LESSON PLAN CURRICULLUM MERDEKA 2023

ENGLISH LANGUAGE ELEMENTARY SCHOOL

By Anisa Fitri

MODULE IDENTITY
Name : Anisa Fitri
Institution : SD Negeri 1 Empang Bogor
Year of Preparation : Year 2023
School Level : Elementary School
Subject : English
Phase / Class :B/4
Semester : 2 (Genap)
Unit / Theme : 9 / I go to school after having breakfast
Time Allocation : (2 X 35 Minutes) meeting 1

1. INITIAL COMPETENCE
 Students are able to identify daily activities.

 Students can talk about daily activities related to time.

2. PANCASILA STUDENT PROFILE

 Faithful and devoted to God Almighty and of noble character.
 Mutual cooperation
 Independent
 Creative
3. FACILITIES AND INFRASTRUCTURE
 Learning Resources: (Ministry of Education, Culture, Research, and
Technology of the Republic of Indonesia, 2021 My Next Words
Grade 4 Student’s Book For Elementary School, Authors: EYLC
Team and Internet), Student worksheets
 Learning Equipment: Laptop, Audio Aids (Speakers), Projector,
Whiteboard, and Stationery, such as Markers or Chalk.

4. STUDENT TARGETS
 Regular/typical students: general, no difficulty in digesting and
 understanding the teaching material.
 High-achieving students: digest and understand quickly, capable of
achieving higher-order thinking skills (HOTS), and possess
leadership skills.
5. NUMBER OF STUDENTS
 Minimum 15 students, Maximum 28 students
6. LEARNING MODEL
 Project Based Learning

CORE COMPONENTS
A. LEARNING ACTIVITY OBJECTIVES
 Learning Outcomes: Writing - Presenting
Learners communicate their ideas and experiences through drawings and writing. With the
teacher's help, they produce simple description and procedure texts using simple
words/phrases and pictures. They write simple vocabulary related to the classroom and
home environment in English using the child's own invented spelling.

 Listening - Speaking
Learners are able to use English to interact in a wider range of social and classroom
situations that are predictable (routine) using sentences with certain patterns. They
change/substitute some sentence elements to be able to participate in routine classroom
and learning activities, such as conveying feelings, expressing needs, and asking for help.
They understand the main idea of orally conveyed information with visual aids, and use
simple vocabulary. They follow simple sets of instructions related to classroom
procedures and learning activities with visual aids.
 Learning Objectives:

By the end of Unit 9, learners will be able to name daily activities using the simple present
and be able to talk about daily activities in relation to time.

B. MEANINGFUL UNDERSTANDING
  Learners are able to name daily activities using the simple present
and are able to talk about daily activities in relation to time.

C. TRIGGERING QUESTIONS
 How to say good morning in English?
 How to say wake up in English?
D. LEARNING ACTIVITIES
Preliminary Activity
1. Learners and teachers greet each other in English then prepare themselves to follow the
learning in an orderly manner.
2. The learner who gets the turn to lead the prayer to start the learning process.
3. Learners answer questions from the teacher about their feelings and health conditions
on that day while the teacher takes attendance.

Core Activity
Look and Say
1. The teacher informs the learners that today they will learn to mention the activities they
do everyday.
2. The teacher shows the picture card/flash card and the learners observe the picture.
3. Learners pronounce some of the daily activities in the picture with the teacher's help
correctly (get up, take a bath, brush your teeth, pray, have breakfast, go to school, ect).
4. Learners answer questions given by the teacher using flash cards for question and
answer.
Example of teacher's question for learners:
“What is this?”
“What does he/she do?”
5. Learners name some of the activities on the picture cards.
6. Learners restate some of the daily activities in the book pages 98 to 100.)
Look and Circle
1. The teacher mentions the students' activities today, referring to the pictures of activities
that have been learned previously.
2. The teacher demonstrates some movements of activities that are often done in front of
the class.
3. The students mention the activities that the teacher does in front of the class.
4. The students look at the textbook on page 105 with the teacher's guidance.
5. The students circle the activities they often do daily according to the teacher's
instructions.
Example of the teacher's instruction:
“Let’s circle what do you do every day?”
6. The students circle the activities they do.
Look and Write
1. The teacher mentions the next activity, which is to do the exercises in the students'
books.
2. The students look at the vocabulary provided on page 107 and read it one by one with
the teacher's guidance.
Example teacher's instruction:
“Let’s see the exercise in the book on page 107.”
"Look at the words in the box, is there any difficult word?"
"If not, please fill the words into the sentences."
3. The students read the questions and find the appropriate answers in the column on the
right.
4. Students receive grades according to their work.
Pair Work
1. Students are given examples of asking about activities and inquiring about the activities
being done.
Example of a teacher's question to a student:
Teacher: "What does (he/she) do?"
Cici: "(She/he) has breakfast"
Teacher: "What does (she/he) do at 6 o’clock?"
Cici: "Take a bath"
2. Students ask and answer questions with their desk mates about daily activities
according to the pictures.
3. Students conduct a survey by taking turns asking and answering questions.
Closing Activities
My New Words
1. At this stage, the teacher invites the students to repeat all the vocabulary about daily
activities (get up, take a bath, brush your teeth, pray, have breakfast, go to school) that
have been learned in unit 9.
Example of the teacher's instruction:
“Repeat after me, say the words (get up, take a bath, brush your teeth, pray, have
breakfast, go to school).”
2. The students take turns leading a prayer to conclude the learning process.
3. The students say greetings and thank you, then together with the teacher, they bid
farewell.
E. REFLECTION
Teacher's Reflection
1. What is the students' reaction to participating in the learning of this unit?
2. What are the obstacles in learning in this unit?
3. How is the achievement of success in the learning of this unit?
4. What are the important points to note in resolving the learning issues in this unit?
5. One word or sentence that describes the learning achievement in this unit?
Student Reflection:
Students pronounced vocabulary during today's lesson.
F. ASSESSMENT
In unit 9 of today's meeting, the assessment taken is listening from the textbook on page
108.
Answer key
1. wake up
2. brush my teeth
3. have dinner
4. go to school
5. play
6. water the flowers
7. study
8. have breakfast
9. go to sleep
10. read a book

TEACHING MATERIAL ATTACHMENTS