Unit 1: Digital Literacies and My Identities (LISTENING)

LESSON PLAN (MODUL AJAR)

1. Identity of the Author

• School Name: SMAN 1 Banggai

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

• Class: 11 (Eleven)

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

2. Initial Competence

Students have a basic understanding of simple present and simple past tenses. They are able to construct simple sentences and have a foundational vocabulary related to daily life topics (e.g., movies, music, school life, hobbies).

3. Profile of Pancasila Students

• Critical Reasoning (Bernalar Kritis): Students analyze expressions from a conversation to determine their function (opinion, agreement, disagreement).

• Independence (Mandiri): Students take initiative in group discussions and completing their tasks with minimal supervision.

• Creativity (Kreatif): Students generate ideas and create a new product (a dialogue/role-play) demonstrating their understanding.

4. Facilities, Infrastructure, and Learning Media

• Facilities & Infrastructure: Classroom, whiteboard, markers, LCD projector, speakers.

• Learning Media: Laptop, internet connection, audio files of transactional conversations, PowerPoint slides (visual aids), worksheets (LKPD), video clips from movies/YouTube showing debates or discussions.

5. Target Students

Grade 11 students (ages 16-18) with varied learning abilities and styles (auditory, visual, kinesthetic). The differentiation strategies will address the needs of students who require more support and those who need more challenges.

6. Learning Model

A blended model of Discovery Learning and Inquiry-Based Learning, where students discover language patterns from authentic materials and are guided by questions to construct their own understanding. This is framed within a Problem-Based Learning context where the "problem" is to effectively communicate opinions in a given scenario.

7. Learning Objective

Students are able to correctly categorize expressions (stating opinions, agreeing, and disagreeing) used in a spoken transactional conversation that they listen to.

8. Meaningful Understanding

Understanding how to state, agree with, and disagree with opinions respectfully is a crucial life skill. It allows students to engage in meaningful discussions, build better relationships, and navigate academic and future professional environments successfully. This lesson helps them move from passive listeners to active, thoughtful communicators.

9. Sparking Questions

1. What's the last movie you watched? What did you think of it?

2. Imagine your friend says, "School uniforms should be banned." What would you say to show you agree? What would you say to show you disagree?

3. Why is it important to be polite even when you disagree with someone?

10. Learning Activities

No	Activity Phase	Learning Steps	Time
1.	Introduction	Preliminary Activities 1. Teacher greets the class, leads a prayer, and checks attendance. 2. Engage: Teacher uses the sparking questions to initiate a brief, whole-class discussion. Teacher may show a picture or a short, silent video clip of people having a discussion to pique interest. 3. Initial Assessment: Teacher conducts a quick diagnostic assessment (e.g., a simple Mentimeter poll or a 3-minute matching task on the board) to gauge students' prior knowledge of opinion expressions. (Teacher Behavior: Explaining concepts adjusted to the initial assessment). 4. Teacher clearly states the learning objective for the day: "Today, we will learn to listen for and identify expressions of giving opinions, agreeing, and disagreeing."	15 mins
2.	Core Activities	Discovery, Inquiry, and Elaboration (Differentiated Approach) Phase 1: Observation & Discovery (25 minutes) 1. Teacher provides a brief and simple explanation of the social function of stating opinions, agreeing, and disagreeing, using visual aids like a mind map on a PowerPoint slide. (Teacher Behavior: Using visualization and explaining difficult concepts simply). 2. Differentiated Content: Students are grouped based on the initial assessment. Each group listens to a transactional audio dialogue. * Group A (Needs Support): Listens to a slower-paced audio with clear articulation. They are provided with a full transcript where the target expressions are bolded. * Group B (Proficient): Listens to a normal-paced audio. They are provided with a gapped-fill transcript (blanks where the target expressions should be). * Group C (Advanced): Listens to a more authentic, faster-paced audio with some overlapping speech. They are not given a transcript initially. Phase 2: Inquiry & Categorization (30 minutes) 3. Differentiated Process: In their groups, students work to identify and categorize the expressions. * Group A: Fills in a simple three-column table (Stating Opinion	Agreeing
3.	Closing	Conclusion and Reflection 1. Teacher and students collectively summarize the key learning points of the day. 2. Teacher leads a reflection session using questions (see section 13). 3. Formative Assessment (Exit Ticket): Students write down on a sticky note one expression of agreement and one of disagreement they learned and stick it on the board. 4. Teacher provides positive feedback on the students' participation and products, and briefly mentions what will be covered in the next lesson. 5. Teacher closes the lesson with a prayer and a final greeting.	20 mins

11. Assessment

• Diagnostic Assessment (Assessment for Learning): A quick matching quiz or poll at the beginning of the lesson to check prior knowledge.

• Formative Assessment (Assessment as Learning):

  • Teacher observation of student participation during group discussions using an anecdotal record.

  • Checking the completion and correctness of the differentiated worksheets (table/mind map).

  • Exit ticket at the end of the lesson.

• Summative Assessment (Assessment of Learning): The group role-play performance, assessed using the analytical rubric provided in section 14.

12. Enrichment and Remedial

• Remedial Program: Students who struggle to meet the learning objective will be given a simplified audio track with a clearer transcript. They will work in a small, teacher-led group to identify and practice using 2-3 basic expressions (e.g., I think, I agree, I don't agree) in structured sentences.

