UNIT PLAN

SEKOLA DIAN HARAPAN Daan Mogot

2017-2018

Vision: True Knowledge, Faith in Christ, Divine Characters

Mission: To declare the virtues of Christ and is involved in restoration
redemptive everything in him through the Holistic Education
Subject: English School Year: 2017-2018
Material: Interactions 1 Chap. 3 Class / Sem: VII / 2
Teacher: Yenny Tanzino, SE, M.Pd Duration of meeting:

Phase 1: The meaning and purpose of what we do

1.1. Insights Christian Bible-based theme:
4. Worshipful Expression  How do we express admiration for God and
His creation?

"Our Lord and God, You are worthy to receive glory and honor and power, for you created all
things, and by Your will they exist and were created." (Why.4: 11)

God is so expressive and creative. As his creation, we were created to reflect the
expression and creativity of God in various ways. Westminster shorter catechism Documents
filed a very important statement of purpose of human life is to glorify God and enjoy Him
forever. Expression and creativity that we should also aim to glorify God and memasyhurkan
his name in every corner of this creation. But sin has damaged our ability to glorify God,
precisely what happens is humans raise and glorify himself. Humans are in a crisis of
creativity. The genius of our creativity has been tarnished by the absence of God's truth in it.
We are grateful for the grace of Christ memam-Pukan we realize this, and help us how to
express ourselves through the uniqueness of the image of Christ in our lives so that everyone
can live in harmony for the glory of Christ himself. Christians, get talents from God and
rededicated to God; we are free to work as long as it will memasyurkan his name. Human
imagination that has been freed of sinfulness can then glorify God.
(Translation and editorial by PDCE of the discussion document by Dan Fannell SPH
worldview, 2001)

1.2. Profile graduates developed

# 9. Understand that all the skills and talents is a gift of God, given to be used to
glorify God.

# 13. Understand and follow the norms of a healthy lifestyle, continues to maintain a good physical fitness,
as well as prioritizing the principles of prudence in security in every aspect of life.
1.3. Learning materials
 • Key concepts (the concept of macro and micro):

o Macro: Aesthetics, creativity, culture

o Micro: self-expression, style, passion, theme

• Lifelong understanding (Learning Objectives) (Enduring Understanding):

o Current and future personal wellness is dependent upon applying health-related concepts and skills
in everyday lifestyle behavior.
o An individual's health at different life stages is dependent on Heredity, environmental factors and
lifestyle choices.
o There are many short and long term health benefits and risks associated with nutritional choices.

• Questions raised key (Essential Question):

o What are the consequences (especially unforeseen) of our choices in terms of wellness?
o What causes optimal growth and development?
o What makes a food healthy?
o How do you Determine Appropriate portion sizes?

Stage 2: What we want is for students to learn

Graduate competence standard:
Attitude:
Behaviors that reflect the attitude of: 1) faith and fear of God Almighty, 2) character, honest, caring,
3) charge, 4) a true learner throughout life, and 5) the physical and spiritual health, in accordance
with the development of children in the neighborhood families, schools, communities and the
natural environment, nation, state, regional, and international.

Knowledge:
Having knowledge of factual, conceptual, procedural, and metacognitive at the technical level,
specific, detailed, and complex with respect to: 1) knowledge, 2) technology, 3) arts, 4) cultural,
and 5) the humanities.
Able to associate the knowledge above in the context of self, family, school, community and the
natural environment, nation, state, and regional and international.

skills:
Have the skills to think and act: 1) creative, 2) productive, 3) critical, 4) independent, 5)
collaborative, and 6) communicative, through a scientific approach as learned in the development of
education units and other sources independently
KI 1 (2013): Accept and live the teachings of religion.
Value virtues:

Accept and live the teachings of religion.

