1. General Information on Teaching Tools Name Zuraida Fitri Institution Name SMP Negeri 11 Sungai Raya Year Drafting Module 2024 Teach School Level Junior High School Class VIII (Eight) Time Allocation 1 x 40 Minutes 2. Phase D Learning Objectives At the end of phase D, students use spoken, written and visual texts in English to interact and communicate in more diverse contexts and in formal and informal situations, various text types such as narratives, descriptions, procedures, specialized General Learning Objective (CP) texts (short messages, advertisements) and original texts are the main references in learning English in this phase. Students use English to discuss and convey wishes/feelings. Their understanding of written texts is growing and inference skills begin to emerge when understanding implied information. They produce written and visual texts in structured English with a wider range of vocabulary. They understand purpose and audience when producing written and visual texts in English. Elements of Writing – Presenting At the end of Phase D, students are able to communicate their ideas and experience through simple, organized paragraphs, CP Element/Domain/Skill Focused demonstrating a developing use of specific vocabulary and simple sentence structures. Using models, they plan, create and present informative, imaginative and persuasive texts in simple and compound sentences to structure arguments and to explain or justify a position. They are able to include basic information and detail, and also vary their sentence construction in their writing. Students express ideas in the present, future, and past tenses. They use time markers, adverbs of frequency and common conjunctions to link ideas. Their attempts to spell Students can use speaking skills to share information about Specific Learning objectives themselves and their families, modeling how to introduce themselves clearly and concisely. Knowledge and/or Skills/Prerequisite Students are assessed on their ability to introduce themselves Competencies clearly and concisely, and to share information about themselves and their families. 3. Formative Assesment Criteria Section 1 1. (C1): Students can identify basic information about Galang from Kalimantan. 2. (C2): Students can summarize information about daily life and culture of Galang from Kalimantan. 3. (C3): Students can relate information about the life of Galang from Kalimantan to their own personal experiences or stories they are familiar with. Section 2 1. (C4): Students can compare between their own lives and the lives of Galang from Kalimantan. 2. (C5): Learners can conclude what they have learned. (C6): Learners can make sentences related to themselvesPreliminary activities How to Conduct an Assessment Written Product Texts containing learners' daily activities 4. Pancasila Student Profile 1. Have faith, devotion to God Almighty, and noble character. 2. Independent. Related Pancasila Student Profiles 3. Mutual cooperation. 4. Critical reasoning. 5. Creative 5 Facilities and infrastructure 1. LCD Projector Facility 2. Laptops 3. Po 4. Net Working 6. Learners Student Category Regular students Number of Students 28 Students 7. Learning Models and Methods Learning model • Face to face • Distance learning (online) • Distance learning (offline)
• Problem Based Learning (PBL)
a) Orientation to the problem b) Organizing students to learn c) Guiding individual or group investigations d) Developing and presenting work e) Analyzing and evaluating the problem-solving process • Project Based Learning (PjBL) a ) Fundamental question b ) Design a product plan c ) Develop a manufacturing schedule d ) Monitoring project activity and progress e ) Testing the result 1. f ) Evaluate the learning experience Learning methods Group discussion 8. Assessment How to Assess Individual assessment rubric (attached) Type of Assessment Formative in written form (descriptive text) a) Primary Source • Ministry of Education and Culture. 2021. Ba, Grade VII Student Book, Tools and materials Jakarta; Center for Curriculum and Bookkeeping. • Laptop b) Alternative Sources 1. Teachers can also use alternative learning resources found in the surrounding environment and adapted to the theme being discussed.
Closing Activities (10 minutes)
1. Summary of Material: Review the key points about Galang's character that have been discussed today. 2. Reflection: Ask students to reflect on what they learned today and how it can relate to their own experiences or knowledge. 3. Homework: Provide homework related to the topic, such as writing a short essay on the similarities and differences between themselves and Galang's character. 1. Praise: Conclude by appreciating the students for their participation and effort during today's lesson. Encourage them to stay enthusiastic in their learning. 9. Reflection • What are the difficulties in using the PBL and PjBL Teacher Reflection teaching models? • Does the teaching and learning process run as planned? • Do the students participate in class activities?
• I learned basic vocabulary in introducing myself, such
as name, age, origin, occupation/employment status, and hobbies. • I understand some simple sentence patterns used to Student Reflection introduce myself, such as "My name is...", "I am... years old", "I am from...", and so on. • I easily understand the introduce yourself material by discussing with my group mates. • I feel that learning English introduce yourself today is fun.
10. Bibliography Damayanti, EL, et al. (2022). English for Nusantara for SMP/MTs Class VII.