Lunchtime (Lesson 117-150)

DAILY LESSON PLAN
ENGLISH LANGUAGE YEAR 1

1 21/3/2022 Choose an
Week Date Day
item.
Class Time Attendance
World of Self, Family and

Lesson 117 (Speaking) Topic Lunchtime Theme
Friends
Skills Main: Speaking Complementary: Listening
2.1 Communicate simple information 1.2 Understand meaning in a variety of familiar
Content Standard
intelligibly contexts
2.1.5 Name or describe objects using 1.2.1 Understand with support the main idea of
Learning Standard
suitable words from word sets very simple phrases and sentences
By the end of the lesson, pupils will be able to:
Objectives 1. Name or describe objects using 1. Understand with support the main idea of
suitable words from word sets very simple phrases and sentences
Pupils will be assessed on their ability to:
Success Criteria 1. Say the words according to the audio played.
2. Say the chant correctly.
What’s for lunch?
Language/ Lunchtime
Grammar Focus Food vocabulary: banana, cake, cheese, sandwich, apple, pizza, sausage, chicken, steak,
peas, carrots
Teaching Aids Textbook, speaker, flashcards, worksheets
Assessment and Evaluation Individual Quiz
Performance Level 1 2 3 4 5 6
No. of Pupils
Higher Order Thinking

21st Century Skills Team Player Skills (HOTS)
Application
Information and
Teaching and Learning
Strategies
Values and Citizenship Cross - Curricular Elements Communications
Technology
21st Century Classroom Teaching and Learning Activities Hot Seat
Learning Outlines Impact

1. Pupils activate vocabulary.
2. Pupils listen to the teacher's explanation of the lesson objectives and
Starter
success criteria to be achieved and their relevance to the topic of the
lesson.
3. Pupils listen to the teacher’s explanation on today’s content/lesson.
4. Pupils carry out activity.
 Pupils listen and look. Then listen and say the words. (CD2 02, SB
p46)
Main Activities  Pupils listen and chant. (CD2 03, SB p46)
 Pupil write the numbers. (WB p46)
 Pupils find the words. (WB p46)
5. Pupils complete the worksheet based on the topic that have been
discussed (Worksheet)
6. Pupils review key language from the lesson.
Plenary 7. Pupils listen to the teacher’s conclusion from the whole of today’s
lesson.
Follow-up Actions Remedial Reinforcement Enrichment
Worksheet Worksheet Worksheet
Choose an item.
Reflection
Choose an item.
Remarks Choose an item.
DAILY LESSON PLAN
1 Click or tap to Choose an
Week Date enter a date. Day
item.
118 (Reading World of Self, Family and

Lesson Topic Lunchtime Theme
24) Friends
Skills Main: Reading Complementary: Speaking
3.2 Understand a variety of linear and 2.1 Communicate simple information intelligibly
Content Standard non-linear print and digital texts by
using appropriate reading strategies
3.2.3 2.1.1 Give very basic personal information
i) Use visuals on the page to help using fixed phrases
Learning Standard understand a word or phrase
ii) Identify and remember high
frequency sound and letter patterns
1. Use visuals on the page to help 1. Give very basic personal information
understand a word or phrase using fixed phrases
Objectives
2. Identify and remember high
frequency sound and letter
patterns
Success Criteria 1. Read and draw the lines according to the text correctly.
2. Say at least 2 food correctly food correctly.
Language/ I’ve got/I haven’t got
Grammar Focus Recycled food vocabulary
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils review the food vocabulary.
Starter
lesson.
Main Activities 3. Pupils listen to the teacher’s explanation on today’s content/lesson.
 Pupils present have got and haven’t got.
 Pupils read and draw lines. (SB p47)
 Pupils listen and say. (CD1 04, SB p47)
 Pupils choose your lunch. Find a friend with the same lunch. (SB
p47)
 Pupils listen and write the letters A-F on the rats. (CD2 05, WB
p47)
 Pupils look and circle the words. (WB p47)
6. Pupils review new language from the lesson.
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.
Lesson: 119 World of Self, Family and

Lesson Topic Topic: Lunchtime Theme
(Listening 24) Friends
Skills Main: Listening Complementary: Listening
1.2 Understand meaning in a variety of 1.2 Understand meaning in a variety of familiar
Content Standard
familiar contexts contexts
1.2.2 Understand with support specific 1.2.2 Understand with support specific
Learning Standard information and details of very simple information and details of very simple phrases
phrases and sentences and sentences
1. Understand with support specific 1. Understand with support specific
Objectives
information and details of very information and details of very simple
simple phrases and sentences phrases and sentences
Success Criteria 1. Listen and draw the lines to match Tommy’s food in the worksheet correctly.
2. Number the pictures correctly according to the song.
Language/ Recycled language from lesson 79: animal vocabulary
Grammar Focus Adjectives, a/an
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils review food words and have/haven/t got.
Starter
lesson.
 Pupils listen and sing. (CD2 06-07, SB p48)
 Pupils listen again and draw lines to match Tommy’s food. (CD2
Main Activities 08, SB p48).
 Pupils number the pictures in the order of the song. (WB p48)
 Pupils look at the pictures and write the words. (WB p48)
Plenary 6. Pupils review key language from the lesson.
7. Pupils listen to the teacher’s conclusion from the whole of today’s
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.
Lesson: 120
Lesson (Language Arts Topic Topic: Lunchtime Theme
24) Friends
Skills Main: Language Arts Complementary: Listening
5.1 Enjoy and appreciate rhymes, 1.2 Understand meaning in a variety of familiar
Content Standard
poems and songs contexts
5.1.1 Demonstrate appreciation through 1.2.1 Understand with support the main idea of
non-verbal responses to very simple phrases and sentences
Learning Standard i) simple chants and raps
ii) simple rhymes
iii) simple action songs
1. Demonstrate appreciation through 1. Understand with support the main idea of
non-verbal responses to very simple phrases and sentences
Objectives
i) simple chants and raps
ii) simple rhymes
iii) simple action songs
Success Criteria 1. Sing the song and do the actions.
2. Distinguish likes and dislikes from the audio played.
Language/
Review I like/don’t like
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils sing a song.
Starter
lesson.
 Pupils listen and mime or dance.
 Pupils listen and distinguish likes and dislikes.
 Pupils listen and personalise
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.

