LESSON PLAN FOR READING YEAR 3

Date : 20th October 2021

Day : Thursday
Time : 8.00 am – 11.00 am
Class : Year 3
Number of Pupils : 16 pupils
Proficiency : Mixed-ability
Focus Skill : Reading
Integrated Skills : Reading
Theme : World of Self, Family and Friends
Unit 9 : On Holiday
Topic : Their holiday!
Content Standard : By the end of 6-year primary schooling, pupils will be able to:
3.2 understand a variety of linear and non-linear print and digital texts by
using appropriate reading strategies.

Learning Standard : 3.2.3 Able to guess the meaning of unfamiliar words from clues
provided by visuals and the topic.

3.2.4 Able to recognise and use with support key features of a simple
monolingual dictionary

Behavioural Objectives: By the end of the lesson pupils will be able to:
1. Draw the word according to the text and visual support of the text.
2. Answer five questions correctly based on the text.

CCE : Environmental Sustainability, Values and Culture.

Moral Values : Appreciating Nature
Teaching Aids :-
1. Get Smart Text Book
2. Colour Pencils
3. Worksheets
Steps / Phase
Content Teaching and Learning Activities Remarks
Time
Set Induction “Guess What I’m 1. Teacher puts finger in front of
(10+ mins) Doing?” her lips to signal silence, and Teaching Aids:
A TPR activity writes on the board “Guess what - Marker
where the teacher I am doing.” - Video Tape
does the action 2. Pupils focus. (reference)
without saying 3. Teacher does the first action:
anything and the Forest, and does a hand signal
pupils guess what it asking the pupils what they think Soft Skills:-
means. it is. - Communication
4. Pupils respond. Skills (CS4)
Words to do 5. Teacher writes the word on the
action:- board once the pupils give the
1. Forest correct answer and proceed to the
2.Pick next words.
Flowers 6. Pupils respond.
3. River 7. Teacher repeats step 3-6 for
4. Make a fire the rest of the words.
5. Catch fish
Online learning initiative
1. Teacher makes a short video
about the words with the picture
as the background for easy
reference.

Presentation “Anna’s and 1. The teacher asks pupils to refer to

(5 + mins) Greg’s their text book page 86. Teaching Aids:
Adventure” 2. Pupils look at the text. - Get Smart Text
Teacher reads the 3. Teacher reads the text to the Book.
text in page 86 to pupils.
the pupils and 4. Pupils listen while looking at CCE:
explains it to the the text. - Environmental
pupils. 5. Teacher explains what the text Sustainability
is about and link with how
 visiting the forest can be done
without harming the
environment.

Online Learning Initiative

1. Teacher tells pupils to refer to
their text book page 86.
2. Teacher sends a voice note to the
pupils so the pupils know the
correct pronunciations of
the words.
Practice “Draw what you
(15+ mins) know” Teaching Aids:
1. Teacher gives pupils time to - Worksheet
Pupils will take read and understand the text - Get Smart Text
time reading the further. Book
text and may ask 2. Pupils read and may ask - Dictionary
the teacher what questions to the teacher.
they do not 3. Teacher distributes the Teaching Strategy:
understand. Then, worksheet (Appendix A) to the - Mastery Learning
pupils will draw pupils.
words in the 4. Pupils will draw the words
worksheet according to the text, visual CCE:
according to the support in the text and - Language
text, visual supports dictionary (optional).
from the text and 5. Teacher goes around the class to Multiple Intelligence:
also a dictionary facilitate pupils. - Visual Intelligence
(optional). 6. Teacher checks the answer
together with the class.
Refer to
worksheet in
Appendix A.
Production “Answering and Teaching Aids:
(20+ mins) Guessing the 1. Teacher distributes worksheet to - Worksheet
What Happened” the pupils. - Get Smart Text
1. Pupils need to answer the Book
Pupils will answer worksheet according to the
questions according text. CCE:
to the text. 2. Teacher facilitates pupils - Values (Appreciating and
around the class. Respecting other creatures in
Refer to Appendix the world.)
B for Worksheet
2. Soft Skills:
- Critical Thinking
and Problem-
Solving Skills
(CTPS1)
Closure “Hope and 1. Teacher instructs pupils to write in
(10+ mins) Dreams” one sentence about their hope for Teaching Aids:-
the animals in the forest. - Paper
Pupils will write 2. Pupils write.
their hope for the 3. Teacher instructs pupils to read CCE:
animals in the forest their hope one by one to the class. - Values
in one sentence and - Global
read it to their sustainability
friends. - Environmental
Sustainability

Moral Values:
- Taking care and
appreciating
nature.
Teacher’s Reflection:
On today’s class, it took me quite some time to plan a lesson that can adhere to the pupils needs,
level of proficiency and their internet connectivity. I wanted to be ambitious in the beginning but I
learned from my last week’s lesson that it is difficult for the pupils to do complicated tasks as they only
rely on typed instructions and they do not try to ask me about the task. Therefore, I decided to carry a
lesson as simple yet as impactful as possible in order to elevate their reading skill and assess them easily.
I did try to spice the lesson a little bit by making a video of me explaining their vocabularies of the day as
a payment to their commitment on recording their video last week. Besides that, it can also help in
guiding their pronunciation of the words as I repeat the words a few times in the video. Then, I only used
one text which is from their Text Book as the main material of the day. From the text, I managed to do
two tasks or activities that test both their understanding of the words in the text, as well as their reading
comprehension. I am actually glad that even though the activities are simple, most of the pupils answered
the questions correctly including the ones who have very low level of proficiency. I also managed to try
and give the pupils one HOTS questions to test their soft skills in terms of Critical Thinking and Problem-
Solving Skills. Some managed to answer correctly while some did not answer it. This shows one of the
weaknesses of my lesson today as I wrote the question as “Bonus Question” which might be interpreted
by the pupils to be a bonus question that doesn’t really required to be answered. Here shows the
ambiguity of my worksheet which I should fix.
Hence, to improve the lesson, I should just put it along the numbering of the other questions so that the
pupils will answer and not see the ambiguity in the worksheet. The pupils also used the wrong verb for
bees. Instead of using “sting” or “stung”, the pupils used the word “bite” which is a direct translation
from their first language. I did correct the pupils instantly and compliment their effort on trying. I make
sure to give the pupils compliments and positive reinforcement to motivate them in participating the
online lessons as to B.F. Skinner’s Operant Conditioning Theory (1977) where he mentioned that
positive reinforcement involves the addition of
a reinforcing stimulus following a behavior that makes it more likely that the behavior will occur again
in the future. When a favorable outcome, event, or reward occurs after an action, that particular response
or behavior will be strengthened.
 APPENDIX A

Activity A.

Look at the words in the story or dictionary and draw.

Forest

Fish

Bee

Lunch

Flower

River

Fire

Picture
 APPENDIX B

Activity B.

Answer the questions based on the text in your text book page 86.

Anna Greg Greg’s Dad

1. took pictures.

2. swam in the river.

3. caught a big fish.

4. cooked the fish.

5. and picked flowers.

BONUS QUESTION!

1. What happened to Greg in the end?