paper fix lesson plan

8/3/2019 Paper Fix Lesson Plan

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INTRODUCTION

Good plans shape good decisions(Bittel: 1918). That sentence proves that everything,

which we want it to be good, needs plan. As well as teaching, teaching also needs plans and

preparation. That is why we need a thing which is called lesson plan. An effective lesson

plan will make us achieve the teachers goal: measurable student learning (Lewis: 2011).

Now, we are going to describe what lesson plan is and what the good lesson is.

DEFINITION

Lesson plan is used by all teachers in the world, because lesson plan covers outlines

that specify the subject which we are going to teach. The first thing we need to know is the

definition of lesson. According to www.thefreedictionary.com, a lesson is something to be

learned. Ur (1996:213) also describes a lesson as follows: Lesson in different places mayvary in topic, time, place, atmosphere, methodology and materials, but they all, essentially,

are concerned with learning as their main objective, involve the participation of learner(s) and

teacher(s) and are the limited and pre-scheduled as regards time, place and membership

A lesson also often characterized by certain rituals or routines depending on the rules

of a school or a teachers own preferences and teaching style. Finally, we can conclude that a

lesson is something organized which is learnt in school or in social life, repeatedly. Because

of lesson are concerned with learning as their main objective, teacher should give good

lesson, in terms of getting student to learn well. According to Brewster, Ellis, and Girad

(2002: 231) in their book The Primary English Teachers Guide a good lesson is :

- The good lesson has backup system.- The good lesson has clear objectives.- The good lesson has variety of activities, skills, interaction, materials.- The good lesson has interesting and enjoyable content.- The good lesson has an appropriate level of challenge.- The good lesson is well prepared, well planned, and well timed.

The last point proves that teaching needs good plans in order to make good learning in

student. That is one of the reasons, why we need lesson plan. Besides, lesson plan also shows

what the teacher should be done in classroom chronologically.

Lesson plans are highly organized outlines that specify the subject matter to be

covered, the order in which the information will be presented, and the timeline for delivering

each section or component of the subject matter (www.wisegeek.com). Another source

(www.about.com) also stated that lesson plans are frameworks and road maps, which each

teacher will create using an individual style.
http://www.thefreedictionary.com/http://www.wisegeek.com/http://www.wisegeek.com/http://www.about.com/http://www.about.com/http://www.wisegeek.com/http://www.thefreedictionary.com/


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The conclusion is: that lesson plans are the organized outlines, framework, road maps,

which the teachers use to guide their teaching in classroom. Planningthelessonis much more

difficult thandelivering the lesson. Planning is when you look at the curriculum standards and

develop lesson content that match those standards. That is why all teachers need to be good

planners in order to make a good lesson plan.

PRINCIPLES

According to Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 41

Tahun 2007, about Standar Proses untuk Satuan Pendidikan Dasar dan Menengah, the

principles in preparing the lesson plan :

1. Paying attention to individual differences of learners lesson plans prepared byconsidering differences in gender, ability, intellectual level, interests, motivation,talent, potential, social skills, emotions, learning styles, special needs, speed of

learning, cultural backgrounds, norms, values, and / or environmental the learner.

2. Encouraging active participation of learnersThe learning process is designed with a focus on learners to encourage motivation,

interest, creativity, initiative, inspiration, independence, and spirit of learning.

3. Developing a culture of reading and writingThe learning process is designed to develop a hobby to read, variety of reading

comprehension, and expression in various forms of writing

4. Provides feedback and follow-uplesson plan includes the design of a program providing positive feedback,

reinforcement, enrichment, and remediation.

5. Relevance and integrationlesson plan prepared by considering linkages and alignment between the standards of

competence, basic competence, learning materials, learning activities, indicators of

achievement of competency, assessment, and learning resources in a whole learning

experience. Lesson plan is organized to accommodate structured thematic learning,

integration across subjects, across aspects of learning, and cultural diversity.

6. Applying information and communication technologyLesson plans prepared by considering the application of information technology and

communications in an integrated, systematic, and effective according to the situation

and conditions.


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COMPONENTS OF LESSON PLAN

Brewster, Ellis and Girrad (2002) say that a major consideration when planning a

lesson, then is how to provide optimal conditions for learning so children are motivated and

interested in learning, understand what they are being asked to do and why, get plenty of

meaningful exposure to the language, get plenty of variety and are allowed to work at their

own pace, experience success, feel confident and secure to try out language, have plenty of

opportunities to use language, and opportunities to review and reflect on what they have done

and why.

