Emergency lesson plan

DAILY LESSON PLAN TS25
SUBJECT ENGLISH YEAR 6

THEME: World of Knowledge CLASS: WEEK: 1
UNIT: 1. It's an emergency! TIME: DATE: 21/3/2022
SKILL(S) FOCUS: Reading
LESSON: 6 (Reading 2) DAY: Monday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Global Sustainability,
Main: 3.2 Main: 3.2.3
Complementary: 3.2 Complementary: 3.2.2 Friendship Science and
Technology
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO): SUCCESS CRITERIA (SC):
By the end of the lesson, most of the pupils will be able:
Pupils can:
1. Guess the meaning of unfamiliar words from clues provided by
1. Match the definitions to the corresponding words based on
other known words and by context
the text.
2. Understand specific information and details of simple
2. Answer the questions based on the article read.
longer texts
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Academy Stars Year 6 Pupil’s Book: Page(s): 8–10
Introduction to past simple & past continuous
Exercise(s): 1–4; 1, WB: Page 8-9.
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
1. Write electricity on the board and have pupils brainstorm uses of electricity in small
groups. This could be done as a game.
Lesson development:- _____ / _____ pupils able to achieve
2. Elicit different meanings of the word power, including as a synonym for electricity. learning objectives and given enrichment
Tell the pupils to look at the questions in Activity 1. Pupils discuss the questions. exercise (s).
3. Talk to the pupils about prediction skills in reading and encourage prediction based on
the pictures. (21st CA) _____ / _____ pupils able to achieve
4. Pupils look at the text in Activity 2. Pupils analyse the text to decide on the text type.
learning objectives with guidance and given
5. Pupils read the article and find the newspaper features (Activity 3). Pupils further
analyse the text to identify different features of it. (HOTS) reinforcement exercise (s).
6. Pupils scan the text to fikd the word in vocabilary panel (Activity 4). Pupils search for
words in the text and use context clues to guess meaning. _____ / _____ pupils not able to achieve
7. Pupils read the article on page 9 again. Pupils look for detail in the text to answer learning objectives and given remedial
questions. (CBA) exercise(s).
8. Ask pupils to re-read the text to find something interesting and tell their partner.
9. Talk to pupils and lead a discussion about our increasing need for and reliance on
TODAY’S LESSON:
electricity and power as we use more and more electronics (CCE: Global sustainability
and Science & Technology). Excellent
10. Pupuls do workbook page 8-9. (CBA) Need improvemnt
Post-lesson:-
11. Play Quick memory game with the word from vocabulary panel. (Refer teacher’s book
page 15)
HOTS Analysis 21st CA Make Predictions
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Workbook
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils complete the worksheet with Pupils complete the worksheet for Pupils complete the worksheet for
teacher’s guidance reinforcement enrichment.
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on ___________________________________________________________
THEME: World of Self, Family and
CLASS: WEEK: 1
Friends TIME: DATE: 21/3/2022
UNIT: 1. It's an emergency! LESSON: 7 (Writing 2) DAY: Monday
SKILL(S) FOCUS: Writing
Main: 4.2 Main: 4.2.3
Complementary: 2.3 Complementary: 2.3.1 Friendship Language
By the end of the lesson, most of the pupils will be able: Pupils can:
1. Narrate factual and imagined events and experiences 1. Write at least three sentences in their notebooks
2. Narrate short stories, events and experiences 2. Tell the class any funny sentences they made
Academy Stars Year 6 Pupil’s Book: Page(s): 10–11
Past simple & continuous for interrupted actions with when
Exercise(s): 3; 1–3, Plain paper for each pupil, Scissors
Pre-lesson:
1. Briefly review the text from the previous lesson by asking some true/false questions.
Then have pupils discuss the questions in Activity 3 (Pupil’s Book, p.10).
2. Pupils refer to the pictures in Activity 1 Pupil’s book page 11. Pupils see and analyse learning objectives and given enrichment
the new language. exercise (s).
3. Pupils relate the new language to their own lives.
4. Pupils read the paragraph and choose the correct words. (Activity 2). _____ / _____ pupils able to achieve
5. Pipils match and say what they were doing (Activity 3). Pupils use prompts to make learning objectives with guidance and given
sentences. (HOTS) reinforcement exercise (s).
6. Pupils work in pairs. They cut a piece paper into 6, 8 or 10 equal small pieces of paper
using a grid. On each small piece of paper, they write a sentence in the past simple. _____ / _____ pupils not able to achieve
Write an example on the board to show pupils what to do. They can use the examples learning objectives and given remedial
in Activity 3 for ideas. (21st CA) exercise(s).
7. In pairs put the small papers together in a pile. In turns, they take two papers from the
pile and try to make a sentence using the target language. TODAY’S LESSON:
8. Pupils write the sentences in their notebooks. (CBA) Excellent
9. Have some pairs tell the class any funny sentences they made. Need improvemnt
Post-lesson:-
10. Choose a post-lesson task from Section 3 to review content and/or language pupils
had difficulty with during the lesson.
HOTS Analysis 21st CA Think– Pair– Share
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Notebook
REFLECTION

