WEEK/LESSON NO.

LESSON 5 (Non-Textbook Based) FORM 2 Bestari

SUBJECT English DATE / DAY
UNIT TIME
TOPIC Environmental Sustainability Duration
THEME Health and Environment
MAIN SKILL Literature in CROSS-CURRICULAR ELEMENTS Science and Technology
Action
21ST CENTURY LEARNING Choose an item. Recycled language from lessons 1 - 4,
TECHNIQUE(S) LANGUAGE/GRAMMAR FOCUS: imperatives
CONTENT STANDARD(S)
Main: Complementary:
5.1 Engage with, respond to and interpret a variety of literary 5.3 Express and imaginative response to literary texts
text types
LEARNING STANDARD(S)
Main: Complementary:
5.1.1 Explain in simple language connections between 5.3.1 Respond imaginatively and intelligibly through creating
characters, places or events in texts and their own lives board games, puzzles and quizzes. Other imaginative responses
as appropriate.
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
 Sing the song I Am The Earth and elicit three things they can do the improve the environment of the earth.
 Make a poster of five things people can do to help the world.
Video of the song I am the Earth (with
lyrics) from
FORMATIVE ASSESSMENT TECHNIQUE(S Choose an item. MATERIAL(S) https://www.youtube.com/watch?
v=TNtmqStVRo0

ACTIVITIES
PRE-LESSON  Write I Am the Earth on the board, and tell pupils that this is the title of the song they will hear and later sing.
1)
 Tell them that the song refers to a number of natural features on earth e.g. deserts.
 Ask pupils to predict other words they might hear in the song, and write these on the board.
 Play the song.
 Check predicted answers as a whole class. Clarify the meaning of ‘we turned the tide’.
 Ask pupils whether they like the song or not, and to tell you why.
 Play the song again, and ask pupils to sing along.
 Elicit the meaning of lyrics towards the end of the song, by asking pupils whether the idea is that young people should
LESSON
try to improve the environment or not, and to explain their answer.
DEVELOPMENT
 Clarify if necessary that the message is a positive one (clues include: One earth, one people, stand side by side, we
turned the tide etc)
 Elicit a few things pupils can or already do to improve the environment around them (e.g. throw rubbish in rubbish
bins, recycle paper, glass).
2)
 Divide pupils into 2s or 3s and ask them to make a poster of 5 things we can do to help our world. Ask them to use
imperatives when expressing their ideas. Pupils can illustrate their posters if they like, but must work on their text first.
 Put posters on the wall or on desks, and ask pupils to read their classmates’ ideas.
 Ask pupils to explain any interesting or unusual ideas to their classmates.
POST-LESSON  If there is time, sing the song again together.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- pupils complete the tasks(s) with teacher’s guidance
N High-proficiency pupils
- pupils complete the tasks(s) on their own
TEACHER’S _____ out of ______ pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.