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Rpp procedure text

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  • 1. LESSON PLANSCHOOL : SMA NEGERI 13 SEMARANGSUBJECT : ENGLISHGRADE/SEMESTER : X / 1TIME ALLOCATION : 2 x 45 minutesSKILL : WRITINGCOMPETENCY STANDARD6. Expressing meaning of written short functional text, recount, narrative, andprocedure simple essay in daily life context and accessing knowledge.BASIC COMPETENCE6.2 Expressing meaning and rhetorical step of essay accurately, fluently, andacceptably in daily life context and accessing knowledge in recount, narrative, and proceduretext.INDICATORSCognitive:Process:a) Identifying generic structure of procedure textsProduct:a) Responding generic structure of procedure texts.Psychomotor:a) Using imperative in making a receipt or instructionb) Arranging an instruction into a good order of procedure textc) Producing procedure textsAffective:Hard work, creative and responsible in identifying and expressing simplemonologue formed in procedure text.
  • 2. A. TEACHING-LEARNING OBJECTIVESAt the end of the teaching-learning, students are able to:Cognitive:Process:a) Identify generic structure of procedure text.Product:a) Respond generic structure of procedure texts.Psychomotor:a) Using imperative in making a receipt or instructionb) Arrange an instruction into a good order of procedure textc) Produce procedure texts.Affective:Hard work, creative and responsible in identifying and expressing simplemonologue formed in procedure text.B. LEARNING MATERIALProcedure textA Procedure is a piece of text that gives us instructions for doing somethingthrough a sequence of actions or steps.Purpose: to describes how something is done through a sequence of the order orsteps. Procedure helps us do a task or make something. They can be a set ofinstruction or directions. The sequence of order is marked b the words: first, thenext, after that, finally, etc.Some Examples of Procedure Texts are:1. Recipes : How to Make Simple SandwichYou will need these ingredients to make sandwich:Two slices of breadChedder cheeseTomato SauceLettuce
  • 3. And you will also need these things to make sandwich:A knifeA plateSteps:Firstly, place a slice of bread on a plate. Then add lettuce on theslice of bread. Now you add cheddar cheese on the bread. And addsome tomato sauce then. After that you add lettuce again. The lastclosed it with another slice of bread and fold it in a half. Your simplesandwich is ready to serve.2. Instruction Manuals3. Direction4. ItinerariesGeneric structure:1. Goal/title2. Material and equipment needed3. StepsLanguage features:1. Focus on generalized human agents2. Use of simple present tense, often imperative and command3. Use of action verbs4. Use mainly of temporal conjunctions (or numbering to indicatesequence)C. METHOD/TECHNIQUEa) Communicative LearningD. LEARNING ACTIVITIESNo. Teacher’s activity Students’ activity Time1. Opening activitya) Greetingsb) Asking students’ conditionc) Checking students’ attendancea) Answering the greetingb) Answering the teacherquestions7 minutes
  • 4. 2.d) Reviewing previous lessonse) Doing scaffolding talkMain activitiesa. Explorationa) Giving stimulus aboutprocedure text.b) Facilitating the students bygiving sample of proceduretext from media or the others.c) Discussing the material withstudents.d) Facilitating the students’interaction with the teacherabout the material.b. Elaborationa) Facilitating the students bygiving tasks, discussion toexplore their new ideas.b) Asking the students to discussthe task in pairs.c) Giving chance the students tothink, analyze and do the tasks.c. Confirmationa) Giving positive feedback andconfirmation in the form ofspoken, written, gesture as wellas towards the students’success.b) Giving confirmation to theresult of exercises that haddone by the studentsc) Facilitating the students to doc) Answering the teacher’squestionsa) Paying attention to thesample of procedure texta) Discussing the material withthe teacherb) Paying attention on thematerial that given by theteachera) Answering the questions inpairsa) Paying attention to theteacher’s70 minutes
  • 5. 3.reflection to get learningexperience that had done.Closing activitya) Giving chance students to askquestion related to the topicb) Giving feedback towards theprocess and the learningresults.c) Giving students homeassignment concern with thematerial about procedure text.d) Informing lesson plan for nextmeeting.a) Accepting an assignment todo at home individuallyb) Preparing to the nextmeeting13 minutesE. SOURCES/TOOLS:1. Look Ahead For Senior High School Student Grade X2. Students English Book Work, Grade X3. Laptop, LCD, projector4. Whiteboard, broad markerF. MEDIA:1. Realia2. Students worksheet, handoutG. ASSESSMENT:Technique : written testForm : in the teaching learning process and written paper testInstrument : Ordering task, completion task, completion task, short answertask, essay
  • 6. Activity 1InstrumentRearrange this jumbled text. The pictures will help you to arrange it. Do it in pairs.Technique Form InstrumentWritten testWritten testWritten testWritten testWritten testOrdering taskCompletion taskCompletion taskShort answer taskEssayRearrange this jumbled text. Thepictures will help you to arrange it. Doit in pairs.Complete the paragraphs using theappropriate sentence connectors.Supply the following pictured-instructions with the appropriateimperative verbs.Answer the questions below based onthe text above.Write a procedure text with yourpartner. Choose one topic on thefollowing.
