BI Y6 LP TS25 (Unit 8 - Tell Me A Story - LP 113-128)

DAILY LESSON PLAN TS25
SUBJECT ENGLISH YEAR 6

THEME: World of Stories CLASS: WEEK: 1
UNIT: 8. Tell me a story TIME: DATE: 21/3/2022
SKILL(S) FOCUS: Reading

LESSON: 113 (Reading 22) DAY: Monday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 3.2 Main: 3.2.1
Complementary: 3.3 Complementary: 3.3.1
Friendship Patriotism
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 the stody quickly and check their ideas
2. Read independently for information and enjoyment 2. Talk about other stories from their own culture and others
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:
he’ll paint…) Page(s): 96–97 Exercise(s): 1–4
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
1. Ask pupils what their favourite story is.
_____ / _____ pupils able to achieve
Lesson development:-
learning objectives and given enrichment
1. Warm-up: Famous Characters – Write some adjectives on the board. Pupils think of
exercise (s).
famous characters they know from folks tales. Encourage pupils to think of stories in
their own culture as well as in other cultures. (CCE: Patriotism). (HOTS)
2. Pupils look at the picture to get an idea of the topic and setting of the story before
learning objectives with guidance and given
reading through a prediction task. (Activity 1)
reinforcement exercise (s).
3. Pupils read the stody quickly and check their ideas in Activity 1. Have pupils relax
and sit comfortably to read the story in their own time, rather than rush through it.
_____ / _____ pupils not able to achieve
(Activity 2)
learning objectives and given remedial
4. Pupils decide on the main message of the story. (Activity 3)
exercise(s).
5. Talk to pupils about stories with a message. Elicit other stories from their own culture
and others (e.g. Aesop’s Fables) which have a message. Explain how, in the past, adults
TODAY’S LESSON:
educated children in morality through stories from a young age. (CCE: Values).(21stCA)
Excellent
6. Pupils guess the meaning of new words from the context of the story. Have pupils look
at as many of the words as they can within a set time limit. (Activity 4)(CBA) Need improvemnt
Post-lesson:-
7. Cooler: Play What’s the word? with the new vocabulary from the lesson.
HOTS Analysis 21st CA Share Experiences
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Games
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: 114 (Writing 22) DAY: Monday
Main: 4.2 Main: 4.2.3 Environmental

Friendship
Complementary: 3.2 Complementary: 3.2.2 Sustainability
1. Narrate factual and imagined events and experiences 1. Send an email to their friend to tell them about a story
2. Understand specific information and details of simple longer 2. Write a short summary of the story and their impressions of
texts the characters.
Academy Stars Year 6 Pupil’s Book:
Narrative tenses (e.g. past simple: He was sorry…)
Page(s): 98 Exercise(s): 1–3
Pre-lesson:
1. Pre-Lesson Task 5: Sit Down, Stand Up to review key vocabulary or the topic of the
story from the previous lesson.
2. Pupils re-read the story in the Pupil’s Book and answer True-False questions. (Activity
exercise (s).
1)
3. Pupils think about the characters and decide who said what in the story. (Activity 2)
4. Pupils think about how we recognise points of view in a story (Learning to Learn).
5. Tell pupils they are going to summarise the story in an email task. The writing task (on
the worksheet) asks pupils to send an email to their friend to tell them about this
story. (CBA)
6. They should provide a short summary of the story and their impressions of the
characters. They should say whether they enjoyed the story. Set a word limit but allow
exercise(s).
more proficient pupils to write a little more. You could ask these pupils to write about
their favourite story as well. (HOTS)
TODAY’S LESSON:
7. Monitor and help pupils, giving extra support to less proficient pupils. Collect their
Excellent
writing and review it in order to identify areas which need review or further practice in
upcoming lessons. Write comments on their work which identify strengths and Need improvemnt
weaknesses. You will need to return it to them in Lesson 119.
Post-lesson:-
8. Pupils discuss the questions in Activity 3. (21stCA)
HOTS Analysis 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Worksheet
REFLECTION

