Teachers create lesson plans for classroom learning. Choose a lesson plan from different levels, analyze it according to the topic, and write your opinion in a blog column
Group 8 1. Maryatul Qibtiya 211230034 2. Sefti Alifhiani 211230059 Source: https://files1.simpkb.id/guruberbagi/rpp/760985-1673933125.pdf In this lesson plan, we analyze the method that has been implemented in elementary school at grade four students. 1. The Scientific Approach supports in-depth exploration of concepts, as needed to understand comparative and superlative adjectives. 2. Project-based learning (PBL) and problem-based learning (PrBL) are both recommended for elementary school students, as they are learner-centered instructional approaches that encourage collaboration and the development of critical thinking skills. However, they have different focuses and outcomes: 3. Project-based learning (PBL): In PBL, students work in groups to construct their knowledge and gain mastery of the course content by creating a final product or artifact. The emphasis is on the end product, and the project is often designed to address a real-world problem or challenge. PBL is recommended for elementary school students as it allows them to apply their knowledge in a practical and engaging way, fostering creativity, critical thinking, and collaboration. 4. Problem-based learning (PrBL): In PrBL, students work together to solve a problem that may lead to numerous results, as there is no right or wrong answer. The emphasis is on acquiring new knowledge and the solution is less important. PrBL is recommended for elementary school students as it encourages students to think critically and creatively, and to work collaboratively to find solutions to real-world problems. Both PBL and PrBL have been shown to be effective in promoting academic and career success in students, PBL can be particularly useful in teaching 21st-century skills such as collaboration and oral communication, While both approaches are similar in that they engage students in real-world challenges, they differ in their focus on the end product (PBL) versus the problem-solving process itself (PrBL). 5. The small group discussion and games techniques helped in facilitating interaction between students, strengthening their understanding, and making learning more interesting. Overall, the learning methods chosen are appropriate for the subject matter and grade level, as they promote in-depth understanding of concepts and practical application in relevant contexts.
In our opinion, after we read and analyzed this lesson plan. This lesson plan has several shortcomings that need to be corrected in order to increase the effectiveness of learning. First, there is a lack of alignment between learning objectives and planned activities. Each activity must clearly support the achievement of learning objectives, but in this lesson plan, there are several activities that do not feel directly related to the desired learning objectives.
Furthermore, we also suggest that activity explanations also need to be improved. Some instructions may be too general or ambiguous, which can confuse students and reduce learning effectiveness. More detailed and clear explanations will help students better understand what is expected of them in each activity.
This lesson plan provides a good combination of explanation, group and individual activities to help students understand the concept of comparative and superlative adjectives well. In addition, by using storybooks or short texts, students can see the use of these two types of adjectives in a real context, reinforcing their understanding. The lesson plan we read was good and complete, but the material covered was quite complicated for fourth graders.
Answer: Here is the link for the lesson plan (https://files1.simpkb.id/guruberbagi/rpp/563570-1672665105.pdf)
Analysis results according to the topic but we just focus on analyzing the unit 1 lesson 1 only:
1. Goals: - The goals are clear and aligned with the established competencies and indicators. It could be more specific in describing what is expected from each objective.
2. Material and activities: - The material and activities are aligned with the desired competencies. There is room to clarify how the material will be delivered and how the activities will be conducted to achieve the learning objectives.
3. Assessment method: - The assessment methods include performance tests, oral tests, and written tests, which align with the expected competencies. However, there may be room to add variation in assessment methods, such as using more structured observation.
4. Time and duration: - The set duration (2 x 35 minutes) aligns with the needs of the learning, but it's important to ensure that the time is used effectively to achieve the learning objectives.
5. Supportive material: - The material from the Grow With English textbook and the tools/media used such as reading texts and tape recorder/CD recordings are good resources to support learning.
6. Questions and discussions: - Questions and discussions focus on the material and learning objectives. There may be room to increase student interaction with more open-ended questions and discussion-based activities.
7. Designing a lesson plan with consideration for students' English language: - This lesson plan seems to have taken into account the students' English language proficiency level, focusing on very simple instructions and conversations. It may need to be tailored to the specific needs of the student group if there are variations in proficiency levels.
8. For young learners: - This lesson plan is suitable for English language learning in children, as it employs diverse methods and relevant everyday life materials.
The lesson plan provides a solid framework for English language learning at a very basic level. Some adjustments may be needed to clarify materials and activities, as well as to ensure variation in assessment methods and student interaction.
https://mizz3konu.blogspot.com/2012/06/normal-0-false-false-false-style.html?m=1 We analyze part of the assessment on the lesson plan. 1. Competency Achievement Indicators: In this section, the competency achievement indicators have been clearly organized and detailed. There are three indicators of competency achievement related to students' ability to respond to instructions and utterances in English orally. These indicators include: a). Repeating aloud what is heard from the teacher. b). Repeating with correct English pronunciation. c). Responding to what is heard from the teacher orally.
