World of Self, Family and Friends 0 - Welcome Reading 1 Monday Friendship Language Values

DAILY LESSON PLAN TS25
SUBJECT ENGLISH YEAR 6

THEME: World of Self, Family and
CLASS: WEEK: 1
Friends TIME: DATE: 21/3/2022
UNIT: 0 - Welcome LESSON: 1 (Reading 1) DAY: Monday
SKILL(S) FOCUS: Reading
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 3.2 Main: 3.2.1
Complementary: 4.2 Complementary: 4.2.4 Friendship Language, Values
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. Read the text and identify the main idea. 1. Introduce themselves to their partner, using the texts and the
2. Describe personality volunteers as a model.
. 2. Write at least two sentences to describe their personality.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Academy Stars Year 6 Pupil’s Book: Page(s): 4–5, Exercise(s): 1
Present simple to describe personality (e.g. I’m kind Sara.) and
Academy Stars Year 6 Teacher’s Book: Page 18.
expectations (e.g. This year I want to…)
Academy Stars Year 6 Workbook Book: Page 4. Audio :1.1
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
1. PRE-LESSON TASK 1: ABCs*. Play vocabulary game to activate knowledge of words
learned in previous years.
2. Teacher shares learning objectives and success criteria of the lesson.
_____ / _____ pupils able to achieve
Lesson development:-
learning objectives and given enrichment
1. Introduce yourself and describe your personality with an adjective.
2. Have pupils brainstorm personality adjectives and introduce themselves in groups. Ask exercise (s).
pupils to make name cards (this could be done at home) showing their personality and
their name. _____ / _____ pupils able to achieve
3. Ask pupils to read the short texts in the Pupil’s Book, p.4. Ask pupils which of the learning objectives with guidance and given
children they agree with most and what they would like to learn about this year. reinforcement exercise (s).
4. Ask for two or three volunteers to introduce themselves to the class using the texts as
a model. Ask all pupils to introduce themselves to their partner, using the texts and
_____ / _____ pupils not able to achieve
the volunteers as a model.
5. Pupils listen to the four children talking about themselves. Have them read the audio learning objectives and given remedial
script as they listen. (HOTS)(Audio 1.1) exercise(s).
6. Pupils read the script again. Ask a question to check their overall understanding of the
text, for example: Which child are you similar to? Pupils tell their partner. (21st CA) TODAY’S LESSON:
7. Ask pupils to note two things about themselves in their notebooks. Excellent
8. Using these notes and the personality adjective, ask pupils to write at least two
sentences about themselves. Need improvemnt
9. Pupils do worksbook page 4.
Post-lesson:-
10. Pupils introduce themselves in new groups by reading their self-introduction.
(CBA)
HOTS Analysis 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Observation
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: 0 - Welcome LESSON: : 2 (Writing 1) DAY: Monday
SKILL(S) FOCUS: Writing
Main: 4.2 Main: 4.2.1
Complementary: 2.1 Complementary: 2.1.1 Friendship Language
1. Write detailed information about themselves and others. 1. Write about their group in their notebooks.
2. Give detailed information about themselves and others. 2. Ask and give detailed information about themselves.
Present simple questions & answers to talk about oneself (e.g. How Academy Stars Year 6 Pupil’s Book: Page(s): 5, Exercise(s): 2–3
many people are there in your family?) , WB: Page 5.
Pre-lesson:
1. Review previous lesson’s personality adjectives and pupils’ names with a short class
quiz: ‘Who is [kind]?’ Ask pupils to display their name cards.
2. Teacher shares learning objectives and success criteria of the lesson. _____ / _____ pupils able to achieve
Lesson development:- learning objectives and given enrichment
2. Briefly review the content of Activity 1 (Pupil’s Book, p.5) by asking pupils what they exercise (s).
remember about the four children. They can check what they remember by looking at
their answers to Activity 1 from the previous lesson.
3. Pupils work individually to write questions. Support your pupils as necessary by writing
gapped questions on the board when eliciting these before the pupils write. If pupils learning objectives with guidance and given
find this challenging, review present simple questions at this stage. (HOTS) reinforcement exercise (s).
4. Pupils use their questions to ask a partner about themselves. They should check the
accuracy of their questions as they do this. Monitor to assess pupils’ ability to write _____ / _____ pupils not able to achieve
questions. Check the answers with class. learning objectives and given remedial
5. Pupils ask members of their group (4–6 pupils) the questions and make a note of the exercise(s).
answers. (21st CA)
6. Ask pupils to write about their group in their notebooks.
7. Pupils share their writing with their group and ask each other to check content and TODAY’S LESSON:
Language. (CBA) Excellent
8. Pupils do worksbook page 5.
Need improvemnt
Post-lesson:-
9. POST-LESSON TASK 6: MAKE A WORD LADDER* to review content and/or language
pupils had difficulty with during the lesson
HOTS Analysis 21st CA Table Talkers