SKILL(S) FOCUS: Listening
LESSON: 115 (Listening 22) DAY: Monday
Friendship
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
3. Make predictions in pairs using will.
details of longer simple texts on a range of familiar topics
4. Talk about a possible situation in the future.
2. Ask about and describe future plans or events
Narrative tenses (e.g. past simple: He was sorry…)
Page(s): 99 Exercise(s): 1–3
Pre-lesson:
1. Pre-Lesson Task 8: Predict The Content activity which introduces the idea of if clauses. _____ / _____ pupils able to achieve
Lesson development:- learning objectives and given enrichment
2. Warm-up: Future predictions – write on the board: In 2050.... . Elicit a few ideas for exercise (s).
completing the sentences. Pupils make predictions in pairs using will. (21stCA)
3. Pupils are introduced to the new target language. (Activity 1) _____ / _____ pupils able to achieve
4. Use the sentences in Activity 2 in the Pupil’s Book, p.99 to make some learning objectives with guidance and given
correct/incorrect sentences. Have pupils close their books. Say the sentences 1–6 reinforcement exercise (s).
together as a short text (each sentence could be correct or incorrect). Pupils listen and
decide which parts (verbs) are correct and which are incorrect. They write a corrected _____ / _____ pupils not able to achieve
paragraph in their notebooks. You may need to repeat the sentences together a few learning objectives and given remedial
times. Have pupils do this individually, then check their answers in pairs. exercise(s).
5. Pupils read the sentences in Activity 2 in the Pupil’s Book, p.99 to help check their
answers to Step 4. They circle the correct word. (HOTS) TODAY’S LESSON:
6. Pupils make sentences about the future using if clauses + will. Pupils listen to each Excellent
other in pairs to see if they have the same ideas. (Activity 3) (CBA)
Need improvemnt
Post-lesson:-
7. Follow instructions for Cooler: Complete the sentences in the Teacher’s Book, p.157.
HOTS Analysis 21st CA Make Predictions
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Homework
REFLECTION
THEME: World of Self, Family and
CLASS: WEEK: 1
Friends
TIME: DATE: 21/3/2022
UNIT: 8. Tell me a story LESSON: 116 (Speaking 22) DAY: Monday
SKILL(S) FOCUS: Speaking

Friendship
Pupils can:
1. Listen to the dialogue and act it out
1. Ask about and describe future plans or events
2. Pupils make a similar dialogue to step 5 in relation to the
2. Describe future plans or events
picture.
Modal verbs: might (not), may (not), could
Page(s): 100 Exercise(s): 1–3, worksheet
Pre-lesson:
1. Warm-up: What are they saying? – Show a picture of eople talking in a particular _____ / _____ pupils able to achieve
situation. have the pupils imagine what they are talking about. Elicit ideas what thay learning objectives and given enrichment
are saying using direct speech. exercise (s).
2. Write the words in the box in the Pupil’s Book, p.100 on the board. Hand out the _____ / _____ pupils able to achieve
worksheet with the definitions and ask pupils to work in pairs to match the definitions learning objectives with guidance and given
with the words. reinforcement exercise (s).
3. Pupils listen to the dialogue and act it out. ( Activity 1) (21st CA) (CBA)
4. Pupils write sentences to practice the target language (writing about possible future _____ / _____ pupils not able to achieve
events). (Activity 2) learning objectives and given remedial
5. Pupils use their sentences from Step 4 to create a new dialogue. (Activity 3) (HOTS) exercise(s).
6. Show the picture from Step 1 again. Have pupils make a similar dialogue to Step 5 in
relation to the picture. TODAY’S LESSON:
7. If you have extra time, have pupils make predictions about events at the (coming) Excellent
weekend. (21st CA)
Need improvemnt
Post-lesson:-
8. Cooler: Predict the weather -
HOTS Creation 21st CA Make Predictions
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Role Play
REFLECTION

