ANGLO SINGAPORE INTERNATIONAL SCHOOL DAILY LESSON PLAN

PREPARED BY: TERM: WEEK:

DATE / DAY VENUE

XX/10/18 / MONDAY

CLASS SUBJECT NUMBER OF PERIODS

TOPIC SUB-TOPIC TOPIC LESSON #

OVERVIEW KEY WORDS

LEARNING OBJECTIVES SCHOOL AIMS

LESSON INTRODUCTION RESOURCES / ICT

LESSON DEVELOPMENT RESOURCES / ICT

LESSON CLOSURE RESOURCES / ICT

HOMEWORK NEXT LESSON

HORIZONTAL INTEGRATION / INTERDISCIPLINARY TOPICS & SUBJECTS

DATE / DAY VENUE

XX/10/18 / TUESDAY

CLASS SUBJECT NUMBER OF PERIODS

TOPIC SUB-TOPIC TOPIC LESSON #

OVERVIEW KEY WORDS

LEARNING OBJECTIVES SCHOOL AIMS

LESSON INTRODUCTION RESOURCES / ICT

LESSON DEVELOPMENT RESOURCES / ICT

LESSON CLOSURE RESOURCES / ICT

HOMEWORK NEXT LESSON

HORIZONTAL INTEGRATION / INTERDISCIPLINARY TOPICS & SUBJECTS

DATE / DAY VENUE

XX/10/18 / WEDNESDAY

CLASS SUBJECT NUMBER OF PERIODS

TOPIC SUB-TOPIC TOPIC LESSON #

OVERVIEW KEY WORDS

LEARNING OBJECTIVES SCHOOL AIMS

LESSON INTRODUCTION RESOURCES / ICT

LESSON DEVELOPMENT RESOURCES / ICT

LESSON CLOSURE RESOURCES / ICT

HOMEWORK NEXT LESSON

HORIZONTAL INTEGRATION / INTERDISCIPLINARY TOPICS & SUBJECTS

DATE / DAY VENUE

XX/10/18 / THURSDAY

CLASS SUBJECT NUMBER OF PERIODS

TOPIC SUB-TOPIC TOPIC LESSON #

OVERVIEW KEY WORDS

LEARNING OBJECTIVES SCHOOL AIMS

LESSON INTRODUCTION RESOURCES / ICT

LESSON DEVELOPMENT RESOURCES / ICT

LESSON CLOSURE RESOURCES / ICT

HOMEWORK NEXT LESSON

HORIZONTAL INTEGRATION / INTERDISCIPLINARY TOPICS & SUBJECTS

DATE / DAY VENUE

XX/10/18 / FRIDAY

CLASS SUBJECT NUMBER OF PERIODS

TOPIC SUB-TOPIC TOPIC LESSON #

OVERVIEW KEY WORDS

LEARNING OBJECTIVES SCHOOL AIMS

LESSON INTRODUCTION RESOURCES / ICT

LESSON DEVELOPMENT RESOURCES / ICT

LESSON CLOSURE RESOURCES / ICT

HOMEWORK NEXT LESSON

HORIZONTAL INTEGRATION / INTERDISCIPLINARY TOPICS & SUBJECTS

TEACHER REFLECTION

Monday:

Tuesday:

Wednesday:

Thursday:

Friday:
INSTRUCTIONS FOR DAILY LESSON PLAN TEMPLATE

PREPARED BY:
Fill in name of teacher preparing the lesson plan.

TERM:
Academic term, i.e. 1, 2 or 3.

WEEK:
Week number in the academic term.

DATE / DAY
Date and day of the week.

VENUE
Classroom venue. (E.g. A307)

CLASS
Level and name of class. If the lesson plan is used for two or more classes of the same level that the
teacher is teaching, more than one class can be entered here. However, the lesson plan would need
to differentiate between the classes.

SUBJECT
Subject taught. (E.g. Science or Mathematics)

NUMBER OF PERIODS
The duration of the lesson. Typically, this should be 1, 1.5 or 2 periods.

