Evaluation Media - Whiteboard, marker Learning Objectives Learning Aids and Sources

G. Media - Whiteboard, marker

Yogyakarta, October 5th 2010 English Teacher, Natalia Debby I. LESSON PLAN UNIT 8 Rubbish Writing Hortatory Text Subject : English Grade Semester : XI 2 Meeting : Time allocation : 4X 45’ Competence Standard : To reveal the meaning in short functional text and simple short essay in the form of narrative, spoof, and hortatory exposition in daily context. Basic Competence : To reveal the meaning and rhetorical steps in written style in daily context accurately, fluently, and acceptably in the form of hortatory exposition. Indicators : ƒ Students are able to list their thought about certain topic ƒ Students are able to decide the generic structure of a hortatory exposition text ƒ Students are able to make an outline about certain topic. ƒ Students are able to make draft of hortatory exposition ƒ Students are able to give comments, suggestion, and correction of their friend’s work ƒ Students are able to revise their composition

A. Learning Objectives

1. Students are able to list their thought about certain topic 2. Students are able to decide the generic structure of a hortatory exposition text 3. Students are able to make an outline about certain topic. 4. Students are able to make draft of hortatory exposition 5. Students are able to give comments, suggestion, and correction of their friend’s work 6. Students are able to revise their composition B. Learning Material Hortatory Exposition Purpose : To persuade the reader or listener that something should or should not be the case Text Organization: o Thesis o Arguments o Recommendation

C. Learning Method

Whole-class Discussion, Individual Work, Pair work D. Learning Activities 1st meeting Number Activities Duration Notes 1. Building the Context o Greeting apperception - Students look at the picture and list their thought about “RUBBISH” - Students are introduced to Hortatory text the purpose and the generic stucture of hortatory text 10’ 5’ Whole-class discussion Individual work

2. Modelling and Deconstructing the

Text o Students read a passage “Provide More Dust Bins in Our School” and decide the generic structure of the passage. o Students discuss the passage the generic structure 25’ 5’ Individual work Whole-class discussion

3. Joint Construction of the Text

o Students compose a hortatory text about rubbish in our classroom in group. o Students present their composition in front of the class. 25’ 15’ Pair work Whole-class discussion

4. Linking Related Text

o Students review what they have learnt. o Students are asked about their feeling 3’ 2’ Whole-class discussion Whole-class discussion 2nd meeting Number Activities Duration Notes 1. Building the Context o Greeting apperception - Students are reminded to the purpose of hortatory text and the generic structure of it. 5’ Whole-class discussion

2. Independent Construction of the Text

o Students compose their own composition. o Students exchange their work with their partner and give comments, suggestion, and correction. 40’ 15’ Individual work Individual work

3. Linking Related Text

o Students revise their work based on their partner’s comments, suggestion, and correction. o Students review what they have learnt. o Students are asked about their feeling 20’ 5’ 5’ Individual work Whole-class discussion Whole-class discussion E. Learning Aids and Sources Hamzah, H. 2008. Provide More Dust Bins in Our School. Retrieved July, 26, 2008, from http:understandingtext.blogspot.com200807provide - more - dust bins – in – our - school.html Mun, N.F., Foong, N.L., Seng, N.H., Tolok, G.M.K.2008.Creative English: Workbook. Jakarta: Erlangga Sudarwati, Th., Grace, Eudia. 2007. Look Ahead 2.Jakarta: Erlangga Picture is taken from: www.bbc.co.uk

F. Evaluation