The document outlines a lesson plan for differentiating instruction on brochures, leaflets, banners, and pamphlets in an English class. It details the learning objectives, which include being able to explain the social function, distinguish the text structure and language features, and create texts in the form of brochures, leaflets, banners, and pamphlets for promotional purposes. The learning activities involve students observing examples, asking questions, collecting information, analyzing structures, and creating their own promotional texts using applications like Canva. Assessment includes evaluating attitudes, group work, knowledge tests, and skill in making promotional texts. The teacher will provide remedial and enrichment activities according to students' needs.
2.1.a.4.2. Unggah Tugas Eksplorasi Konsep - Modul 2.1YosiOktafianti1
Pembelajaran terdeferensiasi memberikan kebebasan kepada siswa untuk mengembangkan potensi mereka sesuai dengan kesiapan belajar, minat, dan profil belajar masing-masing siswa. Pembelajaran ini tidak hanya fokus pada hasil belajar tetapi juga pada proses dan materi pembelajaran, dengan menyesuaikan pendekatan, proses, dan hasil belajar untuk setiap siswa.
materi profil pelajar pancasila ppt download gratis Proyek Penguatan Profil Pelajar Pancasila.berupa modul,buku,rangkuman,gambar dan format ppt dan pdf yang mudah di pahami atau atau dapat anda download melalui
www.sriagunggb.my.id
Dokumen tersebut merupakan refleksi diri seorang guru bimbingan konseling mengenai etika dan peran yang harus dimiliki dalam memberikan layanan kepada siswa. Guru tersebut menilai etika kerahasiaan, kesukarelaan, keterbukaan, normatif dan responsif sebagai kekuatan, sementara keahlian perlu ditingkatkan. Ia berencana meningkatkan keahlian konsultasi dan mengembangkan peran menjadi konselor.
2.1.a.4.2. Unggah Tugas Eksplorasi Konsep - Modul 2.1YosiOktafianti1
Pembelajaran terdeferensiasi memberikan kebebasan kepada siswa untuk mengembangkan potensi mereka sesuai dengan kesiapan belajar, minat, dan profil belajar masing-masing siswa. Pembelajaran ini tidak hanya fokus pada hasil belajar tetapi juga pada proses dan materi pembelajaran, dengan menyesuaikan pendekatan, proses, dan hasil belajar untuk setiap siswa.
materi profil pelajar pancasila ppt download gratis Proyek Penguatan Profil Pelajar Pancasila.berupa modul,buku,rangkuman,gambar dan format ppt dan pdf yang mudah di pahami atau atau dapat anda download melalui
www.sriagunggb.my.id
Dokumen tersebut merupakan refleksi diri seorang guru bimbingan konseling mengenai etika dan peran yang harus dimiliki dalam memberikan layanan kepada siswa. Guru tersebut menilai etika kerahasiaan, kesukarelaan, keterbukaan, normatif dan responsif sebagai kekuatan, sementara keahlian perlu ditingkatkan. Ia berencana meningkatkan keahlian konsultasi dan mengembangkan peran menjadi konselor.
Dokumen tersebut membahas tentang prakarsa perubahan yang berpihak pada murid dengan menyesuaikan strategi belajar berdasarkan evaluasi berkelanjutan dan teladan guru untuk menciptakan kesadaran diri siswa dalam merawat lingkungan sekolah.
Dokumen ini membahas pengertian Capaian Pembelajaran (CP), Tujuan Pembelajaran (TP), dan Tujuan Aksi Pembelajaran (ATP). CP adalah kompetensi yang harus dicapai peserta didik dalam satu fase, sedangkan TP dan ATP merupakan penjabaran lebih rinci dan operasional dari CP untuk memandu kegiatan pembelajaran sehari-hari. Dokumen ini juga memberikan contoh penyusunan ATP dan TP.
Proses pendampingan individu untuk guru penggerak dimulai dengan apresiasi atas upaya dan kemajuan guru penggerak, diikuti dengan refleksi implementasi tugas dan diskusi untuk menemukan solusi atas kendala, serta dilaporkan dalam coaching log. Pendampingan secara daring memerlukan strategi baru untuk melakukan refleksi, diskusi, dan penilaian secara online.
Modul 2.2. Angkatan 5 Reguler. Pembelajaran Sosial dan Emosional - Final.pdfIrman Ramly
Modul ini membahas pembelajaran sosial dan emosional (PSE) untuk menciptakan lingkungan belajar yang aman dan nyaman bagi seluruh individu di sekolah agar dapat meningkatkan kompetensi akademik dan kesejahteraan psikologis secara optimal. Modul ini menjelaskan pentingnya PSE dan lima kompetensi sosial dan emosional yaitu kesadaran diri, manajemen diri, kesadaran sosial, keterampilan berelasi
Ringkasan dokumen tersebut adalah:
(1) Dokumen tersebut membahas program "PEPELING" untuk membentuk karakter cinta lingkungan dan tanggung jawab siswa terhadap lingkungan di sekolah;
(2) Program tersebut mendorong siswa membawa tempat makan dan minum sendiri serta menanam satu pohon per siswa;
(3) Program ini diharapkan dapat mengurangi sampah plastik dan menghijaukan lingkungan sekolah.
Modul 1.2. Angkatan 5 Reguler. Nilai dan Peran GP - Final.pdfIrman Ramly
Modul ini membahas nilai-nilai dan peran guru penggerak dalam membangun ekosistem
pendidikan yang berpihak pada murid. Modul ini menjelaskan bagaimana manusia
tergerak oleh pilihan dan motivasi intrinsik, serta mempengaruhi bagaimana nilai-nilai
berkembang. Modul ini juga menjelaskan bagaimana nilai-nilai guru penggerak dapat
memperkuat peran mereka dalam membawa perubahan di sekolah dengan cara
KRITERIA KETERCAPAIAN TUJUAN PEMBELAJARAN (KKTP).pptx.pptxAtikIndarini2
Dokumen tersebut membahas tentang kriteria ketuntasan tujuan pembelajaran menurut Permendikbud No. 21 Tahun 2022 dan berbagai cara menetapkan kriteria ketuntasan tujuan pembelajaran, seperti menggunakan deskripsi kriteria, rubrik, interval nilai, dan taksonomi Bloom."