KI 2 (2013): Appreciate and practice the behavior honest, disciplined, polite,

confident, caring (Gotong royong, cooperation, tolerance, peace),
Accountable, responsive and proactive in interacting effectively in accordance with
the development of children in the neighborhood, the family, schools, communities
and the natural environment, nation, state, regional, and international areas.
Value - the value of virtue:

Honesty, excellence.
KI 3 (2013): Understand, apply, analyze and evaluate factual knowledge,
conceptual, procedural, and metacognitive at the technical level, specific, detailed,
and complex based on curiosity about science, technology, art, culture, and
humanities with insights into humanity, nation, state, and civilization-related
causes of phenomena and events, as well as apply knowledge in specific areas of
study that suit their talents and interests to solve the problem.
cognitive:

3.7. implement a social function, the structure of the text, and elements of text
linguistic oral and written transactional interactions involving the act of giving
and asking for information regarding the circumstances of routine or a general
truth according to the user context.

KI 4 (2013): Demonstrate skills of reasoning, processing, and menyaji effective,

creative, productive, critical, independent, collaborative, communicative, and
solution-in the realm of the concrete and the abstract associated with the
development of learned in school, and be able to use the method according to the
rules of science.
Skills-skills:

4.7. text compiled oral and written transactional interaction is very short and
simple that involves the act of giving and asking for information on the state /
actions / activities undertaken routinely or a general truth, having regard to the
social function, the structure of the text and the correct linguistic elements and
in context.
Learning Implementation Plan (RPP)
OR Competency Allocation Meetings
Standards Core Basic competencies Indicators of Competence Achievement (Number of
Competencies Sessions)
3.Pengetahuan: 3.7. implement a social Reading:
Understand and function, the structure of 1. Recognizing reading structure: main-idea
questions for paragraph topics.
apply knowledge the text, and elements of
2. Recognizing one-or-two-sentence statements
(factual, text linguistic oral and of the main idea.
3. Recognizing topics and main ideas.
conceptual and written transactional
4. Recognizing supporting details.
procedural) based interactions involving the 5. Matching the paragraph titles with topics.
act of giving and asking for listening:
on curiosity about
science, information regarding the 1. Listening for the main ideas and details.
2. Distinguishing between teens and TENS.
technology, arts, circumstances of routine or 3. Listening to the radio advice on healthy
culture and events a general truth according to eating.
4. Connecting native foods to Reviews their
related to the the user context. locations.
phenomenon of
the visible.
4.7. text compiled oral and
4.Keterampilan: written transactional interaction
Rework, menyaji is very short and simple that
and reason in the involves the act of giving and
realm of concrete asking for information on the
(use, disassemble, state / actions / activities
assemble, modify, undertaken routinely or a
and create) and in general truth, having regard to
 accordance with the social function, the structure
the abstract realm of the text and the correct
learned in school. linguistic elements and in
context.
How can we know the students' learning (Summative)
Healthy Food Cooking Demo

Go further / Wisdom leads to Actions:

Stage 3: How do we want students to learn:
Meeting 1 Meeting 1: Reading
activity Description Time
Activity
preliminary  Teacher shows picture in students' book page 40-
Preliminary 41.
 Teacher Asks questions and elicit responses from
students:
a. What do you see in the refrigerator?
b. What do you think 'Living to Eat, or Eating to
Live?' means?
What is your ideal diet? How is it different from what
you see in the photo?
Core Observing (Tuning In)
you  Have students look at the picture at students' book
page 42.
Ask:
a. Describe each photo. Where are the people?
What are they doing? What are they saying to
each other?
b. Talk about the foods in each photo. Are they
packaged or prepared? Fresh, canned, or
frozen? Healthy or unhealthy?
c. Make comparisons. How is the food in the
photos like typical foods in your culture? How is
it different?

