LESSON PLAN

Level: Senior High School

Subject: English

Class/Semester: X/1

Material: Narrative Text

Time Allocation: 2 Meeting

Potential students: grade X students.

A. Kompetensi Inti
1. Memahami pengetahuan (faktual, konseptual dan prosedural) berdasarkan rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan
kejadian tampak mata.
2. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah
dan sumber lain yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

KD
3.8 Membedakan fungsi sosial,
struktur teks, dan unsur
kebahasaan beberapa teks
naratif lisan dan tulis dengan
memberi dan meminta
informasi terkait legenda
rakyat, sederhana, sesuai
dengan konteks
penggunaannya
4.8 Menangkap makna secara
kontekstual terkait fungsi
sosial, struktur teks, dan unsur
kebahasaan teks naratif, lisan
dan tulis sederhana terkait
Indikator
a. Peserta didik dapat menangkap makna dalam teks
narrative
b. Peserta didik dapat menjelaskan fungsi sosial teks
narrative
c. Peserta didik dapat menuliskan kosakata yang
digunakan dalam teks narrative
d. Peserta didik dapat menjelaskan struktur teks
narrative
e. Peserta didik dapat menjelaskan grammar yang
digunakan dalam teks narrative
f. Peserta didik dapat menuliskan spelling dan
punctuation yang digunakan dalam teks narrative
g. Peserta didik dapat menjawab pertanyaan yang
terkait dengan teks narrative
 legenda rakyat

3.8 Membedakan fungsi sosial,
struktur teks, dan unsur
kebahasaan beberapa teks
naratif lisan dan tulis dengan
memberi dan meminta
informasi terkait legenda
rakyat, sederhana, sesuai
dengan konteks
penggunaannya
4.8 Menangkap makna secara
kontekstual terkait fungsi
sosial, struktur teks, dan unsur
kebahasaan teks narrative, lisan
dan tulis sederhana terkait
legenda rakyat
a. Peserta didik dapat menjelaskan fungsi sosial
teks narrative
b. Peserta didik dapat mengungkapkan makna
teks narrative
c. Peserta didik dapat mengidentifikasi tokoh
dari narrative text yang dibaca
d. Peserta didik dapat mengidentifikasi kejadian
dalam teks yang didengar
e. Peserta didik dapat menghasilkan kalimat
dalam bentuk Past tense
f. Peserta didik dapat menyusun teks narrative
tentang legenda rakyat sesuai dengan struktur
teks narrative

KD : 3.8 and 4.8 Narrative Text

Objectives : By the end of the lesson student will be able

- To understand the information from Two Kinds story (comprehension)
- To understand the social function of the Two Kinds story
- To identify the vocabulary in the Two Kinds story
- To identify the grammar that is used in narrative text (Two Kinds)
- To determine a theme of the Two Kinds by Amy Tan and how it is conveyed through
particular details provide a summary of the story distinct from personal opinions and
judgments.
- To describe how a particular story’s unfold in a series of episodes as well as how the
characters respond or change as the plot moves toward a resolution.
- To cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
- To mention the value of the short story ‘Two KInds’ (future goals)
- To identify the language features in the narrative (simple past tense, adjective, time
connectives and reported speech)

Langkah-langkah Pembelajaran
OPENING

 The teacher (T) greets students (Ss) by saying “Hello class, how was your morning?”
 T asks one of the S to lead a prayer.
 T checks the roll.
 T tells Ss what they will do today.

MAIN ACTIVITY

1. BKOF
 T asks the S about kinds of short stories that they had read
 Ss brainstorm the idea of their dream in the future (see attachment 1)
 T shows the picture of the Two Kinds illustration and asks what the S think.
(Adapted activities from Literature in the Language Classroom by J. Collie and S.
Slater: 15)

Study.com 
 Ss give comment on the picture and guess
what the story is about.

2. Modelling of the text (1st meeting)

 The teacher explains the generic structure of Narrative text
 The teacher explains the function of Narative text ; to entertain the reader.
 T introduces the story by giving the student the handout with vocabulary builder.
Prodigy : Keajaiban Sulk : Merajuk
Retirement : Pensiun Foghorns : Peluit kabut
Emerged : Muncul Mesmerizing : Memukau
Crinkly : Berkerut Peculiar : Unik
Lamented : Meratap Reverie : Lamunan
Soggy : Lembab Petticoat : Dalaman rok
Clumps : Gumpal Squabbling : Bertengkar
Dainty : Cantik Squawked : Mengomel
Adore : Mengagumi Intermission : Istirahat
  The teacher give parts of “Two Kinds” story

Two Kinds

My mother believed you could be anything you wanted to be in America. You could open a
restaurant. You could work for the government and get good retirement. You could buy a house
with almost no money down. You could become rich. You could become instantly famous.
"Of course, you can be a prodigy, too," my mother told me when I was nine. "You can be best
anything.
What does Auntie Lindo know? Her daughter, she is only best tricky."
America was where all my mother's hopes lay. She had come to San Francisco in 1949 after
losing everything in China: her mother and father, her home, her first husband, and two daughters,
twin baby girls. But she never looked back with regret. Things could get better in so many ways.

