Lesson PlanLevel : Elementary 2 Lesson : 3 – My Favorite BookSkills focus : ReadingMaterials : Student book page 7 – 11 Teaching aids : Some books in different categories (such as novel, biography, autobiography, etc)Personal aims : Giving instruction in correct manner Terminal Objectives : SWBAT comprehend a text by guessing word meaning using punctuation clueAssumption : Students may not know how to guess the meaning of unknown words by using punctuation clue

Stage Enabling objectives Procedures and Techniques Interaction Pattern Duration

MotivatingStrategies

SWBAT mention categories of books Teacher reviews previous lesson about sports and leads students to talk about the other activities (including reading)

Teacher asks students to look at the picture and shows some books.

Teacher defines different categories of books (fiction, non-fiction, humor, mystery, etc)

T – ST : Beside doing sport, what do you usually

do in your free time?S : Watch TV, listen to radio, play video

game, read novel or comic.T : What is the title of the novel or comic?S : I read Laskar Pelangi or I read Crayon

Sinchan.T : What category does Laskar Pelangi or

Crayon Sinchan belong to?S : Laskar Pelangi is non fiction. Or

Crayon sinchan is humor comic.T : Some of you said you read Laskar

Pelangi. Is it fiction or non-fiction?S : It’s non-fiction.T : What about Crayon Sinchan?S : It’s fiction.

15’

SWBAT identify the category of the books

Teacher asks students to fill in the grid with the title of the books (A.1)

Teacher asks students to answer the questions in part A.2

T – ST : Okay, now I want you to fill in the

blank with correct titles of the books. It is page 7. Can you do it?

S : Yes, Ma’am.

T – ST : Have you done with the A.1?S : Yes.T : Lovely. Now, I want you to answer the

questions in A.2. S : Okay.

SWBAT find out the clues in a sentence

Teacher tells students to determine the clues in A.3

T – ST : Now, I want to look at A.3. Pay

attention to the underline words, then make a circle of the words that gives a clue.

S : Okay.T : What you have to do next?S : Choose a or b for the correct meaning.T : That’s right.(Students do A.3)T : What is the clue for number one?S : who has written many interesting novelsT : Good.

Presentation

SWBAT know the objectives of the lesson

Teacher conveys the objectives of the lessonT - S

T : Today, we are going to learn how to guess the meaning of unfamiliar words using punctuation clue.

3’

SWBAT know how to guess the meaning of unfamiliar words using punctuation clues

Teacher asks students kinds of punctuation in A.3

Teacher asks students how they can answer part A.3

Teacher explains kinds of punctuations Teacher tells the students how to use

punctuation to guess meaning unfamiliar words

T – ST : Now, look again A.3. number 1 until 4.

What punctuations do you see?S : Dash, comma, and parentheses.T : Excellent. Those kinds of punctuations

will help you identify the meaning of unfamiliar words. You just have to look at the words after the punctuation mark.

12’

Skills Practice

SWBAT identify the meaning of unfamiliar words using punctuation clue

Teacher asks students to read a reading passage in C.1

Teacher asks students about kinds of punctuation written in the reading passage

Teacher asks students to find the clue and the meaning of unfamiliar words in C.1

Teacher asks students to check their answer.

T – ST : There is a reading text. Please read it.

Pay attention to the bold words and the punctuation.

(students read it)T : Now, I want you to choose the correct

answer from no. 1 until 8 in C.1 and don’t forget to find the clues.

T : Finish? Let’s check your answers.S : Yes.T : What is the answer of no. 1?S : A…..

15’

SWBAT comprehend the reading passage by answering questions

Teacher retypes the four paragraphs then asks students to make group of four. Each student takes one paragraph. There will be 5 students holding the same paragraph.

Teacher asks students to group based on the same paragraph.

Teacher asks students to discuss in group, after that let them back to their previous group. Teacher asks students to share what he/she has been discussed.

Teacher asks students to discuss what they have shared in their group.

Teacher asks students to reread the reading passage and ask them to answer questions in C.2

Teacher discusses students’ answers with others

S – ST : I want you to make a group of four. I

will give each of you one paragraph. T : Those who have the same paragraph

should sit in the same group. And discuss your paragraph in group. After that you share your paragraph with your previous group. So, each of you will be the expert of one paragraph.

(Students do discussion)

T : After you reread the reading passage in C.1, now I want you to answer the questions in C.2.

S : Okay, Ma’am.T : If you’re done with it, we’ll discus the

answers.

20’

Summing-Up

SWBAT review how they use punctuation clue to guess meaning

Teacher asks students what they have already learned

Teacher divides the class into five groups (one group consists of 4 students)

Teacher gives 17 small pieces of paper with words written in it. The words will make sentence about how students can uses punctuation as the clue to define the unfamiliar words

Teacher asks students to arrange the words into a correct sentence

(The sentence is “You can guess / the meaning of unfamiliar words / by looking at the words / after punctuation mark.)

S – ST : What have you learned today?S : About how to guess meaning from

punctuation clue.T : Now, I want you to work in group of 4

people. I will give you 17 cards. In the card, there are words written. You and your group arrange those words into a good sentence. I give you a clue of the sentence. It is about how you guess the meaning of unfamiliar words using punctuation clue.

S : Okay.

10’

Assessment SWBAT use the reading skill taught (how to guess the meaning of unfamiliar words by using punctuation clues)

Teacher asks students to read and find the meaning of the words in D.1 individually.

Teacher asks students to answer questions in D.2.

T – S T : Now, I want you to read and find the

meaning of the words in D.1. You have to do it by yourself.

S : Okay.T : After that, I want you to answer the

questions in D.2.

15’

S – S

Post Activity

SWBAT identify be past tense in a reading passage

Teacher elicits the past form of be and its use.

Teacher asks to underline the past be of reading passages in C.1 and D.1

T : What do you know about to be?S : is, am, are.T : What about be in past tense?S : was and were. T : Do you know when we use them?S : Yes. We can use was for I, he, she and

it.T : What about were?S : It is for we, you, and they.T : Excellent!

5’

SWBAT use be past tense in reading passage

Teacher asks students to fill in the blanks of reading passage using correct past form of be.

T – S T : Now, use those be-s in E.2. Fill in the

blank with correct to be in past form.S : Yes.

5’

SWBAT create a dialog asking about their favorite book

Teacher groups the students in pair. Teacher asks students to interview each

other about their favorite books.

S – ST : Pay attention, please! You have to work

in pair. We’re going to play artist and reporter. One of you is an artist and your friend is reporter. Reporter should ask the artist about his/her favorite book. And then, after that you have to change your role. Your friend is the artist and you are the reporter. Do you understand?

S : Yes.T : Let’s do it.

10’

Note: This is a good plan. o The examples given to students are good. o The flow is smooth o Need to pause when giving instructions.

Ridha Aska AmandaLBPP LIA - TARUNA