LESSON PLAN

Subject :
English Language

Theme: World of Stories

Topic : Unit 7 - The kings decision

Learning Standard
Code :
1.1.4, 1.2.2, 1.2.3

Moral Value :
Honesty
Persistent

Learning 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
Key Concepts / Key Vocabulary: These words can be used
for the Word Wall
turn left, roundabout, next to, go past, take the second
left, turn right, opposite, take the second
right, traffic lights, go straight on

Class: 5 Bestari
Time : 9.10 10.10

Date:
23rd May 2016
Att :

Cross Curricular Links:

/ Language
Environmental
Education
Science
Entrepreneurship
/ Patriotism
/ Creativity and
Innovation
/ Moral Value
ICT
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.
Resources:
/ Text Book
/ Flash Card
/ Dictionary
LCD Projector
Real Material :

/
/

Combo Mat
Picture
Worksheet

i-Think Map

Lesson Outline
Starter
How will you
engage all your
learners with your
topic?

1.

Teacher explains the LO and SC.

2.

Pupils take part in a matching game

3.

Teacher reveals the vocabulary; pupils take turn to repeat

after the teacher.

What routines do
you have?
Main Activities
How will you explain
the learning clearly
to your students?

1.

Each pupil is given a map. Teacher guides pupils to use

2.

the vocabulary to give directions.

Pupils mark the correct spots on the map based on

Will you provide an

example, model
strategies?

3.

teachers directions.
[Pair work] Pupils work in pairs. Partner A gives

Do you have group

activities?

4.

How will you

organise your
groups?
Assessment:

instruction and partner B marks the location on the map.

Pupils exchange roles for four times.
[Group work] Pupils work in groups of four. Teacher
mentions the location. Pupils use the sentence strips and
5.

arrange them in order to form a compete directions.

[Individual work] Pupils complete a worksheet.

1.

Teacher reviews the lesson.

2.

Pupils take part in Quick-fire

/
/

Display Sheet
Stationery
Handphone
(dictionary)
Reference Book

Impact / Reflection
Activities carried out can arouse
pupils interest
Inform the pupils about the LO
and SC
Relate their knowledge with
previous lesson

Explanations on the content of

the lesson
Examples and demonstrations
Opportunity to carry out task
Continuous guidance and
feedback for various learning
styles
The task are suitable to pupils
ability
Chances for collaborative
learning style
Continuous guidance and
feedback (learning and
assessment)

What opportunities
are there for
assessment?
Who will assess?
What will you
assess?
What student
work/evidence do
you need to collect?
Plenary
What information do
YOU need to know
by the end of the
session?

___/____ achieved the learning

outcomes
Lesson could not be conducted due
to ___________________________________

What do the
students need to
know?
Students to Monitor

Differentiation
a)

Extension tasks (for higher ability / G

& T students)

LESSON PLAN
Subject :
English Language

Theme: World of Knowledge

Topic : Unit 6 Care for the sea

Class: 4 Cemerlang
Time : 12.00 1.30

Learning Standard
Code :
2.2.2, 2.2.3

Moral Value :

Cross Curricular Links:

/ Language
Environmental
Education
Science
Entrepreneurship
/ Patriotism
/ Creativity and
Innovation
/ Moral Value
ICT

Responsibility to mother nature and

environment

Date:
23rd May 2016
Att :

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

Key Concepts / Key Vocabulary: These words can be used

for the Word Wall

Resources:
/ Text Book
/ Flash Card
Dictionary
LCD Projector
Real Material :

Starter

Main Activities

1.
2.
3.

1.
2.
3.
4.
5.
6.
7.

Plenary

1.
2.
3.

Students to Monitor

/
/

Combo Mat
Picture
Worksheet

i-Think Map

Lesson Outline
Teacher recaps previous lesson.
Teacher explains the LO and SC
Idea Rush

Teacher distribute stimulus (text) to all pupils and read

aloud.
Pupils read and recognise words.
Teacher explains about the words and highlighted 10
words.
Pupils guess the meaning of the words based on the
teachers explanation.
Teacher asks pupils to arrange the words in order to form
complete sentences.
Pupils match the arranged sentences to the correct
pictures.
Ask pupils/group at random to read their answers and
teacher discuss the answer.

