2.

The 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 : World Of Story
Topic : The Snail and The Whale
Content Standard (KSSR DSKP) :
1.1 By the end of the 6-year primary schooling, pupils will be able to
pronounce words and speak confidently with the correct stress, rhythm
and intonation.
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/Teamwork
Strategies :
Session 1
Teachers
action
Teacher shows
few objects and
let pupils name
them
Teacher shows
the cover page of
the storybook
and introduces
the title.
Teacher
introduces the
focused words
and guides them
with the pictures.
Teacher shows a
set of pictures
and point
Pupils match the
pictures with
words :
Teacher guides
them to make a
bubble map
(snail, whale,
rock, sea, sail,
swam, crawl)

Resources

Pupils Action

Assessment/Inc
lusion
Correct
pronunciation

a. a garden snail
b. a toy snail
c. a toy fish

Name the objects

correctly and
appropriately

PowerPoint slides
Big Books

Watch and give

verbal or
behavioural
respond

Showing interest
and generating
understanding

PowerPoint slides

Read and
understand
meaning guided
by the pictures

Say after the

teacher correctly

PowerPoint slides
List of the words
on the board
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
map

Name the
pictures loudly
with guidance
Pupils paste the
pictures, write
the words, colour
the pictures in a
bubble map

Say correctly with

limited guidance
Individual work :
Correct words
matched to the
correct pictures

Session 2
Teachers
action
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/sentence
s
Teacher guides
the pupils to
complete the task
i. filling blanks,
given jumbled
letters
ii. sequencing the
pages and
pictures on the
wall
Teacher guides
the pupils to read
aloud the focused
words, then the
sentences.

Resources

Pupils Action

Assessment/Inc
lusion
Pupils show
interest and
generate
understanding of
the story flow

Big Book (1 for

each group)

Listen and look at

the pages and
give verbal or
behavioural
expression

10 pictures of the
story x 3 groups
10 numbers of
the sequence x 3
groups
Blue tag/pins
10 whiteboard
marker pen x 3
groups

1 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

The pupils
products on the
wall

Reading aloud
loudly (can get
few pupils to
point to the
words or
sentences)

Reading with the

correct
pronunciation

Pupils Action

Assessment/Inc
lusion

Session 3
Teachers
action

Resources

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.
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.
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

An atlas
A big book :
ocean animals
A2 size world
map x 3 groups

Participate in
discussion
verbal or
behavioural
response

Pupils 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.

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

Saying after the

teacher.
Participate by
giving verbal or
behavioural
response

Ability to say at
least I must......
with the correct
voice tone.

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.

pupils role play a

customer
ordering from a
waiter)
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).

WORLD OCEAN MAP

Ability to make at
least 1 simple
statement to
express their
wish/ feeling/
choices in English
Language.

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 a shorebe it sandy, rocky or cliff-like. The "beach," meanwhile, refers to the area
at or along the shore that is characterized by sand or small pebbles conducive to lounging and
castle-building.

Oceans are vast bodies of water that cover roughly 70% of the earth. Seas are smaller and
partially enclosed by land Seas are usually located where the land and ocean meet.. 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.

A trail is usually a path, track or unpaved lane or road, though the term is also applied, in North
America, to routes along rivers, and sometimes to highways. In the United Kingdom and
the Republic of Ireland path or footpath is 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 by dirt bikes and other off road vehicles. In some places, like
the Alps, trails are used for moving cattle and other livestock (see transhumance). In the US

historically, the term was used for a route into or through wild territory used by emigrants (e.g.
the Oregon Trail) in the US.
Google Search / Wikipedia

This is a sea _____.

She lived on the _____ by the shore.
She wanted to ____ abroad.
lansi

krco

lais

This is a humpback ______.

He is very big and long.

lwaeh

This is the tail of the humpback

_______.
He said to the ______,
Come and sail with me!
hwlea

isnla

With the ______ on his tail,

the _____ ____ed to the ____,
so wild and free.

alins

alewh

ials

esa

The snail and the _____ ____ed

everywhere around the worlds
oceans.
They saw many things
halwe

isla

One day, the _____ lost his way.

He _____ too close to the shore.
Ouch!
He was stranded on the shore!
lewah

msaw

The _____ wanted to help.

How? She _____ed to the school.
She made a silvery trail on the
blackboard.
Save the ______!
insal

wlcra

ehwal

Sooneverybody went to the shore.

Together, they freed the _____.

eahlw
They shouted, Hooray!

The ______ and the ______

travelled safely away.

lnasi

wlhea

The _____ _____ed back to the

dock.
She came back to the flock on the
_____.
insal

iasl

kcor