week 18 - day 1 - day 5

LESSON PLAN Subject :English Language

Theme: World of StoriesTopic : Unit 7 - The king’s decision

Class: 5 BestariTime : 9.10 – 10.10

Date:23rd May 2016Att :

Learning Standard Code :1.1.4, 1.2.2, 1.2.3

Moral Value :

Honesty Persistent

Cross Curricular Links:/ Language Environmental

EducationScience Entrepreneurship

/ Patriotism / Creativity and Innovation

/ Moral Value ICTLearning Objectives: What are they going to learn and why?- Able to listen, follow, and give instructions. - Able to listen to, follow, and give directions to places

around their town and state

Success Criteria: What does successful learning look like?- I can listen and follow instructions by marking the correct

spots on the given map. - I can give directions by writing simple sentences based on

the given map.

Key Concepts / Key Vocabulary: These words can be used for the Word Wall

turn left, roundabout, next to, go past, take the secondleft, turn right, opposite, take the secondright, traffic lights, go straight on

Resources:/ Text Book Combo Mat / Display Sheet/ Flash Card / Picture / Stationery/ Dictionary / Worksheet Handphone

(dictionary)LCD Projector / i-Think Map Reference BookReal Material :

Lesson Outline Impact / ReflectionStarterHow will you engage all your learners with your topic?

What routines do you have?

1. Teacher explains the LO and SC.2. Pupils take part in a matching game3. Teacher reveals the vocabulary; pupils take turn to

repeat after the teacher.

Activities carried out can arouse pupils’ interestInform the pupils about the LO and SCRelate their knowledge with previous lesson

Main ActivitiesHow will you explain the learning clearly to your students?

Will you provide an example, model strategies?

Do you have group activities?

How will you organise your groups? Assessment:

What opportunities are there for assessment?

Who will assess?What will you assess?

What student work/evidence do you need to collect?

1. Each pupil is given a map. Teacher guides pupils to use the vocabulary to give directions.

2. Pupils mark the correct spots on the map based on teacher’s directions.

3. [Pair work] Pupils work in pairs. Partner A gives instruction and partner B marks the location on the map. Pupils exchange roles for four times.

4. [Group work] Pupils work in groups of four. Teacher mentions the location. Pupils use the sentence strips and arrange them in order to form a compete directions.

5. [Individual work] Pupils complete a worksheet.

Explanations on the content of the lessonExamples and demonstrationsOpportunity to carry out taskContinuous guidance and feedback for various learning stylesThe task are suitable to pupils’ abilityChances for collaborative learning styleContinuous guidance and feedback (learning and assessment)

PlenaryWhat information do YOU need to know by the end of the session?

What do the students need to know?

1. Teacher reviews the lesson. 2. Pupils take part in Quick-fire

󠅡 ___/____ achieved the learning outcomes󠅡 Lesson could not be conducted due to ___________________________________

Students to Monitor Differentiationa)

Extension tasks (for higher ability / G & T students)


Theme: World of KnowledgeTopic : Unit 6 – Care for the sea

Class: 4 CemerlangTime : 12.00 – 1.30

Date:23rd May 2016Att :

Learning Standard Code :2.2.2, 2.2.3

Moral Value :

Responsibility to mother nature and environment




/ Moral Value ICT

Learning Objectives: What are they going to learn and why?- Able to read and understand phrases and sentences

from:- non- linear texts

- Able to read for information and enjoyment with guidance

Success Criteria: What does successful learning look like?- I can understand a text by matching the phrase to the

correct pictures- I can arrange words to form 4 complete sentences


Resources:/ Text Book Combo Mat / Display Sheet/ Flash Card / Picture / Stationery

Dictionary / Worksheet Handphone (dictionary)

LCD Projector / i-Think Map Reference BookReal Material :

Lesson Outline Impact / ReflectionStarter 1. Teacher recaps previous lesson.

2. Teacher explains the LO and SC3. Idea Rush


Main Activities 1. Teacher distribute stimulus (text) to all pupils and read aloud.

2. Pupils read and recognise words.3. Teacher explains about the words and highlighted 10

words.4. Pupils guess the meaning of the words based on the

teacher’s explanation.5. Teacher asks pupils to arrange the words in order to form

complete sentences.6. Pupils match the arranged sentences to the correct

pictures. 7. Ask pupils/group at random to read their answers and

teacher discuss the answer.


Plenary 1. Teacher asks pupils what they had learnt today.2. Pupils respond to teachers by using hand gestures

(thumbs up or thumbs down.3. Teacher asks pupils the moral values that they learnt.