Skills Main: Listening Complementary: Speaking
1.2 Understand meaning in a variety of 2.1 Communicate simple information intelligibly
Content Standard
familiar contexts
1.2.4 Understand short basic supported 2.1.5 Name or describe objects using suitable
Learning Standard
classroom instructions words from word sets
Objectives 1. Understand short basic supported 1. Name or describe objects using suitable
classroom instructions words from word sets
Success Criteria 1. Listen and do the instructions correctly.
2. Give instructions in groups.
Recycled food vocabulary from lessons 117 – 119
Language/
Prepositions: on, in, under
Grammar Focus
Imperative: Put
No. of Pupils

Application
Information and
Strategies
Technology

1. Pre-lesson task 10: Say what’s missing
Starter
lesson.
 Clear a space in the classroom and divide pupils into 4 groups.
 Put the 4 sets of pictures on 4 chairs, one chair near each group.
 Give instructions, e.g. Put the banana on a table.
 One pupil in each group follows your instructions. This is not a
race: the idea is simply to follow the instruction accurately.
 Continue for a few rounds, with a new pupil in each group following
your instructions each time.
 You can make instructions more complex when necessary, e.g.
Put the apple and the cheese sandwich under a bag, OR Put the
sausages under the chair and the cake on a notebook.
 After a few rounds, ask pupils to give the instructions in each
group. Make sure that different pupils have a chance to do this .
6. Post-lesson task: Make a word ladder
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.
122 (Speaking World of Self, Family and

25) Friends
Skills Main: Speaking Complementary: Reading
2.1 Communicate simple information 3.2 Understand a variety of linear and non-
Content Standard intelligibly linear print and digital texts by using
appropriate reading strategies
2.1.5 Name or describe objects using 3.2.2 Understand specific information and
Learning Standard
suitable words from word sets details of very simple phrases and sentences
1. Name or describe objects using 1. Understand specific information and
Objectives
suitable words from word sets details of very simple phrases and
sentences
Success Criteria 1. Create a song in groups with the blanks given.
2. Read the lyrics and sing in front of the class.
Recycled food vocabulary from lesson 117 – 119
Language/ I’ve got
Grammar Focus Prepositions
Help me, please
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils brainstorm the possible ways of adapting the song in Super
minds p.48 (Lesson 119). Possibilities include: a different character
name, different food, different prepositions.
 Do an example together with the whole class for the first 2 lines of
Starter verse 2 of the song. Help pupils with new vocabulary as
appropriate.
lesson.
 Divide pupils into pairs or small groups and ask them to create a
new song.
 Provide pupils with a language frame to help them structure the
song. Put the first verse (which is also verse 3 and 5) on the board
or a handout, with a blank in place of Tommy’s, and for verses 2
and 4, write:
 I’ve got…my
 I’ve got…my
 I’ve got…my
 Help! Oh help me, please!
 Pupils create their song. They can write the song down, but must
also be able to sing it
 Pupils sing their song to other groups.
6. Ask 1 or 2 groups of pupils to take turns to sing their song to the rest of
the class.
7. Write prompts for verses 2 and 4 on the board to help the class join in
Plenary
with the song.
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.

(Reading 25) Friends
Skills Main: Reading Complementary: Reading
3.2 Understand a variety of linear and 3.2 Understand a variety of linear and non-
Content Standard non-linear print and digital texts by linear print and digital texts by using
using appropriate reading strategies appropriate reading strategies
3.2.1 Understand the main idea of very 3.2.2 Understand specific information and
Learning Standard
simple phrases and sentences details of very simple phrases and sentences
1. Understand the main idea of very 1. Understand specific information and
Objectives
simple phrases and sentences details of very simple phrases and
sentences
Success Criteria 1. Put the flashcards of the stages of the recipe in order.
2. Read the recipe with correct pronunciation, stress and intonation.
Language/
Recycled food vocabulary from lessons 117 – 119
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils carry out warm-up activity.
 Introduce any new vocabulary using flashcards or toy food and
kitchen equipment.
Starter
lesson.
 Ask pupils what they think you could make with all these different
foods. You could teach the words ‘ingredient’ and ‘recipe’.
 Either by miming or using toys, show pupils how to make the
sandwich.
 Give pupils the stages of the recipe. You can give each group a
complete set or you can give individual pupils one stage. Ask
pupils to put the stages in order.
 Give pupils the chance to mime or use the toys to check the
answer.
 Write shopping list on the board. Elicit from pupils what they need
to buy from the shop. You could put pictures or write words on the
board.
6. Give or show pupils two shopping lists. Ask them which one they should
use to shop for ingredients to make the sandwich.
Plenary
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.

