BI Y6 LP TS25 (Unit 10 - It's A Mystery - LP 145-160)

DAILY LESSON PLAN TS25
SUBJECT ENGLISH YEAR 6

THEME: World of Stories CLASS: WEEK: 1
UNIT: 10. It's a mystery TIME: DATE: 21/3/2022
SKILL(S) FOCUS: Reading

LESSON: 145 (Reading 28) DAY: Monday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 3.2 Main: 3.2.2
Complementary: 2.1 Complementary: 2.1.5
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 specific information and details of simple longer
1. Read the text to find the information, then read in detail
texts
2. Brainstorm the personality traits of famous detectives
2. Ask about and describe personality
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
1st conditional if clauses. (If + present, will + vb, e.g. If you ask him, Academy Stars Year 6 Pupil’s Book: Page(s): 122–123 Exercise(s): 1–3
he’ll paint…) Teacher’s Book: Page(s): 190–191
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
1. Find out what famous mysteries (real or fictional) pupils know about, e.g. The
_____ / _____ pupils able to achieve
Bermuda Triangle, Atlantis, mystery stories or cartoons (e.g. Sherlock Holmes, Scooby learning objectives and given enrichment
Doo). They will probably have ideas from their own culture, too. exercise (s).
Lesson development:-
1. Pupils begin thinking about the topic of detective stories. If your pupils have already learning objectives with guidance and given
shared their favourites (Question 1), then you could have pairs try to remember their reinforcement exercise (s).
partner’s favourite book, film etc. When eliciting characteristics of a good detective,
_____ / _____ pupils not able to achieve
have pupils brainstorm the personality traits of famous detectives. (Activity 1)(21stCA)
learning objectives and given remedial
2. Pupils skim read the text to find the information, then read in detail. (Activity 2) exercise(s).
3. Pupils look at the vocabulary panel. Pupils work out the meaning of the new words
TODAY’S LESSON:
from the context. (Activity 3) (HOTS)
Excellent
4. Pupils read the text again in detail and make a mind map in pairs. (CBA)
Need improvemnt
Post-lesson:-
5. Cooler: Play Stickman with the new vocabulary.
HOTS Analysis 21st CA Brainstorming

PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Simple Project
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 ___________________________________________________________
SKILL(S) FOCUS: Writing

LESSON: 146 (Writing 28) DAY: Monday
Main: 4.2 Main: 4.2.3 Creativity and

Friendship
Complementary: 3.2 Complementary: 3.2.2 Innovation
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 a sentence to describe what each character was doing in
2. Understand specific information and details of simple longer the museum
texts 2. Read their stories to the class
Past simple & past continuous in storytelling (She was on a school Academy Stars Year 6 Pupil’s Book: Page(s): 122–124 Exercise(s): 1–3
trip / She was doing research) Teacher’s Book: Page(s): 192
Pre-lesson:
1. Warm-up: Play Spelling bee in with words from lesson 1.
Lesson development:- _____ / _____ pupils able to achieve
2. Write the names of the key characters from text in Pupil’s Book, pp.122–123 on the learning objectives and given enrichment
board. Say one of their jobs/occupations (e.g. police officer, university student) and exercise (s).
have pupils tell you which character it is (see the Pupil’s Book, p.122 for this
information). _____ / _____ pupils able to achieve
3. Pupils re-read the text to find out where each character was at 5 o’clock. (Activity 1) learning objectives with guidance and given
4. Pupils write a sentence to describe what each character was doing in the museum. reinforcement exercise (s).
(Activity 2) (HOTS)
5. Pupils discuss the questions in pairs before sharing ideas as a class. Make some notes _____ / _____ pupils not able to achieve
on the board of their ideas. (Activity 3) (21stCA) learning objectives and given remedial
6. In pairs, have pupils write the next part of the story. Encourage pupils to answer the exercise(s).
question What will happen to her (Sue Snaps)? in their story. The story should be a
narration, rather than a play, and will use past forms. Pupils can use the notes on the TODAY’S LESSON:
board for ideas or they can use their own ideas. Set a word limit. Excellent
Monitor carefully and help pupils express their ideas and form their own stories.
Need improvemnt
Post-lesson:-
7. Invite pupils to read their stories to the class. Give feedback and encouragement to
these pupils and to other pupils, as well as to the class as a whole. (CBA)
HOTS Analysis 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Presentation
REFLECTION