The document provides guidance on formulating the Alur Tujuan Pembelajaran (ATP) and Tujuan Pembelajaran (TP) for grades 7-9. It begins by defining CP, ATP and TP. It then discusses analyzing the CP, understanding the rationales and goals of the subject area, and the characteristics to be studied. It provides a 4-step process for understanding learning achievements and formulating the ATP and TP.
Modul 2.3. Coaching untuk Supervisi Akademik - Final.pdfMilawati44
Modul ini membahas tentang penerapan coaching dalam supervisi akademik untuk mengembangkan kompetensi guru. Modul ini menjelaskan konsep coaching secara umum dan khusus dalam konteks pendidikan, serta mendemonstrasikan bagaimana melakukan percakapan berbasis coaching untuk membuat rencana pengembangan diri guru.
Modul 2.1 Angkatan 5 Reguler. Pembelajaran untuk Memenuhi Kebutuhan Belajar M...Irman Ramly
Modul ini membahas pembelajaran berpihak pada murid dengan cara memenuhi kebutuhan belajar setiap murid. Modul ini menjelaskan konsep pembelajaran berdiferensiasi untuk mengakomodasi perbedaan antarmurid dalam hal kemampuan akademik, minat, dan profil belajar. Modul ini juga menganjurkan identifikasi kebutuhan belajar murid untuk merancang pembelajaran yang relevan bagi setiap murid untuk mencapai hasil
This document summarizes a webinar presentation on the think-pair-share learning strategy.
[1] The presenter defined think-pair-share as a collaborative learning strategy where students first think individually about a topic or question, then pair up to share their thoughts with a partner, and finally share with the whole class.
[2] The steps of think-pair-share - think individually, pair up to share thoughts, and share with the whole class - were explained. Examples of how to
1. Teachers will work collaboratively to plan, teach, observe, and refine lessons focusing on formative assessment strategies.
2. The process involves defining a topic, thoroughly planning lessons, implementing while observing, and reflecting to improve.
3. Specific roles like videotaping, notetaking, and focusing on different aspects of the lesson are assigned to optimize observation.
Dokumen tersebut membahas tentang prakarsa perubahan yang berpihak pada murid dengan menyesuaikan strategi belajar berdasarkan evaluasi berkelanjutan dan teladan guru untuk menciptakan kesadaran diri siswa dalam merawat lingkungan sekolah.
Dokumen ini membahas pengertian Capaian Pembelajaran (CP), Tujuan Pembelajaran (TP), dan Tujuan Aksi Pembelajaran (ATP). CP adalah kompetensi yang harus dicapai peserta didik dalam satu fase, sedangkan TP dan ATP merupakan penjabaran lebih rinci dan operasional dari CP untuk memandu kegiatan pembelajaran sehari-hari. Dokumen ini juga memberikan contoh penyusunan ATP dan TP.
Proses pendampingan individu untuk guru penggerak dimulai dengan apresiasi atas upaya dan kemajuan guru penggerak, diikuti dengan refleksi implementasi tugas dan diskusi untuk menemukan solusi atas kendala, serta dilaporkan dalam coaching log. Pendampingan secara daring memerlukan strategi baru untuk melakukan refleksi, diskusi, dan penilaian secara online.
Modul 2.2. Angkatan 5 Reguler. Pembelajaran Sosial dan Emosional - Final.pdfIrman Ramly
Modul ini membahas pembelajaran sosial dan emosional (PSE) untuk menciptakan lingkungan belajar yang aman dan nyaman bagi seluruh individu di sekolah agar dapat meningkatkan kompetensi akademik dan kesejahteraan psikologis secara optimal. Modul ini menjelaskan pentingnya PSE dan lima kompetensi sosial dan emosional yaitu kesadaran diri, manajemen diri, kesadaran sosial, keterampilan berelasi
Ringkasan dokumen tersebut adalah:
(1) Dokumen tersebut membahas program "PEPELING" untuk membentuk karakter cinta lingkungan dan tanggung jawab siswa terhadap lingkungan di sekolah;
(2) Program tersebut mendorong siswa membawa tempat makan dan minum sendiri serta menanam satu pohon per siswa;
(3) Program ini diharapkan dapat mengurangi sampah plastik dan menghijaukan lingkungan sekolah.
Modul 1.2. Angkatan 5 Reguler. Nilai dan Peran GP - Final.pdfIrman Ramly
Modul ini membahas nilai-nilai dan peran guru penggerak dalam membangun ekosistem
pendidikan yang berpihak pada murid. Modul ini menjelaskan bagaimana manusia
tergerak oleh pilihan dan motivasi intrinsik, serta mempengaruhi bagaimana nilai-nilai
berkembang. Modul ini juga menjelaskan bagaimana nilai-nilai guru penggerak dapat
memperkuat peran mereka dalam membawa perubahan di sekolah dengan cara
KRITERIA KETERCAPAIAN TUJUAN PEMBELAJARAN (KKTP).pptx.pptxAtikIndarini2
Dokumen tersebut membahas tentang kriteria ketuntasan tujuan pembelajaran menurut Permendikbud No. 21 Tahun 2022 dan berbagai cara menetapkan kriteria ketuntasan tujuan pembelajaran, seperti menggunakan deskripsi kriteria, rubrik, interval nilai, dan taksonomi Bloom."
The document provides guidance on formulating the Alur Tujuan Pembelajaran (ATP) and Tujuan Pembelajaran (TP) for grades 7-9. It begins by defining CP, ATP and TP. It then discusses analyzing the CP, understanding the rationales and goals of the subject area, and the characteristics to be studied. It provides a 4-step process for understanding learning achievements and formulating the ATP and TP.
Modul 2.3. Coaching untuk Supervisi Akademik - Final.pdfMilawati44
Modul ini membahas tentang penerapan coaching dalam supervisi akademik untuk mengembangkan kompetensi guru. Modul ini menjelaskan konsep coaching secara umum dan khusus dalam konteks pendidikan, serta mendemonstrasikan bagaimana melakukan percakapan berbasis coaching untuk membuat rencana pengembangan diri guru.
