BI Y6 LP TS25 (Unit 3 - Adventure Time - LP 33-48)

DAILY LESSON PLAN TS25
SUBJECT ENGLISH YEAR 6

THEME: World of Self, Family and
CLASS: WEEK: 1
Friends TIME: DATE: 21/3/2022
UNIT: 3. Adventure time LESSON: 33 (Reading 7) DAY: Monday
SKILL(S) FOCUS: Reading
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 3.2 Main: 3.2.1
Complementary: 3.2 Complementary: 3.2.2 Friendship Language
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. Understand the main idea of simple longer texts
1. Read a photo blog
2. Understand specific information and details of simple
2. Make prediction to understand a text.
longer texts
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Academy Stars Year 6 Pupil’s Book: Page(s): 34–36
Past simple (e.g. I tried it this month.) & present perfect (e.g. I’ve
Exercise(s): 1–4, 1-3
never been kayaking before.)
Teacher’s Book: Page(s): 60–62
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson: _____ / _____ pupils able to achieve
1. Warm-up: Can you guess? learning objectives and given enrichment
Lesson development:- exercise (s).
2. Pupils are introduced to the text and use the pictures to predict content. (Activity 1)
3. Ask pupils if they have ever done any of the activities in the pictures. _____ / _____ pupils able to achieve
4. Pupils read for global understanding to check their answers to Activity 1. (Activity 2) learning objectives with guidance and given
5. Pupils guess the meaning of new words before checking them in the dictionary as reinforcement exercise (s).
necessary. (Activity 3)(21st CA)
6. Ask pupils which country Emma is from (Canada). Elicit some ideas for similar _____ / _____ pupils not able to achieve
activities people in Malaysia might do e.g. scuba diving, visiting tall buildings in Kuala learning objectives and given remedial
Lumpur. Pupils could do this in pairs. (CBA) exercise(s).
7. Pupils read the blog posts again for specific information to answer the questions.
(Activity 1)(HOTS) TODAY’S LESSON:
Post-lesson:- Excellent
8. Ask the follow-up questions in Activity 3 in the Pupil’s Book, p.36 for a whole class
Need improvemnt
discussion.
HOTS Analysis 21st CA Make Predictions
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Tell Stories
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils complete the worsheet 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 ___________________________________________________________
CLASS: WEEK: 1
UNIT: 3. Adventure time LESSON: 34 (Writing 7) DAY: Monday
SKILL(S) FOCUS: Writing
Main: 4.2 Main: 4.2.1
By the end of the lesson, most of the pupils will be able: Pupils can:
1. Give detailed information about themselves and others 1. Complete a gap-fill activity to check their understanding
2. Understand specific information and details of simple 2. Write at least one more true sentence and at least one more
longer texts false sentence about Emma in their notebooks.
Present perfect for experience + never (e.g. I’ve never seen a lion in Academy Stars Year 6 Pupil’s Book:
the wild.) Page(s): 36–37, Exercise(s):1–2
Pre-lesson:
1. Cooler: Physical spelling to review the vocabulary from the previous lesson.
Lesson development:- _____ / _____ pupils able to achieve
2. Re-introduce Emma, the character from the blog in the Pupil’s Book pp.34–35. Ask learning objectives and given enrichment
pupils What exciting things has she done? Elicit some ideas. Where pupils don’t usethe exercise (s).
present perfect, reformulate their answers to the present perfect.
3. Using the worksheet, pupils read the sentences in the present perfect about Emma. In
_____ / _____ pupils able to achieve
pairs, they decide if they are true or false. Note that the sentences should include
examples of ‘has never’ as well as positive sentences. (CBA) learning objectives with guidance and given
4. Refer pupils to the pictures in Activitiy 1. Pupils analyse the new language. (Activity 1) reinforcement exercise (s).
5. Pupils complete a gap-fill activity to check their understanding. (Activity 2)
6. Pupils focus on irregular verb forms again in Working with words activity. _____ / _____ pupils not able to achieve
7. Ask pupils, individually, to write at least one more true sentence and at least one more learning objectives and given remedial
false sentence about Emma in their notebooks. exercise(s).
8. Pupils exchange their sentences with a partner to read and decide if they are true or
false. (21st CA)
9. Pupils correct all false sentences (Step 7 and Step 3). (HOTS) TODAY’S LESSON:
Post-lesson:- Excellent
10. Play a game of ‘Slap’ using the verb cards. Small groups spread out a set of verb Need improvemnt
cards. Say a sentence about Emma, about you or about pupils using the present
perfect. Pupils listen and slap the main verb they hear. Extend to pupils giving
sentences in their groups if you have time
HOTS Evaluation 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Worksheet
REFLECTION

