LESSON PLAN (READING) Subject : English Language Year :5A Enrolment : 35 pupils Date/Day : 7TH March 201.... (Mon
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LESSON PLAN (READING) Subject
: English Language
Year
:5A
Enrolment
: 35 pupils
Date/Day
: 7TH March 201.... (Monday)
Time
: 12.45 pm – 1.145 pm (60 minutes)
Theme
: World of Knowledge
Topic
: Moving Forward (Unit 5)
Focused Skill
: Reading
Integrated Skill
: Writing
Previous Knowledge
: Pupils are already familiar with some of the vocabulary in the topic which was introduced in the listening and speaking
skills. Content Standard
Learning Standard
: 2.2
By the end of 6-year primary schooling, pupils will be able to demonstrate understanding of linear and nonlinear texts in form of print and non-print materials using range of strategies to construct meaning.
: 2.2.2 Able to read and understand phrases and sentences from b) non-linear texts : 2.2.3 Able to read and demonstrate the understanding of texts by c) giving main ideas and supporting details
Learning Objectives
: By the end of the lesson, pupils should be able to: 1. Match at least 4 out of 5 words correctly with their meaning. 2. Answer correctly at least 4 comprehension questions based on the text read. 3. Complete the bubble map (in groups) by pasting at least ____correct answers using the information found in the text. 4. Write a short paragraph using the information from the map.
Vocabulary
: electronic books, purchased, debit cards, downloaded, accessed, environmentally friendly
Educational Emphases: (Choose from the 16 elements of EMK appropriate to the topic.) Moral Value(s) : be wise in using information technology . Thinking Skills : Applying (construct, select, organise, choose) Multiple Intelligences : verbal-linguistic, inter-personal and intra-personal
Entrepreneurship Resources/Teaching Aids
Stages/Time
: e-business (e-book) : model of electronic book, ppt reading text “Electronic Books: The Future of Reading”, sentence strips, manila card with bubble map template, question cards in a mystery box.
Content
Activities
Remarks
To arouse pupils’
1)Teacher
Set Induction
interests through word
using the vocabulary learnt in the Preparation
(5 minutes)
games.
previous lesson. This game is played Phase
Eg. Electronic book,
in groups.
plays
hangman
game
environment, friendly 2)Teacher thinks of a word already - Preparation introduced before in this topic and the - Analysis pupils try to guess it by suggesting letters in the word.
3)The group that manages to guess the word correctly wins the game.
1) To elicit verbal
1) Teacher shows a model of an
Prereading
responses from the
electronic book to the pupils and Imagination
(15 minutes)
pupils about the
passes it round to the pupils for Phase
topic.
them to touch and feel the object.
Example: a) What is the name of this gadget? b) How do we use this
2) Teacher asks questions related to the electronic book model to the pupils to elicit their responses.
gadget? c) Would you like to have this gadget at home? d) Why did you say
3) Then
teacher
introduces
and
explains new vocabulary in the reading
text
about
electronic
books.
so? 2) New vocabulary eg.
4) Teacher reads aloud the text displayed
and
pupils
listen
Generating ideas
electronic books,
attentively.
purchased, debit cards, accessed,
5) Teacher discusses what the text is
environmentally
about and asks the pupils to
friendly,
construct an i-Think map of the
downloaded
advantages of using electronic -
Synthesising
books.
ideas
3) Summarise the advantages of the
Assessment for
electronic book
learning
using an i-Think
objective (1)
map. 1) To test pupils’
1) Teacher distributes a worksheet
While reading
comprehension of
with comprehension questions
Development
(15 minutes)
the text.
based on the text to the pupils.
Phase
2) Pupils answer all the questions in full sentences.
-
Enrichment Assessment
3) Teacher facilitates the pupils while they are answering the questions. 4) Pupils exchange their work and check the answers with their
Assessment for learning objective (2)
teacher.
1) To demonstrate
Action Phase
1) Teacher asks pupils to form
Post-reading
pupils’
(20minutes)
understanding of
2) Teacher distributes to each group -Continuous
the text using a
an envelope which consists of several Practice
bubble map related
scrambled sentence strips
to the text.
manila card with a blank bubble map learning
groups of five.
-Implementation
and a -Differentiated
template.
Assessment for learning
3) Teacher asks each group to objective (3) complete the bubble map by pasting
the correct sentence strips about the advantages of electronic books from the sentence strips in the envelope.
4) Each group puts up and presents their completed bubble map. 5) Pupils get peer and teacher’s feedback for their presentation.
6). Pupils write a short paragraph about the advantages of electronic books using the information in the bubble map.
Closure
1) To recap the lesson.
(5 minutes)
2) To instill moral values.
1) Pupils volunteer to pick a question from a mystery box and then he /she
reads
the
question
and
answer it loudly. 2) Pupils list out the importance of using the technology wisely.
Reflection:
Elements of Educational Emphases: 1. Thinking Skills 2. Entrepreneurships 3. Information Communication Technology (ICT) 4. Multiple Intelligences 5. Learning How to Learn 6. Mastering Learning 7. Constructivism 8. Values and citizenship 9. Contextual Learning 10. Knowledge Acquisition 11. Creative and Innovation 12. Preparation for the real world 13. Interpersonal 14. Dictionary Skills
LESSON PLAN (WRITING) Subject
: English Language
Year
:3A
Enrolment
: 35 pupils
Date/Day
:
Time
: 8.20-9.20 (60 minutes)
Theme
:
Topic
: People around me (Unit 4)
Focused Skill
: Writing
Integrated Skill
: Reading
Previous Knowledge
: Pupils are already familiar with some of the occupations which were taught in the previous lessons.
