1. 1
LESSON PLAN
Name of The School : SMK Negeri 1 Kudus
Subject : English
Grade / Semester : X/2
Core Material : Narrative Text (Fairy Tales)
Meeting : 1 meeting
Time Allocation : 2 x 45 minutes
A. Core Competence:
1. Experiencing and applying their religion values
2. Experiencing and applying honesty, discipline, responsibility, care (helping one
another, cooperation, tolerance, peace), well-mannered, responsive, and pro-
active and to show attitude as a part of solution for problems to interact
effectively in social and natural environment and take a position as a reflection
of nation in the world’s association
3. Comprehending, applying, analyzing factual, conceptual, procedural
knowledge and meta- cognitive based on students' curiosity on science,
technology, art, culture, and humanity along with understanding of human
nature, nationality, statesmanship, and civilization in relation with causal
phenomena and event, and implementing procedural knowledge on specific
examination field according with their talents and preference to solve problems.
4. Processing, reasoning, and presenting in either concrete or abstract field related
to the development of what they have been learned in school independently,
taking action effectively and creatively, and being able to use methods which
is suitable with principles of science.

2. 2
Basic Competence:
1.1 Being grateful for the chance that they able to learn English as an
international language that is accomplished in the learning enthusiasm.
2.3 Showing responsibility, care, cooperation and peace in doing the functional
communication.
3.14 Analyzing social function, text structure, and language feature in narrative
text in the form of fairy tales in accordance with the context it use.
4.18 Grasping the meaning of spoken and written narrative text in the form of
short and simple fairy tales, by paying attention to social function, text
structure, and language feature, which is credible and appropriate with the
context.
B. Indicators:
Spiritual
1.1.1 Students are being grateful to God for the existence of English as
international language and communication.
Social
2.3.1 Students are able to be responsible during the learning process
2.3.2 Students show care during the learning process
2.3.3 Students are able to be cooperative during the learning process
2.3.4 Students are able to show peace
Knowledge
3.3.1 Students are able to identify the social function of narrative text in the
form of short and simple fairy tales.
3.3.2 Students are able to identify language features of narrative text in the form
of short and simple fairy tales.

3. 3
Skill
4.4.1 Students are able to make a short oral narrative text.
4.4.2 Students are able to tell a short narrative text orally.
C. Objectives
Spiritual
1.1.1 At the end of the lesson, students are able to be grateful for having a chance
to learn English by making self-reflection (the benefits of learning narrative
text in the form of short and simple fables) in English correctly.
Social
2.3.1 Through learning material on narrative text inthe form of short and simple
fairy tales, students are able to be responsible for the task given
consistently
2.3.2 Through learning material on narrative text inthe form of short and simple
fairy tales, students show care about their environment during the
learning process actively
2.3.3 Through learning material on narrative text inthe form of short and simple
fairy tales, students are able to work together with others during the
learning process cooperatively
2.3.4 Through learning material on narrative text inthe form of short and simple
fairy tales, students are able to show peace consistently
Knowledge
3.3.1 After learning material on narrative text in the form of short and simple
fairy tales, students are able to identify the social function of narrative
text in the form of short and simple fables in English correctly
3.3.2 After learning material on narrative text in the form of short and simple
fairy tales, students are able to identify language features of narrative text
shaped of short and simple fairy tales) in English correctly

4. 4
3.3.3 After learning material on narrative text in the form of short and simple
fairy tales, students are able to identify generic structure of narrative text
shaped of short and simple fairy tales from examples given in a form of
audio or spoken text in English correctly.
Skill
4.4.1 After learning material on narrative text in the form of short and simple
fairy tales, students are able to make a short oral narrative text.
4.4.2 After learning material on narrative text in the form of short and simple
fairy tales, students are able to produce oral text (speaking) in narrative
text shaped of short and simple fairy tales in English appropriately
D. Learning Materials
1. Social function of narrative text shaped of short and simple fairy tales:
 To tell a story about something or someone.
 To entertain or amuse, stimulate emotions, motivate, give and teach the
readers.
 A narrative story usually has moral value.
2. Generic structure about narrative text shaped of short and simple fairy tales:
a) Orientation: Introduce the participants and informing the time and the
place. It also introduces some characters involved in this genre.
b) Complication: Describe the rising crises which the participants have to
do with or among participants relationship in a process of social
interaction.
c) Resolution: Show the way of participant to solve the crises, better or
worse. The end can be open ended or close ended. Open ended is a
conclusion that depends on the perception of the readers. Whereas, close
ended is an end of a story in which the conclusion is early stated.
d) Re-orientation: The ending of the story. (Optional)
e) Coda: This summarizes the point of the story.

5. 5
3. Language feature about narrative text shaped of short and simple fairy tales:
a) Past tense, e.g. the fairy flew up.
b) Nouns, e.g. lion, mouse, hunter, etc.
c) Pronouns, e.g. it, you, he, etc.
d) Noun Phrases, e.g. a sleeping lion, the grateful mouse, a strong net, etc.
e) Time connectives and conjunctions, e.g. one day, sometime later, then,
a long time ago, when, first, finally, etc.
f) Adjectives, e.g. small, helpless, etc.
g) Adverbs, e.g. sadly, angrily, etc.
h) Adverbial phrases of time and place, e.g. a few days ago, in the forest,
etc.
i) Material process (action verbs), e.g. grabbed, ran, arrived, ate, went,
laughed, etc.
j) Verbal processes (saying verbs), e.g. asked, said, told, etc.
k) Thinking verbs, feeling verbs, verbs of senses, e.g. the lion felt hungry;
the mouse thought he was clever; the hunter smelt something burning.
l) Direct speech, e.g. “Please, don’t eat me!” begged the mouse.
m) Indirect speech, e.g. the mouse begged the lion not to eat him.
Example of narative text:
Love Story Cinderella
Once upon a time, in the past era, there was a
beautiful young girl named Cinderella. He lived with his mother and two
sisters. Mother and sister arrogant and bad tempered. They treated Cinderella
very badly. Step mother made Cinderella do the hardest job in the house, such
as scrubbing the floor, cleaning the pot and pan and preparing food for the
family. Second step sister, on the other hand, does not work on the house.
Their mother gave them many handsome dresses to wear. One day, two half-
brothers received an invitation to the ball that the king 's son would give at the