THEME: World of Stories CLASS: WEEK: 1
UNIT: 3. Adventure time TIME: DATE: 21/3/2022
SKILL(S) FOCUS: Listening
LESSON: 35 (Listening 7) DAY: Monday
Main: 1.2 Main: 1.2.5
1. Understand more complex supported questions 1. Listen to and practise the dialogue.
2. Give detailed information about themselves and others 2. Prepare questions and then give their own answers
Present perfect questions (e.g.Have you ever visited Tokyo? [Yes, I Academy Stars Year 6 Pupil’s Book:
have. / No, I haven’t.]) Page(s): 38, Exercise(s): 1–3
1. Warm up: Camping experiences. Brainstorm camping experiences. Ask pupils what learning objectives and given enrichment
they have done. exercise (s).
Lesson development:-
2. Pupils check their understanding of key words. _____ / _____ pupils able to achieve
3. Pupils listen to and practise the dialogue. (Activity 1) learning objectives with guidance and given
4. Focus on the questions in the dialogue and ask pupils to underline them. Have pupils reinforcement exercise (s).
ask each other the questions. They give their own answers. Do not insist on full
answers at this stage. (HOTS)
_____ / _____ pupils not able to achieve
5. Pupils prepare questions and then give their own answers. Have pupils prepare and
answer one or two extra questions. (Activity 2)(CBA) learning objectives and given remedial
6. Pupils ask each other the questions, including the extra one(s) they have prepared. exercise(s).
(Activity 3)(21st CA)
TODAY’S LESSON:
Post-lesson:-
7. Pupils have further practice in forming and understanding questions. You could play Excellent
between two large teams in your class, sitting face-to-face, depending on the size and Need improvemnt
layout of your class.
HOTS Analysis 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Observation
REFLECTION

SKILL(S) FOCUS: Speaking
LESSON: 36 (Speaking 7) DAY: Monday
Main: 2.1 Main: 2.1.1
1. Give detailed information about themselves and other 1.
2. Understand more complex supported questions 2.
Present perfect statements (I’ve seen a lion.) and Academy Stars Year 6 Pupil’s Book:
questions/answers: (Have you ever visited Tokyo?) Page(s): 37, Exercise(s): 3
Pre-lesson:
1. Review present perfect in questions and statements
Lesson development:- _____ / _____ pupils able to achieve
2. Have pupils sit in a circle. This could be on chairs or on the floor, depending on what is learning objectives and given enrichment
most suitable in your classroom. Show each picture card in turn. Elicit what the picture exercise (s).
shows (e.g. swim in the sea/play a computer game, etc). Pass the card around the
circle, pupils should say if they have/haven’t done this activity. _____ / _____ pupils able to achieve
3. Still in the circle, have pupils ask another pupil in the circle Have you ever…?. The learning objectives with guidance and given
pupil answers and then asks another pupil the same question. Repeat several times reinforcement exercise (s).
with each card. You could then introduce several cards at once. Pupils will need to
accompany speech with gestures, perhaps, if this becomes noisy. _____ / _____ pupils not able to achieve
4. Hand out the worksheet. Pupils complete the gapped Have you ever…? questions. Ask learning objectives and given remedial
pupils to write between one and three extra Have you ever…? questions. (CBA) exercise(s).
5. Pupils move around the classroom asking each other the questions. They should try to
find someone who answers ‘yes’ to each question. They write the name of the person TODAY’S LESSON:
who says ‘yes’ next to the question. (21st CA) Excellent
6. Pupils return to their desks. They compare their findings with their partner by saying,
Need improvemnt
for example, Adilah has been camping or Adam has been fishing. (HOTS)
Post-lesson:-
7. Cooler: Experiences. Pupils review and consolidate the target language.
HOTS Analysis 21st CA Find-Someone-Who
REFLECTION