UNIT: The Wizard of Oz TIME: DATE: 21/3/2022
SKILL(S) FOCUS: Language Arts

LESSON: 117 (Language Arts 22) DAY: Monday
Main: 5.2 Main: 5.2.1 Creativity and

Friendship
Complementary: 2.3 Complementary: 2.3.1 Innovation
Pupils can:
1. Describe in simple language a character’s actions or feelings
1. Talk about the characters’ qualities as a good friend.
and explain the reasons for them
2. Discuss their roles and what to say during the talk show.
2. Narrate short basic stories, events experiences
The Wizard of Oz by L. Frank Baum, The Wizard of Oz Teacher’s
Modal verbs for obligation and advice : should and must
Guidebook Page(s): 92
Pre-lesson:
1. Discuss with pupils the meaning of being a good friend and the qualities of a friend.
2. In groups, pupils complete the circle map on qualities of a good friend.
exercise (s).
3. Teacher puts pupils in small groups.
4. Teacher discusses the message or values Dorothy and her friends try to convey in
the story.
5. In groups, pupils talk about the characters’ qualities as a good friend. (21stCA)
6. In groups, pupils are asked to create a talk show with the characters (Dorothy,
Scarecrow, Tin Man, and Lion) in the story as guests. (HOTS)
7. Pupils discuss their roles and what to say during the talk show.
8. Appoint pupils as a moderator and four characters (guests).
exercise(s).
9. The moderator interviews the guests their character in the story and the message
they are trying to convey to the readers through their characters (e.g. you should
TODAY’S LESSON:
always help those in need). (CBA)
Excellent
Post-lesson:-
10. Ask pupils to review their learning in this lesson by completing exit cards: ‘What we Need improvemnt
were able to do well in the activities’ and ‘What we found particularly challenging
about the activities’. Collect the cards and use them for planning subsequent lessons.
HOTS Creation 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Role Play
REFLECTION

CLASS: WEEK: 1
Friends
TIME: DATE: 21/3/2022
UNIT: 8. Tell me a story LESSON: 118 (Reading 23) DAY: Monday

Friendship
Complementary:3.2 Complementary: 3.2.1 Sustainability
Pupils can:
1. Understand specific information and details of simple longer
1. Complete the assessment individually.
texts
2. Answer the questions given.
2. Understand the main idea of simple longer texts
Modal verbs: might (not), may (not), could A reading assessment. (3 types), Reading form.
Pre-lesson: _____ / _____ pupils able to achieve
1. Ask pupils what they know about reading assessment. (21stCA) learning objectives and given enrichment
exercise (s).
2. Explain to pupils that they will do a reading assessment.
3. Explain to pupils the assessment criteria as well as any other important information. reinforcement exercise (s).
4. Pupils complete the assessment individually. (CBA)
5. Pupils answer the given questions. _____ / _____ pupils not able to achieve
Post-lesson:- exercise(s).
6. POST-LESSON TASK 7: READ YOUR FRIEND’S MIND – To review topic vocabulary, to TODAY’S LESSON:
Excellent
practise listening, speaking and reading. (HOTS)
Need improvemnt
HOTS Analysis 21st CA Recap Group

PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Observation
REFLECTION



Friendship
Complementary:3.2 Complementary: 3.2.1 Sustainability
1. Narrate factual and imagined events and experiences 1. Make notes about the main events of the story.
2. Understand the main idea of simple longer texts 2. Write their own summary of the story in pairs.
Academy Stars Year 6 Pupil’s Book: Page(s): 102–103 Exercise(s): 1–4
Narrative forms (e.g. past simple: He discovered a special goose)
Teacher’s Book: Page(s): 162 Pupils’ writing from Lesson 114
Pre-lesson:
1. Remind pupils of the story in the Pupil’s Book, pp.96–97 with a pre-lesson task from
Section 3 above
exercise (s).
2. Pupils re-read the story and identify the main events. (Activity 1) (HOTS) _____ / _____ pupils able to achieve
3. Pupils make notes about the main events of the story. (Activity 2) learning objectives with guidance and given
4. Pupils read a model story summary. (Activity 3) reinforcement exercise (s).
5. Return pupils’ work to them from Lesson 114. Have them read the comments. They
compare their summary to the structure shown in Activity 2, which they completed in _____ / _____ pupils not able to achieve
Step 3. learning objectives and given remedial
6. Using their previous versions of the summary and their notes in Activity 2, pupils write exercise(s).
their own summary of the story in pairs. (Activity 4) (CBA)
7. Monitor and help pairs write their summaries. Gather examples of common mistakes
for Step 7.
8. Collect their work at the end of the lesson and review it to see where there has been
improvement and what still needs work.
Post-lesson:- TODAY’S LESSON:
9. Write some common mistakes on the board and have pupils correct them in small Excellent
groups. (21stCA)
Need improvemnt
HOTS Evaluation 21st CA Pair / Group Discussion
REFLECTION


