Unit 1: Digital Literacies and My Identities (SPEAKING)

 

LESSON PLAN

1. Author's Identity

• School: SMA Negeri 1 Banggai

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

• Class: XI

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

2. Prior Knowledge

Students have a basic understanding of simple present tense, can construct simple English sentences (Subject-Verb-Object), and possess fundamental vocabulary related to daily life and school topics.

3. Pancasila Student Profile

This lesson plan aims to foster the following profiles:

• Critical Thinking: Students will analyze different perspectives on a topic, formulate their own opinions, and provide logical reasons to support their arguments.

• Independent: Students will take initiative in group discussions, manage their tasks, and work collaboratively to create their conversation scripts with guidance from the teacher.

• Creative: Students will design their own conversational scenarios and use a variety of expressions to make their dialogue engaging and natural.

4. Facilities, Infrastructure, and Learning Media

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

• Learning Media: PowerPoint presentation, YouTube video clips of discussions/debates, student worksheets (LKPD), charts of expressions, and topic cards.

5. Target Students

Regular students of Grade XI, aged 16-18 years, with diverse learning styles and varying levels of English proficiency.

6. Learning Model

• Primary Model: Problem-Based Learning (PBL) and Inquiry-Based Learning.

• Approach: Differentiated Instruction (Content, Process, Product).

7. Learning Objective

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

8. Meaningful Understanding

The ability to express opinions and engage in respectful discussion is a crucial life skill. It empowers students to communicate their ideas effectively and confidently in academic, social, and future professional settings, fostering better communication and mutual understanding.

9. Guiding Questions

1. Have you ever had a different opinion from your friend? How did you tell them?

2. What do you think makes a discussion good or bad?

3. Why is it important to listen to others' opinions, even if you don't agree?

10. Learning Activities

No.	Phase	Learning Activities	Time
1.	Introduction	Pendahuluan	20 mins
		1. Opening: Teacher greets the class, leads a prayer, and checks attendance.
		2. Apperception & Diagnostic Assessment: Teacher engages students with the guiding questions. Teacher shows a picture or a short, silent video clip of people having a discussion and asks, "What do you think they are talking about? How can you tell if they agree or disagree?". This helps gauge students' initial understanding.
		3. Motivation & Goal Setting: Teacher explains 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.
2.	Main Activity	Kegiatan Inti (Differentiated Approach)	95 mins
	Orienting Students to the Problem (PBL/Inquiry)	1. Teacher presents a relatable problem or topic for discussion. Example: "Our school is thinking about a new rule: 'No Smartphones Allowed on Campus at All'. What are your thoughts on this?" This central problem will anchor the lesson.	(15 mins)
	Exploring & Organizing (Differentiated Content)	2. Teacher Explanation: Teacher presents the core material using a PowerPoint slide or whiteboard. (Teacher's Recommended Behavior): Teacher displays a clear visual chart of expressions for giving opinions, agreeing, and disagreeing. The teacher explains the difference between strong and polite expressions using simple language and relatable examples, adjusting the complexity based on the students' responses in the introduction.	(20 mins)
		3. Differentiated Content: Students are divided into groups. Each group receives different materials to explore the expressions: • Group A (Auditory/Visual Learners): Watch a short YouTube video (e.g., a movie scene) with subtitles where characters are discussing a topic. They must list the expressions used. • Group B (Linguistic Learners): Read a written dialogue script. They must highlight the expressions for opinion, agreement, and disagreement. • Group C (Needs Scaffolding): Receive a categorized list of expressions with Indonesian translations. Their task is to create simple sentences using three phrases from each category.
	Guiding Investigation (Differentiated Process)	4. Task Assignment: Groups are tasked to prepare a 3-5 minute role-play conversation about a specific topic. • Differentiation: Students can choose a topic from a provided list (e.g., "Online vs. Offline Games," "Is social media good for teenagers?", "Should school hours be shorter?") based on their interest, or advanced groups can propose their own challenging topic.	(30 mins)
		5. Group Work & Teacher Guidance: Students work within their groups to draft their conversation script and practice it. • Differentiation: The teacher circulates and provides tailored support. - For struggling groups, the teacher might provide sentence starters or help structure their arguments. - For proficient groups, the teacher can challenge them to include more nuanced expressions (e.g., "I see your point, but...", "I'm afraid I have to disagree...").
	Developing & Presenting (Differentiated Product)	6. Presentation/Role-Play: Each group performs their conversation in front of the class. • Differentiation: The expectation for the final product is differentiated: - All groups are expected to show turn-taking and use the target expressions. - More advanced groups are expected to demonstrate greater fluency, more complex sentence structures, and the ability to counter-argue politely.	(30 mins)
		7. Peer Feedback: The audience listens and provides feedback using a simple checklist (e.g., "Did they state their opinion clearly? Yes/No," "Did they use expressions for agreeing/disagreeing? Yes/No").
3.	Closing	Penutup	20 mins
		1. Summary & Feedback: Teacher and students collaboratively summarize the key expressions learned. The teacher provides constructive feedback on the groups' performances, highlighting good examples and areas for improvement.
		2. Reflection: Students are asked to reflect on their learning process by answering questions like: "What was the most useful expression you learned today?" and "What was the most challenging part of the activity?"
		3. Follow-up: Teacher informs students about the topic for the next meeting.
		4. Closing: Teacher closes the lesson with a prayer and a thank you.

11. Assessment

• Diagnostic Assessment: Teacher's observation and student responses during the introductory guiding questions.

• Formative Assessment: Teacher observation during group work (collaboration, use of language), checking script drafts, and peer feedback during presentations.

