PPG UKIN 2025

Introduction (20 mins) 

Apperception 

What do you think they are talking about?

Learning Objective

The learning objective for the day: to learn how to express opinions, agree, and disagree politely in English. The teacher emphasizes the importance of this skill for everyday conversations and discussions.

Main Activity (95 mins)

Problem or topic for discussion: "Our school is thinking about a new rule: 'No Smartphones Allowed on School at All'. What are your thoughts on this?" (15 mins)

Explanation (20 mins)

1. Expressing Your Opinion
When you want to share your point of view, you can use these phrases. They signal to others that this is your belief, not necessarily a universal fact.

Common & Neutral Phrases:
"I think..."
"I believe..."
"In my opinion, ..."
"As I see it, ..."
"It seems to me that..."

Example:
"I think this new coffee shop is the best one in town." "In my opinion, the final episode of the series was a bit disappointing."

Slightly Stronger Phrases (Use when you are more confident):
"I'm convinced that..."
"I strongly believe that..."
"From my perspective, ..."

Example:
"From my perspective, working from home increases productivity."

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2. Agreeing with an Opinion
Agreeing is usually simple and positive. Here are some ways to show you share the same view.

Simple Agreement:
"I agree."
"You're right."
"That's true."
"I think so, too."

Strong Agreement:
"I couldn't agree more."
"Absolutely!" / "Exactly!"
"That's exactly how I feel."
"You've hit the nail on the head." (Idiom meaning: You're precisely right.)

Example:
A: "I think learning a new language is very beneficial for the brain." 

B: "I couldn't agree more. It really opens up your mind."

Teacher's Tip: To show you were listening carefully, you can add a short reason for your agreement. For example, instead of just saying "I agree," you could say, "I agree, because it also helps you understand another culture."

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3. Disagreeing Politely (The Most Important Skill!)
This is the trickiest part. Direct disagreement like "You're wrong" or "I disagree" can sound aggressive. The goal is to be gentle and respectful. A good strategy is to acknowledge their point first before introducing your own.

Polite Disagreement Phrases:
"I see your point, but..."
"I understand what you're saying, however..."
"That's a valid point, but I have a different perspective."
"I'm not so sure about that. In my opinion..."
"I respect your opinion, but I think..."

Example 1:
A: "I think action movies are the most exciting genre." 

B: "I see your point about the excitement, but I personally prefer comedies because I love to laugh."

Example 2:
A: "We should cancel the company picnic because the weather forecast is bad." 

B: "That's a valid point about the weather, however, maybe we could just move it to an indoor location instead of canceling it completely?"

!! AVOID THESE !!
"You're wrong."
"That's a bad idea."
"I completely disagree." (This can be used, but it's very strong and should be reserved for formal debates, not casual chats.)

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Activity

Work in groups of 4 or 5 based on the materials given:

Group A (Auditory/Visual Learners): Watch a short YouTube video (e.g., a movie scene) with subtitles where characters are discussing a topic. You must list the expressions used.

Group B (Linguistic Learners): Read a written dialogue script. You must highlight the expressions for opinion, agreement, and disagreement.

Dialogue
Let's see how three friends, Leo, Mia, and Sam, discuss a topic: Are social media platforms good for society?
Leo: "In my opinion, social media is mostly harmful. It makes people compare their lives to others and feel unhappy."
Mia: "That's a valid point, Leo. I agree that the comparison culture can be toxic. However, I also think it's a powerful tool for connecting with people who live far away. I get to see my cousins in another country every day."
Sam: "I couldn't agree more with you, Mia. For me, the good outweighs the bad. As I see it, it's all about how you use it. You can choose to follow positive and educational accounts."
Leo: "I understand where you're both coming from, but it seems to me that the platforms are designed to be addictive, which is a big problem, especially for teenagers."

Group C (Needs Scaffolding): Receive a categorized list of expressions with Indonesian translations. Your task is to create simple sentences using three phrases from each category.

Expressing Opinion	Agreeing	Disagreeing
"I'm convinced that..."	"Absolutely!" / "Exactly!"	"That's a valid point, but I have a different perspective."
"I strongly believe that..."	"That's exactly how I feel."	"I'm not so sure about that. In my opinion..."
"From my perspective, ..."	"You've hit the nail on the head."	"I respect your opinion, but I think..."

Assignment (30 mins)

Each groups prepare a 3-5 minute role-play conversation about a specific topic.

Choose the topics below:

• "Online vs. Offline Games," 
• "Is social media good for teenagers?", 
• "Should school hours be shorter?"

Presentation

Each group performs your conversation in front of the class.

Feedback

"Did they state their opinion clearly? Yes/No," 

"Did they use expressions for agreeing/disagreeing? Yes/No"

Closing (20 mins)

Summary and feedback

Reflection: 

"What was the most useful expression you learned today?" 