2. Assessment Techniques: The lesson plan has listed the assessment techniques used, namely performance to respond by repeating what is heard from the teacher, and oral test to respond with correct English pronunciation and respond orally. The assessment techniques chosen are in accordance with the type of learning activities carried out.
3. Instrument Form: Each assessment technique has an appropriate form of instrument. For work performance, the instrument used is an assessment sheet that lists aspects of assessment such as knowledge, practice, and attitude. As for the oral test, the instrument used is an assessment criteria format that contains scores for each assessment aspect.
4. Format of Assessment Criteria: a). Product: Presents assessment criteria for discussion results. Scores are given based on the level of correctness of the concepts understood by the students. b). Performance: Presents assessment criteria for student knowledge, practice, and attitude. Each aspect has criteria and scores that are determined based on the level of student success in achieving the set competencies.
5. Grading Sheet: There is an assessment sheet used to record student performance and products. Each student is assessed based on aspects of knowledge, practice, and attitude. In the notes section, the formula for calculating the student's final grade is included.
After we analyzed the lesson plan as a whole, we think the lesson plan has planned the assessment well and comprehensively by the established competency standards. Each aspect of assessment has clear criteria, and the instruments used support effective measurement of student competency achievement.
Grup 2 Siska Sari_211230043) Putri Ramadhanti_211230051 (Sick) Link: https://sharingrpp.com/penulis/aini-rahayu-suryaningtiyas
1. Goals: The objectives of the lesson plan are not explicitly stated in the document provided. However, based on the content, it can be inferred that the main objective is to develop listening and communication skills in English through simple greetings and responses.
2. Materials and activities: The document mentions the use of video materials, specifically videos related to the theme of greetings. The teacher is responsible for playing the video and explaining the content to the students. Activities include group work, discussion, feedback, reinforcement and quizzes. The specific materials used are not detailed in the document, except to mention a workbook ("LKS Cahaya Ilmu") and a YouTube video by Arsy Hilmi.
3. Assessment: The document indicates that oral and written tests are used for assessment. However, specific details of the assessments, such as format, content, and criteria, are not provided. It can be assumed that the assessments are designed to evaluate students' listening comprehension and their ability to select the right words based on what they have heard.
4. Time and Duration: The lesson plan consists of four meetings with a time allocation of 2 x 35 minutes per meeting. This indicates that each meeting is divided into two sessions, each lasting 35 minutes. The total duration of the lesson plan is not mentioned.
5. Supporting materials: The document mentions a workbook ("LKS Cahaya Ilmu") and YouTube videos by Arsy Hilmi as supporting materials. These materials are most likely used to supplement the learning process and provide additional resources for students.
6. Questions and Discussion: The document does not provide specific discussion questions or prompts. However, the document mentions that teachers guide students in group work and discussions related to the videos and lesson content. The nature and scope of these discussions are not elaborated.
7. Designing lesson plans with students' English in mind: The document does not explicitly address how lesson plans are designed with students' English language proficiency in mind. However, the lesson plans appear to focus on developing basic listening and communication skills using simple phrases and vocabulary. The use of audiovisual and interactive activities, such as watching videos and engaging in group discussions, can provide opportunities for students to practice and improve their English in a supportive and communicative environment.
So according to the results of our analysis Overall, this lesson plan is to teach English greetings to elementary school students, although the document provided lacks detailed information in some sections so this is a shortcoming of the lesson plan we analyzed.
In our analysis of the lesson plans for grade 3 semester 2 regarding weather learning materials, we found that the lesson plans were not in accordance with the specified criteria. That is: 1. Not in accordance between learning objectives and learning activities. Where in the learning objectives it is written that "Students are able to sing songs related to Changes in the Weather" but in the learning activity there is no activity to sing songs related to Weather. 2. In the tools and materials section that are needed during learning activities are included in the table column of the main activities section, it should be separated from the table column. Because the main activities only contain the main activities carried out in the teaching and learning process. 3. In the main activities section, it would be better to include what the teacher and students should do so that there are no mistakes in the teaching and learning process and so that the learning sequence is more detailed. 4. In the assessment section, we did not find what tasks the teacher gave the students. It should be written down what kind of task the teacher gives in the assessment process. The worksheet and assessment rubric are attached separately from the lesson plan.
But besides that the overall lesson plan has been included in accordance with the criteria. Such as identity, material, time allocation, learning objectives, learning activities.
