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ASSIGNMENT 2

DEVELOPMENT OF LEARNING ENVIRONMENT


___________________________________________________________________
SUBJECT CODE

ESEM 5143

SUBJECT TITLE

TECHNOLOGY IN EDUCATION

LEVEL

MASTER OF EDUCATION

STUDENTS NAME
AND

MATRIC NO.

1. CHRISTOPHER RUDDY
FOONG
KS1401MD0041
2. EDITHA ANTHONIUS
KS1401MD0040

PROGRAMME

ELM

LECTURER

DR. NORIZAN AHMAD

LEARNING CENTRE

KENINGAU

DAILY LESSON PLAN

SUBJECT

CLASS

as

ENGLISH

DATE

as

YEAR 4 BESTARI

DAY

as

as

MONDAY

27/04/2015

TIME
90 MIMUTES

TOPIC/THEME: HOW TAPIR GOT ITS NAME / WORLD OF STORIES


F
O
C
U
S

Main

Writing Skill

Auxiliary

Content Standard
(Kurikulum, 2013)

Listening Skill, Speaking Skill and Reading Skill

3.2 Students will be able to write using appropriate language form and
style for a range of purposes.
3.3 Students will be able to write and present ideas through a variety of
media using appropriate language, form and style.

Learning Standard

3.2.3 Able to punctuate correctly.

(Kurikulum, 2013)

3.3.1 Able to create simple text using a variety of media with guidance:
i) non-linear

Lesson Objectives

By the end of the lesson, pupils will be able to:

Learning Outcomes

i)
use full stop at the end of a sentence.
ii)
write three sentences by using word and picture cues.
At the end of the lesson students, students should be able to give
information accurately and punctuate sentences meaningfully.

Language

Grammar

Curriculum
Irregular
verbs
Adjectives
Cross-curriculum

Values

ICT

Cooperation
HOTs

Vocabulary

files
paint
jungle
Value
Added Skills
ICTMasteryContextual
ConstructivismeMultiple
IntelligencesSelflearningOthers

Applying
Analysing
Synthesing

Evaluating
Rationalising

Reflection
Questioning
Generate New
Ideas
Creating

Teaching aids: Video clip and wikis

(www.tapir-writing.wikispaces.com)
Previous knowledge: Pupils have learnt about animals, the simple past tense words and adjectives in
the previous lesson.

Activities:
Stage /

Content

Teaching / Learning Activities

Rationale/Justification of

Time

activity

Set

Video Clip of the

Induction

Madagascar

( 5 minutes )

1. Teacher shows the videos of Madagascar.


2. Teacher brainstorms about the video by questioning
the pupils.
For example:

- To spark pupils interests

Where did the scene take place?


Responses to
Questions

Suggested answers: jungle, forest, zoo


What were the animals in the video?
Suggested answers: lion, zebra, giraffe, hippo
3. Teacher recalls the story How the Tapir got Its
Colour.
4. Teacher asks pupils where the tapir and the rats
lived in the story.
Suggested answer: forest, jungle

- To recall animals that they


have learnt.

- Activate pupils prior


knowledge

- To relate the video to the


story they have learnt.
Pre-Writing
(30 minutes )

How the tapir


got its colour.

1. Teacher divides the class into groups of three.


2. Teacher created wiki for each group (www.tapirwriting.wikispaces.com)
3. The wiki contains 4 pages.
i.
1st page : Home
ii.
2nd page : Pre-Writing
iii.
3rd page: Writing1

- To motivate pupils to
participate in generating ideas

4.
5.
6.
7.

Generating Ideas
about the story

8.
9.

iv.
4th page: Writing2
Teacher asks groups to become member of the wiki.
Teacher facilitates pupils in creating account in
wiki.
Teacher asks groups to visit the 2nd page: PreWriting.
Teacher set the font colour for each pupil.
e.g. Pupil A Green
Pupil B Blue
Pupil C - Purple
Teacher asks the groups to discuss and
brainstorming to generate ideas for their writing.
Pupils discuss and write their ideas on the page.
(Pupils must follow the instruction given on that
page)

WhileWriting
(40 minutes)

Simple Past Tense


Adjectives
Punctuation

Draft, write,
revise, edit

1. Teacher asks pupils to visit the Writing1 page in


the wiki by clicking the word here in the instruction
in the Pre-writing page.
2. Pupils visit the page.
3. Pupils write sentences as instructed in that page.
(Pupils must follow the instruction given on that

-To help teacher to monitor


individual writing and progress.
- To facilitate pupils response
towards topic
- To get pupils to generate
ideas
-To reinforce the usage of
simple past tense, adjectives,
full stop that they have learnt
in the context

page)
4. Pupils write, revise and edit their writing.
5. After that, teacher asks pupils to visit the
Writing2 page.
6. Pupils rewrite the sentences from page Writing1 in
page Writing2.