"What was the most challenging part of the activity?"

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Listening Unit 2

Unit 2: Love Your Environment 

Theme: Environmental Awareness 
Topic: Preserving Our Environment

Skill Focus: Listening

Sub-topic: Identifying Expressions Related to Domestic Waste Issues.
Learning Objective:

• By the end of this lesson, you are able to correctly identify types of expressions that relate to issues of domestic waste.

Warm-up Activity

Hello, students! Let's look around our homes. Every day, we produce waste.

• What kind of waste do you see most often in your house? (e.g., plastic bottles, food scraps)

• Where does this waste go after it leaves your home?

• Have you ever felt worried about the amount of waste we produce?

Today, we will listen to a conversation about this exact topic and learn how people express their feelings and ideas about it.

Core Activity: Listening Activity

Students will listen to a dialogue between two friends, Budi and Sarah, who are talking about a pile of trash in their neighborhood.

Dialogue Transcript (For the Teacher)

Budi: Sarah, have you seen the pile of trash near the river bridge lately? It's getting bigger every day. It's really worrying that no one seems to be cleaning it up.

Sarah: I know! What bothers me is the smell, especially in the afternoon. And it's mostly plastic waste from households.

Budi: Exactly. People just throw their garbage there. I think we should talk to the head of our neighborhood (Pak RT) about this. We can't just ignore it.

Sarah: That's a good idea. What if we also suggest creating a community composting pit for organic waste? That could reduce the amount of trash going to the pile.

Budi: Brilliant! So we separate organic and inorganic waste. The good thing is, I heard some teenagers from the next block have already started a 'bank sampah' or waste bank.

Sarah: Oh, really? That's great news! Hopefully, we can work together with them to make our environment cleaner.

Differentiation of Process and Content

To achieve the learning objective, students will be divided into three groups based on their readiness level. Each group will receive a different task after listening to the dialogue.

Group A (Requires Visual/Auditory Support)

• Objective: To recognize key expressions with visual aid (highlighted transcript).

• Process: Students are given the dialogue transcript where the key expressions are already in bold. Their task is to match the expressions with their functions.

• Instructions for Students: "Read the dialogue transcript while you listen. The important expressions are already in bold. Your task is to match the bold expressions with their function in the table below."

Expression	Function
1. It's really worrying that...	A. Proposing a solution
2. What if we...	B. Expressing concern
3. The good thing is...	C. Showing hope/optimism
4. ...	...

Group B (At Grade Level)

• Objective: To independently identify and categorize expressions from the dialogue.

• Process: Students listen to the dialogue (with or without a blank transcript) and are asked to write down the expressions they find, then group them into the correct categories.

• Instructions for Students: "Listen to the dialogue carefully. Identify the expressions used to express concern, propose a solution, and show hope. Write them down in the correct category in the table."

Expressing Concern	Proposing a Solution	Showing Hope/Optimism

Group C (Needs More Challenge)

• Objective: To analyze the function, nuance, and impact of the expressions used.

• Process: Students listen to the dialogue, identify expressions, and answer higher-order thinking questions.

• Instructions for Students: "Listen to the dialogue. After identifying the key expressions, answer the following questions:"

  1. What is the difference in feeling between "It's really worrying that..." and "What bothers me is..."?

  2. Besides "What if we...", what is another way Budi or Sarah could have proposed a solution?

  3. How does the expression "The good thing is..." change the tone of the conversation?

  4. Create a new short sentence to express hope about the environment.

The Teacher

Here is the identification and categorization of the expressions from the dialogue:

Category	Expressions Used
Expressing Concern	• It's really worrying that...  • What bothers me is...
Proposing a Solution	• I think we should...  • What if we...
Showing Hope/Optimism	• The good thing is...  • Hopefully, we can...

Reflection and Follow-up (Closing)

• Reflection (For all students): "After this lesson, what is one expression you can use when you see an environmental problem around you? What would you say?"

• Follow-up (Suggestion): The teacher can continue the lesson to the speaking skill, where students are asked to create their own short dialogues using the expressions they have learned to discuss other environmental issues (e.g., air pollution, illegal logging).

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Speaking Unit 1

 

Unit 1: Digital Literacies and My Identities

Theme: Digital Safety 

Topic: Digital Literacies for Youth’s Identity Construction

Skill Focus: Speaking

Sub-topic: Using Expressions for Stating Opinions, Agreeing, and Disagreeing.

Learning Objective:

• By the end of this lesson, you are able to use suitable expressions for stating opinions, agreeing, and disagreeing in a spoken transactional conversation with your peers.

Warm-up & Review

Hello, students! In our last lesson, we listened to a conversation and identified how people share their thoughts on digital safety. We learned to recognize expressions for stating opinions, agreeing, and disagreeing.

Today, it's our turn to use these expressions. Let's quickly review them.