CLASS: WEEK: 1
UNIT: 1. It's an emergency! LESSON: 8 (Listening 2) DAY: Monday
SKILL(S) FOCUS: Listening
Main: 1.2 Main: 1.2.2
Complementary: 1.2 Complementary: 1.2.2 Friendship Values
1. Understand with little or no support specific information and Pupils can:
details of longer simple texts on a range of familiar topics. 1. Understand content from audio clues.
2. Understand with little or no support the main idea of longer 2. Ask and answer questions about interrupted past activities.
simple texts on a range of familiar topics
Academy Stars Year 6 Pupil’s Book: Page(s): 13
Past simple & continuous for interrupted actions with when/while
Exercise(s): 1–5, Audio 1.4.
Pre-lesson:
1. PRE-LESSON TASK 12: WORD SALAD* to review vocabulary from the unit so far.
_____ / _____ pupils able to achieve
Lesson development:- learning objectives and given enrichment
2. Pupils look at the pictures for Activity 1. Pupils match words and pictures before exercise (s).
listening.
3. Play the audio 1.4. Pupils listen for the main idea and check their answers in Activity 1. learning objectives with guidance and given
4. Pupils listen again to answer the questions in their notebooks. reinforcement exercise (s).
5. Pupils answer the questions then listen again for detail to check their answers.
_____ / _____ pupils not able to achieve
6. Pupils discuss the questions to follow up on the listening activity topic. learning objectives and given remedial
7. Elicit the Values from pupils (Pupil’s Book, p.13) and discuss this question with the exercise(s).
class (CCE: Values).
TODAY’S LESSON:
Post-lesson:-
Excellent
8. Cooler - Call out firefighter, astronaut, captain. The class vote on which is the most Need improvemnt
popular job.
HOTS Analysis 21st CA Pair / Group Discussion

PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Observation
REFLECTION

THEME: World of Stories CLASS: WEEK: 1
SKILL(S) FOCUS: Speaking
LESSON: 9 (Speaking 2) DAY: Monday
Main: 2.3 Main: 2.3.1
Pupils can:
1. Narrate short stories, events and experiences
1. Create and tell a short story to the class.
2. Understand specific information and details of simple longer
2. Match the actions to the correct activities.
texts
Academy Stars Year 6 Pupil’s Book: Page(s): 12
Past simple & continuous for interrupted actions with when/while
Exercise(s): 1–3
Pre-lesson:
1. Use the clock/clock face to show different times. Ask pupils to tell their partner what _____ / _____ pupils able to achieve
they were doing at that time yesterday/on Saturday/etc. Monitor and remind pupils of learning objectives and given enrichment
the use of past continuous if necessary. exercise (s).
Lesson development:-
2. Introduce the pupils to the dictionary in the Pupil’s Book. _____ / _____ pupils able to achieve
3. Pupils listen Audio 1.3 and say (Activity 1). Pupils are introduced to the dialogue. learning objectives with guidance and given
4. Pupils read and complete the text with when or while (Activity 2). reinforcement exercise (s).
5. Pupils match actions and activities (Activity 3).
6. Pupils work in pairs. They take one or two ideas from Activity 3 or from the unit as a _____ / _____ pupils not able to achieve
whole, or they use their own ideas to create a story. Pupils make detailed notes about learning objectives and given remedial
their story in pairs and practise telling their story. Remind pupils to use the target exercise(s).
language with when and/or while. (HOTS) (21st CA)
Post-lesson:- TODAY’S LESSON:
7. Choose some pupils to tell their stories to the class. Have the class decide which story Excellent
is most exciting/interesting/frightening etc. If you have a large class or time is short, Need improvemnt
pairs could tell their stories in larger groups. (CBA)
HOTS Creation 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Tell Stories
REFLECTION

