Approved by: __________ CIPP Coordinator, Bayarmaa.

B Submitted by: Mary Ann Abundo

Short-term plan (STP)

COVERAGE: T2W1 UNIT/CONTENT: Unit 4.11/4.12 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)
:
Learners can talk LESSON 1 0
4Rs. about the a. Lesson/Topic: 4.11 Make notes on a story W
01, different stages b. Rationale/LO: Encourage learners to choose words carefully G
4Ri. in a fable. for interest and impact. I
03, c. Procedure/s:
4Ri. Learners can 1. Give learners time to discuss the proverbs' meanings
11 build up the plot, beyond the literal words. Bring the class together to share
characters and their ideas. Try to elicit how we can apply the lessons in
setting from
our own lives. Ask whether the proverb Don’t judge a man
pictures.
by his overcoat has the same lesson as Never judge a
Learners can book by its cover. It does, as both teach us not to judge
write dialogue for what we see but to look beneath to find out what is really
characters. there.
2. Begin together with the learners, asking if they can tell the
Learners can story. If necessary, tell them the story using the summary
choose a proverb below as they follow frame by frame. “The Fable of the
to match the Scorpion and the Frog”
lesson in the 3. Learners may think that reading a story Without words
fable. does not count as reading. Discuss the importance or
visual literacy and explain how it helps with other
elements of reading (e.g. inference, deduction and
interpretation). Harry's
d. Assessment of student learning: ASK earners to raise their Mad book
right hand if they feel confident about telling the story and to blurb
raise their left hand ir they think they still need help. Use the (Learner's
storytelling to assess learners' understanding of fables and the Book,
Session
different story stages.
4.1,
e. Homework: For homework, learners can complete Activities 2
Activity 1);
independently. Track 17;
4Wg. Learners can Language
Approved by: __________ CIPP Coordinator, Bayarmaa.B Submitted by: Mary Ann Abundo

Short-term plan (STP)

04, build up a story LESSON 2 worksheet
4Wg. with all its stages. a. Lesson/Topic: 4.12 Write and Present a storyboard s 4A and
10, b. Rationale/LO: Write a Story Board with dialogue 48 class
4Wc. Learners can c. Procedure/s: readers
01, include dialogue 1. Ask them to describe the features of the narrative and then and a
4Wc. in a story. the dialogue. Learners could write two columns in their selection
02, notebooks and make notes in each column. This will allow or books
4Wc. Learners can them to compare features elating to punctuation, tense and in a range
03,
perform a role formal and informal language. or genres
4Wc.
play of their 2. Provide Worksheet 4.23 The Scorpion and the Frog: to interest
04,
4Wc. storyboard. Storyboard planner. Remind learners that the story is part of the class
09, the oral storytelling tradition, meaning that each storyteller
4Wp. tells the story in their own way - there is no 'right story.
03, 3. Provide large cards to divide up into frames for the
4Wp. storyboard. While they work on the dialogue, learners can
04, add speech bubbles to the storyboard or use Worksheet 4.23
4SL to help with planning
m.04 4. The storyboard can be presentedin all sorts of ways. Learner's
, Learners can use visuals and write the dialogue on cards, or Book,
4SLp present the story as a cartoon storyboard with the dialogue Session
.04, written into bubbles. 4.1,
4SLr 5. Dialogue can be brought to life and made authentic using Activity 2;
.01 informal words, expressions and sentence structure. Workbook
Encourage learners to role play their dialogue to see how , Session
well it tells the story and decide whether to add anything 4.1;
further. Harry's
6. Explain that they should write some paragraphs for each Mad book
picture and then insert the dialogue, making sure they use blurb
the correct punctuation. This is where learners can add (Learner's
adverbs to modify verbs like said, replied, asked and so on. Book,
7. Hand out Worksheet 4.4 Assessment sheet for writing. Session
Negotiate success criteria with the class to add to the sheet 4.1);
so that they know what you are looking for. Track 17;
d. Assessment of student learning: Encourage the learners to reflect
on their confidence in building a story and recognising all the
features. What areas of the story are they best at developing and
what areas could they improve on Ask them to give a thumbs up
or thumbs down to indicate their confidence level at writing a
story from beginning to end that includes dialogue.
e. Homework: The learners can complete the Workbook activities for
Session 4.12, which build on the planning in 4.11.
Approved by: __________ CIPP Coordinator, Bayarmaa.B Submitted by: Mary Ann Abundo

Short-term plan (STP)

LESSON 3
a. Lesson/Topic: Review adverbs, plot, fables
b. Rationale/LO: to review adverbs, plot and fables
c. Procedures:
Use Quiziz and whiteboard markers for a review lesson on
adverbs, plot recipe and fables
d. Assessment of student learning: Teacher will check learners
work.
e. Homework: NA
LESSON 4
a. Lesson/Topic: Unit 4 Test
b. Rationale/LO: to take a test
c. Procedure/s: Learners will be given the full class time to
d. Assessment of student learning: T will check tests
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.