Questioning (Tuning In)

 Play the recording. Students listen to the words
and phrases. Put a check mark next to the words
they do not know. (Page 43)
 Let's play a vocabulary game. I'll read out the
definition, find the word in the text.
 Read 1st article: Global Diet Choices (Teacher plays
the audio) page 44-45.
 Teacher Tells the students to underline any words
or phrases that are new or that they do not
understand.
 Teacher reads the information in the Recognizing
Reading Structure instruction note and explain as
needed. (PPT about Recognizing and
Understanding the Text Structure is available)

Exploring (Finding Out)

 Students read the Reviews directions for the
activity in page 46 part 5 and do the first items as
a class IF NECESSARY.
 Ask students to complete 5 numbers (Recognizing
Reading Structure)

Associating (Sorting Out)

 Have students relate Reviews their own lives to the
reading passage by observing and analyzing
 Reviews their own eating habits. (BLM 6 is copied
and distributed)

Communicating (Sorting Out)

 Have students read the Reviews directions and at
the end of the five-day period, have students share
their food diaries and observations is "I ate a lot of
the past, but I did not eat much fruit."

Cover Teacher Asks: Have you eaten healthy food this week?
cover

Meeting 2 Meeting 2: Reading

activity Description Time
preliminary Have students look at the ppt teacher shows
(http://www.slideshare.net/jayjapzz/recognizing-the-
main-idea)
Core Observing (Tuning In)  page 46 part 6
 Have students read the information in the instruction note
(Students can usually find the answer to a question the idea of
playing in the first one or two sentences of the reading. Those
sentences tell the point, or message, or the paragraph)
 Teacher reminds students that the main idea is the most
important idea in the paragraph, and that all the other ideas in
the paragraph arte there to support that main idea.
Questioning (Tuning In)
 Teacher Asks a volunteer to identify the main idea of Paragraph
A.
Exploring (Finding Out)
 Teacher Tells students to compare each statement to a paragraph
in the reading and decide Whether or not the statement is the
main idea of the paragraph.
 Have the students write T for true or F for false on the lines.
 Call on students to share Reviews their answers with the class.
 Tell students to rewrite the false statement to the make them
true, based on the paragraphs.
 Call on students to share Reviews their answers with the class.
 Have students look at how the true sentences answer the
questions in Activity 2 page 43.
 Call on students to share Reviews their answers.
Associating (Sorting Out)
 Put students in pairs to discuss answers to the
questions (page 48 part 8).
 Students look at the list of vocabulary words and
repeat them after the teacher play the audio
program.
 Teacher reads the information in the Focus box and
explain as needed
 Read the Reviews directions. Show students that
the first topic is done for them.
 Have students complete the activity and share
Reviews their answers.
 Communicating (Sorting Out)
 Read aloud the introductory information to the
activity.
Have students work in groups of 4. Tell them to ask
each member of the group the questions. Tell them to
fill in all of the information in the chart.
Cover Go over the information together and ask questions
about the information.

3rd Meeting Listening / Speaking

activity Description Time
preliminary Have students look at the photo on page 40 (similar
picture can be shown in ppt as well). Ask them three
questions in the "Connecting to the Topics". (P. 41)
Connecting to the Topics
Core Observing (Tuning In) 1. prelistening Questions
 Have students look at the photo on page 42 and guess what is
happening.
 Read the "prelistening Questions" with students.
 Have students discuss the questions with a partner.
Questioning (Tuning In)  2. Previewing Vocabulary
 Play the recording and ask students to listen to the words. (Page
43)
 Have students work individually to complete the sentences.
Exploring (Finding Out)  3. Listening for Main Ideas
 Read the Reviews directions with the class.
 Write three questions on the board. (P. 43)
 Play the recording.
 After listening, have students write down Reviews their answers
in pairs.
Associating (Sorting Out)  4. Listening for
details, 5. Listening for Stressed Words, 6.
Comparing unreduced and Reduced
Pronunciation, 7. Listening for Reductions.
 Play the recording.
 Put students in pairs to compare Reviews their
answers.
 Students do individually for activity 8, 9 and 10 on
page 46
Communicating (Sorting Out)  11.
Interview (p. 48)
 Read aloud the introductory information to the
activity.
Have students work in groups of 4. Tell them to ask
each member of the group the questions. Tell them to
fill in all of the information in the chart.
Cover Go over the information together and ask questions
about the information.