LESSON: 120 (Listening 23) DAY: Monday
Main: 1.2 Main: 1.2.3
Friendship Language
1. Understand with little or no support longer simple narratives Pupils can:
on a range of familiar topics 1. Listen to the story (Audio 2.9) to check their predictions
2. Understand with little or no support the main idea of longer 2. Identify the main events in the story
simple texts on a range of familiar topics
Academy Stars Year 6 Pupil’s Book: Page(s): 101, 103, 96–97
Narrative forms (e.g. past simple: He told lies)
Exercise(s): 1–4 Teacher’s Book: Page(s): 160–163
1. Warm-up: Play Collocations with word combinations and short phrases from previous learning objectives and given enrichment
exercise (s).
lessons.
Lesson development:- _____ / _____ pupils able to achieve
2. Pupils look at the picture to help familiarise them with the story. (Activity 1)
3. Pupils listen to the story (Audio 2.9) to check their predictions. (Activity 2)
4. Pupils listen again to identify the main events in the story. (Activity 3)
5. Pupils discuss the follow-up questions. (CCE: Values). (Activity 4) (CBA)
6. Talk to pupils about telling the truth.(CCE: Values).
7. Working with words - Pupils look for synonyms in the story in the Pupil’s Book, pp.96–
97. (HOTS)
Post-lesson:- _____ / _____ pupils not able to achieve
8. Play a matching game with synonyms (see Workbook Activity 1). (21stCA)
exercise(s).
HOTS Analysis 21st CA Games
REFLECTION


LESSON: 121 (Speaking 23) DAY: Monday
Main: 2.1 Main: 2.1.4
Friendship Language
1. Ask about and describe future plans or events 1. Makes a future prediction about that topic using a modal verb
2. Describe future plans or events 2. Write sentences using the target language in their notebooks.
1st conditional if clauses (If + present, will / might / may / could +
Six to ten topic picture cards for making future predictions.
vb: e.g. If I go to Japan, I might visit…)
1. Pre-Lesson Task 8: Predict The Content to review key language (if clauses). learning objectives and given enrichment
Lesson development:- exercise (s).
2. Use the pictures from the topic cards to introduce each topic and have pupils
brainstorm words related to each topic in small groups. (21stCA)
3. Pupils work in groups of about six. They sit in a circle. Each group has one set of
cards. A pupil takes a card and makes a future prediction about that topic using a
modal verb (e.g. holidays: We might go to Japan in the holidays; environment: the
rainforest might disappear in the future.) They pass the card to the pupil on their right,
who also makes a sentence. Each sentence should be different, as far as possible. This
pupil passes the card and so on. Repeat for all cards. (hots)
4. Have pupils work in pairs in the groups of six. Pupil A takes a topic card and makes a
prediction using the card (these can be similar to previous ones if they have run out of
ideas); pupil B then makes an if clause, e.g.
Pupil A: We might go to Japan in the holidays. _____ / _____ pupils able to achieve
Pupil B: If you go to Japan in the holidays, you could visit the temples in Kyoto. learning objectives with guidance and given
They exchange roles for the next card and continue until they have used all the cards. reinforcement exercise (s).
5. In pairs, pupils choose a topic. They write sentences using the target language in their
notebooks. (CBA) _____ / _____ pupils not able to achieve
6. Give feedback by asking pupils to read their favourite sentences to the class. Ask the learning objectives and given remedial
class to decide which one is most original. exercise(s).
Post-lesson:-
7. Post-Lesson Task 3: Test My Friends to review key learning in the lesson. TODAY’S LESSON:
HOTS Analysis st
21 CA Brainstorming
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Homework
REFLECTION

THEME: World of Stories
CLASS: WEEK: 1
TOPIC: The Mud-pie Makers Rhyme
TIME: DATE: 21/3/2022
by Janet Paisley LESSON: 122 (Language Arts 23) DAY: Monday

