The lesson plan aims to improve students' reading comprehension, vocabulary, and writing and speaking skills through activities involving a story about Goldilocks and the three bears. Students will read the story silently and aloud, answer comprehension questions, and create their own role-plays in small groups presenting original stories applying the moral values from the original. The peer assessment rates the lesson plan as clear, complete, and easy for a teacher to implement as written.

1. Lesson Plan is created by Suciati Anandes EED class E (2015)
Lesson Plan
Level Any, Beginner, Intermediate, Advanced
Competency
(Learning
objectives/ expected
results)
• This lesson will upgrade students reading comprehension; it means the
students understand about what they read because at the end of reading
activity they will analyze the text for answering the questions which is
provided by the teacher.
• The students also improve their vocabulary mastery, because the students will
find the new words.
• The students are expected to create their own story by using simple sentences
(role-play). In here they are upgrading their writing (while make the script)
and speaking (while present the script).
Preparation
(Materials and
sources)
Materials:
Printed story of Goldilock and the three bears from Harcourt School Publisher
(35 copies or as many as students).
*For the question session, the questions are depending on teacher’s creativity.
The teacher can create their own questions by using WH questions or Yes/No
question (about the moral value, it’s a must).
Sources
http://googleweblight.com/?
lite_url=http://www.education,com/games/goldilock-three-bears/
McWhorter, Kathleen T.1992. Efficient and Flexible Reading (3rd
edition).
Niagara: Harper Collins Publisher
Procedures/Timing 1. The teachers ask the students about what have been discussed last meeting for
recalling about their understanding of extensive reading. (3 minutes)
2. The teacher share printed story of Goldilock and the three bears to the
students and ask them to read the story silently (3 minutes)
3. After that, the students are asked to read the story loudly; in here teacher’s
job is to listen of mispronouncing words and to tell the correct one. (3
minutes)
4. The teacher gives some questions to the students related to the story which is
read before and asks them to answer the questions onto their notebook. (for
formal assessment). For the last question is about the moral value and this
question is answered for group work (7 minutes)
5. The teacher divide the students into some groups of role play and ask the
students to create their own story (related to the moral value of Goldilock

2. and the three bears) and present it in front of the class. (20 minutes)
6. At the end of meeting, the teacher gives homework to the students. The
homework is the students have to read their own favorite short story and bring
the story for the next meeting. (2 minutes)
Learner Feedback
(Assessment)
Learner Feedback (Assessment)
Students do reading-aloud activity. They are upgrading their understanding about
English text. I will visit and help the students with vocabulary words they are not
familiar with (if necessary). In addition, I will make a note in my record book
about the students’ pronunciation of English words. This formative assessment
will help me to determine if they need more practice.
The most important part is the students can create the own sentence in the role-
play which is played by the students. This formative assessment will help me to
determine if they need more practice. And the assignment of answering the
questions and playing the role-play will be the formal assessment.
Reflection
In this lesson, I use a printed of short story (pictures available) as authentic
materials (Goldilock and the three bears). Thus, it should be interesting and
enjoyable, and will make the vocabulary and the necessary structures more
memorable. Besides, the students are provided with integrated skills activities
(reading, writing and speaking). The activities are appropriate to any level
students.
Contributed by:
Name SUCIATI ANANDES Class VIE
E-mail Suciatianandes09051993@gmail.com
Cell phone 0812 7562 3393

3. Evaluation (Peer Assessment)
Reviewer Endra heriyanto Class VIE/VIF
E-mail daarsad@gmail.com
Cell phone 0853 7427 4533
Use the rubric to help you score your colleagues’ lesson plans.
 Evaluation (Please rate each item from 0 to 4.)
Items Grade
Competency (Learning objectives/ expected results)
4
Materials and sources
4
Procedures/Timing
3
Learner Feedback (Assessment)
4
 Overall evaluation/feedback (4)
Overall, I felt that this lesson plan:
0. Was completely unclear and inadequate
1. Had one or two areas, but was mostly unclear and/or inadequate. It was hard to see how the
lesson would work
2. Had almost all of the elements required but was not easy to understand or use, it should be
extensively revised
3. Was fairly clear and seemed to have all or most of the required components.
4. Was clear and complete. A teacher could use most of this lesson as described.
 Comments
Please add any additional comments you would like to make.
 The procedure should be more clear...

