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English Curriculum Material Development (ECMD)

This document discusses an English curriculum material development project. It defines key terms like indicators, basic competencies, and Bloom's taxonomy. It also includes details of a sample lesson plan about the Battle of Surabaya, including the basic competencies, objectives, and activities. The lesson aims to have students analyze and create oral and written recount texts about historical events in Indonesia.

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Fitri Kenkyona Tobink'z
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73 views

English Curriculum Material Development (ECMD)

This document discusses an English curriculum material development project. It defines key terms like indicators, basic competencies, and Bloom's taxonomy. It also includes details of a sample lesson plan about the Battle of Surabaya, including the basic competencies, objectives, and activities. The lesson aims to have students analyze and create oral and written recount texts about historical events in Indonesia.

Uploaded by

Fitri Kenkyona Tobink'z
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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English Curriculum

Material Development
(ECMD)

The 1st Group :


1. Jonatan Lumbanbatu (2172121016)
2. Kartika Simatupang (2173121037)
3. Lastri V Lumbantobing (2173121042)
4. Oktaviani Simbolon (2173321037)
The Definition of Indicators, Basic
Competencies, Bloom’s Taxonomy
Indicator :
“Measurable variable used as
a representation of an associated (but
non-measured or non-measurable)
factor or quantity” .

Basic Competence :
“ The ability to achieve core competencies that
must be learned by learning” .
The basic competence is the content of
the basis of content, or the competence consisting
of attitudes, knowledge, and skills sourced in core
competence that must be controlled by learners.
Bloom’s Taxonomy is a
classification of the different objective
and skills that educators set for their
students (learning objective)

Bloom's taxonomy is a set of three hierarchical


models used to classify educational learning objectives into
levels of complexity and specificity.
The three lists cover the learning objectives in
cognitive, affective and sensory domains. The cognitive
domain list has been the primary focus of most traditional
education and is frequently used to structure curriculum
learning objectives, assessments and activities.
Lesson Plan
School Identity

Name of School : SMK N 1 Percut Sei Tuan


Subject : English
Class / Semester :X/2
Material : The Battle of Surabaya
(Text Recount : Informasi
terkait Peristiwa Bersejarah )
Time / Allocation : 3 X 45 minutes
3.7 Distinguish social functions, text
structure, and linguistic elements of several
oral and written recount texts by giving and
asking for information regarding historical
events in accordance with the context of their
use
3.7.1 Analyzing similarities and differences in social functions,
text structure and language elements of recount text.

3.7.2 Analyzing the recount text structure in giving and


requesting information regarding historical events.

3.7.3 Analyzing linguistic elements from recount text in giving


and requesting information about historical events.
BASIC COMPETENCE

4.7 Teks recount – peristiwa bersejarah


4.7.1 Menangkap makna secara kontekstual terkait
fungsi sosial, struktur teks, dan unsur kebahasaan teks recount
lisan dan tulis terkait peristiwa bersejarah
4.7.1 Create apart about history event in Indonesia by
communicate the history events shortly

4.7.2 Design the script of final writing of history event


in Indonesia to cling at the wall of class

4.7.3 Criticized the creation by doing quest and answer


with the other students or teacher that read the creation

*
Thank You !!!

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