Modul 2.1 Angkatan 5 Reguler. Pembelajaran untuk Memenuhi Kebutuhan Belajar M...Irman Ramly
Modul ini membahas pembelajaran berpihak pada murid dengan cara memenuhi kebutuhan belajar setiap murid. Modul ini menjelaskan konsep pembelajaran berdiferensiasi untuk mengakomodasi perbedaan antarmurid dalam hal kemampuan akademik, minat, dan profil belajar. Modul ini juga menganjurkan identifikasi kebutuhan belajar murid untuk merancang pembelajaran yang relevan bagi setiap murid untuk mencapai hasil
This document summarizes a webinar presentation on the think-pair-share learning strategy.
[1] The presenter defined think-pair-share as a collaborative learning strategy where students first think individually about a topic or question, then pair up to share their thoughts with a partner, and finally share with the whole class.
[2] The steps of think-pair-share - think individually, pair up to share thoughts, and share with the whole class - were explained. Examples of how to
1. Teachers will work collaboratively to plan, teach, observe, and refine lessons focusing on formative assessment strategies.
2. The process involves defining a topic, thoroughly planning lessons, implementing while observing, and reflecting to improve.
3. Specific roles like videotaping, notetaking, and focusing on different aspects of the lesson are assigned to optimize observation.
This document outlines a workshop on co-operative learning. Participants will experience co-operative learning structures and roles, reflect on the experience, and consider how to apply these strategies in their own classrooms. The workshop introduces key principles of co-operative learning including positive interdependence, individual and group accountability, and face-to-face interaction. Participants work in groups using specific roles to create a representation of these principles and discuss how co-operative learning differs from traditional grouping approaches. The document emphasizes that co-operative learning encourages students to help each other learn and makes each member accountable for their own and the group's understanding.
Chapter 6 — Appendix Planning Form to Guide the Process of Conn.docxketurahhazelhurst
"Chapter 6 — Appendix
Planning Form to Guide the Process of Connecting Curriculum, Assessment and Teaching
Curriculum Goals and Plans, Assessment, and Teaching Strategies
Coaches may want to use this form to document and guide their support of teachers in connecting curriculum goals, assessment, and teaching strategies. The form is too complex to give to a teacher to use alone. It may be used either with collaborative support to work through each section or as a tool for only the Coach to use, which will serve to guide the Coaching process.
A teacher’s focus or goal may be related to a standard, competency, or other desired and appropriate child outcome. The form can be used with any curriculum approach and professional resource to guide goals, assessment, and teaching strategies. In the beginning, using a commonly available curriculum-based tool, such as Teaching Strategies GOLD (2010), will scaffold teacher learning by suggesting ways to link documented milestones to planning for learning experiences.
I. Section One - Begin with the end in mind, and plan for preferred results. Write one phrase.
My broad goal is to explore the developmental domain, subject area, or “big idea” of:
Example: Promote social–emotional development or have warm, supportive relationships in a caring community of learners.
My goal relates to a professional value, standard, or competency, or is influenced by this professional source or reference:
Example of source: “Create a caring community of learners,” Developmentally Appropriate Practice in ECE Programs Serving Children Birth to 8 (Copple & Bredekamp, 2009, pp. 16–17).
A. Specific Teacher Objective
B. Specific Child(ren’s) Objective
1. What will I (the teacher) eventually be able to do consistently?
Examples: Promote a positive climate in my preschool classroom community, establish a classroom routine, facilitate problem solving between preschoolers, have guidance talks with individual children, etc.
Source:
Use a child guidance reference or classroom evaluation tool with specific teacher interaction suggestions, (e.g., Gartrell, 2011; Pianta et al, 2008)
2. What do I (the teacher) need to understand and be able to do to be more effective?
Examples: Ways to . . .
build supportive relationships by encouraging children with specific feedback;
model respectful interactions by using culturally relevant greetings and social interactions;
use proactive child guidance by clearly communicating expectations.
3. What am I especially wondering about, or what misunderstandings do have?
Developmentally appropriate limits vs. punishment
Preventing conflict by establishing classroom agreements vs. reacting to challenging behavior
Importance of modeling positive behavior vs. talking to children about class rules
Differences between expectations in school and in a child’s home
1. What will the child(ren) eventually be able to do?
Examples: Problem-solve social conflicts with support ...
The document outlines a group project for 4th grade students where they will be assigned to groups and research a holiday that no one in their group celebrates. Each group will create a poster and 7-10 minute presentation about the holiday's history, origins, traditions, and other key details. The teacher explains how they utilized the ASSURE instructional design model to plan the project, including analyzing learners, stating objectives, methods and materials, requiring participation, and evaluating student work. The goal is for students to learn about different cultural holidays through research, collaboration, and presentations.
This document provides presenter notes for a faculty meeting on developing social competence in students. The presentation will include:
1. An introduction where the presenter defines social competence and discusses the implications of children not developing these skills.
2. A group activity where teachers discuss characteristics of socially competent and non-socially competent students.
3. A discussion of strategies teachers can use to foster social skills like confidence, curiosity, self-control, cooperation, and communication. Suggestions include reading books on themes like confidence, asking questions to spark curiosity, modeling calm behavior, and giving opportunities for problem-solving.
This document provides presenter notes for a faculty meeting on developing social competence in students. The presentation will include:
1. An introduction where the presenter defines social competence and discusses the implications of children not developing these skills.
2. A group activity where teachers discuss characteristics of socially competent and non-socially competent students.
3. A discussion of strategies teachers can use to foster social skills like confidence, curiosity, self-control, cooperation, and communication. Suggestions include reading books on themes like confidence, asking questions to spark curiosity, modeling calm behavior, and giving opportunities for problem-solving.
TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT NAME .docxrhetttrevannion
TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT
NAME:
Tavonnia Evans SUBJECT:
English
STATE STANDARD:
ESSENTIAL KNOWLEDGE AND SKILLS
LEARNING OBJECTIVE(S): The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. In addition, the student will be able to communicate effectively with others in a variety of settings, including personal conversations, group settings, and formal lectures. This activity will help students learn how to communicate effectively, whether listening to or talking with others. This will also help them to build relationships and critical skills for modern life.
