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Designing lesson political program EssayIntroductionA. BackgroundTo achieve the Content commonplace (Standar Isi) in the programme which covers the energy Standard (Standar Kompetensi (SK)) and the Basic ability (Kompetensi Dasar(KD)), students should go with the precept and attainment process.Educational Ministry Regulation number 41, the year of 2007 about the Process Standard states that any school teacher should make Lesson Plans (Ren put upa Pelaksanaan Pembelajaran(RPP)) to foster the teaching and training process to be interactive, inspirative, joyful, challenging, motivating the students to participate actively, and bounteous enough opportunities to them to be innovative, germinal and self reliance according to their talents, motivations, and physical as well as psychological development. Through out this module, the important elements of a lesson programme will be discussed. You be supposed to be fitted to implement your knowledge concerning lecture teachin g and catching such as language competency, methodology and approaches to foreign language learning, media and learning resources, and language judgement in developing lesson plans. By completing of every parts presented in this module you will be able to initiation lesson plans which can fulfill the required process standard mentioned above.B. ObjectiveThrough the cultures and the discussions of important factors and elements in lesson planning, you will be prepared to be able to use up out the teaching and learning process as requested by the new curriculum (KTSP)C. IndicatorsAfter completing this module you are supposed to be able to 1. state the important elements of lesson planning.2. determine the indicators of achieving the elemental competencies 3. puzzle outulate the objectives of the teaching and learning4. select relevant learning materials5. plan the stages of teaching and learning activities6. assess the students achievementsDESIGNING LESSON PLANA. The Concept o f Lesson PlanActivity 1 instruction manual Think about these troika questionsDiscuss them how they relate to the lesson planningA lesson plan is a teachers detailed description of the course of instruction for an individual lesson. (Wikipedia, accessed on the 6th of September 2009). The government regulation zero(prenominal) 19, the year of 2005 states that the planning for instructional process covers the sylabus and the lesson plan containing the purpose, learning materials, methodology, the learning resources and the evaluation. Those are the components of a lesson plan. But by the discussion you create just done, we may conclude that those components could be summarized into three important aspects the purpose of the instruction (question 1), the learning natural action (question2), and the feedback or evaluation (question3).Based on the ministry regulation, number 41, year 2007, the process standard, it was explained that a Lesson plan is the elaboration of syllabus which i llustrates the teaching and learning activities to achieve the finishs of the basic competency. Every teacher who uses school curriculum, should design a plan completely and systematically to make the teaching and learning interactive, inspirative, joyful, challenging, and be able to motivate students to be active, creative, and self reliance, in line with their talent, motivation, their physical and psychological development.This statement is mostly about the teaching and learning activities. Every stage of the lesson should be planned to fulfill the above requirements and make certain that the instructional objectives could be achieved.B. The components of a Lesson PlanActivity 2Instructions Share your experiences with your friends for the lesson plans you have ever made. Which components do you think is the most difficult to write?A Lesson plan is designed to meet the basic competencies, which can be carried out in one meeting or more. Things that should be written in the lesson plan are as follows1. Identity of the subject matter which consists ofa. denomination of the lessonb. Class/ Semesterc. Program (especially for Senior High)d. Themee. Time allotment2. faculty Standard capacity Standard is the qualification of the students minimal ability, which illustrates the mastery of knowledge, attitude, and skill obtained through each class or semester for every subject.3. Basic CompetencyBasic competency is a sum of students ability for certain subjects as the reference for find out the indicators for competency achievement in a subject.4. Indicator for competency achievementThe measurable or observable behavior, which shows the achievement of specific basic competency as the reference for the subject evaluation. The indicators for competency achievement are theorise with operational verbs that can be measured which cover the knowledge, attitude, and skills.5. The Instructional goalInstructional goal illustrates the process and the learning outcome achiev ed by the students in accordance to the basic competency6. Instructional materialIt includes the fact, concept, principle, and the relevant procedure, and written as suitable positions in relation to the indicators for competency achievement.7. Time allotmentTime is allocated as much as needed to achieve the Basic competency and the learning load.8. MethodologyMethods are used by teachers to create the teaching and learning process to enable the students to achieve the basic competency or a set of specified indicators. The pickax of methods should consider the students situation and condition as well as the