UNIT: Akbar’s Dream TIME: DATE: 21/3/2022
SKILL(S) FOCUS: Language Arts
LESSON: 37 (Language Arts 7) DAY: Monday
Main: 5.3 Main: 5.3.1 Creativity and
Friendship
Complementary: 2.3 Complementary: 2.3.1 Innovation
1. Respond imaginatively and intelligibly through creating simple 1. discuss the pictures and create a possible story based on the
stories and simple poems pictures given.
2. Narrate short stories, events and experiences 2. Narrate their predicted story to their classmates.
Akbar’s Dream by Jane Langford Akbar’s Dream Teacher’s
Past simple tense
Guidebook Page(s): 35-36
1. Pupils look at Akbar’s Dream book cover and identify the features of the book cover learning objectives and given enrichment
e.g. title, author, blurb, publisher exercise (s).
2. Pupils look at the cover and brainstorm ideas about what the story is about. _____ / _____ pupils able to achieve
3. Divide pupils into small groups and distribute a set of pictures from the guidebook learning objectives with guidance and given
(page 36) to each group. reinforcement exercise (s).
4. In groups, pupils discuss the pictures and create a possible story based on the
pictures given. _____ / _____ pupils not able to achieve
5. Groups take turns to narrate their predicted story to their classmates. Other groups learning objectives and given remedial
provide feedback on friends’ stories. exercise(s).
Post-lesson:-
TODAY’S LESSON:
6. Pupils choose the story they think is most likely to happen. Teacher records the Excellent
chosen predicted story and will revisit it once the pupils read and find out what
happens. Need improvemnt
HOTS Analysis st
21 CA Pair / Group Discussion
REFLECTION

CLASS: WEEK: 1
UNIT: 3. Adventure time LESSON: 38 (Reading 8) DAY: Monday
Main: 3.2 Main: 3.2.2
Pupils can:
1. Understand specific information and details of simple longer
1. Draw a mind map on the board with three secondary bubbles
texts
and elicit the heading for each bubble.
2. Produce a plan or draft of two paragraphs or more for a
2. Create one from another of Emma’s blog entries.
familiar topic
Past simple (e.g. I went skiing) & present perfect (e.g. the best I’ve Academy Stars Year 6 Pupil’s Book:
ever done) Page(s): 34–35, 40 Exercise(s): Learning to Learn, 1
Pre-lesson:
1. Pre-lesson task 6: Finger Writing - Reviews present perfect forms or key vocabulary .
learning objectives and given enrichment
2. Divide the class into three groups (A–C). Ask pupils to look at Emma’s blog entries for
exercise (s).
January (Pupil’s Book, p.34). They should highlight the information:
Group A – What Emma did [I went skiing]
Group B – Where Emma was [Whistler ski resort near Vancouver; Canada]
learning objectives with guidance and given
Group C – Emma’s opinions [the views are amazing; it’s a really fun place with lots of
reinforcement exercise (s).
exciting activities to try]
3. Draw a mind map on the board with three secondary bubbles. Ask a member of each
group to come and write their answers around one bubble each. Elicit the headings for
learning objectives and given remedial
each bubble (What Emma did / Where Emma was / Emma’s opinions). (21st CA)
exercise(s).
4. Guide pupils to understanding how mind maps work using the example on the board.
Explain that these can help us brainstorm and organise ideas for writing, too.
TODAY’S LESSON:
5. Pupils look at another example of a mind map then create one from another of
Emma’s blog entries. They will read for specific information to do this. (HOTS)
6. Pupils analyse the features of blogs as a text type, having read for detail in the text.
(Activity 1)(CBA)
Post-lesson:-
Excellent
7. Post-Lesson Task 9: What About Me?
- Review any challenging vocabulary in the lesson. Need improvemnt
HOTS Creation 21st CA Mind Map
REFLECTION

