MEUTIA HERZA PUTRI
18018069
/ K1-18
ENGLISH
FOR YOUNG LEARNER
LESSON
PLAN OF TEACHING READING
Level : Grade 5 & 6
Aim : Students will be able to
read and understand a simple sentence.
Language : Final
word blend /-nk/; Bank, drink, junk
Time : 70 minutes
Technique : Teaching Phonics, doing a shared reading by using
the storybook and creating the comprehension activities by using the worksheet.
|
Steps |
Material
and Media |
Scenario
(Teacher-Students) |
|
Warm-up |
(Rhythm: hey tayo)
How are you? How are you? Are you ready for today? Good morning Good morning We will have some fun today Everybody clap your hand! Everybody stomp your feet! Everybody go peek a boo And one two three and woooo
How are you? How are you? Are you ready for today? Good morning Good morning We will have some fun today Everybody clap your hand! Everybody stomp your feet! Everybody go peek a boo And one two three and woooo
|
Teacher comes to the class bring the materials then puts the
materials on the table.
Teachers will stand in front of the class and next teacher greets
the students.
Teacher: Good Morning students! Students: Good Morning miss Teacher: How are you today? Fine? Students: I’m fine miss Teacher: Great! Now everybody stand up please, stand up, come on,
stand up please and let’s sing our song first. Students: Yes, miss Teacher: Ok, let’s sing it together 1, 2, 3
Teacher and students sing the warm up song together.
Teacher: Yeayy, good sing everyone and now you may sit back in
your own seat.
|
|
Introduce
the new material
(Teaching
Phonics – initial word by sound spelling activity) |
Flashcard bank, drink, junk ·
This
is a bank ·
This
is a drink ·
This
is a junk ·
The
sound of “b” in Bank ·
The
sound of “a” in Bank ·
The
sound of “ba” in Bank ·
The
sound of “n” in Bank ·
The
sound of “k” in Bank ·
The
sound of “nk” in drink ·
The
sound of “bank” in drink ·
The
sound of “d” in Drink ·
The
sound of “r” in Drink ·
The
sound of “i” in Drink ·
The
sound of “dri” in Drink ·
The
sound of “n” in Drink ·
The
sound of “k” in Drink ·
The
sound of “drink” in drink ·
The
sound of “nk” in drink ·
The
sound of “j” in junk ·
The
sound of “u” in junk ·
The
sound of “ju” in junk ·
The
sound of “n” in junk ·
The
sound of “k” in junk ·
The
sound of “nk” in junk ·
The
sound of “junk” in junk |
Teacher gets ready to teaching phonics. Teacher prepares the
flashcard and whiteboard with the marker
Teacher: Let’s start our class today! Students: OK miss Teacher: please look at this card. Students, when you save your
money, you go to the bank. This is a bank. (showing them a bank flashcard) Repeat after me, this is a
bank. Students: this is a bank Teacher: What is it again students? Students: a bank Teacher: Ok good. Now, when you get thirsty, you have to drink a
drink. So, this is a drink (showing
them a drink flashcard) repeat after me students, this is a drink. Students: this is a drink. Teacher: What is it again students? (showing them a drink card) Students: a drink miss Teacher: Great! Now, when you write something in a paper and
there is a mistake then you throw the paper into the trash. The paper is
called junk, so this is a junk. (showing