TOPIC
Topic being taught and planned for.
E.g. “Perpendicular and Parallel Lines” or “Reproduction in Flowering Plants”.

SUB-TOPIC
Sub-topic that falls under the main topic.
E.g. “Identifying Perpendicular and Parallel Lines” or “Seed Dispersal”.
If there is no sub-topic, this can be left blank.

TOPIC LESSON #
The lesson number in the current topic.
E.g. “Seed Dispersal” may be Lesson #3, the third of a series in the topic of “Reproduction in
Flowering Plants”.

OVERVIEW
This is a new section. Note that this is different from the lesson learning objectives.
The overview describes broadly what the topic/sub-topic is about and provides an overview on its
importance and relevance in the curriculum and student learning.
E.g. the overview for the sub-topic of “Adolescence” in Secondary 1 Biology is “Biological changes
taking place during puberty and understanding the menstrual cycle”.

KEYWORDS
Important keywords in the lesson.
E.g. puberty, hormones, periods, menstrual cycle, ovulation, menopause.

LEARNING OBJECTIVES
Specific lesson objectives for the lesson planned. These should be measurable and achievable within
the timeframe of the lesson.

SCHOOL AIMS
AIM 1 To respect each other, the school and the wider community
1a Supports and cooperates with others
1b Treats others with respect and consideration
1c Understands the histories, cultures, beliefs, values and perspectives of a range of individuals
and peoples (Diversity)
AIM 2 To instil a sense of diligence, hard work and achievement in all
2a Works carefully with purpose on all required task until completion
2b Understands what is being studied
2c Acquires and refines the skills of leading and following within the cultural context (Leadership)
AIM 3 To accept responsibility as global stewards
3a Strives to do their best at all times
3b Obeys rules and meets the class and school expectations
3c Develops their disposition to serve the community, local and global, through engagement in
meaningful and reflective service (Service)
3d Understands current issues of global significance relating to the environment, peace and
conflict, sustainable development, social justice and equity (Global Issues)
AIM 4 Make progress towards becoming critical and creative thinkers and lifelong learners
4a Develops fluency in multiple languages including mother tongues, languages used in local
environments and physical communication cues associated with languages (Communication)
4b Discusses substantive matters of principle from multiple perspectives (Ethics)
4c Makes decision through logical reasoning process
4d Shows a positive attitude towards learning

LESSON INTRODUCTION / LESSON DEVELOPMENT / LESSON CLOSURE

In this important section, provide comprehensive details on the three stages of your planned lesson,
the lesson introduction, development and closure. All planned leading questions, activities and
classroom instruction need to be clearly specified.
E.g. Have the students discuss what they see. “Where do you think this place is? What do you think
they are building?”
E.g. “Can you identify a pair of lines that meet one another in the diagram? What does it mean that
the lines meet one another?”
E.g. Ask one student to be a tomato plant and three other students to be the seeds of the tomato
plant. They are all standing inside a square tile. Ask three more students to pretend to also be tomato
seeds and to join them inside the square perimeter. (They would feel crowded.) Ask the class what is
happening to the seeds and if they are to germinate. Plants make seeds but they must also find a
way to move them where they have enough space to grow. How do seeds travel to find space and
water to grow? Introduce the term “seed dispersal” to mean the process in which seeds are scattered
and distributed to new places to find space and water to grow.
A well-developed lesson plan reflects the interests and needs of students. It incorporates best
practices for the educational field. The lesson plan correlates with the school’s and
teacher's philosophy of education, which is what we believe is the purpose of educating the students.

It is important to note that lesson planning is a thinking process, not the filling in of a lesson
plan template. Lesson plan is envisaged as a blue print, guide map for action, a
comprehensive chart of classroom teaching-learning activities, an elastic but systematic
approach for the teaching of concepts, skills and attitudes.

RESOURCES / ICT
List all resources and ICT relating to each planned item in the lesson plan.
E.g. Powerpoint slide file name, textbook and activity book page and/or question numbers, activity
worksheets, equipment and experimental materials, video clips and URLs, etc.
These resources need to be archived together with the lesson plans and uploaded to Firefly in the
folder for the week’s lesson plans.