REFLECTION

CLASS: WEEK: 1
UNIT: 0 - Welcome LESSON: 3 (Listening 1) DAY: Monday
SKILL(S) FOCUS: Listening
Main: 1.2 Main: 1.2.2
By the end of the lesson, most of the pupils will be able:
Pupils can:
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. Recognise and reproduce independently a wide range of
2. Recognise and say the words correctly.
target language phonemes.
Academy Stars Year 6 Pupil’s Book: Page(s): 6–7
Present simple for defining vocabulary (e.g. This is a person who…) Exercise(s): 1
, WB: Page 6-7
Pre-lesson:
1. PRE-LESSON TASK 7: BEAT THE TEACHER* Play a game to introduce the two topics
(jobs & places)
2. Call out the names of some jobs and places. As the pupils to put up one hand if they
hear a job dan two hands if they hear a place. Pupils listen to words and categorise exercise (s).
them.
3. Refer the picture on pages 6-7. Ask What can you see in the picture? Who can you see? _____ / _____ pupils able to achieve
What are the doing? Pupils work in pair to find three words beginning with the letter learning objectives with guidance and given
p,s,b, f and c in the picture. reinforcement exercise (s).
4. Review answers to Step 3 by having pupils listen to the word and point to the picture.
Drill the new words as they point. Focus on difficult sounds and word stress of longer
words such as photographer, businesswoman and police officer. Ask pupils to count
the syllables with their fingers and highlight the stressed syllable as they say the longer learning objectives and given remedial
words. (HOTS) exercise(s).
5. Read aloud the definitions you have prepared. Pupils listen to your definitions and try
to find the words you are describing. They should write the words. [E.g. This is a TODAY’S LESSON:
person who rides the waves on a board]. (21st CA) Excellent
6. Check answers and draw attention to spelling where needed.
7. Have pupils prepare some similar definitions and play the game in small groups. (CBA) Need improvemnt
8. Pupils do workbook page 6.
Post-lesson:-
9. Review learning by asking pupils to say which words they often use in their own daily
lives.
HOTS Analysis 21st CA Puzzle it Out
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Games
REFLECTION

CLASS: WEEK: 1
UNIT: 0 - Welcome LESSON: 4 (Speaking 1) DAY: Monday
SKILL(S) FOCUS: Speaking
Main: 2.1 Main: 2.1.1
1. Give detailed information about themselves and others 1. Communicate simple information about themselves and others.
2. Write detailed information about themselves and others 2. Write their statements in their notebooks.
Present simple for descriptions (e.g. A chef is coming out of the
Exercise(s): 2–3
shop.)
, WB:Page 7
Pre-lesson:
1. Review new or difficult vocabulary from the previous lesson. (HOTS) _____ / _____ pupils able to achieve
2. Teacher shares learning objectives and success criteria of the lesson. learning objectives and given enrichment
Lesson development:- exercise (s).
3. Play True or False? With true and false sentences about object in the classroom, for
the Cooler true-false activity.
4. Pupils find words in the picture. Write four words for each category. Tell pupils to
focus on spelling in this activity. As you monitor and when you conduct feedback, note learning objectives with guidance and given
words which pupils spelled incorrectly. These can be used at the post-lesson stage. reinforcement exercise (s).
5. Pupils work in pair, make true/false statement about the picture, but pupils first say
two true and two false statements in pairs. Then together, they write their statements _____ / _____ pupils not able to achieve
in their notebooks. (CBA) learning objectives and given remedial
6. Pairs join another pair. Pupils read the other pair’s statements and decide which are exercise(s).
true and which are false. They explain their answer to the other pair. Monitor and
check pupils’ work as they do this activity. Note examples of common mistakes for
Step 6. (21st CA) TODAY’S LESSON:
7. Pupils do workbook page 7. Excellent
Post-lesson:- Need improvemnt
8. On the board, write one or two sentences pupils made mistakes in. Ask pupils to work
with a partner to say the correct sentence.
REFLECTION

