example of lesson plan of language's lesson for 3rd grade

                                                                              LESSON PLAN

                                                                                                                                                                       

Curriculum are Language Year level 3rd grade Topic Respect others by keeping others properties Date 16/4/12

DIAGNOSIS Students’ prior knowledge, attitudes

Students already know the way to respect teachers through the classroom rules

LEARNING OBJECTIVES Learning Behaviour

Students will enjoy video of Goldilock’s story by using infocus and see the correlation of its elements with the Goldilock’s story book (RS2.5.10) Students will be able to identify elements such as main characters, setting and events in Goldilock’s story by using book report’s table (RS2.5.14) Students will be able to respect others properties by asking permission before they use it and keeping it in good condition while they use it

Activity	Procedure	Materials	Time
OPENING Attention-getting Purpose of lesson Transfer (links with knowledge) Motivation for learning Check for Understanding	Read aloud Goldilock’s story book	Picture Story book	10 minutes
PRESENTATION Explain Information Demonstrate Use concrete Examples (& non) Check for Understanding	Questions: Where do Goldilock’s story take place? How about Goldilock’s character? What is the problem/conflict of the story? (NB for the students: conflict is struggling or disagreement between characters of the story) Which events that you like from this story? If become one of the three bears, what do you feel after you see your things such as sleeping bag become dirty and broken?Why? So, in other time, what should Goldilock do so that she will not make others become angry to her? Students orally tell their own opinions about the story by ask the questions above		15 minutes
GUIDED PRACTICE Related to the Learning Overt Behaviour (ie active) Practice without Penalty Check for Understanding	Fill book report’s table about Goldilock’s story	Copy of “book report’s table”	15 minutes
CLOSURE Statement of the Learning from Students Knowledge of Results for Teacher Another Check for Understanding	Students will conclude orally the moral lesson that brought by the story through a question: Why should you asking permission before you use things that is not your own? Respect is not just to your teachers and your parents but also to your friends. When you respect others, you will be respected by others too. Respect is to act in a way which shows that you are aware of (someone's rights, wishes, things, etc.)		10 minutes
INDEPENDENT PRACTICE Purpose Readiness Kinds and Levels Time and Feedback

EVALUATION Teacher (use back of sheet)
Student (use back of sheet)

tipe pembelajar dan beberapa metode mengajarnya

 The Van Brummelen’s four learning styles are(Van Brummelen,1998,p.109)  :

1.      Intuitors

Intuitive learners view concrete situations from different point of view, reflecting on their own experiences to reach conclusion; enjoy social interaction by listening and sharing ideas and perceptions. A key question for them is: “Why?”.  Teachers need to give the stimulation of problem solving to the students. The suitable professions of them are counselors, psychologists, and elementary school teachers.

2.      Intellectuals

Intellectual learners perceive interest in concepts and ideas; have intrapersonal intelligence; well in traditional classrooms; satisfy in thinking through problems. A key question for them is: “What?”. Teachers can help the gather, digest, and process facts and concepts. The suitable professions of them are planners, research scientists, and mathematicians.

3.      Implementers

Implement learners tend to act before they reflect; like to know the techniques how things work and solving concrete problems.  A key question for them is: “How?”. Teachers must let them practice their knowledge. The suitable professions for them are nurses, technicians and engineers.

4.      Inventors

Inventive learners are people of action and prefer to let their own ideas take flight; work with people; have good flexibility, improvisation, and creativity; pushy in their drive. A key question for them is: “What if?”. Teachers must let them discover and practice. The suitable professions of them are marketing and sales people, artists.

The learning style that most suits me is inventors. For me, theoretical explanation is important, but I prefer to complete my understanding with practicing it. I like to use my own ideas. I like to work with friends who I trust for, because I realize that I have weaknesses. I like to motivate and influence others with my views. As I am sure with my ideas, I pushy to do it until finishing stage. When I found a new thing and it has bright prospects for my purposes, I will grasp it.