Stating an Opinion	Agreeing	Disagreeing (Politely)
• In my opinion...	• I agree. / I totally agree.	• I'm not so sure about that.
• I think... / I believe...	• You're right. / You're absolutely right.	• I see your point, but...
• From my perspective...	• That's a good point. / That's true.	• I have to disagree.

Pronunciation Focus: Remember the stress on these words: o-pin-ion, per-spec-tive, a-gree, dis-a-gree.

Core Activity: Differentiated Speaking Practice

Now, you will work in pairs to practice using these expressions. Each group will get a different task based on your readiness level. The goal for everyone is to have a successful conversation.

Group A: Structured Role-Play

• Objective: To use target expressions correctly within a guided conversation.

• Process: Students will complete and act out a dialogue with provided sentence starters. This helps focus on correct usage and pronunciation.

• Instructions for Students: "Work with a partner. Choose one of the scenarios below. Read the dialogue and fill in the blanks using the expressions from the table. Then, practice acting it out."

Scenario: Deciding on a new profile picture for a class social media account.

• Student A: Look at this photo. In my opinion, this one is the best for our new profile picture.

• Student B: [Choose an expression to disagree politely], I think we look too serious in that one.

• Student A: Hmm, [Choose an expression to agree partly]. What about this other photo where we are all smiling?

• Student B: Oh, yes! [Choose an expression to agree strongly]. That one is perfect. Everyone looks happy.

• Student A: Great! So we'll use that one.

Group B: Guided Role-Play

• Objective: To build a short, logical conversation using the target expressions.

• Process: Students receive a scenario and roles. They must create their own dialogue based on the prompts.

• Instructions for Students: "Work with a partner. Choose a role-play card and create a short conversation. Make sure you use at least four expressions from the table (opinions, agreeing, and disagreeing)."

Role-Play Card:

• Situation: Your class wants to create a TikTok video about "A Day at Our School". You are discussing what content to include.

• Student A: You want to include a funny blooper reel of students making mistakes in class. You think it will be popular and get many views.

• Student B: You are worried that showing students' mistakes, even if funny, might be embarrassing for some. You think the video should only show positive and successful moments.

• Task: Discuss your different ideas and try to come to an agreement.

Group C: Problem-Solving Discussion

• Objective: To use a wide range of expressions to negotiate a solution to a more complex problem.

• Process: Students are given a nuanced scenario that requires not just stating opinions, but also justifying them and working towards a compromise.

• Instructions for Students: "Work with a partner. Read the scenario below. Your task is to have a detailed discussion to solve the problem. You must:

  1. Clearly state and justify your different perspectives.

  2. Use a variety of expressions for agreeing and disagreeing.

  3. Work together to find a compromise or a solution that respects both viewpoints."

Scenario:

A friend in your group chat posted a screenshot of a private conversation you had with them. The screenshot isn't necessarily bad, but you feel it's a violation of your privacy. Your friend thinks it's harmless and funny.

• Student A (You): You need to express why you are uncomfortable and why you believe posting private chats is wrong, even among friends.

• Student B (Your Friend): You need to explain why you thought it was okay (e.g., "I thought it was funny," "I didn't think you'd mind"). You initially disagree that it's a big deal.

• Goal: Reach an understanding. Student B should understand Student A's perspective, and you should both agree on rules for sharing content within your group chat in the future.

Teacher's Observation Guide

While students are practicing, observe for the following:

• Expression Usage: Are students using the target expressions correctly in context?

• Fluency & Turn-taking: Is the conversation flowing naturally between partners?

• Politeness: Are students using polite forms for disagreement?

• Task Completion: Are students fulfilling the requirements of their specific task (e.g., reaching a compromise for Group C)?

Reflection and Follow-up (Closing)

• Reflection (For all students): "Which expression did you find most useful today? When in your real life, online or offline, could you use it?"

• Follow-up (Suggestion): As a next step, students could engage in a small group debate on a digital safety topic, such as "Should students be allowed to bring phones to school?" This would require them to use the expressions in a more dynamic, multi-person conversation.

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Reading Unit 1

 

Unit 1: Digital Literacies and My Identities

Theme: Digital Safety 
Topic: Digital Literacies for Youth’s Identity Construction

Skill Focus: Reading

Sub-topic: Identifying an Author's/Content Creator's Purpose in a Multimodal Text.

Learning Objective:

• By the end of this lesson, you are able to suitably identify an author’s/content creator’s purpose in their multimodal text (i.e., social media post).

Warm-up & Introduction

Hello, students! Every day, we scroll through dozens of posts on social media. We see photos, videos, stories, and articles. But have you ever stopped to think why someone created that post? What was their goal?

Today, we're going to become digital detectives. Our mission is to look at a social media post and figure out the creator's main purpose.

Core Concept: What is the Author's Purpose?