Lesson plan is translated from the syllabus to direct the learning activities of learners

in an effort to achieve basic competency. Every teacher in the educational unit is obliged to

prepare lesson plans in a complete and systematic so that learning takes place in interactive,

inspiring, exciting, challenging, motivating learners to actively participate.Lesson plan is prepared for each of the basic competencies included in syllabus that

can be implemented in one meeting or more and must be appropriate with the curriculum.

There are 11 components of lesson plan:

1. The identity of subject matterIt covers name of the school, name of the subject, grade, semester, meeting, unit,

allocation of time.

2. Standard CompetencyStandard competency is the minimum qualification of students ability and it draws

the acquisition of knowledge, attitudes, and skills to be achieved by learners in every

subject.

3. Basic CompetencesBasic competences are a number of capabilities must be mastered by learners in

particular subject as reference and preparation for the teacher to create indicators in

the subject.

4. IndicatorsIndicators are ways which used by teachers to acquire knowledge, attitudes and skills.

Indicators also could measure, observe and indicate or as a measurement to achieve

the basic competences.

5. Learning ObjectivesLearning objectives describe the process and the expected learning outcomes which

can be achieved by the learners and must be based on basic competences.


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6. MaterialsMaterials are sources which are used by teachers and also cover one or more

interesting topics and should be based on indicators to achieve the competencies,

which means that the teachers should keep the materials in line with what actually

have been planned to do.

7. Time allocationIt is determined by teachers needs to achieve basic competences.

8. Learning methodsLearning methods are very important because by using these, teachers could create an

atmosphere of learning so that learners can achieve basic competences and indicators

have been set. Teachers can choose any methods but must be appropriate to the topics

given and the learners situation.9. The implementation of learning

a. Pre-activitiesIn this pre-activity, teachers try to generate the motivation of students, introducing

the new topic which will be taught and the teachers tell the students the reason

why they learn particular topics to achieve the basic competency.

b. While-activitiesThe most important in this while-activity is the learning process to achieve basic

competency. Learning process can be conducted effective, inspiring, fun and

challenging. These activities can be done by systematically through exploration,

elaboration and confirmation.

c. Post-activitiesPost activities are done to end the lesson in which the teachers give conclusion of

lesson has been taught and give evaluation to the students. And sometimes the

students make conclusion for the topics which have been learnt.

10.Learning EvaluationLearning evaluation is about how the teachers will determine whether the objective

has been accomplished or not. The procedure and instrument of learning evaluation

must adjust to the indicators and standard of evaluation.

11.Learning SourcesAct of determining learning sources must be based on standard competency and basic

competences and also materials, learning process and indicators.


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IMPLEMENTATION OF LEARNING

The implementations of learning that take from the lesson are includes pre- activities,

while- activities and post- activities.

1. Pre-Activities

In a pre-activity, the teachers should: First, Preparing students psychologically and

physically to follow the learning process. Second, asking questions relating to materials to

be used in studied. Third, explaining the purpose of learning or basic competencies to be

achieved and the last is delivering a bit sequence about what the students are going to do.

2. While Activities

Implementation of while- activities is a learning process in order to reach Basic

Competence which can be done effective, inspiring, fun and challenging. So here the

students could participate actively.While-activities include the exploration, elaboration and confirmation.

a. Exploration

In exploration activities, the teachers need to first, teacher involving learners find

extensive information about the certain topic in the material that will be studied by

applying principles of learn from various sources. Second, teacher using a variety of

learning approaches, instructional media, and other learning resources that appropriate with

material. And also keep the interactions among the students, students with teachers,

environmental, and other learning resources.

b. Elaboration

Here the teacher can assign the task, discussions, and other activities that can motivate

students to bring up ideas in writing or verbally form. then, provide an opportunity for

students to think and solve the problem. So they can act without fear. The teachers also as

students facility to present the results of individual and group work.

c. Confirmation

In exploration activities, the teacher should provide feed back to students. The teacher

as a guide for students to gain meaningful to achieve basic competencies, such as

answering questions of students who find difficulties, to help resolve problems, provide

motivation to students who participate less in the lesson.

3. Post- Activities

In the post-activity, the teacher together with the students or their own self to make

inferences lessons. Conduct an assessment of the activities that have been conducted then

planning learning activities in the form remidi, or provide individual and group tasks

according to student learning outcomes.


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ASSESSMENT OF LEARNING

Assessment that conducted by teachers to the learning outcomes to measure student

competence and achievement the levels are used as a progress report on student learning

outcomes and improve the learning process.

