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LESSON PLAN

School : SMK MurungPudak

Subject : English

Grade/Semester : XI/I

Topic : Analytical Exposition (Hot Issue)

Skill : Writing

Time Allocation : 1x45 Minutes

I. Core Competence
1. Comprehending and experiencing the teaching of the religion fully.
2. Rewarding behavior honesty, discipline, responsibility, receptive, (cooperatively,
tolerant, and peacefully), well behaved, responsive, and pro-active, and showing good
attitude to the solutions of problems and interact effectively with the social
environment and nature, and stand as the symbol of nationality in world interaction.
3. Understanding, applying, analyzing the factual knowledge, conceptual, procedural,
and metacognitive based on curiosity of knowledge, technology, art, culture, and
humanism with the knowledge about humanism, ethnicity, nationality, and
civilization related to the cause of a phenomenon and incidence, and applying the
procedural knowledge in the specific field based on aptitude and interest to solve
problems.
4. Processing, reasoning, and presenting in the concrete domain and abstract domain
from what have been learnt in school autonomously, behaving effectively and
creatively, and using method appropriately based on the specific knowledge.
II. Basic Competence
3.11 Analyzing social function, the structure of the text, and linguistic elements of text
analytical exposition about the hot topic discussed generally, according to the user
context.
4.14Catching the meaning of the text analytical exposition on hotly discussed topics.
III. Indicator
1. Identify the meaning of the analytical exposition text.

Using Simple Present Tense e. 1. Social Function Analyzing a topic and to persuade the reader that this opinion is correct and supported by arguments. therefore. important. 1 . IV. true. valuable.g. doubt. Using causal conjunction e. Using mental verbs that show the writer or speaker thinks or feels about something e. consequently. etc. clear.g. Elaboration : Develops and supports each point of argument. feel. disagree. worst. Using enumeration is sometimes necessary to show the list of given arguments e. Arguments : It consists about point and elaboration c.: realize. etc. Using evaluative language is important to persuade people to agree with the writer’s opinion e. finally. and consider etc. restates speaker or writer’s position. d. 2. obvious etc. Identify the rhetorical steps in discourse analytical exposition text. Arrange sentences in analytical exposition text. think. agree. believe. c. e. b. better. Thesis : Introduces the topic and shows speaker or writer’s position. d. secondly. Conclusion : Reiteration (restatement).g.g. Linguistic Features a.g. 3. prefer. e. 3. 2.: firstly. Generic Structure of Analytical Exposition text: a. believe. Learning Objective By the end of the lesson. Teaching Material Definition of analytical exposition Analytical exposition text is a text that elaborates the writer’s idea about the phenomenon surrounding. Point : States the main argument. important. Nearlya quarter of smokersdie because of diseases caused by smoking.: because. b. the eleventh grade students of SMA Murung Pudak (target) are able to identify the analytical exposition text (condition) by arranging the sentences (behaviour) correctly (degree). V.

Furthermore. Ninety percent of lung cancers are caused by smoking. In addition. It is simply defined as too much body fat inside. Being too fat is recognized as a major factor for heart disease. More people smoking means that more advantages for tobacco companies. despite that issue. They said that becoming too fat will bother their physical beauty appearance. the heart will work harder. being too fat is often avoided by many young women. Beside all of that. There are many facts which support this statement. However. ThesisArgumentsConclusion 2 . it’s still a better choice to not smoke because it gives us more disadvantages rather than the advantages. Smokers are two and half times more likely to die of heart disease than nonsmokers. Text for Exercise: What are The Effects of Smoking? We all know that smoking is bad and it gives many disadvantages for all the people who smoke. About 50 thousand people die every year in Britain as direct result of smoking. being too fat can change the amount of sugar in the blood. Overweight potentially leads high risk of health problem. This will cause diabetes and other serious disease.Text for Example: The Problem of Being Too Fat Being too fat is commonly known as overweight or obesity. Due to the overweight. Meanwhile. It can lead to the heart attack. it is still an ongoing issue about whether we can prohibit people to smoke or produce the cigarette itself because. obesity potentially rises blood cholesterol and blood pressure. Ninety five percent of people who suffer of bronchitis are people who are smoking.