Teacher asks pupils what they had learnt today.

Pupils respond to teachers by using hand gestures
(thumbs up or thumbs down.
Teacher asks pupils the moral values that they learnt.

Differentiation
a)

/
/

Display Sheet
Stationery
Handphone
(dictionary)
Reference Book

Impact / Reflection
Activities carried out can arouse
pupils interest
Inform the pupils about the LO
and SC
Relate their knowledge with
previous lesson

Explanations on the content of

the lesson
Examples and demonstrations
Opportunity to carry out task
Continuous guidance and
feedback for various learning
styles
The task are suitable to pupils
ability
Chances for collaborative
learning style
Continuous guidance and
feedback (learning and
assessment)
___/____ achieved the learning
outcomes
Lesson could not be conducted due
to ___________________________________
Extension tasks (for higher ability / G
& T students)
-

Note: This is a brought forward lesson

LESSON PLAN
Subject :
English Language

Theme: World of Knowledge

Topic : Unit 6 Care for the sea

Class: 4 Cemerlang
Time : 7.40 8.40

Learning Standard
Code :
3.2.3

Moral Value :

Cross Curricular Links:

/ Language
Environmental
Education
Science
Entrepreneurship
/ Patriotism
/ Creativity and
Innovation
/ Moral Value
ICT

Responsibility to mother nature and

environment

Date:
24th May 2016
Att :

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

Key Concepts / Key Vocabulary: These words can be used

for the Word Wall

Resources:
/ Text Book
/ Flash Card
Dictionary
LCD Projector
Real Material :

Starter

Main Activities

/
/

Combo Mat
Picture
Worksheet

i-Think Map

1.
2.
3.

Lesson Outline
Teacher recaps previous lesson.
Teacher explains the LO and SC
Idea Rush

1.

Teacher wrote on the board a few sentences without

2.
3.

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

4.

concept of punctuations (question mark/exclamation mark)

Refer to exercise in textbook pg59, pupils answer the

5.

question.
Discuss the answers and pupils rewrite the correct answer in
their exercise book.

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

Plenary

1.
2.
3.

Students to
Monitor

Teacher asks pupils what they had learnt today.

Pupils respond to teachers by using hand gestures (thumbs
up or thumbs down.
Teacher asks pupils the moral values that they learnt.

Differentiation
a)

/
/

Display Sheet
Stationery
Handphone
(dictionary)
Reference Book

Impact / Reflection
Activities carried out can arouse
pupils interest
Inform the pupils about the LO
and SC
Relate their knowledge with
previous lesson

Explanations on the content of

the lesson
Examples and demonstrations
Opportunity to carry out task
Continuous guidance and
feedback for various learning
styles
The task are suitable to pupils
ability
Chances for collaborative
learning style
Continuous guidance and
feedback (learning and
assessment)
___/____ achieved the learning
outcomes
Lesson could not be conducted due
to ___________________________________
Extension tasks (for higher ability / G
& T students)
-

Note: This is a brought forward lesson

LESSON PLAN
Subject :
English Language

Theme: World of Stories

Topic : Unit 7 - The kings decision

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

Moral Value :
Honesty
Persistent

Learning Objectives: What are they going to learn and

why?
- Able to read for information and enjoyment with
guidance: a) non-fiction

Class: 5 Dinamik
Time : 10.30 11.30

Date:
24thMay 2016
Att :

Cross Curricular Links:

/ Language
Environmental
Education
Science
Entrepreneurship
/ Patriotism
/ Creativity and
Innovation
/ Moral Value
ICT
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.

- Able to read and understand phrases and sentences

from: a) linear text
Key Concepts / Key Vocabulary: These words can be used
for the Word Wall

Resources:
/ Text Book
/ Flash Card
/ Dictionary
LCD Projector
Real Material :

/
/

Combo Mat
Picture
Worksheet

i-Think Map

Lesson Outline
Starter
How will you engage
all your learners
with your topic?

1.

