APPENDIX C

DEEP LEARNING PLAN

Subject ENGLISH

Date 16 October 2023

Time 7.40 a.m. – 8.40 a.m.

Class 4 Ibnu Khaldun
Enrolment 25
Topic Amazing Animals

Focus skill (e.g: Reading) Listening

Integrated skill (e.g: Speaking, Writing) Reading

Pupils have knowledge of the basic animal, the animal’s body parts and how to
Prior Knowledge
produce a mind map.
Focus Skill
1.1 Recognise and reproduce target language sounds.

Content Standard (refer DSKP Year 3-6) Integrated Skill

3.1 Recognise words in linear and non-linear texts by using knowledge of sounds
of letters.

Focus Skill
1.1.1 Recognise and reproduce with support a wide range of target language
phonemes
Learning Standard (refer DSKP Year 3-6)
Integrated Skill
3.2.4 Recognise and use with little or no support key features of a simple
monolingual dictionary

Learning Objectives (Teacher) By the end of the lesson, students should be able to;

1. Identify and pronounce at least 3 animals correctly.

2. Recognise at least 3 animals from their traits with the correct adjective.
Moral Values By learning about the animals, students can learn to appreciate and be considerate
to the fauna more.
Evaluation/Assessment
1. Summative
-MindMap
-Reflection

2. Formative
-Guessing game
-Worksheet

Teaching Materials/Resources
Realia (animal toys), worksheet, slide (canva slide), YouTube videos, laptop,
computer, audio clip (animal sounds), projector, English Year 4 Textbook, mahjong
paper, marker, and speaker.
 Teaching
Materials/
Learning Teaching and Learning
STEPS/ Minutes) Justification Resources/
content Activities Remarks

1. 5E Model Contemporary: Engagement Material:

1. Teacher asks the students if they The first element that can be found during this activity Realia (Animal
know the names of the animal toys. is Engagement. Engagement in this term means to toys)
2. Ask students what they think they pique the student’s interest in learning. In this case, the
Realia:
will learn today. animal toys or realia act as a spark for engagement to
Bring animal Model of
3. Teacher write down students’ happen. Because students are interested in the toys,
toys into the teaching:
favorite animals. they will want to take part in the lesson. This is also a
classroom.
Information-
phase where the teacher can gain insight into the
processing
Set Induction (Refer to student’s prior knowledge.
model
( 5 Mins) Appendix
A, Diagram 2. 6C’s: Communication
Teaching
1) In every lesson, communication is the medium for
method:
effective learning. In the 6C’s, Communication is when
interactions happen in the classroom. During the set brainstorming
induction, students and the teacher will interact and
communicate with one another due to the prompted
questions. Students will try to answer the questions
from the teacher and the teacher will respond to them.
 Activity: 1. 3E Model: Section A (Refer to Diagram 1.1 in Material:

Focusing on 1. Teacher asks students to open the Appendix A) 1. English year

introducing textbook on page 86. Compared to the 5E Model Contemporary, this 3E 4 Get Smart

students to 2. Ask students what animals they Model mainly highlights the usage of technology in the Textbook page

the animals’ can see from the picture. classroom. Based on the diagram, we can see that 86, computer,

sounds and 3. Teacher list down the animals that section A is outside of the circle. Therefore, during the projector, slide

traits students said on the whiteboard presentation time, the teacher only uses help from the (canva)
4. Show pictures of animals through technology to relay the information to the students but
Vocabulary: a projector. there is no sign that students have the interaction with
Animals: 5. Let students listen to the sounds of the technology. The teacher uses the internet to show Model of
tiger, shark, animals. students pictures of animals and how they sound. teaching:
giraffe, 6. Present the animals’ traits to the Even though technology indeed helps the students,
Presentation
Information-
dolphin, and students and how to describe them the integration of technology still cannot be executed. processing
(20 Mins) using adjectives.
elephant model, Social
2. 5E Model Contemporary: Explanation model
Adjectives: Continuing from the Engagement stage, the
tall, fast, Explanation stage is where the teacher will provide Approach:
intelligent, input for the students. In this phase, students will
Teacher-
big, assimilate new information to add to their previous
dangerous, centred
knowledge. Students also will ask questions for the
and long purpose of clarification and ask clarifying questions.
Teachers should invite students to share what they
(Refer to learned during this phase before delivering technical
Appendix material in a more direct manner. According to this
B, Diagram stage, teachers can use video, computer software, or
2) other aids for the betterment of students’
 understanding.