Assessments are carried out consistently, systematic and programmed by using a non-

test or the test verbally or in writing. Assessment of learning outcomes uses the Standard

Assessment of Education and Assessment Subject Group.

EXAMPLE OF LESSON PLAN

Name of School : SD......Subject Matter : English

Class/Semester : VI/2

Meeting : 5

Time Allocation : 2x35 minutes

Standard Competencies:

1. Listening:Comprehending simple instruction and information in context of the students.

2. Speaking:Responding and expressing simple oral information in context of the students.

Basic Competencies:

1. Listening:Comprehending simple instruction and information to interact with surrounding

environment.

2. Speaking:Responsing and expressing simple information in context of the students to

interact with surrounding environment in the form of spoken language.


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Indicators:

The students are able to:

Identify and mentioning the kind of sports. Ask and answering other students in one group about what sport that they like and

dislike.

Perform the dialogue that showing about like and dislike using good pronunciationand intonation.

Answer teachers question about their friends data.

Objectives:

The students are able to identify and mentioning the name of sport then

interact/communicate with the teacher and also other students to tell about the sport that

they like and dislike.

Teaching Material : Sports Day

Theme : Kinds of sport: Telling about like and dislike

Learning Method

FaceGetting the model of pronunciation and act from the teacher, especially in:

Pronouncing the name of sports. The way to tell about the sport that they and their friends like and dislike.

Structured

Asking other students sport that they like and dislike. Telling the sport that students and their friends like and dislike.

IndependentUsing the expression of telling like and dislike in real and daily life.

Steps of Activities:

Stage Teachers activities Students activities Time

allocation

Pre Activity

Apperception Give greeting

Responding the teachersgreeting

5


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Motivation

Checking attendance Checking class condition Giving brief explanation

about what the students

should achieve at the end of

teaching and learning

activities

Encourage the students to use

English and also guiding the

students to the topic by giving

simple question such as:

What is your favorite sport? What is your favorite football

player?

Responding to theteachers statement.

Listening to the teachersexplanation

Responding by answeringthe teachers questions.

5

Whilst

Activity

Exploration Asking the students to dobrain storming to dig up the

words by guessing the name

of the sports based on the

picture.

-Giving picture of badminton,

football, volleyball, etc.

Asking the students tomention the sport which can

be done in individual, pair,

more than 2, etc.

-Asking sport which can be

done in pair.

Responding by answeringthe teachers question.

-Badminton

-Football

-Volley ball

-etc


-Badminton

-Tennis

-Table Tennis / Ping-Pong

3

7


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Elaboration

The teacher writes the answerand the additional name of

other sports in the board.

Giving model to pronouncethe name of sports by using

Listening and Repeat

Giving example in makingdialogue about asking

answering about the sport

that they like and dislike.A: Do you like sport?

B: Yes, I do.

A: What sport do you like?

B. I like football and badminton.

A: What sport do you dislike?

B: I do not like chess.

--------------------------A: What about you. Do you like

sport?

B: Yes I do.

A: What sport do you like?

B: I like volleyball and tennis.

A: What sport do you dislike?

B: I do not like boxing.

Asking the students to makegroup in 4.

Asking the students do thedialogue with their friend in

their group. (Monitoring the

activity)

Paying attention to thewords on the board and

write it on the note book.

Responding by repeatingthe teachers explanation.

Paying attention to thedialogue on the board and

write it on the note book.

Making group of 4.

Performing the dialoguewith other friends.

5

5

3

10


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Confirmation

Asking the students toremember their friends

opinion about what sport they

like and dislike.

Giving example in answeringthe question. I like running

and swimming. I do not like

chess.

Agus likes boxing and karate.

He does not like bowling.

Inviting some students toperform the dialouge in front

of the class.

Asking the students abouttheir opinion and also their

friends opinion about whatsport they like and dislike.

The teacher and the studentdo correction.

Listening to otherstudents explanation and

remembering it.

Paying attention to theexplanation on the board

and write it on the note

book.

Responding by doing theinstruction.


- I like javelin throw. I donot like volley ball. Nina

likes swimming. She does

not like boxing.

Participating indiscussion.

2

15

Post activity Holding the discussion aboutunclear material/problems.

Concluding the material.

Giving home work by askingthe students to prepare the

Responding by askingquestion when there is a

problem.

Paying attention to theteachers explanation.

Preparing the home workafter the class over.

5

5


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picture of sport that they like

in the next meeting.

Closing the lesson and sayinggood bye.