- To practice the skill of


cooperative writing
- To encourage pupil to work in
group and develop
collaboration, cooperation,

Rewrite

communication, creativity and


critical thinking skills (Kagan,

2009).

Feedback/

Publishing

Publishing

Peer Evaluation

( 15 minutes )

Feedback

1. Pupils publish their work.


2. Teacher visit the wiki to give feedback.
3. Other groups also visit each others wiki. Pupils may
give comments and suggestions.

To give feedback on pupils


work.

Assessment:
Write 3 sentences for each picture given with meaningful punctuation.
Rubrics:

CATEGORY
Requirements

4 Excellent
All of the written
requirements (number of
sentences (3) for each picture
in Writing1 and one paragraph
in Writing2) were met.

2 Fair
Most of the written
requirements were met, but
several were not. (Number of
sentences (1) for each picture
in Writing1 and one
paragraph in Writing2.
Some of the story is related to
the assigned topic, but reader
does not learn much about the
topic.

1 Poor
Many requirements
were not met.

There are no spelling or


punctuation errors in the final
draft.

3 Good
Almost all of the written
requirements (number of
sentences (2) for each picture
in Writing1 and one
paragraph in Writing2) were
met.
Most of the story is related to
the assigned topic. The story
wanders off at point, but the
reader can still learn
something about the topic.
There are 2-3 spelling or
punctuation errors in the
final draft.

Focus on
Assigned Topic

The entire story is related to


the assigned topic and allows
reader to understand much
more about the topic.

Spelling and
Punctuation

There are 4-5 spelling and


punctuations errors in the
final draft.

Used simple past tense


throughout the writing. Used
all the adjectives taught in the
previous lesson.

Used simple past tense with


little mistakes (2 3). Used
almost all the adjectives
taught in the previous lesson.

Used simple past tense with


more mistakes (4 5). Used
fairly enough adjectives
taught in the previous lesson.

Group members devote


sufficient time and effort to
the writing process
(prewriting, drafting,
reviewing, and editing).
Work and get the job done.

Group members devote some


time and effort to the writing
process but were not very
thorough. Do enough to get
by.

The final draft has


more than 5 spelling
and punctuations
errors.
Used simple past tense
but with a lot of
mistakes (more than 5).
Used only a few
adjectives taught.
Group members devote
little time and effort to
the writing process. Do
not seem to care.

Simple Past
Tense and
adjectives

Writing Process Group members devote a lot


of time and effort to the
writing process (prewriting,
drafting, reviewing, and
editing). Work hard to make
the story wonderful.

No attempt has been


made to relate the story
to the assigned topic.

REFLECTION
REFLECTION

REFERENCES:
1. Joyce, B. W. (2003). Models of Teaching (7th Edition). New Jersey: Prentice Hall.
2. Kagan, S. K. (2009). Kagan Cooperative Learning. California: Kagan Publishing.
3. Krathwoll, D. R. (2002). Theory in Practice. College of Education.
4. Kurikulum, B. P. (2013). KurikulumStandard Sekolah Rendah: Dokumen Standard Kurikulum dan
Pentaksiran Bahasa Inggeri Tahun 4. Putrajaya: Kementerian Pendidikan Malaysia.

APPENDIX 1

Wikis Home Page: www.tapir-writing.wikispaces.com

a) tapir-writing/home

APPENDIX 2

Wikis Home Page: www.tapir-writing.wikispaces.com

b) tapir-writing/Pre-Writing

APPENDIX 3

Wikis Home Page: www.tapir-writing.wikispaces.com

c) tapir-writing/Writing1

APPENDIX 4

Wikis Home Page: www.tapir-writing.wikispaces.com

d) tapir-writing/Writing2