151 the students.
together and respond the
teacher‟s greeting.
Main Learning Activities 3‟
Teachers will distribute a set of picture series. Students will work in pair.
Students work in pair and
do the
assignment. 30‟
The teacher distributes a set of jumbled picture series of Cinderella Story to each pair. Then, the
students are asked to arrange the picture series into the correct sequences. After that, the teacher
invites the students to identify the picture series. The teacher asks the students to identify the
characters, the things, and the places of the picture series
After that, the teacher distributes the jumbled paragraphs to each pair. The jumbled paragraphs
are the story of the picture series before. Then, the teacher askes the students to arrange the
paragraphs into a complete story. The students work in
pairs. The students arrange
the jumbled pictures series
The students identify the picture series
Then, they get the jumbled paragraphs.
The students have to arrange
the paragraphs into a
complete one and fill the blanks.
5‟ Teacher distributes a set new picture series of the
story The Greedy Dog to the students. Each student will get a set of picture series. Teacher explains the
picture series to the students. The students get a set
of picture series. Students
pay attention
to the
explanation. 35‟ Teacher asks the students to write a narrative text
based on the new picture series individually. The students write a
narrative text based on the new picture
series individually.
Post Learning Activities 1‟
Teacher asks the students to submit their individual draft.
Students submit their individual draft.
2‟ Teacher reviews what they have learnt today by
asking questions orally Students review what
they have
learnt today by answering
the questions orally. 1‟
Teacher end the lesson.
152
E. Sources and Teaching Media
Teacher module which contains discussion, exercises and instruction for the project
White board Board marker
Picture series
F. Assessment
Form: draft of narrative text Rubric of scoring:
This scoring scale is based on Anderson‟s scale which was written in Hughes book 1989, p.91-93
Grammar
6. Few if any noticeable errors of grammar or word order.
5. Some errors of grammar or word order which do not, however, interfere
with comprehension. 4.
Errors of grammar or word order fairly frequent; occasional re-reading necessary for full comprehension.
3. Errors of grammar or word order frequent; efforts of interpretation
sometimes required on reader‟s part. 2.
Errors of grammar or word order very frequent; reader often has to rely on own interpretation
1. Errors of grammar or word order so severe as to make comprehension
virtually impossible.
Vocabulary
6. Use of vocabulary and idiom rarely if at all distinguishable from that of
educated native writer 5.
Occasionally uses inappropriate terms or relies on circumlocutions; expressions of ideas hardly impaired
4. Uses wrong or inappropriate words fairly frequently; expressions of ideas
may be limited because of inadequate vocabulary. 3.
Limited vocabulary and frequent errors clearly hinder expressions of ideas 2.
Vocabulary so limited and so frequently misused that reader must often rely own interpretation
1. Vocabulary limitations so extreme as to make comprehension virtually
impossible.
Mechanics
153 6.
Few if any noticeable lapses in punctuation or spelling 5.
Occasional lapses in punctuation or which do not, however, interfere with comprehension.
4. Errors in punctuation or spelling order fairly frequent; occasional re-
reading necessary for full comprehension. 3.
Frequent errors in spelling or punctuation; lead sometimes to obscurity. 2.
Errors in punctuation or spelling order so frequent; reader often has to rely on own interpretation
1. Errors in punctuation or spelling order so severe as to make comprehension
virtually impossible
Fluency style and ease of communication
6. Choice of structure and vocabulary consistently appropriate; like that of
educated native writer. 5.
Occasional lack of consistency in choice of structure and vocabulary which does not, however, impair overall ease of communication.
4. „Patchy‟, with some structures or vocabulary items noticeably inappropriate
to general style. 3.
Structures or vocabulary items sometimes not only inappropriate but also misused; little sense of ease if communication
2. Communication often impaired by completely inappropriate or misused
structures or vocabulary items 1.
A „hotch- potch‟ of half-learned misused structures and vocabulary items rendering communication almost impossible.
Form organization
6. Highly organized; clear progression of ideas well linked; like educated
native writer. 5.
Material well organized, links could occasionally be clearer but communication not impaired
4. Some lack of organization; re-reading required for clarification of ideas.
3. Little or no attempt at connectivity, though reader can deduce some
organization. 2.
Individual ideas may be clear, but very difficult to deduce connection between them.
1. Lack of organization so serve that communication is seriously impaired.
SCORE: Gramm _______+ Voc_______+ Mech_______+ Form______
154
=_________
G. Material
Attachments:
1. Picture series of Cinderella Story:
http:www.abcteach.comfreeccinderellasequencecards.pdf 2.
Picture series of Rabbit and Tortoise Breikreuz, 1967, p.32
NARRATIVE TEXT
Exercise 1
Work in pair Arrange these jumbled picture series with your friend
A