Some of these illnesses are so bad that people can die from them. and picture series related to the medical issues. Sources of Material http://freeenglishcourse. Teaching Method 1. As we all know.belajarbahasainggris. Approach : Scientific Approach and Cooperative Learning 2.html BukuBahasaInggris SMA/SMK/MA Kurikulum 2013 1 . and especially when you talk to someone. Cars today are our roads biggest killers. Method : Communicative Learning VII. IX.html http://www. which causes them to die. Firstly. give contribution to the most of the pollution in the world. If you live in the city. 3.info/is-smoking-good-for-us-example-of-analytical-exposition/ http://www. Secondly. Media Students’ worksheet. the city is very busy. you may find it hard to sleep at night. VI. and ‘triggers’ off asthma. Learning Model Number-headsTogether(NHT) VIII. Cars emit deadly gas that causes illness such as bronchitis. cars. and cause a lot of road deaths and other accidents.Text for Evaluation: CARS SHOULD BE BANNED Cars should be banned in the city. Techniques : Arranging& Rewrite Sentences and Question & Answer. caption. cars create pollution. or to concentrate on your homework. Pedestrians wander everywhere and cars commonly hit pedestrians in the city. lung cancer.us/2012/01/teks-analytical-exposition.In conclusion. cars are very noisy.belajarbahasainggris.us/2011/11/contoh-teks-analytical-exposition. as we all know. Thirdly. cars should be banned from the city for the reason listed.

-Students reply the greeting. the evaluation.” “How are you today?” -Students answer the Checking Attendance questions. 2 .” “First.” current hot issues: -Students react to the pictures “Do you know what hot issue is?” “Ooh I see. Then. -Teacher checks the students’ attendance “I’m fine. Mr. And “Who is absent today?” you?” Checking Students’ Readiness “No one is absent today. I will give explanation. I’m ready!” -Teacher asks some questions related to the “No./Mrs. Last./Mrs.” “Do you know any of it?” -Teacher shows picture in series related to the medical issue. today we are going to learn about Analytical following activities list Exposition Text. Learning Activities Time Teacher Activities Students Activities Pre Activities 5’ Greeting -Teacher greets the students. -Students react to the “So. thank you./Mrs. (See Appendix 1) Telling the Goal and Activities -Teacher tells the goal. “Are you ready to study?” Mr. “Good morning students” “Good morning Mr.” “Sounds interesting. exercise in the group.X.” Motivating “Yes.

-Students do as teacher told “Please wear this headband.” -Teacher distributes the headbands to the students. “Students. “At the end of this lesson. the definition of Analytical Exposition is… its generic structures are…and its linguistic features are…” Questioning -Teacher checks students understanding about the -Students ask a question material. choose what you “I like this one!” *wearing* like. and Linguistic Features.” While Activities 30’ Observing -Teacher asks students to pay attention to the -Students pay attention to the caption. you are expected to be able to identify the analytical exposition text by arranging and rewrite the sentences correctly. (See Appendix 2) caption and explanation “Please take a look at this. “What topic that I have to “Any question?” choose?” -Teacher gives the response to the students’ question. Generic Structure.” “Hmm…” -Teacher explains the material: Definition. “I will answer your question…” Exploring Teacher gives example of the Analytical -Students pay attention to the 3 .

” “I got number 8!” -Teacher asks students to sit in their own groups. “Where’s my group “Please sit to your group.” -Students pay attention to the -Teacher explains how to do the exercise. example “Here. / Mrs./Mrs.Exposition text. is the example. take a look at your headbands. “Please collect it. “Yes Mr. (See *sitting to their group* Appendix 4) “Here is the worksheet. you have to…and…” “I see…” -Teacher confirms the students’ understandings. teacher’s instruction.” (See Appendix 3) “Hmmm…” Associating -Teacher divides the students into several groups -Students do as the teacher based on the headbands that have been told.” Communicating Teacher chooses one student of each group to -Students from the chosen present their works in front of the class. -Students collect their works. distributed. please do it and you have 5 minutes only. “Yes Mr.!” “Students. “Now.” member?” -Teacher distributes the worksheets.” -Teacher asks the students to submit their work. group come to the front of 4 .!” “Any question?” “Understood?” -Teacher asks the students to do the exercise and limits the working time. “In this exercise.

” gives the instruction. rewrite the sentences on the seriously. Reflection -Teacher reflects the activities that have been -Students react to the carried out.. “What have you learnt today?” “We have learnt about “What are the generic structures of it?” Analytical Exposition Text!” “What are the linguistic features of it?” “The generic structures Evaluation are…” Teacher distributes worksheets to the students and “The linguistic features are.” -Teacher collects the students’ worksheet. Closing -Teacher ends the lesson. “Group (number). (See Appendix 5) “Please arrange the sentences into an analytical -Students do the evaluation exposition text. You have 10 minutes only. Then. please come here!” the class. questions “Do you the headbands?” “I like the headband!” “Do you like the activity?” “I like arranging sentence!” -Teacher gives reward to the students. appropriate generic structure of analytical “I will do it!” exposition text. -Students reply to the leave- 5 . Do the exercise individually. Post Activities 10’ Review -Students answer the review Teacher asks some questions to the students: questions.

