Approved by: __________ CIPP Coordinator, Bayarmaa.

B Submitted by: Mary Ann Abundo

Short-term plan (STP)

COVERAGE: T2W1 UNIT/CONTENT: Unit 4.1 CLASS/GROUP:4
Fr Learning Success Timing Activities (Procedures) Resource Evidence of
a Objectives Criteria [Do not forget to identify the risk in every activity set therein.] s achievement
m (Alloca
e- (Refer to the (How will you see tion of W: whole class; G: group; I: individual. (Maximize (Q&A: question /
w framework - that LO is 40 Description W Risk (0- the usage answer
or LTP) achieved? mins (Flow of the lesson should be clear and or well-organized.) G 7) of the D: discussion
k should activity O: observation M:
R be I book.) marked work
ef clear)
:
LESSON 1 0
a. Lesson/Topic: Holiday writing W
b. Rationale/LO: Read and follow instructions G
c. Procedure/s: I
1. Students will talk about their holiday experiences
2. Students will put into writing what they had experience during
their winter holiday.
d. Assessment of student learning: Teacher will check students work
e. Homework: NA
LESSON 2
a. Lesson/Topic: Review verbs
b. Rationale/LO: recognising verb and uses of verb
c. Procedure/s:
1. Students will review about verbs
2. Students will answer worksheets about verbs
d. Assessment of student learning: Teacher will check learners
answers
e. Homework: NA
LESSON 3
a. Lesson/Topic: Understand the purpose and features or a blurb
and use one to make predictions
Learners can b. Rationale/LO: to identify purpose and features or a blurb and use
read a text with one to make predictions Harry's
understanding, c. Procedures: Mad book
using knowledge 1. Have a class discussion on what makes learners choose one blurb
of punctuation book over another. (Learner's
4Rw and grammar. 2. Invite volunteers to explain why they chose their independent Book,
.01, readers. Encourage use of story vocabulary (covered in Unit Session
4Rg. 1). What other reasons attract learners to books? 4.1,
01, 3. Add what makes you choose books to show that adults also Activity 1);
4Rg. Learners can look at different book features. Track 17;
03, discuss features 4. Gather a selection or b0oks that may interest your learners Language
Approved by: __________ CIPP Coordinator, Bayarmaa.B Submitted by: Mary Ann Abundo

Short-term plan (STP)

4Ri. of texts. short stories, poetry anthologies, fiction and non- worksheet
02, fiction. s 4A and
4Ra. 5. Read some of the blurbs and ask if anyone might enjoy 48 class
02, reading one of the books. readers
4Wg Learners can 6. Discuss how people choose books (e.g. they look at the and a
.04, express a cover, title and blurb to find out more, especially if unfamiliar selection
4SL personal with the author). or books
g.03 response to a 7. Explain that the blurb acts like an advertisement to persuade in a range
text, linking it to someone they would like to read that book. or genres
their experience. d. Assessment of student learning: Teacher will check learners to interest
work. the class
e. Homework: NA
LESSON 4
Learners can a. Lesson/Topic: Review dialogue and paragraph writing
identify the key b. Rationale/LO: Explore and begin to use speech marks and other
points in a text. punctuation correctly or direct speech
c. Procedure/s:
1. Ask learners how many people speak in the blurb extract and Learner's
who they are (Mr and Mrs Holdsworth, and Harry). Book,
Learners can use 2. ASK three volunteers to role play the dialogue, leaving out Session
punctuation the narrative. 4.1,
beyond speech 3. Read through the Language focus box with the learners and Activity 2;
marks to identify whether the extract follows the rules. Workbook
punctuate 4. NOW ask learners, in groups or three, to role play extending , Session
dialogue. Harry's conversation with his parents. 4.1;
5. Once they have a few lines, ask them to write the dialogue Harry's
into their notebooks adding appropriate punctuation and Mad book
narrative blurb
6. such as replied Hary scratching his head. (Learner's
7. Use the Workbook activities for additional practice Book,
8. Learners will be shown a text, and they will have to identify Session
dialogue. 4.1);
9. Learners will also have to write a paragraph following a Track 17;
writing prompt.
d. Assessment of student learning: Teacher will check notebooks
e. Homework: NA
Approved by: __________ CIPP Coordinator, Bayarmaa.B Submitted by: Mary Ann Abundo

Short-term plan (STP)

Notes:

● The plan can be formatted to view a week at a time and not every lesson – this is important to support manageability.
● Most of the plan is self-explanatory. It seeks to include most of the desirable elements. The format can be expanded to A3 but remember the detail required will often be
brief.
● Class organisation is crucial to the plan working properly including differentiation and the role of additional adults. Plans can be shared to make expectations clear.
● Success Criteria:
These are an essential part of planning and should be clear and manageable.
These may be part of active assessment activities where students determine the criteria. In planning, teachers need to write a broad outline of anticipated
suggestions.