Every social media post is a multimodal text because it uses a mix of text, images, and sometimes sounds or videos to send a message. Creators always have a purpose, or a reason, for posting. The most common purposes are:

• To Inform: To give facts, news, or information. (e.g., A post from a science account explaining a new discovery).

• To Persuade: To convince you to do, buy, or believe something. (e.g., An influencer's post about why you should use a certain skincare product).

• To Entertain: To make you laugh, smile, or feel an emotion. (e.g., A funny meme, a beautiful travel photo, or a cute animal video).

• To Build Community: To connect with people who share similar interests or to make people feel like they belong to a group. (e.g., A post on a fan page asking, "Who's your favorite character?").

A post can have more than one purpose, but there is usually one primary (main) purpose.

Core Activity: Analyzing a Social Media Post

Let's look at this sample Instagram post together.

Username: @GreenLivingGems Caption:

"My morning coffee tastes even better knowing I’ve saved one paper cup from the landfill! 🌿 Small changes, big impact. What's one small eco-friendly change you've made this week? Share in the comments and let’s inspire each other! #GoGreen #SustainableLiving #ZeroWaste #EcoFriendly"

Differentiated Reading Tasks

Now, you will work in groups to identify the creator's purpose in the post from @GreenLivingGems.

Group A: Guided Identification

• Objective: To identify the primary purpose with guided questions.

• Instructions: "Read the post from @GreenLivingGems again. Then, answer the following multiple-choice questions to find the main purpose."

1. Does the post mainly give you facts, like a news report? a) Yes, it's full of scientific facts. b) No, it's more about a personal action.

2. Does the post mainly try to make you laugh or tell a story? a) Yes, it's a funny joke. b) No, it's more serious and encouraging.

3. Does the post ask you to do or believe something? a) Yes, it encourages making eco-friendly changes. b) No, it doesn't ask me to do anything.

4. Based on your answers, what is the MAIN purpose of this post? a) To entertain b) To inform c) To persuade

Group B: Identifying Purpose and Evidence

• Objective: To identify the purpose and find specific evidence from the text to support the choice.

• Instructions: "Discuss the post from @GreenLivingGems with your group. Answer the following questions in full sentences."

1. What do you think is the main purpose of this post? (To inform, persuade, entertain, or build community?)

2. Which words or phrases from the caption support your answer? Write down at least two examples.

3. Which part of the image supports your answer? Describe it.

4. Does the post have a secondary (second) purpose? If yes, what is it?

Group C: Analyzing Purpose, Audience, and Impact

• Objective: To analyze the primary and secondary purposes, identify the target audience, and evaluate the post's effectiveness.

• Instructions: "Have a detailed discussion about the @GreenLivingGems post. Answer the following questions with detailed analysis."

1. Identify and explain the primary and secondary purposes of this post. Why do you think one is primary and the other is secondary?

2. Who is the target audience for this post? How can you tell from the language, hashtags, and image style?

3. The creator uses a question ("What's one small eco-friendly change you've made...?") to engage the audience. How does this specific technique help them achieve their purpose?

4. In your opinion, is this post effective? Does it make you want to make a change? Why or why not?

For the Teacher

• Primary Purpose: To persuade (to convince people to adopt sustainable habits).

• Secondary Purpose: To build community (by asking people to share their own experiences and inspire each other).

• Evidence (Group B/C):

  • Text: "Small changes, big impact," "Share in the comments and let’s inspire each other," hashtags like #SustainableLiving and #GoGreen. The direct question to the audience.

  • Image: The use of a reusable cup is a visual representation of the persuasive message. The professional and appealing style makes the sustainable lifestyle look desirable.

• Target Audience (Group C): Likely young adults (millennials/Gen Z) who are interested in aesthetics, café culture, and environmentalism. The use of Instagram, trendy photo style, and specific hashtags points to this demographic.

Reflection and Follow-up (Closing)

• Reflection (For all students): "Next time you are on social media, find one post and try to identify its purpose. Is it trying to inform you, persuade you, or entertain you?"

• Follow-up (Suggestion): As a next step, students can find their own examples of social media posts for each purpose and share them with the class, explaining their reasoning. This moves from analysis to application.

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Listening Unit 1

 

Unit 1: Digital Literacies and My Identities

Theme: Digital Safety 
Topic: Digital Literacies for Youth’s Identity Construction

Skill Focus: Listening

Sub-topic: Identifying Expressions (Stating Opinions, Agreeing, and Disagreeing)

Learning Objective:

• By the end of this lesson, you are able to correctly categorize expressions (stating opinions, agreeing, and disagreeing) used in a spoken transactional conversation that you listen to.

Warm-up Activity

Hello, students! We live a lot of our lives online. We share photos, thoughts, and moments on social media. Let's think about that:

• What is your favorite social media platform and why?

• Do you think it's important to have many followers or likes?

