DAILY LESSON PLAN

Name: NOOR SHAIERA BINTI

HASSAN

Date: 8th AUGUST 2016

Day: MONDAY

Year: 6 MERANTI

Theme: WORLD OF
STORY

No. Of Pupils: 5 pupils

Topic: STORY TIME!

Duration: 1 hour

Time: 8.00 a.m. 9.00

a.m.

Category of Pupils:
NAME OF PUPILS

Type of disabilities

Danish Bin Faizal

Slow-Learner

Darwish bin Kamal

Slow-Learner

Fatiah Binti Halim

Slow-Learner

Lau Sin Yee

Slow-Learner

Umairah Binti Hafiz

Slow-Learner

Lesson summary:
Teacher plays the music video with lyrics and animation. Then, teacher introduces the
vocabulary using word cards and picture cards from the story that pupils will read. After that,
teacher shows the Television Box which contains the text and also the pictures of the story to
the pupils. Next, teacher tells the pupils that they are going to do activity such as role-play.
Lastly, teacher create a game for pupils to know that they are understand what they had learn.

Content Standard:
2.1 Able to demonstrate the understanding of linear text and non-linear text using a range of
strategies to understanding the meaning.

Learning Standard:
2.1.2 Able to read and complete sentences
2.1.3 Able to read a paragraph of 3 to 5 sentences with guidance.

Pupils previous knowledge:

Pupils read the story Goldilocks and the Three Bears.

Objectives: By the end of the lesson, pupils should be able to:

i.

Read the text in the Box Television with correct pronunciation and intonation.

ii.

Act out the story based on their understanding with teachers guidance.

Content: Reading Skills

Educational Emphases:
Learning how to learn skill
ELEMENTS ACROSS THE CURRICULUM:
Visual Arts
ELEMENTS OF TREATMENT (ET):
Speech, Hearing
THEORY OF MULTIPLE INTELLIGENCES (MI)
Visual, Musical, Interpersonal, Verbal-Linguistic, Bodily-Kinaesthetic

Moral Values:
Listen to instruction, diligent, proactive, teamwork

Teaching Aids:
Television Box (text), Word cards, Pictures, Pictures of story, Headbands & Props Script

Learning Aids:
Computer, Speaker, Video

Stages / Time

Teachers Activity

Set Induction

1. Teacher asks the

Stage
( 5 minutes )

pupils to sing a
song entitled Best
Animal Sounds
Song (Jungle)
(Appendix 1).
2. Teacher plays the

Pupils Activity
1. Pupils sit on the
floor around the
teacher.
2. Pupils listen
once and sing
along.

Language

Remarks

Content
LA:

Moral Value:

music video with

MI:

animation.
3. Teacher guides

( 10 minutes )

the pupils to do

the actions.

ET:

1. Teacher
introduces the
vocabulary of the
story by pasting

1. Pupils read the

words.
2. Pupils respond
accordingly.

(Appendix 2).
2. Teacher shows
the picture that
related to the

Word cards
Pictures
related to the

word cards
Pictures of
story

Moral value:

Listen to

instruction
Proactive

vocabulary
(Appendix 3).
3. Teacher shows

Visual
Musical

Speech
Hearing
TA:

the words cards

on the board

Listen to
instruction

lyrics and

Pre-reading

Computer
Speaker
Video

MI:

some pictures of
the story on the
board (Appendix

4).

Visual
Interpersonal
VerbalLinguistic

ET:

Speech
Hearing

While-reading
( 15 minutes )

1. Teacher shows
the Television Box
which contains the
text and also the
pictures of the
story (Appendix
5).
2. Teacher provides
guidance when
necessary.
3. Once in a while,

1. The pupils read

the text aloud
together.
2. Each pupils will

Questions:
a. Why the
could not

teacher provides

eat the

necessary.
3. Pupils respond
accordingly.

dinner?
b. Why the
mad?
c. Who
invited
the Stork

questions to check

to
dinner?
d. Why the

understanding.

Box
Television

(text)
Pictures of
story

Moral value:

Fox got

teacher asks few

on the pupils

Stork

read the text and

guidance when

TA:

Fox

Listen to

instruction
Proactive
Diligent

MI:

could not
eat the
dinner?
e. Did the
Stork
invite the
Fox to

Linguistic
ET:
Speech
Hearing
Educational
Emphasis:
Learning how

dinner?
f.