Teacher explains the LO and SC.

2.

Teacher reviews the concept of verb

What routines do
you have?
Main Activities
How will you explain
the learning clearly
to your students?
Will you provide an
example, model
strategies?

Display Sheet
Stationery
Handphone
(dictionary)
Reference Book

Impact / Reflection
Activities carried out can arouse
pupils interest
Inform the pupils about the LO
and SC
Relate their knowledge with
previous lesson

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 Queens decision.
3. Exchange the pronouns and any relevant words to make it

Do you have group

activities?

more interesting.

How will you

organise your
groups?
Assessment:

present their story.

What opportunities
are there for
assessment?

/
/

4. Teacher distributes mah-jong paper and pupils read and

Explanations on the content of

the lesson
Examples and demonstrations
Opportunity to carry out task
Continuous guidance and
feedback for various learning
styles
The task are suitable to pupils
ability
Chances for collaborative
learning style
Continuous guidance and
feedback (learning and
assessment)

Who will assess?

What will you
assess?
What student
work/evidence do
you need to collect?
Plenary
What information do
YOU need to know
by the end of the
session?

1.

Teacher reviews the lesson.

2.

Pupils take part in Quick-fire

___/____ achieved the learning

outcomes
Lesson could not be conducted due
to ___________________________________

What do the
students need to
know?
Students to Monitor

Differentiation
a)

Extension tasks (for higher ability / G

& T students)

Note: This is a brought forward lesson

LESSON PLAN
Subject :
English Language

Theme: World of Stories

Topic : Unit 7 - The kings decision

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

Moral Value :
Honesty
Persistent

Learning Objectives: What are they going to learn and

why?
- Able to read for information and enjoyment with
guidance: a) non-fiction

Class: 5 Bestari
Time : 12.30 1.30

Date:
24thMay 2016
Att :

Cross Curricular Links:

/ Language
Environmental
Education
Science
Entrepreneurship
/ Patriotism
/ Creativity and
Innovation
/ Moral Value
ICT
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.

- Able to read and understand phrases and sentences

from: a) linear text
Key Concepts / Key Vocabulary: These words can be used
for the Word Wall

Resources:
/ Text Book
/ Flash Card
/ Dictionary
LCD Projector
Real Material :

/
/

Combo Mat
Picture
Worksheet

i-Think Map

Lesson Outline
Starter
How will you engage
all your learners
with your topic?

1.

Teacher explains the LO and SC.

2.

Teacher reviews the concept of verb

What routines do
you have?
Main Activities
How will you explain
the learning clearly
to your students?
Will you provide an
example, model
strategies?

/
/

Display Sheet
Stationery
Handphone
(dictionary)
Reference Book

Impact / Reflection
Activities carried out can arouse
pupils interest
Inform the pupils about the LO
and SC
Relate their knowledge with
previous lesson

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 Queens decision.
3. Exchange the pronouns and any relevant words to make it

Do you have group

activities?

more interesting.

How will you

organise your
groups?

present their story.

4. Teacher distributes mah-jong paper and pupils read and

Explanations on the content of

the lesson
Examples and demonstrations
Opportunity to carry out task
Continuous guidance and
feedback for various learning
styles
The task are suitable to pupils
ability
Chances for collaborative
learning style
Continuous guidance and
feedback (learning and
assessment)

Assessment:
What opportunities
are there for
assessment?
Who will assess?
What will you
assess?
What student
work/evidence do
you need to collect?
Plenary
What information do
YOU need to know
by the end of the
session?

1.

Teacher reviews the lesson.

2.

