This document outlines a lesson plan for a 7th grade English class on descriptive texts. The plan covers two class meetings, each with pre, whilst, and post activities. In the first meeting, students will read a descriptive text, identify its main idea and language features. They will then play a question game in groups. The second meeting reviews homework on another text and has students play a yes/no question game using flashcards to practice speaking skills. Assessment includes tests on reading comprehension and a rubric for an oral presentation.

1. L E S S O N P L A N
School : SMP Chandra
Subject : English
Grade / Semester : VII / I
Text type : Essay (Descriptive Text)
Theme : Job and Daily Life
Language skill : Reading and Speaking
Time Allotment : 4 x 40 minutes
A. Standard Competence
1. Understanding the meaning in short and simple text, songs, poems, and simple short essay in
descriptive text related to student’s daily life and or academic context.
2. Understanding the meaning of short and simple oral text in formal situation in descriptive, songs
and poems to communicate in student’s daily life and or in academic context.
B. Basic Competence
Reading
1.1 Understanding correctly and efficiently the meaning that expressed explicitly in descriptive text
1.2 Understanding correctly and efficiently the meaning that expressed implicitly in descriptive text
Speaking
2.1 Expressing the meaning of short and simple oral language accurately, fluently, and acceptably in
descriptive text to communicate in formal situation in student’s daily life and or in academic context.
2.2 Expressing the meaning of short and simple oral language accurately, fluently, and acceptably in
descriptive text to communicate in informal situation in student’s daily life and or in academic
context.
C. Indicators
 Identifying various information about descriptive text
 Identifying the main idea of descriptive text
 Identifying various language feature for descriptive text
 Identifying the imperative sentences use in descriptive text
D. Learning Objectives:
At the end of the lesson, the students are able to:
 Find the idea of the descriptive text accurately
 Find the purpose of the descriptive text accurately
 Find the generic structure of the descriptive text accurately
 Analyze the imperative sentence used in descriptive text accurately
 Identify the main idea of descriptive text accurately
 Identify the use of language feature in descriptive text accurately
 Identify the structure of descriptive text accurately
 Explain the meaning of a text accurately
 Retell the generic structure of descriptive text accurately

2.  Express the various information about descriptive text
 Express various language feature for descriptive feature
E. Materials
 Descriptive text
 Flash Cards
F. Method/Technique
Cooperative Learning: Three Phase Technique
G. Teaching Learning Activities
- The 1st
Meeting
PRE ACTIVITIES
Teacher’s Activities Students’ Activities Time Allotment
- Greeting
- Good morning
- Asking the students’ condition
- How are you?
- How is life?
- Checking the students’ attendance
- Responding the greeting
(religious, politeness)
- Good afternoon
- Responding
- I’m fine
- Wonderful
- Reporting the students’ attendance
5 min
WHILST ACTIVITIES
 Pre-Reading Activities
Teacher’s Activities Students’ Activities Time Allotment
- Building the students’ knowledge
about descriptive by giving some
questions about descriptive text that
the students know.
- What do you know about descriptive
- Answering the teacher’s
question (curious)
5 min

3. text?
 Whilst-Reading Activities
Teacher’s Activities Students’ Activities Time Allotment
- Explaining the definition of
descriptive text
- Explaining the generic structure of
descriptive text
- Explaining the use of language
feature in descriptive text
- Giving an example of a simple
descriptive text
- Asking to the students to find the
main idea and understand the
meaning of the text
- Asking to the students to work in
pairs to identify themain idea of the
text
- Listening to the teacher’s
explanation (discipline)
- Listening to the teacher’s
explanation (discipline)
- Listening to the teacher’s
explanation (discipline)
- Doing the teacher’s
command(responsibility,
independent)
- Doing the teacher’s command
(responsibility, cooperative)
55

4. - Giving the feed back to the students’
work
- Doing the teacher’s command
(responsibility, cooperative)
- Responding the teacher’s feed back
 Post-Reading Activity
Teacher’s Activities Students’ Activities Time Allotment
- Helping the students make a
conclusion about the topic
- Making a conclusion about the topic
10 minutes
POST ACTIVITIES
Teacher’s Activities Students’ Activities Time Allotment
- Doing a reflection about the lesson
- Giving homework to the students
to by answering the questions of
another simple descriptive text
- Closing the lesson with saying
goodbye
- Responding the reflection
- Write the homework items given by
the teachers
- Answering the teacher’s goodbye
5 minutes