6. 6
palace.
They were excited about this and spent so much time choosing the dresses
they would wear. Finally, the ball came, and away went the sisters. Cinderella
could not help crying after they left. Why are crying, Cinderella? The voice
asked. He looked up and saw her fairy godmother standing beside her,
because I wanted to go to the ball Cinderella. Well godmother said, you've
been such a cheerful, hardworking, uncomplaining girl that I will see that you
go to the ball. Magic, fairy godmother turned a pumpkin into a coach and
mice into a smooth two coachman and footman. Her godmother tapped
Cinderella's dress with her wand, and it became a beautiful ball gown.
Then he gave her a pair of pretty glass slippers. Now, Cinderella, she said,
you have to go before midnight. Then he drove away a wonderful coach.
Cinderella had a marvelous time either. She danced again and again with the
king 's son. Suddenly the clock began to strike twelve, she ran toward the door
as fast as he could do. In her hurry, one of her glass slipper behind. A few
days later, the child king declared that he would marry the girl whose feet
fitted the glass slipper. Stepsisters try on shoes, but it was too small for them,
no matter how hard they squeezed their toes into it.
In the end, the king's page lets Cinderella try the shoes. He stretched his legs
and slipped the shoes on the page. It fitted perfectly. Finally, he was ushered
into a magnificent palace and height. Young kings were glad to see him again.
They marry and live happily ever after. End of story Cinderela no longer with
his mother and brothers sisters.
Complication
Re-Solution

7. 7
E. Learning Media
 Handout
 White Board
 Markers
 Power Point
 Ball
F. Learning Method
1. Approach : scientific approach
2. Method : task-based learning, cooperative learning
3. Technique : Good Morning Ball Game
G. Learning Activity
Activity Description Time
Allocation
Learning
source
Opening  Teacher greets students using “Good morning
everybody. How are you today?”
 Teacher invites students to prepare themselves for
the English class and begins a simple game to gain
students’ attention.
 Teacher ask the student:
“Do you like reading?”
“What kind of books do you like?”
“If you like reading the story, let’s mention some
story that you know!
 Teacher explains today’s material is about narrative
text in the form of fairy tale.
5 minutes

8. 8
Main
activity
Observing
 Teacher explains the material on the slides.
 Teacher invite students to read the example of
narrative story ( Love Story Cinderella ) and try to
identify the generic structure.
Asking
 Teacher explains that narrative story today is fairy
tale.
 Teacher ask to the students, “What is fairy tale?”
Experimenting
 Teacher tells the students about ‘good morning ball
game’.
 Teacher asks students to make a group consist of 5
person for each group and make the name of their
group.
 Teacher ask the representative of the group to choose
the colouring ball.
 Teacher ask to the student to make an oral text in
narrative based on sentences in the ball that they got.
Analyzing
 Teacher asks group of students to perform their story
in front of the class.
Communicating
 Teacher invites some student to give comment or
suggestion for the performing group.
80 minutes
Power point
Power point

9. 9
 Teacher ask the students to give the appreciation to
their friend by giving star to them.
 The group that collecting many stars than others will
be the winner.
Closing  Teacher and students together reflect on what they
have done during the lesson. “What we have learned
so far?”
 Teacher ask to the students, “What is the social
function of narrative text in the form of fairy tale?”
 Teacher ask to the students, “What is the generic
structure of narrative text in the form of fairy tale?”
 Teacher ask to the students, “What is the language
feature of narrative text in the form of fairy tale?”
5 minutes
I. Assessment
 Assessment’s technique : Spoken
 Assessment’s type :
1. Individual (teacher)
 Assessment’s indicators :
1. Speaking assessment’s rubric

10. 10
1. Speaking assessment’s rubric
ADVANCED 4 PROFICIENT
3
PARTIALLY
PROFICIEN
T 2
NOVICE 1
EFFORT Excelent effort
goes above and
beyond
Great effort put
forth on
assignment
Limited effort
put forth on
assignment
Very little
effort put
forth on
assignment
COMPREHENSIBILIT
Y
Communicates
ideas clearly
and effectively
Some errors but
ideas are well
communicate
Some parts are
unclear but
able to
communicate
Somewhat
comprehensib
le;improper
use of
language
PRONUNCIATION Can be easily
understood;
pronunciation of
vocabulary
Good
pronunciation of
vocabulary,
some errors in
pronunciation
Difficult to
understood;
many
pronunciation
errors
Very difficult
to understood;
demonstrates
very little
ability in the
target
language
REQUIREMENTS Exceeds all task
requirements
Meets all tasks
requirements
Partial
comletion of
task
requirements
Does not
meet
minimum task
of
requirements
DELIVERY Maintains
excellent eye
contact and
interaction with
audience;
excelent use of
resources
Maintains good
eye contact and
interaction with
audience; very
good use of
resources
Maintains
some eye
contact and
interaction
with audience;
good use of
resources
Very little eye
contact and
interaction
with
audience;
resources are
not used
Total score(max. 5 x 4=20) x 5= 100
Scoring criteria: A = 91-100 B= 83-91 C= 75-83 D: > 75

11. 11

12. 12