Assessment:

Type : oral text

Form : performance

Kind : explaining in spoken language

Instrument :

*rubric of assesment:Level-score

Aspect

Very good

20

Good

15

Fair

10

Poor

5

Fluency (F) V

Pronounciation (P) V

Grammar (G) V

Vocab (V) V

Composition(C) V

Total score: F+P+G+V+C=.......

20+20+20+15+10= 85

*Rubric of observation

No Name Comment

1

2

3

4

5

6

Learning Equipment:

Picture of sports


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HOW TO EVALUATE A LESSON PLAN

Lesson plan has a purpose to help and guide teachers in doing a lesson in the class. It

helps teacher to arrange the time and activity in the class so the lesson will be well structured.

The problem is, it is not always ended up well. Sometimes teachers may found that the lesson

that they do was different from their lesson plan. That is why a lesson needs to be evaluated to

make sure that it went well.

After a lesson allow some time to reflect on what happened in the class. Be honest to

yourself. Simply ask or say to yourself I think it was good I think it went well or I think

it told nothing. Analyze it deeper and ask yourself why. Here is some example question that

may be use to reflect a lesson:

Did I achieve the aims stated on my lesson plan? If not, why not?

Was my lesson different from may plan in any way? How and why?How did I move from one stage of the lesson to the next? What did I say to the class?

Did I keep to my timing? If not, why not?

Were my pupils active and involved in the lesson? Why? Why not?

Did my pupils learn what I set out to teach? How do I know?

There are still many more questions that you can ask to yourself after a lesson to

reflect how it went. To help your reflection and evaluation you may tape or video record your

lesson, ask your pupils to comment on your lesson, or you may invite a colleague to come onyour lesson to sit and observe. You may also give the question above to your pupils or your

colleague and compare the answers with yours.

Finally, a lesson plan is differ form teacher to teacher. Each teacher has his own way

to planning a lesson. Lesson plan may become more informal as teacher gain more

experiences and confidences, but it is better to keep make an formal one from time to time

and to evaluate them.

ADVANTAGES AND DISADVANTAGES

From a source www.linguistics.byu.edu we found that lesson plan has several advantages

and disadvantages.

1. Advantages:Avoid frustrations and unpleasant surprises

Stay on track

Achieve their objectives

Allows the teacher to visualize (and, therefore, better prepare for) every step of the teachingprocess in advance. This visualization typically increases teacher success.
http://www.linguistics.byu.edu/http://www.linguistics.byu.edu/


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A well done lesson plan can also "save" your class if for some reason you can't be there to

teach. The lesson plan will provide invaluable guidance for the substitute teacher.

Lesson plans also provide a record that allows good, reflective teachers to go back, analyze

their own teaching (what went well, what didn't), and then improve on it in the future.

In addition, this record will save you time in the future. When you teach similar lessons you

can refer back to your old lesson plan (kept on file) and "recycle" the successful elements

(instead of starting "from scratch").

2. DisadvantagesThere are only a few thing that we can state about the disadvantages of lesson plan, but lesson

plan also has some technical disadvantages.

It requires an investment of time and energy.

A poor lesson plan will not help a teacher, it may even ruined the class

CONCLUSION

A lesson is something organized which is learnt in school or in social life, repeatedly.

Lesson plans are the organized outlines, framework, road maps, which the teachers use to

guide their teaching in classroom. A good lesson plan consists of identity of subject matter,

standard competency, basic competences, indicators, learning objectives, materials, timeallocation, learning methods, and the implementation of learning (pre-activities, while-

activities, post-activities), learning evaluation, and learning sources. There are also principles,

which the teachers have to obey with, and also have to apply in making a good lesson plan.


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References

Brewster, Ellis, Girard. 2002. The Primary English Teachers Guide. Penguin English

Guides.

Peraturan Menteri Pendidikan Nasional. NO.41.TH.2007. Standar Proses Untuk

Satuan Pendidikan Dasar dan Menengah.

http://slate.it.utk.edu/~bobannon

www.wisegek.com

www.about.com

http://www.thefreedictionary.com/lesson

http://www.macmillandictionary.com/dictionary/british/lesson
http://slate.it.utk.edu/~bobannonhttp://slate.it.utk.edu/~bobannonhttp://www.wisegek.com/http://www.wisegek.com/http://www.about.com/http://www.thefreedictionary.com/lessonhttp://www.macmillandictionary.com/dictionary/british/lessonhttp://www.macmillandictionary.com/dictionary/british/lessonhttp://www.thefreedictionary.com/lessonhttp://www.about.com/http://www.wisegek.com/http://slate.it.utk.edu/~bobannon

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