1. LESSON PLAN
Created by: Listiyadi Wahyu Palupy/081214079
Subject : English
Grade / Semester : VIII/2
Core Material : Narrative Text (Fable)
Meeting :
Time Allocation : 1 x 30 minutes
A. Core Competence:
1. Experiencing and applying their religion values
2. Experiencing and applying honesty, discipline, responsibility, care (helping one
another, cooperation, tolerance, peace), well-mannered, responsive, and pro-active
and to show attitude as a part of solution for problems to interact effectively in social
and natural environment and take a position as a reflection of nation in the world’s
association
3. Comprehending, applying, analyzing factual, conceptual, procedural knowledge and
meta- cognitive based on students' curiosity on science, technology, art, culture, and
humanity along with understanding of human nature, nationality, statesmanship, and
civilization in relation with causal phenomena and event, and implementing
procedural knowledge on specific examination field according with their talents and
preference to solve problems.
4. Processing, reasoning, and presenting in either concrete or abstract field related to the
development of what they have been learned in school independently, taking action
effectively and creatively, and being able to use methods which is suitable with
principles of science.
B. Basic Competence:
1.1 Being grateful for the chance that they able to learn English as an international
language that is accomplished in the learning enthusiasm.
2.3 Showing responsibility, care, cooperation and peace in doing the functional
communication.
3.14 Analyzing social function, text structure, and language feature in narrative text in
the form of fables in accordance with the context it use.
4.18 Grasping the meaning of spoken and written narrative text in the form of short
and simple fables, by paying attention to social function, text structure, and
language feature, which is credible and appropriate with the context.
1

2. C. Indicators:
Spiritual
1.1.1 Students are being grateful to God for the existence of English as international
language and communication.
Social
2.3.1 Students are able to be responsible during the learning process
2.3.2 Students show care during the learning process
2.3.3 Students are able to be cooperative during the learning process
2.3.4 Students are able to show peace
Knowledge
3.3.1 Students are able to identify the social function of narrative text in the form of
short and simple fables.
3.3.2 Students are able to identify language features of narrative text in the form of
short and simple fables. (Reading)
3.3.3 Students are able to read narrative text in the form of short and simple fables
from examples given in a form of written text. (Reading)
Skill
4.4.1 Students are able to identify the generic sturcture of written text about narrative
text in the form of short and simple fables. (Reading)
4.4.2 Students are able to identify the language features of written text about narrative
text in the form of short and simple fables. (Reading)
D. Objectives
Spiritual
1.1.1 At the end of the lesson, students are able to be grateful for having a chance to
learn English by making self-reflection (the benefits of learning narrative text in
the form of short and simple fables) in English correctly.
Social
2.3.1 Through learning material on narrative text in the form of short and simple
fables, students are able to be responsible for the task given consistently
2.3.2 Through learning material on narrative text in the form of short and simple
fables, students show care about their environment during the learning process
actively
2.3.3 Through learning material on narrative text in the form of short and simple
fables, students are able to work together with others during the learning process
cooperatively
2.3.4 Through learning material on narrative text in the form of short and simple
fables, students are able to show peace consistently
2

3. Knowledge
3.3.1 After learning material on narrative text in the form of short and simple fables,
students are able to identify the social function of narrative text in the form of
short and simple fables in English correctly
3.3.2 After learning material on narrative text in the form of short and simple fables,
students are able to identify language features of narrative text shaped of short
and simple fables) in English correctly
3.3.3 After learning material on narrative text in the form of short and simple fables,
students are able to identify generic structure of narrative text shaped of short
and simple fables from examples given in a form of written text in English
correctly
3.3.4 After learning material on narrative text in the form of short and simple fables,
students are able to identify generic structure of narrative text shaped of short
and simple fables from examples given in a form of audio or spoken text in
English correctly
Skill
4.4.1 After learning material on narrative text in the form of short and simple fables,
students are able to read written text (reading) in narrative text shaped of short
and simple fables in English appropriately
4.4.2 After learning material on narrative text in the form of short and simple fables,
students are able to produce written text (writing) in narrative text shaped of
short and simple fables in English appropriately
E. Learning Materials
1. Social function of narrative text shaped of short and simple fable:
• To tell a story about something or someone.
• To entertain or amuse, stimulate emotions, motivate, give and teach the readers.
• A narrative story usually has moral value.
2. Generic structure about narrative text shaped of short and simple fable:
a) Orientation: Introduce the participants and informing the time and the place. It
also introduces some characters involved in this genre.
b) Complication: Describe the rising crises which the participants have to do with
or among participants relationship in a process of social interaction.
c) Resolution: Show the way of participant to solve the crises, better or worse.
The end can be open ended or close ended. Open ended is a conclusion that
depends on the perception of the readers. Whereas, close ended is an end of a
story in which the conclusion is early stated.
d) Re-orientation: The ending of the story. (Optional)
e) Coda: This summarizes the point of the story.
3. Language feature about narrative text shaped of short and simple fable:
3