SKILL(S) FOCUS: Listening
LESSON: 147 (Listening 28) DAY: Monday
Friendship
Pupils can:
1. Listen and see if their ideas for rules are the same as those in
1. Understand with little or no support specific information and
the text.
details of longer simple texts on a range of familiar topics
2. Pupils talk about the rules for another aspect of their school
2. Ask about and express rules and obligations
life and present their ideas to the class
Modal verbs of obligation (e.g. don’t)have to) and other functions Academy Stars Year 6 Pupil’s Book: Page(s): 124, 126 Exercise(s): 1–3
(e.g. advice: should) Teacher’s Book: Page(s): 196–197
Pre-lesson:
1. Use the words from Working with words in the Pupil’s Book, p.124. Pupils categorise
them according to whether they take -ment in noun form or not. Elicit the noun form
for those which do not.
2. Write at the museum on the board. Elicit some ideas from pupils about the rules in a
museum (e.g. you mustn’t touch things, you must be sensible).
learning objectives and given enrichment
3. Make sure they have their books closed. Explain the context of the listening activity
exercise (s).
(the class is planning a trip). Play the recording. Pupils listen and see if their ideas for
rules are the same as those in the text.
4. Pupils listen again and write notes in two columns: Obligation and No obligation, e.g.
learning objectives with guidance and given
Obligation: must look smart; can’t wear jeans must behave well; must hand in your
reinforcement exercise (s).
phone; mustn’t use phones; No obligation: wear a uniform. Once finished, have them
review with a partner then check their answers with the audio script in Pupil’s Book,
p.126.
5. Pupils read the script and identify the functions of the modal verbs. (Activity 2)
exercise(s).
6. Pupils complete the sentences with a modal verb. (Activity 3)
7. Ask pupils to identify which sentences in Activity 3 express a rule or obligation. They
TODAY’S LESSON:
tell their partner.
Excellent
8. Have pupils talk about the rules for another aspect of their school life (e.g. in the
library, at lunchtime). Need improvemnt
9. Pupils present their ideas to the class or in a large group. They listen to each other and
decide if their ideas are correct or incorrect. (CBA)
Post-lesson:-
10. Cooler: Play True or False? Using when you visit a museum you ............ should be
silent / have to bring your own lunch / shouldn’t run / don’t have to pay for entrance
ticket / must take photo / can’t touch the exhibit etc.
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Observation
REFLECTION

SKILL(S) FOCUS: Speaking

LESSON: 148 (Speaking 28) DAY: Monday

Friendship
Pupils can:
1. Keep interaction going in short exchanges by checking
1. Talk about their free time activities using the target language
understanding of what a speaker is saying
2. Check how much they know about their friend in the class
2. Understand more complex supported questions
Question tags (e.g. We aren’t playing now, are we?) with rising Academy Stars Year 6 Pupil’s Book: Page(s): 125 Exercise(s): 1–3
intonation to check understanding Teacher’s Book: Page(s): 194–195
Pre-lesson: _____ / _____ pupils able to achieve
1. Pre-Lesson Task 2: Guess The Answer - Review key vocabulary from the text in the learning objectives and given enrichment
Pupil’s Book pp.122–123 exercise (s).
2. Brainstorm free time activities with the class and write them on the board. (21st CA) learning objectives with guidance and given
3. Ask some questions to individual pupils about these free time activities using the reinforcement exercise (s).
target language (i.e. with a question tag). Model rising intonation on the tag, e.g.
Danish, you’re really good at chess, aren’t you? / Aisah loves doing gymnastics, doesn’t _____ / _____ pupils not able to achieve
she? (HOTS) learning objectives and given remedial
4. Pupils are introduced to the target language. (Activity 1) exercise(s).
5. Pupils practise writing question tags. (Activity 2)
6. Pupils check how much they know about their friend in the class. (Activity 3)(CBA) TODAY’S LESSON:
7. Cooler: He’s good at football, isn’t he? -
Excellent
Post-lesson:-
Need improvemnt
8. Post-Lesson Task 3: Test My Friends to review key learning in the lesson.
HOTS Analysis 21st CA Brainstorming
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Simple Project
REFLECTION

