Eng Y6

DAILY LESSON PLAN TS25
SUBJECT ENGLISH YEAR 6

THEME: World of Self, Family and CLASS: 6INTELEK
WEEK: 1
Friends TIME: 10.10 am - 11.10 DATE: 21/3/2022
UNIT: 0 - Welcome am DAY: Monday
SKILL(S) FOCUS: Reading LESSON: 1 (Reading 1)
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.
Lesson development:- _____ / _____ pupils able to achieve
1. Introduce yourself and describe your personality with an adjective. learning objectives and given enrichment
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.
4. Ask for two or three volunteers to introduce themselves to the class using the texts as reinforcement exercise (s).
a model. Ask all pupils to introduce themselves to their partner, using the texts and
the volunteers as a model. _____ / _____ pupils not able to achieve
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.
8. Using these notes and the personality adjective, ask pupils to write at least two Excellent
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 ___________________________________________________________
THEME: World of Self, Family and CLASS: 6 INTELEK
WEEK: 1
UNIT: 0 - Welcome am DAY: Wednesday
SKILL(S) FOCUS: Writing LESSON: : 2 (Writing 1)
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 _____ / _____ pupils able to achieve
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.
5. Pupils ask members of their group (4–6 pupils) the questions and make a note of the learning objectives and given remedial
answers. (21st CA) exercise(s).
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

WEEK: 1
UNIT: 0 - Welcome am DAY: Thursday
SKILL(S) FOCUS: Listening LESSON: 3 (Listening 1)
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)
Lesson development:- _____ / _____ pupils able to achieve
2. Call out the names of some jobs and places. As the pupils to put up one hand if they learning objectives and given enrichment
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
p,s,b, f and c in the picture.
4. Review answers to Step 3 by having pupils listen to the word and point to the picture. reinforcement exercise (s).
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 _____ / _____ pupils not able to achieve
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)
6. Check answers and draw attention to spelling where needed. Excellent
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

WEEK: 2
UNIT: 0 - Welcome am DAY: Monday
SKILL(S) FOCUS: Speaking LESSON: 4 (Speaking 1)
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
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 _____ / _____ pupils able to achieve
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
in their notebooks. (CBA)
6. Pairs join another pair. Pupils read the other pair’s statements and decide which are learning objectives and given remedial
true and which are false. They explain their answer to the other pair. Monitor and exercise(s).
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: 6 INTELEK
THEME: World of Self, Family and TIME: 8.10 am - 9.10
WEEK: 2
Friends am DATE: 21/3/2022
UNIT: Poem – Messing About 11.40 am - 12.40 DAY: Monday
SKILL(S) FOCUS: Language Arts pm
LESSON: 5 (Language Arts 1)
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:
1. Pupils look at the pictures around the poem and talk about them. _____ / _____ pupils able to achieve
2. Pupils guess what the poem is about. learning objectives and given enrichment
3. Teacher shares learning objectives and success criteria of the lesson. exercise (s).
_____ / _____ pupils able to achieve
4. Recite the poem and pupils repeat after.
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.
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)
Post-lesson:-
10. Pupils assess each group’s recitation using Two Stars and a Wish: two things that
TODAY’S LESSON:
are good (stars) and one thing that can be improved (wish).
Excellent
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Presentation
REFLECTION

CLASS: 6 INTELEK
THEME: World of Knowledge WEEK: 2
TIME: 7.40 am - 7.40
UNIT: 1. It's an emergency! DATE: 21/3/2022
SKILL(S) FOCUS: Reading
am DAY: Monday
LESSON: 6 (Reading 2)
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.
Pre-lesson: _____ / _____ pupils able to achieve
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:-
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

WEEK: 2
UNIT: 1. It's an emergency! am DAY: Monday
SKILL(S) FOCUS: Writing LESSON: 7 (Writing 2)
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).
2. Pupils refer to the pictures in Activity 1 Pupil’s book page 11. Pupils see and analyse
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).
5. Pipils match and say what they were doing (Activity 3). Pupils use prompts to make
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.
Write an example on the board to show pupils what to do. They can use the examples
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

WEEK: 2
UNIT: 1. It's an emergency! am DAY: Monday
SKILL(S) FOCUS: Listening LESSON: 8 (Listening 2)
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.
Lesson development:- learning objectives and given enrichment
2. Pupils look at the pictures for Activity 1. Pupils match words and pictures before exercise (s).
listening.
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
4. Pupils listen again to answer the questions in their notebooks. reinforcement exercise (s).
5. Pupils answer the questions then listen again for detail to check their answers.
6. Pupils discuss the questions to follow up on the listening activity topic. learning objectives and given remedial
7. Elicit the Values from pupils (Pupil’s Book, p.13) and discuss this question with the exercise(s).
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

CLASS: 6 INTELEK
THEME: World of Stories WEEK: 2
TIME: 7.40 am - 7.40
UNIT: 1. It's an emergency! DATE: 21/3/2022
SKILL(S) FOCUS: Speaking
am DAY: Monday
LESSON: 9 (Speaking 2)
Main: 2.3 Main: 2.3.1
Pupils can:
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. _____ / _____ pupils able to achieve
3. Pupils listen Audio 1.3 and say (Activity 1). Pupils are introduced to the dialogue. learning objectives with guidance and given
4. Pupils read and complete the text with when or while (Activity 2). reinforcement exercise (s).
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 _____ / _____ pupils not able to achieve
whole, or they use their own ideas to create a story. Pupils make detailed notes about learning objectives and given remedial
their story in pairs and practise telling their story. Remind pupils to use the target exercise(s).
language with when and/or while. (HOTS) (21st CA)
Post-lesson:- TODAY’S LESSON:
7. Choose some pupils to tell their stories to the class. Have the class decide which story Excellent
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

WEEK: 2
UNIT: Messing About am DAY: Monday
SKILL(S) FOCUS: Language Arts LESSON: 10 (Language Arts 2)
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
Pre-lesson: _____ / _____ pupils able to achieve
1. Pupils recap the events from the poem. learning objectives and given enrichment
Lesson development:- 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) reinforcement exercise (s).
4. Pupils take turns to talk about their names and adjectives.

5. Pupils chant their new names with actions. (CBA) learning objectives and given remedial
Post-lesson:- exercise(s).
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

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DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 6

HOTS Analysis 21st CA Table Talkers

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

HOTS Analysis 21st CA Pair / Group Discussion

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

4. Pupils take turns to talk about their names and adjectives.

6. Each pupil gets a race template. (See Appendix 1)

HOTS Analysis 21st CA Brainstorming

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