110
E. EVALUATION 1. After writing a narrative
text, students are asked to ask some people to proof
read their writings.
2. Students are asked to revise their writing and submit it.
3. In the following meeting, students are given some
feedbacks by the teacher. 4
Think and
Act Competence:
Students create a an
argumentative orand persuasive
texts. Competence:
At the end of the lesson, students are able to:
1.
Create a an argumentative orand persuasive text based
on the generic structure and language features
appropriately D.
2.
Organize the jumbled paragraphs to make a good
argumentative text b.6.
3.
Select the correct word to complete the sentences in a
paragraph B.4, 5.
4.
Draw a mind mapping based on the text given B.7.
5.
Predict the topic to be discussed A. 3, 4.
A. CONTEXT OF
LEARNING 1. Students are asked to
share their opinion about the statements given.
2. Students share
their feelings
about mind
mapping given to their friends in group.
3. Students are asked to identify
the sentence
pattern used while sharing their experiences.
4. Students are asked to predict the theme that will
be discussed. Argumentative
and persuasive texts
Jumbled paragraphs
Jumbled sentences
Language Features
2 x 100’
111
Conscience: Students show a
great care
in criticizing
an argumentative
orand persuasive texts.
Compassion: Students respect
others while
sharing in group discussion
and demonstrating
their drawing in front of the class.
Conscience: At the end of the lesson,
students are able to:
1.
Be careful in evaluating an argumentative
orand persuasive texts through
peer feedbacks E.1, 2. Compassion:
At the end of the lesson, students are able to:
1. pay attention to others while sharing in group
discussion D. 2. pay attention to others while
presenting their reflection in front of the class A.1, 2, D.
B. EXPERIENCE 1. Students are asked to read
and study the explanation and the example given
about an argumentative orand persuasive texts
2. After reading, students are asked
to analyze
the example based on the
explanation given. 3. Students are asked to study
the mind mapping of the text given.
4. Students are asked to fill the gaps to complete a
paragraph. 5. Students are asked to
organize the
jumble sentences to make a good
paragraph. 6. Students are asked to write
a number of the paragraph to make a good descriptive
text. 7. Students are asked to draw
a mind mapping of the previous text.
8. Teacher and the students
112
discuss the mind mapping of the text given.
C. REFLECTION 1. After
reading and
identifying the generic structure of the text given,
students are asked to reflect the benefits of
studying
an argumentative
orand persuasive texts in their
daily lives. 2. After reflection, students
are asked to draw an object to represent those
benefits found at the previous activity.
3. By finishing
drawing, students are asked to share
their reflection about their drawings in a group of
three students.
4. After sharing in group, students are asked to
present their reflection in front of class.
113
D. ACTION By finishing experiencing and
reflecting the
previous activities, students are asked
to write an argumentative orand persuasive texts.
E. EVALUATION 1. After
writing an
argumentative orand
persuasive texts, students are asked to exchange their
work with others and ask some feedbacks about their
writings.
2. Students are asked to revise their writings and submit it.
3. In the following meeting, students are given some
feedbacks by the teacher.
114
English Writing Materials Based on Ignatian Pedagogy for Theology Study Program Students
LESSON PLAN
Unit :
1 “Here, I am”
Meeting : 1 and 2
Type of Text : Descriptive Text
Time Allocation : 2 x 100 minutes
Basic Competence : Competence: Students create a descriptive text based on the generic
structure and language features.
Conscience: Students show a great care in criticizing
a descriptive text.
Compassion: Students respect others while sharing in group or presenting
something in front of the class.
Indicators
: Competence:
At the end of the lesson, students are able to: 1. Create a descriptive text based on the generic
structure and language features appropriately. 2. Organize the jumble paragraphs to make a good
descriptive text. 3. Select the correct wordphrase to complete the
sentences in a paragraph. 4. Produce a good sentence based on the jumble words
provided. 5. Apply the correct form of verb or to be to complete
the sentence. 6. Predict the topic to be discussed.
Conscience: At the end of the lesson, students are able to:
1. be careful in evaluating a descriptive text through
peer feedbacks.
Compassion: At the end of the lesson, students are able to:
1. Pay attention to others while sharing in group. 2. Pay attention to others while presenting their reflection
in front of the class.