UNIT: Tadpole TIME: DATE: 21/3/2022
SKILL(S) FOCUS: Language Arts LESSON: 149 (Language Arts 28) DAY: Monday

Friendship
1. Express an imaginative response to literary texts 1. Fold origami frogs based on a video
2. Read independently for information and enjoyment 2. Do a role-play based on the story
Anthology of Poems for Year 4,5, and 6 Tadpoles by Rose Fyleman
Page 38 https://www.youtube.com/watch?v=pddCghMF5og
Narrate short stories, events and experiences
Contemporary Children’s Literature Teaching Guidebook (BPK) –
Poetry
1. Review the poem “Tadpoles” with pupils. learning objectives and given enrichment
2. Teach pupils how to fold origami frogs based on a video. exercise (s).
https://www.youtube.com/watch?v=pddCghMF5og
3. Pupils fold their origami frogs. _____ / _____ pupils able to achieve
Lesson development:- learning objectives with guidance and given
4. Divide pupils into groups of five. reinforcement exercise (s).
5. Give pupils the story script (refer to CCL guidebook. Page: 155).
6. Pupils practise the script in their groups. (21stCA) _____ / _____ pupils not able to achieve
7. Assign groups to perform and to judge. Groups rotate and take turns so every group learning objectives and given remedial
has a chance to perform and give feedback. (Refer to Appendix 1) exercise(s).
8. Pupils do a role-play based on the story.
(CBA) TODAY’S LESSON:
Post-lesson:- Excellent
9. Pupils select the team with the best performance. (HOTS)
Need improvemnt
10. Pupils share feedback on the lesson.
HOTS Evaluation 21st CA Role-Play
REFLECTION



Friendship
Pupils can:
1. Read and look at the information to answer the questions
texts
2. Reflect on the information and discuss persistence.
2. Give detailed information about themselves and others
Functional language: Giving opinion (I think he was a police officer) Academy Stars Year 6 Pupil’s Book: Page(s): 129, 131 Exercise(s): 1–4
Questions with should (e.g. What should you do if…?) Teacher’s Book: Page(s): 200, 204 Workbook: Page: 107 Exercise: 1
Pre-lesson:
1. Pre-Lesson Task 9: Memory Chain - Review the topic of detectives and mysteries _____ / _____ pupils able to achieve
Lesson development:- learning objectives and given enrichment
2. Pupils read the text, look at the pictures and categorise the items. (Activity 1) exercise (s).
3. Pupils read and look at the information to answer the questions. (Activity 2)
4. Pupils think about the questions and try to work out the answer based on the _____ / _____ pupils able to achieve
information. (Activity 3) (HOTS) learning objectives with guidance and given
5. Pupils exchange their answers and discuss. (Activity 4) (21stCA) reinforcement exercise (s).
6. Pupils read and answer the questionnaire ‘How persistent are you?’ in the Workbook,
p.107. When they are finished, have them compare their answers with a partner. _____ / _____ pupils not able to achieve
(CBA) learning objectives and given remedial
7. Pupils read out the information and the tips in the box (learning to learns). Pupils exercise(s).
reflect on and discuss persistence. Have them share their scores from Step 6 as a class.
Talk more to pupils about the importance of being persistent to achieve a goal in life
and at school. (CCE: Values)
Post-lesson:-
TODAY’S LESSON:
8. Post-Lesson Task 4: Correct The Mistake to review key learning in the lesson.
Excellent
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Worksheet / Workbook
REFLECTION