• Have you ever disagreed with a friend's post? How did you handle it?

Today, we will listen to a conversation about sharing online and learn how to identify the language people use to share their opinions.

Core Activity: Listening Activity

Students will listen to a dialogue between two friends, Alex and Maya, who are discussing whether it's a good idea to join a new, popular social media challenge.

Listen to this conversation:

Dialogue Transcript (For the Teacher)

Maya: Hey Alex, have you seen the "20 Facts About Me" challenge trending everywhere? Everyone is doing it.

Alex: Oh yeah, I've seen it. A few of my friends have posted theirs.

Maya: I'm thinking of doing it. In my opinion, it looks like a fun way to let your friends know you better.

Alex: I see your point, but I'm not so sure about that. Sharing 20 personal facts, like your pet's name or your favorite street... I believe it could be risky. Some of that information can be used for security questions.

Maya: Hmm, I hadn't thought of that. But it's just for fun.

Alex: That's true, but we need to be careful. From my perspective, it's better to be safe than sorry. Maybe we could do a "5 Fun Facts" version instead? That's less risky.

Maya: You're absolutely right. That's a much smarter idea. It's still fun but safer. I'll do that instead.

Alex: Great! I totally agree with that plan.

Differentiation of Process and Content

To achieve the learning objective, students will be divided into three groups based on their readiness level. Each group will receive a different task after listening to the dialogue.

Group A (Requires Visual/Auditory Support)

• Objective: To recognize key expressions with visual aid (highlighted transcript).

• Process: Students are given the dialogue transcript where the key expressions are already in bold. Their task is to match the expressions with their functions.

• Instructions for Students: "Read the dialogue transcript while you listen. The important expressions are already in bold. Your task is to match the bold expressions with their function in the table below."

Expression	Function
1. In my opinion...	A. Agreeing
2. I see your point, but...	B. Stating an opinion
3. You're absolutely right.	C. Disagreeing

Group B (At Grade Level)

• Objective: To independently identify and categorize expressions from the dialogue.

• Process: Students listen to the dialogue (with or without a blank transcript) and are asked to write down the expressions they find, then group them into the correct categories.

• Instructions for Students: "Listen to the dialogue carefully. Identify the expressions used for stating opinions, agreeing, and disagreeing. Write them down in the correct category in the table."

Stating an Opinion	Agreeing	Disagreeing

Group C (Needs More Challenge)

• Objective: To analyze the function, nuance, and impact of the expressions used.

• Process: Students listen to the dialogue, identify expressions, and answer higher-order thinking questions.

• Instructions for Students: "Listen to the dialogue. After identifying the key expressions, answer the following questions:"

  1. Alex uses the phrase "I see your point, but I'm not so sure about that." Why is this a more polite way to disagree than just saying "You're wrong"?

  2. What is the difference in strength between "I totally agree" and "That's true"?

  3. Besides "In my opinion," what is another way Maya could have stated her opinion at the beginning?

  4. How does Alex's suggestion of a "5 Fun Facts" version help resolve the disagreement?

Answer Key (For the Teacher)

Here is the identification and categorization of the expressions from the dialogue:

Category	Expressions Used
Stating an Opinion	• In my opinion... • I believe... • From my perspective...
Agreeing	• That's true... • You're absolutely right. • I totally agree.
Disagreeing	• I see your point, but I'm not so sure about that.

Reflection and Follow-up (Closing)

• Reflection (For all students): "Think about your own online interactions. What is one expression you learned today that you can use to agree or disagree politely in a comment or a chat?"

• Follow-up (Suggestion): The teacher can continue the lesson to the speaking skill, where students role-play a similar scenario, such as deciding whether to post a group photo that one friend is unsure about, using the expressions they have learned.

 

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Writing Unit 1

Unit 1: Digital Literacies and My Identities

Theme: Digital Safety 

Topic: Digital Literacies for Youth’s Identity Construction

Apersepsi (Pemanasan)

Hello, students! In today's world, our digital life is just as important as our real life. We use social media to connect, share, and build our identity. But how do we do it safely? Let's think about it:

1. What kind of content do you usually share on your social media?

2. How do you decide if a piece of information is safe to post online?

3. When you see a friend's post, how do you usually respond?

This unit will help us explore how to be smart and safe digital citizens while building our online identity.

Writing: Creating Engaging Captions with Subject Questions

A good caption can get more engagement (likes, comments). One powerful tool is using subject questions.

1. Grammar: Subject Questions vs. Object Questions

A subject question asks about the subject (the person or thing doing the action). The question word (Who, What) is the subject.

Type	Example	Answer Structure
Subject Question	Who created this poster?	The students created this poster. (Answer is the subject)
Object Question	What did the students create?	The students created a poster. (Answer is the object)

Subject questions are great for engagement because they are often simple and direct.

2. Application: Writing Interactive Captions

Let's turn boring statements into engaging captions with subject questions.

