Background Goals Content CONCLUSIONS AND SUGGESTIONS
124
http:www.lyricsmania.comthe_giving_tree_lyrics_shel_silverstein
http:www.usdreams.comDontQuit172.html
http:www.lyricsmode.comlyrics0-914_kyesterday_dream.html
125
LESSON PLAN WITH MULTIPLE INTELLIGENCES
APPENDIX H
126
LESSONUNIT PLANNING WITH MULTIPLE INTELLIGENCES
Adapted from Teaching and Learning through Multiple Intelligences By Linda Campbell
General Instruction Objectives: At the end of the course, the students are able to:
a. use English in daily conversation b. acquire a better speaking skill
c. strengthen their intelligences
127
Let’s Be Friends
Lessonunit objectives: For the students to learn how to introduce oneself to others.
Anticipated learner outcomes:
a. The students are able to introduce themselves. b. The students are able to introduce others.
c. The students are able to exchange their personal information with others. d. The students are able to develop linguistic intelligence, intrapersonal,
interpersonal and bodily-kinesthetic intelligences.
Classroom Resources Materials:
Worksheet, call identity cards, playing cards
Meeting 1: 1 x 90’ Learning Activities
Section Time
Allocation
Linguistic: 1. The students read and practice the conversation.
2. The students answer the comprehension questions I
15’ Interpersonal:
3. In pair, the students practice the expression given. II
5’ Linguistic:
4. The students play “You I Game” while doing language exercise.
III 15’
Logical-Mathematical: 5. The students have to make a total number based on
tutor’s instruction.
IV 5’
Linguistic: 6. The students spell their name on the call card.
15’ Bodily-Kinesthetic:
7. The students move around the class in “Find Your Friends” activity.
20’ Linguistic:
8. The students give report on “Find Your Friends” activity to the class.
15’ Intrapersonal:
9. The students write weekly progress about teaching – learning process on that day.
V 5’
Musical: NA
- -
Unit 1
128 Visual-Spatial:
NA -
-
NA: Not Available References:
Carver, Tina K., Fotinos, Sandra D. 1998. A Conversation Book I: English in Everyday Life Third Edition. NY: Pearson Education.
129
Thanks A Million
Lessonunit objectives: For the students appreciate and thank to the people who help them in their life.
Anticipated learner outcomes:
a. The students are able to read the poem. b. The students are able to understand the message delivered through the
poem. c. The students are able to write their own thank-you note.
d. The students are able to develop linguistic intelligence, intrapersonal, interpersonal, and bodily-kinesthetic intelligences.
Classroom Resources Materials:
Worksheets
Meeting 2: 1 x 90’ Learning Activities
Section Time
Allocation
Linguistic: 1. The students read a poem by Shel Silverstein entitled
“The Giving Tree” 2. The students answer the comprehension questions
based on the poem I
20’ Interpersonal:
3. In pair, the students practice the expression given. II
10’ Intrapersonal:
4. The students read and understanding the example of thank-you note.
10’ Intrapersonal:
5. The students reflect and recall their own experience about the people who as like as “the giving tree”
around them. 6. The students make thank-you note to the people who
as like as “the giving tree” around them. III
15’
Bodily-Kinesthetic: 7. The students move around to show their thank-you
note to
1 or 2 friends beside himher.
IV 10’
Linguistic and Intrapersonal: 8. The students share their thank-you note to the class.
20’ Intrapersonal:
9. The students write weekly progress about teaching – learning process on that day.
V 5’
Unit 2
130 Logical-Mathematical:
NA -
- Musical:
NA -
- Visual-Spatial:
NA -
-
NA: Not Available References:
http:www.lyricsmania.comthe_giving_tree_lyrics_shel_silverstein
131
I always …
Lessonunit objectives: For the students to learn how to tell their habits.
