Students do Challenge for You; the exercise Students do Your Turn; to create a dialog and
177 and revise the draft.
5. Students rewrite the draft into a neat and clean final draft.
POST- ACTIVITY Watch my progress
6. Students review the activities for today’s class and do the reflection task.
Interpersonal. Linguistic,
Interpersonal.
Intrapersonal 25’
5’
Learning Material Two covers of novel
A simplified novel ‘Ella Enchanted’ Gail Carson Levine
Reference
‘Ella Enchanted’ Gail Carson Levine www.storytotell.com
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LESSON PLAN – MEETING 15: Double-edge Sword Tech
Subject : English
GradeSemester : XI1
Time : 2 x 45’
Topic : Internet
Competency Standards:
2. Be able to understand the meaning of short functional text and monolog in forms of reports, narrative, and analytical exposition in daily life context.
4. Be able to express the meaning in the short functional text and monolog in forms of report, narrative, and analytical exposition in daily life context.
5. Be able to understand the meaning in the short functional text and essay in forms of report, narrative, and analytical exposition in daily life context and in order to access
knowledge. 6. Be able to express the meaning in the essay text in forms of report, narrative, and
analytical exposition in daily life context.
Basic Competencies:
2.1 Be able to respond to the meaning on the monolog text using spoken language varieties accurately, fluently, and acceptably in the daily life context in form of:
report, narrative, and analytical exposition texts. 4.1 Be able to respond to the meaning on the monolog text using spoken language
varieties accurately, fluently, and acceptably in daily life context in forms of: report, narrative, and analytical exposition texts.
5.1 Be able to respond to the meaning and rhetoric steps on essay using written language varieties accurately, fluently, and acceptably in daily life context and in
order to access knowledge in forms of: report, narrative, and analytical exposition texts.
6.1 Be able to express the meaning and rhetoric steps in the essay using written language varieties accurately, fluently, and acceptably in daily life context in forms
of: report, narrative, and analytical exposition texts.
Learning Indicators:
1. Students are able to identify the main idea of the analytical exposition text. 2. Students are able to find specific information in the analytical exposition text.
3. Students are able to identify generic structure and feature in the analytical exposition text.
4. Students are able to present the analytical text using spoken language varieties accurately, fluently, and acceptably.
5. Students are able to compose the analytical text accurately, fluently, and acceptably.
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Learning Objectives:
At the end of this lesson, the students are expected to be able to: 1. Identify the main idea of the analytical exposition text.
2. Find specific information in the analytical exposition text. 3. Identify generic structure and feature in the analytical exposition text.
4. Present the analytical text using spoken language varieties accurately, fluently, and acceptably.
5. Compose the analytical text accurately, fluently, and acceptably.
Learning Activities Learning Activities
Multiple Intelligent Area
Time Allotment
PRE-ACTIVITIES Snapshot
1. Students discuss the questions about social- network: Facebook and Twitter.
MAIN-ACTIVITY Be Ready to Roll
2. Students read and study the text organization of the text ‘Letters: Facebook: From PR tool to
crime’. 3. Students answer the questions based on the
reading text.
Walk Ahead
4. Students study the analytical exposition.