it will covered all of students’ multiple intelligences.
ReplyDeleteIn terms of assessment, I think a multiple choice test is a good choice. The number of multiple choice , 10 questions, is appropriate with the level of students. It is because children have a relatively short attention to something. So that the test should be clear and varied (Hughes, 2003). Children also enjoy stories and game. It can makes students will be engaged to the lesson (Hughes, 2003). As we can see on the lesson plan, teacher uses both of them and I am sure that it will engaged students to the topic. In this lesson plan, teacher also provides some pictures in multiple choice question. It is good. Because children respond well to pictures, attractive typography, and color (Hughes, 2003)
reference :
Hughes, A. (2003). Testing for Language Teachers: Second Edition. Cambridge: Cambridge University Press.