4. LESSON PLAN RUBRIC
Category Failed (0) Weak (1) Fair (2) Good (3) Excellent (4)
Competency
(Learning
objectives/
expected results)
The
learning
objectives
and/or
expected
results are
not
included.
The learning
objectives and/or
expected results
are unclear. The
level on Bloom’s
taxonomy is not
appropriate. We
don’t know what
the students are
supposed to be
learning.
The learning
objectives and results
may not be clear or
may not be
measurable. Level(s)
on Bloom’s
taxonomy are
included but may not
be completely
appropriate. We have
some idea of what the
students are supposed
to be learning, but not
much.
The learning objectives
and results are clear
enough to have an idea
of what students are
supposed to be learning.
The level(s) on
Bloom’s Taxonomy are
adequate. It’s
somewhat easy to
visualize exactly what
students are supposed to
understand or
demonstrate that they
know.
The learning
objectives/expected results
are clear. The level(s) on
Bloom’s taxonomy are given
and are appropriate. We can
easily visualize what the
students are supposed to
understand or demonstrate
that they know.
Materials and
sources
The
materials
and where
to find them
are not
included
Materials are not
listed, or
authentic/
simplified
materials are not
used. Instructions
or handouts are
incomplete.
Sources for
material are not
given.
Most of the materials
are listed, and include
authentic materials/
simplified, but
instructions or
handouts may be
incomplete or
missing. Only some
sources are listed. It
would be hard for
others to find the
material easily.
All of the materials are
listed and described,
along with where to find
or make most of them.
Materials include
authentic/simplified
materials. Other
teachers can figure out
how to make or find
these materials with
some effort.
All of the materials and the
sources for the materials are
listed and described clearly,
including authentic material/
simplified, worksheets or
handouts, and instructions. It
is easy to tell what the teacher
should use.
Other teachers could make or
find the materials easily.
(Rubric, continued)

5. Category Failed (0) Weak (1) Fair (2) Good (3) Excellent (4)
Procedures/Timing Procedures
and timing
are not
included
The steps in the
activity don’t make
sense. The amount
of time given for the
lesson is too long or
too short. Authentic/
simplified materials
and group/pair work
are not used.
Steps in the lesson are
clear, but some may
be missing, or the
amount of time is too
long or too short.
Authentic /simplified
materials and pair
work may not be
completely
appropriate. It’s
difficult to visualize
how the lesson will
proceed.
The steps in the
activity are clear
enough for a teacher to
follow them. Authentic
/simplified materials
and group/pair work
are included, though
they may not be used
very well. The time
seems either a bit too
long or too short. It’s
possible to visualize
how the lesson will
proceed, but it’s not
easy.
Steps in the activity are clear
and make sense. Authentic
/simplified materials and
group/pair work are used
appropriately. The lesson
demonstrates the use of
integrated skills activities.
The right amount of time is
allocated. We can visualize
how the lesson will proceed.
Learner Feedback
(Assessment)
The learner
feedback is
not
included
The description of
the
feedback/assessment
is minimal. The
assessment does not
fit the learning
objectives.
Some feedback and
assessment are
present, but they may
not be clear or may
not assess the success
of the lesson.
Feedback is present.
The assessment is
connected to the
learning objectives, but
it does not provide
enough information
about how well
students have met the
objectives in the
lesson.
The feedback is appropriate.
The assessment is clear,
closely tied to the objectives,
and will provide good
information about how well
students have met the
learning objectives in the
lesson.