CLASS: WEEK: 1
UNIT: Messing About LESSON: 10 (Language Arts 2) DAY: Monday
SKILL(S) FOCUS: Language Arts
Main: 5.3 Main: 5.3.1 Creativity and
Friendship
Complementary: 2.1 Complementary: 2.1.5 Innovation
1. Respond imaginatively and intelligibly through creating simple
1. Create their own name plate.
stories and simple poems
2. Describe personality using suitable statements.
2. Ask about and describe personality.
Anthology of Poems for Year 4,5, and 6 Messing About by
Adjectives: describing personalities (e.g. cheerful, angelic)
Michael Rosen Page: 27
Pre-lesson: _____ / _____ pupils able to achieve
1. Pupils recap the events from the poem. learning objectives and given enrichment
Lesson development:- exercise (s).
2. Drill on the alliteration in the poem e.g. Mad Mickey, Fat Fred _____ / _____ pupils able to achieve
3. Pupils brainstorm adjectives that start with the same letter as their first name e.g. learning objectives with guidance and given
Angelic Adam, Funny Farah, Sleepy Sarah. (21st CA) reinforcement exercise (s).
4. Pupils take turns to talk about their names and adjectives. (HOTS)
5. Pupils chant their new names with actions. (CBA) learning objectives and given remedial
Post-lesson:- exercise(s).
6. Each pupil gets a race template. (See Appendix 1)

TODAY’S LESSON:
7. Pupils fill out the race template with adjectives using the first letter of their names. Excellent
8. In pairs, pupils do peer-assessment and count the stars collected. Need improvemnt
HOTS Evaluation 21st CA Brainstorming

PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Observation
REFLECTION

SKILL(S) FOCUS: Reading
LESSON: 11 (Reading 3) DAY: Monday
Main: 3.2 Main: 3.2.2
1. Understand specific information and details of simple longer Pupils can:
texts 1. Match the questions to the corresponding responses.
2. Use capital letters, full stops, commas in lists, question marks, 2. Write directed speech with the correct punctuations.
and speech marks appropriately at discourse level
Academy Stars Year 6 Pupil’s Book:
Direct speech, e.g. Lena said, ‘I was playing badminton at 5 o’clock.’
Page(s): 9, 14, Exercise(s): 1–2
Pre-lesson:
1. Elicit the topic of the text pupils read at the beginning of the unit. Read the sentences _____ / _____ pupils able to achieve
you prepared and ask pupils to vote if they are true or false. learning objectives and given enrichment
2. Pupils find and analyse direct speech in the text. (Activity 1)
3. Ask pupils to read the text in detail to find more examples of direct speech in the text. _____ / _____ pupils able to achieve
Focus in particular on punctuation as well as use of direct speech. learning objectives with guidance and given
4. In pairs, pupils ask each other some questions: What were you doing at 8 o’clock reinforcement exercise (s).
yesterday evening? How did you feel? What else happened to you yesterday? Pupils
make notes about their partner’s answers. (21st CA) _____ / _____ pupils not able to achieve
5. Pupils report on one or two answers in their notebooks using direct speech, e.g. Hasan learning objectives and given remedial
said, ‘I was having dinner at 8 o’clock.’ Ask fast finishers to write more answers. (HOTS) exercise(s).
Alternatively, they could help you monitor their peers and check their punctuation.
6. Pupils read for detail to match the questions to the notes. (Activity 2) TODAY’S LESSON:
Post-lesson:- Excellent
7. Finish the lesson with a quiz or reading race based on the text on p.9 of the Pupil’s Need improvemnt
Book. (CBA)
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Quiz
REFLECTION

SKILL(S) FOCUS: Writing
LESSON: 12 (Writing 3) DAY: Monday
Main: 4.2 Main: 4.2.3
Pupils can:
1. Narrate factual and imagined events and experiences
1. Write a newspaper article using the template given.
2. Produce a plan or draft of two paragraphs or more for a
2. Produce and modify a plan or draft of two paragraphs or more in
familiar topic and modify this appropriately in response to
response to feedback.
feedback
Academy Stars Year 6 Pupil’s Book: Page(s): 15 Exercise(s): 3 &
Past simple & continuous for interrupted actions with when/while; Working with words Workbook: Pages: 14–15, Worksheet: A
Direct speech newspaper article (around 100 words) based on Activity 3 in Pupil’s
Book, p.15 with a headline and including direct speech.
Pre-lesson:
1. Play a mime game to review the words in Working with words (Pupil’s Book, p.15). _____ / _____ pupils able to achieve
learning objectives and given enrichment
exercise (s).
2. Pupils read out the examples and explain that the -ing word refer to the things that
refer that feeling and the -ed word refers to the person and how they feel. Extend this
activity with more examples if relevant, such as bored/boring; shocked/shocking.
3. Give pupils the worksheet. First, ask pupils to highlight the headline and underline any
reinforcement exercise (s).
direct speech. (21st CA)
4. Next, pupils read the jumbled sections of the newspaper article and decide which
paragraph(s) are the introduction/main body/conclusion. (HOTS)
learning objectives and given remedial
5. Pupils order the pictures to tell a story. (Workbook Activity 1, p.14) (CBA) exercise(s).
6. Pupils organise ideas into the main sections (introduction, main body, conclusion) in
Acitivity 2 and 3 (workbook). TODAY’S LESSON:
7. Pupils write a newspaper article. Remind pupils to include adjectives, direct speech
and interrupted actions. (Workbook Activity 4, p.15.)
Post-lesson:-
8. Have pupils choose an adjective from Step 2 to make a sentence about their Excellent
newspaper story. Remind pupils to bring their writing to the next lesson. Need improvemnt
HOTS Analysis 21st CA Read and highlight
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Tell Stories
REFLECTION