Content Standard
: 3.2
Learning Standard
: 3.2.2 Able to write with guidance
By the end of the 6 year primary schooling, pupils will be able to write using appropriate language, form and style for a range of purposes.
a) simple sentences Learning Objectives
: By the end of the lesson, pupils should be able to: 1. Fill in at least 4 out of 5 question words correctly to complete a dialogue text. 2. Fill in at least 3 out of 5 answers correctly in a paragraph to describe an occupation based on the model text given. 3. Write correctly at least 5 sentences in a paragraph to describe an occupation with reference to the model text given.
Vocabulary
: Occupation, Firefighter, safety, puts out, talks
Educational Emphases Moral Value(s) Thinking Skills Multiple Intelligences Entrepreneurship Resources/Teaching Aids
: : : : : :
Kind, Helpful, Honest Applying verbal-linguistic, inter-personal and intra-personal Picture cards, reading text (Dialogue), worksheets, Word cards
Stages/Time
Content
Activities
Remarks
To arouse pupils’
1)
Teacher plays hangman game
Set Induction
interests through word
using the vocabulary learnt in the Preparation
(5 minutes)
games about
previous lesson. This game is played Phase
occupations.
in groups.
2) Teacher thinks of a word already - Preparation introduced before in this topic and the - Analysis pupils try to guess it by suggesting letters in the word.
3) The group that manages to guess the word correctly wins the game.
To elicit verbal Presentation
responses from the
(15 minutes)
pupils about the picture.
1) Teacher shows a picture of a Imagination Phase
policeman in uniform. 2) Teacher
asks
questions -
related to the picture to the Example: 1) Who is this? 2) What is his occupation? 3) Where does he work? 4) What does a policeman do?
ideas
pupils to elicit their responses. 3) Then teacher put up a reading text about the picture and occupation on the board. 4) Teacher reads aloud the text displayed and pupils listen attentively. 5) Teacher and pupils
discuss -
what the text is about.
1) To demonstrate Practice
the pupils’
(15 minutes)
understanding of the text by
Generating
Synthesising ideas
1) Teacher puts up a dialogue Development text on the board.
Phase
2) Pupils are asked to complete the dialogue with the question -
Enrichment Assessment
completing the
words (Who, What, Where).
dialogue with
(Worksheet 1)
the question words.
Assessment for
3) Pupils will use the answers to learning the questions (with teacher’s objective (1) guidance) to write a paragraph
2) Use the answer to the questions (in the dialogue) to write a
about Encik Rahim. 4) Teacher uses the paragraph as a model for writing. 5) Pupils read the paragraph and
paragraph about
(with the teacher’s guidance)
Encik Rahim.
study
particular features of
it, for example: > the way sentences are joined
1) Parallel writing Production
(20minutes)
Action Phase
1) Teacher distributes a
(Using model
worksheet describing Encik
text about Encik
Rahim’s occupation (Model
Rahim)
text).
2) Pupils write
2) Pupils
-Implementation write
a
paragraph
about the
describing the occupation of -Continuous
occupation of
their
their parents/
brothers/sisters
uncles brothers /
Worksheet 2 - for moderate / -Differentiated
sisters.
high proficiency pupils)
3) Fill in the blanks
3) Pupils
parents/
write
uncles Practice (Ref.
the
learning correct
using the correct
answers to fill in the blanks in Assessment for
answers
a paragraph describing the learning occupation of Miss Mary (Ref. objectives (2 & Worksheet
3
-
for
low 3)
proficiency pupils) 4) Teacher facilitates the pupils while they are writing their essays.
5) Teacher picks a few pupils at random and asks them to read their essays in front of their classmates.
Closure
1) To recap the lesson.
(5 minutes)
2) To instill moral values.
Reflection:
Teacher picks up word cards and shows them to pupils. Pupils describe their occupations.
Worksheet 1
Complete the dialogue with the question words (Who, What, Where). Paven
:
_________ is this?
Mia
:
This is Encik Rahim. He is my uncle.
Paven
:
_________ does Encik Rahim do?
Mia
:
He is a firefighter.
Paven
:
_________ does he work?
Mia
:
He works at the fire station.
Paven
:
_________is the fire station?
Mia
:
It is in Kota Samarahan.
Paven
:
_________ does a firefighter do?
Mia
:
A firefighter puts out fires and gives talks about safety.
-----------------------------------------------------------------------------------------------------------------------------------------
This is Encik Rahim. He is my uncle. He is a firefighter. He works at the fire station. It is in Kota Samarahan. A firefighter puts out fires and gives talks about safety.
Worksheet 2
This is Encik Rahim. He is my uncle. He is a firefighter. He works at the fire station. It is in Kota Samarahan. A firefighter puts out fires and gives talks about safety.
Write about the occupation of your parents, uncles, brothers or sisters
This is______________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ __________________________________________________________________
Worksheet 3
This is Encik Rahim. He is my uncle. He is a firefighter. He works at the fire station. It is in Kota Samarahan. A firefighter puts out fires and gives talks about safety
Fill in the blanks with the correct answers to describe Mary’s occupation.
SK Desa Ilmu Kota Samarahan
teacher teaches pupils how to read and write Mary
teacher
aunt
This is __________Mary__________. She is my ___________________. She is a ____________________________________. She works at ____________________________. It is in _____________________. A _________________________________________________________ _________________________________________________________.