Lesson 124 (Writing 25)) Topic Topic: Lunchtime Theme
Friends
Skills Main: Writing Complementary: Writing
4.3 Communicate with appropriate 4.3 Communicate with appropriate language
Content Standard language form and style for a range of form and style for a range of purposes in print
purposes in print and digital media and digital media
4.3.2 Spell familiar high frequency 4.3.3 Plan and write words and phrases
Learning Standard
words accurately
Objectives 1. Spell familiar high frequency 1. Plan and write words and phrases.
words accurately.
Success Criteria 1. Write a new recipe for pizza with toppings.
2. Spell the food correctly.
Language/ Recycled food vocabulary from lessons 117 – 119
Grammar Focus Do you like (sausages and peas)? Yes, I do. / No I don’t
No. of Pupils

Application
Information and
Strategies
Technology

 Task 7 using cheese sandwich vocabulary.
Starter 2. Pupils listen to the teacher's explanation of the lesson objectives and
lesson.
 Review previous lesson by asking pupils to mime making a
sandwich.
 Ask pupils what kind of sandwich they like. Then change to pizza.
 Find out which pupils like pizza and what toppings they like on their
pizza. Use pictures to give ideas and write the words for the food
next to them on the board.
 Ask pupils to mime steps in making a pizza and try to elicit as
much language as possible.
 Write the stages on the board as you elicit them.
 Highlight the food words in the recipe and show pupils how to
change the recipe using different toppings.
 Pupils work in pairs to write a new recipe for pizza with toppings of
their choice using the recipe on the board as a model. Depending
on the proficiency of your pupils you could erase some of the
model
6. Pupil’s mime and say their recipes to the class
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.
125 (Language World of Self, Family and

Arts 25) Friends
Skills Main: Language Arts Complementary: Writing
5.2 Express personal responses to 4.3 Communicate with appropriate language
Content Standard literary texts form and style for a range of purposes in print
and digital media
5.2.1 Name people, things or places of 4.3.2 Spell familiar high frequency words
Learning Standard interest in illustrations accompanying accurately
texts
1. Name people, things or places of 1. Spell familiar high frequency words
Objectives
interest in illustrations accurately
accompanying texts
Success Criteria 1. Create a Crazy Food Poster in pairs.
2. Spell the food correctly on the poster.
Language/ Do you like X? Yes, I do. / No, I don’t.
Grammar Focus I’ve got X on/in/with my Y.
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils review food vocabulary with a fun activity, for example Task 1, 4,
6 or 9 Another option is to use step 1 from the lesson delivery stage
below as a pre-task activity.
Starter
lesson.
 Ask pupils if they like foods (review) – Do you like pizza/sandwich?
And What’s your favourite pizza/sandwich? Pupils could ask each
other questions in pairs.
 Review the song from p.48 of the textbook. Ask pupils to tell their
partner if they like the food Tommy makes (e.g. Do you like an
apple in your sandwich?)
 Tell pupils they will make a Crazy Food Poster. They should work
in pairs. First, pupils should decide on their crazy food.
 Give each pair a poster paper. Pupils should write the sentence
I’ve got xxx on/in/with my xxx. on the poster paper.
 When pupils have finished writing, they can draw a picture of their
crazy food. Then they can add a title: My Crazy Food.
 Display pupils’ work in the classroom.
Plenary
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
1 21/3/2022 Choose an
Week Date Day
item.

(Speaking 26) Friends
Content Standard
2.1.2 Find out about very basic 1.2.2 Understand with support specific
Learning Standard personal information using fixed information and details of very simple phrases
phrases and sentences
1. Find out about very basic personal 1. Understand with support specific
Objectives
information using fixed phrases information and details of very simple
Success Criteria 1. Say the food that they have learned.
2. Listen and tick at least 3 out of 5 boxes correctly.
Language/
Recycled food vocabulary
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils review food and drink.
Starter
lesson.
 Pupils listen and tick or cross the box. (CD2 09, SB p49)
 Pupils listen and say. (CD2 10, SB p49)
Main Activities
 Pupils ask and answer. (SB p49)
 Pupils look at the picture and answer the questions. (WB p49)
Plenary
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
1 21/3/2022 Choose an
Week Date Day
item.
127(Listening World of Self, Family and

26) Friends
Skills Main: Listening Complementary: Reading
1.2 Understand meaning in a variety of 3.2 Understand a variety of linear and non-
Content Standard familiar contexts linear print and digital texts by using
1.2.2 Understand with support specific 3.2.1 Understand the main idea of very simple
Learning Standard information and details of very simple phrases and sentences
1. Understand with support specific 1. Understand the main idea of very simple
Objectives
information and details of very phrases and sentences
simple phrases and sentences
Success Criteria 1. Match the pictures with the sentences correctly in the workbook.
2. Read the story of “The Pizza”.
Where’s (Misty)?
Language/ Please
Grammar Focus Hot
What have you got?
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils review the characters and the story.
Starter
lesson.
 Pupils listen to the teacher’s explanation on today’s content/lesson.
 Pupils carry out activity.
 Pupils present a picture story – The pizza. (CD2 11, SB p50-51)
 Pupils listen and tick the box. (CD2 12, WB p50)
Main Activities
 Pupils match the pictures with the sentences. (WB p50)
 Pupils write the numbers. (WB p50)
 Pupils complete the worksheet based on the topic that have been
Plenary
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.

(Writing 26) Friends
4.3 Communicate with appropriate 4.3 Communicate with appropriate language
Content Standard language form and style for a range of form and style for a range of purposes in print
purposes in print and digital media and digital media
4.3.3 Plan and write words and phrases 4.3.2 Spell familiar high frequency words
Learning Standard
accurately
Objectives 1. Plan and write words and phrases 1. Spell familiar high frequency words
accurately
Success Criteria 1. Write at least 3 questions using “Have you got any…?” in the worksheet correctly.
2. Spell the food correctly.
Language/ Recycled language from lessons 126 – 127; fruit, Have you got any..? Yes, I have. / No, I
Grammar Focus haven’t
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils review the food vocabulary.
Starter
lesson.
 Use the picture on p.49 to review the idea of food in the fridge. Ask
pupils which of the foods like they.
 In their exercise books, pupils draw a fridge (or you could have a
worksheet with a fridge already drawn on it).
 Have pupils write and maybe draw 5 foods in their fridge.
 Next, on separate paper, pupils write some questions for their
partner (e.g. Have you got any steak? Have you got any apples? ).
They could write 2-5 questions, depending on their proficiency.
 Pupils exchange their questions with their partner and write the
answers (according to their pictures).
 Pupils then check each other’s work and fridge. They give their
partner a point for each correct sentence and for each correct
guess.
Plenary
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.
129 World of Self, Family and