The phase of learning that best suits inventors is transcendence. It makes the teachers realize that each of their students is unique(Van Brummelen, 2009, p.106). They can not force to be measure in the same standard. They need to develop their own ideas. The teachers have to provide opportunities and choices, stimulate and encourage. As a result students have the opportunities to make personal products, choose, solve challenging problem, imagine and create (Harro Van Brummelen, 2009, p.104). 

We can mix three of the strategies that could use in transcendence, such as:

1.      Dialogic Teaching (National Society for Education in Art & Design, n.d.)

Dialogic teaching is:

a.       Collective : teachers and children address learning tasks together;

b.      Reciprocal : teachers and children listen to each other;

c.       Supportive : children articulate their ideas freely;

d.      Cumulative : teachers and children build on their own and each others’ ideas and coherent lines of thinking and enquiry;

e.       Purposeful : teachers direct classroom talk with specific educational goals. There are three kinds of classroom talk:

·         Rote

·         Recitation

·         Instruction/exposition

In addition, such as:

·         Discussion

·         Scaffolded dialogue

For example of dialogic teaching application of recitation is:

Students have to answer in short answers after they have reading. The teachers give them opportunities to answer the questions. There are several questioning approaches that teachers can use, such as(National Society for Education in Art & Design, n.d):

ü  No hands questioning:  Pupils will be selected by the teacher to give an answer and gave by teacher the thinking time for 15-30seconds.

ü  Phone a friend: Those who cannot answer are allowed to nominate others to suggest an answer on their behalf, but they still have to provide their own answer or building on this.

ü  Fat questions: Pupils are not allowed to answer a question using less than e.g. 15 words.

Dialogic talking strategy can be used in all level of Bloom’s taxonomy. The example above might be use in the lowest level of Bloom’s taxonomy.

2.      Blended Learning (Big Dog & Little Dog’s Performance Juxtaposition, 2010)

People like to use a variety of tones, inflections, gestures, etc. to communicate ideas to others; teachers should also use them, it is called Blended Learning(Big Dog & Little Dog’s Performance Juxtaposition, 2010). Teachers have to consider two things before determine which media will they use(Big Dog & Little Dog’s Performance Juxtaposition, 2010). First, knowing of what learning platform they selected. Second, knowing of what are school’s constraints. For example, if schools have limited budgets to pay the native speaker to teach English lesson, they can buy a DVD which involves native speaker. Thus it is wise to know their media constraints, so they can plan the methods accordingly.

3.      Jigsaw’s cooperative learning (J.Tewksbury, Heather Macdonald, 2005)

The class is divided into several teams. Each team is preparing separate but related assignments. When all team members are prepared, the class is re-divided into mixed groups, with one member from each team in each group (hence the name "jigsaw").

