RPH 1

Subject : English Language

Date : 11 March 2014
Day : Tuesday
Time/Duration : 9am 10am (1 Hour)
Class : 1
No. Students : 20
Students Level : Intermediate
Theme : World of Stories
Topic : The Goldilocks and the Three Bears
Focused skill : Reading
Integrated Skills : Listening, Writing, Speaking
Content standard : 2.2 Pupils will be able to demonstrate understanding f 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.
Learning standard : 2.2.4 Able to read and understand a paragraph with simple and compound sentences.
Objectives : By the end of the lesson, pupils will be able to read and sequence the story correctly. (Explicitly
Written)

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Teaching Aids : picture cards (figurines), phrase cards (Goldilocks, the bears), video clip (story), sentence strips

Extra-Curricular Elements : Constructivism, Critical Thinking Skills (Generating Ideas)

Educational Emphases : CCTS : Identifying
Grammar : Articles (with singular nouns)
Vocabulary : knock, upstairs, broke, hungry
Moral Values : Gratitude & Rationality














REMARKS
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STEP CONTENT TEACHING & LEARNING ACTIVITIES (Rational, CCTS, AVA, Moral
values)

Set Induction

+10 Minutes

Figures and phrase cards

-Goldilocks, daddy bear, mummy bear,
baby bear, chair, porridge, bed

1. Pupils given figurines of characters.
2. Teacher pastes phrase cards on the
board.
3. Pupils match the figurines to the phrase
cards.
4. Pupils read aloud all the phrases.

-To set the mood and mentally
prepare pupils for the lesson.
-Pre-reading stage
-Whole class activity
-Read and match

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Step 1
Presentation

+ 15 minutes

Play YouTube The Golden Touch




1.Teacher tells the class that they are
going to watch a video clip (The
Goldilocks and the Three bears)
2. Teacher plays the video clip.
3. Pupils watch carefully while try to mime
the story.
4. After that, teacher pause after each line
and pupil will repeat the story line.
4. Than teacher ask pupils to read aloud
along with the story. (story line in the
video)
5. Teacher explain difficult words and give
the meanings.







-To integrate movie as a
motivating component

-Reading stage

-Whole class activity

-vocabulary
Granted-given
Horrible-very bad





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STEP

CONTENT

TEACHING & LEARNING ACTIVITIES
REMARKS
(Rationale, AVA, Moral values)

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Step 2
Practice
+ 15
minutes




Sentence strips
(Appendix 2)

1. Pupils are put into groups of mix
ability.
2. In groups, teacher give sentence
strips of the story Goldilocks and
the Three Bears.
3. Teacher give time to discuss and
rearrange the sentence strips
accordingly.
4. Teacher picks a group to start the
story chain. (This group identifies
and reads the first sentence of the
story) and paste the sentence strips
at the board.
5. The second group will identify the
second sentence continues the
story chain. (this activity is repeated
until the whole story is completed)
6. At last, teacher invite pupils to read
the story with correct pronunciation
and intonation.
To facilitate student responses
towards topic

The low proficiency pupils can
learn from the high proficiency
pupil.

Group task

To provide content as guidance
for reading

Individual activity

Reinforcement
Once upon a time, there was a little girl. Her name is Goldilocks. She had golden hair.
One day Goldilocks was walking in the forest. She saw a house and knocked on the door.
She went inside. Nobody was there.
Goldilocks saw three bowls on the table. She was hungry. This porridge is too hot! This
porridge is too cold! This porridge is just right! She ate all then porridge.
Goldilocks tired now. This chair is too big! This chair is too big, too! This chai is just
right! But the chair broke.
Goldilocks was very tired. She went upstairs. This bed is too hard! This bed is too
soft! This bed is just right! She fell asleep.
Someones been sitting on my chair! said daddy bear. Someones been sitting on my
chair, too! said mummy bear. Someones been sitting on my chair and its broken!
said baby bear.
Soon, the bears came home. Someones been eating my porridge! said daddy bear.
Someones been eating my porridge, too! said mummy bear. Someones been eating
my porridge and its all gone! said baby bear.
Someones been sleeping in my bed! said daddy bear. Someones been sleeping in my
bed, too! said mummy bear. Someones been sleeping in my bed and shes still there!
said baby bear.
Goldilocks woke up and saw the three bears. She was so frightened. She ran downstairs
and into forest. She never came back again.
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STEP 3
Production
+15
minutes

Assessment
Level 1 (Appendix 3)
Level 2 (Appendix 4)
Level 3(Appendix 5)


1. Teacher distribute worksheets
according to their proficiency.
2. Teacher collect the worksheets
and evaluate it.
3. Teacher guide those do wrong.