• Boring: This is my favorite song for studying.

• Engaging: Who else listens to music while studying? 🎶 What helps you focus?

• Boring: I learned how to bake a cake today.

• Engaging: Look what I made! 🎉 Who wants a slice? What should I bake next?

Your turn: Create a caption for a photo of your favorite hobby using at least one subject question.

Language Focus: Summary

Let's review the key language points from this unit.

• Vocabulary:

  • Engagement: Interaction on a post (likes, comments, shares).

  • Interaction: Communication between people.

  • Caption: The text that accompanies a social media post.

  • Multimodal: Using more than one mode to communicate (e.g., text + image).

  • Inference: A conclusion reached on the basis of evidence and reasoning.

  • Digital Footprint: The trail of data you leave behind online.

  • Privacy Settings: Controls on your account to manage who can see your content.

• Grammar:

  • Subject Questions: Questions where the question word (Who, What) is the subject. (e.g., "Who loves weekends?")

  • Transitional Words (Sequence): Words that connect steps in a process (e.g., First, Next, Then, Finally).

• Pronunciation:

  • Word Stress: Emphasizing the correct syllable in a word makes your speech clearer and more natural.

Rangkuman (Summary)

In this unit, we have learned to:

• Use expressions for stating opinions, agreeing, and disagreeing.

• Identify the author's purpose and make inferences from social media posts.

• Write engaging captions using subject questions.

• Present a process using transitional words and a graphic organizer.

Refleksi (Reflection)

Think about your own digital habits.

1. What is one thing you will do differently to protect your identity online after this lesson?

2. How can you use subject questions to make your next social media post more interactive?

 

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About Me:

MAHFUD S. PAUKUNDING, S.Pd., M.Pd. is a dedicated educator based in Lambako City, USA. He completed his primary education at SD Negeri Lambako, continued to SMP Negeri 1 Banggai, and pursued vocational secondary education at SMK Negeri 1 Luwuk.

He earned his Bachelor of Education (S.Pd.) from STKIP YPUP Makassar and obtained his Master of Education (M.Pd.) from Universitas Sarjanawiyata Tamansiswa (UST) Yogyakarta.

In addition to his commitment to education, he has a strong passion for technology and digital innovation, which supports his efforts in creating adaptive, interactive, and future-oriented learning experiences.

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Unit 1: Digital Literacies and My Identities (WRITING)

LESSON PLAN (MODUL AJAR)

WRITING: CREATING ENGAGING SOCIAL MEDIA CAPTIONS WITH SUBJECT QUESTIONS

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1. Author's Identity

• School: SMA Negeri 1 Banggai

• Teacher's Name: Mahfud S. Paukunding, S.Pd., M.Pd.

• Class: 11 (Eleventh Grade)

• Time Allotment: 3 x 45 minutes (135 minutes)

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2. Initial Competency

Students are already familiar with basic sentence structures (Subject-Verb-Object) in English. They have a basic understanding of forming simple questions (e.g., WH-questions with auxiliary verbs like do/does/did). Students are active users of at least one social media platform (e.g., Instagram, TikTok, Facebook).

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3. Pancasila Student Profile

This lesson plan aims to foster the following Pancasila Student Profiles:

• Critical Reasoning (Bernalar Kritis): Students will analyze and evaluate the effectiveness of different social media captions, identifying grammatical patterns and their impact on audience engagement.

• Creative (Kreatif): Students will generate original ideas and produce creative content (captions and accompanying visuals) that is both grammatically correct and engaging for a specific audience.

• Independent (Mandiri): Students will take initiative in managing their learning process, from brainstorming ideas to drafting and finalizing their project with minimal supervision.

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4. Facilities, Infrastructure, and Learning Media

• Facilities & Infrastructure: Classroom with good lighting and seating arrangement for group work, whiteboard/smartboard, markers, electricity outlets.

• Learning Media: LCD Projector, laptops/computers, students' smartphones with internet access, social media apps (Instagram, TikTok, etc.), sample social media posts (digital or printed), and a simple presentation tool (Canva, Google Slides).

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5. Target Students

Regular 11th-grade students (16-18 years old) with diverse learning styles and varying levels of proficiency in English. The differentiation strategies in this plan are designed to accommodate this diversity.

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6. Learning Models Used

This lesson uses an integrated model:

• Project-Based Learning (PjBL) as the overarching framework, where the final project is creating and posting a social media caption.

• Problem-Based Learning (PBL) and Inquiry-Based Learning are integrated into the initial phases, where students investigate the "problem" of how to create engaging online interactions.

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7. Learning Objectives

Upon completion of this lesson, students are able to:

1. Correctly formulate subject questions for their interactive and engaging social media caption.

2. Post an interactive and engaging caption on their social media with the correct use of subject questions.

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8. Meaningful Understanding

Students will understand that grammar is not just a set of rules, but a powerful tool for communication. They will learn that asking the right kind of questions (specifically subject questions) can transform a one-way announcement into a two-way conversation, making their online presence more dynamic and influential.

