SUBJECT: ENGLISH

TOPIC: Tanjung Rhu

Skill: speaking
,writing

THEME: SOCIAL IS

LEARNING STD CODE: 3.0

MORAL VALUE:
CROSS-CURRICUL
One must love ones family in order to be
LINKS: PSK
successful
LEARNING OBJECTIVES:
SUCCESS CRITERIA: I will be succe
Students should be able talk about how events,
if
characters and in the text remind one of people and
I can talk about event in the s
events in real life.
which reminds them of a certa
character or events in real life
which is similar and different
KEY CONCEPTS/KEY VOCABULARY:
RESOURCES: textbook, printed ma
LESSON OUTLINE
STARTER

MAIN ACTIVITIES

Teacher employ the use of

Numbered Head Together
- Sts are given no 1 to 4 in a group
Sts discus these question
- What do you do when you hear of
a death
- What do you do when you visit the
dead
- What do you do during the burial
How do console the family of the
dead
Activity 1 :- group work. Teacher
employ the use of double bubble map
to discuss the similarities and
differences in the events occurring in
Tanjung Rhu with their own life
experience.
Activity 2: gallery walk- sts comment
and give suggestions on improvement

PLENARY

Each group present on the most

significant event that gives impact to
the majority of the group memebers

HOMEWORK

REFLECTION
PROGRESS LEARNING OBJECTIVE

FOLLOWUP

DIFFERENTIATION
CONTENT/PROCESS:
INSTRUCTIONS

Activity 1

Activity 2

LESSON IMPROVEMENT

Verified by:

Date >

NUMBERED HEADS TOGETHER

The structure of Numbered Heads Together is derived from the work of Spencer Kagan. There are a
number of variations on the method, some very simple and others with a greater degree of complexity.
This structure can be used in conjunction with Think, Pair, Share early in the development of the Cooperative Classroom. learning with spellings.
PURPOSE
Processing information, communication, developing thinking, review of material, checking prior
knowledge.
RELEVANT SKILLS
Sharing information, listening, asking questions, summarising others ideas, talking quietly.
STEPS

1.

Number off the students in each group, up to four. If one group is smaller than the others have
no. 3 answer for no. 4 as well. The teacher can give numbers or students can give numbers
themselves.
2. Teacher asks the students a question or sets a problem to solve. It must be stressed that
everyone in the group must be able to participate and answer the question.
3. Ensure enough wait time is given for the group to do the task.
There is an expectation that everyone in the group will be able to answer the question following the
discussion.
Kagen suggests the teacher phrases questions beginning with; put your heads together and or
Make sure you can all There are many other ways of ensuring the teacher cues the students into
the collaborative activity.
The students work together. They quite literally put their heads together in order to solve the problem
and also
ensure that everyone in the group can answer the question.

The teacher now asks for an answer by calling a number. (this might be at random or can
initially decided by the teacher in order to ensure the process is successful) The students
with the number called then take it in turns to answer.

If there are not enough students ready to respond the teacher may judge that a little more
time

is needed or extra support given.

All students showing their work.

When the teacher is satisfied answers can be taken, there are a number of choices:
Select one student.
Select one but ask others to elaborate, comment etc.

Ask different students to give a particular part of the answer

These are all sequential responses. The teacher can also use what Kagen describes as simultaneous
answers:

Students using whiteboards to show their group work.

PIGSF
Positive interdependence
The students are able to learn from each other. They must also work together to ensure there is one
product to their learning. They must check that everyone can understand and answer the question.
Individual accountability
High. Students are accountable to each other for sharing ideas. The student may also be required to
share their partners ideas to another pair or whole group. Every student must be able to give the
group response to the question.
Equal participation
Each student within the group has an equal opportunity to share. It is possible that one student may
try to dominate. The teacher can check this does not happen.
Simultaneous interaction
High degrees of interaction. At any one moment all of the students will be actively engaged in
purposeful speaking and listening.
APPLICATION

To involve whole class in the consideration of a question or problem.

To increase individual accountability.
To increase group teaching so that all members of the group are coached.
To increase team spirit and satisfaction.
To give support to all students in consideration of challenging questions or problems.

CURRICULUM AREAS
Numbered Heads Together is suitable for any curriculum area and can be used as an extension or in
combination with the Think, Pair, Share structure.
COMMENTS
Numbered Heads Together is an excellent structure for combining Learning Partnerships into groups
or teams of four. It can be used early in the development of the co-operative classroom and as with
Think, Pair, Share offers a high degree of engagement but slightly higher order interpersonal and
small group skills are needed.
The important concept of wait time is incorporated and allows all children to develop answers.
Answers will have reasons and justifications because they have been thought about and discussed.
Students are more willing to take risks and suggest ideas because they have already tested them
within their group. This structure can also be combined successfully with Check and Coach.

Cooperative Learning Type Two Stay Two Stray

Cooperative learning model Two Stay Two

Stray (TS-TS) developed by Spencer Kagan. This method can be used in all
subjects and for all age levels of students. Two types of cooperative learning
methods Stay Two Stray is a group learning system with the aim that students
can work together, be responsible, to help each other solve problems and
encourage each other to excel. This method also trains students to socialize well.

Lie (in Yusritawati, 2009: 14) states, Two Stay Two Stray structure which gives the group to
share results and information with other groups. The steps of the implementation of
cooperative learning model Two Stay Two Stray as disclosed, among others:
1. The teacher divides the students into groups that each group consists of four students.
The group also formed a heterogeneous group such as the type of cooperative learning Two
Stay Two Stray which aims to provide an opportunity for students to membelajarkan (Peer
Tutoring) and mutual support.
2. The teacher gives the sub subjects in each group to be discussed together with members of
their own group.
3. Students work together in groups of four people.
It aims to provide an opportunity for students to engage actively in the process of thinking.
4. When finished, two people from each group to leave the group for a visit to the other
groups.
5. Two people who live in a group in charge of distributing the work and get them to their
guests.
6. Guest excused himself and returned to their own group and report their findings from other
groups.
7. The group match and discuss the results of their work.
8. Each group presented their work.