7 = 100 (maximum score) Evaluation: Amount of sentence x 10 = score 10 x 10 = 100 (maximum score) Writing Rubric for Self Evaluation: 6 .7 = score 13 x 7.” “Thank you” -Teacher gives students rewards. (See Appendix 6) “Thank you!” ASSESSMENT Exercise: amount of sentence x 7. “Well. this is the end of our meeting today. “See you later!” “These are my gifts!” -Students get their rewards. Thank you for your attention. study hard at home. “Your welcome” See you next time. -Teacher tells the link for further learning “Awesome!” (homework replacement). Please taking.

Appendix 1 Picture Series (stick-able) related to the Medical Issues Appendix 2 Caption 7 .

What are The Effects of Smoking? We all know that smoking is bad and it gives many disadvantages for all the people who smoke. it is still an ongoing issue about whether we can prohibit people to smoke or produce the cigarette itself. However. About 50 thousand people die every year in Britain as direct result of smoking. despite that issue. Smokers are two and half times more likely to die of heart disease than nonsmokers. Meanwhile. Ninety percent of lung cancers are caused by smoking. There are many facts which support this statement. More people smoking means that more advantages for tobacco companies. ThesisArgumentsConclusion Exercise and Example Text Appendix 4 8 . Ninety five percent of people who suffer of bronchitis are people who are smoking. it’s still a better choice to not smoke because it gives us more disadvantages rather than the advantages.

us/2011/11/contoh-teks-analytical-exposition.belajarbahasainggris.“Arrange the sentence correctly and rewrite all of it. Please do it together in group!” Instruction . Please do it individually!” Appendix 6 Link for further study for the students http://www.Appendix 5 (Students’ Exercise & Evaluation Worksheet) Instruction . 9 .“Arrange the sentence correctly and rewrite all of it.html This link will be included in the reward.

” “Yes Mr. please do it and you have 5 minutes.” “Please wear this headband. choose what “I like this one!” *wearing* you like. Then.!” “Please sit to your group. I will give explanation.” “I got number 8!” “Here is the worksheet.” WHILE-ACTIVITY “Please take a look at this.!” “Please collect it.” “So. the evaluation. / Mrs. you are expected to be able to identify the analytical exposition text by arranging and rewrite the sentences correctly.” “Yes Mr.” “Are you ready to study?” “Yes.” “First. I’m ready!” “Do you know what hot issue is?” “No.” “Hmmm…” “Students./Mrs. And you?” “Who is absent today?” “No one is absent today. “At the end of this lesson. take a look at your headbands. today we are going to learn about “Sounds interesting. thank you. exercise in the group./Mrs. you have to…and…” *sitting to their group* “Any question?” “Understood?” “I see…” “Now. Mr.” “Where’s my group member?” “In this exercise.” “Do you know any of it?” “Ooh I see.” 10 .” Analytical Exposition Text.” “Hmm…” “Students./Mrs. the definition of Analytical Exposition is… its generic structures are…and its linguistic features are…” “Any question?” “What topic that I have to choose?” “I will answer your question…” “Here. is the example./Mrs. Last.” “How are you today?” “I’m fine. TRANSCIPT TEACHER STUDENTS PRE-ACTIVITY “Good morning students” “Good morning Mr. Mr.

You have 10 minutes only. Then. please come here!” POST-ACTIVITY “Today we learned about?” “We have learnt about Analytical Exposition “What are the generic structures of it?” Text!” “What are the linguistic features of it?” “The generic structures are…” “Please arrange the sentences into an “The linguistic features are.” “See you later!” “These are my gifts!” “Awesome!” “Thank you!” 11 . Thank you for “Thank you” your attention. See you next time. rewrite the “I will do it!” sentences on the appropriate generic structure of analytical exposition text.” analytical exposition text.” “Do you the headbands?” “I like the headband!” “Do you like the activity?” “I like arranging sentence!” “Well. Do the exercise individually. “Your welcome” Please study hard at home.. this is the end of our meeting today. “Group (number).