CLASS: WEEK: 1
UNIT: Poem – Messing About LESSON: 5 (Language Arts 1) DAY: Monday
SKILL(S) FOCUS: Language Arts
Main: 5.3 Main: 5.3.1 Creativity and
Friendship
Complementary: 1.1 Complementary: 1.1.1 Innovation
1. Respond imaginatively and intelligibly through creating simple Pupils can:
stories and simple poems 1. Do the gestures as they recite the poem
2. Recognise and reproduce independently a wide range of 2. Recite the poem in a form of a jazz chant
target language phonemes
Anthology of Poems for Year 4,5, and 6 Messing About by Michael
Reported speech (e.g. He said he sat in some glue.) Rosen Page: 27 Contemporary Children’s Literature Teaching
Guidebook (BPK) – Poetry
Pre-lesson: _____ / _____ pupils able to achieve
1. Pupils look at the pictures around the poem and talk about them. learning objectives and given enrichment
2. Pupils guess what the poem is about. exercise (s).
Lesson development:- _____ / _____ pupils able to achieve
4. Recite the poem and pupils repeat after. learning objectives with guidance and given
5. Pupils do the gestures as they recite the poem e.g. jumping, kicking, thirsty, sticky reinforcement exercise (s).
6. Elicit from the pupils on who they can relate to best: Jumping John, Kicking Kirsty,
Mad Mickey or Fat Fred. _____ / _____ pupils not able to achieve
7. Demonstrate how to perform a jazz chant for the first stanza. learning objectives and given remedial
8. Help pupils to identify the stress and rhythm by clapping hands or snapping fingers exercise(s).
in time to the beat. (HOTS)
9. In groups, pupils recite the poem in a form of a jazz chant. (21st CA) (CBA) TODAY’S LESSON:
Post-lesson:-
10. Pupils assess each group’s recitation using Two Stars and a Wish: two things that
are good (stars) and one thing that can be improved (wish). Excellent

PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Presentation
REFLECTION

THEME: World of Knowledge CLASS: WEEK: 2
UNIT: 1. It's an emergency! TIME: DATE: 21/3/2022
LESSON: 6 (Reading 2) DAY: Monday
Global Sustainability,
Main: 3.2 Main: 3.2.3
Complementary: 3.2 Complementary: 3.2.2 Friendship Science and
Technology
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
Introduction to past simple & past continuous
Exercise(s): 1–4; 1, WB: Page 8-9.
3. Write electricity on the board and have pupils brainstorm uses of electricity in small learning objectives and given enrichment
groups. This could be done as a game. exercise (s).
4. Elicit different meanings of the word power, including as a synonym for electricity.
Tell the pupils to look at the questions in Activity 1. Pupils discuss the questions.
5. Talk to the pupils about prediction skills in reading and encourage prediction based on
the pictures. (21st CA)
6. Pupils look at the text in Activity 2. Pupils analyse the text to decide on the text type.
7. Pupils read the article and find the newspaper features (Activity 3). Pupils further
analyse the text to identify different features of it. (HOTS)
8. 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.
9. Pupils read the article on page 9 again. Pupils look for detail in the text to answer
questions. (CBA)
10. Ask pupils to re-read the text to find something interesting and tell their partner. _____ / _____ pupils able to achieve
11. Talk to pupils and lead a discussion about our increasing need for and reliance on learning objectives with guidance and given
electricity and power as we use more and more electronics (CCE: Global sustainability reinforcement exercise (s).
and Science & Technology).
12. Pupuls do workbook page 8-9. (CBA) _____ / _____ pupils not able to achieve
Post-lesson:-
learning objectives and given remedial
13. Play Quick memory game with the word from vocabulary panel. (Refer teacher’s book
exercise(s).
page 15)
HOTS Analysis 21st CA Make Predictions
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Workbook
REFLECTION

CLASS: WEEK: 2
UNIT: 1. It's an emergency! LESSON: 7 (Writing 2) DAY: Monday
Main: 4.2 Main: 4.2.3
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
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).
Lesson development:- _____ / _____ pupils able to achieve
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: 2
UNIT: 1. It's an emergency! LESSON: 8 (Listening 2) DAY: Monday
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
exercise (s).
2. Pupils look at the pictures for Activity 1. Pupils match words and pictures before
listening. _____ / _____ pupils able to achieve
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
reinforcement exercise (s).
4. Pupils listen again to answer the questions in their notebooks.
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
exercise(s).
7. Elicit the Values from pupils (Pupil’s Book, p.13) and discuss this question with the
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.