them a junk card) Repeat after me, this is a junk. Students: This is a junk Teacher: Good. What is it again students? (Showing them a junk
card) Students: a junk Teacher: OK great, now please look at the whiteboard. a bank (write “a bank” on the whiteboard). This is B (circle
the letter “B” with the finger) stands for bank and it sounds /b/, follow
me /b/, /b/, /b/ Students: /b/, /b/, /b/ Teacher: Next, this is A (circle
the letter “A” with the finger) and it sounds /a/, follow me /a/, /a/,
/a/ Students: /a/, /a/, /a/ Teacher: then, this is ba (circle
the letters “ba” with the finger) and it sounds /ba/, follow me /ba/, /ba/,
/ba/ Students: /ba/, /ba/, /ba/ Teacher: repeat after me again /b/ /a/ /ba/, /b/ /a/ /ba/, /b/
/a/ /ba/, /ba/, /ba/, /ba/ Students: /b/ /a/ /ba/, /b/ /a/ /ba/, /b/ /a/ /ba/, /ba/, /ba/,
/ba/ Teacher: good, next this is N (circle the letter “N” with the finger) and it sounds /n/, follow
me /n/, /n/, /n/ Students: /n/, /n/, /n/ Teacher: then, this is ban (circle
the letters “ban” with the finger) and it sounds /ban/, follow me /ban/,
/ban/, /ban/ Students: /ban/, /ban/, /ban/ Teacher: repeat after me again /b/ /a/ /n/ /ban/, /b/ /a/ /n/
/ban/, /b/ /a/ /ban/, /ban/, /ban/, /ban/ Students: /b/ /a/ /n/ /ban/, /b/ /a/ /n/ /ban/, /b/ /a/ /ban/,
/ban/, /ban/, /ban/
Teacher: and this is K (circle
the letter “K” with the finger) and it sounds /k/, follow me /k/, /k/,
/k/ Students: /k/, /k/, /k/ Teacher: now, we read this word is bank. Repeat after me /b/ /a/
/n/ /k/ /bank/, /b/ /a/ /n/ /k/ /bank/, /b/ /a/ /n/ /k/ /bank/. Students: /b/ /a/ /n/ /k/ /bank/, /b/ /a/ /n/ /k/ /bank/, /b/ /a/
/n/ /k/ /bank/. Teacher: OK great, now a drink (write “a drink” on the whiteboard). This is D (circle
the letter “B” with the finger) and it sounds /d/, follow me /d/, /d/,
/d/ Students: /d/, /d/, /d/ Teacher: Next, this is r (circle
the letter “r” with the finger) and it sounds /r/, follow me /r/, /r/,
/r/ Students: /r/, /r/, /r/ Teacher: Good, then this is i (circle the letter “i” with the finger) and it sounds /i/, follow
me /i/, /i/, /i/ Students: /i/, /i/, /i/ Teacher: then, this is dri (circle
the letters “dri” with the finger) and it sounds /dri/, follow me /dri/,
/dri/, /dri/ Students: /dri/, /dri/, /dri/ Teacher: repeat after me again /d/ /r/ /i/ /dri/, /d/ /r/ /i/
/dri/, /d/ /r/ /i/ /dri/, /dri/, /dri/, /dri/ Students: /d/ /r/ /i/ /dri/, /d/ /r/ /i/ /dri/, /d/ /r/ /i/
/dri/, /dri/, /dri/, /dri/ Teacher: good, next this is N (circle the letter “N” with the finger) and it sounds /n/, follow
me /n/, /n/, /n/ Students: /n/, /n/, /n/ Teacher: then, this is drin (circle the letters “drin” with the finger) and it sounds
/drin/, follow me /drin/, /drin/, /drin/ Students: /drin/, /drin/, /drin/ Teacher: repeat after me again /d/ /r/ /i/ /n/ /drin/, /d/ /r/
/i/ /n/ /drin/, /d/ /r/ /i/ /n/ /drin/, /drin/, /drin/, /drin/ Students: /d/ /r/ /i/ /n/ /drin/, /d/ /r/ /i/ /n/ /drin/, /d/ /r/
/i/ /n/ /drin/, /drin/, /drin/, /drin/ Teacher: and this is K (circle
the letter “K” with the finger) and it sounds /k/, follow me /k/, /k/,
/k/ Students: /k/, /k/, /k/ Teacher: now, we read the word drink. Repeat after me /d/ /r/ /i/
