LESSON PLAN

School

: MA An-Nur Kota Cirebon

Subject

: English

Class/ Semester

: XI/ 2

Topic

: Descriptive Text

Skill

: Writing

Time Allocation

: 2 x 45 minutes

A. Standard Competence
Writing
12. Reveal the meaning in short functional text and simple essay in form of a narrative,
descriptive and news item in the context of daily life.

B. Basic Competence
12.1 Reveal the meaning in form short functional written text (for example announcement,
advertisement, and invitation) and informal accurately, fluently and acceptable which
use several of written languages in the context of daily life.
12.2 Reveal the meaning and rhetoric steps in a simple essay accurately, fluently and
acceptable in simple and short essay in the context of daily life in text form: narrative,
descriptive and news item.

C. Indicators
1. Respond to a monologue discourse text: Descriptive text.
2. Identify the meaning of the text they read.
3. Find out and analyze the generic structures of descriptive text.
4. Produce descriptive text with rhetoric steps and text structures correctly and acceptable.

D. Learning Objectives
At the end of the lesson, students able to:
1. Respond to a monologue discourse text: Descriptive text.
2. Identify the meaning of the descriptive text they read.
3. Analyze the generic structures and lexico-grammatical features of descriptive text.
4. Produce descriptive text with rhetoric steps and text structures correctly and acceptable.

E. Methods: Question-Answer, Discussion and Practice.

F. Learning Materials

Definition of Descriptive Text

Descriptive text is a kind of text with a purpose to give information. The context of this
kind of text is description of particular thing, animal, person, or others.

Purpose
To describes a particular thing, animal, person, place or others.

Generic Structures
Identification

: Introducing where or who is the subject is being describe.

Description
: Describes parts, qualities, and the characteristic of the person,
place, or thing to be described.

Lexico-grammatical features
Focus on specific participants, for example teacher, house, my cat, etc.
Use identifying process
Adjective
Use of simple present tense
S + V1
S + to be + A.N.A (Adjective, Noun, Adverb)

Descriptive Text
Daniel Jacob Radcliffe
Generic Structures

Text

Identification
Daniel Jacob Radcliffe was born in Fulham, London, 23
(Introduction who, when, July 1989. His nickname is Dan. He is the only child of
where, etc)
Alan Radcliffe and Marcia Gresham.
Descriptive
(Describe
parts,
qualities,
and
characteristics
of
the
person)

Dan has white skin, dark brown hair, blue eyes, and pointed
nose. His height is about 168cm. He is a loyal, shy, down to
earth and humorous person. He is also intelligent and
somewhat mysterious. He loves football, Formula One
racing and gymnastics.

To describe a persons physical appearance, you can use the following words
Physical Appearnce
Height

Body

Age

Hair

Face

Eyes

Tall
short

Slim
Thin
Plump
Fat
Skinny
muscular

Young
Old
Teenager
In 20s, 30s,
40s
Middle age

Long
Short
Bald
straight
Curly
Wavy
Black
Red
brown

Round
Oval
Square
Wrinkles
Pale
Bearded
shaved

Big
Round
Blue
Brown
Green
slanting

G. Learning Strategies
Steps in Learning Activities
Introduction (10 minutes)

Teacher friendly greetings students when entering the classroom (embedded value: polite,
care).

Check students attendance list (embedded value: discipline, diligent).

Apperception (ice breaking to create joyful atmosphere in the classroom and review the
topic in the previous meeting).

Delivery the learning objectives and competencies that should be done.

Core Activities (70 minutes)

Exploration

Teacher provides some examples of descriptive text.

Teacher discusses the content in the descriptive text with the students.

Teacher explains the generic structures and lexico-grammatical features of descriptive

text.

Students are required to discuss the questions given.

Elaboration

Teacher familiarizes students to make sentences in monologue discourse of descriptive

text.

Teacher facilitates students through the provision of duty doing exercises are given.

Teacher asks students to produce a descriptive text with rhetoric steps and text structure
correctly and acceptable.

Confirmation

Teacher giving feedback on students to provide reinforcement in oral form to the students
who have able to finish the task.

The teacher become resource and facilitator answered questions from students in
understanding the structures of structures of the text and the use of text message and
using tenses.

Teacher facilitates students reflection to gain a learning experience that has been done.

Teacher provides motivation to the students to learn more serious and active in the next
lesson.

Closing (10 minutes)

Students are asked to make a conclusion of the topic that has been learn today about
descriptive text.

Students and teacher reflect on the activities that have been implemented.

Leave taking (teacher and students say goodbye)

H. Source/Materials/Equipment

I.

Sari, Ayu Istiana. 2012. Pedoman Guru: Bahasa Inggris untuk SMA/MA Kelas XI
Semester 2. Sukoharjo: CV Sindunata. Page 101-103.

Script monologue of descriptive text from internet (printed).

LCD, Laptop, Power Point Presentation.

www.englishindo.com

Teacher personals note

Learning Assessment
1. Indicator

: Responding and producing a spoof text.

Technique

: Written test

Form

: Essay

2. Instrument
Make a descriptive text about person or animal!

3. Scoring
Writing Rubric
No.
1.

Aspects
Grammar

Score
and

Description
True and Correct.

Vocabulary

2.

3.

4.

Discourse
Management

Clarity Meaning

Relations
ideas

between

Sometimes less precise but does not effect to the

meaning.

Less precise and effect to the meaning.

Difficult to understand.

Not write.

Structured according to the type of text to the

fullest.

Minimal structure to the type of the text.

Text selection is not clear.

Unstructured and difficult to understand.

Unstructured and meaningless.

Clear and effective.

Clear.

Meaningful but sometimes less obvious.

Meaningful but elusive.

Writing random so lost the meaning.

Shows fluency between ideas.

Show a transition relationship between ideas.

Unclear.

Unclear.

Disorderly.

Cirebon,
Know
English Teacher

Vidya Syahidah Hakimi, S.Pd

March 2016

Trainee Teacher

Rina Astuti
NIM. 14121310347