Friendship
1. Respond imaginatively and intelligibly through creating simple 1. Recites the poem they have created with actions in groups.
stories and simple poems 2. Complete the poem with the words.
2. Read independently for information and enjoyment (Appendix 1 -LP122)
Anthology of Poems for Year 4,5, and 6 The Mud-pie Makers Rhyme
by Janet Paisley Page 35 http://www.youtub e.com/watch?v=uf
Adjectives
yZKKBi38E Contemporary Children’s Literature Teaching Guidebook
(BPK) – Poetry (page 108)
Pre-lesson:
1. Teacher shows a video clip to pupils http://www.youtube.com/watch?v=ufyZKKBi38E
2. Teacher asks pupils if they have played with mud or made a mud pie before and
exercise (s).
elicits from pupils to talk about their personal experiences. (21stCA)
3. Teacher shows the poem and asks pupils to recite it.
4. Teacher asks pupils to talk about the similarities between the video and the poem.
5. Teacher shows flashcards and pronounces the words. Pupils repeat the words after
the teacher.
e.g. squidgy slippery sludgey irmy-squirmy runny funny
oozey- woozey muddiest
exercise(s).
6. Teacher explains the meaning of the words and asks pupils to recite the poem with
actions in groups.
TODAY’S LESSON:
7. Teacher distributes worksheet to pupils and they complete it. (HOTS)
Excellent
8. Teacher divides pupils in groups, recites the poem they have created.
Post-lesson:- Need improvemnt
9. Teacher carries out a competition and chooses the best performance. (CBA)
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Presentation
REFLECTION

LESSON: 123 (Reading 24) DAY: Monday
Main: 3.2 Main: 3.2.1
Complementary: 2.1 Complementary: 2.1.3 Friendship Language
1. Understand the main idea of simple longer texts 1. Read the texts, check and discuss their answers
2. Explain and give reasons for simple advice 2. Talk about the book they have brought
Genres of literature (e.g. science fiction, adventure); Functional
Six to ten topic picture cards for making future predictions.
language: Giving advice (I think you should…)
Pre-lesson:
1. Ask pupils to get out and show the books they have brought. Talk a little about the
titles and kinds of book they have brought. Show the books you have brought and talk
a little about these, including the type of book they are.
2. Pupils look at the book covers and decide which type each one is. (Activity 1)
3. Pupils read the texts, check and discuss their answers. (Activity 2) _____ / _____ pupils able to achieve
4. Pupils listen to people talking about their favourite types of book. Pupils decide which learning objectives and given enrichment
book they’d like. (Activity 3) exercise (s).
5. Tell pupils they will talk about the book they have brought (or their favourite book, if
they have not brought one). First, they should plan what to say: _____ / _____ pupils able to achieve
Ask pupils to look at the audio script from this lesson. They should read and underline learning objectives with guidance and given
any useful language. Then, have pupils make a note of their ideas, but they should reinforcement exercise (s).
avoid writing out a script or full sentences. They should talk a little about the story,
why they like it and about the type of book it is (e.g. This book is called… It’s a science _____ / _____ pupils not able to achieve
fiction story. It’s about a boy who…. I love it because… ). They should advise (or learning objectives and given remedial
recommend against) their partner to read their book, and explain why (e.g. I think you exercise(s).
should read this book. It’s an adventure story about a boy and his dog. They get lost in
the jungle. I think you will love it because it’s very exciting!). Perhaps they can offer to TODAY’S LESSON:
lend their books to each other, if appropriate. (CCE: Values – being kind to one Excellent
another). (HOTS)
Need improvemnt
6. Pupils work in pairs to present their books to each other. Monitor and help pupils who
need it and comment on their books. Identify pupils who can present to the class.
(21stCA)
7. Have some pupils talk about their books to the class. (CBA)
Post-lesson:-
8. Post-Lesson Task 3: Play Test My Friends to review key learning in the lesson.
Remind pupils to bring their books to class again in the next lesson.
HOTS Analysis 21st CA Presentations
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Tell Stories
REFLECTION


Main: 4.3 Main: 4.3.3
Friendship Language
1. Produce a plan or draft of two paragraphs or more for a 1. Write notes about the book they have brought with them
familiar topic.
2. Expand their notes to write about their own book
2. Narrate factual and imagined events and experiences
Academy Stars Year 6 Pupil’s Book: Page(s): 104 Exercise(s): 1–2
Language to talk about stories (e.g. It’s about… / It takes place in… /
Teacher’s Book: Page(s): 164–165 Pupils’ own books. A model book
The moral of the story is…)
review, based on the outline in the Pupil’s Book, p.104..
Pre-lesson:
1. PRE-LESSON TASK 1: ABCs to review key vocabulary (types of book).
exercise (s).
2. Warm-up: True or false? Pupils recall the story at the beginning of the unit.
3. Pupils listen to someone giving a talk about the story. (Activity 1) (CBA)
4. Have pupils write notes about the book they have brought with them. (CCE: Values –
pupils consider the moral of the story as part of their review). (Activity 2) (HOTS)
5. Show pupils the model book review you have written. Ask them to identify the
different parts they worked with in Activity 2.
6. Pupils expand their notes to write about their own book. They base their review on the
plan they made in Activity 2 and can use your review from Step 5 as a model for
exercise(s).
writing. (21stCA)
7. Have pupils work individually at this stage. They should bring their writing to Lesson
TODAY’S LESSON:
126.
Excellent
Post-lesson:-
8. Post-Lesson Task 8: Test Your Memory to review key learning in the lesson. Need improvemnt
Remind pupils to bring their books to class in the lesson after next (Lesson 126).
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Tell Stories
REFLECTION