Pupils take part in Quick-fire

___/____ achieved the learning

outcomes
Lesson could not be conducted due
to ___________________________________

What do the
students need to
know?
Students to Monitor

Differentiation
a)

Extension tasks (for higher ability / G

& T students)

Note: This is a brought forward lesson

LESSON PLAN
Subject :
English Language

Theme: World of Stories

Topic : Unit 7 - The kings decision

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

Moral Value :
Honesty
Persistent

Learning Objectives: What are they going to learn and

why?
3.1.1 Able to write in neat legible print with correct
spelling: (b) paragraphs
3.2.2 Able to write with guidance: (a) stories
Key Concepts / Key Vocabulary: These words can be used
for the Word Wall

Class: 5 Bestari
Time : 11.30 12.30

Cross Curricular Links:

/ Language
Environmental
Education
Science
Entrepreneurship
/ Patriotism
/ Creativity and
Innovation
/ Moral Value
ICT
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)

Resources:
/ Text Book
/ Flash Card
/ Dictionary
LCD Projector
Real Material :

/
/

Combo Mat
Picture
Worksheet

i-Think Map

Lesson Outline
Starter
How will you
engage all your
learners with your
topic?
What routines do
you have?
Main Activities
How will you explain
the learning clearly
to your students?
Will you provide an
example, model
strategies?
Do you have group
activities?

1.

Teacher explains the LO and SC.

2.

Teacher conducts idea rush.

1.
2.
3.

Teacher displays a set of picture (page 67).

Read and recognise words on sight.
Introduce and explain to the pupils how to write a story

4.

based on the pictures.

Asks the pupils to complete the story based on previous

5.
6.

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

Date:
25thMay 2016
Att :

/
/

Display Sheet
Stationery
Handphone
(dictionary)
Reference Book

Impact / Reflection
Activities carried out can arouse
pupils interest
Inform the pupils about the LO
and SC
Relate their knowledge with
previous lesson
Explanations on the content of
the lesson
Examples and demonstrations
Opportunity to carry out task
Continuous guidance and
feedback for various learning
styles
The task are suitable to pupils
ability

How will you

organise your
groups?
Assessment:

7.

Check and displays pupils work on the board.

1.

Teacher reviews the lesson.

2.

Pupils take part in Quick-fire

Chances for collaborative

learning style
Continuous guidance and
feedback (learning and
assessment)

What opportunities
are there for
assessment?
Who will assess?
What will you
assess?
What student
work/evidence do
you need to collect?
Plenary
What information do
YOU need to know
by the end of the
session?

___/____ achieved the learning

outcomes
Lesson could not be conducted due
to ___________________________________

What do the
students need to
know?
Students to Monitor

Differentiation
a)

Extension tasks (for higher ability / G

& T students)

Note: This is a brought forward lesson

LESSON PLAN
Subject :
English Language

Theme: World of Stories

Topic : Unit 7 - The kings decision

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

Moral Value :
Honesty
Persistent

Learning Objectives: What are they going to learn and

why?
3.1.1 Able to write in neat legible print with correct
spelling: (b) paragraphs
3.2.2 Able to write with guidance: (a) stories
Key Concepts / Key Vocabulary: These words can be used
for the Word Wall

Class: 5 Dinamik
Time : 12.30 1.30

Cross Curricular Links:

/ Language
Environmental
Education
Science
Entrepreneurship
/ Patriotism
/ Creativity and
Innovation
/ Moral Value
ICT
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)

Resources:
/ Text Book
/ Flash Card
/ Dictionary
LCD Projector
Real Material :

Lesson Outline
Starter
How will you
engage all your
learners with your
topic?
What routines do
you have?
Main Activities
How will you explain
the learning clearly
to your students?

1.

Teacher explains the LO and SC.

2.

Teacher conducts idea rush.

1.
2.
3.

Teacher displays a set of picture (page 67).

Read and recognise words on sight.
Introduce and explain to the pupils how to write a story
based on the pictures.

Date:
25thMay 2016
Att :

/
/

Combo Mat
Picture
Worksheet

i-Think Map

/
/

Display Sheet
Stationery
Handphone
(dictionary)
Reference Book

Impact / Reflection
Activities carried out can arouse
pupils interest
Inform the pupils about the LO
and SC
Relate their knowledge with
previous lesson
Explanations on the content of
the lesson
Examples and demonstrations

Will you provide an

example, model
strategies?
Do you have group
activities?

4.

Asks the pupils to complete the story based on previous

5.
6.

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

7.

confidently.
Check and displays pupils work on the board.

1.

Teacher reviews the lesson.

2.