Main: 4.2 Main: 4.2.3
Friendship Language
Pupils can:
1. Narrate factual and imagined events and experiences
1. Read and rewrite the end of the story as a script
2. Use capital letters, full stops, commas in lists, question marks,
2. Discuss the story before writing it in pairs.
and speech marks appropriately at discourse level
Punctuation (direct speech/script: e.g. ‘I’m hungry’, she said / I’m Academy Stars Year 6 Pupil’s Book: Page(s): 128–129 Exercise(s): 1–3
hungry) Teacher’s Book: Page(s): 200, 203 Workbook: Page: 110 Exercise: 1
1. Pre-Lesson Task 7: Beat The Teacher to pre-teach new or challenging vocabulary in this learning objectives and given enrichment
lesson. exercise (s).
2. Pupils look at the pictures and skim read the text to get a general idea of it. (Activity 1) _____ / _____ pupils able to achieve
3. Pupils read the text again and analyse the features of it. (Activity 2) learning objectives with guidance and given
4. Pupils read and rewrite the end of the story as a script. Highlight features of reinforcement exercise (s).
punctuation, using the model in Activity 1 to show how it transfers into a play script
(e.g. replacing the final comma with a full stop; keeping question/exclamation marks _____ / _____ pupils not able to achieve
etc.). (Activity 3) (HOTS) learning objectives and given remedial
5. Use the pictures in the Workbook, p.110. Pupils look at the pictures in pairs and
discuss the story before writing it together, as directed in the Workbook (Activity 1).
This is a useful practice activity for the speaking assessment. (21stCA)
6. Have pairs read their stories to larger groups. Monitor and give feedback as they do
exercise(s).
this. (CBA)
Post-lesson:-
TODAY’S LESSON:
7. Post-Lesson Task 3: Test My Friends to review key learning in the lesson.
Excellent
HOTS Analysis 21st CA Think– Pair– Share
REFLECTION

THEME: World of Knowledge CLASS: WEEK: 1
LESSON: 152 (Listening 29) DAY: Monday
Main: 1.2 Main: 1.2.2
Complementary: 4.3 Complementary: 4.3.2 Friendship Global Sustainability
Pupils can:
1. Understand with little or no support specific information and
1. Listen and complete the sentences
details of longer simple texts on a range of familiar topics
2. Write the answers to the questions in Activity 3 in full
2. Spell most high frequency words accurately in independent
Sentences in their notebooks.
writing
Academy Stars Year 6 Pupil’s Book: Page(s): 127 Exercise(s): 1–3
Teacher’s Book: Page(s): 198–199 Pictures of different world
Geographical vocabulary (e.g. south, north)
heritage sites from different continents. A full list can be found on
the UNESCO website.
Pre-lesson:
1. Use the pictures of world heritage sites to find out what pupils know about these
places. Find out if pupils have ever visited any of these. (CCE: Global Sustainability). exercise (s).
2. Pupils predict details of the listening text, then listen (Audio 2.19) to check. (Activity 1) _____ / _____ pupils able to achieve
3. Refer the pupils to the vocabulary panel at the top of the page, eliciting the learning objectives with guidance and given
meaning of the new words as much as possible. Have pupils try to remember the reinforcement exercise (s).
spelling of the words
4. Pupils listen again and complete the sentences. Ask pupils to cover up the word box at
the top of the page and try to write the words from memory. (Activity 2)(21stCA)
5. Pupils make notes in answer to the questions, then listen again. (Activity 3)
6. Pupils work in pairs. Have them write the answers to the questions in Activity 3 in full
sentences in their notebooks. As they work, ask them to focus on spelling correctly.
7. Cooler: New Nazca Line – Asks the pupils to suggest ideas for a new New Nazca Line
they would like to create and take a class vote to find the most popular. (HOTS)
8. Pupils share their ideas in pairs for a new Nazca line. Ask volunteers to tell their ideas
to the class. (CBA) exercise(s).
Post-lesson:-
9. Talk to pupils about Values. Extend the discussion of cultural heritage sites in Malaysia TODAY’S LESSON:
(e.g. George Town; Lenggong Valley). Emphasise the importance of protecting world Excellent
heritage. (CCE: Values; Patriotism). Need improvemnt
HOTS Creation 21st CA Recap Group
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Tell Stories
REFLECTION