4th meeting Listening / Speaking

activity Description Time
preliminary - Have students look at the photo on page 49 (similar picture
can be shown in ppt as well).
Discuss it with the students
Core Observing (Tuning In) 1. prelistening Questions
 Read the "prelistening Questions" with students.
 Have students discuss the questions with a partner.
Questioning (Tuning In)  2. Previewing Vocabulary
 Play the recording and ask students to listen to the words. (Page
43)
 Have students work individually to complete the sentences.
Exploring (Finding Out)  3. Listening for Main Ideas
 Read the Reviews directions with the class.
 Play the recording.
 After listening, have students write down Reviews their answers
in pairs.
Associating (Sorting Out)  3. Listening for
the main ideas
4. Taking
Notes on Specific Information
5.
summarizing Ideas
6. Using
Vocabulary
 Play the recording.
 Put students in pairs to compare Reviews their
answers.
 Students do individually for activity 7 on page 51
Communicating (Sorting Out)  Part 4.
Regional Recipes and Foods (p. 56)
 Read aloud the introductory information to the
activity.
 Play the recording.
Have students some time to write five steps on the
cooking process
Cover Go over the information together about how to refuse
food politely and ask questions about the information.
(Page 60)

5th meeting Writing

activity Description Time
preliminary - Teacher Asks the students about the first
images or ideas that come to mind when they
think about holiday food.
- Teacher Gives the picture / slide about holiday
food and Asks students to observe your the
picture. (Ppt is provided)
- Teacher Gives questions to the students, what
they Recognize Reviews those foods, how many
can they name? Have they ever eaten Reviews
 These foods? If so, the which ones? What is their
favorite dish?
Teacher lists the answers from the students and writes
them in the white board.
Core Observing (Tuning In)
- Have students look at the photo of one family
celebrate a holiday. Tell students to describe what a
celebration that the people in the picture
celebrating.

Questioning (Tuning In)

- Ask them what they think is happening in the
photo

Exploring (Finding Out)

- Teacher Asks students to think of a holiday that
they celebrate and list some of the foods that
they eat on that holiday, describe the foods.
(If there is no English word for Certain foods,
write them in their first language)
Associating (Sorting Out)
- Teacher Gives Black Line Master 6 "Food" (page
BLM6). Have students answer the questions and
discuss as a class Reviews their answer.

Communicating (Sorting Out): Organizing

Ideas Ordering Information in a Parapraph

- Teacher Explains to the students that a descriptive paragraph

begins with general statements Often then moves to more
specific ones. The last sentence of a descriptive paragraph is
Often a personal opinion or idea.
1. Writing Interview Questions (Group work / Pair Group)
- Teacher Asks students to take 5 minutes to brainstorm a list
of questions they would like to ask during Reviews their
own interviews. The students can include any of the
questions from their texts in their lists, and they should
create at least three new questions.
2. Sharing Students' Interview Questions
- Teacher notes the group icon. Ask students to share some of
Reviews their interview questions. Teacher writes some of
the questions on the board as students dictate them to the
teacher. Teacher writes the questions in the board in the
most natural, logical order.
- Teacher Asks students what they think are the best question
to ask.
- After the discussion, teacher Allows students time to edit
Reviews their lists of questions.
3. Interviewing Someone
- Teacher notes the pair icon. Have students write Reviews
their lists of ten questions in their notebooks or on a piece of
paper.
 - Teacher Tells students that they will take notes during the
interview and then use Reviews These notes to the interview
and then use Reviews These Reviews their notes to write a
paragraph.
- Teacher Gives students a time limit for Reviews their
interviews, such as 15 minutes.
- Reviews their students record interviews (Reviews those
who have the equipment)
4. Using a Vocabulary Chart
- Teacher notes the group icon. Have students look at the
vocabulary chart in their books. Teacher Asks the students
how the vocabulary is organized
- Teacher prints out the words that listing by categories or
topics can be effective way to learn new vocabulary.
- Teacher photocopies and beredar black line masters 2
"vocabulary charts" on page BLM2. Have students fill in the
vocabulary chart Ask them to think of as many vocabulary
items as they can for each category. Have students share
some examples with the class.
5. Distinguishing Fact and Opinion
- Teacher directs the students to the activity with statements
from a student's interview with Yara Haider. Teacher
reviews the Reviews directions and first example
- After students have finished, review the answers with the
class.
6. Analyzing a Graphic Organizer
- Teacher notes the group icon. Have students look at the
graphic organizer containing notes from the interview in
activity 6. Put students in groups of three to discuss the
following questions:
 The information is organized in Several groups. What do the
groups represent?
 How does the diagram show that information is related?
 What information from the interview is not included in the
diagram?
 Where should not it go? How do you know?
7. Creating a Graphic Organizer
Teacher Asks students to write F (fact) or O (opinion)
in front of the questions that you asked in Activity 4.
Then use the information to create a graphic organizer
like in students' book page 7.
Cover Teacher discusses the final questions that are asked
for the interview and emphasizes that the content is
the most important factor in the rough draft.