HOMEWORK
Assigned homework and details on which book and page numbers or worksheet or task.

NEXT LESSON
A very brief outline on what will be taught in the next lesson.

HORIZONTAL INTEGRATION / INTERDISCIPLINARY TOPICS & SUBJECTS

Details on any horizontal integration should be provided here.
If the lesson is related or linked to other topics and subject areas, it should also be mentioned here.
E.g. The topic of perpendicular and parallel lines uses examples involving buildings and therefore is
related to the interdisciplinary subject of architecture. The topic of plants, pollination and fruit
formation can be related to agriculture and fruit export.

TEACHER’S REFLECTION
At the end of the week, the teacher is to complete an end-of-week reflection for lessons conducted
during that week.
ANGLO SINGAPORE INTERNATIONAL SCHOOL DAILY LESSON PLAN
PREPARED BY: Ms Croft TERM: 3 WEEK: 5

DATE / DAY VENUE

19/05/18 / MONDAY A308

CLASS SUBJECT NUMBER OF PERIODS

P3 Sincerity Mathematics 1 period

TOPIC SUB-TOPIC TOPIC LESSON #

Perpendicular & Parallel Lines Identifying Perpendicular & Parallel Lines #2

OVERVIEW KEY WORDS

The topic introduces the concept perpendicular and parallel lines to students and means of parallel, perpendicular, right
recognizing them. The concept of two lines meeting is developed. angles

LEARNING OBJECTIVES SCHOOL AIMS

Pupils are able to: 1a, 1b, 1c

identify perpendicular & parallel lines in objects & shapes. 2a, 2b, 2c
3d
4a, 4b, 4c, 4d, 4e, 4f

LESSON INTRODUCTION RESOURCES / ICT

(10 mins)
 Have pupils look at the double-page spread in CB p88 & 89.
Have pupils discuss what they see.
Where do you think this place is?
What do you think they are building?

 Discuss the references that the adult and the 4 children make.
The children are talking about the blue lines. Can you locate the blue lines in the
picture?
What are the yellow lines? Where are they?
Course Book: p88-89
What do they mean that the lines meet one another?
Can you identify a pair of lines that meet one another?
Can you draw a pair of lines that meet one another?

 Recall right angles with pupils.

What are right angles?
Do you agree with Caili that the yellow line will meet the blue line at a right angle?
How can we find out?

Inform students that they are going to learn about perpendicular & parallel lines.

LESSON DEVELOPMENT RESOURCES / ICT

(25 min)
 First get pupils to take out their set squares & turn to Page 90 of their course books.

 Use a set square to illustrate to pupils that the blue line meets the yellow line at a right
angle. Explain that when 2 lines meet at a right angle, they are called perpendicular
Course books
lines.
Set squares
Rulers
 Extend the yellow lines on the brick to show that they do not meet. Explain to pupils
Math 1 Exercise books
that such lines are called parallel lines.
 Q1:
HA/MA: Pupils to work in pairs and are given time to work on the tasks involving
perpendicular and parallel lines.
LA: Guide pupils to find the perpendicular lines by using their set squares. Let them
check the parallel lines by extending the lines on each end to verify that they do not
meet.

 Q2 p91:
HA/MA: Allow pupils to work on the tasks individually before getting some pupils to
share their reasoning/strategy with the class.
LA: Get pupils to verify if the lines met at a right angle using their set squares. They can
also use the technique of extending the lines to check if the lines are parallel. Allow
pupils to attempt individually before getting some pupils to share their
reasoning/strategy with the class.

 Group leaders to distribute the Math 1 exercise books. Demonstrate how parallel and
perpendicular lines are drawn.

Have pupils draw different orientations of parallel lines & perpendicular lines using their
rulers and set squares in their exercise books.

LESSON CLOSURE RESOURCES / ICT

(10 min)
 Give the example that the BTS tracks are made of a pair of parallel lines so that the
train can travel and stay on the tracks. Ask students to write down on their journals
three other occurrences of parallel and perpendicular lines and why they are important.
 Have group leaders distribute the activity books and have pupils turn to p129 of their
activity books.

