TEACHING ORGANISER

Name of Teacher(s): Ahmad Zakirin, Nur Diyanah,

Julihana, Aimi
FORM
DURATION
GRAMMAR ITEM(S)
Form 1 RK, BK

3 Weeks

DOMAIN(S)
Public
Educational

THEMES
People and
Culture

Simple Present Tense,

Adjectives
TOPIC
Malaysian Festivals

EXPECTATIONS
(questions/statements to be answered while and
after lessons-similar to objectives)
1. Students should able to know the multi-racial festivals.
2. Students should able to describe briefly the multi-racial
festivals.

TEACHING AND LEARNING STRATEGIES

Pupils centeredness
Cooperative learning
Cross-Curricular Elements

VALUES
Patriotism and citizenship

LISTENING & SPEAKING

Listening and Speaking

Duration:

1 hours

CONTENT STANDARD(S):
1.3 Listen and respond critically to a wide range of spoken, audio and visual
texts.
1.4 Speak intelligibly, eloquently and appropriately for different purposes,
audiences, contexts and cultures.
LEARNING STANDARD(S):
1.3.2 listen and respond to spoken, audio and visual texts to: (iv) identify and
organise
1.4.1 express feeling and give simple descriptions of personal experiences
orally.
ACTIVITY(IES):
1. Teacher shows a video on multiracial festivals.
2. Students need to listen attentively to the video.
3. Fill in the blanks of the worksheet.
4. describe an experience about pre, while and post of Hari Raya Festivals
FORMATIVE ASSESSMENT:
Completion on the information transfer worksheet
RESOURCES:
https://www.youtube.com/watch?v=2KfVR041Dqo
REFLECTION:

LISTENING & SPEAKING (VIDEO)

LISTENING & SPEAKING

INFORMATION TRANSFERS (PT3 SEC
B)

READING
READING

DURATION: 2 HOURS
CONTENT STANDARD(S):
2.2 Apply a range of strategies to comprehend texts related to everyday living.
2.3 Analyse and evaluate various texts.
LEARNING STANDARD(S):
2.2.2 locate and organise information by (i) using graphic organizers
2.3.2 read various texts and select information for specific purposes
ACTIVITY(IES):
1. Text on multiracial festivals and celebrations will be given to students. Students
need to read the text given.
2. Answer questions based on the text given.
3. Students are asked to create their own i-think map (bubble map).
FORMATIVE ASSESSMENT:
Completing bubble map
RESOURCES:
http://www.thestar.com.my/travel/malaysia/2012/11/12/festivals-and-celebrations-in-ma
laysia/
HEBAT Bacaan Bahasa Inggeris, i-think buble map
Reflection:

READING MATERIALS

READING = I-THINK MIND MAP

READING COMPREHENSION (PT3

SEC C)

GRAMMAR
GRAMMAR
DURATION:
1 HOUR
CONTENT STANDARD(S):
4.1 Identify and use language structures appropriately according to
context.
4.2 Apply grammatical rules at word, phrase and sentence levels
correctly and meaningfully.
LEARNING STANDARD(S):
4.1.5 identify and use verbs appropriately according to context (i)
regular verbs
4.1.7 identify and use tenses appropriately according to context (ii)
simple past tense
4.2.1 construct simple sentences correctly and meaningfully
ACTIVITY(IES):
1. Students are given list of past tense of regular and irregular verbs
2. Identify the errors of simple past tense in the text given.
3. Constructs sentences using simple past tense.
FORMATIVE ASSESSMENT:
Writing sentences.
RESOURCES:
http://spmenglish.blogspot.my/2009/10/malaysian-culture-letter-to-pen-p
al.html
worksheet
REFLECTION:

GRAMMAR = LIST OF IRREGULAR

VERB

GRAMMAR ERRORS IDENTIFICATION

(PT3 SEC A)

WRITING
WRITING
DURATION:
2 HOURS
CONTENT STANDARD(S):
3.1 Apply appropriate writing skills and strategies effectively.
3.2 Produce a variety of texts for creative, personal, academic and
functional purposes.
LEARNING STANDARD(S):
3.1.3 apply pre-writing strategies: (i) brainstorming (mind-maps, etc)
3.2.1 write for academic and functional purposes: (i) email / messages
ACTIVITY(IES):
1. Ideas rush in group, students take turn to give ideas complete the mind
map
2. Students create simple sentences using ideas from the mind map
3. Students write an email to a pen-pan, telling their experience celebrating
festivals and persuade their pen-pals to come to Malaysia
FORMATIVE ASSESSMENT:
Writing Email
RESOURCES:
http://www.thereligionteacher.com/note-taking-strategies/
21st Century Learning Structure (Ideas Rush), worksheet.
REFLECTION:

WRITING BRAINSTORMS

WRITING SIMPLE ESSAYS (PT3 SEC

C)

ACTION-ORIENTED TASK(S)
ACTION-ORIENTED TASK(S)

DURATION:
1 1/2
HOURS
CONTENT STANDARD(S):
2.3 Analyse and evaluate various texts.
2.4 Read independently and extensively to explore and expand ideas for
personal development.
3.2 Produce a variety of texts for creative, personal, academic and
functional purposes.
LEARNING STANDARD(S):
2.3.2 read various texts and select information for specific purposes
2.4.1 read a variety of texts from various media to obtain information to
solve simple problems.
3.2.2 write for creative and personal expressions: (iii) posters and slogans
ACTIVITY(IES):
1. Students search for information on the festival in terms of costume,
food and celebrations.
2. In groups,choose a festival and create a brochure or a poster about the
festival. The students can use mannequin to show the costume.
3. Gallery walk activity.
FORMATIVE ASSESSMENT:
Creating a brochure / poster and display the props for exhibition
RESOURCES:
Instruction sheet
REFLECTION:

ACTION-ORIENTED TASK(S) = GUIDE

LINES

LITERATURE IN ACTIONS
LITERATURE IN ACTION
DURATION:
3 HOURS
CONTENT STANDARD(S):
5.1 Engage and respond to a variety of literary texts to express understanding of the
broader world of ideas and concepts.
5.2 Use a wide range of literary texts to convey views for different purposes and
audiences, and relate them to real life situations.
LEARNING STANDARD(S):
5.1.1 (F1) listen and respond orally to various literary works.
5.1.2 (F1) read and understand various literary works.
5.1.3 share personal responses of issues related to literary works and develop new
ideas or solve problems.
5.2.4 share personal responses to literary works through performances.
ACTIVITY(IES):
1. Teacher gives notes and recaps the summary of News Break for each stanza of
the poem.
2. In groups, students are asked to tell teacher what they understand from each
stanza.
3. Group discussion - asking students opinion based on the view of the child and the
parent.
4. In pairs, students are asked to list the things the child has done that make the
parent suspicious in the graphic organiser.
FORMATIVE ASSESSMENT:
Listing the things the child has done that make the parent suspicious in a graphic
organiser.
RESOURCES:
Literature textbook, News Break, Lets score in literature form 1, worksheet,
LITERATURE MODULE FOR LOWER SECONDARY by PPD Jempol and Jelebu.
REFLECTION:

LITERATURE IN ACTIONS - POEM

STANZA

Now, why so loving, darling,

And why the sudden kiss?
Youd help me with some little
jobs?
For goodness sake, whats this?

Your face is clean for once,

dear.
Your clothes without a crease.
You saved your luncheon
money?
Will wonder never cease?

No dropping of schoolbooks,
No shrieking, childish treble.
Today you are a lamb, love,
Where yesterday a rebel.

But surely youre some

stranger,
No rage or hullabaloo,
Come closer, let me look, dear,
Can this be REALLY you?

Now were you struck by

lightning?
Or were you stunned at sport?
Ah now I see the reason.
Youve brought your school
report!

EXPLANATION

The parent is surprised that the child has a sudden change of

behaviour. The child has become so loving and gives the parent a kiss.
The child also helps the parents with chores around the house. The
parent is bewildered.

The parent cannot believe that the childs face is clean and his clothes
are neat without any wrinkles. The child has also saved his lunch
money. The parent is totally dumbfounded.

The parent is surprised when the child does not drop his school books
around the house. The child also does not scream and shout. On that
day, the child is innocent and gentle as a lamb which is a sharp
contrast from the day before where he was rebellious.

The parent begins to wonder if the child is a stranger. The child does
not show any anger nor make any noise. The parent wants to have a
clearer look to confirm the identity of the child.

The parent wonders if lightning has struck the child or he was shocked
while playing sports. However, the parent finally finds out the truth
about the childs improved behaviour. The child has brought home his
school report.

LITERATURE IN ACTIONS GROUP

WORK
GROUP DISCUSSION
In groups, present your views based on the two
situations given.
Situation 1 - Child
You have just received your Report Card. You have scored
badly in some subjects. Would you do the same thing as the
child in the poem? Yes or no? Give reasons for your choice.
Situation 2 - Parent
You found your childs behaviour to be different from the
normal days. As a parent, how would you react to this
situation?

LITERATURE IN ACTIONS MIND

MAPPING

COMPLEMENT