CLASS: WEEK: 1
UNIT: 3. Adventure time LESSON: 39 (Writing 8) DAY: Monday
Main: 4.3 Main: 4.3.3
Pupils can:
1. Produce a plan or draft of two paragraphs or more for a
1. Listen and complete mind map with notes.
familiar topic
2. Write on the writing task sheet.
2. Narrate factual and imagined events and experiences
Past simple (e.g. I went skiing) & present perfect (e.g. the best I’ve Academy Stars Year 6 Pupil’s Book:
ever done) Page(s): 41 Exercise(s): 2–3, worksheet
Pre-lesson:
1. PRE-LESSON TASK 1: ABCs* to review vocabulary from the current topic _____ / _____ pupils able to achieve
2. Tell pupils it was your birthday at the weekend (or talk about your real birthday). Tell
them what you did on your birthday. exercise (s).
3. Draw a mind map on the board with headings such as Where? What? Why? Opinion?
etc. (relating to the content of your talk). Pupils copy the mind map into their _____ / _____ pupils able to achieve
notebooks. (21st CA)
4. Tell pupils again about your birthday. They listen and complete mind map with notes. learning objectives with guidance and given
5. Pupils compare their mind maps in pairs before some come out to complete the mind reinforcement exercise (s).
map on the board. (HOTS)
6. Pupils look at the pictures and complete the mind map. (Activity 2)
7. Pupils use the information on Pupil’s Book, p.41 to write. Pupils write on the writing
task sheet (worksheet). Guide the task as necessary and support pupils if they need it. learning objectives and given remedial
(Activity 3) Collect pupils’ writing for review. Give plenty of positive as well as
constructive feedback to pupils to show them where to improve in relation to the
assessment criteria for the writing assessment. Ignore more complex mistakes or give
a correction. Pupils will work on a second draft in Lesson 44. (CBA)
Post-lesson:-
exercise(s).
8. Post-Lesson Task 8: Test Your Memory

TODAY’S LESSON:
HOTS Analysis 21 CA
st
Mind Map
REFLECTION

CLASS: WEEK: 1
UNIT: 3. Adventure time LESSON: 40 (Listening 8) DAY: Monday
Main: 1.2 Main: 1.2.2
Complementary: 1.3 Complementary: 1.3.1 Friendship Global Sustainability
Pupils can:
1. Understand with little or no support specific information and
1. Listen to the interview and check their ideas
details of longer simple texts on a range of familiar topics
2. Talk about similarities and differences between Mike’s work
2. Guess the meaning of unfamiliar words from clues provided by
and home life
other known words and by context on familiar topics
Present perfect review (e.g. What’s the worst experience you’ve Academy Stars Year 6 Pupil’s Book:
ever had?) Page(s): 39 Exercise(s): 1–4
1. Introduce the topic of the listening text in the Pupil’s Book, p.39, with an activity from learning objectives and given enrichment
the pre-lesson tasks in Section 3 exercise (s).
2. Put up the pictures and ask pupils what they can see. Pre-teach and review some key
vocabulary, but not the words in the box: say a word and ask pupils which picture it
relates to. Explain or show pupils new vocabulary using the pictures. (HOTS)
3. Tell pupils they will listen to an interview. Pupils listen and check their ideas. Check
understanding of this word. (Activity 1)
4. Hand out the worksheet. Ask pupils to read the definitions. They could try to guess the
words they are defining if possible. Play the recording again and ask pupils to try to
hear a word which means the same as the definition. (CBA)
5. Have pupils try to complete the fact files before listening again. (Activity 2)
6. Have pupils put in the answers from their memory first. Play the recording again only if
necessary. (Activity 3) _____ / _____ pupils able to achieve
7. Pupils talk about similarities and differences between Mike’s work and home life. learning objectives with guidance and given
(Activity 4) (21st CA)
8. Follow the instructions for Cooler: All around the world in the Teacher’s Book, p.69.
(CCE: Global Sustainability).
Post-lesson:- _____ / _____ pupils not able to achieve
9. Focus attention on the Values box on Pupil’s Book, p.39. Lead a class discussion learning objectives and given remedial
about the benefits of travelling. (CCE: Values). exercise(s).
HOTS Analysis 21st CA Same-Different
REFLECTION

