LESSON PLAN FORM 5

DAY Tuesday DATE WEEK LESSON 26

SUBJECT English CLASS TIME 1 hour
UNIT 3
ENGLISH Health and
FOCUS Writing UNIT THEME TOPIC The World of Sport
DOWNLOA Environment
D
LANGUAGE & GRAMMAR FOCUS Language of writing ideas for and against a statement
Main Skill: Writing Writing
Main Skill:
4.1 Communicate intelligibly through print and 4.1.3 Explain the main points for and
digital media on familiar topics against an idea or argument
Complimentary Skill: Reading
CONTENT Complementary Skill: Reading LEARNING
3.1.5 Recognise independently the
STANDARD STANDARD
3.1 Understand a variety of texts by using a range attitude or opinion of the writer
of appropriate reading strategies to construct in extended texts on a wide
meaning range of familiar topics and
some unfamiliar topics
By the end of the lesson, pupils will be able to: What I’m looking for (WILF)
4.1.3 Explain the main points for and against an 1. Pupils can add a contrasting idea to
each of the 2 opinions.
idea or argument by add a contrasting idea to 2. Pupils can answer 3 questions in
each of the 2 opinions and writing an essay of about Activity 4.
LEARNING 140-190 words SUCCESS 3. Pupils can write an essay of about 140-
OBJECTIVES 3.1.5 Recognise independently the attitude or CRITERIA 190 words.
opinion of the writer in extended texts on a
wide range of familiar topics and some
unfamiliar topics by answering 3 questions in
Activity 4.

TEACHING AND LEARNING STRATEGIES

1. The sentence ‘The Olympic Games are unnecessary.’ is written on the whiteboard.
PRE-LESSON 2. Pupils discuss in pairs to come up with two ideas in support of this statement and one that opposes it.
3. A few pairs share their ideas with the class.
4. Pupils turn to page 41 English Download and read the essay written in answer to the question in Activity 3.
5. Pupils answer the 3 questions in Activity 4. (Complementary Skill)
6. Pupils compare their answers in pairs before discussing as a class.
7. Pupils move on to Activity 5 and read the instruction and the 2 contrasting viewpoints.
8. Pupils add a contrasting idea to each of the 2 opinions.(Main Skill)
9. Pupils compare their answers in pairs before discussing as a class.
10. Pupils proceed to Activity 6 and read the writing task, plan and the Language Bank box.
11. Pupils read the model essay in Activity 4 again and identify any expressions there that appear in the Language
LESSON Bank (ex: In the first place, Moreover, However, etc)
DEVELOPMENT
12. Pupils think of an extra idea to be added to the existing plan and later discuss the ideas as a class, with a list
written on the board so pupils may refer to it later.
13. Pupils write short notes for each of the 5 paragraphs and compare them with a partner.
14. Pupils write an essay of about 140-190 words using the short notes.(Main Skill)
Differentiated Actvities:
Less proficient pupils: Provide an introduction to complete paragraphs 3–4. If need to, provide also a final paragraph
summarising ideas and restating own opinion.
More proficient pupils: Write more detailed argument in about 200-250 words
POST-LESSON 15. Pupils review their learning in this lesson by completing an exit card: ‘what went well in your writing?’ and
1
 ‘your writing would have been even better if…’
16. A few pupils share their cards with the class.
Strategy 3: Differentiate by the type and
amount of support provided
DIFFERENTIATION
CROSS CURRICULAR ELEMENTS Values
STRATEGIES
Strategy 4: Differentiate by the outcome
expected from pupils
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Written Exercise
English Download Textbook, Whiteboard, - ST
21 CENTURY TEACHING &
RESOURCES Think, Pair-Share
- LEARNING

PBD Choose an item. LEARNING DOMAIN Create

____ /
REFLECTION ATTENDANCE
____

NOTE