In the lesson plan of class VII junior high school English - we love what we do we can analyze several, including: 1. Learning model, in learning using discovery learning model combined with role play method, ATM technique, and scientific approach. It can also help students to be active in learning and understand the material better. 2. Core competencies, in this there are three core competencies that students must have, including respecting religious teachings, showing positive behavior, and understanding knowledge based on curiosity. 3. Assessment instruments, in this there is an essay scoring rubric that is used to assess student answers. This can also help teachers in providing objective and clear assessments to students. 4. In the steps of learning activities there is structured learning, starting from stimulation, information gathering, data management, verification, to communication. In this case it helps students in understanding the material thoroughly and planned. 5. Finally, there is remedial and enrichment learning, in remedial learning given to students who have not reached the KKM, this is important to help students who need additional help in understanding the material.
A lesson plan serves as a roadmap for teaching and learning. It is essential to consider several key aspects to ensure its effectiveness and alignment with the educational context. Commenting on this lesson plan, there are several aspects that seem should be revised to ensure that it remains relevant, effective, and aligned with the needs of the students. These aspects include the lesson plan's identity, its components including its evaluation/assessment methods.
A. Lesson plan identity: 1. The name of the school is not written: One crucial aspect to be revised in this lesson plan is its identity, which encompasses elements such as the name of the institution where the lesson is being taught. 2. The time allocation is not written: Adjustments to the time allocated for each lesson segment can help optimize learning experiences and ensure that all objectives are adequately addressed. This may involve addressing the duration of certain activities based on their importance, and student engagement.
B. Components 1. Goals: The goals in this lesson plan are generally well-crafted. They are clear and measurable, allowing students to identify key details from the text and apply them in a poem. However, there is a room for improvement in terms of clarity and specificity. For example, provide more details about the specific types of details expected from students to identify from the text, or add specific objectives for each component of the poem they will create.
2. Activities: The activities outlined in this lesson plan are well crafted in providing students with opportunities to engage with the text, apply their understanding, and produce written work. However, there are aspects that could be improved to enhance their effectiveness: Incorporating more student-to-student interaction, such as small group discussions would improve their engagement.
3. Task: The poetry task in this lesson plan is a valuable activity as it allows students to creatively apply their understanding of the text. It also provides clear guidelines for the poetry task, such as specific themes or structures to follow.
4. Lesson stages: The explanation of lesson stages is quite clear, but it could be beneficial to include additional information about how the teacher will evaluate students' progress during each stages. The teacher should incorporate formative assessment strategies during each lesson stage, such as teacher observation, class discussions, or diagnostic questions to ensure student understanding throughout the learning process.
5. Evaluation/Assessment: Evaluation and assessment methods play a critical role in measuring student learning outcomes and identifying areas for improvement. Although this lesson plan only provides a worksheet sample and not a test, it adequately assesses the students' learning outcomes aligning with the objectives previously mentioned in the lesson plan. However, incorporating more diverse assessment formats, or introducing new evaluation techniques would be better to capture student progress and achievement.
RPP Analysis Assignment for Young Learners Group 1 Members : 1. Alfi fithrotul 'aini (211230048) 2. Fidela anindya (211230033) RPP source: https://sharingrpp.com/writer/harlena-eka-yanti Here we analyze the lesson plans for grade 7 children at SMPN 6 Hulu Sungai Tengah school for English lessons with the sub-theme "greeting".
Objectives of Learning: Students will be able to identify English-language expressions used for greetings, farewells, and greetings. Learning Materials: Worksheets, Rulers, Markers, Pencils, Laptop, and projector Textbooks: When English Rings The Bell, Book 7, Ministry of Education and Culture, 2010 Revision Learning.
Activities Opening (1 minute) The teacher will welcome the students and check their attendance. The teacher will also connect the new material to the student's previous learning experiences. Main activities (7 minutes): The teacher will show the students a worksheet containing greetings and goodbyes in English. They will be asked to determine the meaning of the greetings and goodbyes, and they will be asked to answer questions about the greetings and goodbyes. Practice (1 minute): Students will be divided into groups and each group will be given a greeting or goodbye to practice. Then, each group will rotate and say greetings or goodbyes to the class. Closing (1 minute) the teacher will present the main topic of the lesson, answer students' questions, and give homework.
Overall, In our opinion, this lesson plan is well organized and quite good. It has a lot of activities to help students learn how to say hello and goodbye in English. Students will be better able to practice communicating the new language through worksheets, group work, and presentations. However, in this lesson plan, the author does not include worksheets and assessment rubrics that will be carried out during the lesson.
These are some additional ideas on the lesson plans: The lesson plan could be improved by adding more speaking activities. For instance, the teacher could have students greet each other in English at the beginning of the class or have role-play conversations in which they use greetings and farewells. Additionally, the lesson plan could be improved by adding more culture, for instance, the teacher could talk about the different ways people greet each other in different cultures.
