LESSON PLAN

Subject:
Year:
Time:
Number of pupils:
Focus:
Theme:
Topic:
Content Standards:

English
3 Hijau
09.30 a.m-10.30 p.m.
Date:
19th February 2016
42
Reading
World of Knowledge
People Around Me
2.2 By the end of the 6-year primary schooling, pupils will be able to demonstra

variety of linear and non-linear texts in the form of print and non-print mate
strategies to construct meaning.

3.2 By the end of the 6 year primary schooling, pupils will be able to wr
language, form and style for a range of purposes.
2.2.4. Able to read and understand a paragraph with simple and

Learning Standards:

compound sentences.
3.2.4 Able to spell common sight words.
By the end of the lesson, pupils will:

Objectives:

a) Read a paragraph on Our Everyday Heroes with the correct pronunciat

intonation.
b) Complete and write at least 9 answers correctly in the crossword puzzle
Linus
c) Read a paragraph on Our Everyday Heroes with the correct intonation.
d) Complete and write at least 5 answers correctly in the crossword puzzle
Cross-curricular elements

Character building / moral

values
Teaching Aids:

ACTIVITY

(a) Thinking skills

Identifying characteristics
Comparing and contrasting
Making inferences
Drawing mental pictures
(b) Multiple Intelligences
Interpersonal
Intrapersonal
Audio-lingual
Linguistic
(c) Mastery learning
(d) Contextual learning
Confidence
Cooperation

a)
b)
c)
d)
CONTENT

Costume
Picture cards
Text
Worksheet
TEACHERS NOTES

REMARKS

Set induction (5 minutes)

1. Teacher starts the
Multiple intelligences
lesson by asking

pupils who are

their favourite
hero.
2. Teacher list them
down.

Learning strategies/approach/
techniques

Instructional language:
i.

Interpersonal
Verbal Linguistic

CCTS

(HOTS

question):
1. Identifying
characteristic
s

Whole-class approach
Communicative approach

Class, do you
have a favourite

superhero?
Pre-reading (15 minutes)
1. Teacher wears

AVA:

some costumes of
superheroes in
class.
2. Pupils guess the
superheroes that
the teacher acts
out.
3. Pupils are
introduces to the
topic of the day.
4. Teacher shows
some pictures of

Picture cards

Multiple Intelligences:
(a)

Interpersonal

(b)

Audio Lingual

Learning
Strategies/Approach/Techniqu
es:
(a)

Whole-class approach

(b)

Sight word approach

(c)

Language experience

approach

real everyday
heroes to the
pupils.
5. Pupils name all of
the occupation
based on the
picture.
6. Teacher explains
each role of the
occupation shown

Moral value:

Confidence

Refer to Appendix 1

in the pictures.
Instructional language
i.

Class, can you

tell me which
superhero am

ii.

I?
Now class, in
our everyday
lives we
already have
heroes. Some
of these
heroes you

iii.

know very well.

Class, our
topic for today
is Our
Everyday

iv.

Heroes.
Alright class,
can you name
me all of these
occupation?
(pointing to the

v.

whiteboard)
Class, who
knows what a
policeman
does? He
catches bad

people.
While-reading (25 minutes)
1. Teacher pastes a
AVA:

text entitled Our

Text

Everyday Heroes

Multiple Intelligences:

on the whiteboard.

(a)

Linguistic

Refer to Appendix 2

2. Pupils listen to the

teacher reading
the text.
3. Pupils read the
text together
through the guide
of the teacher.
4. Pupils read the
text on their own.
5. Pupils are chosen

(b)

Interpersonal

Learning
Strategies/Approach/Techniqu
es:
(a)

Language experience

approach
(b)

Sight word approach

(c)

Communicative

approach

one by one to read

the text sentence
by sentence.
6. Each group guess
the occupation for
each sentence in
the text.
7. Teacher draws a
mind map on the
whiteboard.
8. Pupils fill in the
relevant
information of
each occupation
inside the mind
map.
Instructional language:
i.

Class, I will read

this text first
(pointing to the
text) and you will
listen to me

ii.

carefully.
Alright, now lets
read the text

iii.

together.
Class, I want you

Moral Value:
(a)

Cooperation

CCTS:

Making inferences

to read the text

together on your
iv.

own.
Now, I want the

v.

boys to read it.

Next, I want the
girls to read the
text.
Ferdinand, can

vi.

you read the first

sentence?
Okay, Sweet

vii.

group, can you tell

what is the
occupation of the
first hero?
Alright, the first

viii.

group, I want you

to fill in the mind
map with the
correct answers.
ix.
Post-reading (10 minutes)
1. Teacher distributes AVA:

worksheet for the

pupils to do.
2. Pupils check the
answers together
with the teacher.
Instructional language:
i.

Class, please
complete the
worksheet that
I have given to

ii.

you.
Alright class,
lets check the

Worksheet

Multiple Intelligences:
(a)

Intrapersonal

(b)

Interpersonal

Learning
Strategies/Approach/Techniqu
es:
(a)

Individual work

(b)

Language experience

approach
(c)

Sight word approach

Refer to Appendix
3

answers
together.

Closure (5 minutes)
1. Teacher summarise

Multiple Intelligences:

the lesson by asking

(a)

Interpersonal

pupils to name the

(b)

Verbal Linguistic

four heroes in the

text.
Instructional Language:
1) Class, who are our
everyday heroes?

Learning
Strategies/Approach/Techniques:
(a)

Whole-class approach

(b)

Communicative approach

Appendix 1

Appendix 2
Text
Our everyday heroes
Pak Ali likes to catch criminals. He works in a police station. He is a hero. He is a
Sarah take care of sick people. She works in a hospital. She is a hero. She is a
David take out fire and help people in need. He works in a fire station. He is a hero. He
is a
Halim protects the country from any danger. He always wear a green uniform He is a
hero. He is a
Abdul teach English to his pupils. He works in a school. He is a hero. He is a

Appendix 3