/n/ /k/ /drink/, /d/ /r/ /i/ /n/ /k/ /drink/, /d/ /r/ /i/ /n/ /k/ /drink/. Students: /d/ /r/ /i/ /n/ /k/ /drink/, /d/ /r/ /i/ /n/ /k/
/drink/, /d/ /r/ /i/ /n/ /k/ /drink/. Teacher: OK great, now a junk (write “a junk” on the whiteboard). This is J (circle
the letter “J” with the finger) and it sounds /j/, follow me /j/, /j/,
/j/ Students: /j/, /j/, /j/ Teacher: Next, this is u (circle
the letter “u” with the finger) and it sounds /u/, follow me /u/, /u/,
/u/ Students: /u/, /u/, /u/ Teacher: then, this is ju (circle
the letters “ju” with the finger) and it sounds /ju/, follow me /ju/, /ju/,
/ju/ Students: /ju/, /ju/, /ju/ Teacher: repeat after me again /j/ /u/ /ju/, /j/ /u/ /ju/, /j/
/u/ /ju/, /ju/, /ju/, /ju/ Students: /j/ /u/ /ju/, /j/ /u/ /ju/, /j/ /u/ /ju/, /ju/, /ju/,
/ju/ Teacher: good, next this is N (circle the letter “N” with the finger) and it sounds /n/, follow
me /n/, /n/, /n/ Students: /n/, /n/, /n/ Teacher: then, this is jun (circle
the letters “jun” with the finger) and it sounds /jun/, follow me /jun/,
/jun/, /jun/ Students: /jun/, /jun/, /jun/ Teacher: repeat after me again /j/ /u/ /n/ /ju/, /j/ /u/ /n/
/jun/, /j/ /u/ /n/ /jun/, /jun/, /jun/, /jun/ Students: /j/ /u/ /n/ /ju/, /j/ /u/ /n/ /jun/, /j/ /u/ /n/ /jun/,
/jun/, /jun/, /jun/ Teacher: and this is K (circle
the letter “K” with the finger) and it sounds /k/, follow me /k/, /k/,
/k/ Students: /k/, /k/, /k/ Teacher: now, we read the word junk. Repeat after me /j/ /u/ /n/
/k/ /junk/, /j/ /u/ /n/ /k/ /junk/, /j/ /u/ /n/ /k/ /junk/. Students: /j/ /u/ /n/ /k/ /junk/, /j/ /u/ /n/ /k/ /junk/, /j/ /u/
/n/ /k/ /junk/. Teacher: Ok great students, now what is it again? (showing them the bank card) Students: Bank Teacher: Yes correct, this is a bank. Then, how does it sounds? (showing them the “B” card) Students: /b/ Teacher: Yes /b/, /b/ bank. Ok, how about this one? (show the “n” card) Ally: /n/ miss Teacher: are you sure ally? Ally: Yes miss Teacher: you are right ally. How about this one? (Showing the “Drink” card) Students: drink miss Teacher: Yes, this is a drink. And how to spell it students? (Showing the “D, R, I, N, K” cards) Students: /d/ /r/ /i/ /n/ /k/ /drink/, /d/ /r/ /i/ /n/ /k/ /drink/,
/d/ /r/ /i/ /n/ /k/ /drink/. Teacher: Yes /d/ /r/ /i/ /n/ /k/ /drink/, /d/ /r/ /i/ /n/ /k/
/drink. Now about
this one? (Showing the
“junk” card) Students: Junk Teacher: Yes correct, this is a Junk. Then, how do we spell it? (showing them the “J, U, N, K” card) Students: /j/ /u/ /n/ /k/ /junk/, /j/ /u/ /n/ /k/ /junk/, /j/ /u/
/n/ /k/ /junk/. Teacher: Yes /j/ /u/ /n/ /k/ /junk/, /j/ /u/ /n/ /k/ /junk/. Good
job everyone. |
|
Practice
1 Story
Telling |
Story: Go
to the Bank Today, Frank
goes to the bank to save his money with his mommy. Mommy said that money
should be saved in the Bank for the protection. On the way to the bank, Frank
gets thirsty, so he says “Mom, I’m so thirsty”. Then, mommy answers “Let’s go
the mini-market to buy a drink.” After that, Frank and his mommy go to the
market to buy a drink. In the front of mini-market, he sees a Kentucky fried
chicken. “Mom, can I buy the Kentucky fried chicken?” asks Frank. “No Frank,
it’s a junk food and it’s not healthy” mommy says. “Ok mam” Frank answers.
