ICT Integration Lesson Plan

A. General Information
1. Authors : Diah Meta Arofah, S.Pd.
Fitriyani, S.Pd.
Shofiyah, S.Pd.
Syahregina Alyuvany, S.Pd.
2. Subject : English
3. Phase/Year : D/9
4. Elements : Writing-Presenting
By the end of Phase D, students communicate their ideas and experience
through simple, organized paragraphs, demonstrating a developing use of
specific vocabulary and simple sentence structures. Using models, they plan,
create and present informative, imaginative and persuasive texts in simple
and compound sentences to structure arguments and to explain or justify a
position. They include basic information and detail, and also vary their
sentence construction in their writing. Students express ideas in the present,
future, and past tenses. They use time markers, adverbs of frequency and
common conjunctions to link ideas. Their attempts to spell new words are
based on known English letter-sound relationships and they use punctuation
and capitalization with consistency.
5. Material : Procedure Text (Recipe)
6. Time Allocation : 8 x 45' (4 meetings)
7. Prerequisite Learning : Simple present tense, vocabulary related to
food and beverages
8. Pancasila Values : Critical thinking, creative thinking, and
collaboration
9. Infrastructure and Facilities : Classroom, LCD projector, internet access,
and laptop
10. ICT Tools : Google Classroom, LearningApps.org,
Mentimeter, Padlet, Canva (Infographic),
Blooket, and Ms. PowerPoint
11. Target Learners : Reguler students
12. Learning Model : Genre-Based Approach
B. Main Components
1. Meaningful Understanding
After learning the materials, students are able to tell how to make a
particular food chronologically and develop a healthy lifestyle.
2. Learning Goal
Students will be able to write a procedure text related to healthy food recipes.
3. Learning Objectives
a. Students are able to analyze social function, the structure of the text, and
language features of procedure text related to recipes of healthy food.
b. Students are able to evaluate social function, the structure of the text, and
language features of procedure text related to the recipe of healthy food.
c. Students are able to utilize action verbs (cut, pour, boil, slice, mix, etc.).
d. Students are able to apply adverbial phrases (for five minutes, two hours,
etc.).
e. Students are able to implement temporal conjunctions (first, second, third,
before, after that, finally, etc.).
f. Students are able to arrange imperative sentences.
g. Students are able to organize an outline related to the procedure text.
h. Students are able to develop the outline into a good procedure text.
i. Students are able to present their works in the form of infographics.
4. Assessment
a. Formative Assessment
1) Attitude (Observation Check List)
2) Knowledge (Reading Comprehension)
b. Summative Assessment
Skill (Scoring Rubric)
5. Stimulating Questions
a. What kind of food do you usually eat?
b. What are the ingredients?
c. What is your opinion about healthy food? (Is it okay if we consume food
most of the time?
d. In your opinion, what to consider as a healthy food?
e. Now, what’s your favorite healthy food?
f. How do you make it?
6. Integration of ICT
The implementation of digital learning tools in this learning assists
and facilitates the exchange of information between teachers and
students, particularly in procedure text.

The integration of Google Classroom in this

lesson plan is aimed at supporting students’
autonomous learning (Andriani et al., 2018) as it
allows students to access their own materials
related to procedure texts. Besides, this tool is
also beneficial to enhance students’
engagement as they can share their feedback
regarding the materials or the learning process.
For teachers, the incorporation of Google
Classroom allows teachers to increase their
Google Classroom
productivity (Roblyer et al, 2004) since it
enables teachers to attach not only materials
but also quiz in one integrated ‘room’.

Therefore, in this lesson plan Google classroom

is used to:
a) Attach examples of procedural texts.
b) Share links of quizzes.
c) Collect students’ final product.
d) Encourage students to give feedback.

LearningApps.org is a website that can provide

various types of interactive learning activities to
practice language skills. According to Susanti,
et. al. (2021), LearningApps.org can create a
LearningApps.org learning process that is more comfortable and
attractive to the students so that they can
maintain their interest and enthusiasm.
Regarding the use of Learningapps.org for
creating students’ self-study material.
 Moreover, it reminds the teachers to consider
some important principles, namely self-study
materials that aims at helping student learn
instead of a test, have a single, clear objective,
have clear instruction, provide help and positive
feedback for students.

Thus, as writing skill requires students’ mastery in

using the proper word choice, cloze exercise is
used in this learning activity. The cloze exercise
in LearningApps.org allows students to work in
groups and get immediate feedback.

Mentimeter and Padlet encourages students to

take part in the classroom interaction by giving
feedback without showing his/her name. The
use of technological tools to boost students’
motivation and self-esteem in the classroom is
Mentimeter and also acknowledged by study (Rozenberg et al.,
Padlet 1995 cited in Gonzaga, 2023).

