Procedures of Teaching

The first thing I did was to design a lesson plan with the help of my tutor and a lecturer who is an expert in the field. The topic I chose for the lesson plan introduces the mini market grocery store in Indonesia, namely "Indomaret" by incorporating the moral value in it, namely self-care. The topic of the learning material I taught was about understanding the concept of is and are. The learning materials I use include grocery store shelves, real fruits and vegetables, baskets, puppet sticks, riddle cards, bronze medal and silver medal, board and marker.

The lesson begins with a prayer led by one of the students, then the rules puppet is shown to get the children's attention and focus on the learning to be done. I review the previous lesson on the letters E, F, and G using riddle cards. Students are asked to spell the word they have guessed. The riddles were interactive with the students.

After the review, the next learning activity is storytelling. Before the storytelling, students are asked to find new words to listen to, and the new vocabulary is posted on the wall. To get students' attention, I repeat the attention-back song as a class rule. Then the students listen carefully to the story. The story is about a little girl who does not like fruits and vegetables and gradually gets sick because her body does not get the vitamins and minerals it needs.  The story takes place in a grocery store and a doctor's office. The story still adapts to the learning topic, which is about is and are implemented in fruits and vegetables in the grocery market. At the end of the story, the teacher invites the students to draw a moral conclusion from the situation of the little girl who does not like fruits and vegetables. 

After the storytelling, I invited the children to discuss by differentiating is and are using concrete props in the form of fruits and vegetables. Before the discussion begins, each student is given is and are cards with the goal that when the teacher shows a singular object, then the student can show which card is appropriate to be shown, as well as when the teacher shows a plural object. If I show 1 apple, the students will answer "this is an apple" as well as if I show 4 apples, the students will answer "these are apples". So it is expected that students understand.

The next activity is a group game in which a class is divided into 2 groups and forms a line. The rules: First, a class is divided into two groups. Second, the groups form a line. Third, The front row will bring the basket and take the fruits or vegetables. Fourth, The front row will show it to the back row, the back row will guess it the correct answer if only one thing the student can say is and if more than one things the student can say are. Fifth, turn around until all students have had a chance. Sixth, whoever is fastest will be a winning group.

At the end of the lesson, I reinforced the main concepts by asking questions about the day's material, then provided evaluation sheets and assignments to assess their understanding of the topics taught.