• Summative Assessment: The final role-play performance is assessed using the provided analytic rubric.

12. Enrichment and Remedial

• Remedial Program: Students who did not meet the learning objective will be given a more structured task. They will complete a gapped dialogue with the correct expressions and practice it with the teacher or a peer tutor.

• Enrichment Program: Students who have already met the objective will be challenged to create a longer, more formal discussion or a mini-debate on a more complex topic (e.g., environmental issues, technology's impact on society). They are encouraged to use more sophisticated language for arguing and persuading.

13. Reflection

• Students' Reflection:

  1. What new English expressions did I learn today?

  2. Do I feel more confident expressing my opinion in English now? Why or why not?

  3. What part of the lesson did I find most helpful? What was the most difficult?

• Teacher's Reflection:

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

  2. Were the students actively engaged during the PBL/Inquiry process?

  3. What could I improve in the next lesson to enhance student understanding and participation?

14. Student Worksheet (Lembar Kerja Peserta Didik - LKPD)

Task: Let's Discuss!

Instructions:

1. Work in your group of 3-4 members.

2. Choose one of the following topics for your discussion, or propose one to your teacher:

   • Topic A: Social media is more harmful than beneficial for teenagers.

   • Topic B: All students should be required to do an extracurricular activity.

   • Topic C: Online gaming is a waste of time.

3. Prepare a 3-5 minute role-play conversation about the topic. In your conversation, each member must:

   • State their opinion clearly.

   • Use at least one expression for agreeing with another member.

   • Use at least one expression for disagreeing with another member.

4. Write down a simple script for your conversation.

5. Practice your conversation and be ready to perform it in front of the class.

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Analytic Rubric for Discussion and Presentation

Criteria	4 (Excellent)	3 (Good)	2 (Fair)	1 (Needs Improvement)
Fluency & Pronunciation	Speech is smooth and effortless with very few pauses. Pronunciation is clear and easily understood.	Speech is generally smooth with some occasional hesitation. Pronunciation is mostly clear but with some minor errors.	Speech is slow and hesitant, often pausing to search for words. Pronunciation errors sometimes make understanding difficult.	Speech is very choppy and fragmented. Pronunciation is often incorrect, making it very difficult to understand.
Vocabulary & Expressions	Uses a wide and appropriate range of expressions for opinions, agreeing, and disagreeing effectively and naturally.	Uses an adequate range of the target expressions correctly. Some repetition may occur.	Uses a limited range of the target expressions. There are frequent errors in usage.	Uses very few or no target expressions. Relies heavily on single words (e.g., "Yes," "No").
Content & Argumentation	Opinion is very clear, well-supported with strong reasons or examples, and responds relevantly to others' points.	Opinion is clear and supported with a simple reason or example. Shows ability to respond to others.	Opinion is stated, but the supporting reason is weak or unclear. Response to others is limited.	Opinion is unclear or not stated. No supporting reasons are given.
Teamwork & Participation	All members contribute actively and equally. The conversation flows like a natural, collaborative discussion.	Most members contribute to the discussion. Turn-taking is generally good.	Some members dominate the conversation while others are passive. Turn-taking is awkward.	Only one person speaks, or the interaction is very poor and not collaborative.

15. Learning Material Summary

Expressing opinions, agreeing, and disagreeing are fundamental parts of communication. When we share our thoughts, it's important to be clear and polite, especially when others might have different views. To state your opinion, you can use phrases like, "In my opinion...", "I think...", or for a stronger stance, "I strongly believe that...". These phrases clearly signal that you are sharing your personal perspective.

When you share the same view as someone else, you can show agreement. Simple ways to agree are "I agree with you" or "That's a good point." To show strong agreement, you might say "I couldn't agree more" or "Absolutely!". Using these expressions shows that you are listening and connected to the speaker, which helps build a positive conversation.

Conversely, it is perfectly normal to disagree, but it must be done respectfully to avoid conflict. Instead of saying "You're wrong," it is more polite to use phrases like "I see your point, but I think..." or "I'm sorry, but I have to disagree." A very polite way is to say "I'm not so sure about that." These expressions allow you to present a different viewpoint without being rude, ensuring that the discussion remains productive and respectful for everyone involved.

16. Reading Materials

• Educator's Reading:

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

  • Ministry of Education, Culture, Research, and Technology. (2022). Buku Panduan Guru Bahasa Inggris: English for Nusantara untuk SMA/MA Kelas XI.

  • BBC Learning English Website: https://www.bbc.co.uk/learningenglish/

• Students' Reading:

  • Ministry of Education, Culture, Research, and Technology. (2022). Buku Siswa Bahasa Inggris: English for Nusantara untuk SMA/MA Kelas XI.

  • Selected YouTube Videos on expressing opinions:

    • English Speaking Practice: How to Express Your Opinion (English Addict with Mr. Duncan)

    • Agreeing and Disagreeing in English (mmmEnglish)

17. Glossary

• Opinion: A view or judgment formed about something, not necessarily based on fact or knowledge.

• Agree: To have the same opinion about something; to concur.

• Disagree: To have or express a different opinion.

• Transactional Conversation: A type of conversation with a clear purpose, such as solving a problem or making a decision.

• Role-play: An activity in which students act out a situation to practice new skills or behaviors.

• Fluency: The ability to speak a language easily, smoothly, and expressively.

• Pronunciation: The way in which a word or a language is spoken.

18. Bibliography

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

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

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

• BBC. (n.d.). Learning English. Retrieved from https://www.bbc.co.uk/learningenglish/