LESSON: 41 (Speaking 8) DAY: Monday
Main: 2.3 Main: 2.3.1 Science and
Friendship
Complementary: 1.2 Complementary: 1.2.3 Technology
1. Narrate short stories, events and experiences 1. Tell a short story using pictures
2. Understand with little or no support longer simple narratives 2. Take turns to plan and tell their story based on the pictures on
on a range of familiar topics their version of the worksheet
Worksheets A & B: Two sets of pictures (one set for each Worksheet
A and worksheet B) which tell a story (you could use those in the
Past tenses review
Workbook, p.32, Activity 2 and one other). A large copies of the
pictures
Pre-lesson:
1. Pre-Lesson Task 5: Sit Down, Stand Up - to introduces or reviews the topic pupils will
work with in this lesson.
2. Show the large copies of pictures in turn. For each, ask pupils to look at the picture and
write three words about it in their notebooks. Put the pictures on the board.
3. Have pairs look at each other’s words. Conduct feedback and record useful words
together on the board next to each picture. Drill any new words.
exercise (s).
4. Tell pupils the pictures make two stories. Ask them to decide which pictures belong in
each story, then in which order they think the pictures go in to make each story. Have
pupils discuss in pairs possible story outlines. (CCE: Creativity & Innovation). Ask some
pairs to tell the class their ideas. (HOTS)
5. Introduce the requirements of the speaking assessment, where pupils tell a short story
using pictures. Tell pupils they will practise this in the lesson. (CBA)
6. Pupils work in pairs. Hand out the worksheets, one A and one B for each pair. Pupils
take turns to plan and tell their story based on the pictures on their version of the
exercise(s).
worksheet. They can use the vocabulary on the board to help, as they will have
support in this way in the exam. Pupils should listen to each other and try to give some
TODAY’S LESSON:
encouragement. They can also make notes about the story they hear.
Excellent
7. Pupils exchange worksheets and re-tell their partner’s story. They should try to change
at least three details of the story. (21st CA) Need improvemnt
8. Ask pupils which story they prefer and why. This could be done as a whole class.
Post-lesson:-
9. Give whole-class feedback on their performance on the task. Give plenty of positive
feedback so that pupils feel confident as Speaking tests can be stressful or frightening
for some children.
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Tell Stories
REFLECTION