characteristics of every indicators and the competency which will be achieved in every subjects.9. attainment activitiesa) Pre- activityThis activity is done at the beginning of the lesson and meant for arousing the students motivation and to focuss the students attention as well, so that they can particpate actively during the lesson.b) Whilst activityThis is the main learning process and aimed at achieving the basic competency. This activity is conducted interactively, inspiratively, joyfully, chalenging, motivating the students to participate actively, and giving opportunities to the students to have innovation, creativity, and selfreliance in accordance to their talent, motivation, physical and psychological development. This activity is conducted systematically through exploration, elaboration, and conformation processes.c) draw a bead on activityThis activity is done to end the lesson which can be in the form of summarizing, evaluation, reflection, feedback , and follow up activities. Stages of Learning Activity 10. EvaluationThe procedure and the instruments for perspicacity should be based on the indicators for competency achievement and refer to the evaluation standard11. Learning ResourceSelecting the learning resource should concider the competency standard and the basic competency, as well as the learning material, the teaching and learning activities and also the indicators for competency achievement.C. The Principles of Designing Lesson PlanActivity 3Instructions Take whatsoever slope lesson plan you have had. Try to make a judgment for this (excellent, good, or poor) What criteria do you take for consideration?a. Individual differences see to it the individual differences concerning students level of mastery, interest, motivation, potential, emotion, learning style, special need, learning speed, socio heathen background, values, and living environment.b. Fostering students participationThe lesson should be students-focus and fostering, creativity, initiative, inspiration, self reliance, and learning motivation.c. Developing students reading and piece habits learn and learning should develop students reading habits on various resources and their ability to express feelings and opinions in different forms of writing.d. Giving feedback and follow upA lesson plan should include activities which can give positive feedback, reinforcement, enrichment, and remedial.e. Link and UnityLesson plan is designed considering the links and the unity among the competency standard, basic competency, learning material, instructional activities, and indicators for competency achievement, evaluation, and learning resources. Lesson plan should accommodate the thematic instructions, links with other subjects, across the learning aspects, and cultural diversity.f. Employing the culture and communication technologyLesson plan is written to foster the use of information and communication technology, integrated, systematic, and effective depending on the situation and condition.D. The Stages of Developing a Lesson PlanA well developed lesson plan reflects interests and needs of students. It incorporates best practices for the educational field. (Skowron, Janice.2006). In Indonesian schooling, the Curriculum of School Level (KTSP) has already been set up by the content standard (SK) and the graduation standard (SK L). Therefore students should be able to achieve what so called the minimum requirements which have been stated in those two documents. The students interest relates to the learning materials and depends on how the learning activity is conducted.Therefore you must operate various kinds of methods and approaches. The use of teaching aids and media may also be inspiring and increasing the students motivation. According to the process standard (Educational Ministry Regulation no.41, the year of 2007) a lesson plan is a unit plan which covers one basic competency and the time span may be more than one meeting.But the incline curriculum and syllabus developed in the content standard are directed to follow the two cycles (oral and written), and the four stages (buildingknowledge of the field, model of the text, joint construction, and nonsymbiotic construction). Therefore, incline lesson plans should be integrated units which may cover more than one single basic competency listening a nd speaking for the oral cycle, reading and writing for the written cycle. Integrating all the four basic skills will also be possible. Here are the stages of designing an English Lesson Plan Mapping the Competency Standard and the Basic CompetencyDetermining the indicators for basic competency achievementSetting up the PurposeSelecting the Learning MaterialStructuring the stages of instructionPreparing the assessmentThe endure of a lesson development 1. Mapping the Competency Standard and the Basic CompetencyThis stage is ideally done when designing the syllabus. The Competency Standard and the Basic Competency which can directly picked up from the documents are to be analyzed and put into units. English or language in general has special characteristics which might be different from other subjects. The competency based curriculum developed in the content standard is prepared to teach students the communicative competency which covers the actional competence, linguistic competence , socio cultural competence, and strategic competence.The competencies are interrelated to each other and the core of those four competencies is the discourse competence. (Kurikulum Berbasis Kompetensi, Bahasa Inggris, 2004) Diagram 5 Model Kompetensi Komunikatif (Celce-Murcia