LESSON: 153 (Speaking 29) DAY: Monday
Main: 2.3 Main: 2.3.1
Friendship Global Sustainability
Pupils can:
1. Make a new mystery story of their own creation
1. Narrate short stories, events and experiences
2. Tell their stories; the class/other pupils ask questions to solve
2. Understand more complex supported questions
the mystery
Narrative forms (e.g. past simple: someone took his bag, past Academy Stars Year 6 Pupil’s Book: Page(s): 130 Exercise(s): 1–3
continuous: he was carrying a bag) Teacher’s Book: Page(s): 202–203
1. Warm-up: Guess what the numbers refer to – Write three numbers on the board, your learning objectives and given enrichment
house number, the number of brother and sisters you have, and the date of the exercise (s).
day,you were born. Pupils guess what these numbers refer to by asking yes / no
questions. Give them some clues to help them. _____ / _____ pupils able to achieve
Lesson development:- learning objectives with guidance and given
2. Refer the pupils to the vocabulary panel on the top of the page. Read out an example
sentences for each word. Pupils check their understanding of the new vocabulary.
3. Pupils listen to a mystery story and ask questions to try to solve it. (Activity 1)
4. Pupils make a mystery story in pairs. (Activity 2)(HOTS)
5. In pairs, ask pupils to make a new mystery story of their own creation. (CCE: Creativity
& Innovation). (21stCA)
6. Pupils tell their stories; the class/other pupils ask questions to solve the mystery. They reinforcement exercise (s).
can tell either the story from Step 4 or the one they created in Step 5. (Activity 3)(CBA)
Note the box entitled Communicating on p.203 of the Teacher’s Book _____ / _____ pupils not able to achieve
Post-lesson:- learning objectives and given remedial
7. Follow the instructions for Cooler: Team spelling in the Teacher’s Book, p.203. Pupils exercise(s).
review vocabulary from this lesson and this unit
TODAY’S LESSON:
HOTS Creation 21st CA Pair / Group Discussion
REFLECTION

TOPIC: Swinging TIME: DATE: 21/3/2022
SKILL(S) FOCUS: Language Arts

LESSON: 154 (Language Arts 29) DAY: Monday
Main: 5.2 Main: 5.2.1
Friendship Language
1. Describe in simple language a character’s actions or feelings 1. Perform actions based on the poem.
and explain the reasons for them 2. Brainstorm ideas on dos and don’ts while playing at the
2. Give detailed information about themselves and others playground

Anthology of Poems for Year 4,5, and 6 Swinging by Leila Berg Page
Adjectives 39 Contemporary Children’s Literature Teaching Guidebook (BPK) –
Poetry
Pre-lesson:
1. Show a picture of a playground. Ask pupils what they see e.g. slides, swings, seesaws,
monkey bars, spring riders, merry-go-rounds, benches. exercise (s).
2. Pupils recite the poem after the teacher. reinforcement exercise (s).
3. Pupils perform actions based on the poem.
4. Pupils brainstorm ideas on Dos and Don’ts while playing at the playground,
exercise(s).
Post-lesson:-
TODAY’S LESSON:
Excellent
5. Ask pupils to think about their learning and performance in this lesson
Need improvemnt

REFLECTION


Main: 3.2 Main: 3.2.2
Pupils can:
1. Read and look at the information to answer the questions
texts
2. Compare their answers with a partner.
2. Give detailed information about themselves and others
Review unit 10. Reading worksheet. (LP 155 a & b)
Pre-lesson:
1. PRE-LESSON TASK 12: WORD SALAD - To review vocabulary or language. learning objectives and given enrichment
exercise (s).
2. Pupils read the text, look at the pictures and talk about it.
3. Pupils read and look at the information to answer the questions. reinforcement exercise (s).
4. Pupils think about the questions and try to work out the answer based on the
information.
5. Pupils exchange their answers and discuss. exercise(s).
6. Pupils compare their answers with a partner.
TODAY’S LESSON:
Post-lesson:- Excellent
7. POST-LESSON TASK 5: WHISPER AND WRITE - To review topic language and spelling Need improvemnt