1. Goals The goal in this lesson plan is correct, which is for students to know the types of numbers in English and train students' listening skills.
2. Learning media and activities The media used is flashcards, with the target words (one until twenty) This may be effective but it would be better if it is assisted by playing videos/songs about numbers so that students can easily recognize them. The learning activities listed in it are quite interesting and effective so that students focus more on the material.
3. Assessment Individual performance form is a good assessment method to increase their learning spirit individually compared to group performance.
4. Time and duration The time of this lesson plan is 2 x 35 minutes which is enough for the topic.
5. Supportive materials Source from the internet in the form of short videos containing songs that are appropriate for their age, can be found on youtube.
6. Questions and discussions focus on the material and learning objectives. In this section the lesson plan is quite good because the teacher openly opens questions. Through questions given to students, teachers can find out how well students understand the lesson. discussions given by teachers to provide feedback to students.
This lesson plan is appropriate to the student's level of English proficiency, with a focus on auditory material. Because of this suitability, the material taught makes it easy for students to understand it
This is a well-structured lesson plan suitable for elementary school English learners. The activities are interesting and will help students learn Listening in a fun and interactive way. Learning plans also include a variety of assessment opportunities to ensure that all students are learning.
The Learning Objective in this lesson plan is that learners can complete, determine, compare and make sentences that are comparative and superlative sentences correctly.
Steps to make a superlative sentence. Observe the picture then make sentences using comparative and superlative adjectives. superlative adjective.
The Scientific Approach method is a method that can be done through project-based learning methods, where learners will work collaboratively in addressing a specific problem or topic. This can help them understand the concepts of the scientific approach and build the necessary competencies in critical, creative, and strategic thinking. Model: - The first meeting of problem-based/PBL learning is; 1) orienting students to the problem, 2) organizing students to learn, 3) guiding individual and group investigations, 4) developing and presenting results, 5) analyzing and evaluating the problem solving process. - 2nd meeting project-based learning (1) determining basic questions; (2) creating project designs; (3) scheduling; (4) monitoring project progress; (5) assessing results; (6) evaluating experiences.
Media - ppt or canva - laptop and projector - super minds (student's book and workbook) - YouTube video
Learning resources - Super minds (student's and workbook) - YouTube video (https://www.youtube.com/watch?v=wXiD0FdON7k
https://www.liveworksheets.com/mt2320767sa
https://www.youtube.com/watch?v=K1Rs793CjgE
https://www.liveworksheets.com/ba22880371
1. Assessment techniques a. Attitude: observation during learning (cooperation, discipline, responsibility answer) b. Knowledge: Written Test (attached) c. Skills: Performance during presentations and discussions
2. Form of Assessment a. Observation b. Written test c. Performance/product d. Assessment instrument
3. Follow-up Activities -Enrichment learning materials Complete the sentences based on the pictures provided -Remedial teaching materials Use of comparative and superlative adjectives in incomplete sentences
His analysis:
1. Assessment Technique: a. Attitude: (Non-Test Technique) b. Knowledge: (Test Technique) c. Skills: (Non-Test Technique)
2. Form of Assessment: a. Observation: The teacher observes and records students' attitudes during learning, such as cooperation, discipline and responsibility. b. Written Test: This test is used to measure students' knowledge in English. c. Performance/Product: Assessment is carried out based on student performance during presentations and discussions, as well as the products produced by students during learning. d. Assessment Instrument: Used to assess students' attitudes, knowledge and skills according to predetermined criteria.
Group 8
ReplyDelete1. Maryatul Qibtiya 211230034
2. Sefti Alifhiani 211230059
Source: https://files1.simpkb.id/guruberbagi/rpp/760985-1673933125.pdf
In this lesson plan, we analyze the method that has been implemented in elementary school at grade four students.
1. The Scientific Approach supports in-depth exploration of concepts, as needed to understand comparative and superlative adjectives.
2. Project-based learning (PBL) and problem-based learning (PrBL) are both recommended for elementary school students, as they are learner-centered instructional approaches that encourage collaboration and the development of critical thinking skills. However, they have different focuses and outcomes:
3. Project-based learning (PBL): In PBL, students work in groups to construct their knowledge and gain mastery of the course content by creating a final product or artifact. The emphasis is on the end product, and the project is often designed to address a real-world problem or challenge. PBL is recommended for elementary school students as it allows them to apply their knowledge in a practical and engaging way, fostering creativity, critical thinking, and collaboration.
