LESSON PLAN FORM 4

CLASS 4 UITM
VENUE 4 UITM’s Classroom.
DATE 12 October 2023, Thursday
TIME 11:55 AM till 1:05 PM (1 Hour and 10 Minutes)
TOPIC UNIT 4: Being A Teen
THEME People and Culture
FOCUS SKILL(S)
Writing (Main Skill) & Reading (Complimentary Skills)

CONTENT STANDARDS

LISTENING SPEAKING READING WRITING

SKILLS SKILLS SKILLS SKILLS

 1.1 Understand  2.1 Communicate  3.1 Understand a  4.1 Communicate

meaning in a variety of
familiar contexts
information, ideas,
opinions and feelings
intelligibly on familiar
topics
variety of texts by
using a range of
appropriate reading
strategies to construct
meaning
intelligibly through print
and digital media on
familiar topics

 1.2 Use appropriate  2.2 Use register  3.2 Explore and  4.2 Communicate with
listening strategies in a appropriately expand ideas for appropriate language,
variety of contexts personal development form and style
by reading
independently and
 1.3 Recognise features  2.3 Use appropriate
widely
of spoken genres on communication
familiar topics strategies

 2.4 Communicate
appropriately to a small
or large group on
familiar topics

LEARNING STANDARDS

 1.1.1 Understand  2.1.1 Explain  3.1.1 Understand  4.1.1 Explain

independently the simple content on the main points in information from (i)
main ideas in familiar topics extended texts on diagrams, (ii) charts
extended texts on a from what they a wide range of (iii) tables (iv)
wide range of read and hear familiar topics graphs or other
familiar topics visuals
 1.1.2 Understand  2.1.2 Ask about  3.1.2 Understand  4.1.2 Explain
independently and explain causes specific details causes and
specific and consequences and information in consequences of (i)
information and of actions, events, extended texts on actions (ii) events
details in extended simple processes a wide range of or (iii) simple
texts on a wide familiar topics processes
 range of familiar
topics

 1.1.3 Recognise  2.1.3 Explain  3.1.3 Guess the  4.1.3 Explain the
independently advantages and meaning of main points of an
attitudes or disadvantages of unfamiliar words idea or argument
opinions in plans and from clues
extended texts on a ambitions provided by other
wide range of words and by
familiar topics context on a wide
range of familiar
topics

 1.1.4 No learning  2.1.4 Explain and  3.1.4 Use  4.1.4 Express and
standard justify own point of independently respond to opinions
view familiar and some and common
unfamiliar print feelings such as
and digital amusement, anger
resources to check and regret
meaning and
extend
understanding

 1.1.5 Understand  2.1.5 Express and  3.1.5 Recognise  4.1.5 Organise,

independently respond to feelings with little or no sequence and
more complex such as support the develop ideas
questions on a wide amusement, anger attitude or opinion within a text of
range of familiar and regret of the writer in several paragraphs
topics extended texts on on familiar topics
a wide range of
familiar topics

 1.1.6 Understand  2.2.1 Use formal  3.1.6 Recognise  4.2.1 Punctuate

independently and informal with support written work on a
longer simple registers typical features at range of text types
narratives on a appropriately in word, sentence with reasonable
wide range of most familiar and text levels of accuracy
familiar topics contexts an increased range
of genres

 1.2.1 Guess the  2.3.1 Confirm  3.2.1 Read a variety of  4.2.2 Spell written work
meaning of unfamiliar understanding in suitable print and on a range of text types
words from clues discourse-level digital texts to with reasonable
provided by other exchanges by repeating investigate and analyse accuracy
words and by context back what a speaker has national issues
on a wide range of said
familiar topics

 1.3.1 Recognise with  2.3.2 No learning  4.2.3 Produce an

support typical features standard extended plan or draft
at word, sentence and and modify this
text levels of a range of appropriately in
spoken genres response to feedback or
independently
  2.4.1 Summarise the  4.2.4 Use formal and
main points of a informal registers
story, text or plot appropriate to the target
audience in most
familiar situations

LEARNING GOALS

By the end of the lesson, • Choose the appropriate situation based on students point of view
students are able to: • Justify the reason behind their choice

SUCCESS CRITERIA
• Individually, students choose 1 of 2 situation based on their point of view
Students can:
• Individually, students justify with at least 3 reasons behind their choice
 Language
 Environmental sustainability
 Values
 Science and Technology
 Patriotism and Citizenship
CROSS CURRICULAR
 Creativity and Innovation
ELEMENTS
 Entrepreneurship
 Information and Communications Technology
 Global Sustainability
 Financial Education

LANGUAGE/
Adjectives, nouns, verbs
GRAMMAR FOCUS

MORAL VALUES Mutual Respects

STAGE LEARNING AND TEACHING ACTIVITIES RESOURCES

1. Teacher greets the students and ask if they ever heard or watch
SET INDUCTION anything from the Transformers franchise.
(2 M) 2. Teacher asks how any Transformers characters they know.

1. Teacher sets up the movie and explain briefly which

PRE-LESSON Transformers movie they are going to watch.
(2 M)

1. The teacher lets the students watch the movie together.

2. The teacher also can explain some scenarios that the students
LESSON DEVELOPMENT might did not understand in the movie.
(60 M) 3. Teacher gives a question to the students:
a. In the movie there are 2 situations that you have saw:
i. Optimus Prime is determined to protect the
key so that he can use it to bring him and
his fellow Autobots back to their home
(Cybertron)
ii. Noah Diaz is determined to destroy the
key to avoid the destruction of Earth done
by Unicorn.
b. If you are in the movie, which situation you will
choose and give 3 reasons or more to defend your
choice.
4. They are given 10 minutes to decide which situation they
want to choose and write their reasons in the bubble map.
 1. The teacher calls random students to go to the front and 1. Exit Card
present their points to the whole class.
POST-LESSON (5 M) 2. Teacher shares a link to an Exit Card for students to fill it
in.
 1. Teacher gives a commentary on the lesson of the
CLOSURE day and ends the class.
(1 M)

EXTENDED ACTIVITY None.

RESOURCES/ ASSESSMENT FOR

T&L STRATEGIES
TEACHING MATERIALS LEARNING

Strategy: e.g. Collaborative Learning 1. Exit Cards

1. Exit Card
2. LCD Projector 21st Century Skills:
3. Laptop
Think-Pair-Share
Mix-Pair-Share
Gallery Walk
Numbered Heads Together
All Write Round-Robin
Exit Cards
Pairs Compare
Others: Circle-the-Sage

i-Think Map:

Circle map Tree map

Bubble map Flow map

Double bubble map Multi flow map

Brace map Bridge map
HOTS:

Apply
Analyse
Evaluate
Create

TEACHER’S REFLECTION

The focus of this lesson, designed for Form 4 students with a B1 English level, was on a writing assignment in which students
watched a Transformers movie and wrote movie reviews. The key goals were for students to choose relevant circumstances from
a list of questions and defend their choices from their point of view, with guided practice serving as the teaching technique. The
class went off without a hitch, and students were fully involved in the exercise. All 22 pupils satisfied the first success criteria,
and a significant majority, at least 20 out of 22, met the second condition. Overall, this session was a huge success in terms of
increasing student engagement, improving writing abilities, and developing critical thinking, demonstrating the power of guided
practice in accomplishing these aims.