Bloom's Taxonomy dalam IPS kelas 4 SD

Bloom’s Taxonomy	Definition (American Society of Civil Engineers,2005)	Illustrative Behavioral (eHOw Family, 2010)	Example (Retno Heny Pujiati, Umi Yuliati, 2008, p.89-100)
1.      Knowledge	Knowledge is defined as the remembering of previously learned material. Knowledge represents the lowest level of learning outcomes in the cognitive domain.	Students have to tell, describe, list, state, and name. Teacher can ask them to make lists of events, create time lines, list action sequences, and recite information.	Social science’s Lesson: List several historical heritage in various regions in Indonesia
2.      Comprehension	Comprehension is defined as the ability to grasp the meaning of material. Comprehension represents the lowest level of understanding.	Teacher asks students to explain, interpret, discuss, predict, or compare ideas, create illustrations to retell/ translating a text in their own words, discuss the main idea, compare one concept with another in terms of similarities or  differences, and by estimating future trends	Social science’s Lesson: Discuss the history of the historical heritage
3.      Application	Application refers to the ability to use learned material in new and concrete situations; include the application of such things as rules, methods, concepts, and principles. Its Learning outcomes require a higher level of understanding.	To get tangible result, students should be able to solve, show, use, construct, examine, or classify knowledge and understanding. Some application of ideas can be illustrated through model building, diagrams, dioramas, scrapbooks, or murals that significance to the topic.	Social science’s Lesson: Classify the forms of heritage and choose one form to be made into model building or 3D thing
4.      Analysis	Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood; include the identification of parts, relationship between parts, and recognition of the organizational principles involved. Its Learning outcomes represent a higher intellectual level.	Students should be able to distinguish, examine, compare, contrast, investigate, connect & explain her rationale. Teacher can assign activities, such as: “having students create questionnaires, conduct interviews, investigate or research information to support a view or opinion, write a biography, or prepare a report on a chosen topic.	Social science’s Lesson: Given a topic about Jakarta, students have to research information for the history of the birth of Jakarta and investigate the development of Christianity in there by count how many churches built during the colonial of Portuguese until the Dutch colonial.
5.      Synthesis	Synthesis refers to the ability to put parts together to form a new whole. Its learning outcomes stress creative behaviors, with major emphasis on the formulation of new patterns.	Students must first be able to invent, compare, plan, construct, imagine, propose, devise, or formulate. Some projects to consider are to invent a machine, design a building, to create a new product complete with a name & marketing campaign, to write a script for a play, choreograph a dance or compose a musical piece related to the topic. These can be monthly and be a final project.	Social science’s Lesson: Exhibition for the various kind of historical heritage in Indonesia and they have to choose one theme of the given themes, such as exhibition of the history of money’s form in Indonesia from the first of its appearance until the period before independence.
6.      Evaluation	Evaluation is concerned with the ability to judge the value of material for a given purpose based on definite internal criteria (organization) or external criteria (relevance to the purpose). Its learning outcomes are highest in the cognitive hierarchy.	Allow students to reflect on their processes an educational term known as meta-cognition. Students have to look outside of their self. They should be able to judge, select, debate, verify, and recommend. Teacher should encourage students to hold a panel discussion or write a letter inciting change.	Social science’s Lesson: Students have to make a conclusion of the questions that given by the visitors of their own table and make a reflection of all part of their own exhibition.

Bloom’s Taxonomy	Types of Question about Honesty
1.      Knowledge	What are the examples of events that relate to honesty?
2.      Comprehension	Can you distinguish the type of dishonesty? Why each type of dishonesty has formed in that manner?
3.      Application	Could this type of dishonesty happened in churches’ life?
4.      Analysis	Can you compare your view about the meaning of dishonesty with ‘turn from your selfish way’ as Jesus said in Mark 8:34?
5.      Synthesis	How many ways can you appear to give the solution to the father who must to explain his nine-year-old daughter that a joint she found in the top drawer of his desk at his room is a joint of marijuana?
6.      Evaluation	Do you think dishonesty is a good or bad thing?

NB: The types of question that written in the table referenced from the chapter of honesty lesson. (Eli H. Newberger, n.d)

References List

Heny Pujiati, N.,Yuliati, Umi.(2008).Cerdas Pengetahuan Sosial 4 : untuk SD/MI kelas IV.Jakarta:Pusat Perbukuan Departemen Pendidikan Nasional.

Van Brummelen, H.(1998).Walking With God in the Classroom-Christian Approaches to learning and teaching 2^nd Edition.Washington:Alta Vista College Press

Van Brummelen, H.(2009).Berjalan dengan Tuhan di dalam Kelas: Pendekatan Kristiani untuk Pembelajaran.Jakarta:Universitas Pelita Harapan

J.Tewksbury, Barbara., Heather Macdonald, R.(2005). Designing Effective and Innovative Courses

Topical Resources .Retrieved April 23, 2011, from http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/strategies.html

American Society of Civil Engineers.(2005). Retrieved April 23, 2010, from http://apps.asce.org/pdf/LevelsAchievement110205.pdf

Big Dog & Little Dog’s Performance Juxtaposition.(2010).Instructional Design-Media, Strategies and Methods. Retrieved April 23, 2011 from http://www.nwlink.com/~donclark/hrd/media.html

Eli Newberger.(n.d.). From “The Men They Will Become"Chapter 11 – HONESTY.Retrieved April 23,2011.from http://www.elinewberger.com/honesty.html