ASSESSMENT/PERFORMANCE MEASURE:
Following their discussions with their partners, students will review their notes and compose a brief written response in which they reflect on their experiences in discussing the books they chose for themselves with a peer.
MATERIALS and SETTING
What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floors, library, or science lab?
The setting is the classroom.
Materials needed include a Paper handout containing questions, a pencil, and paper.
The first portion of the lesson will consist of the instructor providing direct teaching, followed by students reading their independently chosen texts, working in pairs, and then working alone to write their reflections.
KEY VOCABULARY and ACADEMIC LANGUAGE
What vocabulary terms must students know to understand the concept being taught?
Vocabulary –notetaking, audience
Academic language: Guided conversation starters:
· What book did you choose?
· Which text made you decide to use it?
· What does the bulk of the book cover?
· Just who is the kind of reader who would like the book?
FOCUS ACTIVITY
What activity will students engage in that will pique their interest in the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity
After presenting a brief, humorous sequence from a cartoon movie in which two characters are nasty to one other, I will lead a class discussion about how the characters may have spoken more politely. One of you will be chosen to respectfully summarize the cartoon character's message (García, 2019).
CONNECTION TO PRIOR LEARNING
This is what you
say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson.
Teachers and administrators sho.
This document outlines steps for teachers to guide students through the process of collaborative inquiry. It involves initially engaging students by having them brainstorm questions about a topic of interest. Students then choose a focus question and conduct research to find answers. They analyze and summarize their findings, then share and present their learning. Throughout the process, students reflect on their progress, what they have learned, and how to further their inquiry. The goal is for students to build skills in questioning, research, critical thinking, and demonstration of knowledge.
Reflection PaperThe programs at the University of North America .docxaudeleypearl
Reflection Paper
The programs at the University of North America are designed to help our students integrate classroom learning with real-world work environments. To ensure we are serving our students and that students are achieving the outcomes for their program, we ask students to reflect on the experiences of the term as part of the final course assessment.
In a short paper (2-3 pages), please address each of the topics below with a 2-3 paragraph narrative for each section.
1. Course Content: Describe the most important aspects of this course for you with respect to the content that was covered or activities in which you participated. Discuss the relevance and value or the practicum assignment with respect to your knowledge acquisition.
2. Application of Course Content: Describe how you applied what you learned in this course at your workplace. Discuss how this course may have impacted your specific job, techniques you used at work, or other relevant aspects that show how what you learned was linked to your job.
3. Job Experience Integration: Describe how your work experiences were used in the classroom and attributed to your performance in the course. Discuss how integrating your work experiences in class activities assisted in understanding topics discussed within the course.
Complete this assignment and submit it to the appropriate dropbox prior to the end of the course.
PLEASE PUT YOUR NAME AND COURSE # IN THE HEADER OF THE PAPER.
"Chapter 6 — Appendix
Planning Form to Guide the Process of Connecting Curriculum, Assessment and Teaching
Curriculum Goals and Plans, Assessment, and Teaching Strategies
Coaches may want to use this form to document and guide their support of teachers in connecting curriculum goals, assessment, and teaching strategies. The form is too complex to give to a teacher to use alone. It may be used either with collaborative support to work through each section or as a tool for only the Coach to use, which will serve to guide the Coaching process.
A teacher’s focus or goal may be related to a standard, competency, or other desired and appropriate child outcome. The form can be used with any curriculum approach and professional resource to guide goals, assessment, and teaching strategies. In the beginning, using a commonly available curriculum-based tool, such as Teaching Strategies GOLD (2010), will scaffold teacher learning by suggesting ways to link documented milestones to planning for learning experiences.
I. Section One - Begin with the end in mind, and plan for preferred results. Write one phrase.
My broad goal is to explore the developmental domain, subject area, or “big idea” of:
Example: Promote social–emotional development or have warm, supportive relationships in a caring community of learners.
My goal relates to a professional value, standard, or competency, or is influenced by this professional source or reference:
Example of source: “Create a caring community of learners,” Developmentally Ap ...
ALS Lesson Log on MYDev Life Skills Module 2 Personal Development (Sessions 1-3)Vicente Antofina
This document outlines lesson plans for a series of sessions on personal development. The sessions aim to:
1) Help learners identify their personal values, skills, goals and learning styles.
2) Relate personal values to family and career choices.
3) Develop a plan to set and achieve goals by recognizing connections between values, interests and skills.
4) Appreciate that people learn in different ways and identify strategies to learn new skills.
A variety of activities are used including discussion, self-reflection exercises, and group work to help learners understand key concepts and apply them to their own development.
This document summarizes a class on oral communication skills. It includes:
- A discussion about sharing lesson plans and getting feedback from peers on upcoming practicum teaching responsibilities.
- An overview of expectations for listening and speaking skills in the curriculum, noting the similarities between how these skills are taught.
- Suggestions for explicitly teaching language skills through modeling, practice opportunities, self-reflection, and incorporating skills into various classroom situations.
- Ideas for using storytelling, debate activities and dialogue to develop oral communication abilities.
- Reflections on maintaining professionalism when communicating orally.
This document provides a guide for teachers to consider key questions when planning units and lessons. It includes questions about determining learning objectives and big ideas, connecting content to students' lives, selecting instructional activities, designing daily lessons, assessing student learning, providing academic and language support for all students, and reflecting on teaching. The guide is intended to help teachers consider all relevant factors in planning without needing to complete steps linearly.
This document provides information and examples of formative assessment strategies that teachers can use to check student understanding during lessons. It discusses strategies like think-pair-share, human bingo, De Bono's six thinking hats, and having students ask each other questions. The document emphasizes using formative assessment to identify gaps in learning and provide opportunities for students to help each other. Examples are provided for how teachers can implement different strategies step-by-step in the classroom.