After buying a drink and drinking it, Frank and mommy continue their walk to
the Bank. |
(Teacher takes the story book from her table) (Teacher stands in front of the class)
Teacher: So now, who wants to listen a story? Students: me miss, me Teacher: Ok, now please listen to the story. Can you all see me?
(Teacher tells the story book with the storybook in her hand)
Teacher: The title of this story is “Go to the bank”. Do you want
to listen is? Yes? Ok. “Today, Frank goes to the bank to save his money with his mommy.” So who’s going to the bank, students? Students: Franks and his mommy Teacher: yes, Frank and his mommy. Which one is Frank? Students: (Pointing Frank) that wearing blue shirt. Teacher: yes, that wearing the blue shirt one. And which one is
Mommy’s frank? Students: (Pointing Mommy) that wearing purple shirt. Teacher: Good! Mommy’s Frank is the one who is wearing the purple
shirt one. Next, “Mommy said that money should be saved in the money for the
protection” Do you save your money in the bank like Frank, students? Students: noo miss Teacher: no? Jae: I save it in my piggy bank Teacher: Oh you save your money in your piggy bank? That’s good.
Next, “On the way to the bank, Frank gets thirsty, so he says “Mom, I’m so
thirsty”. Then, mommy answers “Let’s go the mini-market to buy a drink.”
After that, Frank and his mommy go to the market to buy a drink.” So Frank
and his mom go to the mini-market to buy a drink because he is thirsty.
Students what’s your favorite drink in the mini-market? Lia: Milk Brian: Kopi ABC Teacher: Ok, then, “In the front of mini-market, he sees a Kentucky
fried chicken. “Mom, can I buy the Kentucky fried chicken?” asks Frank. “No
Frank, it’s a junk food and it’s not healthy” mommy says. “Ok mom” Frank answers.” So students, Kentucky fried chicken it’s not healthy because that
is a junk food. Do you like eat Kentucky fried chicken like Frank? Brian: I like it miss Teacher: you have to eat it less now brian because that is not
healthy OK? Brian: OK, miss Teacher: Ok, at the end “After buying a drink and drinking it,
Frank and mommy continue their walk to the Bank.” And the story is end. How
was the story students? Do you like it? Students: Yes I like it, miss (Teacher puts the story book back to the table) (Teacher takes the worksheet papers and walks to in front of the
class) (Teacher stands in front of the class)
Teacher: students, after listening to the story, let’s answer
some questions in this worksheet. (Showing the worksheet)
(Teacher distributes the worksheets)
Teacher: Now, please answer the questions by coloring the true
ones with blue and the false ones with red. I give you 5 minutes to answer it. Let’s go!
(After 5 minutes)
Teacher: OK, please collect it to me.
(Students collect the worksheet to the teacher)
Teacher: Thank you students, now please may sit in your own seat. |
|
Practice
2 Song |
(Rhythm: Baby Shark)
Consonant blend N and K Ending sound Nk nk nk Come on letter N and K What’s your sound? Nk nk nk Drink drink drink Nk nk nk Junk junk junk Nk nk nk Bank bank bank Nk nk nk Drink junk Bank Come on letter N and K What’s your sound? Nk nk nk Drink Junk Bank Nk nk nk Drink Junk Bank
|
Teacher prepares herself for the next activity
Teacher: students, Let’s sing a song together. But you have to
listen it first then we sing it together. Students: OKAY MISS Teacher: So please listen to 1 2 3 …. Students: (Listen to the teacher) Teacher: (Sing the
song) Consonant blend N and K Ending sound Nk nk nk Come on letter N and K What’s your sound? Nk nk Drink drink drink Nk nk nk Junk junk junk Nk nk nk Bank bank bank Nk nk nk Drink junk Bank Come on letter N and K What’s your sound? Nk nk nk Drink Junk Bank Nk nk nk Drink Junk Bank Teacher: Ok, now we sing it together! Students: Hooray!! Teacher: 1 2 3…
(Teacher and students sing the song together)
Teacher: Students please say /n/ Students: /n/ Teacher: say /k/ Students: /k/ Teacher: Good! Come on letter N and K, what’s your sound? Students: /nk/, /nk/, /nk/ miss Teacher: Good job students! |
|
Practice
3 Game |
Game: One, two, three
Procedure of the game: ·
Students
are asked to make a big circle. ·
The
teacher will play a song then students must walk rotate the circle and clap
their hand ·
When
the music stops, teacher will mention a number then students should make a
group which consists of members that based on the number mentioned. For the
example, when teacher say “4”, students should make a circle consists of 4
members. ·
If
there are students who do not get the group they will be asked some question
by the teacher. ·
Those
students will get a star sticker if they can answer the questions correctly,
and if the answers are false, the students will get a punishment. The
punishment is they have to try 5 animal voices. ·
This
is done until we get 5 students who don’t get their groups. |
Teacher stands in front of class Teacher: OK everyone, let’s play a game. Do you want to play a
game? Students: Yes Teacher: All right. Now we are going to play one two three game.