Pupils take part in Quick-fire

Opportunity to carry out task

Continuous guidance and
feedback for various learning
styles
The task are suitable to pupils
ability
Chances for collaborative
learning style
Continuous guidance and
feedback (learning and
assessment)

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

___/____ achieved the learning

outcomes
Lesson could not be conducted due
to ___________________________________

What do the
students need to
know?
Students to Monitor

Differentiation
a)

Extension tasks (for higher ability / G

& T students)

Note: This is a brought forward lesson

LESSON PLAN
Subject :
English Language

Theme: World of Knowledge

Topic : Unit 6 Care for the sea

Class: 4 Cemerlang
Time : 1.30 2.30

Learning Standard
Code :
3.2.3

Moral Value :

Cross Curricular Links:

/ Language
Environmental
Education
Science
Entrepreneurship
/ Patriotism
/ Creativity and
Innovation
/ Moral Value
ICT

Responsibility to mother nature and

environment

Date:
25th May 2016
Att :

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

Key Concepts / Key Vocabulary: These words can be used

for the Word Wall

Resources:
/ Text Book
/ Flash Card
Dictionary
LCD Projector
Real Material :

Lesson Outline

/
/

Combo Mat
Picture
Worksheet

i-Think Map

/
/

Display Sheet
Stationery
Handphone
(dictionary)
Reference Book

Impact / Reflection

Starter

Main Activities

1.
2.
3.

Teacher recaps previous lesson.

Teacher explains the LO and SC
Idea Rush

1.

Teacher and pupils sing the song learnt from previous

lesson.
Distributes stimulus(storyboard) to each group and read
aloud.
Teacher asks pupils a few question to help pupils to
understand the story.
Where did Little Red Riding Hood want to go?
(Grandmas house)
Who did she meet on the way to grandma s house?
(wolf)
Where was grandma? (In the wolfs stomach)
Who saved grandma and the wolf? (woodcutter)
Distributes worksheet and pupils answer the questions.

2.
3.

4.

Plenary

Students to
Monitor

Activities carried out can arouse

pupils interest
Inform the pupils about the LO
and SC
Relate their knowledge with
previous lesson

Explanations on the content of

the lesson
Examples and demonstrations
Opportunity to carry out task
Continuous guidance and
feedback for various learning
styles
The task are suitable to pupils
ability
Chances for collaborative
learning style
Continuous guidance and
feedback (learning and
assessment)

Ref:http://www.storyboardthat.com/storyboards/tag/little-redriding-hood-by-brothers-grimm
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.
Differentiation
a)

___/____ achieved the learning

outcomes
Lesson could not be conducted due
to ___________________________________
Extension tasks (for higher ability / G
& T students)
-

Note: This is a brought forward lesson

LESSON PLAN
Subject :
English Language

Theme: World of Stories

Topic : Unit 7 - The kings decision

Learning Standard
Code :
5.1.4

Moral Value :
Honesty
Persistent

Learning Objectives: What are they going to learn and

why?
5.1.4 Able to use conjunctions correctly and appropriately:
(a) although (b) since

Key Concepts / Key Vocabulary: These words can be used

for the Word Wall

Class: 5 Dinamik
Time : 9.40 10.10

Date:
26thMay 2016
Att :

Cross Curricular Links:

/ Language
Environmental
Education
Science
Entrepreneurship
/ Patriotism
/ Creativity and
Innovation
/ Moral Value
ICT
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.
Resources:
/ Text Book
/ Flash Card
/ Dictionary
LCD Projector
Real Material :

/
/

Combo Mat
Picture
Worksheet

i-Think Map

/
/

Display Sheet
Stationery
Handphone
(dictionary)
Reference Book

Lesson Outline
Starter
How will you engage
all your learners
with your topic?

Impact / Reflection

1.

Teacher explains the LO and SC.

2.

Teacher conducts idea rush.

Activities carried out can arouse

pupils interest
Inform the pupils about the LO
and SC
Relate their knowledge with
previous lesson

What routines do
you have?
Main Activities
How will you explain
the learning clearly
to your students?
Will you provide an
example, model
strategies?