MARGIE ACTION RESEARCH WHAT IS IT??.pptxNeilsLomotos
This document provides guidance on developing an action research plan. It discusses selecting an area of focus, turning problems into research questions, defining variables, developing an intervention, identifying members of the study, negotiating permissions, creating a timeline, and identifying necessary resources. The goal of an action research plan is to systematically address an educational problem by gathering and analyzing data to drive improvement.
The document discusses the speaking process, which includes three main stages: pre-speaking, speaking, and post-speaking. In the pre-speaking stage, students choose topics, determine their purpose and audience, and decide on a format. During speaking, students engage with others to share information, stories, or opinions. In the post-speaking stage, students reflect on their performance and set goals for improvement with teacher guidance. The document emphasizes creating a supportive environment where students can develop their speaking skills through various activities and assessments.
This document discusses the importance and benefits of collaboration in online classrooms. It outlines several key points:
1. Collaboration promotes deeper learning, critical thinking, and co-creation of knowledge through student interaction and reflection.
2. Instructors must build a sense of community with clear guidelines, structure, and opportunities for regular interaction to facilitate successful collaboration.
3. Groups are most effective when roles and expectations are clearly defined, with deadlines and structured activities to keep students accountable and on track.
The document discusses principles and practices of learning-centered education. It outlines several key principles, including that learners' ideas should be valued and not ridiculed, learning involves thinking, emotions and doing, learners remember more when visuals support verbal presentations, the 20-40-80 rule of remembering based on hearing, seeing and doing, learning must be immediately applicable, involve discussion and learning from peers, allow two-way dialogue between learner and teacher, and draw on learners' own knowledge and experience. It also discusses assessing learners' needs and resources to effectively design learning.
This document provides tips for conducting asynchronous and synchronous online assessment. It discusses establishing clear criteria and objectives, building a learning community, considering quality of participation, and dealing with ambiguity. It notes both benefits and difficulties of synchronous assessment, emphasizing that it should be student-focused and based on constructivism. The document concludes by outlining activities to conclude an online course, such as parting gifts where students share what they learned, and reflecting on the most important thing learned.
Similar to RPP XI berdiferensiasi(KOMANG WISNU S.).pdf (20)
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
1. RENCANA PELAKSANAAN PEMBELAJARAN (RPP) BERDIFERENSIASI
Sekolah : SMA Negeri 1 Tanjung
Mata Pelajaran : Bahasa Inggris
Kelas : XI
Sub Materi Pokok : teks khusus dalam bentuk brosur, leaflet, banner,
dan pamflet, dengan memberi dan meminta
informasi terkait promosi barang/jasa
Tahun pelajaran : 2022-2023
Pertemuan : 1
A. Tujuan Pembelajaran
Setelah melaksanakan kegiatan melalui model Discovery Learning siswa mampu
menjelaskan fungsi sosial, membedakan struktur text dan menentukan unsur kebahasaan,
serta menyusun dan mengkreasikan teks khusus dalam bentuk brosur, leaflet, banner, dan
pamflet, dengan memberi dan meminta informasi terkait promosi barang/jasa , memiliki
sikap toleransi, kerjasama, santun, peduli.
B. Sumber Belajar
1. Aplikasi G-Meet dalam pembelajaran yang sudah diupload di youtube
(https://www.youtube.com/watch?v=HYVYt0uTaM0), whatsapp, Google Classroom
2. Slide Presentasi G-Site (https://sites.google.com/view/english-lm-for-eleventh/home)
3. Video pembelajaran tentang Brochure, Pamphlet, Banner and Leaflet
4. Website tentang Brochure, Pamphlet, Banner and Leaflet
(https://www.studybahasainggris.com/perbedaan-poster-pamphlet-dan-banner-dalam-
bahasa-inggris-disertai-contohnya/)
C. Kegiatan Pembelajaran
Kegiatan Pendahuluan
➢ Melalui aplikasi G-Meet Guru mengucapkan salam, berdoa, cek kehadiran selanjutnya
apersepsi dengan menayangkan gambar tentang teks khusus dalam bentuk brosur, leaflet,
banner, dan pamflet, dengan memberi dan meminta informasi terkait promosi
barang/jasa serta menyampaikan tujuan pembelajaran, cakupan materi, langkah
pembelajaran dan tehnik penilaian.
Kegiatan Inti
➢ STIMULATION/PEMBERIAN STIMULASI
1. Membaca slide di G-site tentang teks khusus dalam bentuk brosur, leaflet, banner, dan
pamflet, dengan memberi dan meminta informasi terkait promosi barang/jasa.(mengamati)
2. Mencatat hal-hal yang dianggap penting pada saat membaca buku, dan sumber bacaan yang
mengarah teks khusus dalam bentuk brosur, leaflet, banner, dan pamflet, dengan memberi dan
meminta informasi terkait promosi barang/jasa.(mengamati)
2. PROBLEM STATEMENT/IDENTIFIKASI MASALAH
1. Menanyakan hal-hal yang tidak dipahami dari slide yang dibaca dan video yang ditonton
tentang teks khusus dalam bentuk brosur, leaflet, banner, dan pamflet, dengan memberi dan
meminta informasi terkait promosi barang/jasa. (Menanya)
DATA COLLECTING/ MENGUMPULKAN DATA
1. Dengan membentuk kelompok yang terdiri dari 5 orang melalui whatsapp, siswa
mempertanyakan tentang teks khusus dalam bentuk brosur, leaflet, banner, dan pamflet,
dengan memberi dan meminta informasi terkait promosi barang/jasa yang belum dipahami
di video . (Menanya)
2. Berdiskusi dan menanyakan fungsi social dan unsur kebahasaan tentang teks khusus
dalam bentuk brosur, leaflet, banner, dan pamflet, dengan memberi dan meminta
informasi terkait promosi barang/jasa (Menanya)
3. Bersama dengan kelompoknya peserta didik mencoba mengumpulkan informasi,
membedakan tentang teks khusus dalam bentuk brosur, leaflet, banner, dan pamflet,
dengan memberi dan meminta informasi terkait promosi barang/jasa. (Mengeksplorasi
/Exploring/ Mengumpulkan informasi)
DATA PROCESSING/MENGOLAH DATA
1. Bersama dengan kelompoknya, peserta didik menelaah struktur teks tentang teks khusus
dalam bentuk brosur, leaflet, banner, dan pamflet, dengan memberi dan meminta
informasi terkait promosi barang/jasa (Mengasosiasi/ Associating)
MEMVERIFIKASI (VERIFICATION)
1. Membuat teks khusus dalam bentuk brosur, leaflet, banner, dan pamflet melalui aplikasi,
seperti Canva.com(Mengkomunikasikan/Networking)
- Sebagai Produk pembelajaran, murid diminta untuk membuat brosur, leaflet, banner,
atau pamflet melalui aplikasi, seperti Canva (guru melakukan diferensiasi Produk
berdasarkan pada kesiapan/readiness)
- Murid yang sudah memahami tentang brosur, leaflet, banner, dan pamflet dan mahir
dalam aplikasi bisa langsung membuat produk
- Murid yang belum bisa memahami tentang brosur, leaflet, banner, dan pamflet,
dengan melalui tutor sebaya, mereka mendapatkan pemahaman.