Skills Main: Reading Complementary: Listening
3.2 Understand a variety of linear and 1.1 Recognize and reproduce target language
Content Standard non-linear print and digital texts by sounds
3.2.2 Understand specific information 1.1.1 Recognize and reproduce with support a
Learning Standard and details of very simple phrases and limited range of high frequency target language
sentences phonemes
1. Understand specific information 1. Recognize and reproduce with support a
Objectives
and details of very simple phrases limited range of high frequency target
and sentences language phonemes
Success Criteria 1. Tick at least 4 out of 6 boxes correctly in the worksheet.
2. Listen and say the words.
Language/
Sorry, stop, shop, hot dog
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils review the story.
Starter
lesson.
 Pupils read and tick or cross. (SB p51)
 Pupils present the letter sound o – Find who says…
Main Activities  Pupils listen and say. (CD2 13, SB p51)
 Pupils look and write. (WB p51)
 Pupils say and colour. Listen, point and say. (CD2 14, WB p51)
Plenary 6. Pupils review and write decodable words with the letter sound o and
distinguish it from the previous letter sounds a, e and i.
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.
Lesson: 130
26) Friends
5.2 Express personal responses to 1.2 Understand meaning in a variety of familiar
Content Standard
literary texts contexts
5.2.1 Name people, things or places of 1.2.3 Understand with a high degree of support
Learning Standard interest in illustrations accompanying very short simple narratives
texts
1. Name people, things or places of 1. Understand with a high degree of support
Objectives
interest in illustrations very short simple narratives
accompanying texts
Success Criteria 1. Name the characters in the story correctly.
2. Listen and answer the questions about the story in the worksheet correctly.
Language/
Vocabulary
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils listen to a story.
Starter
lesson.
 Pupils listen actively by asking plenty of questions and involving
pupils in the story as you read it to them.
Main Activities
 Pupils answer questions.
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.
131 (Listening World of Self, Family and

27) Friends
1.3 Use appropriate listening strategies 1.2 Understand meaning in a variety of familiar
Content Standard
in a variety of contexts contexts
1.3.1 Predict words they will hear by 1.2.2 Understand with support specific
Learning Standard using knowledge of a topic information and details of very simple phrases
and sentences
1. Predict words they will hear by 1. Understand with support specific
Objectives
using knowledge of a topic information and details of very simple
Success Criteria
1. Listen and predict the words in the story.
Language/
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Teach the pupils mouse and yummy.
2. Explain that you’ll tell them a story with these 2 words in it and ask them
to guess what words they’ll hear in the story. Elicit their suggestions and
Starter put them on the board.
lesson.
 Ask pupils to listen to the story to check their guesses.
 Tell the story, using pictures and gestures to support meaning.
 Elicit pupils’ answers (see step 4).
 Tell the story again and elicit any more details from the story.
 Build the details of the story up on the board using key words
and/or pictures.
 Repeat steps 7 and 8.
 Ask pupils whether the big mouse and small mouse are kind to
each other: and how they know. Most of this discussion will be in
L1, as the focus is on values, not language.
7. Post-lesson task 2: Make connections: use flashcards or drawings to
help pupils remember and say the story.
Plenary
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
1 21/3/2022 Choose an
Week Date Day
item.

Content Standard
2.1.4 Greet, say goodbye, and express 1.2.5 Understand short, supported questions
Learning Standard
thanks using suitable fixed phrases
1. Greet, say goodbye, and express 1. Understand short, supported questions
Objectives
thanks using suitable fixed
phrases
Success Criteria 1. Answer the questions based on the target language.
2. Role plays the activity in groups.
Recycled greetings
Language/
Have you got any…?
Grammar Focus
How much are…?
Here you are…
No. of Pupils

Application
Information and
Strategies
Technology

 Pre-lesson task 3: sequence the information: use some of the
information from the dialogue.
Starter
lesson.
 Divide pupils into groups of about 4.
 Ask each group to choose picture or word cards of 6 food items, to
put them on a desk, and to write a price under each item.
 Practise the target language with the whole class.
 Pupils do their dialogues in their groups. Make sure that everyone
in the group has the chance to be both customer and shopkeeper.
 Check by asking some groups to do their role-play to the whole
class.
6. Pupils copy the dialogue outline into their exercise books.
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.

Skills Main: Reading Complementary: Writing
3.1 Recognize words in linear and non- 4.3 Communicate with appropriate language
Content Standard linear texts by using knowledge of form and style for a range of purposes in print
sounds of letters and digital media
1. Blend phonemes (CVC, CCVC) 1. Spell familiar high frequency words
Learning Standard
accurately
Objectives 1. Blend phonemes (CVC, CCVC) 1. Spell familiar high frequency words
accurately
Success Criteria 1. Unscramble the words in pairs.
2. Write sentences in the grid with correct spelling.
Language/
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Pupils to sit or stand in a circle.
 Place the plastic letters in the middle.
Starter 2. Pupils listen to the teacher's explanation of the lesson objectives and
lesson.
 You say a word and the pupils have to use the letters to spell it
correctly. You could nominate pupils to do this, or ask for
volunteers; this could be done letter by letter or as a whole word.
Use words that will come up in the lesson.
 Give pupils the sentences and ask them to work out the scrambled
words in pairs.
 Give pupils the grid and show them how to complete it. Pupils work
individually to complete the grid
6. Have pupils check their answers with their partner before checking as a
class.
Plenary
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
1 21/3/2022 Choose an
Week Date Day
item.