SKILL(S) FOCUS: Language Arts
LESSON: 42 (Language Arts 8) DAY: Monday
Friendship
Pupils can:
1. Describe in simple language a character’s actions or feelings
1. Talk about the characters and the sequence of events.
and explain the reasons for them
2. Read the lyrics together and practise singing the lyrics with the
2. Read and enjoy fiction/nonfiction print and digital texts of
tune.
interest
Vocabulary from Chapter 1
Pre-lesson:
1. Use Pre-lesson Task 12: Prepare jumbled-up words that make up a sentence about
Akbar’s Dream (i.e. Akbar’s dream was to make the most beautiful silk cloth in the
whole of India). The fastest group that can rearrange the words to make the sentence
exercise (s).
wins.
2. Divide pupils into groups. In groups, pupils read Chapter 1 of Akbar’s Dream together. learning objectives with guidance and given
3. Pupils talk about the characters and the sequence of events. reinforcement exercise (s).
4. Distribute the lyrics of the song from the guidebook (page 38) to each group.
5. Show the video clip http://www.youtube.com/watch?v=Nb3B5NZ6c-c to introduce _____ / _____ pupils not able to achieve
the tune of the song to the pupils. learning objectives and given remedial
6. Pupils read the lyrics together and practise singing the lyrics with the tune. exercise(s).
7. Pupils perform the song in groups.
Post-lesson:- TODAY’S LESSON:
8. Use Post-lesson Task 1: Pupils listen to the actual song Excellent
https://music.youtube.com/watch?v=5sxbWwauCDQ Need improvemnt
9. Ask pupils to raise their hands up each time they hear something different from the
lyrics they sang.
REFLECTION


LESSON: 43 (Reading 9) DAY: Monday
Environmental
Main: 3.3 Main: 3.3.1
Complementary: 3.2 Complementary: 3.2.1
Friendship Sustainability
Awareness
1. Read and enjoy fiction/nonfiction print and digital texts of 1. Read the story quietly on their own before talking about their
interest global understanding of the story
2. Understand the main idea of simple longer texts 2. Order the main events in the story
Academy Stars Year 6 Pupil’s Book:
Narrative tenses review, e.g. past simple, past continuous
Page(s): 44–47 Exercise(s): 1–5
1. Warm-up: Name five activity to introduce the topic of the lesson.
exercise (s).
2. Have pupils sit comfortably to read the story quietly on their own before talking about
their global understanding of the story. (Activity 1)
3. Pupils check their understanding of the story. (Activity 2)
4. Pupils order the main events in the story. (Activity 3)
5. Pupils watch a video with an alternative ending. (Activity 5)
Post-lesson:- exercise(s).
6. Pupils discuss the questions (Activity 4). Talk to pupils at this stage about the
TODAY’S LESSON:
environmental message in the story (protection of wildlife – CCE: Environmental
Excellent
Sustainability) and the need for everyone to take responsibility in reporting suspicious
activity (CCE: Values). Need improvemnt

REFLECTION

LESSON: 44 (Writing 9) DAY: Monday
Main: 4.2 Main: 4.2.5
Pupils can:
1. Connect sentences into two coherent paragraphs or more
1. Correct the mistakes individually
using basic coordinating conjunctions and reference pronouns
2. Compare their answers with their partner and discuss any
2. Use capital letters, full stops, commas in lists, question marks,
differences
and speech marks appropriately at discourse level
Cohesion (e.g. but, because), punctuation, tenses review Pupils’ writing from Lesson 39
Pre-lesson:
1. Pre-Lesson Task 9: Memory Chain - reviews key areas of learning.
2. Using some examples of pupils’ mistakes in vocabulary or grammar, in particular use
of cohesive devices (linking words) as well as punctuation, play a team game where
you say a sentence with a mistake and pupils then write the sentence accurately,
exercise (s).
including punctuation. (HOTS)
3. Hand out the worksheet. Have pupils work first individually to try to correct the
mistakes. (CBA)
4. Ask pupils to compare their answers with their partner and discuss any differences.
Then conduct feedback with the whole class. (21st CA)
5. Give some general feedback on pupils’ writing from Lesson 39. Remain positive to
encourage pupils, focussing on the effort they made as much as the positive aspects of
their writing. Focus specifically on the use of cohesive devices, as relevant.
exercise(s).
6. Return pupils’ writing with your comments and markings on it. Explain the correction
code if your pupils are not already familiar with it.
TODAY’S LESSON:
7. Have pupils work with a partner to correct the mistakes you have highlighted in their
Excellent
writing. It’s a good idea to have them do this in a different colour pen. Monitor and
help pupils by guiding them with questions to make the corrections. Need improvemnt
8. Collect pupils’ writing again. Briefly review their work and check the progress of pupils
in their writing. You will use their work again in Lesson 48.
Post-lesson:-
9. Post-Lesson Task 10: What About You? To reflect on and share learning
REFLECTION