SKILL(S) FOCUS: Listening
LESSON: 13 (Listening 3) DAY: Monday
Main: 1.2 Main: 1.2.2
Complementary: 2.1 Complementary: 2.1.3 Friendship Language Values
1. Understand with little or no support specific information and 1. Display understanding of specific information and details of longer
details of longer simple texts on a range of familiar topics simple texts.
2. Explain and give reasons for simple advice 2. Give reasons for simple advice.
Academy Stars Year 6 Pupil’s Book: Page(s): 17, Exercise(s): 1–4
Should(n’t) for giving advice
Workbook: Pages: 15
Pre-lesson:
1. Review homework by asking pupils to review each other’s writing using the questions
in Activity 5 on p.15 of the Workbook. _____ / _____ pupils able to achieve
Lesson development:- learning objectives and given enrichment
2. Warm-up activity - Pupils share their ideas for how to ask for help in an emergency. exercise (s).
3. Pupils read and analyse a short text to identify parts of a problem (Activity 1).
4. Pupils anticipate problems based on pictures to predict what they will hear (Activity 2). _____ / _____ pupils able to achieve
5. Pupils listen for detail to see if they were correct in Step 4 (Activity 3). (HOTS) learning objectives with guidance and given
6. Pupils work in pairs. Set up this activity as a role play, where one pupil plays the part of reinforcement exercise (s).
Mike Dobbs, and the other pupil gives him advice to solve the problem using
expressions such as I think you should(n’t)… because… Remind pupils to explain the _____ / _____ pupils not able to achieve
reasons for the advice they give. The advice should be based on what they hear in the learning objectives and given remedial
listening activity. (Activity 4). Replay this if necessary. (CCE: Values, helping others) exercise(s).
(21st CA)
7. Ask some pupils to perform their role play to the class. (CBA)
Post-lesson:-
8. POST-LESSON TASK 7: READ YOUR FRIEND’S MIND - To reviews the content of the
listening or language for giving advice.
TODAY’S LESSON:
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Role Play
REFLECTION

LESSON: 14 (Speaking 3) DAY: Monday
Creativit
Main: 2.3 Main: 2.3.1 y and
Friendship Language
Complementary: 1.2 Complementary: 1.2.5 Innovatio
n
Pupils can:
1. Create and tell a short story to the class.
2. Listen to the questions in the audio and number the
2. Understand more complex supported questions
corresponding responses.
Reporting verbs (ways of speaking (e.g. whisper) & questions in the Academy Stars Year 6
past (e.g. how did you feel?) Pupil’s Book: Page(s): 16, Exercise(s): 1–6
Pre-lesson:
1. PRE-LESSON TASK 5: SIT DOWN, STAND UP to review key vocabulary for learning objectives and given enrichment
storytelling and reporting, such as -ed/-ing adjectives. exercise (s).
2. Pupils work with definitions and use the dictionary at the back of the book. Remind _____ / _____ pupils able to achieve
them to use this dictionary when they need to, especially when they are reviewing the learning objectives with guidance and given
lessons at home. reinforcement exercise (s).
3. Pupils match the sentences to pictures and then listen to check their answers.
(Activities 1 & 2) _____ / _____ pupils not able to achieve
4. Pupils listen and decide how the speaker is speaking then practice speaking in different learning objectives and given remedial
ways.(Activities 3 & 4) (21st CA)
5. Pupils listen to the reporter’s questions and choose the best answers. (Activity 5)
6. Pupils listen again to the questions. They write the questions they hear next to the
answers in the Pupil’s Book (Activity 5, p.16). (HOTS)
7. Pupils act out the emergency in small groups (Activity 6). Have them act as well as they
can, showing emotion and using different voices. Encourage creativity in this activity
exercise(s).
(CCE: Creativity & Innovation). (CBA)
8. Depending on time available, have one or more groups perform to the class.
TODAY’S LESSON:
Post-lesson:-
Excellent
9. Write a quote on the board from the story, using correct punctuation. Ask pupils to say
Need improvemnt
the spoken text in different voices (e.g. whisper, shout, etc.)
REFLECTION