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9. Guiding Questions

1. What makes you stop scrolling and decide to comment on a social media post?

2. Have you ever seen a question in a caption? What kind of question was it?

3. How can a simple question make a post more powerful and connect with more people?

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10. Learning Activities

No.	Phase	Learning Steps	Time
1.	Introduction	(Pendahuluan) 1. Opening: Teacher greets the class, leads a prayer, and checks attendance. 2. Apperception & Problem Introduction (PBL): Teacher displays two sample social media posts on the projector: - Post A (Static): "Our school won the basketball competition yesterday." - Post B (Engaging): "Guess what! Our school won the basketball competition! Who scored the final point? Take a guess in the comments!" 3. Teacher asks students: "Which post makes you want to comment? Why?" This leads to a brief discussion about engagement. 4. Connecting to Objectives: Teacher states the learning objectives and explains that today they will learn a specific technique (using subject questions) to make their own captions as engaging as Post B. 5. Initial Assessment: Teacher asks 1-2 quick questions to gauge prior knowledge, such as "What is the subject in the sentence 'John reads a book'?" This helps the teacher adjust explanations later.	15 mins
2.	Core Activities	(Kegiatan Inti - Differentiated Approach) Phase 1: Inquiry & Discovery (Finding the Pattern) 6. Exploration (Differentiated Content): Students are divided into small groups. Each group receives a set of 3-4 engaging social media captions that use subject questions. - Group A (Visual Learners): Receives posts with strong visuals (e.g., travel photos, food). - Group B (Textual Learners): Receives posts with interesting stories or news (e.g., announcements, fun facts). 7. Guided Inquiry: Teacher prompts students with questions: "What do these captions have in common? Look at the questions. What is the word order? Is it different from other questions you know?" 8. Concept Explanation (Teacher Behavior): Based on student discoveries and the initial assessment, the teacher formally explains the concept of Subject Questions. - Visual Aid: The teacher uses the whiteboard to color-code the structure: (Who/What/Which) + Verb + ... ? - Simple Language: "In these questions, the question word is the subject. We don't need helpers like do or does. It's more direct. For example, 'Who ate the last cookie?' not 'Who did eat...?'" Phase 2: Project Planning & Drafting (PjBL) 9. Project Kick-off: Teacher announces the project: "Your task is to create one engaging social media post (a picture/short video with a caption) for your own social media, using at least one subject question." 10. Brainstorming & Planning (Differentiated Process): Students work in their groups to brainstorm ideas for their posts (e.g., a funny class moment, a beautiful spot in Banggai, a poll about a favorite movie). - Process Differentiation: Students can choose to work individually on their own post or collaborate on a group post for a class account. 11. Drafting (Differentiated Content/Scaffolding): Students begin writing their captions. - Scaffolded Support: Teacher provides a worksheet with sentence starters for students who need more support (e.g., "Who thinks that...?," "What makes you...?"). - Challenge: Advanced students are encouraged to use varied vocabulary and tenses in their questions. 12. Teacher as Facilitator: Teacher circulates, provides feedback, re-explains concepts to small groups as needed, and ensures everyone is on track.	100 mins
3.	Closing	(Penutup) 13. Showcase & Feedback (Differentiated Product): A few groups/individuals volunteer to present their draft post (image + caption) to the class. They explain why they chose their topic and question. The class provides constructive feedback using the "Two Stars and a Wish" method. 14. Summary & Reflection: Teacher summarizes the key learning points about subject questions and their role in engagement. Students are asked to write a one-sentence reflection on an exit ticket: "One thing I learned today is..." 15. Follow-up Instruction: Teacher reminds students of the final step of the project: to post their work on their social media and observe the interaction. (This can be a homework assignment). 16. Closing: Teacher provides positive reinforcement and closes the lesson.	20 mins

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11. Assessment

• Diagnostic Assessment: Teacher's initial questions in the introduction phase to gauge prior knowledge.

• Formative Assessment:

  • Teacher observation of student participation in group discussions.

  • Review of students' draft captions during the core activity.

  • In-class presentation and peer feedback session.

• Summative Assessment:

  • The quality of the in-class presentation and discussion, assessed using the provided analytic rubric.

  • The final social media post (assessed after class based on correctness of the subject question, creativity, and potential for engagement).

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12. Enrichment and Remedial

• Remedial Program: For students who struggle to form subject questions, the teacher will provide a targeted worksheet with exercises that involve converting simple statements into subject questions (e.g., "Someone broke the window." -> "Who broke the window?"). The teacher will work with them in a small group to review the concept.

• Enrichment Program: For students who have mastered the concept, they are challenged to:

  • Write a longer caption that includes both a subject question and an object question.