Visual
Interpersonal
Verbal-

to learn skill

Why?
Did the
Fox think
of a trick
to play
on the
Stork?
Why?

Post-reading
( 25 minutes )

1. Teacher tells the

1. Pupils listen to

pupils that they

the teacher

are going to do

instructions.
2. Pupils get into

activity.
2. Teacher tells the

one group and

TA:

Headbands

and props
Script

pupils that they

are going to do
role-play.
3. Teacher
distributes The
Lion and The
Mouse role-play

decide on the

Moral value:

roles.
3. Pupils need to
read the script
and act out
spontaneously.
4. Pupils act out.

Listen to

instruction
Proactive
Diligent
Teamwork

MI:

script to the pupils

(Appendix 6).
4. Teacher provides
guidance.

Interpersonal
Verbal-

Linguistic
BodilyKinesthetic

ET:
Speech
Hearing
Educational
Emphasis:
Learning how
Closure Stage
( 5 minutes )

1. Teacher gives the

fly swatters to the
pupils, each pupils
have one and play
the game called
Slap the Board
(Appendix 7).
2. Teacher reads the
statement and the
pupils slap the
board on the true
and false
questions.
3. Teacher gives
marks according
to the pupils
performances.

1. Pupils respond
accordingly.

True / False
Questions

to learn skill
Moral value:

Listen to

instruction
Proactive
Diligent

a. The fox
wants to
eat the
stork for
dinner.
b. The fox
and the
stork are
friends.
c. The fox
is happy
when
she is
having
dinner in
the
storks
house.

MI:

Interpersonal
VerbalLinguistic

ET:

Speech
Hearing

d. The
stork
cooks
chicken
for the
fox.
e. The fox
cooks
soup for
f.

the stork.
The fox
has long

beak.
g. The
stork has
big and
wide
snout.

Reflection:

APPENDIX 2

DINNER

SOUP

HUNGR
Y
TALL
JAR

FLY
STORK

APPENDIX 3

APPENDIX 4

APPENDIX 5

EXAMPLE OF
TELEVISION BOX

APPENDIX 6

The Lion and The Mouse

Role-play -> Narrator 1

Narrator 2

Narrator 3

Lion

Mouse

Narrator 1

: The Lion and the Mouse; A Fable by Aesop

Narrator 2

: Long, long ago a lion was sound asleep. A little mouse was
scampering through the tall grass on his way home.

Narrator 3

: The little mouse ran past the lion but alas, as he ran he fell and
he let out a very loud...

Mouse

: SQUEAK!.

Narrator 2

: The lion woke up from his nap and roared...

Lion

: Who is this who spoils my slumber? I do not like to be

awakened in this way.

Narrator 3

: The lion looked down and saw the little mouse.

Lion

: Well, well, well! I have found myself an afternoon snack!

Mouse

: Oh please, mighty lion. Do not eat me. Perhaps someday I can

pay you back.
Please let me go.

Lion

: Ha! How could someone so tiny help a brave and mighty lion
like me? Be off with you then.

Mouse

: Thank you, mighty lion. And remember my words to be

true...Someday I may be able to help you.

Narrator 1

: Not long after the mouse was set free by the lion, he heard a
terrible noise that echoed through the forest.

Mouse

: That sounds like the lion. He may need my help.

Narrator 2

Mouse

: Oh, mighty lion. Do not roar and make such noise. The hunters

The mouse ran off and found the lion, caught in the hunters'
ropes

will come for you. Let me help you.

Lion

: How can you help me, you are so very small and I am so very

big and strong?

Narrator 1

: The little mouse did not answer. He was too busy chewing
through the ropes with his tiny, sharp teeth.

Narrator 3

: Soon the lion was free. Before he ran away to hide from the
hunters he stopped and said...

Lion

: Little mouse you have kept your word. You helped me when I
needed you the most. You have proven to be a good and loyal
friend.

Narrator 1

: And from that day forth the lion and mouse were always the
very best of friends.

APPENDIX 7

Fly Swatters

SLAP ME!!!

SLAP ME!!!

SLAP ME!!!

TRUE

FALSE

TRUE

SLAP ME!!!

SLAP ME!!!

FALSE

TRUE

SLAP ME!!!

Slap the Board

FALSE