Mentimeter supports the teachers to generate

students feedback and show them in various
ways (scale, short answers, pie chart, and many
more)

Smaldino et al. (2015) in Yundayani et al. (2019)

claimed that visuals in the classroom, including
those designs using Canva, may accomplish
several goals, namely: 1) creating an abstract
idea concept to a concrete site map; 2)
Canva encouraging students through positive learning
environment by using some facilities; 3)
commanding concentration; 4) reinforcing
memory of the information; 5) assisting students
recollect prior experiences; and 6) minimizing
learning effort.
 A particular feature that teachers can utilize
from Canva to promote their students' writing
skills is infographic. In this learning activities,
Canva is utilized to encourage students’
collaboration due to its feature to share the
works. Besides, Canva also offers various
templates to create a poster which can
stimulate students’ creativity and work
efficiently.

Blooket is a gamified platform that offers more

than just the standard question format. Blooket
offers a number of gaming formats that can
create a more interactive environment and
increase users’ enthusiasm for learning
languages (Pham and Ly, 2023). In addition,
Blooket is an effective learning tool for
mastering students’ grammar. Similarly, Blooket
was believed to be entertaining, social, and
Blooket
educational, and its basic version was offered
for free. Students can benefit greatly from
Blooket in terms of grammar application.

Hence, in this learning activities, this ICT tool is

to challenge students doing tasks through
playing games and provide an overview of
students’ progress in understanding the
materials.

To provide some pictures of food, some genres

of text to differentiate between one text to
Ms. PowerPoint
another text, and the examples of procedure
text to the students.
7. Learning Activities

Building Knowledge of the Field (BKOF)

Meeting 1

Opening
1. The teacher shows some pictures of food in the
PowerPoint Slide.

Activity 1
Aim: To 2. Students are to observe the pictures and answer the
activate questions asked by the teacher.
students’ prior a. What are the main ingredients of food in Group A?
knowledge on How about in group B?
the topic b. Which one do you prefer to consume on a daily
basis? Why?
c. What will happen if you consume the food in group
B frequently? Why?
3. The teacher gives comment to students’ response and
emphasizes the importance of balanced nutrients for
human’s health.
4. The teacher relates the pictures with the topic that the
students will learn.
5. The teacher tells the students that at the end of the
lesson students are expected to be able to produce a
healthy food recipe and present it in the form of an
infographic and show some samples briefly to create the
first students’ big picture about the final product.
 Main Activity
1.The teacher shows some examples of procedure texts
in PPT.
2. Students are to skim the texts to answer the teacher’s
questions orally.
a. What do the texts tell us about?
b. Why does the writer write the text?
c. What are the similarities between the texts?
d. What are the differences between the texts?
e. If we want to share a recipe, which text is suitable?
3. The teacher explains that there are various types of
procedure text, one of them is recipe.
4. The teacher explains that a procedure is aimed at telling
the reader how to do something
5. The teacher shares a link to access Padlet to the
Activity 2 students.
Aim: To
identify the
social functions
of procedure
text

https://padlet.com/shofiyah2023_/vocabulary-
bwfs7tljb1ftnb2b

6. Students are to write down the new words they find in

the recipe text in Padlet.
7. The teacher encourages students to check the meaning
in online dictionary.
8. The teacher gives feedback to students’ response.
9. The teacher guides students to examine the part of
speech in the recipe texts (noun, verbs, adjectives,
temporal conjunctions).
10. Students are to work in pairs to group the words in
Padlet.

https://padlet.com/syahreginasyeren/please-group-the-
words-in-the-text-according-to-its-part-of--
owv15si6l589rndo

11. The teacher gives feedback to students’ response.

12. The teacher asks students to check their understanding
of word choices by doing cloze passage exercise in
LearningApps.org.
https://learningapps.org/watch?v=pv6dkfe9k23

13. The teacher gives feedback to students’ response.

Closing
1. The teacher asks the students what they have learnt in
the meeting.
2. The teacher asks the students the usefulness of what
they have learned in their own real situation.
 Modelling of the Text (MOT)

Meeting 2

Opening
1. The teacher asks students what they have learned in
the previous meeting.
2. The teacher appreciates the students.
3. The teacher tells the students what they are going to
learn in this meeting.