Extension tasks (for higher ability / G & T students)-

Note: This is a brought forward lesson




Date:24th May 2016Att :

Learning Standard Code :3.2.3

Moral Value :





/ Moral Value ICT

Learning Objectives: What are they going to learn and why?3.2.3 Able to use punctuation correctly

Success Criteria: What does successful learning look like?- I can use question mark and exclamation mark by correcting

10 sentences








Main Activities 1. Teacher wrote on the board a few sentences without punctuations

2. Pupils read and recognise words on sight.3. Teacher shows a video on punctuation and explains the

concept of punctuations (question mark/exclamation mark)4. Refer to exercise in textbook pg59, pupils answer the

question.5. Discuss the answers and pupils rewrite the correct answer in

their exercise book.

Ref:https://www.youtube.com/watch?v=LdCOswMeXFQ


Plenary 1. Teacher asks pupils what they had learnt today.2. Pupils respond to teachers by using hand gestures (thumbs

up or thumbs down.3. Teacher asks pupils the moral values that they learnt.


Students to Monitor

Differentiationa)





Class: 5 DinamikTime : 10.30 – 11.30

Date:24thMay 2016Att :

Learning Standard Code :2.2.1 (b), 2.3.1(a) 2.2.2 (a)

Moral Value :

Honesty Persistent




/ Moral Value ICTLearning Objectives: What are they going to learn and why?- Able to read for information and enjoyment with guidance: a) non-fiction

- Able to read and understand phrases and sentences from: a) linear text

Success Criteria: What does successful learning look like?- I can identify pronoun by changing the pronoun from

masculine form to feminine form - I can identify the verbs and change them to past form.






1. Teacher explains the LO and SC.2. Teacher reviews the concept of verb







Who will assess?What will you

1. Students read the passage in the text book in group of four. (Pg. 64)2. Teacher gets a student in each group to read out the text and the other members identify the words to change the story to the Queen’s decision.3. Exchange the pronouns and any relevant words to make it more interesting.4. Teacher distributes mah-jong paper and pupils read and present their story.


assess?














Moral Value :

Honesty Persistent



































Learning Standard Code :3.1.1 (b), 3.2.2(a)

Moral Value :

Honesty Persistent




/ Moral Value ICTLearning Objectives: What are they going to learn and why?3.1.1 Able to write in neat legible print with correct spelling: (b) paragraphs3.2.2 Able to write with guidance: (a) stories

Success Criteria: What does successful learning look like?- I can recall at least 10 common verbs - I can write short story by constructing simple sentences.

(SVO)






1. Teacher explains the LO and SC.2. Teacher conducts idea rush.






1. Teacher displays a set of picture (page 67).2. Read and recognise words on sight.3. Introduce and explain to the pupils how to write a story

based on the pictures. 4. Asks the pupils to complete the story based on previous

lesson.5. Teacher guides pupils to write.6. Give feedback to the pupils and encourage them to do

confidently.7. Check and displays pupils’ work on the board.
















Learning Standard Code :3.1.1 (b), 3.2.2(a)

Moral Value :

Honesty Persistent




/ Moral Value ICTLearning Objectives: What are they going to learn and why?3.1.1 Able to write in neat legible print with correct spelling: (b) paragraphs3.2.2 Able to write with guidance: (a) stories

Success Criteria: What does successful learning look like?- I can recall at least 10 common verbs - I can write short story by constructing simple sentences.

(SVO)











1. Teacher displays a set of picture (page 67).2. Read and recognise words on sight.3. Introduce and explain to the pupils how to write a story

based on the pictures. 4. Asks the pupils to complete the story based on previous

lesson.5. Teacher guides pupils to write.6. Give feedback to the pupils and encourage them to do

Explanations on the content of the lessonExamples and demonstrationsOpportunity to carry out taskContinuous guidance and feedback for various learning stylesThe task are suitable to pupils’ abilityChances for collaborative





confidently.7. Check and displays pupils’ work on the board.

learning styleContinuous guidance and feedback (learning and assessment)













Moral Value :





/ Moral Value ICT

Learning Objectives: What are they going to learn and why?- Able to respond to literary texts:

characters- Able to enjoy jazz chants, poems and songs through

non-verbal response

Success Criteria: What does successful learning look like?- I can understand a story by recalling the main characters.- I can understand a story by recalling the plot, completing a

WH-Chart








Main Activities 1. Teacher and pupils sing the song learnt from previous lesson.