115
Teaching Activities:
Steps in Ignatian Pedagogy
Teaching Activities Time
Allocation
A. CONTEXT OF
LEARNING 1. Students explore their experiences about
their mothers. 2. Students share their experiences to their
friends in group. 3. While
listening to friends‟ sharing, students are asked to identify the generic structure
used. 4. Students are asked to predict the theme that
will be discussed and clarify the answer.
10‟
15‟ 5‟
B. EXPERIENCE 1. Students are asked to read and study the
explanation and the example given about descriptive text.
2. After reading, students are asked to analyze the example based on the explanation
given. 3. Students are asked to apply a correct form
of VERB or TO BE to complete the sentences.
4. Students are asked to arrange the jumbled words to produce a good sentence.
5. Students are asked to fill the gaps to complete a paragraph.
6. Students are asked to organize the jumbled sentences to make a good paragraph.
7. Students are asked to write a number of the paragraph to make a good descriptive text.
8. Students are asked to mention generic structure of a descriptive text.
9. Teacher and the students discuss the
generic structure.
10‟
30‟
20‟ C. REFLECTION
1. After reading and identifying the generic structure of the text given, students are
asked to reflect the benefits of studying descriptive text in their daily lives.
2. Students are asked to reflect their strengths and weaknesses in learning descriptive
text. 3. After reflection, students share their
reflection in a group of three. 4. Students are asked to write down about the
value they have learnt from the text given. 5. Students are asked to list new vocabulary
from the text given. 6. After finishing sharing in group, students
are asked to present their reflection in front of the class.
10‟
15‟ 5‟
10‟ 15
‟
116
D. ACTION By finishing experiencing and reflecting
the previous activity, students are asked to create a descriptive text. .
30„
E. EVALUATION 1. After writing a descriptive text, students
are asked to exchange their works with others and ask some feedbacks about their
writings. 2. Students are asked to revise their writings
and submit it. 3. In the following meeting, students are
given some feedbacks by the teacher.
15‟
10‟
Teaching Strategies:
Individual work, group discussion, class discussion, experiencing, sharing, identifying, reflecting, writing, and evaluating.
Materials Sources:
Internet, handout, worksheet.
Assessment Sheet: Name:
Score: Writing Rubric
– Descriptive Essay
Criteria Evaluated 4
3 2
1
Focus Sharp, clear main idea.
Main idea is present. No clear main idea, but
some points are mentioned.
Little or no main idea. Content
Many supporting details that explain the main idea in
terms of sight, smell, touch, taste, andor sound.
Several supporting details that explain the main idea.
Some use of sensory details.
Some supporting details that explain the main idea.
Little use of sensory details.
Few supporting details that explain the main idea. No
use of sensory details. Organization
Highly organized using a variety 3 or more of
transition words to make ideas flow.
Logically organized using some 2 transition words
to make ideas flow. Little organization and
ideas are not tied together. No flow of thoughts is
seen but some ideas are mentioned.
Style Strong variety of vocabulary
and sentence structure with strong awareness of audience.
Strong use of imagery and figurative language.
Some variety in vocabulary and sentence
structure with some awareness of audience.
Some use of imagery and figurative language.
Little variety in vocabulary and sentence structure with
little awareness of audience. Little use of
imagery and figurative language.
No variety in vocabulary or sentence structure with
no awareness of audience. Almost no use of imagery
or figurative language. Mechanics
Few or no errors in mechanics, usage, spelling,
and sentence structure. Some but not many errors
in mechanics, usage, spelling, and sentence
structure. Several errors in
mechanics, usage, spelling, and sentence structure.
Many errors in mechanics, usage, spelling, and
sentence structure.
Scoring : 17-20Excellent 15-17 Good
12-14Adequate 12Fair
Taken from: Analytic scale for rating composition tasks Brown Bailey, 1984, pp.39-41 elaborated by the writer.
