LESSON PLAN (MODUL AJAR)
WRITING: CREATING ENGAGING SOCIAL MEDIA CAPTIONS WITH SUBJECT QUESTIONS
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)
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).
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.
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).
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.
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.
7. Learning Objectives
Upon completion of this lesson, students are able to:
Correctly formulate subject questions for their interactive and engaging social media caption.
Post an interactive and engaging caption on their social media with the correct use of subject questions.
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.
9. Guiding Questions
What makes you stop scrolling and decide to comment on a social media post?
Have you ever seen a question in a caption? What kind of question was it?
How can a simple question make a post more powerful and connect with more people?
10. Learning Activities
No. | Phase | Learning Steps | Time |
1. | Introduction | (Pendahuluan) | 15 mins |
2. | Core Activities | (Kegiatan Inti - Differentiated Approach) | 100 mins |
3. | Closing | (Penutup) | 20 mins |
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).
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.
13. Student and Teacher Reflection
Student Reflection:
What was the most challenging part of creating the caption today?
What was the most interesting discovery you made about writing for social media?
How confident do you feel now about using subject questions? (1=Not confident, 5=Very confident)
Teacher Reflection:
Did the differentiated activities successfully cater to the diverse needs of the students?
Were the examples and visual aids effective in explaining the concept?
How could the project be improved for the next implementation to increase student engagement even further?
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: |
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.
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.
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?"
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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