2.0The Lesson Plan

Day : Monday

Date : 1st June 2015

Place : Seminar Room, SKBTK

Target Group : __ English Language LINUS kids from Year 2 and 3

(based on the March 2015 LINUS screening test)

Focus:Listening and Speaking, Reading, Writing, Language Arts

Theme:WorldOf Story

Topic:The Snail and The WhaleContentStandard (KSSR DSKP):

1.1By the end of the 6-year primary schooling, pupils will be able to pronounce wordsand speak confidently with the correct stress, rhythm andintonation.

1.3 By the end of the 6-year primary schooling, pupils will be able to understand and respond to oral texts in a variety of contexts.

2.2 By the end of the 6 year primary schooling, pupils will be able to demonstrate understanding of a variety of linear and non-linear texts in the form of print and non-print materials using a range of strategies to construct meaning.

2.3 By the end of the 6 year primary schooling, pupils will be able to read independently for information and enjoyment.

3.1 By the end of the 6 year primary schooling, pupils will be able to form letters and words in neat legible print including cursive writing.

3.3 By the end of the 6 year primary schooling, pupils will be able to write and present ideas through a variety of media using appropriate language, form and style.

4.2 By the end of the 6 year primary schooling, pupils will be able to express personal response to literary texts.Learning Objectives : By the end of the 3 sessions, pupils will be able to

i. read 5 out of 7 words and match them to the pictures correctly

ii. use 5 out of the 7 words in the sentences to complete the story

iii. state a choice using must with guidance

Cross Curricular Element: Multiple Intelligences, Intrapersonal, Interpersonal, Matching/Making Connection, Logical Thinking, Sequencing, Making Decision, I-Think

Moral Values : Kind-hearted, Respect Others, Co-Operation/TeamworkStrategies :Session 1

Teachers action ResourcesPupils ActionAssessment/Inclusion

Teacher shows few objects and let pupils name thema. a garden snail

b. a toy snail

c. a toy fishName the objects correctly and appropriatelyCorrect pronunciation

Teacher shows the cover page of the storybook and introduces the title.PowerPoint slidesBig BooksWatch and give verbal or behavioural respondShowing interest and generating understanding

Teacher introduces the focused words and guides them with the pictures.PowerPoint slidesRead and understand meaning guided by the picturesSay after the teacher correctly

Teacher shows a set of pictures and pointPowerPoint slidesList of the words on the boardName the pictures loudly with guidanceSay correctly with limited guidance

Pupils match the pictures with words :Teacher guides them to make a bubble map (snail, whale, rock, sea, sail, swam, crawl)A3 size paper for each pupil

2 x A4 size list of words on the wall x 3 groups

1 set of colouring pictures for each pupil

Glue

Oil pastel

Sample bubble mapPupils paste the pictures, write the words, colour the pictures in a bubble mapIndividual work : Correct words matched to the correct pictures

Session 2Teachers action ResourcesPupils ActionAssessment/Inclusion

Teacher narrates the story : reading with verbal and behavioural expression

E.g.

1. Hands gesture for crawling snail and swimming whale

2. Different voice tone for speech phrases/sentencesBig Book (1 for each group)Listen and look at the pages and give verbal or behavioural expressionPupils show interest and generate understanding of the story flow

Teacher guides the pupils to complete the task

i. filling blanks, given jumbled letters

ii. sequencing the pages and pictures on the wall10 pictures of the story x 3 groups

10 numbers of the sequence x 3 groups

Blue tag/pins

10 whiteboard marker pen x 3 groups1 picture for 2-3 pupils. Pupils complete the missing words. Then paste them on the wall in sequence according to the story.Correct answers and correct sequencing

Teacher guides the pupils to read aloud the focused words, then the sentences.The pupils products on the wallReading aloud loudly (can get few pupils to point to the words or sentences)Reading with the correct pronunciation

Session 3Teachers action ResourcesPupils ActionAssessment/Inclusion

Teacher shows a world map and generates discussion about it.

Focus : sea/few name of oceans, land, whales/ kinds of sea creatures, few name of countries (including Malaysia), etc.An atlas

A big book : ocean animals

A2 size world map x 3 groups

Participate in discussion verbal or behavioural responsePupils interest shown by verbal or behavioural response.

Ability to say the words like sea, fish/whale, Malaysia, etc. Which are pointed by the teacher or vice versa.

Teacher guides pupils to say the statement I must ........... using different voice tone and facial/ behavioural expression.

E.g.