4. Problem-based learning (PrBL): In PrBL, students work together to solve a problem that may lead to numerous results, as there is no right or wrong answer. The emphasis is on acquiring new knowledge and the solution is less important. PrBL is recommended for elementary school students as it encourages students to think critically and creatively, and to work collaboratively to find solutions to real-world problems.
Both PBL and PrBL have been shown to be effective in promoting academic and career success in students, PBL can be particularly useful in teaching 21st-century skills such as collaboration and oral communication, While both approaches are similar in that they engage students in real-world challenges, they differ in their focus on the end product (PBL) versus the problem-solving process itself (PrBL).
5. The small group discussion and games techniques helped in facilitating interaction between students, strengthening their understanding, and making learning more interesting.
Overall, the learning methods chosen are appropriate for the subject matter and grade level, as they promote in-depth understanding of concepts and practical application in relevant contexts.
This comment has been removed by the author.
ReplyDeleteGroup 5 :
ReplyDelete- Della Fadiana (211230042)
- Ida Yuliyanti (211230035)
https://files1.simpkb.id/guruberbagi/rpp/741964-1673347343.pdf
In our opinion, after we read and analyzed this lesson plan. This lesson plan has several shortcomings that need to be corrected in order to increase the effectiveness of learning.
First, there is a lack of alignment between learning objectives and planned activities. Each activity must clearly support the achievement of learning objectives, but in this lesson plan, there are several activities that do not feel directly related to the desired learning objectives.
Furthermore, we also suggest that activity explanations also need to be improved. Some instructions may be too general or ambiguous, which can confuse students and reduce learning effectiveness. More detailed and clear explanations will help students better understand what is expected of them in each activity.
Kel. 04
ReplyDeleteMaryam Syahana A. P 211230050
Resty Nur Apriani 211230049
Maulana Fahrizal 211230044
https://files1.simpkb.id/guruberbagi/rpp/760985-1673933125.pdf
This lesson plan provides a good combination of explanation, group and individual activities to help students understand the concept of comparative and superlative adjectives well. In addition, by using storybooks or short texts, students can see the use of these two types of adjectives in a real context, reinforcing their understanding.
The lesson plan we read was good and complete, but the material covered was quite complicated for fourth graders.
Group 13
ReplyDeleteMember:
- Nita Noviyanti Rahayu (211230046)
- Sheefmy Natawila Puteri (211230056)
Answer:
Here is the link for the lesson plan (https://files1.simpkb.id/guruberbagi/rpp/563570-1672665105.pdf)
Analysis results according to the topic but we just focus on analyzing the unit 1 lesson 1 only:
1. Goals:
- The goals are clear and aligned with the established competencies and indicators. It could be more specific in describing what is expected from each objective.
2. Material and activities:
- The material and activities are aligned with the desired competencies. There is room to clarify how the material will be delivered and how the activities will be conducted to achieve the learning objectives.
3. Assessment method:
- The assessment methods include performance tests, oral tests, and written tests, which align with the expected competencies. However, there may be room to add variation in assessment methods, such as using more structured observation.
4. Time and duration:
- The set duration (2 x 35 minutes) aligns with the needs of the learning, but it's important to ensure that the time is used effectively to achieve the learning objectives.
5. Supportive material:
- The material from the Grow With English textbook and the tools/media used such as reading texts and tape recorder/CD recordings are good resources to support learning.
6. Questions and discussions:
- Questions and discussions focus on the material and learning objectives. There may be room to increase student interaction with more open-ended questions and discussion-based activities.
7. Designing a lesson plan with consideration for students' English language:
- This lesson plan seems to have taken into account the students' English language proficiency level, focusing on very simple instructions and conversations. It may need to be tailored to the specific needs of the student group if there are variations in proficiency levels.
8. For young learners:
- This lesson plan is suitable for English language learning in children, as it employs diverse methods and relevant everyday life materials.
The lesson plan provides a solid framework for English language learning at a very basic level. Some adjustments may be needed to clarify materials and activities, as well as to ensure variation in assessment methods and student interaction.
Group 6
ReplyDeletePutri Datin Hulliyany (211230060)
Nurul Hijah Iliatul Aulia (211230053)
Fatmiati (211230058)
https://mizz3konu.blogspot.com/2012/06/normal-0-false-false-false-style.html?m=1
We analyze part of the assessment on the lesson plan.
1. Competency Achievement Indicators: In this section, the competency achievement indicators have been clearly organized and detailed. There are three indicators of competency achievement related to students' ability to respond to instructions and utterances in English orally. These indicators include:
a). Repeating aloud what is heard from the teacher.
b). Repeating with correct English pronunciation.
c). Responding to what is heard from the teacher orally.