Critical Thing Skills

individual activity













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REMARKS
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STEP CONTENT TEACHING & LEARNING ACTIVITIES (Rationale, AVA, Moral values)



Closure

+10 minutes


The story:
The Goldilocks and the Three bears

Questions
What the bear will eat now?
Goldilocks reached home?







1. Teacher ask pupils about what they
liked and dislike in the story.
2. Ask pupils to guess what would
happened after Goldilocks ran
away.

To provide content as guidance
for speaking

Individual activity






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Reflection of Activity
My reading comprehension lesson was taught to small group of students which created a personable atmosphere. The small
group dynamic allowed this lesson to be successful and informative. The objectives of this lesson were students able to read and
sequence the story The Goldilocks and the Three Bears correctly.
When I first read this story, I was not sure if the topic was appropriate for year 2 students due to the length and vocabulary.
But the story turned out to be perfect for the year 2 students to read because some of students had made connection to their
previous experiences. One student shared his story how he got punished because spoiled his brothers science project. Another
students made the connection with the kidnapping cases. Of course, I did not let the students talk for the entire period, but I glad to
see social interaction with students.
The positives of my lesson plan were the story itself and the visual supports. I was surprised at how much of response I got
from the students based on this story. I was glad that I took the risk to use this story because the end result was successful. Any time
I teach a lesson, I always use visual supports that include text and pictures on them with audio support.
During the practice, I facilitate students responses towards topic. Rearrange the sentence strips help me evaluate students
reading capable and correct them on the spot. I divided students into mix ability group so that low proficiency students can learn to
read and pronounce from the high proficiency students.
The negative part of my lesson plan were the interruption of wi-fi and time consuming for fix all the gadgets like LCD, speaker,
and projector. The interruption effect my lesson. Next Ill use ICT lab for visual support learning process like this.
Overall, I thought my lesson went well. I am pleased with how my lesson turned out because the objective achieved, students
were engaged, focused and socially interacted with each other over the content of the story.


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Appendix 1



















Goldilocks
Baby bear
Mummy bear Daddy bear
Bed
Chair Porridge
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Appendix 2
Step 2


















Once upon a time, there was a little girl. Her name is Goldilocks. She
had golden hair.
One day Goldilocks was walking in the forest. She saw a house and
knocked on the door. She went inside. Nobody was there.
Goldilocks saw three bowls on the table. She was hungry. This
porridge is too hot! This porridge is too cold! This porridge is just
right! She ate all then porridge.
Goldilocks tired now. This chair is too big! This chair is too big, too!
This chai is just right! But the chair broke.
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Goldilocks was very tired. She went upstairs. This bed is too hard!
This bed is too soft! This bed is just right! She fell asleep.
Soon, the bears came home. Someones been eating my porridge!
said daddy bear. Someones been eating my porridge, too! said
mummy bear. Someones been eating my porridge and its all gone!
said baby bear.
Someones been sitting on my chair! said daddy bear. Someones
been sitting on my chair, too! said mummy bear. Someones been
sitting on my chair and its broken! said baby bear.
Someones been sleeping in my bed! said daddy bear. Someones
been sleeping in my bed, too! said mummy bear. Someones been
sleeping in my bed and shes still there! said baby bear.
Goldilocks woke up and saw the three bears. She was so frightened.
She ran downstairs and into forest. She never came back again.

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Appendix 3
Write the verbs in simple past.
1. In the kitchen Goldilocks (smell) the porridge.
2. In the sitting-room, there (be) three chairs.
3. Goldilocks (sit) down in the huge chair - too hard.
4. She (not / like) the ordinary chair either - too soft.
5. So, Goldilocks (go) on exploring.
6. Goldilocks suddenly (feel) very tired.
7. She (climb) onto the huge bed - too hard.
8. The little bed, however, (be) just right.
9. So, Goldilocks (lie) down.
10. And in next to no time, she (fall) asleep.
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Appendix 4
Match the Antonyms.

1) High a) soft
2) Hard b) cold
3) Hot c) big
4) Small d) low
5) Broke e) downstairs
6) Upstairs f) full
7) Hungry g) fix

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Appendix 5
Match the correct objects to the bears


Daddy Bears
Baby Bears
Mummy Bears
Too hot
Too cold
Just right
Small
Too hard
Soft
Smallest bowl
Medium bed