• Enrichment Program: Advanced students will be given a link to a short, authentic debate clip from a movie or news program. Their task is to analyze the language used, noting not only the core expressions but also the nuances of tone, intonation, and strategies for politely interrupting or holding the floor. They can then write a short paragraph summarizing their findings.

13. Reflection for Students and Teacher

• Students' Reflection Questions:

  1. What was the most interesting part of today's lesson? Why?

  2. Which part was the most challenging for you? How did you overcome it?

  3. How can you use what you learned today outside of the classroom?

• Teacher's Reflection Questions:

  1. Did the differentiated activities effectively cater to the students' various needs?

  2. Were the time allocations for each activity phase appropriate?

  3. What could I do differently next time to make the inquiry process even more student-led?

  4. Did the students achieve the learning objective? What is the evidence?

14. Student Worksheet (LKPD) - Role-Play Assessment Rubric

Analytical Rubric for Discussion and Presentation (Role-Play)

Criteria	4 (Excellent)	3 (Good)	2 (Fair)	1 (Needs Improvement)
Use of Target Expressions	Student uses a wide variety of required expressions (opinion, agree, disagree) accurately and appropriately in context.	Student uses the required number of expressions accurately most of the time. Some variety is shown.	Student uses some of the required expressions, but with occasional errors in form or context. Repetitive use of simple phrases.	Student uses very few target expressions, or uses them incorrectly.
Fluency & Pronunciation	Speech is smooth, confident, and easy to understand. Pronunciation and intonation are very clear and enhance communication.	Speech is generally fluent with some minor hesitation. Pronunciation is clear and understandable.	Speech is hesitant and choppy. Pronunciation errors sometimes make it difficult to understand the student.	Speech is very slow and halting. Pronunciation errors frequently block communication.
Content & Relevance	The dialogue is highly relevant to the topic, creative, and well-developed. Arguments are logical and clear.	The dialogue is relevant to the topic and makes sense. Arguments are mostly clear.	The dialogue is somewhat relevant to the topic, but may be underdeveloped or confusing in parts.	The dialogue is largely off-topic or incoherent.
Teamwork & Participation	All members contribute equally and actively to the creation and performance of the role-play. Excellent collaboration.	Most members contribute well to the task. Good collaboration is evident.	Some members contribute more than others. Collaboration is inconsistent.	Little to no collaboration. One person does most of the work, or group is disengaged.
Overall Performance	The performance is highly engaging, confident, and demonstrates a deep understanding of the material.	The performance is engaging and shows a good understanding of the material.	The performance is somewhat engaging but lacks confidence. Shows a basic understanding.	The performance is not engaging and shows a lack of understanding or preparation.
Final Score: (TotalScore/20)times100

15. Teaching Material / Learning Resources

Expressing Opinions, Agreement, and Disagreement

In our daily interactions, we constantly share what we think and how we feel about various topics. This is called stating an opinion. An opinion is a personal belief or judgment that is not necessarily based on fact. Common phrases to introduce an opinion include "In my opinion...", "I think...", "I believe...", and more informally, "If you ask me...". Using these phrases helps signal to the listener that you are sharing a personal viewpoint, which makes the conversation clearer and more honest.

When someone shares an opinion, we can respond in two primary ways: by agreeing or disagreeing. Agreement shows that you share the same view. There are many ways to show agreement, ranging from strong to mild. Strong agreement can be expressed with phrases like "Absolutely!", "I couldn't agree more," or "That's exactly what I think." Softer agreement might sound like "I suppose so," "That's a good point," or simply "I agree." Choosing the right phrase depends on how strongly you feel and the context of the conversation.

Conversely, disagreement means you have a different viewpoint. It is a vital communication skill to disagree politely to maintain a good relationship with the other person. Instead of saying "You're wrong," it is more effective to use polite phrases. You can start with a positive comment before stating your different view, such as "I see your point, but I think...". Other common phrases include "I'm afraid I disagree," "I don't quite see it that way," or "On the contrary...". These expressions allow for a respectful exchange of ideas, which is the foundation of any healthy debate or discussion.

16. Reading Materials for Educators and Students

• Educator:

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

  • Harmer, J. (2007). The Practice of English Language Teaching. Pearson Longman.

• Student:

  • Relevant chapters from the official Grade 11 English Textbook (e.g., Bahasa Inggris Kelas XI, Kemendikbud).

  • BBC Learning English website - Section on "Speaking".

  • British Council Learn English Teens website.

  • Selected YouTube channels like "English with Lucy" or "Speak English With Vanessa" for examples of natural conversations.

17. Glossary

• Stating Opinion: To express a personal belief or thought about a subject.

• Agreeing: To express that you have the same opinion as someone else.

• Disagreeing: To express that you have a different opinion from someone else.

• Transactional Conversation: A type of conversation where the primary purpose is to convey or exchange information or get something done.

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

• Discovery Learning: A learning model where students learn by discovering patterns and relationships in data or materials on their own.

• Rubric: A scoring guide used to evaluate the quality of students' work against a set of criteria.

18. Bibliography

• Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Buku Panduan Guru Bahasa Inggris: English for Nusantara untuk SMA/MA Kelas XI. Jakarta: Kemendikbudristek.

• Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Bahasa Inggris: English for Nusantara untuk SMA/MA Kelas XI. Jakarta: Kemendikbudristek.

• Harmer, J. (2007). The Practice of English Language Teaching. Essex: Pearson Education Limited.

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