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Lesson Plan
Class: Date: Week 6
6 Yakin 8th February 2017
UJIAN KECEMERLANGAN 1 (Wednesday)
Time:
10.40-11.10 a.m.
Activities:
Paper :
1. Science- 8.00-9.00 a.m.
2. English 013- 9.00-10.15 a.m.
3. English 014- 11.00-12.15 p.m.
Impact:
Main Activities
• explanation of the content 1. Teacher gets pupils to compare and contrast the use of
• modelling and demonstrating letters and emails using the Double Bubble Map.
• practise opportunities
• guidance and feedback CLS: One-Two-Group
• cater for different learning 2. Teacher encourages pupils to think about the format of
styles an email.
• appropriate challenge for all 3. Pupils then share their ideas with partners and with
learners group members.
• opportunities to learn 4. Pupils label an example of an email using word strips
collaboratively provided by the teacher.
• on-going guidance and 5. Pupils study the email on page 26. Teacher ensures
feedback (Assessment for
pupils understand the email.
Learning)
6. Pupils reply Jagjit’s message in their exercise book.
Differentiation
For proficient pupils, they will write the email on their
own.
For low-proficiency pupils, they will be given strips of
answers to fill in the blanks in the email.
Plenary
Looking Back: review and 1. As a group, pupils correct the format of an email shown
assessment of learning by the teacher. Pupils correct the mistakes.
Looking Forward: identify next steps 2. Teacher reviews the Learning Objective and Success
for learning Criteria with pupils.
An activity to provide closure.
Student Aspirations
Knowledge / Thinking Leadership Bilingual Ethics & National
Skills Skills Proficiency Spirituality Identity
Learning Objectives: Success Criteria:
By the end of the lesson, my pupils 1. I can identify possessive pronouns in sentences
should be able to: 2. I can use a possessive pronoun to state someone’s possession.
1. Use Possessive Pronouns 3. I can write 5 sentences about my friends’ possessions using possessive
correctly. pronouns
Main Activities
• explanation of the content 1. Pupils read a few sentences that contain possessive
• modelling and demonstrating pronouns in bold. Teacher gets pupils to identify what
• practise opportunities they are.
• guidance and feedback 2. Teacher provides explanation on possessive pronouns.
• cater for different learning
styles CLS: One-Two-Group
• appropriate challenge for all 3. Pupils are encouraged to look around the class at the
learners possessions of their friends’.
• opportunities to learn 4. Individually, pupils write a sentence about a friend’s /
collaboratively their own possession. (e.g. : The green bottle is hers /
• on-going guidance and The pencil case is mine.) Pupils need to be descriptive.
feedback (Assessment for
5. Pupils share their ideas with a partner, then to the
Learning)
group members.
6. A few volunteers state the possessions of their friends
to the whole class.
CLS: On-A-Mission
7. Each group member places one possession of their
own in the middle of the group’s table.
8. Two members will be given sample questions that they
can use to find out who an object (at a group’s table)
belongs to.
E.g.: Is this blue ruler yours? / Is this blue ruler his?
9. The two remaining group members will stay and
answer the questions posed at them;
E.g..: Yes, this bottle is mine. / No, the bottle belongs to
Aiman. It is his.
10. Pupils in Step 8 will then jot down the answers on a
table provided.
11. Steps 9-10 will be repeated so pupils get to go to at
least 3 groups.
Plenary
Looking Back: review and 1. Pupils choose the correct possessive pronouns to
assessment of learning complete the sentences on page 29 of the textbook.
Looking Forward: identify next steps 2. Teacher reviews the Learning Objective and Success
for learning Criteria with pupils.
An activity to provide closure.