REFLECTION


Main: 4.3 Main: 4.3.2
Pupils can:
1. Write the end of the story as a script
writing
2. Read their stories to larger groups
2. Read independently for information and enjoyment
Review unit 10. Worksheet. (LP 156)
1. Pre-Lesson Task 10: Say What’s Missing to reviews key language or vocabulary pupils learning objectives and given enrichment
will need in this lesson. exercise (s).
2. Pupils look at the pictures and skim read the text to get a general idea of it. learning objectives with guidance and given
3. Pupils read the text again and analyse the features of it. (HOTS) reinforcement exercise (s).
4. Pupils read and rewrite the end of the story as a script. Highlight features of
punctuation, transfers it into a play script (e.g. a full stop; keeping _____ / _____ pupils not able to achieve
question/exclamation marks etc.). (21stCA) learning objectives and given remedial
5. Have pairs read their stories to larger groups. Monitor and give feedback as they do exercise(s).
this. (CBA)
Post-lesson:- TODAY’S LESSON:

Excellent
6. Post-Lesson Task 4: Correct The Mistake
- To review topic language, and to review spelling and punctuation Need improvemnt
HOTS Analysis 21st CA Read and highlight

REFLECTION

SKILL(S) FOCUS: Listening

LESSON: : 157 (Listening 30) DAY: Monday
Main: 1.2 Main: 1.2.5
1. Understand more complex supported questions 1. Listen and complete the sentences.
2. Write the answers to the questions in full sentences.
writing
https://www.liveworksheets.com/ux913619mk (for teacher),
Review
worksheet (LP157)
Pre-lesson:
1. Pre-Lesson Task 8: Predict The Content - To help and prepare pupils for a Listening or _____ / _____ pupils able to achieve
Reading text learning objectives and given enrichment
exercise (s).
2. Pupils listen to the Audio 1.
3. Pupils listen again and complete the sentences. (Task 1)
4. Pupils listen to the Audio 2.
5. Pupils listen again and complete the sentences. (Task 2)
6. Pupils compare their answer in group.
7. Pupils write the answers to the questions in full sentences in their notebooks. As they
work, ask them to focus on spelling correctly.
exercise(s).
Post-lesson:-
8. POST-LESSON TASK 12: LEARNING JOURNAL TODAY’S LESSON:

- To reflect on learning and to develop critical thinking and independent learning skills. Excellent
Pupils can talk about:
Need improvemnt
● Something they did well (e.g. a language skill)

REFLECTION


LESSON: : 158 (Speaking 30) DAY: Monday
Main: 2.3 Main: 2.3.1
Knowledge / Thinking skills / Leadership skills Bilingual Ethics and National
1. Narrate short stories, events and experiences 3. Read and look at the information to answer the questions
2. Understand more complex supported questions 3. Reflect on the information and discuss persistence.
Review
Pre-lesson:
1. Pre-Lesson Task 10: Say What’s Missing to reviews key language or vocabulary pupils _____ / _____ pupils able to achieve
will need in this lesson.
exercise (s).
2. Pupils read those two poem aloud, listening to the rhythms and the sounds. _____ / _____ pupils able to achieve
3. Pupils answer to questions to compare the poem. learning objectives with guidance and given
4. Pupils reread both the poem and answer the investigating questions.
5. Pupils compare their answer in pairs. _____ / _____ pupils not able to achieve
6. Pupils are divided into two groups. learning objectives and given remedial
exercise(s).
7. Each group perform the poem in front of the class.
8. POST-LESSON TASK 12: LEARNING JOURNAL - To reflect on learning and to develop Excellent
critical thinking and independent learning skills. Pupils can talk about: Need improvemnt
● Something they would like to do better in future

REFLECTION

TOPIC: Swinging TIME: DATE: 21/3/2022
SKILL(S) FOCUS: Language Arts

LESSON: 159 (Language Arts 30) DAY: Monday
Main: 5.3 Main: 5.3.1
Friendship Language
Pupils can:
1. Respond imaginatively and intelligibly through creating simple
1. Come out with their own rules for their playground.
stories and simple poems
2. Use the tree map to write their rules and present.
2. Ask about and express rules and obligations
Anthology of Poems for Year 4,5, and 6 Swinging by Leila Berg Page
Imperatives 39 Contemporary Children’s Literature Teaching Guidebook (BPK) –
Poetry
1. Pre-lesson Task 9: Memory Chain. Use the sentence: I went to the
exercise (s).
playground yesterday and I went on the swing and_____.
Lesson development:- _____ / _____ pupils able to achieve