CLASS: WEEK: 1
UNIT: 3. Adventure time LESSON: 45 (Listening 9) DAY: Monday
Main: 1.2 Main: 1.2.2 Friendship Language
Complementary: 1.3 Complementary: 1.3.1
Pupils can:
1. Understand with little or no support specific information and
1. Listen to the interview to find specific information about the
details of longer simple texts on a range of familiar topics
interviewees.
2. Guess the meaning of unfamiliar words from clues provided by
2. Discuss the questions in small groups of three or four
Present perfect review
Page(s): 43 Exercise(s): 1–4
Pre-lesson:
1. Warm-up: What can we do?
2. Pupils look at the job advert. Have pupils talk to a partner before feeding back as a
whole class. Some of the vocabulary may be new to many pupils. Ask them to try to exercise (s).
guess the meaning from the context of the job advert. Activity 1
3. Pupils look at the pictures to predict who is best suited to the job advertised in Activity _____ / _____ pupils able to achieve
1. (Activity 2) learning objectives with guidance and given
4. Talk to pupils about the process of applying for a job, including the need for interview. reinforcement exercise (s).
Pupils listen to the interview to find specific information about the interviewees.
(Activity 3)
5. Have pupils discuss the questions in small groups of three or four. (Activity 4) (21st CA) exercise(s).
6. Conduct feedback on groups’ discussions. Ask pupils whether their impressions of the
people from the pictures were correct. Talk to pupils about the risks of pre-judging TODAY’S LESSON:
others based on appearance (CCE: Values). (HOTS) Excellent
7. Cooler: Hiring a new teacher. Pupils could role play the interview in their small groups. Need improvemnt
(CBA)
Post-lesson:-
8. Post-Lesson Task 12: Learning Journal - Review and consolidate learning in this lesson.
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Role Play
REFLECTION

THEME: World of Self, Family and CLASS: WEEK: 1
TIME:
Friends LESSON: 46 (Speaking 9)
DATE: 21/3/2022
DAY: Monday
UNIT: 3. Adventure time
Main: 2.1 Main: 2.1.1
1. Give detailed information about themselves and others 1. Read and add a question(s) to the form
2. Understand more complex supported questions 2. Practise and perform the role play activity
Page(s): 42 Exercise(s): 1–4
Pre-lesson:
1. Introduce the vocabulary in the box in the Pupil’s Book, p.42. _____ / _____ pupils able to achieve
Lesson development:- learning objectives and given enrichment
2. Have pupils check their understanding using the definitions of the words from the exercise (s).
prelesson stage in the dictionary.
3. Pupils think about questions the interviewer may be asking the interviewee. (Activity _____ / _____ pupils able to achieve
1) learning objectives with guidance and given
4. Pupils read and add a question(s) to the form. (Activity 2) reinforcement exercise (s).
5. Pupils exchange their ideas with a partner and add more questions to the form if they
can. _____ / _____ pupils not able to achieve
6. Pupils prepare, practise and perform the role play activity. Note the suggestion on learning objectives and given remedial
Speaking skills in the Teacher’s Book, p.73. (Activity 3) (CBA) exercise(s).
7. Ask pupils to look at their completed forms in Activity 2. Make sure only volunteers
come to the front to tell the class about their partner. (Activity 4) TODAY’S LESSON:
8. Ask pupils to talk in pairs about a job they think their partner would be good at (CCE: Excellent
Values).
Need improvemnt
Post-lesson:-
9. Cooler: Come to my adventure camp.
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Role Play
REFLECTION