 The teacher makes sure that all of the students have got the copy by saying “has
each of you got a copy of the text?”
 The teacher ask the students to read and analysis the full text at home
3. Modelling of the text ( 2nd meeting)
 The Teacher continue last meeting lesson. The teacher ask the student, “has
everyone finished reading?”
 The teacher ask the student, “has everyone finished reading?”
 In groups of three Ss answer the question about the Two Kinds. (see attachment 2)
 In pairs, the students analyse the story. ( the characters, settings and plots )
 Students share the information about the story, like the characters, settings, and the
plots of the story.
 Together, T and Ss discuss their answer.
 1. Characters :
- Suyuan : believe in American dream, forced her daughter
to become what she wants.
- Jing-mei : have a string stance, stubborn
- Auntie Lindo : arrogant, because she over proud to her
daughter
1. Settings :
a. Place : America
b. Time :-

3. Plots:
c. How the story began : Jing-mei’s mother has hopes for her daughter. She
wants her to be famous or at least to be a prodigy. She devotes a lot of her
energy in trying to make Jing-mei into something that Jing-mei is not. Jing-
mei’s mother believes that once you live in America you can be anything.
d. Problems/climax : the mother’s and the daughter’s ideas of what
becoming a prodigy means start to become very different
e. How the story ended : Jing-mei returns to her mother’s housea few months
after her mother’s death. She sits down at the piano to play recital song,
“Pleading Child,” that she botched, and she finds she can play it pretty
easily. She then notices that it is paired with a companion piece, “Perfectly
Contented,” and she remarks that they are “two halves of the same song.”
This suggests Jing-mei had to go through the conflict with her mother to
emerge as someone who can be “perfectly contented” with herself as she is,
not as someone else wants her to be.

 T explains about the verb used in the story ; simple past tense. Using the second
page of the story, Ss identify the verb.
 T give students task to change the words into the past form.
 T asks the students to find the direct and indirect speech in the story.
 Students identify it then do the task. (see attachment 3)

4. Joint Construction/ independent construction

 T asks Ss to write their comments on the story and write short summary with their
own language using the guiding questions. (see attachment 4)
CLOSING
 The teacher summarize what they have learnt today and explain nextlesson briefly
 The teacher dismisses the class.

Assessment
Pronunciation 25%
Grammar 25%
Performance 25%
Comprehension 25%
 Individual task = 100 points
Short Sumary :
Aspect Description Score
Content Relevant to the guiding question. 50 points
Answer all the questions provided.
The inventiveness of the language that used.
Punctuation No grammatical error, spelling or mechanics error. 50 points

Media and sources

1. Media
- Laptop, LCD Projector
2. Bahan
- Handouts of the story ‘Two Kind by Amy Tan’.
3. Sumber Belajar
- Collie, J., Slater, S. Literature in Language Classroom. pdf
- BritLit: Using Literature in EFL Class pdf
- The simplified version of Two Kinds
 Attachment 1.

Do you have a
dream ? Y/N

FUTURE
GOAL

What is your dream?

Why?
.....................................................................................
.....................................................................................
.................................... .......
.......

Attachment 2.

After reading the story of the Two Kinds, answer the following questions.

Choose the best answer by circling the letter a, b, or c.

1. Where did the Happy Prince statue stand?

a. in the middle of town b. in the side of town c. near the town

2. What is the job of a woman whom "The Happy Prince" saw through the window?

a. A needle worker b. A designer c. A toymaker

3. What did the little boy want to have?

a. milk b. oranges c. cookies and bread

True or False?

4. The rain made the Swallow all wet. (… )

5. The Happy Prince himself went to the poor woman to give her the ruby with the Swallow.
(… )

6. The Swallow was the Prince's messenger and helped him. (… )

Answer the following question

7. Who received the gold leaf that covered the prince body?

8. Why did the swallow kiss and thank the Prince?

9. What did the villagers decide to do with the statue? Why?

10.Does the story have a happy ending?

Attachment 3.

Individual task - Rewrite the following sentences in reported speech.

1. You can be best anything.

Mother said

2. I could be a Chinese Shirley Temple.

My mother tough

3. Why don’t you like me the way I am?

I said while crying

4. You lucky don’t have this problem

Auntie Lindo said to mother

5. Listen now and play after me!

Mr. Chong gives an order

6. You aren’t genius like me

Auntie Lindo said to Jing.mei
7. Turn off the TV!
Mother ask Jing-mei

Attachment 4
Make a summary using the guiding question below.

1. Who is the main character of the story?

2. Where did the story take place?
3. What happened with Jing-mei’s mother?
4. What is the problem between Jing-mei and her mother?
5. How does the story ended?