5th meeting Grammar

activity Description Time

preliminary - Teacher Asks the students about the first images
or ideas that come to mind when they think about
holiday food.
- Teacher Gives the picture / slide about holiday
food and Asks students to observe the picture.
 (Ppt is provided)
- Teacher Gives questions to the students, what
they Recognize Reviews those foods, how many
can they name? Have they ever eaten Reviews
These foods? If so, the which ones? What is their
favorite dish?
Teacher lists the answers from the students and writes
them in the white board.
Core Observing (Tuning In)
- Have students look at the picture on page 6.

Questioning (Tuning In)

- Ask students:
Where do you think These people are?
What do they have on their desks?
Why are the two young men shaking hands?
- Put students in pairs to discuss the questions.
(Students 'Book p. 5) Teacher goes over the
answers as a class and writes the students'
answer on board and checks that students
understand all the words.
Exploring (Finding Out)
- Teacher Asks students to read the conversation
on page 6 while the teacher reads it aloud. Have
two volunteers reread the conversation.
- Teacher Asks students to read the charts 1.1 and
1.2 on page 5 (teacher uses the expansion
activity to introduce the chart material
Teacher's book page 5)
- Techer copies and hands out the Black Line
Master 1 "Are you from ...?" On oage BLM 1 of
teacher's edition book.
- Teacher brainstorms different places to ask about
Reviews their previous primary / elementart
school.

Associating (Sorting Out)

- Verb Be: Teacher Asks students to do Practice
1,2,3 and 4 on page 6- 7
- Simple present tense: Teacher Asks students to
do Practice 1 to 8 on page 14-18.
- Personal pronouns, Possessive adjectives and
pronouns: Teacher Asks students to do Practice 1
to 4 on page 28-30.

Communicating (Sorting Out)

Do A Mystery Person: Allows students to act creatively

and Also analyze information. Using language they have
just learned that will help reinforce the grammar
(students' book page 30-31)
Cover - Self-Assessment Log:
 Explain to students that thinking about Reviews their
 learning can help them decide what to focus on in
their lessons and homework and can help them chart
Reviews their progress
 Read the direction aloud. Make sure that students
understand the statements and the evaluation terms
(need improvement, good, and great)
Have students check Reviews their understanding of the
structures practiced in the chapter (or the degree to the
which they learned them).

Stage 4. Source- Source Lessons

o Interactions 1: Chapter 8 "Entertainment and the Media"
Interactions 1: Reading, Listening / Speaking, Grammar, Writing (students' edition
and teacher's manual with tests)

Stage 5: Reflection and Reflection Teachers to the Education

Unit
The contemplation of the learning process:
Meeting 1:

2nd meeting:

The contemplation of learning outcomes:

Jakarta, 19 July 2017

Made by
Subject teachers,

Yenny Tanzino,
M.Pd
______________________

Checked by
 Curriculum Coordinator, Team Leader,

Oh Jen Tjen, S.Pd. Maria Sertauli, S.Pd.

____________________________________________

Known by
Principal Dian Harapan Daan

Puni Rumanti, M.Pd.

______________________