Skills Main: Writing Complementary: Reading
4.3 Communicate with appropriate 3.1 Recognize words in linear and non-linear
Content Standard language form and style for a range of texts by using knowledge of sounds of letters
purposes in print and digital media
4.3.2 Spell familiar high frequency 3.1.3 Blend phonemes (CVC, CCVC)
Learning Standard
words accurately
Objectives 1. Spell familiar high frequency 1. Blend phonemes (CVC, CCVC)
words accurately
Success Criteria 1. Spell the food correctly.
2. Match the pictures with the words.
Language/
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

 Play the anagrams pre-lesson task (pre-lesson task 1) for key
words from this lesson. Leave the anagrams on the board when
Starter you give the answer.
lesson.
 Put the flashcards/pictures on the board in a random way.
Nominate pupils to come out and draw a line to match the pictures
with the words (anagrams).
 In their exercise books, ask pupils to draw 4-6 pictures. These
should be for words from the unit or lesson.
 Next ask pupils to write anagrams for the words, also randomly
arranged on the page to create a puzzle. They may need to plan
these separately.
6. Pupils exchange their puzzles with a partner.
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.
Lesson: 135
27) Friends
Skills Main: Language Arts Complementary: Speaking
5.2 Express personal responses to 2.1 Communicate simple information intelligibly
Content Standard
literary texts
5.2.1 Name people, things or places of 2.1.4 Greet, say goodbye and express thanks
Learning Standard interest in illustrations accompanying using suitable fixed phrases
texts
1. Name people, things or places of 1. Greet, say goodbye and express thanks
Objectives
interest in illustrations using suitable fixed phrases
accompanying texts
Success Criteria 1. Name the places where they can find the menu in the worksheet.
2. Role play using the menu created in pairs.
Have you got…? Yes, we have. / No, we haven’t.
Language/
X, please.
Grammar Focus
Sorry, we haven’t got X. / OK, here you are.
No. of Pupils

Application
Information and
Strategies
Technology

1. Review or teach the word school canteen (from p.50) using Task 1 or 6.
Starter
lesson.
 Introduce the word menu to the pupils using your example menu.
Ask pupils where they can find menus (elicit canteen, perhaps
extend to restaurant and café depending on your class).
 Hand out the worksheet and ask pupils to write the words next to
the pictures.
 Elicit a dialogue based on the menu. You could write this on the
board, or you could write prompts. The dialogue can be the
same/similar to those used in recent lessons, in particular p.50 –
51. Emphasise the need to be polite by saying please and thank
you, and sorry.
 Ask pupils to work in pairs (Pupil A + Pupil B). They should write
their own menu.
 Change pairs, so they are AA and BB. Pupils shouldn’t show their
menus.
6. Pupils carry out a role-play using each other’s menu in turn. Some pairs
could perform to the class.
Plenary
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.

Skills Main: Listening Complementary: Reading
1.2 Understand meaning in a variety of 3.1 Recognize words in linear and non-linear
Content Standard
familiar contexts texts by using knowledge of sounds of letters
1.2.2 Understand with support specific
Learning Standard information and details of very simple
1. Understand with support specific 1. Spell familiar high frequency words
Objectives
information and details of very accurately
simple phrases and sentences
Success Criteria 1. Listen and complete the shopping list the worksheet given.
2. Write a shopping list in the space given correctly.
Language/
Numbers 11 – 20
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

Starter 1.Pupils review number one-ten.
2.Pupils listen to the teacher’s explanation on today’s content/lesson
3. Pupils listen and say the numbers. (CD2 15, SB p52)
4.Pupils listen and complete the shopping list. (CD 21 6, SB p52)
5.Pupils write a shopping list. (SB p52)
Main Activities
6.Pupils listen to partner’s list and write it down. Check your list. (SB p52)
7.Pupils look at the numbers. Look at the letters. Write the words.
8.Pupils complete the worksheet based on the topic that have been
9. Pupils practice sequencing numbers.
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN

Week 1 Date Click or tap to Day Choose an
enter a date.

3.2.3 2.1.1 Give very basic personal information
i) Use visuals on the page to help using fixed phrases
Learning Standard understand a word or phrase
ii) Identify and remember high
frequency sound and letter patterns
1. Use visuals on the page to help 1. Give very basic personal information
understand a word or phrase using fixed phrases
Objectives
2. Identify and remember high
frequency sound and letter
patterns
Success Criteria 1. Read and answer 3 out of 5 yes or no questions correctly
2. Match the sentences with the pictures correctly.
Language/
Recycled language: food vocabulary, numbers 11 – 20
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

Starter 1. Pupils review numbers 11 – 20.
2. Pupils listen to the teacher’s explanation on today’s content/lesson
3. Pupils look and read. Write yes or no. (SB p 53)
4. Pupils draw basket. Say what’s in it. (SB p53)
Main Activities 5. Pupils look at the menu and choose food you like. (WB p53)
6. Pupils match the sentences with the pictures. Write numbers. (WB p53)
8. Pupils practice writing a description from a spoken model.
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.

2.1 Communicate simple information 3.3 Read independently for information and
Content Standard
intelligibly enjoyment
2.1.3 Express basic likes and dislikes 3.3.1 Read and enjoy simple print and digital
Learning Standard
games at word level
Objectives 1. Express basic likes and dislikes 1. Read and enjoy simple print and digital
games at word level
Success Criteria 1. Talk about their favourite fruit and vegetables.
2. Find the words of fruit and vegetables in the word search.
Fruit and vegetable vocabulary: fruit, broccoli, onion(s), green bean(s), mushroom(s),
Language/
potato(es), corn, peach(es), pineapple(s), pear(s), orange(s), coconut(s), tomato(es),
Grammar Focus
strawberry(ies)
No. of Pupils

Application
Information and
Strategies
Technology

Starter 1. Pupils raise awareness of fruit and vegetables.
3. Pupils look at the fruit and vegetables. Which are your favourites? (SB
p54)
Main Activities 4. Pupils look and stick. Are they fruit or vegetables? (SB p54)
5. Pupil find the fruit and vegetables. (WB p54)
7. Pupils review what they have learnt in the lesson.
lesson.
Reflection Choose an item.

