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PRE-ACTIVITIES

The teacher starts a class with greetings, praying and then check the attendance list.

Steps 1

On this section, Teacher explain the Descriptive Text material using this Presentation file.

Steps 2

Ask students about their experiences in describing something.

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Grade : IX

Text Type : Descriptive Text

Learning Objectives :

1. BKoF : Students will recognize and articulate the key characteristics of descriptive texts, including the use of sensory details and figurative language, to understand their purpose in creating vivid imagery.

2. MOT : Students will analyze a model descriptive text to identify its structural elements and language features, demonstrating how these contribute to effective imagery and emotional impact.

3. JCoT : Students will collaboratively create a descriptive text as a class, applying learned techniques to enhance imagery and detail, while engaging in discussions about word choice and sentence structure.

4. ICoT : Students will independently compose a descriptive text on a selected topic, effectively utilizing sensory details and figurative language to engage the reader and convey a clear image.

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Steps:

1. Guru membagi siswa menjadi 3 kelompok

2. Guru memberikan pilihan untuk masing-masing kelompok memilih 1 dari 3 descriptive text yang deiberikan oleh guru

3. Guru Memberikan beberap tugas untuk siswa dalam aktifitas kelompok :

Siswa membaca teks deskriptif dalam kelompok.

Siswa bekerja bersama menjawab soal dari LKPD yang diberikan

Hasil yang telah siswa kerjakan dikumpulkan kepada guru dengan menuliskan nama tiap anggota dan nomor masing - masing kelompok.

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Steps:

4. Guru Mulai menjelaskan tentang Descriptive Text menggunakan Material yang ada

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Akerson, V. L., & Young, T.A. (2005). Science the 'write' way. Science and Children, 43(3), 38-41.

MacArthur, C., Graham, S., & Fitzgerald, J. (2016). Handbook of research on writing (2nd Edition). NY: Guilford.

Miller, R.G., & Calfee, R.C. (2004). Making thinking visible: A method to encourage science writing in upper elementary grades. Science and Children, (42)3, 20-25.

Mitchell, D. (1996). Writing to learn across the curriculum and the English teacher. English Journal, 85, 93-97.

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The primary purpose of descriptive writing is to describe a person, place or thing in such a way that a picture is formed in the reader's mind. Capturing an event through descriptive writing involves paying close attention to the details by using all of your five senses.

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Steps 3

Teacher help students by explaining and giving highlight on this 2 types of descriptive text.

Steps 4

Teacher begin to start on Q&A section with students to observe how far their understanding of descriptive text is after being given an example of text and how to analyze the text.

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Steps 5

After the Q&A session, Teacher give students a worksheet as an exercise and test to sharpen their skill. Students are given limited times.

Steps 6

After students filling out the worksheet, Teacher collect all the worksheet.

POST-ACTIVITY

At the end of the class, teacher prays with students and give a brief reflection.

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JOINT CONSTRUCTION OF THE TEXT (JCoT)

Step 1: Preparation and Grouping

The teacher briefly reviews the structure of descriptive text (Identification and Description).

Students are divided into small groups (3–4 students per group).

Each group receives a visual aid.

Step 2: Brainstorming with Guidance

Together with the class, the teacher chooses one image.

Teacher guides the class in brainstorming ideas:

What is it? Where is it? What does it look like? What are its features?

The teacher writes ideas on the board or digital display as students contribute.

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Step 3: Organizing the Information

Using the students' ideas, the teacher starts constructing a descriptive text on the board or a shared screen.

The teacher prompts students to help form complete sentences based on the ideas collected.

Example Prompt:

Teacher: “We know the beach is in Bali. How do we say that in our text?”
Student: “The beach is located in Bali.”
Teacher: “Great! Let’s write that in the identification paragraph.”

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Step 4: Writing the Text Together

As a class, write a full descriptive text (about 1–2 paragraphs).

Teacher acts as a scribe, modeling correct grammar, punctuation, and organization.

Students suggest, correct, and revise as the text develops.

Step 5: Analyze the Final Product

After completing the text, the teacher and students read it aloud.

Together, they identify the generic structure, language features (adjectives, simple present tense), and vocabulary used.

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Step 6: Reflection and Transition

Teacher asks reflection questions:

“What helped us describe the object clearly?”

“What kind of adjectives did we use?”

“Which part of the text tells us what it is?”

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Independent Construction of the Text (ICoT)

Step 1: Recalling the Previous Lesson

Teacher reminds students of the descriptive text structure (Identification and Description).

A brief review of vocabulary and language features such as adjectives and simple present tense.

Step 2: Individual Task Introduction

Teacher distributes individual worksheets or writing templates.

Each student receives a different picture stimulus (e.g., eagle, shark, deer, lion) or chooses one.

Teacher explains the writing task:

"You are going to write a descriptive text about the animal in your picture. Make sure you describe what it is, how it looks, and its features."

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Step 3: Independent Writing Time

Students write their own descriptive text using the format they’ve learned.

Key requirements:

Title

Identification paragraph (introducing the object/animal)

Description paragraph (detailed features)

Teacher provides assistance only when necessary (minimal scaffolding).

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Step 4: Peer Review (Optional)

Students can exchange work with a partner for feedback using a checklist:

Does it have two paragraphs?

Are adjectives used properly?

Is the simple present tense used correctly?

Are the details clear?

Step 5: Submission and Reflection

Students submit their work to the teacher.

Teacher may ask 2–3 volunteers to read their texts aloud.

Teacher closes the session with reflection prompts:

“What did you enjoy about writing your own text?”

“What part was difficult for you?”

“What will you improve next time?”