  • Create a short series of 3 related posts that tell a story, with each caption using an interactive question.

  • Analyze a popular brand's social media account and present how they use questions to engage their audience.

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13. Student and Teacher Reflection

• Student Reflection:

  1. What was the most challenging part of creating the caption today?

  2. What was the most interesting discovery you made about writing for social media?

  3. How confident do you feel now about using subject questions? (1=Not confident, 5=Very confident)

• Teacher Reflection:

  1. Did the differentiated activities successfully cater to the diverse needs of the students?

  2. Were the examples and visual aids effective in explaining the concept?

  3. How could the project be improved for the next implementation to increase student engagement even further?

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14. Student Worksheet (Lembar Kerja Peserta Didik)

Analytic Rubric for Group Discussion and Presentation

Project: Creating an Engaging Social Media Post

Group Members: _________________________

Criteria	4 (Excellent)	3 (Good)	2 (Fair)	1 (Needs Improvement)	Score
Use of Subject Question	The caption features a perfectly formed subject question that is highly relevant and engaging. The student can clearly explain its structure.	The caption features a correctly formed subject question that is relevant to the topic.	The caption attempts to use a subject question, but there is a minor grammatical error.	The question used is not a subject question, or it is grammatically incorrect and confusing.
Content & Creativity	The post idea (visual + text) is highly original, creative, and perfectly suited to the target audience. The overall message is compelling.	The post idea is creative and relevant. The visual and text work well together.	The post idea is somewhat generic or lacks a clear connection between the visual and the text.	The post idea is unclear, unoriginal, or inappropriate for the assignment.
Collaboration & Discussion	All members actively contributed ideas, listened respectfully, and worked cohesively to build on each other's suggestions during the planning process.	Most members contributed to the discussion and planning. The group worked well together.	Some members contributed, but the discussion was dominated by one or two students. Collaboration was inconsistent.	There was little to no evidence of collaboration. The work appears to be done by only one person.
Presentation & Explanation	The group clearly and confidently explains their post, the choice of topic, and the purpose of their question. They engage the audience effectively.	The group explains their post clearly. Most key aspects are covered.	The explanation is unclear in some parts, or the presenters seem unprepared.	The explanation is confusing, incomplete, or read directly from a script with no engagement.
				Total Score:

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15. Teaching Material/Handout

Mastering Subject Questions for Awesome Social Media Captions

In the world of social media, engagement is everything. You don't just want people to see your posts; you want them to interact with them! A powerful way to do this is by asking questions. But not all questions are created equal. Subject questions are particularly effective because they are direct, simple, and invite quick, easy responses. A subject question is a type of question where the WH-word (Who, What, Which) acts as the subject of the sentence. This means you don't need an auxiliary (helping) verb like do, does, or did.

The structure is beautifully simple: Question Word (Who/What/Which) + Main Verb + Rest of the sentence?. Think about the difference. An object question asks about the object: "What did you eat?" (The subject is 'you'). A subject question asks about the subject: "Who ate the last slice of pizza?" (The subject is 'Who'). This second type feels more immediate and conversational, making it perfect for social media.

You can use subject questions to create polls, start guessing games, or simply spark a conversation. For example, instead of saying "This new song is amazing," you could post a snippet and ask, "Who loves this song as much as I do? 🎵". Instead of "I made a cake," show a picture and ask, "What ingredient makes this cake look so delicious?". By using this simple grammatical tool, you shift from making a statement to starting a dialogue, instantly making your content more interactive and memorable for your followers.

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16. Reading Materials for Educators and Students

• Educators:

  • Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.

  • A blog post on using PjBL in the English classroom.

  • Hubspot's guide to writing engaging Instagram captions.

• Students:

  • British Council - Learn English Teens: "Questions: subject/object questions"

  • Grammarly Blog: "How to Write Engaging Captions"

  • Observing popular Indonesian influencer accounts (e.g., @jeromepolin, @fiersabesari) and analyzing how they use questions in their captions.

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17. Glossary

• Caption: A short piece of text that accompanies an image or video on social media, providing context or encouraging interaction.

• Differentiated Instruction: An approach to teaching that involves tailoring instruction to meet individual students' needs.

• Engagement: The act of interacting with content, such as liking, commenting on, or sharing a social media post.

• PjBL (Project-Based Learning): A teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

• Subject Question: A question where the WH-word (Who, What, Which) is the subject of the verb. Example: "Who wrote this?"

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18. Bibliography

• Azar, B. S., & Hagen, S. A. (2009). Understanding and Using English Grammar. Pearson Longman.

• Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the Standard for Project Based Learning. ASCD.

• Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Panduan Pembelajaran dan Asesmen Pendidikan Anak Usia Dini, Pendidikan Dasar, dan Menengah. Jakarta.

• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: ASCD.

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