2. Assessment Techniques: The lesson plan has listed the assessment techniques used, namely performance to respond by repeating what is heard from the teacher, and oral test to respond with correct English pronunciation and respond orally. The assessment techniques chosen are in accordance with the type of learning activities carried out.
3. Instrument Form: Each assessment technique has an appropriate form of instrument. For work performance, the instrument used is an assessment sheet that lists aspects of assessment such as knowledge, practice, and attitude. As for the oral test, the instrument used is an assessment criteria format that contains scores for each assessment aspect.
4. Format of Assessment Criteria:
a). Product: Presents assessment criteria for discussion results. Scores are given based on the level of correctness of the concepts understood by the students.
b). Performance: Presents assessment criteria for student knowledge, practice, and attitude. Each aspect has criteria and scores that are determined based on the level of student success in achieving the set competencies.
5. Grading Sheet: There is an assessment sheet used to record student performance and products. Each student is assessed based on aspects of knowledge, practice, and attitude. In the notes section, the formula for calculating the student's final grade is included.
After we analyzed the lesson plan as a whole, we think the lesson plan has planned the assessment well and comprehensively by the established competency standards. Each aspect of assessment has clear criteria, and the instruments used support effective measurement of student competency achievement.
Grup 2
ReplyDeleteSiska Sari_211230043)
Putri Ramadhanti_211230051 (Sick)
Link: https://sharingrpp.com/penulis/aini-rahayu-suryaningtiyas
1. Goals:
The objectives of the lesson plan are not explicitly stated in the document provided. However, based on the content, it can be inferred that the main objective is to develop listening and communication skills in English through simple greetings and responses.
2. Materials and activities:
The document mentions the use of video materials, specifically videos related to the theme of greetings. The teacher is responsible for playing the video and explaining the content to the students. Activities include group work, discussion, feedback, reinforcement and quizzes. The specific materials used are not detailed in the document, except to mention a workbook ("LKS Cahaya Ilmu") and a YouTube video by Arsy Hilmi.
3. Assessment:
The document indicates that oral and written tests are used for assessment. However, specific details of the assessments, such as format, content, and criteria, are not provided. It can be assumed that the assessments are designed to evaluate students' listening comprehension and their ability to select the right words based on what they have heard.
4. Time and Duration:
The lesson plan consists of four meetings with a time allocation of 2 x 35 minutes per meeting. This indicates that each meeting is divided into two sessions, each lasting 35 minutes. The total duration of the lesson plan is not mentioned.
5. Supporting materials:
The document mentions a workbook ("LKS Cahaya Ilmu") and YouTube videos by Arsy Hilmi as supporting materials. These materials are most likely used to supplement the learning process and provide additional resources for students.
6. Questions and Discussion:
The document does not provide specific discussion questions or prompts. However, the document mentions that teachers guide students in group work and discussions related to the videos and lesson content. The nature and scope of these discussions are not elaborated.
7. Designing lesson plans with students' English in mind:
The document does not explicitly address how lesson plans are designed with students' English language proficiency in mind. However, the lesson plans appear to focus on developing basic listening and communication skills using simple phrases and vocabulary. The use of audiovisual and interactive activities, such as watching videos and engaging in group discussions, can provide opportunities for students to practice and improve their English in a supportive and communicative environment.
So according to the results of our analysis Overall, this lesson plan is to teach English greetings to elementary school students, although the document provided lacks detailed information in some sections so this is a shortcoming of the lesson plan we analyzed.
This comment has been removed by the author.
ReplyDeleteGroup 6
ReplyDelete1. Triana Ramadhanti 211230054
2. Hanifa Maudy Nursyahida 211230055
In our analysis of the lesson plans for grade 3 semester 2 regarding weather learning materials, we found that the lesson plans were not in accordance with the specified criteria. That is:
1. Not in accordance between learning objectives and learning activities. Where in the learning objectives it is written that "Students are able to sing songs related to Changes in the Weather" but in the learning activity there is no activity to sing songs related to Weather.
2. In the tools and materials section that are needed during learning activities are included in the table column of the main activities section, it should be separated from the table column. Because the main activities only contain the main activities carried out in the teaching and learning process.
3. In the main activities section, it would be better to include what the teacher and students should do so that there are no mistakes in the teaching and learning process and so that the learning sequence is more detailed.
4. In the assessment section, we did not find what tasks the teacher gave the students. It should be written down what kind of task the teacher gives in the assessment process. The worksheet and assessment rubric are attached separately from the lesson plan.