1. Teacher distributes some words and pupils have to work in

Explanations on the content of
the lesson
Examples and demonstrations
Opportunity to carry out task
Continuous guidance and
feedback for various learning
styles
The task are suitable to pupils
ability
Chances for collaborative
learning style
Continuous guidance and
feedback (learning and
assessment)

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.

Do you have group

activities?

3. Distribute A4 paper. Let them explore the and write five

How will you

organise your
groups?
Assessment:

4.Class discussion and pupils rewrite the correct answer in the

sentences using although and five sentences using since.

exercise book.

What opportunities
are there for
assessment?
Who will assess?
What will you
assess?
What student
work/evidence do
you need to collect?
Plenary
What information do
YOU need to know
by the end of the
session?

1.

Teacher reviews the lesson.

2.

Pupils take part in Quick-fire

___/____ achieved the learning

outcomes
Lesson could not be conducted due
to ___________________________________

What do the
students need to
know?
Students to Monitor

Differentiation
a)

Extension tasks (for higher ability / G

& T students)

Note: This is a brought forward lesson

LESSON PLAN
Subject :
English Language

Theme: World of Stories

Topic : Unit 7 - The kings decision

Learning Standard
Code :
5.1.4

Moral Value :
Honesty
Persistent

Learning Objectives: What are they going to learn and

why?
5.1.4 Able to use conjunctions correctly and appropriately:
(a) although (b) since

Key Concepts / Key Vocabulary: These words can be used

Class: 5 Bestari
Time : 10.30 11.30

Date:
26thMay 2016
Att :

Cross Curricular Links:

/ Language
Environmental
Education
Science
Entrepreneurship
/ Patriotism
/ Creativity and
Innovation
/ Moral Value
ICT
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.
Resources:

for the Word Wall

/
/
/

Text Book
Flash Card
Dictionary
LCD Projector
Real Material :

/
/

Combo Mat
Picture
Worksheet

i-Think Map

Lesson Outline
Starter
How will you engage
all your learners
with your topic?

Will you provide an

example, model
strategies?

Display Sheet
Stationery
Handphone
(dictionary)
Reference Book

Impact / Reflection

1.

Teacher explains the LO and SC.

2.

Teacher conducts idea rush.

Activities carried out can arouse

pupils interest
Inform the pupils about the LO
and SC
Relate their knowledge with
previous lesson

What routines do
you have?
Main Activities
How will you explain
the learning clearly
to your students?

/
/

1. Teacher distributes some words and pupils have to work in

Explanations on the content of
the lesson
Examples and demonstrations
Opportunity to carry out task
Continuous guidance and
feedback for various learning
styles
The task are suitable to pupils
ability
Chances for collaborative
learning style
Continuous guidance and
feedback (learning and
assessment)

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.

Do you have group

activities?

3. Distribute A4 paper. Let them explore the and write five

How will you

organise your
groups?
Assessment:

4.Class discussion and pupils rewrite the correct answer in the

sentences using although and five sentences using since.

exercise book.

What opportunities
are there for
assessment?
Who will assess?
What will you
assess?
What student
work/evidence do
you need to collect?
Plenary
What information do
YOU need to know
by the end of the
session?

1.

Teacher reviews the lesson.

2.

Pupils take part in Quick-fire

___/____ achieved the learning

outcomes
Lesson could not be conducted due
to ___________________________________

What do the
students need to
know?
Students to Monitor

Differentiation
a)

Extension tasks (for higher ability / G

& T students)

Note: This is a brought forward lesson

LESSON PLAN
Subject :
English Language

Theme: World of Knowledge

Topic : Unit 6 Care for the sea

Class: 4 Cemerlang
Time : 11.30 -12.30

Learning Standard
Code :
4.3.1

Moral Value :

Cross Curricular Links:

/ Language
Environmental
Education
Science
Entrepreneurship
/ Patriotism
/ Creativity and
Innovation
/ Moral Value
ICT

Responsibility to mother nature and

environment

Date:
26th May 2016
Att :

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

Key Concepts / Key Vocabulary: These words can be used

for the Word Wall

Resources:
/ Text Book
/ Flash Card
Dictionary
LCD Projector
Real Material :

Starter

Main Activities

Plenary

Students to Monitor

/
/

Combo Mat
Picture
Worksheet

i-Think Map

1.