118
ANSWER KEY Unit 1
Activity 3: Apply the correct form of VERB or TO BE to complete the following sentences
1. I have have a close friend.
2. She to be is
beautiful, attractive and trendy. 3. She want, always
always wants to be a trend setter of the day. 4. She pay, always
always pays much attention on her appearance. 5. She have, really
really has perfect appearance. 6. She to be
is really mad on that shoes. 7. The blowfish mens shoes to be
are as elegant as she have has . 8. The products provide
provide varieties of choice. 9. Ballet, casual, boot athletic shoes to be
are designed in attractive way. 10. The products to be
are international trader mark and become the hottest trend.
Activity 4: Arrange the following words to make a good sentence
1. Hindu Budhist – Borobudur - temple - is
Borobudur is Hindu Budhist temple.
2. build - it – under – was – Sailendra dynasty of ancient Mataram kingdom – in the
nineth century.
It was built under Sailendra dynasty of ancient Mataram kingdom in the nineth century.
3. is - in Magelang, Central Java, Indonesia – Borobudur –located
Boroburdur is located in Magelang, Centrak Jave, Indonesia.
4. by the Gupta architecture of India - is – its construction –influenced
Its construction is influenced by the Gupta architecture of India.
5. on a hill 46 m high - is – the temple – and - consist of eight step like stone terrace -
constructed
The temple is constructed on a hill 46 m high and consist of eight step like stone terrace.
6. in bas relief - are - the first five terrace - and –square– surrounded - with Budist
sculpture - by walls adorned
The first five terrace are square and surrounded by walls adorned with Budist sculpture in bas-relief.
119
7. with - is - each of them - a circle of bell shape stupa.
Each of them is with a circle of bell shape-stupa. 8. at the centre - crowned - the entire adifice - of the top circle - by a large stupa - is
The entire adifice is crowned by a large stupa at the centre at the centre of the top circle.
9. extends - the way - and - to the summit –some 4.8 km of passage- through -
starways
The way to the summit extends through some 4.8 km of passage and starways.
10. temples at Angkor, Cambodia - influences - the design of borobudur – which - the
structure of universe – symbolizes
The design of borobudur which symbolizes the structure of universe influences temples at Angkor, Cambodia.
Activity 5: Fill the gaps below by choosing the words in the box provided
thick has
bored are color
beautiful disappointed
write tear
is
There
are
many experiences that I
write
there. My diary
has
many colors but red is the dominant color. Its cover
is
the a i atio of Japa gi ls and
beautiful
butterfly. Every piece of paper has a different soft color. Its size is about 20x15 cm and it is
thick.
Sometimes, I
tear
the paper of my diary because when I was writing something in the diary, I felt
disappointed
or
bored
.
Activity 6 : Organize the following sentences to make a good paragraph
1. Now, my diary is not so thick. 2. I wrote my name at the top of the cover.
3. My name had been written since I bought it. 4. I asked the seller to write m
a e at the top of dia s o e . 5.
At the a k of dia s o e , I put also photo.
120
Activity 7: Write a number 1 up to 5 to arrange the following paragraphs to make a good descriptive text
St. Peter’s Basili a
St. Pete s Basilica is the largest church ever built in the world. It is
lo ated i Vati a Cit . It s o e of the holiest pla es fo Ch istia s especially for adherents of the Roman Catholic.
This basilica is also called as a papal basilica because from this basilica the Holy Father often gives his blessing. There is a central
balcony which is called the Loggia of the Blessings, that is used for a ou e e t of the e pope ith Ha e us Papu a d his Urbi
et Orbi blessing.
It was constructed in 324 by Emperor Constantine. In 1506, the construction on the current building began under Pope Julius II and was
completed in 1615 under Pope Paul V. It covers an area of 2.3 hectares 5.7 acres and has capacity of over 60.000 people. Total length is 730
feet and width is 500 feet. Height from pavement to top of cross is 452 feet.
St. Pete s Basili a has so e ie s su h as St. Pete s s ua e, e te io of St. Pete s Basili a, a e, ight aisle a d t a sept, do e a ea
with baldachins, cathedral of St. Peter, left transept and aisle, and
cryptgrottoes. This basilica was the grave of St. Peter who had died as a martyr
in Circus, but now, his simple grave is directly below the altar of the basilica. St. Peter
s Basilica is famous as a holy place of pilgrimage, especially for adherents of the Roman Catholic in the world, for liturgical
functions and historical associations.