But besides that the overall lesson plan has been included in accordance with the criteria. Such as identity, material, time allocation, learning objectives, learning activities.
https://files1.simpkb.id/guruberbagi/rpp/760985-1673933125.pdf
Group 10
ReplyDelete1. ika intan nurul wahidah (211230041)
2. nayla fadlia chozin (211230038)
https://files1.simpkb.id/guruberbagi/rpp/213141-1673150847.pdf
In the lesson plan of class VII junior high school English - we love what we do we can analyze several, including:
1. Learning model, in learning using discovery learning model combined with role play method, ATM technique, and scientific approach. It can also help students to be active in learning and understand the material better.
2. Core competencies, in this there are three core competencies that students must have, including respecting religious teachings, showing positive behavior, and understanding knowledge based on curiosity.
3. Assessment instruments, in this there is an essay scoring rubric that is used to assess student answers. This can also help teachers in providing objective and clear assessments to students.
4. In the steps of learning activities there is structured learning, starting from stimulation, information gathering, data management, verification, to communication. In this case it helps students in understanding the material thoroughly and planned.
5. Finally, there is remedial and enrichment learning, in remedial learning given to students who have not reached the KKM, this is important to help students who need additional help in understanding the material.
Group 9
ReplyDeleteAnnisa Navira (211230047)
Rizka Juliana Pribadi (211230039)
Source: https://www.nahb.org/-/media/NAHB/advocacy/docs/top-priorities/workforce-development/fourth-grade-lesson-plan-house-she-built.pdf
A lesson plan serves as a roadmap for teaching and learning. It is essential to consider several key aspects to ensure its effectiveness and alignment with the educational context. Commenting on this lesson plan, there are several aspects that seem should be revised to ensure that it remains relevant, effective, and aligned with the needs of the students. These aspects include the lesson plan's identity, its components including its evaluation/assessment methods.
A. Lesson plan identity:
1. The name of the school is not written: One crucial aspect to be revised in this lesson plan is its identity, which encompasses elements such as the name of the institution where the lesson is being taught.
2. The time allocation is not written: Adjustments to the time allocated for each lesson segment can help optimize learning experiences and ensure that all objectives are adequately addressed. This may involve addressing the duration of certain activities based on their importance, and student engagement.
B. Components
1. Goals: The goals in this lesson plan are generally well-crafted. They are clear and measurable, allowing students to identify key details from the text and apply them in a poem. However, there is a room for improvement in terms of clarity and specificity. For example, provide more details about the specific types of details expected from students to identify from the text, or add specific objectives for each component of the poem they will create.
2. Activities: The activities outlined in this lesson plan are well crafted in providing students with opportunities to engage with the text, apply their understanding, and produce written work. However, there are aspects that could be improved to enhance their effectiveness: Incorporating more student-to-student interaction, such as small group discussions would improve their engagement.
3. Task: The poetry task in this lesson plan is a valuable activity as it allows students to creatively apply their understanding of the text. It also provides clear guidelines for the poetry task, such as specific themes or structures to follow.
4. Lesson stages: The explanation of lesson stages is quite clear, but it could be beneficial to include additional information about how the teacher will evaluate students' progress during each stages. The teacher should incorporate formative assessment strategies during each lesson stage, such as teacher observation, class discussions, or diagnostic questions to ensure student understanding throughout the learning process.
5. Evaluation/Assessment: Evaluation and assessment methods play a critical role in measuring student learning outcomes and identifying areas for improvement. Although this lesson plan only provides a worksheet sample and not a test, it adequately assesses the students' learning outcomes aligning with the objectives previously mentioned in the lesson plan. However, incorporating more diverse assessment formats, or introducing new evaluation techniques would be better to capture student progress and achievement.
RPP Analysis Assignment for Young Learners
ReplyDeleteGroup 1
Members :
1. Alfi fithrotul 'aini (211230048)
2. Fidela anindya (211230033)
RPP source: https://sharingrpp.com/writer/harlena-eka-yanti
Here we analyze the lesson plans for grade 7 children at SMPN 6 Hulu Sungai Tengah school for English lessons with the sub-theme "greeting".
Objectives of Learning: Students will be able to identify English-language expressions used for greetings, farewells, and greetings.
Learning Materials: Worksheets, Rulers, Markers, Pencils, Laptop, and projector Textbooks: When English Rings The Bell, Book 7, Ministry of Education and Culture, 2010 Revision Learning.
Activities
Opening (1 minute) The teacher will welcome the students and check their attendance. The teacher will also connect the new material to the student's previous learning experiences.
Main activities (7 minutes): The teacher will show the students a worksheet containing greetings and goodbyes in English. They will be asked to determine the meaning of the greetings and goodbyes, and they will be asked to answer questions about the greetings and goodbyes.
Practice (1 minute): Students will be divided into groups and each group will be given a greeting or goodbye to practice. Then, each group will rotate and say greetings or goodbyes to the class.
Closing (1 minute)
the teacher will present the main topic of the lesson, answer students' questions, and give homework.