Does someone know? Students: No miss Teacher: no? Okay, so first please make a big circle! Come on
students. Ok great. When the music start please walk around the circle and
clap your hand and do that until the music stop. Next, Miss will mention a
number for you then you have to make a group of the number that miss
mentioned before. For the example, when miss say 4, you should make a circle
group that consists of 4 members. Do you understand? Students: Got it miss Teacher: Prepare yourself students because if you don’t join in a
group, you will get a wonderful punishment. Students: All right miss Teacher: Ok good, let’s start in 3 2 1 go!
(The music starts) (Students walk around and clap) (The music stops)
Teacher: I say 5
(Students find their pair) (two students do not join a group)
Teacher: ooo we get Ridha and Indri here. Ok Ridha can you tell
me what is it? (Showing the
bank card) Ridha: hmmm bank miss Teacher: are you sure? Ridha: Yes miss Teacher: Good! And Indri how does it sound? (Showing the “B A N K” card) Indri: /b/ /a/ /n/ /k/ miss Teacher: Great, indri! Ok everyone, repeat after me. /b/ /a/ /n/
/k/ bank, /b/ /a/ /n/ /k/ bank Students: /b/ /a/ /n/ /k/ bank, /b/ /a/ /n/ /k/ bank Teacher: Good job everyone! Now I will give Ridha and Indri star stickers.
Here is for you! ok students do you want to play it again? Students: YESS MISS
(The music starts) (Students walk around and clap) (The music stops)
Teacher: I say 5
(Students find their pair) (one student does not join a group)
Teacher: ooo we get Ally here. Ok Ally can you tell me what is
it? (Showing the drink card) Ally: hmmm junk miss Teacher: are you sure? Ally: Yes miss Teacher: aaa. Can someone help Ally to answer what it is? Students: Drink miss Teacher: Yes, this is a drink. Good students and how about the
sounds? (Showing the
“D, R, I, N, K” cards) Students: /d/ /r/ /i/ /n/ /k/ Teacher: That’s right. Ok everyone repeat after me. /d/ /r/ /i/
/n/ /k/ /drink/, /d/ /r/ /i/ /n/ /k/ /drink/. Students: /d/ /r/ /i/ /n/ /k/ /drink/, /d/ /r/ /i/ /n/ /k/ /drink/. Teacher: good! Alright, since Ally could not answer correctly,
can you give us 5 animal voices? Ally: 5 miss Teacher: Yes 5, please Ally: (try to sound chicken, cat, tiger, cow, and mouse voice) Teacher: Thank you Ally! Ok students do you want to play it one
more time? Students: YESS MISS
(The music starts) (Students walk around and clap) (The music stops)
Teacher: I say 3
(Students find their pair) (one student does not join a group)
Teacher: ooo we get Niki here. Ok Niki can you tell me what is
it? (Showing the junk card) Niki: hmmm junk miss Teacher: good, this is a junk. Good Niki and how about the sound?
(Showing the “J, U, N, K” card) Niki: /j/ /u/ /n/ /k/ Teacher: That’s right. Ok everyone repeat after me. /j/ /u/ /n/
/k/ /junk/, /j/ /u/ /n/ /k/ /junk/. Students: /j/, /j/ junk Teacher: Good job everyone! Now I will give Niki a star sticker.