5. - The 2st
Meeting
PRE ACTIVITIES
Teacher’s Activities Students’ Activities Time Allotment
- Greeting
- Good afternoon
- Asking the students’ condition
- How are you?
- How is life?
- Checking the students’ attendance
- Asking the students to collect the
homework
- Discussing the homework
- Responding the greeting
(religious, politeness)
- Good afternoon
- Responding
- I’m fine
- Wonderful
- Reporting the students’ attendance
- Collecting the homework
- Doing the teacher’s command
15 minutes
WHILST ACTIVITIES
 Pre-Speaking Activities
Teacher’s Activities Students’ Activities Time Allotment
- Building the students’ knowledge by
asking whether the students have
difficulties in the last meeting
- Answering the teacher’s
question (curious)
5 minutes

6.  Whilst-Speaking Activities
Teacher’s Activities Students’ Activities Time Allotment
- Dividing the class into 2 group and
explaining the game using
flashcards.
- Asking the students to mingle into
their friends by playing ‘Yes/No Job
Profession’ after showing the
flashcard. This game runs to divide
the students in group.
- Before doing the next activity, the
students are explained about the
instructions.
- Asking one student both of the
group to come and showing the
picture of flashcards
- Asking the member to give ‘yes/no
question’ to the student who had
been shown the pictures of
flashcards
- Listening to the teacher’s
explanation (discipline)
-Doing the teacher’s
command(responsibility,
cooperative)
- Listening to the teacher’s
expalanation
- Doing the teacher’s
command(responsibility,
cooperative)
- Doing the teacher’s
command(responsibility,
cooperative)
45 minutes

7.  Post-Speaking Activity
Teacher’s Activities Students’ Activities Time Allotment
- Helping the students make a
conclusion about the topic
- Making a conclusion about the topic
10 minutes
POST ACTIVITIES
Teacher’s Activities Students’ Activities Time Allotment
- Doing a reflection about the lesson
- Giving homework to the students
to by answering the questions
related to the text
- Giving the topic for the next
meeting
- Closing the lesson with saying
goodbye
- Responding the reflection
- Write the homework items given by
the teachers
- Responding
- Answering the teacher’s goodbye
15 minutes
G. Assessment

8.  Reading
No Indicators Technique Types Examples
1.
2.
Identifying
various
information of
the descriptive
text
Identifying the
main idea of
the descriptive
text
Identifying
various
language
feature for
descriptive
text
Test
Test
Multiple
Choice
Multiple
Choice
Fill in
the
My Favorite Teacher
There are about forty teachers in my school.
Most of them are kind and helpful. But my favorite
one is Mr. Henry, my English teacher.
Mr. Henry is tall and slim enough. He is
about thirty year old. Mr. Henry is always neatly
dressed. Going to school, he always carriers a
briefcase. He uses it to keep his books and other
things.
-What is the text about?
a. My school
b. English teacher
c. My favorite teacher
d. Mr. Henry
-what is the main idea of the second paragraph on
the text?
a. My school
b. English teacher
c. My favorite teacher
d. Mr. Henry
The Green Frog Balloon
I was very glad when I got the green frog

9. 3. Test
blank balloon from my friend in my (……..) This
balloon is a thing that I like most, compares with
other things that I have gotten from him because
of the shape. It always reminds me of my birthday
when he suddenly came to my boarding house
early morning and brought many things in
(……….. )As the shape, frog, it can also produce
sounds like a sound of frog. “Kroook, kroook…”
I always put this (…….) in the table next to the
calendar. Instead, I always smile when I see it
and, I think, this balloon can attract people to play
with.
Scoring Guide = correct answer X 100
Maximum score
 Speaking
Scoring Rubric
Name Pronunciation Fluency Accuracy Content

10. 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
Descriptor
Pronunciation:
4. Excellent, the students pronoun every words clearly and use the correct intonation and stress.
3. Good, the students have only miss-pronoun in some difficult words, but correct in intonation and stress
2. Fair, the students have miss-pronoun and miss-stress, but correct intonation.
1. Poor, the students have problems in pronouncing, stressing, and intonating the words.
Fluency:
4. Excellent, the voice is clear and expressive. Students are clearly focus to the emotion and purpose
3. Good, the voice is clear and understandable
2. Fair, there are many unnecessary pauses in speaking
1. Poor, the voice is too soft and the spoken words are too fast.
Accuracy:
4. Excellent, the students use the grammar and vocabularies correctly
3. Good, the students use the correct grammar but less vocabulary.
2. Fair, the students have some error in grammar and less vocabulary.
1. Poor, the students have too many errors both in grammar and vocabulary.
Content:
4. Excellent, dialog is relevant to the topic given
3. Good, dialogs is relevant, but misses in the diction use
2. Fair, dialog is relevant, but the scene is out of topic
1. Poor, dialog is vague or inappropriate to the topic.