REFLECTION

THEME: World of Stories CLASS: WEEK: 2
LESSON: 9 (Speaking 2) DAY: Monday
Main: 2.3 Main: 2.3.1
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).
2. Introduce the pupils to the dictionary in the Pupil’s Book.
learning objectives with guidance and given
3. Pupils listen Audio 1.3 and say (Activity 1). Pupils are introduced to the dialogue.
4. Pupils read and complete the text with when or while (Activity 2).
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
whole, or they use their own ideas to create a story. Pupils make detailed notes about
exercise(s).
their story in pairs and practise telling their story. Remind pupils to use the target
language with when and/or while. (HOTS) (21st CA)
TODAY’S LESSON:
Post-lesson:-
Excellent
7. Choose some pupils to tell their stories to the class. Have the class decide which story
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

SUBJECT ENGLISH YEAR 6 (Civik Education)
CORE VALUE: Responsibility MONTH: January WEEK: 2
TOPIC: Say No To Cigarettes , Inhalants and Drugs CLASS: DATE:
CONTEXT: gLOBAL TIME: DAY: Sunday
Main: 2.1 Main: 2.1.4
Knowledge / Thinking skills / Leadership skills Bilingual Ethics and National
LEARNING OBJECTIVES: SUCCESS CRITERIA:
By the end of the lesson, most of the pupils will be able to:
Pupils can:
1. State the dangers of smoking. (Knowledge)
1. List down the effects of smoking
2. Appreciate oneself for abstaining from smoking, inhalants and
2. Feeling proud when avoiding smoking.
drugs. (Socioemotional)
3. Avoid smoking.
3. Say No to smoking, inhalants and drugs. (Action)
CIVIC INFORMATION
Rights: I have to avoid smoking
Responsibility: I must be a responsible toward myself
TEACHING AIDS
Pictures, YouTube Video — ‘How Smoking 30 Packs of Cigarettes Wrecks Your Lungs’. ( https://www.youtube.com/watch?v=HD__r66sFjk )
Pre-lesson:
14. Pupils watch a short video on Youtube ‘How Smoking 30 Packs of Cigarettes Wrecks _____ / _____ pupils able to achieve
Your Lungs’. Pupils discuss why smoking is bad for our health and we need to avoid learning objectives and given enrichment
smoking. exercise (s).
Activity 1:- _____ / _____ pupils able to achieve
11. Do It Right - Each group search in the internet on the effect of smoking. Each group is learning objectives with guidance and given
given with the mind map. Pupils complete the mind map by list down the effects of
smoking. Pupils share their findings to the class. (21ST CA)
Activity 2:-
12. Say No to Smoking - Pupils listen to sample of jazz chants related to avoiding smoking. _____ / _____ pupils not able to achieve
Pupils discuss in their group simple lyrics. Pupils practise in group their jazz chants and learning objectives and given remedial
perform in front of the class. (HOTS) exercise(s).
Activity 3:-
13. Pupils design their ‘No Smoking’ poster in pairs. Pupils write their slogan on the poster. TODAY’S LESSON:
After they have finished, pupils put on their poster and move around the class (Gallery
Excellent
Walk). (CBA)
1. Ask pupils to think back on their learning and talk about it.
HOTS Analysis 21st CA Mind Map
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Simple Project
REFLECTION

CLASS: WEEK: 3
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
1. Pupils recap the events from the poem. learning objectives and given enrichment
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)
4. Pupils take turns to talk about their names and adjectives. _____ / _____ pupils not able to achieve
5. Pupils chant their new names with actions. (CBA) learning objectives and given remedial
exercise(s).
Post-lesson:-
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 Analysis 21st CA Brainstorming