et al. 199510)In general, there four Competency Standards learning, Speaking, Reading, and Writing which are states in the documents of content standard (SI), attachment for English subject. Your task is to select the basic competencies which can be combined into unit plans considering the suggested aproach in designing the stages of instruction (four stages in two cycles).Here is examples of mapping the basic competencies Class seven-spot/ Semester 1SK 1 dan 3.KD Listening 1.1 dan KD Speaking 3.1 3.2Merespon makna , melakukan Tindak tutur Menyapa orangutang yang belum/sudah dikenalMemperkenalkan diri sendiri/orang lainMemerintah atau melarangClass IX/ Semester 1SK 5 dan 6KD Reading 5.3 dan KD Writing 6.2 Merespon makna dan langkah retorika dan Mengungkapkan makna dan langkah retorika monologdescriptive dan recount2. Determining the indicators for basic competency achievement.Indicators reflect measurable or observable behavior to show the achievement for the basic competency which will be used as the reference of the assessment. Indicators for achievement should be written by using operational verbs covering the knowledge, attitude, and skills.i.e. knowledge mentioning, interpreting, defining, completing, summarizing, explaining, developing, etc. attitude participating, adjusting, helping, proposing, serving, inspiring, etc. skill expressing, practicing, fixing, arranging, demonstrating, etc.3. Setting up the PurposeEducational Ministry Regulation No. 41, about the Process Standard states that the Purpose of Instruction describes the process and the learningoutcome expected to be achieved by the students referring to the basic competency. (Tujuan pembelajaran menggambarkan pro ses dan hasil belajar yang diharapkan dicapai oleh peserta didik sesuai dengan kompetensi dasar).The two aspects you have to include in setting up the purpose are a.The processIt reflects the expected students activities during the lesson. The activities should student centered. The more students involved through out the lesson would be the better. Consider the students motivation, interest, challenge, and creativity. i.e. Listening minimal pair, sound identificatifying, gap-filling, predicting, comprehending etc. Speaking interactive communication activities, role playing, scenario, speech, debating, interviewing, dialogue, etc. Reading scanning, skimming, reading intensively, predicting, classifying, etc. Writing co-operative writing, drafting, analyzing, guided writing, programming, listing, revising, polish uping, giving comments, summarizing, etc.b.The learning outcomeIt refers to the achievement of the basic competencies covering the knowledge, attitude, and skills.i.e. responding meaning to different kinds of text type. expressing meaning for different kinds of purposes pronouncing, reading aloud etc.4. Selecting Learning MaterialThe learning materials prepared for the lesson plan should be based on the students literacy level performative, functional, or informative. The latest is meant for high school. In performative level, students are taught how to use English to accompany actions, participate in classroom and school interactions, and recognize simple written English. While in the functional level students are supposed to learn to use English to get things done, forsurvival purposes (buying and selling, asking and giving permission, making and canceling appointments, read and write simple texts, read popular science, etc.)You have to remember that our English curriculum is text based. Therefore we have to select the material according to the suggested text type. For junior high school are descriptive, procedure, recount, narrative, and repo rt. While news item, discussion, explanation, exposition, and review are for senior high school.There are various resources where we can get the learning materials. Any learning material will be relevant as long as they can meet the curriculum requirement of teaching the students for communicative purposes. They might be presented in all types of communication, transactional conversation, Interpersonal conversation, Informational texts (spoken and written) in the daily life context.For example Transactional conversation giving directions in various contexts (kitchen, street etc.) Interpersonal conversation talking about how to do things casually for the saki of maintaining conversation5. Structuring the stages of instructionThe lesson is carried out through three phases Pre-activity, Whilst-activity, and Post-activity. a. Pre- activityThis activity is done at the beginning of the lesson and meant for arousing the students motivation and to focus the students attention as well, s o that they can participate actively during the lesson. b. Whilst activityThis is the main learning process and aimed at achieving the basic competency. This is suggested to follow the two-cycle approach (oral and written) and the four stages of lesson development Building experience of the Field (BKOF), Modeling of the Text (MOT), Joint Construction of the Text (JCOT), and Independent Construction of the Text (ICOT). This approach is in line with the flow of a lesson mentioned in the process standardexploration, elaboration, and confirmation. Exploration = BKOFElaboration = MOTConfirmation = JCOT, and ICOTc. Post activityThis activity is done to end the lesson which can be in the form of summarizing, evaluation, reflection, feedback, and follow up activities.5. Preparing the assessmentAssessment is a method of evaluating student performance and attainment, Microsoft Encarta 2009. This stage focuses on ensuring that your