CLASS: WEEK: 1
Friends
TIME: DATE: 21/3/2022
UNIT: 8. Tell me a story LESSON: 125 (Listening 24) DAY: Monday
SKILL(S) FOCUS: Listening
Main: 1.2 Main: 1.2.2
Friendship Language
1. Understand with little or no support specific information and Pupils can:
details of longer simple texts on a range of familiar topics 1. Do a listening assessment.
2. Understand with little or no support the main idea of longer 2. Complete the listening assessment individually.
simple texts on a range of familiar topics
A listening assessment.
Listening
(https://www.liveworksheets.com/si496715hr )
Pre-lesson:
1. Ask pupils what they know about listening assessment. learning objectives and given enrichment
2. If necessary, talk to them about the text and task types and explain that they have exercise (s).
already had plenty of practice in these during the year.
3. Explain to pupils that they will do a listening assessment. learning objectives with guidance and given
4. Depending on your pupils’ awareness about the listening assessment, explain to them reinforcement exercise (s).
the assessment criteria as well as any other important information.
5. Pupils complete the listening assessment individually. (liveworksheet) _____ / _____ pupils not able to achieve
6. If you have time in the lesson, perform corrective feedback in class. Use this learning objectives and given remedial
information to make any necessary changes to your lessons in the remaining time this exercise(s).
year.
Post-lesson:- TODAY’S LESSON:
7. POST-LESSON TASK 10: WHAT ABOUT YOU? - To reflect on learning and offer peer Excellent
feedback. Remind pupils to bring the books they used and the book review they wrote Need improvemnt
in the previous lesson to the next lesson.
REFLECTION


LESSON: 126 (Speaking 24) DAY: Monday
Main: 2.3 Main: 2.3.1
Friendship Language
1. Narrate short stories, events and experiences 3. Give a short presentation about their book in groups
2. Understand more complex supported questions 4. Ask each other questions about the books.
Language to talk about stories (e.g. It’s about… / It takes place in… / Academy Stars Year 6 Pupil’s Book: Page(s): 104 Exercise(s): 3–4
The moral of the story is…) Teacher’s Book: Page(s): 165 Pupils’ own books.
Pre-lesson:
1. Pre-Lesson Task 10: Say What’s Missing to review the theme of books and types of
book.
exercise (s).
2. Have pupils re-read their book review from Lesson 124. They should make corrections
or changes as they read.
3. Tell pupils they are going to give a short presentation about their book. They can use
their notes and base their talk on the writing they have done, although they should
avoid learning this by heart as it can have a negative effect on their spoken language.
Help pupils prepare their talk. (Activity 3)
4. Pupils give their presentations in groups, rather than as a whole class, however. They
exercise(s).
can show the book as they present. Encourage pupils to ask each other questions
about the books. (Activity 4)
TODAY’S LESSON:
Monitor as pupils are giving their presentations and ask questions yourself to extend
Excellent
pupils’ story summary (narrative) in particular.
Post-lesson:- Need improvemnt
5. Ask each group to say which story they’d most like to read and why.
REFLECTION

THEME: World of Stories
CLASS: WEEK: 1
TOPIC: The Mud-pie Makers Rhyme
TIME: DATE: 21/3/2022
by Janet Paisley LESSON: 127 (Language Arts 24) DAY: Monday