Main Activity
1. The teacher shows various genre of texts in PPT slides.
2. Students are to identify what are the texts about and
how the texts are organized.
Activity 3 3. Students are to examine the procedure texts and
Aim : To determine the purpose of each text and its structure in
identify the Mentimeter.
generic
https://www.menti.com/alo9caq9ckqf
structure of the
text and check 4. The teacher explains to the students that there is a text
students’ that involves telling the reader how to do something.
comprehension 5. The teacher tells the students that procedure contains
of the text step-by step instructions for a specific tasks.
(Assessment) 6. The teacher discusses the importance of the sequence
when following a procedure.
7. The teacher divides the class into small groups (3-4
persons).
8. The teacher asks the students to re-assemble parts of a
procedure texts in LearningApps.org -with the following
headings: Purpose, List of Ingredients, Steps, and Image.

https://learningapps.org/watch?v=px0a4vtrk23
 9. The teacher assigns the students to work together to
rearrange jumbled sentences into a good sequence in
Blooket.
https://play.blooket.com/play?id=1733832

10. The teacher gives feedback to students’ response.

11. Still in the same group, students are to arrange jumbled
words into a good sentences in Blooket.

https://play.blooket.com/play?id=4452578
12. The teacher gives feedback to students’ response.
13. Students are to work individually to answer comprehension
questions in Blooket.

Closing
1. The teacher appreciates students’ participation in the
classroom.
2. Students are to sum up what they have learned in this
meeting.
3. The teacher tells the students what they are going to learn
in the next meeting.

Joint Construction of the Text (JCOT)

Meeting 3

Opening
1. The teacher asks the students what they have learned
Activity 4 in the previous meeting.
Aim : To check 2. The teacher plays a vide of making a healthy food to
students’ attract students’ attention.
comprehension 3. The teacher directs students attention by telling the
of the text students that in real-life situation sometimes they need
to give instructions to do or make something (e.g: giving
instructions to siblings).
4. The teacher tells the students that they are going to
learn to tell how to make something, especially food, to
others.

Main Activity
1. The teacher divides the class into small groups of 3-4
student.
2. In groups, the teacher asks the students to brainstorm
individually the menu that they are going to make
3. Students are to work in groups of three and write their recipe
individually in Google Docs.
4. The teacher reminds the students the structure of procedure
text.
5. After creating the procedure text, the teacher tells the
students that they are going to have intragroup and
intergroup review and revision.
6. The teacher shares a guideline to review their work.
7. Students get their work back and revise it. If students have
not finished revising their work, they can take it as homework.
8. The teacher monitors students’ work.
9. Students are to submit their works after they have done the
revision by sending their Google Docs link in Google
Classroom.
https://classroom.google.com/c/NjQzNzIxMjAxOTg2?
cjc=qbccv5n

Closing
1. The teacher thanks and appreciates the students for doing
the task seriously.
2. The teacher asks the students what they have learned in
this meeting.
3. The teacher asks the students the usefulness of what they
have learned in their real-life situation.
4. The teacher tells the students that the feedback will be
given in the next meeting.
 Independent Construction of the Text (ICOT)

Meeting 4

Opening
1. The teacher asks the students what they have learned
in the previous meeting.
2. The teacher tells the students what they are going to
do in this meeting.
3. The teacher tells the students that what they have
learned previously will help them to have a better
writing.

Main Activity
1. Students are to create their own recipe in Google
Docs, either real or fictional, using what they have
learned about procedural texts.
Activity 5 2. The teacher encourages students to check the
Aim : To write a coherence of the text whether the steps are in
procedure text chronological order (self-review).
individually and 3. The teacher encourages students to do self-review to
present the check the structures and mechanic (spelling,
work into an punctuation).
infographic. 4. Students are to revise the text based on their self-
review.
5. Students are to exchange the text to others to get
review and feedback.
6. Students are to revise the procedure text based on the
feedback that they got.
7. Students are to present their texts into a poster by
using Canva.
8. Students are to submit their posters in Google
Classroom.
9. Students are to publish their poster in their social
media.
 REFLECTION

To encourage students to reflect on the learning process

Aim
and self-evaluate.

1. The teacher guides the students to discuss their learning

experience.
2. Students are to reflect:
a. What they have learned.
b. What activity they like the most.
c. Which activity they need improvement.
Procedures 3. The teacher asks the students the usefulness of what
they have learned in their own real-situation in Padlet.
4. The teacher invites students to give their feedback for
the betterment of the learning process orally.
5. The teacher gives feedback, conclusions, and
suggestions about the earning process to end the
meeting.
 Attachment
A. Learning Materials
1. PPT Materials through PDF
https://drive.google.com/drive/folders/1MdJQOjg3-
VMaeBsObna61BsWlFdkshc6?usp=sharing

B. Formative Assessment

1. Knowledge
a. Cloze Passage
b. Jumbled Paragraph
c. Jumbled Sentences
d. Jumbled Words
e. Comprehension Questions
https://drive.google.com/drive/folders/1NYd7IaZ9aKuM-
AMiEd7cbzTXDjQpJl9s?usp=sharing

2. Attitude
C. Summative Assessment
Scoring Rubric for Writing and Presenting
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