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Stage
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Activity
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Interaction
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Multiple
Intelligences
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Bloom
Taxonomy
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Allocation
Time
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Teacher
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Student
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Apperception
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Purpose :
Engaged
students’ attention and recall students’ prior knowledge
Procedures :
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Remembering
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Greeting
and ask students’ feeling
hello class, how are
you today?
Wanna play today?
Ask
students to recall on the previous
materials by giving a game
“ be the faster mix n’ match but exactly true solution”
Teacher brings some items (sugar, flour,peanut, and
sago flour)which different weight, shows all items and ask student to count the total and
mention what teacher ask?
And wite kinds of fraction on
blackboard
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Answer
greeting and current feelings
Morning, we’re great.
Yeahhhhh, we want
Recall
the previous materials by
responding questions
Listen
carefully to teacher’s explanation
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TàS
S
à T
Tà S
S
à S
S
à T
TàS
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2’
5’
20’
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Core
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Elicitation
Purpose : Apply the concept of fraction
about how to perform operations of fraction and define fractions not only write
it manually but also use manipulative tools, also related the topic to real
life problem.
Procedures :
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First activities:
Give
problem and ask students to solve
problems in group and give an
instruction to do that (include ask student to present their work to class),
and give a big paper, flip chart, and
marker to each group
(as guidance to solve problem)
Explain and demonstrate by using
tools about the operations of fraction.
Asking students them to be in group of five members
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One of member take a stationary and
then discuss
the problem and solve it in group
Pay attention to teacher,
participate when teacher demonstrate, and take a notes
Response to teacher question and
show the paper and be in group.
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TàS
Sà S
Smallgroup
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Interpersonal
Bodily-kinesthetic
and spatial
Audio-visual
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Applying
and Analyzing
Analyzing
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5’
15'
3’
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Goes
around the class to monitor students’ activities in group problem solving and
ask every group about their progress
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Solving
problem and (may) ask questions to teachers if students have problems or get
stuck in solving problem (note:
if there is, teacher just guided students to solve the problem)
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SàS
Small
Group
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Applying
and Analyzing
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Check
how many groups have finished, and then ask group to present their work in front of the class(
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Each
group who has different ways of solutions presents their solution (if there is no different, just one group
presenting)
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Whole
class
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Verbal-linguistic
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5’
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Discuss
together with all students about solution
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Discuss
together with class and teacher to
solve problem and decide together which solution has the best way
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Whole
class
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Interpersonal
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Evaluating
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15’
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Reflection
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Ask
students to create their own short
story*
about what we have already
learned of this meeting and also to fulfill students’daily journal
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Create
short story
individually
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Individual
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Intrapersonal
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15’
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Closing
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Give
closure about the lesson and
give assignment
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Pay attention to teacher and take a paper
of assignment on teacher table
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Whole
class
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5’
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Criteria
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1
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2
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3
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Content
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Reasoning is lack of reasonable, lack of logic
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Reasoning is enough reasonable and can be accepted, enough
logically ordered, but uneasy to understand
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The Reason is reasonable, satisfied the indicator, logically
ordered and easy to understand.
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Organization
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Lack of flow to deliver message systematically, lack of quality
of visuals likes clarity of communication and eye contact, lack of apparent,
and lack of preparation.
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Enough flow to deliver message systematically, quality of
visuals likes clarity of communication and eye contact is standard, standard
apparent.
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Flow delivering message systematically, good quality of
visuals likes clarity of communication and eye contact, good apparent, good
preparation.
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Team work
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Individual
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Only some member working, the distribution of the job is not
fairly distributed.
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Good team work, the job fairly distributed, all member
contribute to group.
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Performance
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Delivery message is not clear
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Delivery message is enough clear, but uneasy to understand.
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Delivery message clear, systematically and easy to
understand.
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×
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=
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