Here is for you, Niki! Niki: Thank you miss Teacher: Students, do you still remember what it is? (Showing the bank card) Students: Bank Teacher: Yes correct, this is a bank, and how about the sounds? (Showing the “B, A, N, K” cards) Students: : /b/ /a/ /n/ /k/ Teacher: Yes /b/
/a/ /n/ /k/ bank. How about this one? (Showing the drink card) Students: drink Teacher: Yes, this is a drink. And how does it sound? (Showing the “D, R, I, N, K” card) Students: /d/ /r/ /i/ /n/ /k/ Teacher: Yes /d/ /r/ /i/ /n/ /k/ /drink/. How about this one? (Showing the junk card) Students: junk Teacher: Yes, this is a junk. And how does it sound? (Showing the “J, U, N, K” card) Students: /j/ /u/ /n/ /k/ Teacher: Yes /j/ /u/ /n/ /k/ /junk/. Good job everyone. Now
please sit in your seat! |
|
Practice
4 (Crafting
activities) |
Crafting activity – word tower
Media: ·
Tower ·
Cartoon
with the random letters ·
Scissors ·
Double
tips ·
Flashcard
The procedure of the activity: ·
The
teacher distributes all the word tower pieces to the students. ·
Each
students will get different card of things with blend word –nk ·
Students
cut the letter in the cartoon according to the card that they get. For
example, they get “Bank” so they cut the B, A, N, and K letter. ·
After
cutting it, the end of the scrap cartoons are affixed with the double tip to
make a circle. ·
Then,
arrange the cartoon into the tower based on the card they get.
Cards of: ·
A
bank ·
A
drink ·
A
junk
|
(Teacher prepares the crafting pieces in the table)
Teacher: Student, it is crafting time. Students: YESSS Teacher: Okay, wait I’ll share these are first.
(Teacher distributes all the tower pieces)
Teacher: In your desk, you have a cartoon with random letters,
then a tower, a scissor, a double tip, and a flashcard. So do you have any
ideas about that? Lia: Miss, do we arrange the letter into the tower? Teacher: That’s right. So in this activity you have to arrange
the letters of thing that you get in your card. First you have to cut the
letter in the cartoon. Then, you stick it with the double tip to make a
circle. And last arrange it into the tower. Do you get it? Students: Yes miss Teacher: Make sure you have double tip in your desk. If you don’t
have, please tell me. Brian: Miss, I cannot find my double tip. Teacher: yes Brian, you cannot find your double tip? Ok wait…
this is your double tip. Brian: Thank you miss Teacher: you can do now students
(Students do crafting) (Teachers walk around to see the students work)
Teacher: did
you finish, Lia? Lia: Not yet miss Teacher: Ok, let’s make it finish, Lia. Lia: Okay miss Teacher: Mina, finish? Mina: Yes miss Teacher: good! Mina how does it sound? (Pointing the letter “U”) Mina: /u/ Teacher: /u/ Great mina.
(minutes later)
Teacher: have you finished, students? Students: Yess miss Teacher: Good! Just left your work on your desk and prepare for
coming back to home. Students: HOORAY Teacher: Jae your pencil is on the ground. Jae: Thank you miss Teacher: You are welcome! |
|
Wrap
up |
(Rhythm: makan jangan asal makan – nusa rara)
I’m glad you come today my students Goodbye goodbye to everyone I’m glad you come today It’s time to end the day I’m glad you come today my students Goodbye goodbye to everyone I’m glad you come today It’s time to end the day and say a big HOORAY HOORAY
Don’t forget saying hamdalah Giving our friends a big hug Don’t forget saying goodbye One two three one two three goodbye goodbye goodbye Don’t forget saying hamdalah Giving our friends a big hug Don’t forget saying goodbye goodbye goodbye goodbye goodbye goodbye goodbye goodbye GOODBYE
|
Teacher prepares to end the class
Teacher: students, our lesson time almost done. To finish the
class let’s sing our last song. Students: HOORAY Teacher: let’s sing together 1 2 3…
(Teacher and students sing together)
Teacher: see you later, students!! |
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