4. a) Past tense, e.g. the lion woke up and grabbed the mouse in his sharp claws.
b) Nouns, e.g. lion, mouse, hunter, etc.
c) Pronouns, e.g. it, you, he, etc.
d) Noun Phrases, e.g. a sleeping lion, the grateful mouse, a strong net, etc.
e) Time connectives and conjunctions, e.g. one day, sometime later, then, a long
time ago, when, first, finally, etc.
f) Adjectives, e.g. small, helpless, etc.
g) Adverbs, e.g. sadly, angrily, etc.
h) Adverbial phrases of time and place, e.g. a few days ago, in the forest, etc.
i) Material process (action verbs), e.g. grabbed, ran, arrived, ate, went, laughed,
etc.
j) Verbal processes (saying verbs), e.g. asked, said, told, etc.
k) Thinking verbs, feeling verbs, verbs of senses, e.g. the lion felt hungry; the
mouse thought he was clever; the hunter smelt something burning.
l) Direct speech, e.g. “Please, don’t eat me!” begged the mouse.
m) Indirect speech, e.g. the mouse begged the lion not to eat him.
F. Learning Media
• Handout
• Worksheet
• White Board
• Markers
• Power Point
• Viewer
G. Learning Method
1. Approach : scientific approach
2. Method : task-based learning, cooperative learning
3. Technique : lecturing, discussion, question-answer session, open-task
H. Learning Activity
Activity Description Time
Allocation
Learning
source
Opening • Teacher greets students using “Good morning
everybody. How are you today?”
• Teacher invites students to prepare themselves for
the English class and begins a simple game to gain
students’ attention.
• Teacher ask the student:
5 minutes
4

5. “Do you like reading?”
“What kind of books do you like?”
“If you like reading the story, let’s mention some
story that you know!
• Teacher explains today’s material is about narrative
text in the form of fable.
Main
activity
Observing
• Teacher explains the material on the slides.
• Teacher invite students to read the example of
narrative story (Cinderela) and try to identify the
generic structure.
Asking
• Teacher explains that narrative story today is fable.
• Teacher ask to the students, “What is fable?”
• Teacher ask to the students, “Do you know the
element of fable?”
Experimenting
• Teacher distributes the worksheet.
• Teacher asks students to read the narrative story of
fable.
• Teacher ask to the student identify the generic
structure and language features.
• Teacher ask to the student to write the moral of the
story in form
Analyzing
• Teacher asks students to give their works to the
peers sitting next to them and try to analyze
whether friends’ answers.
Communicating
• Teacher invites some student to read the right
answer and ask them wheter it is true or not.
• Teacher ask the students to give the score for
friend’s work and give the worksheet back to the
owner.
20 minutes
Power point
Power point
Worksheet
Worksheet
5

6. Closing • Teacher and students together reflect on what they
have done during the lesson. “What we have
learned so far?”
• Teacher ask to the students, “What is the social
function of narrative text in the form of fable?”
• Teacher ask to the students, “What is the generic
structure of narrative text in the form of fable?”
• Teacher ask to the students, “What is the language
feature of narrative text in the form of fable?”
i.
5 minutes
I. Assessment
• Assessment’s technique : Written
• Assessment’s type :
1. Individual (teacher)
2. Self-assessment (students)
• Assessment’s indicators :
1. Reading assessment’s rubric
2. Self reflection rubric
1. Reading assessment’s rubric
PART A
Identify the generic structure (5 answer)
Identify the language features (past tense
& adverbial of time)
Correct answer will get 2 point
PART B
Write the moral of the story
Appropriate answer will get 2 points
Total 15 points
6

