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.

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.

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

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.

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.

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.

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.

• 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.”

• 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.

• 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?”

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."

• 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).

• 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?”