Choose an item.
DAILY LESSON PLAN

item.

4.3 Communicate with appropriate 3.3 Read independently for information and
Content Standard language form and style for a range of enjoyment
purposes in print and digital media
4.3.2 Spell familiar high frequency 3.3.1 Read and enjoy simple print and digital
Learning Standard
words accurately games at word level
Objectives 1. Spell familiar high frequency 1. Read and enjoy simple print and digital
words games at word level
Success Criteria 1. Spell the words in the word snake correctly.
2. Read the words of the food correctly.
Language/
Recycled topic language: food vocabulary
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. This lesson suggestion is for pupils to make a word snake or word
sausage for other pupils to identify topic vocabulary (food), as in lesson
Starter
83. If you prefer, you can have pupils make a different kind of word
puzzle, such as a crossword or wordsearch.
Main Activities 2. Pupils listen to the teacher’s explanation on today’s content/lesson
3. Review spelling of food vocabulary by writing gapped words on the
board. Focus on sounds rather than individual letters here, e.g. s t _ _ k.
4. Draw a word snake or word sausage on the board with the names of
food hidden inside it, e.g.
5. shapplejmchesekcheesehq (apple, cheese)
6. An alternative is to use words that lead into one another, e.g.
7. pizzapplegg(pizza, apple, egg)
8. Pupils read it, and tell each other the food words in it, and then tell you.
9. Pupils work in pairs to create their own word snake/sausage puzzles.
10. Pupils swap puzzles with another pair, who solve the puzzle.
12. Task 11 about favourite food or what pupils have eaten recently.
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.
140 (Language World of Self, Family and

Arts 28) Friends
5.2 Express personal responses to 1.3 Use appropriate listening strategies in a
Content Standard
literary texts variety of contexts
5.2.1 Name people, things or places of 1.3.1 Predict words they will hear by using
Learning Standard interest in illustrations accompanying knowledge of a topic
texts
1. Name people, things or places of 1. Predict words they will hear by using
Objectives
interest in illustrations knowledge of a topic
accompanying texts
Success Criteria 1. Describe the character of Little Red Riding Hood.
2. Arrange the pictures in the form of story correctly in groups.
Language/
She’s got … (in her basket).
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Put up a picture of Little Red Riding Hood on the board. Ask questions
Starter
about her, e.g. Task 8.
3. Pre-teach ‘wolf’, ‘grandmother’ and ‘house’ using pictures/flashcards or
puppets/toys if possible.
4. Put up the pictures showing the stages of the story on the board.
5. Ask pupils to try to arrange them to form a story. This could be whole
class or in small groups or pairs.
6. Tell the story, taking care to show meaning as you do it by using mime
and gesture.
7. Ask pupils to check the order of the stages of the story on the board.
8. Ask pupils what they think happened to the basket in the story.
9. Ask pupils what they think Little Red Riding Hood had in her basket.
10. Hand out worksheet. Ask pupils to decide what she has in her basket.
They should write words around the picture and draw lines using a ruler
to connect the words to the basket.
11. Ask pupils to tell a partner/group what she has got in her basket.
1. Talk to pupils about the story. Ask them which character they like
and why. Ask them if the wolf is good or not.
Plenary
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.

1.2 Understand meaning in a variety of 1.2 Understand meaning in a variety of familiar
Content Standard
familiar contexts contexts
1.2.1 Understand with support the main 1.2.2 Understand with support specific
Learning Standard idea of very simple phrases and information and details of very simple phrases
sentences. and sentences
1. Understand with support the main 1. Understand with support specific
Objectives
idea of very simple phrases and information and details of very simple
sentences phrases and sentences
Success Criteria 1. Listen and list the animals in the story.
2. Reflect on the story by telling the moral values.
Language/ Recycled topic language: food vocabulary, numbers
Grammar Focus Hungry
No. of Pupils

Application
Information and
Strategies
Technology

1. Explain that you’ll tell pupils a story about Daniel, who goes shopping
for his mum.
2. Show them a drawing or picture of Daniel and his mum: the mum
Starter should look a bit puzzled or a bit angry.
3. Ask pupils to guess why this is.
4. Explain that you’ll tell pupils the story, and ask them to tell you whether
Daniel comes home with everything on his mum’s shopping list.
6. Tell the story, using flashcards and gestures to support the story.
7. Elicit pupils’ response to step 4.
8. Explain that you will tell the story again and will ask pupils to tell you
which animal Daniel met and what he gave the animal.
9. Tell the story again and elicit pupils’ responses to step 7.
10. If there is time, ask pupils to continue the story, and to share with other
groups/you.
12. Ask pupils whether they think Daniel was right to give the food to the
animals. This discussion will be in L1, as the focus here is on values,
not language.
Plenary
lesson.

Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.

Content Standard
2.1.2 Find out about very basic 1.2.5 Understand short supported questions
Learning Standard personal information using fixed
phrases
Objectives 1. Find out about very basic personal 1. Understand short supported questions
information using fixed phrases
Success Criteria 1. Reply “Yes, I have. Here you are” and “No, I haven’t” in the game correctly.
2. Listen to the questions.
Have you got any?
Language/
Yes, I have.
Grammar Focus
Here you are.
Sorry, no I haven’t.
No. of Pupils

Application
Information and
Strategies
Technology

Starter 1. Pre-lesson task 9: Remember the words
3. Give each pupil in each group one of the 4 You like lists, and 4 of the
16 picture or word cards.
4. Explain that the aim of the game is to collect the 4 cards on the You like
list, and that pupils take turns to ask a pupil in their group ‘ Have you got
any (chicken)?.. If the answer is no, the reply is Sorry, no I haven’t. and
it is the next pupil’s turn to ask. If the answer is yes, the answer is: Yes,
I have. Here you are and again, it is the next pupil’s turn to ask.
5. Demonstrate the game and practise the questions and replies if
necessary.
6. Pupils play the game in their groups.
8. Post-lesson task 4: Correct the error
lesson.
Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.

