1. LESSON PLAN
Unit
:
Primary Level
Subject
:
Bahasa Indonesia
Grade/Semester
:
2/1
Meets
:
1st
Theme
:
Pillars of Life / Living Pillars in Houses
Term
:
1 x 40’
CORE COMPETENCE
1.
2.
3.
4.
Respect and appreciate the teachings of their religion
Respect and appreciate the honest behavior , discipline and responsibility , caring , polite , confident , actively interact with the social and natural environment in a range of socially and presence
Understanding of knowledge (factual, conceptual, and procedural) based on his curiosity about science, technology, arts, culture and events related phenomena seem eye.
Trying to process and presenting the realm of concrete (using, parse, compose, modify and create) and the realm of the abstract (writing, reading, counting, drawing and writing) in accordance with the studied schools and other sources of the same in the angle of view / theory
BASIC COMPETENCES & INDICATOR
1.1
2.5
3.5
4.5
Grateful for the opportunity to learn Bahasa Indonesia, to known as the national language and learning tool in the area of linguistic diversity
Show courtesy and caring behavior in conversation about living in harmony in diversity through the use of Indonesian families and / or the local language.
To know the text apology about living in harmony in a pluralistic attitude of family and friends in the Indonesian language spoken and written that can be filled with local language vocabulary to help understanding.
Using the text of the apology about the attitude of living in harmony in diversity of family and friends independently Indonesian oral and written vocabulary that can be filled with the local language to assist the presentation.
a. Explaining the meaning of living in harmony in the family diversity.
b. Finding the role of apology to the attitude of the family living in harmony in diversity.
c.
LEARNING OUTCOME Aims Objectivities
1. By reading the text conversation, students can discover the role of apology to the attitude of the family living in harmony in diversity carefully.
2. By reading the text conversation and debriefing, students can explain the diversity of family members based on properties owned with confidence.
3. With the frequently asked questions and assignments, students can mention how to maintain harmony in diversity with an attitude of polite language.
4. With the assignment and discussion, students can tell cooperation in conducting different families nature / character with confidence.
5. By answering questions, students can explain the diversity of family members based on properties owned with confidence.
 The meaning of life in harmony
 The diversity of family members

2. Method Sources
 Do role play
 FAQ
 Assignment
 In Focus/Projector
LEARNING STEPS Activities Description Time Allocation
Opening
 Teacher opens the class with salutation, greeting, do apperception before starting the lesson.
 Teachers provide motivation to follow the spirit of the lessons to be implemented.
 Students listen to teacher’s explanation about the activities to be carried out today and objectives with simple language and understandable.
 Teachers conduct initial activities by singing "The one I Love Mom".
15’
Main
 Teachers provide children playing image (Mutiara and Udin)
 Students describe the observed image. (Oral Communication).
 Students explain every movement in the picture observed (Oral Communication).).
 Students observe conversations between Mutiara and Udin. (Observed).
 Students read the text of the conversation that has been observed (Observation).
 Students make two other dialogues from the conversation that has been read (reasoning).
 Students read the conversations that have been made (to communicate).
 Students do role-play to demonstrate the conversation about the apology (try).
 Students demonstrate the apology role-play from the conversation text that has been shown (communicate).
 Students are guided to create question and answer cards from carton paper. The card will be used to write the questions and answers from FAQ activities that will be carried out (try).
 Students write questions to their friends about the differences of opinion through the cards that have been made. (Communicated).
 Students exchange the question cards that have been written.
 Students give answers to the written questions on the card (to communicate).
 Students write the completion of the different opinion in the family from the activities that have been done (make sense).
 Students make conclusion from the conversation text of role-play by answering a few questions (communicate).
145’
Closing
 The teacher asked the students about the material that has not been understood.
 Under the guidance of teacher, students reflect on the activities that have been carried out.
15’
The Curriculum 2013, Ministry of Education RI
Principal
TBI Teacher
Thereshia Gracia Martin M.Pd
Octaviani Theodore S.Pd