1
3
… …
… …
4
… …
… …
2
… …
… …
5
… …
… …
121
Activity 8: From the previous activity, mention the generic structure of a descriptive text
Generic Structure of Descriptive Text
Identification
Description
122
English Writing Materials Based on Ignatian Pedagogy for Theology Study Program Students
LESSON PLAN
Unit :
2 “My Diary”
Meeting : 3 and 4
Type of Text : Recount Text
Time Allocation : 2 x 100 minutes
Basic Competence : Competence:
Students create a recount text based on the generic structure and language features.
Conscience: Students show a great care in criticizing
a recount text.
Compassion: Students respect others while sharing and presenting their
reflection in front of the class.
Indicators :
Competence:
At the end of the lesson, students are able to: 1. Create a recount text based on the generic structure
and language features appropriately. 2. Organize the jumbled paragraphs to make a good
recount text. 3. Select the correct wordphrase to complete the
sentences in a paragraph. 4. Produce a good sentence based on the jumbled
words provided. 5. Apply the correct form of verb or to be to complete
the sentence. 6. Predict the topic to be discussed.
Conscience: At the end of the lesson, students are able to:
1. Be careful in evaluating a recount text through self-
evaluation.
Compassion: At the end of the lesson, students are able to:
1. Pay attention to others while sharing in group discussion.
2. Pay attention to others while presenting their reflection in front of the class.
123
Teaching Activities:
Steps in Ignatian Pedagogy
Teaching Activities Time
Allocation
A. CONTEXT OF
LEARNING 1.
Students are asked to read St. Faustin‟s diary.
2. After reading, students share their feelings about the diary to their friends in group.
3. Students are asked to identify the generic structure
used while
sharing their
experiences. 4. Students are asked to predict the theme that
will be discussed.
10‟
20‟ 5‟
B. EXPERIENCE 1. Students are asked to read and study the
explanation and the example given about descriptive text.
2. After reading, students are asked to analyze the example based on the explanation given.
3. Students are asked to apply a correct form of VERB or TO BE to complete the sentences.
4. Students are asked to arrange the jumbled words to produce a good sentence.
5. Students are asked to fill the gaps to complete a paragraph.
6. Students are asked to organize the jumbled sentences to make a good paragraph.
7. Students are asked to write a number of the paragraph to make a good recount text.
8. Students are asked to mention generic structure of a recount text.
9. Teacher and the students discuss the generic
structure.
15‟
35‟
15‟ C. REFLECTION
1. After reading and identifying the generic structure of the text given, students are
asked to choose a text they like the most from the texts given and give reason why
they choose it.
2. After choosing, students share their reflection in a group of three students.
3. Students are asked to list the new vocabulary from the texts given.
4. After finishing sharing in group, students are asked to present their reflection in front
of the class. It can be a representative.
15 ‟
15 ‟
5‟ 15
‟
D. ACTION By finishing experiencing and reflecting the
previous activity, students are asked to write a recount text.
30„
E. EVALUATION 1. After writing a recount text, students are
asked to evaluate their own writings by 15‟
124
themselves using the rubric provided. 2. Students are asked to revise their writing and
submit it. 3. In the following meeting, students are given
some feedbacks by the teacher. 10‟
Teaching Strategies:
Individual work, group discussion, class discussion, experiencing, sharing, identifying, reflecting, writing, and evaluating.
Materials Sources:
Internet, handout, worksheet.
Assessment Sheet: Name:
Score: Writing Rubric
– Recount Essay
Criteria Evaluated 4
3 2
1
Focus Sharp, clear main idea.
Main idea is present. No clear main idea, but
some points are mentioned.
Little or no main idea. Content
Many supporting details that explain the main idea in
terms of sight, smell, touch, taste, andor sound.
Several supporting details that explain the main idea.
Some use of sensory details.
Some supporting details that explain the main idea.
Little use of sensory details.
Few supporting details that explain the main idea. No
use of sensory details. Organization
Highly organized using a variety 3 or more of
transition words to make ideas flow.
Logically organized using some 2 transition words
to make ideas flow. Little organization and
ideas are not tied together. No flow of thoughts is
seen but some ideas are mentioned.
Style Strong variety of vocabulary
and sentence structure with strong awareness of audience.
Strong use of imagery and figurative language.
