picture books yang telah dibaca dipertemuan
sebelumnya dalam bentuk kerangka
fablemapping a fable secara berkelompok
2. Menentukan pesan moral untuk kerangka fable
mereka secara berkelompok
3. Mengembangkan kerangka fable yang telah
dibuat menjadi karangan fable yang pendek dan
sederhana Mengkomunikasikan
Siswa Guru
Salah satu perwakilan dari kelompok membacakan
fable kelompoknya kepada kelompok lain
Guru menyimak, menilai, dan mengarahkan siswa
3. Penutup - Peserta didik bersama guru menyimpulkan hasil pembelajaran pada
pertemuan ini - Guru menyampaikan informasi materi pada pertemuan berikutnya
- Guru menutup dengan salam dan mengucapkan ungkapan berpisah dalam bahasa Inggris.
H. Penilaian
Pengetahuan - Pengetahuan siswa tentang struktur teks dan unsur kebahasaan dievaluasi
dengan menggunakan tes tulis Keterampilan
- Unjuk kerjapraktik: menulis karangan fable murni hasil ciptaan siswa sendiri dengan menggunakan kalimat mereka sendiri
- Karangan fable ini akan dinilai menggunakan writing rubric seperti yang di bawah ini:
The Analytic fictionnarrative writing content rubric from
Vicki L. Kohen and John Edwin Cowen’s rubric
1
Category Excellent
10 points Good
7.5 points Satisfactory
5 points Need
improvement 2.5 points
Writing Process
Student devotes a lot of time and
effort to the writing process
prewriting, drafting,
reviewing, and editing. Work
hard to make the story wonderful.
Student devotes sufficient time
and effort to writing process
prewriting, drafting,
reviewing, and editing. Work
hard to make the story wonderful.
Works and gets Student devotes
some times and effort to the
writing process, but was not
very thorough. Does enough to
get by. Student devotes
little time and effort to the
writing process. Does not work
hard.
1
Vicki L. Kohen and John Edwin Cowen, Literacy for Children in an Information Age: Teaching Reading, Writing, and Thinking, New York: Wadsworth Cengage Learning, 2009, p. 359
the job done. Setting
Many vivid, descriptive words
are used to tell when and where
the story took place.
Some vivid descriptive
words are used to tell when and
where the story took place.
The reader can figure out when
and where the story took
place, but the author did no
supply much detail.
The reader has trouble figuring
out where the story took place.
Characters The main
characters are named and
clearly described in text and
pictures. Most readers could
describe the characters
accurately. The main
characters are named and
described. Most readers would
have some idea of what the
characters looked like.
The main characters are
named. The reader knows
little about the characters.
It is hard to tell who the main
characters are.
Introduction Organization
The introduction is inviting and
previews the plot of the paper.
The introduction previews the plot
of the paper, but it is not
particularly inviting to the
reader. The
introduction is not nothing to
do with the plot, nor is it
particularly inviting to the
reader. There is no clear
introduction.
Sequencing Details are
Details are Some details
Many details are
