DAILY LESSON PLAN Class No.

of pupils Duration Theme Topic Skills : Year 2 (Proficiency Level- Mixed) : 36 : 1 hour : World of Knowledge : When I Grow Up : Reading

Learning Standard : 2.1.2, 2.2.1, 2.2.3. Learning Objectives i. ii. iii. : By the end of the lesson, pupils will be able to:

Read and understand the story. Identify and underline the keywords in the story. Answer comprehension questions on the story. :

Activities Induction set:i. ii. iii. iv.

Pupils are given a list of key words from the story that is going to be used in the story on the whiteboard. Teacher reads the list to the pupils. Pupils are asked if there is any word from the list that they do not understand. Teacher explains the meaning of the words that the pupils do not understand.

Activity 1:i. ii. Pupils are given a short story on a worksheet paper. Teacher will read the story to the pupils.

Pupils will discuss the answers with their teacher. ii. Cross Curricular Elements Teaching aids : thinking skills : worksheet. iv.iii. v. Pupils are free to ask questions regarding the story while the teacher reads. Closure:i. Pupils are asked to underline any words that they do not understand to be discussed along the way. Teacher puts up a chart of comprehension questions on the whiteboard. Activity 2:i. Teacher will ask the pupils about the moral values that they learned from the story. chart . Teacher asks the pupils to retell the story using their own words.

It is a very typical of Malaysian classroom lesson as the lesson is basically using the text-based reading approach. The pre-reading stage is carried out in the induction set activity. I can say that there is another reading theory that is being used in this activity that is the interactive models. they will start guessing what kind of story are they’re going to read later on or whether it is going to be a factual text rather than a story. the reading process that is involved here is very text driven.Lesson Plan Analysis: The lesson plan that is used in this analysis focuses on the pupils’ reading skills. However. So. The teacher will read to the pupils as they go through the story just so that the pupils can focused on what is actually being read. The next stage of the reading lesson is the activity. The purpose of giving the key words is to develop the pupils’ interest in the reading material and so that they have a purpose to read the story. The lesson comprises of three parts. The pupils are required to focus on each given words for them to think about the meaning of the words. In this stage. the reading activities such as the pre-reading. the pupils are not asked to read aloud the story. the pupils are finally given the story on a worksheet which includes the comprehension questions on the story. The lesson was planned so that throughout the learning process. . whilereading and post-reading are carried out subsequently and smoothly. the induction set. The reading theory that is implied in this stage is the bottom-up model whereby the pupils started to read the words one by one as to find out the meaning of the given words. whereby the pupils are given list of words which they are going to lookout for the meanings. the activities and finally the closure. when the pupils read the key words. However. The list of words given is actually the key words of the story that they are going to read in the next activity. So. They are yet to be given the actual text but the process whereby they read the words one by one is very sequential which is equivalent to the criteria of the bottom-up reading theory.

As a conclusion. word by word. Not all language teachers are aware of the correct approach to teach a reading lesson. Now that I know better. it never crossed my mind to do it again. When the pupils can actually retell the story in their own words. the pupils are recalling what they have read and evaluating the text. understand the function of the text and the organization of the text. the pupils are actually engaged in both bottom-up and top-down models as they try to understand the language of the text. As the activity progress. They have to critically think about the message that is trying to be conveyed through the text. it shows that they grasp the gist of the story. only then can we see that there is another reading model involved.The initial part of the activity seems like the bottom-up model as the pupils will focus on the text. . While doing this. The closure activity requires the pupils to discuss about the moral values that they can learn in the story. trying to find the key words that had been given to them earlier on and underlining new words that they do not know the meaning. I would have to say that teaching a reading lesson is not as easy as it may sound or as easy as you can make the lesson note. The final part of the reading processes also takes place here that is the post-reading. Carrying out the lesson is a different story altogether. In this stage. The final part of this reading lesson is the closure. I would also considered myself as stupid enough to think that to ask the pupils to read aloud is part of a reading lesson activity. Not so long ago. The reading process that takes place here is the while-reading stage. Knowing the appropriate approach is essential to enhance the reading lesson achievements and helps in achieving the learning objectives.