1. Oh, Im late! I must go now.

2. It is raining! I must get an umbrella.A3 size statement of I must... and I would like..... x 3 groups

Saying after the teacher. Participate by giving verbal or behavioural responseAbility to say at least I must...... with the correct voice tone.

Teacher guides pupils to say/role play the statement I would like ........... using different voice tone and facial/ behavioural expression.

E.g.

1. I would like to go to the National Zoo this weekend.

2. I would like to have a cup of tea. (teachers or pupils role play a customer ordering from a waiter)A3 size statement of I must... and I would like..... x 3 groups

Saying after the teacher. Participate by giving verbal or behavioural response / role play.Ability to say at least I would like...... with the correct voice tone.

Guides the pupils to make their own statements using the map.

E.g.

1. I would like to be the whale and swim to the Arctic Ocean.

2. I must go to Mecca to watch the big Kaabah.

3. I must wear a pair of goggles to swim in the sea.

4. I would like to go to Australia in winter.A2 size world map x 3 groups

A3 size statement of I must... and I would like..... x 3 groups

A4 size world ocean map for each pupil

Write their statement with guidance.

Mark their chosen place (if any).Ability to make at least 1 simple statement to express their wish/ feeling/ choices in English Language.

WORLD OCEAN MAP

I must ________________________________________.I would like _____________________________________.This is a tale of a tiny snail

and a big humpback whale.

There is a black rock by the sea.

This is a sea snail.

She lived on the rock by the shore.

She wanted to sail abroad.

This is a humpback whale.

He is very big and long.

This is the tail of the humpback whale.

He said to the snail,

Come and sail with me!

With the snail on his tail,

the whale sailed to the ocean,

so wild and free.

The snail and the whale sailed everywhere around the worlds oceans.

They saw many things

One day, the whale lost his way.

He swam too close to the shore.

Ouch!

He was stranded on the shore!

The snail wanted to help.

How?

She crawled to the school.

She made a silvery trail on the blackboard.

Save the whale!Sooneverybody went to the shore.

Together, they freed the whale.

They shouted, Hooray!

The whale and the snail travelled safely away.

The snail sailed back to the dock.

She came back to the flock on the rock.

The snail and the whale told their wonderful tale....

How the tiny snail saved the life of a big humpback whale.

The end

TEACHERS REFERENCE"Shore" is a generic term for the place where land meets water. Any land that directly borders a big wet area is ashorebe it sandy, rocky or cliff-like. The "beach," meanwhile, refers to the area at or along the shorethat is characterized by sand or small pebbles conducive to lounging and castle-building.Oceansare vast bodies of water that cover roughly 70% of the earth.Seasare smaller and partially enclosed by landSeasare usually located where the land andoceanmeet.. The five oceans of the earth are in reality one large interconnected water body. In contrast, there are over 50 smaller seas scattered around the world.Atrailis usually a path, track or unpaved lane or road, though the term is also applied, in North America, to routes along rivers, and sometimes tohighways. In theUnited Kingdomand theRepublic of Irelandpath orfootpathis the preferred term for a walking trail. Some trails are single use and can only be used for walking, cycling, horse riding, snow shoeing, cross-country skiing, etc., others, as in the case of a bridleway in the UK, are multi-use, and can be used by walkers, cyclists and equestrians.

There are also unpaved trails used bydirt bikesand otheroff road vehicles. In some places, like theAlps, trails are used for moving cattle and other livestock (seetranshumance). In the US historically, the term was used for a route into or through wild territory used by emigrants (e.g. theOregon Trail) in the US.

Google Search / WikipediaThis is a sea _____.

She lived on the _____ by the shore.

She wanted to ____ abroad.

l a n s i

k r c o

l a i s

This is a humpback ______.

He is very big and long.

l w a e h

This is the tail of the humpback _______.

He said to the ______,

Come and sail with me!

h w l e a

i s n l a

With the ______ on his tail,

the _____ ____ed to the ____,

so wild and free.

a l i n s a l e w h i a l s e s a

The snail and the _____ ____ed everywhere around the worlds oceans.

They saw many things

h a l w e

i s l a

One day, the _____ lost his way.

He _____ too close to the shore.

Ouch!

He was stranded on the shore!

l e w a h

m s a w

The _____ wanted to help.

How? She _____ed to the school.

She made a silvery trail on the blackboard.

Save the ______!

i n s a l

w l c r a

e h w a lSooneverybody went to the shore.

Together, they freed the _____.

e a h l w

They shouted, Hooray!

The ______ and the ______ travelled safely away.

l n a s i

w l h e a

The _____ _____ed back to the dock.

She came back to the flock on the _____.

i n s a l

i a s l

k c o r