7. 2. Self-assessment rubric
1 2 3 4 5
There is no
positive attitude
in the reflection
towards the
material given.
More than 5
grammatical
mistakes are
identified.
The social
functions of
today’s material
(narrative text
in the form of
short and simple
fables) are
incorrectly
stated.
There is positive
attitude in the
reflection
towards the
material given.
There are 4-5
grammatical
mistakes are
identified.
The social
functions of
today’s material
(narrative text
in the form of
short and simple
fables) are
somewhat
correctly stated.
There is positive
attitude in the
reflection
towards the
material given.
There are 2-3
grammatical
mistakes are
identified.
The social
functions of
today’s material
(narrative text
in the form of
short and simple
fables) are
somewhat
correctly stated.
There is positive
attitude in the
reflection
towards the
material given.
There are 1
grammatical
mistake is
identified.
The social
functions of
today’s material
(narrative text
in the form of
short and simple
fables) are
correctly stated.
There is positive
attitude in the
reflection
towards the
material given.
There is no
grammatical
mistake is
identified.
The social
functions of
today’s material
narrative text in
the form of short
and simple
fables) are
correctly stated.
TOTAL 5 POINTS
Total score: PART A + PART B + SELF ASSESSMENT / 2 x 10 = 10 + 5 + 5 = 20/2.10 =
100 (maximum score)
Scoring criteria: A = 8.0-10 B= 6.0 - 7.9 C= 5.0 – 6.9 D: > 5.0
ATTACHMENT 1

8. NAME :
STUDENT# :
WORKSHEET
Please read a story of narrative text (fable) below! Then identify the generic structure and
the language feature (past tense & adverbial of time).
'The Smartest Parrot'
Once upon time, a man had a wonderful parrot. There was no other parrot like it. The parrot
could say every word, except one word. The parrot would not say the name of the place where it
was born. The name of the place was Catano.
The man felt excited having the smartest parrot but he could not understand why the parrot
would not say Catano. The man tried to teach the bird to say Catano however the bird kept not
saying the word.
At the first, the man was very nice to the bird but then he got very angry. “You stupid bird!”
pointed the man to the parrot. “Why can’t you say the word? Say Catano! Or I will kill you” the man
said angrily. Although he tried hard to teach, the parrot would not say it. Then the man got so angry
and shouted to the bird over and over; “Say Catano or I’ll kill you”. The bird kept not to say the word
of Catano.
One day, after he had been trying so many times to make the bird say Catano, the man really got
very angry. He could not bear it. He picked the parrot and threw it into the chicken house. There
were four old chickens for next dinner “You are as stupid as the chickens. Just stay with them” Said
the man angrily. Then he continued to humble “You know, I will cut the chicken for my meal. Next it
will be your turn, I will eat you too, stupid parrot”. After that he left the chicken house.
The next day, the man came back to the chicken house. He opened the door and was very
surprised. He could not believe what he saw at the chicken house. There were three death chickens
on the floor. At the moment, the parrot was standing proudly and screaming at the last old chicken;
“Say Catano or I’ll kill you”.
After you read the story (fable) above, What are the moral of the story? What lesson did you
get? Please write your answer below!
ATTACHMENT 2

9. ANSWER KEY
Please read a story of narrative text (fable) below! Then identify the generic structure and
the language feature.
'The Smartest Parrot'
Once upon time, a man had a wonderful parrot. There was no other parrot like it. The parrot
could say every word, except one word. The parrot would not say the name of the place where it
was born. The name of the place was Catano.
The man felt excited having the smartest parrot but he could not understand why the parrot
would not say Catano. The man tried to teach the bird to say Catano however the bird kept not
saying the word.
At the first, the man was very nice to the bird but then he got very angry. “You stupid bird!”
pointed the man to the parrot. “Why can’t you say the word? Say Catano! Or I will kill you” the man
said angrily. Although he tried hard to teach, the parrot would not say it. Then the man got so angry
and shouted to the bird over and over; “Say Catano or I’ll kill you”. The bird kept not to say the word
of Catano.
One day, after he had been trying so many times to make the bird say Catano, the man really got
very angry. He could not bear it. He picked the parrot and threw it into the chicken house. There
were four old chickens for next dinner “You are as stupid as the chickens. Just stay with them” Said
the man angrily. Then he continued to humble “You know, I will cut the chicken for my meal. Next it
will be your turn, I will eat you too, stupid parrot”. After that he left the chicken house.
The next day, the man came back to the chicken house. He opened the door and was very
surprised. He could not believe what he saw at the chicken house. There were three death chickens
on the floor. At the moment, the parrot was standing proudly and screaming at the last old chicken;
“Say Catano or I’ll kill you”.
After you read the story (fable) above, What are the moral of the story? What lesson did you
get? Please write your answer below!
Re-solution
Orientation
Complication
Re-orientation
Evaluation