  • 7. Activity 2Complete the paragraphs using the appropriate sentence connectors.These are the steps how to operate your Microsoft Windows XPcomputer.(1) ______________, switch on your computer. Wait for TheMicrosoft Windows XP desktop to appear.(2) ____________ click the START button on the bottom-left cornerhand task bar, select the PROGRAM and click. (3) ____________, the MsWord screen will appear. (4) _____________, you can start typing.To save a document or a file, you can start typing. (5)____________, select and click FILE in the upper-left hand corner task bar.Then, select SAVE as if you want to save the file for the first time. Namethe file and (6) ____________, click the SAVE button.Now, after you have finished working with your computer, you mayturn it off by doing the following steps. (7) ________, save your work. (8)__________, click the CLOSE button. (9) ___________, click start and
  • 8. Activity 3select TURN OFF button. (10) ____________, the computer will end itsprogram.Supply the following pictured-instructions with the appropriate imperative verbs.Serving an ‘easy’ instant boiled noodlesActivity 4Read the text and answer the questions.How To Make SushiLots of people love sushi, but think it can only beprocured outside the home. Heres a simple guide tomaking sushi in your kitchen!IngredientsVegetablesFish, shellfish or other toppingRice wine vinegarSushi riceUnsalted dried seaweed (layer sheets prepared for making sushi)SugarSaltOptional condiments:Wasabi(1)________thenoodles into boilingwater and (2)_______ slowly for 3minutes.Meanwhile,(3)______ all theseasonings into abowl.(4)______the noodlesand the gravy into thebowl and(5)________thoroughly.(6)______some friedonions into thenoodles. (7)_______the noodles whilethey are hot.
  • 9. Pickled gingerSoy sauceSteps:1. Select 2 types of veggies (cucumbers and carrots) and a fish (for instanceartificial cooked crab). Also, buy some dried seaweed (also known as nori) anduncooked rice.2. Place about 2 cups of sushi rice in a rice cooker and then rinse the ricerepeatedly until the rice water is not cloudy. Then fill the rice pot with newwater (how much water depends on the amount of rice of the cooker and thesame goes for how long to cook it; the instructions are usually in the box).3. Wash the veggies and place them on a cutting board and cut the carrots in halflong wise and then cut them into long skinny strips. Repeat on the cucumber.4. Cut the crab into little strips and make sure they are pretty even in length.5. Check on your rice. If its ready, take it out and put it in a dish.6. Take a bowl and pour in about two tablespoons of rice wine vinegar. You canadd more or less depends on your taste buds and how separated you want yourgrains or rice. It is better to put in less right now and add more later. Add insugar and salt and stir until it dissolves (repeat until it tastes good).7. Pour the mixture onto the rice and mix thoroughly by "slicing" the rice. Add ricewine vinegar if needed to make the grains of rice separate easily.8. Place the seaweed layer on a bamboo mat and then spread rice onto the seaweed.It should be spread out so there are no empty holes and it should fill the middlethird. Dampen the end edge with rice vinegar so it sticks when you roll it. Placethe strips of the veggies and the crab onto rice.9. Roll the bamboo into a long roll by first folding the bottom third in then roll itup. It should look like a tube of some sort. Now remove the sushi roll from thebamboo and cut out as follows.10. Cut down the middle of the roll, take each half and place them parallel toeach other. Repeat by cutting both halves down the middle simultaneously, takethose portions and repeat one last time. This cutting technique insures that theingredients do not spill out of the roll.11. Serve and enjoy!
  • 10. Answer the questions below based on the text above.1. What is the goal of the text?2. What do you need to make sushi?3. Mention the material process!4. How many steps are stated to make sushi?5. How we should cut the crab?6. What should we do after place the seaweed layer on a bamboo mat?7. What should we do after remove the sushi roll from the bamboo?8. Find out temporal conjunctions!Activity 5Write a procedure text with your partner. Choose one topic on the following.a. How to make a delicious foodb. How to make a fresh drinkc. How to play a gamed. How to operate computer/gadgete. How to make an origami/handicraftf. How to create a social media accountScoring Activity 1, 2 and 3Correct 1Incorrect 0
  • 11. Scoring Activity 4Scoring Activity 5Semarang, 19 April 2013Acknowledgement by English Teacher, AcknowledgementThe Academic Affair of SMAN 13 By the Supervisor of SMAPriyanka Eka Widyasari, S. Pd HERDAN, M. PdNIP.1992011810420045 NIP.196405071988031007Grammatically and lexically correct 2Either grammar or vocabulary is incorrect, but not both 1Both grammar and vocabulary are incorrect 0Criteria Description ScoreOrganization GoalMaterialSteps(1-5)(1-5)(1-5)Content Ideas are concret and indicate sequence order (1-5)Vocabulary Use of imperatives; not wordy; use of parrarelstructures; precise vocabulary usage(1-5)Grammar Correct use of simple present tense; (1-5)Punctuation Correct or phonetic spelling; punctuationworks with sentence structure(1-5)