SKILL(S) FOCUS: Language Arts LESSON: 47 (Language Arts 9) DAY: Monday

Friendship
1. Respond imaginatively and intelligibly through creating simple 1. Discuss and recall the sequence of events on Akbar’s journey
stories and simple poems. to Agra without referring to their books.
2. Understand specific information and details of simple 2. Compile the sheets of paper to form a booklet and display
longer texts their work in a gallery walk.
Sequencing adverbs: first, after that, next, finally
Pre-lesson:
1. Use Pre-lesson Task 5 (Sit down, Stand Up): Read statements that may be true or
false from Chapter 1 of Akbar’s Dream. Pupils stand up if the statement is true and sit _____ / _____ pupils able to achieve
down if the statement is false (e.g. Akbar and his grandfather wanted to go to Agra to learning objectives and given enrichment
see the Taj Mahal - true) exercise (s).
2. Pupils read Chapter 2 of Akbar’s Dream (pages 12 - 21) together.
3. Get pupils to discuss and recall the sequence of events on Akbar’s journey to Agra
without referring to their books. learning objectives with guidance and given
4. Display jumbled up pictures of events and ask pupils to sequence them. reinforcement exercise (s).
5. Divide pupils into groups and explain that they will be creating a booklet.
6. Distribute 4 sheets of A4 paper as well as pictures and excerpts from the guidebook _____ / _____ pupils not able to achieve
(Appendices 1 and 2, pages 48 - 49) to each group. learning objectives and given remedial
7. Pupils cut each sheet into half, horizontally. Then, pupils cut out the pictures and exercise(s).
excerpts to match them and arrange them in sequence.
8. Check pupils’ work before they paste the cut-outs onto the sheets of paper.
9. Pupils compile the sheets of paper to form a booklet and display their work in a TODAY’S LESSON:
gallery walk. Excellent
Post-lesson:- Need improvemnt
10. Use Post-lesson Task 8 (Test your memory): Have pupils review Chapter 2 for 1
minute. Hide one of the pictures of events and ask pupils to guess which picture is
missing.
REFLECTION
CLASS: WEEK: 1
UNIT: 3. Adventure time LESSON: 48 (Language Awareness 3) DAY: Monday
Main: 1.2 Main: 1.2.2
1. Understand with little or no support specific information and Pupils can:
details of longer simple texts on a range of familiar topics 1. Takes notes about rescue plans.
2. Guess the meaning of unfamiliar words from clues provided by 2. Work in group to discuss and solve the problem
Academy Stars Year 6 Workbook: Page(s): 36–37
A listening task. Self-assessment worksheet
Pre-lesson:
1. Pre-Lesson Task 12: Word Salad - Review language from Unit 3.
Lesson development:- learning objectives and given enrichment
2. Pupils read the task and discuss in pairs what the three parts of the problem are. Elicit exercise (s).
answer and check that pupils understand their role as director of the rescue team.
(Activity 1)
3. Pupils look at the picture in Activitiy 2. Pupils look at the four small pictures. Elicit reinforcement exercise (s).
answers and reasons.
4. Play the audio. Pupils listen and check their ideas from Activity 2. Ask volunteers to _____ / _____ pupils not able to achieve
read out their notes about rescue plans. learning objectives and given remedial
5. Pupils work in group to discuss and solve the problem. (Activity 4) exercise(s).
Post-lesson:- TODAY’S LESSON:

6. Ask pupils to think about their learning and performance in this unit. They then Excellent
complete the self-assessment worksheet. Pupils should do this in English (see below). Need improvemnt
7. Collect the worksheets from pupils and review them to note pupils’ responses. If there
are any areas of concern, prepare a review of these in upcoming lessons.
REFLECTION

BI Y6 LP TS25 (Unit 3 - Adventure Time - LP 33-48)

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DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 6

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

8. Post-Lesson Task 8: Test Your Memory

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

SKILL(S) FOCUS: Reading

HOTS Analysis 21st CA Pair / Group Discussion

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE

Post-lesson:- TODAY’S LESSON:

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