Lesson Outline
Teacher recaps previous lesson.

2.

Teacher explains the LO and SC

3.

Idea Rush

1.
2.

Read and recognise words in the textbook page 70.

Teacher displays video/movies Charlie and the Chocolate

3.

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

4.
5.

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

1.
2.

Teacher asks pupils what they had learnt today.

Pupils respond to teachers by using hand gestures

3.

(thumbs up or thumbs down.

Teacher asks pupils the moral values that they learnt.

/
/

Display Sheet
Stationery
Handphone
(dictionary)
Reference Book

Impact / Reflection
Activities carried out can arouse
pupils interest
Inform the pupils about the LO
and SC
Relate their knowledge with
previous lesson

Differentiation
a)

Explanations on the content of

the lesson
Examples and demonstrations
Opportunity to carry out task
Continuous guidance and
feedback for various learning
styles
The task are suitable to pupils
ability
Chances for collaborative
learning style
Continuous guidance and
feedback (learning and
assessment)
___/____ achieved the learning
outcomes
Lesson could not be conducted due
to ___________________________________
Extension tasks (for higher ability / G
& T students)
-

LESSON PLAN
Subject :
English Language

Theme: World of Stories

Topic : Unit 7 - The kings decision

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

Moral Value :
Honesty
Persistent

Learning Objectives: What are they going to learn and

Class: 5 Bestari
Time : 7.40 8.40

Date:
27thMay 2016
Att :

Cross Curricular Links:

/ Language
Environmental
Education
Science
Entrepreneurship
/ Patriotism
/ Creativity and
Innovation
/ Moral Value
ICT
Success Criteria: What does successful learning look like?

why?
- Able to read for information and enjoyment with
guidance: a) non-fiction

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.

- Able to read and understand phrases and sentences

from: a) linear text
Key Concepts / Key Vocabulary: These words can be used
for the Word Wall

Resources:
/ Text Book
/ Flash Card
/ Dictionary
LCD Projector
Real Material :

/
/

Combo Mat
Picture
Worksheet

i-Think Map

Lesson Outline
Starter
How will you engage
all your learners
with your topic?

1.

Teacher explains the LO and SC.

2.

Teacher reviews the concept of verb

What routines do
you have?
Main Activities
How will you explain
the learning clearly
to your students?
Will you provide an
example, model
strategies?

/
/

Display Sheet
Stationery
Handphone
(dictionary)
Reference Book

Impact / Reflection
Activities carried out can arouse
pupils interest
Inform the pupils about the LO
and SC
Relate their knowledge with
previous lesson

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 Queens decision.
3. Exchange the pronouns and any relevant words to make it

Do you have group

activities?

more interesting.

How will you

organise your
groups?
Assessment:

present their story.

4. Teacher distributes mah-jong paper and pupils read and

Explanations on the content of

the lesson
Examples and demonstrations
Opportunity to carry out task
Continuous guidance and
feedback for various learning
styles
The task are suitable to pupils
ability
Chances for collaborative
learning style
Continuous guidance and
feedback (learning and
assessment)

What opportunities
are there for
assessment?
Who will assess?
What will you
assess?
What student
work/evidence do
you need to collect?
Plenary
What information do
YOU need to know
by the end of the
session?

1.

Teacher reviews the lesson.

2.

Pupils take part in Quick-fire

___/____ achieved the learning

outcomes
Lesson could not be conducted due
to ___________________________________

What do the
students need to
know?
Students to Monitor

Differentiation
a)

Extension tasks (for higher ability / G

& T students)

LESSON PLAN
Subject :
English Language

Theme: World of Stories

Topic : Unit 7 - The kings decision

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

Moral Value :
Honesty
Persistent

Learning Objectives: What are they going to learn and

why?
- Able to read for information and enjoyment with
guidance: a) non-fiction

Class: 5 Dinamik
Time : 10.30 11.30

Date:
27thMay 2016
Att :

Cross Curricular Links:

/ Language
Environmental
Education
Science
Entrepreneurship
/ Patriotism
/ Creativity and
Innovation
/ Moral Value
ICT
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.