- Murid dapat membuat gambar sederhana dengan pensil warna untuk produk berupa
brosur, leaflet, banner, atau pamflet. Setelah hasilnya terlihat, mereka bisa memfoto
dan menghirimkan produknya melalui whatsapp group
2. Mendemonstrasikan melalui video, wawancara atau hasil rekaman tentang teks khusus
dalam bentuk brosur, leaflet, banner, dan pamphlet
3. ❖ Murid yang belum bisa memahami tentang brosur, leaflet, banner, dan pamflet,
dengan melalui tutor sebaya, mereka mendapatkan pemahaman. Guru akan
membagikan strategy dalam memahami teks fungsional pendek tentang brosur,
leaflet, banner, atau pamflet (Guru melakukan diferensiasi Proses)
- Sebagai Produk pembelajaran, murid diminta untuk membuat brosur, leaflet, banner,
atau pamflet melalui aplikasi, seperti Canva (guru melakukan diferensiasi Produk
berdasarkan pada kesiapan/readiness)
- Murid yang sudah memahami tentang brosur, leaflet, banner, dan pamflet dan mahir
dalam aplikasi bisa langsung membuat produk
- Murid yang belum bisa memahami teks funsional pendek dapat membuat gambar
sederhana dengan pensil warna untuk produk berupa brosur, leaflet, banner, atau
pamflet. Setelah hasilnya terlihat, mereka bisa memfoto dan menghirimkan
produknya melalui whatsapp group
MENYIMPULKAN (GENERALIZATION)
Kegiatan Penutup (15 Menit)
➢ Membuat simpulan, refleksi, umpan balik, penugasan tentang teks khusus dalam
bentuk brosur, leaflet, banner, dan pamflet , dan menyampaikan informasi tentang
kegiatan pembelajaran yang akan datang dan berdoa.
D. Penilaian
➢ Teknik Penilaian (Sikap spiritual dan Sosial dan pengetahuan (assessment for as and of
learning) dan Keterampilan ( laporan proyek)
➢ Pembelajaran Remedial (real teaching mix tutor sebaya) dan Pengayaan (kerja kelompok
membuat teks khusus dalam bentuk brosur, leaflet, banner, dan pamflet
Mengetahui Tanjung, 26 Juli 2022
Kepala Sekolah Penyusun
Fatmawati, S.Ag.,M.M. Komang Wisnu Subagia,A.Md.Par.,S.Pd.
NIP.197605022007012023
4. LAMPIRAN
1.PENILAIAN SIKAP
PENILAIAN OBSERVASI
1. Pedoman Observasi Sikap Santun
Petunjuk :
Lembaran ini diisi oleh guru untuk menilai sikap sosial peserta didik dalam kesantunan. Berilah tanda
cek (v) pada kolom skor sesuai sikap santun yang ditampilkan oleh peserta didik, dengan kriteria sebagai
berikut :
• 4 = selalu, apabila selalu melakukan sesuai pernyataan
• 3 = sering, apabila sering melakukan sesuai pernyataan dan kadang-kadang tidak melakukan
• 2 = kadang-kadang, apabila kadang-kadang melakukan dan sering tidak melakukan
• 1 = tidak pernah, apabila tidak pernah melakukan
Nama Peserta Didik : ………………….
Kelas : ………………….
Tanggal Pengamatan : …………………..
Materi Pokok : …………………..
No Aspek Pengamatan
Skor
1 2 3 4
1 Melakukan tegur sapa dengan santun
2 Mengucapkan terima kasih setelah menerima kepedulian orang lain
3 Menggunakan bahasa santun saat menyampaikan pendapat
4 Menggunakan bahasa santun saat mengkritik pendapat teman
5 Bersikap 3S (salam, senyum, sapa) saat bertemu orang lain
Jumlah Skor
2. Pengamatan Observasi Kelompok
Penilaian berdasarkan pengamatan selama siswa bekerja dalam kelompoknya
The rubric of assessment for discussion
NO NAME
SCORING ASPECT
SCORE
Cooperate for
discussing
about the
dialogue
Active in
communicating
between their
group
Become the
solid teamwork
3 2 1 0 3 2 1 0 3 2 1 0
Scoring system
1. Maximal Score : 9
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score
1. Cooperate for discussing about the text
3. The students can cooperate to discuss about the text very well
2. The students can cooperate to discuss about the text well
1. The students can sometimes cooperate to discuss about the text
0. The students don’t care about the discussing
2. Active in communicating between their group
3.The students are more active to communicate and involve with the discussion
2.The students are less active to communicate and involve with the discussion
1.The students are seldom active to communicate and involve with the discussion
0.The students are passive to communicate and involve with the discussion
5. 3. Become the solid teamwork
3. the students are more enthusiastic to become the solid team work
2. the students are less enthusiastic to become the solid team work
3. the students haven’t spirit to become the solid work
0. The students don’t care with the team work
a. Penilaian Diri
1. LEMBAR PENILAIAN DIRI SIKAP SANTUN
Nama Peserta Didik : ………………….
Kelas : ………………….
Materi Pokok : ………………….