Overall, In our opinion, this lesson plan is well organized and quite good. It has a lot of activities to help students learn how to say hello and goodbye in English. Students will be better able to practice communicating the new language through worksheets, group work, and presentations. However, in this lesson plan, the author does not include worksheets and assessment rubrics that will be carried out during the lesson.
These are some additional ideas on the lesson plans:
The lesson plan could be improved by adding more speaking activities. For instance, the teacher could have students greet each other in English at the beginning of the class or have role-play conversations in which they use greetings and farewells. Additionally, the lesson plan could be improved by adding more culture, for instance, the teacher could talk about the different ways people greet each other in different cultures.
Group 11
ReplyDeleteNeli Amaliyah 211230032
Ainaya Rahayu 211230052
Source : https://id.scribd.com/document/326731991/Lesson-Plan-Kls-2
1. Goals
The goal in this lesson plan is correct, which is for students to know the types of numbers in English and train students' listening skills.
2. Learning media and activities
The media used is flashcards, with the target words (one until twenty) This may be effective but it would be better if it is assisted by playing videos/songs about numbers so that students can easily recognize them. The learning activities listed in it are quite interesting and effective so that students focus more on the material.
3. Assessment
Individual performance form is a good assessment method to increase their learning spirit individually compared to group performance.
4. Time and duration
The time of this lesson plan is 2 x 35 minutes which is enough for the topic.
5. Supportive materials
Source from the internet in the form of short videos containing songs that are appropriate for their age, can be found on youtube.
6. Questions and discussions
focus on the material and learning objectives. In this section the lesson plan is quite good because the teacher openly opens questions. Through questions given to students, teachers can find out how well students understand the lesson. discussions given by teachers to provide feedback to students.
This lesson plan is appropriate to the student's level of English proficiency, with a focus on auditory material. Because of this suitability, the material taught makes it easy for students to understand it
This is a well-structured lesson plan suitable for elementary school English learners. The activities are interesting and will help students learn Listening in a fun and interactive way. Learning plans also include a variety of assessment opportunities to ensure that all students are learning.
This comment has been removed by the author.
ReplyDeleteGroup 12
ReplyDeleteDinda Fatimah (211230031)
Nazini (211230057)
Sajidah Qurrotu Aini (211230036)
Sources: https://files1.simpkb.id/guruberbagi/rpp/760985-1673933125.pdf
The Learning Objective in this lesson plan is that learners can complete, determine, compare and make sentences that are
comparative and superlative sentences correctly.
Steps to make a superlative sentence.
Observe the picture then make sentences using comparative and superlative adjectives.
superlative adjective.
The Scientific Approach method is a method that can be done through project-based learning methods, where learners will work collaboratively in addressing a specific problem or topic. This can help them understand the concepts of the scientific approach and build the necessary competencies in critical, creative, and strategic thinking.
Model:
- The first meeting of problem-based/PBL learning is; 1) orienting students to the problem, 2) organizing students to learn, 3) guiding individual and group investigations, 4) developing and presenting results, 5) analyzing and evaluating the problem solving process.
- 2nd meeting project-based learning (1) determining basic questions; (2) creating project designs; (3) scheduling; (4) monitoring project progress; (5) assessing results; (6) evaluating experiences.
Media
- ppt or canva
- laptop and projector
- super minds (student's book and workbook)
- YouTube video
Learning resources
- Super minds (student's and workbook)
- YouTube video
(https://www.youtube.com/watch?v=wXiD0FdON7k
https://www.liveworksheets.com/mt2320767sa
https://www.youtube.com/watch?v=K1Rs793CjgE
https://www.liveworksheets.com/ba22880371
1. Assessment techniques
a. Attitude: observation during learning (cooperation, discipline, responsibility
answer)
b. Knowledge: Written Test (attached)
c. Skills: Performance during presentations and discussions
2. Form of Assessment
a. Observation
b. Written test
c. Performance/product
d. Assessment instrument
3. Follow-up Activities
-Enrichment learning materials
Complete the sentences based on the pictures provided
-Remedial teaching materials
Use of comparative and superlative adjectives in incomplete sentences
His analysis:
1. Assessment Technique:
a. Attitude: (Non-Test Technique)
b. Knowledge: (Test Technique)
c. Skills: (Non-Test Technique)
2. Form of Assessment:
a. Observation: The teacher observes and records students' attitudes during learning, such as cooperation, discipline and responsibility.
b. Written Test: This test is used to measure students' knowledge in English.
c. Performance/Product: Assessment is carried out based on student performance during presentations and discussions, as well as the products produced by students during learning.
d. Assessment Instrument: Used to assess students' attitudes, knowledge and skills according to predetermined criteria.