3. Rigor Framework Model: Quadrant A

(Acquisition)
In this Rigor framework, Quadrant A can be considered
as the “Acquisition” stage. Students at this stage only
obtain the knowledge and will only be receiving
information. They need to recall and remember the
theoretical aspects of what the teacher said during the
presentation and keep it for future use. Besides, this
quadrant is also low in relevance and low in rigor. The
reason is that with the information received, there are
neither applications going on nor assimilation of
information, we can conclude that it is low in relevance
and low in relevance and low in application.

Activity 1: Activity 1: Activity 1: Material:

Read and 1. Students will be given 1. 5E Model Contemporary: Explore Activity 1-
Match worksheets of animals and -In this phase, students will need to explore the lesson. Printed material:
Practice
(10 mins) adjectives. The worksheet needs students to match the animal worksheet
(20 Mins)
2. Students answer the and adjectives suitable for them. With this, students
Activity 2: can actually explore the befitting adjectives for the Activity 2-
worksheet with guidance from
Listen and animals according to their appearance. The help of laptop, speaker,
the teacher.
guess! visual aids and sentence patterns also can audio clip
 (10 ins) 3. Students read the sentence
and match the sentence with
the correct word.
(Refer to
4. Students are given 7 minutes
Appendix to finish the task and 2
C, Diagram minutes to discuss the
3) answer with the teacher.
(Refer to
Appendix Activity 2:
E)
1. Digital flashcard
2. Students identify the animals
by listening to their sounds.
3. Students raise their hands if
they want to answer.
4. Teacher gives hints with the
animals’ traits and adjective
as a guide.
(animal sounds)
2. 3E Model: Section A (Refer to diagram 4 in
Appendix F)
-In this section, the technology is used but no Model of
integration is happening. By the teacher doing the teaching:
worksheet on the laptop and printing it out, we can see Information
the element of technology however, students do not processing,
collaborate directly with the technology itself, Social model
Therefore, this activity falls under the category of
Section A.
Approach:
Material-based
3. Rigor & Relevance: Quadrant B
(Application)
-For this model, the second quadrant is Quadrant B
which is also called as “Application” stage. According
to this stage, students make use of what they have
acquired and make use of it. For this activity, students
first acquired knowledge from the teacher’s
presentation and students applied what they had learnt
to solve the worksheet about the animals’ adjectives.
Hence, this activity is highly rigorous but low in
relevance as students do not experience the link of the
activity with real-life situations.
Activity 2:
1. 6C’s: Communication
 -In this activity, communication is important as students
and the students need to talk to the teacher to answer
the guess and talk to their friends to find out the
answer together. Effective communication is needed
as students need to listen and voice their opinions for
this activity to happen.

2. 3E Model: Section C - Enhancement

-Through this activity, students are able to go through
this enhancement section. In this stage, technology is
needed to enhance the student's learning experience.
This activity enhances students’ learning experience by
listening to the animals’ sounds. The animals’ sounds
can help bring the students feel the relevance of their
learning outside of the classroom.

Activity: 1. Students are divided into five 1. 6C’s: Collaboration Material:

Watch a groups. -In this activity, students are grouped together to finish YouTube
YouTube the activity. Here, collaboration happens as students videos, Mahjong
2. Each group will be assigned
video need to work with one another to come up with a paper, marker
Production an animal and a YouTube
(Refer to product.
(10 Mins) video to watch.
Appendix D)
3. Based on the video, students 2. 6C’s: Communication
Mind map:
need to subtract the -Communication in this activity will happen the moment Teaching
Bubble Map
information. the teacher groups the students. Students will talk to method:
each other as they need to complete the task together Discussion and
4. Students produce their own
 mind map with information in a group. Students need to listen attentively to the brainstorming
about the animal. video and then come up with their own summary of the

5. A mind map will be created video.

through a mahjong paper 3. 6C’s: Creativity

based on their own creativity. -In this activity, students will need to pick a mind map
suitable to convey the information from the video. They
also need to creatively produce their own mahjong
paper to make it interesting.

4. 6C’s: Critical Thinking

-The element of critical thinking is based on what they
hear, students need to regulate their thoughts and
paraphrase them into their own sentences. Through
this, students are applying critical thinking in their task
by making a judgment.