Tanggal : ………………….
PETUNJUK PENGISIAN:
1. Bacalah dengan teliti pernyataan pernyataan yang pada kolom di bawah ini!
2. Tanggapilah pernyataan-pernyataan tersebut dengan member tanda cek (√) pada kolom:
STS : Jika kamu sangat tidak setuju dengan pernyataan
tersebut
TS : Jika kamu tidak setuju dengan pernyataan tersebut
S : Jika kamu setuju dengan pernyataan tersebut
SS : Jika kamu sangat setuju dengan pernyataan tersebut
No Pernyataan Penilaian
STS TS S SS
1 Saya menghormasti orang yang lebih tua
2 Saya tidak berkata kata kotor, kasar dan takabur
3 Saya meludah di tempat sembarangan
4 Saya tidak menyela pembicaraan
5 Saya mengucapkan terima kasih saat menerima bantuan dari
orang lain
6 Saya tersenyum, menyapa, memberi salam kepada orang yang
ada di sekitar kita
Keterangan:
Pernyataan positif :
• 1 untuk sangat tidak setuju (STS),
• 2 untuk tidak setuju (TS), ,
• 3 untuk setuju (S),
• 4 untuk sangat setuju (SS).
Pernyataan negatif :
• 1 untuk sangat setuju (SS),
• 2 untuk setuju (S),
• 3 untuk tidak setuju (TS),
• 4 untuk sangat tidak setuju (S)
Petunjuk Penskoran
Lihat petunjuk penskoran pada pedoman observasi sikap spiritual
Informal test : Ketika tanya jawab
Formal Test : Ketika siswa perpasangan mendemonstrasikan dialog di depan
Kelas (Penilaian Speaking )
Aspek yang dinilai : pronunciation , fluency, accuracy, dan content
6. PENILAIAN KD 3.7 dan 4.7
3.Penilaian Pengetahuan
Test Tulis
A. Answer the questions based on the brochure, pamphlet, leaflet, banner
Brochure
1. what is the brochure about?
2. How are the people served the meals?
Leaflet
1
3. what is the leaflet about?
4. “Need a man with a van?” the word a man in this sentence refers to….
Pamphlet
7. 5. what does the pamphlet talk about?
6. If you want to go to the museum, what place do you visit first?
Banner
7. what is the banner about?
8. If you want to join the program, when do you enroll?
A. Scoring system
1. Maximal Score : 40
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score
B. Scoring Rubric
NO NAME
SCORE TOTAL
SCORE
1 2 3 4 5 6 7 8
Note:
1. The score for each number is 5. If the student can answer a question truly, he/she will
get 5. So, total score for the test is 100.
8. 4.Penilaian Keterampilan
WORK IN PAIRS
1. Make your own creation of brochure, pamphlet, leaflet, banner
Penilaian Keterampilan
1. PENILAIAN WRITING
SCORING ASPECT
The Sentences SCORE
NO NAME Punctuation
Arrangement
Scoring Aspect
A. Punctuation
3.Use the right punctuation for the passage
2. Lack of using the right punctuation for the passage
1. Almost all of the passage isn't using the right punctuation
0. Not using the right punctuation for the passage
B. The sentences Arrangement
3. The sentences arrangement are very good
2. The sentences arrangement are good
1. The sentences arrangement are fair
0. The sentences arrangement are not suitable
Pedoman Penilaiaan
1. Maximal Score : 6
2. Totally Score : 100
3. Student's Score : Getting Score X 100
Maximal Score
9. brochures,
leaflets,
banners,
pamphlets
Bahan/Materi pembelajaran dan Lembar Kegiatan Belajar Murid
COME AND JOIN IN THE EVENT
1. Identitas
a. Nama Mata Pelajaran : Bahasa Inggris XI (Lintas Minat)
b. Semester : Ganjil
c. KompetensiDasar :
3.7 membedakan fungsi sosial,struktur teks, dan unsur kebahasaan beberapa
teks khusus dalam bentuk brosur, leaflet, banner, dan pamflet, dengan
memberi dan meminta informasi terkait promosi barang/jasa/kegiatan
sesuai dengan konteks penggunaannya
4.7 brosur, leaflet, banner, dan pamflet
4.7.1 menangkap makna secara kontekstual terkait fungsi sosial, struktur teks,
dan unsur kebahasaan brosur, leaflet, banner, dan pamflet terkait
promosi barang/jasa/kegiatan
4.7.2 menyusun teks khusus brosur, leaflet, banner, dan pamflet terkait
promosi barang/jasa/kegiatan, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai
konteks
a. Materi Pokok : teks khusus brosur, leaflet, banner, dan pamflet terkait promosi
barang/jasa/kegiatan
b. Alokasi Waktu : 4 JP
c. Tujuan Pembelajaran :
Melalui Pembelajaran Cooperative learning dengan menggunakan metode diskusi,
tanya jawab, penugasan, presentasi dan analisis, peserta didik dapat membedakan
fungsi sosial, struktur teks, dan unsur kebahasaan dan teks khusus brosur, leaflet,
banner, dan pamflet terkait promosi barang/jasa/kegiatan, sehingga peserta didik
dapat menghayati dan mengamalkan ajaran agama yang dianutnya, mengembangkan
sikap jujur, peduli, dan bertanggungjawab, serta dapat mengembangankan
kemampuan berpikir kritis, berkomunikasi, berkolaborasi, berkreasi(4C).
d. Materi Pembelajaran
o Agar konsep dan teori yang akan Anda pelajari pada UKB ini dapat Anda kuasai dengan
baik, maka terlebih dahulu bacalah Buku Teks Peminatan program bahasa, Bahasa Inggris
SMA/MA Kelas XI Kementrian Pendidikan dan Kebudayaan, serta materi pendukung
lainnya.
o
2. Peta Konsep
Purpose
Language features
Structure
10. 3. Kegiatan Pembelajaran
a. Pre-activity
Read the explanations about Brochures, Leaflets, Banners, and Pamphlets carefully before you
do some tasks
b. Main activity
1) General guideline of learning unit
a) Through this learning unit, you will develop your skill in oral and written of how to
learn about brochures, pamphlets, leaflets, and banners. You will be directed through
some situational context. This is meant at giving you the opportunity to enhance your
analytical skill and critical thinking toward the situation around. Therefore, you
are required not only mastering only for the knowledge about the language
expressin, but also the way how you have to use it in its proper context written. You
need to set yourself patiently, and prepare yourself of the way you think critically the
situation around.
b) Read through the material from this source:
▪ Bahasa Inggris Peminatan program Bahasa SMA/MA,Kelas XI. Kementrian
Pendidikan dan Kebudayaan.
c) Do this learning unit in the worksheet or directly answer and do the given
instruction in the space provided. In one occasion you are requested to work of your
own, but the other will make you in group work, therefore set yourself for good
cooperation with your friend.