2. Explain to pupils about the importance of safety at the playground.
3. Divide pupils into groups.
4. Ask them to come out with their own rules for their playground. (HOTS)
5. Pupils use the Tree Map to write their rules. (Refer to the guidebook. Page 140)
6. Ask pupils to present. Give feedback. (21stCA)
exercise(s).
Post-lesson:-
TODAY’S LESSON:
Excellent
7. Pupils play Playground Rules Bingo game. (CBA)
Need improvemnt
HOTS Creation 21st CA Presentations

PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Games
REFLECTION

TIME:
UNIT: 10. It's a mystery LESSON: 160 (Project-Based Learning 2)
DATE: 21/3/2022
DAY: Monday
SKILL(S) FOCUS: Project-Based
Main: 2.3 Main: 2.3.1 Global

Friendship
Complementary: 1.2 Complementary: 1.2.5 Sustainability
1. Understand more complex supported questions 1. Design their dream playground into three-dimensional miniature
2. Narrate short stories, events and experiences 2. Present to the class.
3 Easy Miniature Playground Sandpit & Playhouse
Narrative forms
https://www.youtube.com/watch?v=Nh61F5xGYeo
1. Show a picture of a playground. exercise (s).
2. Ask pupils what they see e.g. slides, swings, seesaws, monkey bars, spring riders,
merry-go-rounds, benches. _____ / _____ pupils able to achieve
3. Pupil watch the YouTube link. (STEM project)
4. Divide pupils into groups of four. _____ / _____ pupils not able to achieve
5. Ask them to design their dream playgroud into three-dimensional miniature. learning objectives and given remedial
6. Pupils present to the class. exercise(s).

Excellent
7. Ask pupils to think about their learning and performance in this lesson.
Need improvemnt

REFLECTION

BI Y6 LP TS25 (Unit 10 - It's A Mystery - LP 145-160)

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BI Y6 LP TS25 (Unit 10 - It's A Mystery - LP 145-160)

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DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 6

SKILL(S) FOCUS: Reading

HOTS Analysis 21st CA Brainstorming

SKILL(S) FOCUS: Writing

Main: 4.2 Main: 4.2.3 Creativity and

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

SKILL(S) FOCUS: Speaking

Main: 2.2 Main: 2.2.1 Creativity and

DAILY LESSON PLAN TS25

Main: 5.3 Main: 5.3.1 Creativity and

DAILY LESSON PLAN TS25

SKILL(S) FOCUS: Reading

Main: 3.2 Main: 3.2.2 Creativity and

DAILY LESSON PLAN TS25

SKILL(S) FOCUS: Writing

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

SKILL(S) FOCUS: Speaking

DAILY LESSON PLAN TS25

SKILL(S) FOCUS: Language Arts

LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS

HOTS Analysis 21st CA Pair / Group Discussion

DAILY LESSON PLAN TS25

SKILL(S) FOCUS: Reading

HOTS Analysis 21st CA Pair / Group Discussion

DAILY LESSON PLAN TS25

SKILL(S) FOCUS: Writing

Post-lesson:- TODAY’S LESSON:

HOTS Analysis 21st CA Read and highlight

DAILY LESSON PLAN TS25

SKILL(S) FOCUS: Listening

8. POST-LESSON TASK 12: LEARNING JOURNAL TODAY’S LESSON:

HOTS Analysis 21st CA Pair / Group Discussion

DAILY LESSON PLAN TS25

SKILL(S) FOCUS: Speaking

HOTS Analysis 21st CA Pair / Group Discussion

DAILY LESSON PLAN TS25

SKILL(S) FOCUS: Language Arts

Lesson development:- _____ / _____ pupils able to achieve

HOTS Creation 21st CA Presentations

DAILY LESSON PLAN TS25

Main: 2.3 Main: 2.3.1 Global

Post-lesson:- TODAY’S LESSON:

HOTS Analysis 21st CA Pair / Group Discussion

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Lesson development:- _ / _ pupils able to achieve