Friends CLASS: WEEK: 1
UNIT: The Sandwich by Tony TIME: DATE: 21/3/2022
Bradman LESSON: 15 (Language Arts 3) DAY: Monday
SKILL(S) FOCUS: Language Arts
Creativit
Main: 5.3 Main: 5.3.1 y and
Friendship Language
Complementary: 4.3 Complementary: 4.3.2 Innovatio
n
1. Respond imaginatively and intelligibly through creating simple 1. Draw the ingredients on The Silly Sandwich template.
stories and simple poems
2. Write down 10 ingredients they wish to put in their Silly
2. Spell most high frequency words accurately in independent
writing Sandwich.
Anthology of Poems for Year 4,5, and 6 The Sandwich by Tony
Bradman Page(s): 28-29
Reporting verbs (ways of speaking (e.g. whisper) & questions in the
Contemporary Children’s Literature Teaching Guidebook (BPK)
past (e.g. how did you feel?)
– Poetry
http://www.youtube.com/watch?v=wUDqQSwdBjM
Pre-lesson:
1. Give lyrics to pupils to sing along. (Refer to the guidebook) _____ / _____ pupils able to achieve
2. Pupils listen to a short song about sandwich. http://www.youtube.com/watch? learning objectives and given enrichment
exercise (s).
v=wUDqQSwdBjM

3. Pupils recite the poem aloud with guidance.
4. Pupils call out the ingredients found in the poem. (HOTS)
5. Each pupil gets The Silly Sandwich template. (Appendix 1) _____ / _____ pupils not able to achieve
6. Pupils write down 10 ingredients they wish to put in their Silly Sandwich. (CBA)
exercise(s).
7. Pupils draw the ingredients on The Silly Sandwich template. (21st CA)
Post-lesson:- TODAY’S LESSON:
Excellent
8. Pupils present and explain their choice of ingredients.
Need improvemnt
HOTS Analysis 21st CA Stretch to Sketch
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Exercise Book
REFLECTION

CLASS: WEEK: 1
UNIT: 1. It's an emergency! LESSON: 16 (LanguageAwareness 1) DAY: Monday
Main: 2.3 Main: 2.3.1
1. Create a short story about an event.
2. Spell most high frequency words accurately in
2. Write about a terrible day.
independent writing
Academy Stars Year 6 Teacher’s Book: Page(s): 37
Review the language, vocabulary and skills from Unit 1 Workbook:Page(s): 16–17
Worksheet:A speaking task.Self-assessment worksheet (see below)
Pre-lesson: _____ / _____ pupils able to achieve
1. PRE-LESSON TASK 12: WORD SALAD- Review language from Unit 1 learning objectives and given enrichment
2. Pupils complete the puzzle in workbook page 16. (HOTS)

3. Pupils complete with the correct tese of the verbs. (Activiti 2)
4. Pupils write sentences about a terrible day. Ask pupils to compare their answers with
pairs. (21st CA)
5. Have pupils do a Speaking task in pairs which is based on the Unit 1 or Welcome Unit
theme. Monitor as they do this and note their performance. (CBA)
Post-lesson:- exercise(s).
6. Ask pupils to think about their learning and performance in this unit. They then
complete the self-assessment worksheet. Pupils should do this in English. TODAY’S LESSON:
7. Collect the worksheets from pupils and review them to note pupils’ responses. If there Excellent
are any areas of concern, prepare a review of these in upcoming lessons. Need improvemnt
REFLECTION

Emergency lesson plan

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Emergency lesson plan

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DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 6

DAILY LESSON PLAN TS25

HOTS Analysis 21st CA Pair / Group Discussion

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

6. Each pupil gets a race template. (See Appendix 1)

HOTS Evaluation 21st CA Brainstorming

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

Lesson development:- _ / _ pupils able to achieve

DAILY LESSON PLAN TS25

2. Pupils complete the puzzle in workbook page 16. (HOTS)

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