Friendship
3. Respond imaginatively and intelligibly through creating simple Pupils can:
stories and simple poems 1. Recites the poem they have created.
4. Connect sentences into two coherent paragraphs or more 2. Recite the poem with actions in groups.
using basic coordinating conjunctions and reference pronouns
Anthology of Poems for Year 4,5, and 6 The Mud-pie Makers Rhyme
by Janet Paisley Page 35 http://www.youtub e.com/watch?v=R
Sequence connectors (Firstly, Secondly, Thirdly, Lastly)
6FuiFTQCZo Contemporary Children’s Literature Teaching
Guidebook (BPK) – Poetry (page 115)
1. Teacher divides pupils into groups and asks pupils to pick a name for their own learning objectives and given enrichment
groups. (Choose from fruits) exercise (s).
2. Teacher shows pupils a video clip http://www.youtube.com/watch?v=R6FuiFTQCZo learning objectives with guidance and given
3. Pupils list down the ingredients in their notebooks. reinforcement exercise (s).
4. Teacher goes through the ingredients with the pupils.
5. Pupils discuss with their group members to write down the steps/ processes on how _____ / _____ pupils not able to achieve
to make an apple pie in paragraphs. (CBA) learning objectives and given remedial
6. Pupils paste their work on the walls and have a Gallery Walk. (21stCA) exercise(s).
7. Pupils write their comments on sticky notes. (HOTS)
TODAY’S LESSON:
Post-lesson:- Excellent
8. Teacher gives comments/feedback on pupils’ work. Need improvemnt
HOTS Analysis 21st CA Gallery Walk

REFLECTION

SKILL(S) FOCUS: Speaking LESSON: 128 (Language Awareness 7) DAY: Monday

Main: 4.3 Main: 4.3.3
Complementary: 1.2 Complementary: 1.2.1 Friendship Language
Pupils can:
1. 1. Produce a plan or draft of two paragraphs or more for a
1. Work in pairs to make sentences with each adjective.
familiar topic.
2. Complete the self-assessment worksheet
2. Understand more complex supported questions
Academy Stars Year 6 Pupil’s Book: Page(s): 106–107 Exercise(s): 1–6
Adjective, synonyms. Teacher’s Book: Page(s): 168–169 Worksheet: A reading task. Self-
assessment worksheet (Assessment Unit 8)
Pre-lesson:
Warm-up: Play true or false with statements about grammar.
1. Pupild tick the words which are adjectives, work in pairs to make sentences with each learning objectives and given enrichment
exercise (s).
adjective. (Activity 1)
2. Pupils circle the best verbs form to complete the dialogue. (Activity 2)
3. Pupils work in pairs, use the prompts to say what you will / won’t do in these situtions. learning objectives with guidance and given
(Activity 3) reinforcement exercise (s).
4. Pupils match the words to their synonyms. (Activity 4)
5. Pupils write the opposite of the words in the correct column use im- or dis-. (Activity 5) _____ / _____ pupils not able to achieve
6. Puils listen, colour and write. (Activity 6) learning objectives and given remedial
7. Have pupils do a reading task. Base your choice of activities on your formative exercise(s).
assessment of pupils’ performance in the reading assessment they have done in recent
lessons. Collect their work and note their performance. TODAY’S LESSON:
Post-lesson:- Excellent
8. Ask pupils to think about their learning and performance in this unit. They then
Need improvemnt
complete the self-assessment worksheet. Pupils should do this in English.
9. 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 8 - Tell Me A Story - LP 113-128)

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DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 6

SKILL(S) FOCUS: Reading

SKILL(S) FOCUS: Writing

Main: 4.2 Main: 4.2.3 Environmental

DAILY LESSON PLAN TS25

Main: 2.1 Main: 2.1.4 Environmental

DAILY LESSON PLAN TS25

SKILL(S) FOCUS: Language Arts

Main: 5.2 Main: 5.2.1 Creativity and

DAILY LESSON PLAN TS25

Main: 3.2 Main: 3.2.2 Environmental

HOTS Analysis 21st CA Recap Group

DAILY LESSON PLAN TS25

SKILL(S) FOCUS: Writing

Main: 4.2 Main: 4.2.6 Environmental

DAILY LESSON PLAN TS25

SKILL(S) FOCUS: Writing

DAILY LESSON PLAN TS25

SKILL(S) FOCUS: Speaking

DAILY LESSON PLAN TS25

Main: 5.3 Main: 5.3.1 Creativity and

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

SKILL(S) FOCUS: Writing

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

SKILL(S) FOCUS: Speaking

DAILY LESSON PLAN TS25

Main: 5.3 Main: 5.3.1 Creativity and

HOTS Analysis 21st CA Gallery Walk

DAILY LESSON PLAN TS25

CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE

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