5. 6C’s: Character
-As this task is group work, students will need to
collaborate and communicate. While communicating,
students will need someone to take on the leader role
to navigate them through completing the task and
harmoniously working on the tasks. Students can
create a positive relationship and compassion for each
other so that harmony will remain.

6. 6C’s: Citizenship
-In the video, students will find out where the animals
come from. Students will then find out about other
countries during their learning which sparks the

Activity: 1. Based on the animal toys that
Reflection - the teacher uses for the set
Touch and induction, students need to
Say! come in front of the class.
2. The realia will be placed in a
box.
Closure 3. Students will randomly pick an
(5 Mins) animal without looking in the
box.
4. Students will then describe the
animal’s characteristics and
their habitat.
5. Teacher will ask the HOTS
question to engage with the
students’ thinking.
awareness of citizenship and compassion for global in
them.
7. 5E Model Contemporary: Elaborate
-In this phase, students are able to apply what they
have learnt. As the students will produce a mindmap
with mahjong paper, it gives students the space to put
what they have listened to and how they understand
the sentence.
1. 5E Model Contemporary: Evaluation Material:
-In this stage, the teacher can assess how much Realia (Animal
students’ gain from the lesson by recalling what they toys)
have learnt and projecting it on the realia. By this
evaluation, the teacher can assess whether the lesson Teaching
has met the learning objective which are for students to
approach:
identify and pronounce the animals correctly and
Deductive
recognize animals with the correct adjective.
approach
2. 6C’s: Critical Thinking
-When teacher ask the students the HOTS question,
critical thinking element will be implemented in the
classroom. Students will start to think what is their role
and how they can answer the question by relating it to
their real-life situation.
(1400 words)
 ELEMENTS OF PCDL/KPPB

ESSENTIAL QUESTION (S):

THE BIG IDEA:
1. Why is it important to know about animals?
FUN WITH ANIMALS BOOST DEEP LEARNING
2. How do you think we can prevent these animals from extinction?
Learning Intention (student): Success Criteria (student):

I learn to recognise and reproduce with support a wide I can recognise and reproduce with support a wide range of target language
range of target language phonemes. phonemes.

I can recognise and use with little or no support key features of a simple
I learn to recognise and use with little or no support key monolingual dictionary.
features of a simple monolingual dictionary.

6C’S Character, Critical thinking, Citizenship, Collaboration, Communication and

(Character , Critical Thinking, Citizenship, Creativity
Collaboration, Communication, Creativity)

5E Model Contemporary Engage, Explore, Explain, Elaborate and Evaluate

(Engage, Explore, Explain, Elaborate and Evaluate)

3E Model Engagement and Enhancement

(Engagement, Enhancement, Extension)

Rigor Framework Model

(Rigor & Relevance) Quadrant A, and Quadrant B
http://yokota21.weebly.com/rigor-and-relevance-
framework.html
 APPENDICES

APPENDIX A

Realia (animal toys)

Diagram 1

Slide (canva) link: https://www.canva.com/design/DAFxgqvzw-8/lE7URxRaY21LAZo2hOlFLw/view?utm_content=DAFxgqvzw-

8&utm_campaign=designshare&utm_medium=link&utm_source=editor
APPENDIX B

English year 4 Get Smart Textbook page 86

Diagram 2
APPENDIX C

Worksheet

Diagram 3
APPENDIX D

YouTube Videos:
1. https://youtu.be/tfWMwG6aYzQ?feature=shared (shark)
2. https://youtu.be/VgKIDwuxYSE?feature=shared (elephant)
3. https://youtu.be/45F2kH144zY?feature=shared (dolphin)
4. https://youtu.be/sEpf28Ajqq4?feature=shared (tiger)
5. https://youtu.be/bNYXweQ81vI?feature=shared (giraffe)

APPENDIX E

Animals’ audio clip:

1. https://youtu.be/MGSTRJmN2VQ?feature=shared (dolphin)
2. https://youtu.be/hrg3ouhBAMU?feature=shared (elephant)
3. https://youtu.be/lDc-Xu-M6RQ?feature=shared (shark)
4. https://youtu.be/nwq249Me9Yk?feature=shared (tiger)
5. https://youtu.be/YYFvYAUlLbU?feature=shared (giraffe)
APPENDIX F

3E Model

Diagram 4