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Level

Lesson
Skills focus
Materials
Teaching aids
Personal aims
Terminal Objectives
Assumption
Stage

Lesson Plan
: Elementary 2
: 3 My Favorite Book
: Reading
: Student book page 7 11
: Some books in different categories (such as novel, biography, autobiography, etc)
: Giving instruction in correct manner
: SWBAT comprehend a text by guessing word meaning using punctuation clue
: Students may not know how to guess the meaning of unknown words by using punctuation clue
Enabling objectives

Procedures and Techniques

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)

Motivating
Strategies

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

Interaction Pattern
TS
T : 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 : Its non-fiction.
T : What about Crayon Sinchan?
S : Its fiction.
TS
T : 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, Maam.
TS
T : Have you done with the A.1?
S : Yes.
T : Lovely. Now, I want you to answer the
questions in A.2.
S : Okay.

Duration
15

Presentation

Skills
Practice

SWBAT find out the clues in a


sentence

Teacher tells students to determine the clues in


A.3

SWBAT know the objectives of the


lesson

Teacher conveys the objectives of the lesson

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

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.

TS
T : 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 : Thats right.
(Students do A.3)
T : What is the clue for number one?
S : who has written many interesting novels
T : Good.
T-S
T : Today, we are going to learn how to
guess the meaning of unfamiliar words
using punctuation clue.
TS
T : 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.

TS
T : 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
dont forget to find the clues.
T : Finish? Lets check your answers.
S : Yes.
T : What is the answer of no. 1?
S : A..

12

15

SWBAT comprehend the reading


passage by answering questions

SummingUp

SWBAT review how they use


punctuation clue to guess meaning

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
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

SS
T : 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)

20

T : After you reread the reading passage in


C.1, now I want you to answer the
questions in C.2.
S : Okay, Maam.
T : If youre done with it, well discus the
answers.
SS
T : 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

(The sentence is You can guess / the meaning


of unfamiliar words / by looking at the words /
after punctuation mark.)
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.

TS
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

15

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

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.

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.

questions in D.2.
SS
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!
TS
T : Now, use those be-s in E.2. Fill in the
blank with correct to be in past form.
S : Yes.
SS
T : Pay attention, please! You have to work
in pair. Were 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 : Lets do it.

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 Amanda
LBPP LIA - TARUNA

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