 Explain to pupils what needs to be done for homework.

 Additionally, ask the students if the Thai national flag consists of any parallel or
perpendicular lines. Ask students to research and draw in their journals the flags of
three other countries where only perpendicular and parallel lines are used.

HOMEWORK NEXT LESSON

Activity Book: p129 Drawing perpendicular lines

HORIZONTAL INTEGRATION / INTERDISCIPLINARY TOPICS & SUBJECTS

Architecture, design, roads

ANGLO SINGAPORE INTERNATIONAL SCHOOL DAILY LESSON PLAN
PREPARED BY: Mr Jones TERM: 2 WEEK: 7

DATE / DAY VENUE

26/02/18 / MONDAY A307

CLASS SUBJECT NUMBER OF PERIODS

P5 Perseverance Science 1 period

TOPIC SUB-TOPIC TOPIC LESSON #

Reproduction in Flowering Plants Seed Dispersal #4

OVERVIEW KEY WORDS

The topic introduces the main ideas on why seed dispersal is vital to the survival of a plant
species and the methods in which dispersal can take place. Plants adapt their fruits in seed dispersal, scattering
different ways to promote effective dispersal.

LEARNING OBJECTIVES SCHOOL AIMS

Pupils are able to: 1a, 1b

1) explain the importance of seed dispersal 2a, 2b, 2c
2) list the main agents for dispersal 3d
3) describe the structural modifications of fruits to facilitate various methods of seed 4a, 4b, 4c, 4d, 4e, 4f
dispersal

LESSON INTRODUCTION RESOURCES / ICT

Recap (5min)
Teacher recaps on what has been taught so far for the sexual reproduction of flowering Powerpoint slides
plants.
Engage (6 min)
 Engage pupils by asking them what they think are the basic needs of plants (space,
water, light, air).
 Ask 1 pupil to be a tomato plant and 3 pupils to be the seeds of the tomato plant. They
are all standing in the square perimeter. Ask 3 more pupils to pretend to be the tomato
seeds and try to join them in the square. (They would feel the squeeze) Ask pupils what
Mark a square perimeter on the
is happening to the seeds? Plants make seeds but they must also find a way to move
tiled floor
them where they have enough space and water to grow. How do seeds travel to find
space and water to grow? Introduce the term “seed dispersal” to mean the process in
which seeds are scattered and distributed to new places to find space and water to grow.

LESSON DEVELOPMENT RESOURCES / ICT

Explore (15 min)

 With the class, make a list of the ways in which seeds disperse on the smartboard.
Group Activity Worksheet
 Get pupils into groups of 4.
A set of seeds
 Provide each group with an assortment of seeds. Have pupils work together to examine
A small fan
the seeds. Ask each group to record a description of the seed (flat, winged, parachute-
A sock
like, fleshy, light, heavy etc) and their prediction of the way it is dispersed (wind, water,
A small container of water
animals, splitting).
 Pupils carry out a test to see if their prediction is correct.
 Get selected pupils to share what they have found out.
Explain (10min)
 Explain with the use of an educational powerpoint slides on how seeds have structures Powerpoint slides
to aid them in their dispersal.
Video clip: “How Plants Disperse
Evaluate (5min)
Seeds”
 Pupils are to watch a short video clip and complete the tasks on the worksheet.
Worksheet
LESSON CLOSURE RESOURCES / ICT

(5 min)
 Get pupils to share the answers with their friends before selecting a few students to
share with the class. Recap salient points of what they have learnt about seed
dispersal.

HOMEWORK NEXT LESSON

Instructions for homework (5min) Seed germination

Pupils are to do a research on seeds on the internet, and draw and label the structures of
the seeds for each dispersal method (wind, water, animals and explosive/splitting action).

HORIZONTAL INTEGRATION / INTERDISCIPLINARY TOPICS & SUBJECTS

Crowding and over-population in urban cities