students have arrived at their intended destination and has b een formulated as the indicators for competency achievement. For this, you will need to gather few evidence that they have done. You usually can do by gathering students acetify and assessing this work using some kind of grading rubric that is based on the indicators. You could also give test to the students on various domains as well. Here are what we have to assess Communication that happens in texts Students ability to create and respond to texts In listening, speaking, reading, and writingThe texts that we may use Spoken Informational texts-Transactional and interpersonal dialogues Monologues in the target genresWritten Informational texts Essays in the target genresTest items should not measure the students knowledge on the rules of the language. Instead they should be focus on meanings. The meanings tested are fanciful meaning (isi berita) Interpersonal meaning (tujuan text, tindak tutur)-Textual meaning (termasuk punctuation) Logical meaning (hubungan logis antar gagas an)6. An Example of a Lesson PlanEngish Version SMP/MTs .Subject English languageClass/Semester VII (Seven) / 1Text types Transactional / InterpersonalTheme Personal LifeSkill ListeningTime allotment 2 x 40 minutesCompetency Standard 1. To understand the meaning of transactional and interpersonal dialogues to interact with the closest environment. Basic Competencies 1.1. To retort the meaning in the transactional ( to get things done) and interpersonal dialogue which is used in the simple oral communication accurately, fluently, understandable to interact with the closest environment that involves greeting people/ friends, self introduction, others, ordering and forbidding somebody. To ask and to forbid. Greeting strangers / familiar peopleIntroducing selves and other peopleOrdering / forbiddingIndicators for Achievement The students are able toa. response the expression of hello from the strangersb. response the expression of self introduction.c. response the expressions o f other peoples introductions. d. response the comment expression.e. response forbid expression.f. response the expression of hello from the familiar peoplePurpose Through moulding and interactive activities, students can conduct simplecommunication in the transactional and interpersonal dialogues. Learning MaterialsDialogues that uses the following expressions 1. A Good morning. How are you ?B Good morning. delicately thank you.2. A Hello, Im Nina. square-toed to meet youB Hello, Im Renny. Nice to meet you, too3. A fall apartt do that B No, I wont. Dont misgiving4. A Stop it B OkVocabularies related to text-type and theme, e.g name, live, address, etc. Verbs live, meet, do, stop, haveTo be is, am, arePersonal Pronouns I, you, we, they, he, she, itStandard expression Good morning Dont worry Thanks Nice to meet you OK How are you ?a. Teaching method/ Strategy Three-phase techniqueA. Pre- activitiesQuestion and answer about things related to students life Students a nswer the questions of personnal identityB. Whilst activities1. To discuss new vocabulary of the texts2. To listen some sentences of teachers models3. To guess the meaning and function of sentences produced by teachers 4. To immitate some sentences of teachers pornounciation5. To listen to the dialogue of introductions6. To answer the question of the content of the dialogue.7. To response to the expressions of greeting, introduction, command, andprohibition. 8. To act out the teachers commands.C. Post-activities1. To ask the students difficulties in learning activities. 2. To summarize the learning materials.3. To give students some tasks of using expressions in the real situationLearning ResourcesThe relevant text take hold ( title, author, publisher, year, page ) Script of dialogues or dialogue recordingThe relevant picturesEvaluationTechnique Responding to the expressions / questions orally and written . Forms oral questionsTest Items Part I Listen to the expressions and giv e your response orally Good morning. How are you?.. Hi, Im Reno and you are?.. Are you Anisa?.. Hello, its nice to meet you.. Who is that girl?.. Part II Listen to the expressions and choose the best response, a, b, c or d.1. A Hello, how are you ?B a. Fine, thanks b. Im Rennyc. Thank you d. Dont worry 2. A Is that your sister, Anna ?B a. Yes, it is b. No, shes not here c. I dont know d. Very well, thanks. 3. A Budi, this is my friend, Susan.B Hi, Susan a. Fine, thanks. b. Its Ok c. Nice to see you d. Im alright 4. A Open the door B a. OK b. Fine b. Finec. Good d. Really 5. A Dont be late to school.B a. Yes, Sir b. No, Sirc. Ok, Sir d. Fine, Sir Scoring guide1. For part I, each correct item is scored 32. For part II, each correct item is scored 23. Total Score Part I 5 x 3 = 15Part II 5 x 2 = 10TOTAL 254. Maximal score = 105. Students score =Rubrics for Part INo.UraianSkorIContent and grammar are correctThe content is correct, grammar is falselyContent and grammar are not correctNo answer3210IIFor every correct answerFor every wrong answer/ no answera20Approved by School Principal English Teacher. RESOURCES FOR LESSON PLAN IDEAS ON THE INTERNETphosphate buffer solution TeacherSourceA large collection of lesson plans, teacher guides, and online student activities correlated to 90 sets of state and national curriculum standards. http//www.pbs.org/teachersource/Best of Education man 2002http//www.education-world.com/best_of/2002/Education World Lesson Planning Centerhttp//www.education-world.com/a_lesson/Education World National Standardshttp//www.education-world.com/standards/national/index.s