Anticipated learner outcomes:
a. The students are able to use Simple Present correctly to tell their habits. b. The students are able to exchange their personal information about their
daily activities with others. c. The students are able to develop linguistic intelligence, intrapersonal,
interpersonal and bodily-kinesthetic intelligences.
Classroom Resources Materials:
Worksheet, “Snakes and Ladders” board
Meeting 3: 1 x 90’ Learning Activities
Section Time
Allocation
Linguistic: 1. In pair, the students read and practice the
conversation. I
10’ Interpersonal:
2. In pair, the students practice the expression given. 3. With the whole of the class, the students try to
understand the Simple Present pattern. II
15’ Linguistic:
4. The students play “Snakes and Ladder” game in pair while doing language exercise.
III 25’
Linguistics: 5. The students do the interview about certain
information.
IV 10’
Intrapersonal and Bodily-Kinesthetic: 6. The students move around while doing interview.
Linguistic: 7. The students give report on the interview activity to
the class. 15’
Interpersonal: 8. In pair, the students make a conversation based on
available situations. 15’
Intrapersonal: 9. The students write weekly progress about teaching –
learning process on that day. V
5’ Logical-Mathematical:
NA -
-
Unit 3
132 Musical:
NA -
- Visual-Spatial:
NA -
-
NA: Not Available References:
Sukci, L. Bening P. 2013. English Mastery 1 for Titianers the available module – the used one
133
I Wanna Be…
Lessonunit objectives: For the students to find what they want to be in their future.
Anticipated learner outcomes:
a. The students are able to read the poem correctly. b. The students are able communicate with others.
c. The students are able to exchange their personal opinion with others. d. The students are able to develop linguistic intelligence, musical,
intrapersonal, interpersonal and bodily-kinesthetic intelligences.
Classroom Resources Materials:
Worksheets, poem, lyrics
Meeting 4: 1 x 90’ Learning Activities
Section Time
Allocation
Linguistic: 1. The students read and practice the poem
I 15’
Interpersonal: 2. In group, the students discuss and share with their
friends about what they can learn from the poem. 3. After discussing with their group, they share their
opinion to the whole class, 1 representative for each group.
15’
Musical: 4. The students listen and sing the song entitled
“Yesterday’s Dream” by Donna Cruz II
20’ Intrapersonal:
5. The students reflect by themselves about the message which is tried to be delivered by the song.
10’ Linguistic:
6. The students share on their opinion about the message from the song.
Linguistic: 7. The students think and write about what they want to
be in the future their dreams 20’
Linguistic and Interpersonal: 8. The students share about their dreams to the class.
15’ Intrapersonal:
9. The students write weekly progress about teaching – learning process on that day.
V 5’
Unit 4
134 Logical-Mathematical:
NA -
- Visual-Spatial:
NA -
-
NA: Not Available References:
http:www.usdreams.comDontQuit172.html
http:www.lyricsmode.comlyrics0-914_kyesterday_dream.html
135
THE BLUE PRINT OF MULTIPLE INTELLIGENCES
DISTRIBUTION
APPENDIX I
136
The Blue Print of Multiple Intelligences Distribution Types of
Intelligences Unit
Unit 1 Unit 2
Unit 2 Unit 4
Linguistic √
√ √
√ Interpersonal
√ √
√ √
Intrapersonal √
√ √
√ Musical
- -
- √
Mathematical √
- -
- Visual
√ √
√ √
Bodily- Kinesthetic
√ √
√ √
137
THE PRESENTATION OF THE DESIGNED MATERIALS – STUDDENT’S BOOK
APPENDIX J
138
STUDENT’S BOOK
ENGLISH MASTERY LEVEL 1
Compiled and Illustrated by: Maria Vianney
139
TABLE OF CONTENTS
STUDENT’S BOOK
Unit 1: Let’s Be Friends Unit 2: Thanks A Million
Unit 3: I Always . . . Unit 4: I Wanna Be . . .
Weekly progress report English Mastery
140
Let’s Be Friends
I. Conversation