- Able to read and understand phrases and sentences

from: a) linear text
Key Concepts / Key Vocabulary: These words can be used
for the Word Wall

Resources:
/ Text Book
/ Flash Card
/ Dictionary
LCD Projector
Real Material :

/
/

Combo Mat
Picture
Worksheet

i-Think Map

Lesson Outline
Starter
How will you engage
all your learners
with your topic?

1.

Teacher explains the LO and SC.

2.

Teacher reviews the concept of verb

What routines do
you have?
Main Activities
How will you explain
the learning clearly
to your students?
Will you provide an
example, model
strategies?

/
/

Display Sheet
Stationery
Handphone
(dictionary)
Reference Book

Impact / Reflection
Activities carried out can arouse
pupils interest
Inform the pupils about the LO
and SC
Relate their knowledge with
previous lesson

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 Queens decision.
3. Exchange the pronouns and any relevant words to make it

Do you have group

activities?

more interesting.

How will you

organise your
groups?
Assessment:

present their story.

4. Teacher distributes mah-jong paper and pupils read and

Explanations on the content of

the lesson
Examples and demonstrations
Opportunity to carry out task
Continuous guidance and
feedback for various learning
styles
The task are suitable to pupils
ability
Chances for collaborative
learning style
Continuous guidance and
feedback (learning and
assessment)

What opportunities
are there for
assessment?
Who will assess?
What will you
assess?
What student
work/evidence do
you need to collect?
Plenary
What information do
YOU need to know
by the end of the
session?

1.

Teacher reviews the lesson.

2.

Pupils take part in Quick-fire

___/____ achieved the learning

outcomes
Lesson could not be conducted due
to ___________________________________

What do the
students need to
know?
Students to Monitor

Differentiation
a)

Extension tasks (for higher ability / G

& T students)

LESSON PLAN
Subject :
English Language

Theme: World of Knowledge

Topic : Unit 6 Care for the sea

Class: 4 Cemerlang
Time : 9.10 9.40

Learning Standard
Code :
3.2.3

Moral Value :

Cross Curricular Links:

/ Language
Environmental
Education
Science
Entrepreneurship
/ Patriotism
/ Creativity and
Innovation
/ Moral Value
ICT

Responsibility to mother nature and

environment

Date:
27th May 2016
Att :

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

Key Concepts / Key Vocabulary: These words can be used

for the Word Wall

Resources:
/ Text Book
/ Flash Card
Dictionary
LCD Projector
Real Material :

Starter

Main Activities

/
/

Combo Mat
Picture
Worksheet

i-Think Map

1.
2.
3.

Lesson Outline
Teacher recaps previous lesson.
Teacher explains the LO and SC
Idea Rush

1.

Teacher wrote on the board a few sentences without

2.
3.

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

4.

concept of punctuations (question mark/exclamation mark)

Refer to exercise in textbook pg59, pupils answer the

5.

question.
Discuss the answers and pupils rewrite the correct answer in
their exercise book.

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

Plenary

1.
2.
3.

Students to
Monitor

Teacher asks pupils what they had learnt today.

Pupils respond to teachers by using hand gestures (thumbs
up or thumbs down.
Teacher asks pupils the moral values that they learnt.

Differentiation
a)

/
/

Display Sheet
Stationery
Handphone
(dictionary)
Reference Book

Impact / Reflection
Activities carried out can arouse
pupils interest
Inform the pupils about the LO
and SC
Relate their knowledge with
previous lesson

Explanations on the content of

the lesson
Examples and demonstrations
Opportunity to carry out task
Continuous guidance and
feedback for various learning
styles
The task are suitable to pupils
ability
Chances for collaborative
learning style
Continuous guidance and
feedback (learning and
assessment)
___/____ achieved the learning
outcomes
Lesson could not be conducted due
to ___________________________________
Extension tasks (for higher ability / G
& T students)
-