LESSON PLAN

1. Identity

School : SMA Negeri 1 Dolok Batu Nanggar

Class/semester :X/2

Subject : English

Time : 2 x 45 minutes

2. Standard Competence

The students are able to understand the meaning of the short functional text and
simple essay in narrative text in the daily life.

3. Basic Competence

The students are able to give responds about the meaning of the short functional
text in the simple essay in narrative text in daily life.

4. Indicator
Cognitive
 To identify the meaning of narrative text.
 To identify the meaning of the sentence is read.

Affective

 To identify the complication in the narrative story.

Psychomotor

 To read the example of narrative text.

5. Learning Objective
1. The students are able to identify the meaning of narrative text.
2. The students are able to identify the meaning of the sentence is read.
3. The students are able to identify the complication of text is read.
4. The students are able to read the example of narrative text.
6. Learning Material
 Reading and understanding of narrative text

NARRATIVE TEXT
A narrative is some kind of retelling, often in words (though it is possible to mime a
story), of something that happened (a story).

Generic Structure
 Orientation : to introduce the participant or the setting of the story.
 Complication : is a paragraph which shows a problem a rising in the
story.
 Resolution : isø a paragraph to solve the problem in the story
 Re-orientation : is a paragraph which re-introduce the new participant and
new setting
 Evaluation : a paragraph which step back to the beginning in the story

Linguistic features

1. Use of Noun Phrase

2. Use of Action Verb
3. Use of Adjective
4. Use of Adverb
5. Use of the Simple Past Tense
Narrative Text

The Fox and the Crow

A crow, perched in a tree with a piece of cheese in his beak, attracted the eyes and nose
of a fox. “if you can sing as prettily as you sit,” said the fox, “then you are the prettiest singer
within my scent and sight.” The fox had read somewhere, and somewhere, and somewhere else,
that praising the voice of a crow with a cheese in his beak would make him drop the cheese and
sing. But this is not what happened to this particular crow in this particular case.

“They say you are sly and they say you are crazy,” said the crow, having carefully
removed the cheese from his beak with the claws of one foot, “but you must be nearsighted as
well. Warbles wear gay hats and colored jackets and bright vest, and they are a dollar a hundred.
I wear black and I am unique.

“I’m sure you are,” said the fox, who was neither crazy nor nearsighted, but sly. “I
recognize you, now that I look more closely, as the most famed and talented of all birds, and I
fain would hear you tell about yourself, but I am hungry and must go.”

“Tarry awhile,” said the crow quickly,” and share my lunch with me. “Where upon he
tossed the cunning fox the lion’s share of the cheese, and began to tell about himself. “A ship
that sails without a crow’s nest sails to doom,” he said. “Bars my come and bars may go.” But
crow bars last forever. I am the pioneer of flight, I am the map maker. Last but never least, my
flight is known to scientists and engineers, geometricians, and scholar, as the shortest distance
between two points. Any two points,” he concluded arrogantly”.

“Oh, every two points, I am sure,” said the fox. “And thank you for the lion’s share of
what I know you could not spare”. And with this he trotted away into the woods, his appetite
appeased, leaving hungry crow perched in the tree.

The difficult words

1. Perched : Bertengger
2. Beak : Paruh
3. Sly : licik
4. Nearsighted : Penglihatan yang dekat
5. Recognize : Mengenali
6. Famed : Mengenal
7. Tarry awhile : Sebentar
8. Tossed : Melemparkan
9. Cunning : Licik, Cerdik
10. Nest : Sarang
 11. Sails : Berlayar
12. Doom : Mengutuk
13. Bars : Batang
14. Trotted : Menderap
15. Appeased : Menenangkan
16. Appetite : Selera makan

7. Learning Method

 Contextual Teaching and Learning (CTL)

 Coorperative learning

8. Step By Step Of The Procedure

Time
No Teacher’s activities Student’s activities
Allocation
 Pre Activities

1. Greeting  Response the greeting 10’

2. Attendance list  Listen and give the response
3. Motivation  Give attention
 Main Activities

1. Asking the students about the  Answer the question about

material of Narrative text. the material from the teacher
2. Giving explain about Narrative text  Listen and attention from the
teacher’s explanation
3. Giving example about Narrative text  Listen and attention from the
teacher’s explanation 70’
4. Reading the example of Narrative  Write the difficult words
text.
5. Discuss about the difficult words  To imitate what the teacher
say
6. Giving some question based on the  Answer the question from the
text. teacher
7. Ask the students to write the other  Write the other example
example about Narrative text. about Narrative text

 Post Activities
1. Asking about student’s difficult  Answer the question from the
during teaching learning process. teacher is a difficulty during
 teaching learning process.
2. Giving conclusions about the  Listen to teacher’s 10’
material. conclusions
3. Giving homework.  Write the homework
4. Greeting.  Response the greeting

9. Learning Sources
a. Book package “English in focus” Senior high school Grade X

b. Media : Picture and text

c. Dictionary

10. Evaluation

1. Technique : - Individual test, Quiz

2. Form instrument : - True and False statement

Read and study the story once again. Then decide whether these statement are true
or false.

1. There are two main characters in the story.

2. The story probably took place in the market.
3. The fox had read somewhere that praising the voice of a crow with a cheese in his
beak would make him drop the cheese and sing.
4. The fox recognize that the crow look more closely, as the most famed and talented of
all birds.
5. The crow’s appetite appeased, leaving the hungry crow perched in the tree.

Key Answer

1. True 3. True 5. False

2. False 4. True
11. Assessment

a. Scoring of Narrative text

* Pedoman Penilaian
Nilai maksimal masing-masing element = 25
Nilai maksimal = 100
Nilai perolehan = score perolehan × 10
score maksimal

*Rubrics scoring
ELEMENT SCORE
Grammar 25
Spelling 25
Diction 25
Paragraph development 25

*Standart of each element

Exellent 21-25
Very good 16-20
Good 11-15
Average 6-10
Poor <5

Pematangsiantar, April 20th 2012

Candidate of teacher

Reny Safitri