2) Learning Activity
Take your time to begin studying of Present Perfect Tense with your full patience and
concentration, not forgetting that this is fun!!!
Learning Activity 1
In this part, you will experience the learning activity focusing on the knowledge about Brochures,
Leaflets, Banners and Pamphlets.
1. What do we call the long paper/cloth that hangs on the street?
2. When you passed from the senior high school, there are some people
giving the papers. They want to give some information about a good
university. What do we call its paper?
3. When you go to a hotel, you usually find some papers at the front desk.
It’s about hotel itself, such as discount for staying more than two days,
food, etc. What do we call the papers?
4. If you buy one product in the mall and you get a thin book containing
information how to use it. What do we call it?
5. If you have a dream to open a business, you may need to advertise your
product to the society. How do you make your dream come true?
A. Read and study the following brochure, leaflet, banner and pamphlet
BROCHURE
According to Oxford dictionary, Brochure is booklet containing information or advertisement. The
other meaning from brochure is A small book or magazine containing pictures and information about
a product or service. Example : a holiday brochure.
Example:
11. LEAFLET
According to Oxford dictionary, Leaflet is printed sheet of paper. The other meaning from Leaflet is
A printed sheet of paper containing information or advertising and usually distributed free pick up a
leaflet from your local branch election leaflet.
Example:
BANNER
According to Oxford dictionary, Banner is long strip of cloth with a message on it, usually carried by
marchers. The other meaning from Banner is banner contains messages and information and is now
widely used for advertising products or services. They are usually made on plastic background, but
nowadays banner is also popularly used on web pages. Below is an example of commercial banner.
12. PAMPHLET
According to Oxford dictionary, Pamphlet is thin book with a paper cover. The other meaning from
a pamphlet is an unbound booklet (that is, without a hard cover or binding). It may consist of a single
sheet of paper that is printed on both sides and folded in half, in thirds, or in fourths (called a leaflet),
or it may consist of a few pages that are folded in half and saddle stapled at the crease to make a
simple book. In order to count as a pamphlet, UNESCO requires a publication (other than a
periodical) to have "at least 5 but not more than 48 pages exclusive of the cover pages"; a longer item
is a book.
Example:
B. Discuss with your group the following banner, brochure, pamphlet and leaflet and answer
some questions. Don’t forget to list the vocabularies that you don’t know from the texts
13. PICTURE ONE
1. What does a brochure advertise about?
2. What kinds of business does DHPC Inc. run?
3. What service does DHPC Inc. give to the customer?
4. “From magnificent staircase to beautiful inset ceiling,….”. The underlined word can be replaced
by….
5. “Why purchase a new home when you can….”. The underlined word has the similar meaning
with….
6. What does DHPC Inc. promise to the customers about stairs?
PICTURE TWO
1. What does the brochure advertise about?
2. What does Carr Gomm offer to the customers?
3. What should you do if you want to need a clear information about the brochure?
14. PICTURE THREE
1. What does banner advertise about?
2. What does restaurant offer to the customer?
3. How many percentage of discount does restaurant give to the customer?
4. What kinds of food is restaurant available for the visitor?
5. If you eat some meals there and you get Rp. 65.000,00. How much money do you pay?
PICTURE FOUR
15. 1. What does leaflet inform about?
2. To whom do you donate your items?
3. What kinds of donation do you give?
4. How do you donate your items if you have some at home?
5. When do you collect your items?
6. “We will collect rain or shine”. What does its sentence mean?
PICTURE FIVE
1.What does banner inform about?
2.When is the basketball game held?
3.Where is the basketball game held?
4.Where do you usually meet this banner?
PICTURE SIX
1. What is the pamphlet about?
2. What is the function of the pamphlet?
3. “……..and jump onto others. The word “others” refers to…..
4. What effect do you take if you never wash your hand when you start your activity, i.e eating,
drinking?
5. “….just turn on the faucet…” . What does the faucet mean?
6. What do you get if you always wash your hand?
7. What is the synonym of the word “spreading” in the pamphlet above?
8. Where do you usually find this pamphlet?
16. Have you understood about Brochures, Leaflets, Banners and
Pamphlets?
Learning Activity 2
Make a dialogue with your partner
related with the products that you
offer. One of you is as a seller and
the other is customer. As a seller,
you are supposed to convince to
the customer that your products are
very good. The topics are free.
Ok, you have made the dialogues very
well, now it’s time for you to present
yours in front of the class
That’s very good. You have done the task very well.
Now, Make brochure, leaflet, pamphlet or banner in A-4
paper. You can give various kinds of colour to make
them beautiful so the customers will be interested with
your product.
c. Penutup
How is thing going for you now?
After completing three different activities, now answer honestly about your mastery toward the
material of brochure, leaflet, pamphlet or banner by putting a check (√) in either excellent, good,
fair, bad or poor column corresponding your situation toward the given statement
No Item excellent Good fair bad poor
1. Mastery on the social function
of the brochure, leaflet,
pamphlet or banner
2. Mastery on the generic structure
of brochure, leaflet, pamphlet
or banner
3. Mastery on the language
features of brochure, leaflet,
pamphlet or banner
17. If you put a check in fair, bad or poor in most parts of the elements, you should take your time to
review again the material or consult further to your teacher about your deficiency. You may also
ask the assistance from your peer. Do not be hopeless and keep trying until you reach the success.