REFLECTION
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
you prepared and ask pupils to vote if they are true or false.
exercise (s).
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.
Focus in particular on punctuation as well as use of direct speech.
4. In pairs, pupils ask each other some questions: What were you doing at 8 o’clock
yesterday evening? How did you feel? What else happened to you yesterday? Pupils
make notes about their partner’s answers. (21st CA)
5. Pupils report on one or two answers in their notebooks using direct speech, e.g. Hasan
exercise(s).
said, ‘I was having dinner at 8 o’clock.’ Ask fast finishers to write more answers. (HOTS)
Alternatively, they could help you monitor their peers and check their punctuation.
TODAY’S LESSON:
6. Pupils read for detail to match the questions to the notes. (Activity 2)
Excellent
Post-lesson:-
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
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
2. Pupils read out the examples and explain that the -ing word refer to the things that exercise (s).
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. _____ / _____ pupils able to achieve
3. Give pupils the worksheet. First, ask pupils to highlight the headline and underline any learning objectives with guidance and given
direct speech. (21st CA) reinforcement exercise (s).
4. Next, pupils read the jumbled sections of the newspaper article and decide which
paragraph(s) are the introduction/main body/conclusion. (HOTS) _____ / _____ pupils not able to achieve
5. Pupils order the pictures to tell a story. (Workbook Activity 1, p.14) (CBA) learning objectives and given remedial
6. Pupils organise ideas into the main sections (introduction, main body, conclusion) in exercise(s).
Acitivity 2 and 3 (workbook).
7. Pupils write a newspaper article. Remind pupils to include adjectives, direct speech TODAY’S LESSON:
and interrupted actions. (Workbook Activity 4, p.15.) Excellent
8. Have pupils choose an adjective from Step 2 to make a sentence about their
newspaper story. Remind pupils to bring their writing to the next lesson.
HOTS Analysis 21st CA Read and highlight
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Tell Stories
REFLECTION
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 _____ / _____ pupils able to achieve
in Activity 5 on p.15 of the Workbook. learning objectives and given enrichment
Lesson development:- exercise (s).
2. Warm-up activity - Pupils share their ideas for how to ask for help in an emergency.
3. Pupils read and analyse a short text to identify parts of a problem (Activity 1). _____ / _____ pupils able to achieve
4. Pupils anticipate problems based on pictures to predict what they will hear (Activity 2). learning objectives with guidance and given
5. Pupils listen for detail to see if they were correct in Step 4 (Activity 3). (HOTS) reinforcement exercise (s).
6. Pupils work in pairs. Set up this activity as a role play, where one pupil plays the part of
Mike Dobbs, and the other pupil gives him advice to solve the problem using _____ / _____ pupils not able to achieve
expressions such as I think you should(n’t)… because… Remind pupils to explain the learning objectives and given remedial
reasons for the advice they give. The advice should be based on what they hear in the exercise(s).
listening activity. (Activity 4). Replay this if necessary. (CCE: Values, helping others)
(21st CA) TODAY’S LESSON:
7. Ask some pupils to perform their role play to the class. (CBA) Excellent
Post-lesson:-
Need improvemnt
8. POST-LESSON TASK 7: READ YOUR FRIEND’S MIND - To reviews the content of the
listening or language for giving advice.
PERFORMANCE LEVEL 4 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.
1. Narrate short stories, events and experiences
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
storytelling and reporting, such as -ed/-ing adjectives.
2. Pupils work with definitions and use the dictionary at the back of the book. Remind
exercise (s).
them to use this dictionary when they need to, especially when they are reviewing the
lessons at home.
3. Pupils match the sentences to pictures and then listen to check their answers.
(Activities 1 & 2)
4. Pupils listen and decide how the speaker is speaking then practice speaking in different
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
exercise(s).
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
TODAY’S LESSON:
can, showing emotion and using different voices. Encourage creativity in this activity
Excellent
(CCE: Creativity & Innovation). (CBA)
8. Depending on time available, have one or more groups perform to the class. Need improvemnt
Post-lesson:-
9. Write a quote on the board from the story, using correct punctuation. Ask pupils to say
the spoken text in different voices (e.g. whisper, shout, etc.)
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Role Play
REFLECTION

World of Self, Family and Friends 0 - Welcome Reading 1 Monday Friendship Language Values

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