Some variety in vocabulary and sentence
structure with some awareness of audience.
Some use of imagery and figurative language.
Little variety in vocabulary and sentence structure with
little awareness of audience. Little use of
imagery and figurative language.
No variety in vocabulary or sentence structure with
no awareness of audience. Almost no use of imagery
or figurative language. Mechanics
Few or no errors in mechanics, usage, spelling,
and sentence structure. Some but not many errors
in mechanics, usage, spelling, and sentence
structure. Several errors in
mechanics, usage, spelling, and sentence structure.
Many errors in mechanics, usage, spelling, and
sentence structure.
Scoring : 17-20Excellent 15-17 Good
12-14Adequate 12Fair
Taken from: Analytic scale fro rating composition tasks Brown Bailey, 1984, pp.39-41 elaborated by the writer.
126
ANSWER KEY Unit 2
Activity 3: Apply the correct form of VERB or TO BE to complete the following sentences
1. John Paul II elevated 483 individuals to sainthood.
2. One personage he beatified was Mother Teresa.
3. Teresa was for many years the most revered woman on earth.
4. She was asked by the prosecutor in that case to return Keatings gift.
5. She also accepted substantial sums given by the brutal Duvalier
dictatorship. 6. Their ailments
usually went undiagnosed. 7. There
were few medical personnel on the premises, mostly untrained nuns and brothers.
8. Teresa checked into some of the costliest hospitals and recovery care units in
the world. 9. Teresa
journeyed the globe to wage campaigns against divorce, abortion, and birth control.
10. At her Nobel award ceremony, she announced that the greatest destroyer
of peace is abortion.
Activity 4: Arrange the following words to make a good sentence
1. Last Monday was a busy day for me. 2. I spent my time to do a lot of activities from college to my home.
3. It made us disappointed. 4. The class was finished at 12.30.
5. After that, I had to go home because my grandmother was in a bad condition. 6. She was hospitalized.
7. So, it was a must for me to back home at that time. 8. When I got there, there were so many members of my family.
9. There were about 10 people. 10. We all hoped that our grandmother would get better soon.
127
127
Activity 5: Fill the gaps below by choosing the words in the box provided
Broke bathroom
began planned
was jogged
never was
fell down changed
When the morning
broke
in Sunday morning, I woke up and
planned
to jog around the neighborhood. So I
changed
my clothes and went to the bathroom to wash my sleepy face. As I stepped in the
landed
, I landed my foot on a soap in the floor and
fell down
. Next, I began my jogging and saw my gorgeous neighbor, jogging to. I thought it
was
a good fortune to omit the gap between us. So I
jogged
to him and say hello. But, how poor of me, it was not him. It just someone I
never
met before who looked like to him. I
was
going home with people laugh at me along side of the street.
Activity 6 : Organize the following sentences to make a good paragraph Write down the organized sentences at the space provided
1. When I got home, the breakfast already settled and I immediately spooned a big portion of rice and ate.
2. After I have done my breakfast my mother came up and said that the meals have not ready yet and she said that I may have a stomachache if I ate it.
3. It was proven; I had a stomachache for the next three days. 4. I past my weekend lie down on me bed and be served as a queen.
5. That was not really bad, wasnt it?
128
Activity 7: Write a number 1 up to 4 to arrange the following paragraphs to make a good descriptive text
My Rush Time as a Journalist
I usually woke up at eight o’clock a.m. and went to the Press Center to check the daily schedule of briefings and press conferences. It was usually
held by the United Nation officials or disaster mitigation team.
After everything was done, only then I remembered to eat. Most times, I only ate once a day because I always had to rush and again it was
difficult to find food. I had to travel quite far. I needed to spend a 30 to 45 minutes by car just to find fresh food.
It was challenging to visit different refugee camps to find soft stories, human interest stories. After that I went back to the Press Center to
cover the press conferences of the day.
It was heart breaking when I saw these survivors fight for food and secondhand clothing. Unfortunately as they said, the food and clothing
were limited and inadequate. Emerging to glaring, it was time to go back to Press Center to write stories and race against time. I was always
fearing that the internet would come crushing down.
See Reference 6
Activity 8: From the previous activity, mention the generic structure of a
recount text
