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

A. Read the following dialogue and the practice with your friends.

Bayu, Shinta, and Dika are new students Level 1 of English Mastery. Today is their first day. Bayu : Hello, good afternoon. Today is my first day here. I am Bayu Pamungkas, but you can call me Bayu. What s your name? Shinta : My name is Shinta Anggraini. People call me Shinta. Bayu : How do you spell your name? Shinta : It’s S-H-I-N-T-A Bayu : How are you? Shinta : I’m fine, thank you. And you? Bayu : So far, fine. Thanks. Is this also your first day here? Shinta :Yes, it is. I’m pleased to meet you. Bayu : I’m pleased to meet you too. By the way, this is Dika. Dika, this is Shinta. Dika : Hi, I am Dika Andrian. Shinta : I am Shinta. Nice to meet you. Dika : Nice to meet you too, Shinta : Anyway, where do you both come from? Bayu Dika : We come from Wedi. How about you? Unit 1 141 Shinta : I come from Bayat. Bayu : Well, let’s go in. I think the class will be started soon.

B. Comprehension Questions Discuss with your friends

1. Where is the conversation happen? 2. When is the conversation happen? 3. What are the names of Shinta’s new friends? 4. What are their nicknames? 5. Where does Bayu come from? II. Expressions Practice it What is your name? I am Bayu Pamungkas My name is Shinta Anggraini How are you? I’m fine, thank you. And you? So far, fine. Thanks. What’s your nickname? You can call me Bayu. People call me Shinta. How do you spell your name? It’s S-H-I-N-T-A. Where do you come from. We come from Wedi. I come from Bayat. III. Let’s Have Fun “You I” game Introduce friend’s name who sits beside you followed by your name to the class using the A-Z list below. If your friend’s name starts with letter C, you should say “Cheerful” and if your name starts with letter M, you should say “Mature”. 142 Example: “She is Cheerful Charlie, and I am Mature Martha. Cheerful Charlie loves to eat, and I, Mature Martha, love to sing.” A-awesome G-gorgeous M-mature S-smiling B-brave H-happy N-nice T-talented C-cheerful I-industrious O-obedient U-unbiased D-diligent J-joyous P-peaceful V-vigorous E-excellent K-kind Q-quite W-wonderful F-friendly L-lovely R-responsible Y-young Z-zealous IV. Speak up

A. Group Activities

 Work in groups of three or four. Let’s count The way you making group is by calculating the total number in your group by your tutor instruction. Rules: 10 points = student who is wearing pants 5 points = student who is wearing skirt  Write a name tag for yourself.  Pronounce the names of each student in your group.  Introduce yourself to the others in the group using expressions.

B. Interview Find your friends

In this part, you have to find your friend based on a name card given by your teacher. Each card consists of a new name, age and address. You must find your friend whose name written on the card by moving around the class. Introducing yourselves first and ask your friend’s personal information. e.g: What is your name? Are you Ayu? Where do you live? Etc. The purpose of this activity is to find friends. Then, you must introduce your friends to the class. If you can find your friend first, you will be the winners,  143 Thanks A Million I. Words Corner Read the following short story and answer the questions THE GIVING TREE Once there was a tree who loved a little boy. And everyday the boy would come to play Swinging from the branches, sleeping in the laughing all the summer’s hours away. And so they love, Oh, the tree was happy. Oh, the tree was glad. But soon the boy grew older and one day he came and said, “Can you give me some money, tree, to buy something I’ve found?” “I have no money,” said the tree, “Just apples, twigs, and leaves.” “But you can take my apples, boy, and sell them in the town.” And so he did and Oh, the tree was happy. Oh, the tree was glad. But soon again the boy came back and he said to the tree “I’m now a man and I must have a house that’s all my home.” “I can’t give you a house,” he said, “The forest is my house.” “But you may cut my branches off and build yourself a home.” And so he did. Oh, the tree was happy. Oh, the tree was glad. And time went by and the boy came back with sadness in his eyes. “My life has turned so cold,” he says, “and I need sunny days.” “I’ve nothing but my trunk,” he says, “But you can cut it down And build yourself a boat and sail away.” And so he did and Unit 2 144 Oh, the tree was happy. Oh, the tree was glad. And after years the boy came back, both of them were old. “I really cannot help you if you ask for another gift.” “I’m nothing but an old stump now. I’m sorry but I’ve nothing more to give.” “I do not need very much now, just a quiet place to rest.” The boy, he whispered, with a weary smile. “Well,” said the tree, “An old stump is still good for that.” “Come, boy,” he said, “Sit down, sit down and rest for a while.” And so he did and Oh, the tree was happy. Oh, the tree was glad. Source: http:www.lyricsmania.comthe_giving_tree_lyrics_shel_silverstein Questions: 1. What were some things that the tree gave to the boy? Why did the tree give those things to the boy? 2. How did the tree feel about giving things to the boy? Why do you think he felt that why? 3. What happens at the end of the story? 4. What do you think this story is trying to teach us? Answers: 1. 2. 3. 4.