3.2.2 Understand specific information 2.1.4 Greet, say goodbye, and express thanks
Learning Standard and details of very simple phrases and using suitable fixed phrases
sentences
1. Understand specific information 2. Greet, say goodbye, and express thanks
Objectives
and details of very simple phrases using suitable fixed phrases
and sentences
Success Criteria 1. Read the fruit and vegetables in the flashcards correctly
2. Role play the conversation in pairs.
Language/ spends
Grammar Focus times… is… (3 times 2 is 6)
and (11 and 7 is 18)
No. of Pupils

Application
Information and
Strategies
Technology

Starter 1. Review fruit and vegetable vocabulary using pictures or flashcards.
3. Ask pupils to draw pictures of five fruit and/or vegetables in their
exercise books.
4. Next, elicit some prices for the items on the board. Ask pupils to put a
price on their own fruit/vegetables.
5. Model the activity using the information on the board. Ask pupils to tell
you what they want by saying Hello. Two bananas and three apples,
please. Show pupils how to add up the prices to make a total. Say how
much it costs: That’s X ringgits, please. They finish the dialogue by
saying thank you and goodbye.
6. Pupils work in pairs to do the activity.
7. Explain the word ‘spend’ using pupils’ examples.
8. Model a problem on the board.
10. Ask pupils to read the sentences and solve the problems individually
first if appropriate, and then check in pairs.
lesson.

Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.

4.3 Communicate with appropriate 4.2 Communicate basic information intelligibly
Content Standard language form and style for a range of for a range of purposes in print and digital
purposes in print and digital media media
4.3.3 Plan and write words and phrases 4.2.5 Connect words and proper names using
Learning Standard
‘and’
Objectives 1. Plan and write words and phrases 1. Connect words and proper names using
‘and’
Success Criteria 1. Write the numbers 1-10 correctly.
2. Write the problems in their exercise books in pairs.
Language/ spends
Grammar Focus times… is.. (3 times 2 is 6)
and (11 and 7 is 18)
No. of Pupils

Application
Information and
Strategies
Technology

1. Review numbers 1-10 and maths concepts of adding and multiplying
Starter depending on the previous lesson. You could do this using plastic food
and prices, and setting problems to solve orally.
3. Review the text of the problems in Lesson 143.
4. Pupils work in pairs to write their own problems in their exercise books.
They could use their drawings and prices from Lesson 143 for ideas or
Main Activities as a base.
5. Pairs swap problems and solve each other’s.
Plenary 7. Pairs work together in groups of four to check the answers.
lesson.

Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.
Lesson: 145
29) Friends
Skills Main: Language Arts Complementary: Reading
5.2 Express personal responses to 3.1 Recognise words in linear and non-linear
Content Standard
literary texts texts by using knowledge of sounds and letters
5.2.1 Name people, things or places of 3.1.3 Blend phonemes (CVC, CCVC)
Learning Standard interest in illustrations accompanying
texts
1. Name people, things or places of 1. Blend phonemes (CVC, CCVC)
Objectives
interest in illustrations
accompanying texts
Success Criteria 1. Draw at least 3 items in the fridge in the worksheet.
2. Read the shopping list with correct pronunciation, stress and intonation.
Language/
I’ve got… / I haven’t got…
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Put the letters g – f – I – d – r – e on the board. Ask pupils to
Starter unscramble the word (fridge).
2. Draw a big picture of a fridge on the board.
4. Give some/all pupils a small picture of food. Say the words. When
pupils hear their word, they come out and stick the food onto the picture
of the fridge.
5. Tell the pupils you are going shopping. You have a shopping list (put on
the board/give to pupils).
6. Ask pupils to read the shopping list.
7. Ask pupils to tell you what is in the fridge (this is a deductive reasoning
task – if food is on the shopping list, then it is not in the fridge).
Nominate pupils to remove pictures from the board so that it shows
what is in the fridge.
8. Tell pupils they are going to put food in their fridges. Give them the
worksheet and ask them to draw three items in the fridge.
9. Now tell them to write three (different) items on their shopping list.
10. Using their worksheet, pupils tell their partner what they’ve got and
haven’t got.
12. Play a game to review food and numbers vocabulary using the small
food pictures. For example, pupils have a picture. They hide it behind
their back. Their partner guesses – Have you got xxx?
Plenary
lesson.

Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.

2.1 Communicate simple information 3.2 Understand a variety of linear and non-
Content Standard intelligibly linear print and digital texts by using
2.1.1 Give very basic personal 3.2.3
information using fixed phrases i) Use visuals on the page to help understand a
Learning Standard word or phrase
ii) Identify and remember high frequency sound
and letter patterns
1. Give very basic personal 1. Use visuals on the page to help
Objectives information using fixed phrases understand a word or phrase
2. Identify and remember high frequency
sound and letter patterns
1. Name the vegetables and fruits correctly.
Success Criteria
2. Colour the fruit red and vegetables green in the worksheet.
3. Draw the fruit and vegetables on the trees, in the ground or on the plants.
Language/ Recycled food vocabulary
Grammar Focus On the ground, in trees, on plants
No. of Pupils

Application
Information and
Strategies
Technology

Starter 1. Pupils review the classification of fruit and vegetables.
3. Pupils apply their own knowledge and experience. (SB p55)
4. Pupils make a fruit and vegetables diary. (SB p55)
5. Pupils colour the fruit red. Colour the vegetables green. (WB p55)
Main Activities
6. Pupils draw the fruit and vegetables on the trees, in the ground or on
the plants. (WB p55)
Plenary 8. Pupils review what they have learnt in the lesson.
lesson.

Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.

4.2 Communicate basic information 3.2 Understand a variety of linear and non-
Content Standard intelligibly for a range of purposes in linear print and digital texts by using
print and digital media appropriate reading strategies
4.2.1 Give very basic personal 3.2.2 Understand specific information and
Learning Standard
information using fixed phrases details of very simple phrases and sentences
1. Give very basic personal 1. Understand specific information and
Objectives
information using fixed phrases details of very simple phrases and
sentences
Success Criteria 1. Write at least a sentence about the picture given correctly.
2. Read the sentence with correct pronunciation, stress and intonation.
Language/
Recycled language: toys, food, imperatives
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

Starter 1. Pupils review vocabulary.
3. Pupils listen and imagine. Then draw picture. (CD2 17, SB p56)
4. Pupils write about picture. Then listen to your friends and guess. (SB
Main Activities p56)
5. Pupils make a 3-D apple. (WB p56)
7. Pupils compare their favorite foods
Plenary
lesson.

Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.

3.2.4 Use with support a simple picture 2.1.1 Give very basic personal information
Learning Standard dictionary to find, list and categorize using fixed phrases
words from Year 1 topics and themes
1. Use with support a simple picture 1. Give very basic personal information
Objectives dictionary to find, list and using fixed phrases
categorize words from Year 1
topics and themes
Success Criteria 1. Read the words of the food that they have learned in the textbook correctly.
2. Play the lunchbox game.
Language/
Recycled language from the topic
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

Starter 1. Pupils review food.
3. Pupils review vocabulary by playing a game. – The lunchbox game,
(SB p57)
Main Activities
4. Pupils draw and write examples of what you know. (WB p57)
6. Pupils express their preferences
Plenary
lesson.

Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.

1.3 Use appropriate listening strategies 1.2 Understand meaning in a variety of familiar
Content Standard
in a variety of contexts contexts
1.3.1 Predict words they will hear by 1.2.2 Understand with support specific
Learning Standard using knowledge of a topic information and details of very simple phrases
and sentences
1. Predict words they will hear by 1. Understand with support specific
Objectives
using knowledge of a topic information and details of very simple
Success Criteria 1. Listen the story and complete the grid correctly.
2. State the healthy and unhealthy food on the worksheet
Language/ Recycled topic language
Grammar Focus Healthy/unhealthy
No. of Pupils

Application
Information and
Strategies
Technology

1. Pre-lesson task 2: Guess the answer: linked to a text you tell pupils
Starter about Wendy, Nasir and Lisa (see next page).
2. Pupils predict the healthy and unhealthy food they will hear
4. Tell the story in the Wendy, Nasir and Lisa text, and check pupils’
guesses with them.
5. Give pupils the grid on the next page and read out the text. Ask pupils
to complete the grid. Read the text out again if necessary.
6. Check pupils’ answers and tell the story one more time so that pupils
can confirm their answers.
7. Ask pupils why healthy eating is important. This discussion will be in L1,
as the focus here is on human well-being and development, and not on
language.
8. Give pupils a handout of the text, or write a copy on the board.
9. Put pupils into pairs or small groups and ask them to change Wendy,
Lisa and Nasir’s food so that it is all healthy.
10. Make larger groups, and ask pupils to read the text out to their
groupmates.
11. Groupmates identify the new food and say whether it is healthy
13. Post-lesson task 8: Make a word ladder, using healthy food items.
Plenary
lesson.

Choose an item.
Reflection
Choose an item.
DAILY LESSON PLAN
item.
Lesson: 150
30) Friends
5.2 Express personal responses to 1.2 Understand meaning in a variety of familiar
Content Standard
literary texts contexts
5.2.1 Name people, things or places of 1.2.3 Understand with a high degree of support
Learning Standard interest in illustrations accompanying very short simple narratives
texts
1. Name people, things or places of 2. Understand with a high degree of support
Objectives
interest in illustrations very short simple narratives
accompanying texts
Success Criteria 1. Name the healthy eating habits in the story.
2. Listen and tick the correct healthy eating habits in the worksheet.
Language/
Review of food vocabulary, fruit and vegetables
Grammar Focus
No. of Pupils

Application
Information and
Strategies
Technology

1. Put up a picture of healthy eating.
Starter
3. Pupils read the story.
4. Pupils name people, things or places of interest in illustrations
Main Activities accompanying texts.
5. Pupils write about their own eating habits.
7. Pupils talk about their own eating habits.
Plenary
lesson.

Choose an item.
Reflection
Choose an item.

Lunchtime (Lesson 117-150)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lunchtime (Lesson 117-150)

Uploaded by

Copyright:

Available Formats

DAILY LESSON PLAN

ENGLISH LANGUAGE YEAR 1

World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

118 (Reading World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

Lesson: 119 World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

Higher Order Thinking

Learning Outlines Impact

Lesson: 121 World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

122 (Speaking World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

Lesson: 123 World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

125 (Language World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

Lesson: 126 World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

127(Listening World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

Lesson: 128 World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

129 World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

Higher Order Thinking

Learning Outlines Impact

131 (Listening World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

Lesson: 132 World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

Lesson: 133 World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

Lesson: 134 World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

Higher Order Thinking

Learning Outlines Impact

Lesson: 136 World of Self, Family and

Higher Order Thinking

Learning Outlines Impact

DAILY LESSON PLAN

Lesson: 137 World of Self, Family and

Higher Order Thinking

Learning Outlines Impact