2. Distributes stimulus(storyboard) to each group and read Explanations on the content of the lesson

aloud.3. Teacher asks pupils a few question to help pupils to

understand the story.Where did Little Red Riding Hood want to go? (Grandma’s house)Who did she meet on the way to grandma’ s house? (wolf)Where was grandma? (In the wolf’s stomach)Who saved grandma and the wolf? (woodcutter)

4. Distributes worksheet and pupils answer the questions.

Ref:http://www.storyboardthat.com/storyboards/tag/little-red-riding-hood-by-brothers-grimm

Examples and demonstrationsOpportunity to carry out taskContinuous guidance and feedback for various learning stylesThe task are suitable to pupils’ abilityChances for collaborative learning styleContinuous guidance and feedback (learning and assessment)




Students to Monitor

Differentiationa)








Moral Value :

Honesty Persistent




/ Moral Value ICTLearning Objectives: What are they going to learn and why?5.1.4 Able to use conjunctions correctly and appropriately: (a) although (b) since

Success Criteria: What does successful learning look like?- I can categorize 10 words according to their word class:

adjective and conjunction- I can use ‘since’ and ‘although’ correctly by filling in 10

blanks in a worksheet.








Main ActivitiesHow will you explain

1. Teacher distributes some words and pupils have to work in Explanations on the content of

the learning clearly to your students?







group to categorize the conjunctions and the adjectives. (warmer)2. Teacher checks the words.3.Refer textbook page 69. Pupils complete the passage using “although” or “since”. 3. Distribute A4 paper. Let them explore the and write five sentences using although and five sentences using since.4.Class discussion and pupils rewrite the correct answer in the exercise book.

the lessonExamples and demonstrationsOpportunity to carry out taskContinuous guidance and feedback for various learning stylesThe task are suitable to pupils’ abilityChances for collaborative learning styleContinuous guidance and feedback (learning and assessment)













Moral Value :

Honesty Persistent




/ Moral Value ICTLearning Objectives: What are they going to learn and why?5.1.4 Able to use conjunctions correctly and appropriately: (a) although (b) since

Success Criteria: What does successful learning look like?- I can categorize 10 words according to their word class:

adjective and conjunction- I can use ‘since’ and ‘although’ correctly by filling in 10

blanks in a worksheet.




Lesson Outline Impact / Reflection

StarterHow will you engage all your learners with your topic?











1. Teacher distributes some words and pupils have to work in group to categorize the conjunctions and the adjectives. (warmer)2. Teacher checks the words.3.Refer textbook page 69. Pupils complete the passage using “although” or “since”. 3. Distribute A4 paper. Let them explore the and write five sentences using although and five sentences using since.4.Class discussion and pupils rewrite the correct answer in the exercise book.











Class: 4 CemerlangTime : 11.30 -12.30



Moral Value :





/ Moral Value ICT

Learning Objectives: What are they going to learn and why?4.3.1 Able to plan, produce and display creative works based on literary texts using a variety of media with guidance

Success Criteria: What does successful learning look like?- I can understand a story by completing a WH-Chart- I can write simple sentence on how to win the golden ticket- I can act with a friend with the use of text given by the

teacher








Main Activities 1. Read and recognise words in the textbook page 70.2. Teacher displays video/movies Charlie and the Chocolate

Factory.3. Pupils watch and get the ideas and identify the words in

the story.4. Role play and talk about the characters and the story.5. Design and write about the characters in the story.


Plenary 1. Teacher asks pupils what they had learnt today.2. Pupils respond to teachers by using hand gestures

(thumbs up or thumbs down.3. Teacher asks pupils the moral values that they learnt.









Moral Value :

Honesty Persistent













Moral Value :

Honesty Persistent



































Moral Value :





/ Moral Value ICT

Learning Objectives: What are they going to learn and why?3.2.3 Able to use punctuation correctly

Success Criteria: What does successful learning look like?- I can use question mark and exclamation mark by correcting

10 sentences








Main Activities 1. Teacher wrote on the board a few sentences without punctuations

2. Pupils read and recognise words on sight.3. Teacher shows a video on punctuation and explains the

concept of punctuations (question mark/exclamation mark)4. Refer to exercise in textbook pg59, pupils answer the

question.5. Discuss the answers and pupils rewrite the correct answer in

their exercise book.

Ref:https://www.youtube.com/watch?v=LdCOswMeXFQ





Students to Monitor

Differentiationa)


week 18 - day 1 - day 5

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