INSTITUT PENDIDIKAN GURU KAMPUS TUN HUSSEIN ONN

BATU PAHAT, JOHOR

ASSIGNMENT :
WRITTEN
ASSIGNMENT

NAME : NUR IRSHA BINTI SHAHIDAN SURESH

INDEX NUMBER/ IDENTITY :

CARD NO. 2021292340502

GROUP : TESL 3

COURSE CODE : EDUP3123

COURSE NAME : PEDAGOGY

LECTURER :
Dr. RASIDAYANTY BINTI SAION

SUBMISSION DATE : 22 OCTOBER 2023

SIGNATURE :
(CONFIRMATION ON
ASSIGNMENT
FEEDBACK)
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1.0 Introduction

In the realm of education, the objective teaching and learning is not merely to transfer
information and memorize facts but it has a more profound and deeper meaning which
targets to a more everlasting effect. One of those objectives is designing a meaningful
learning lesson plan. Meaningful learning is a method of gaining input by applying existing
knowledge to new situations through the development of a mental model (Hung, 2019).
Thus, in the designing of lesson plans, teacher must consider pupils' prior knowledge,
interests, real-world applications, and design activities that actively engage pupils in the
learning process. In my writing, I will discuss the designing of my lesson plan focusing on
the application of concept and learning model that uses a variety of approach, strategy, and
technique. Table 1 shows a lesson plan of the topic of sports for class 5 Amanah.

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Table 1
Lesson plan for English Language year 5.

SUBJECT: THEME: WORLD CLASS: DATE: 18.10.2023

ENGLISH OF KNOWLEDGE 5 AMANAH DAY:
WEDNESDAY
LANGUAGE TOPIC: SPORT TIME: 9.00 PAGI
– 10.00 PAGI

CONTENT STANDARD: LEARNING STANDARD:

3.2 Understand a variety of linear and 3.2.2 Understand specific information

non-linear print and digital texts by using and details of simple texts of one or two
appropriate reading strategies. paragraphs.
4.3 Communicate with appropriate 4.3.3 Produce a plan or draft of one or
language form and style for a range two paragraphs for a familiar topic and
of purposes in print and digital media. modify this appropriately in response to
feedback.
LEARNING OBJECTIVES:
By the end of the lesson: SUCCESS CRITERIA:
Pupils will succeed if they can:
1. I learn how to understand specific
1. I can understand the information
information of a non-linear text.
and details in a text.
2. I learn how to link sentences
2. I can compose a sports star profile
together to create one or two
in paragraph form.
cohesive paragraphs by using
coordinating conjunctions and
referencing pronouns effectively.
3. I learn how to analyse and critique
peer-written paragraphs and
provide constructive feedback for
improvement.

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PERFORMANCE LEVEL:
TP6: Can display exemplary model of language use and guide others.

TP6: Can guide others in a given task.

ASSESSMENT:
1. Written Assessment.

Through the pupils' work output when writing the three short paragraphs
about the sport stars.

2. Peer Assessment.

Through comments and feedback given during profile exchange with

partners.

3. Self-Assessment.

Pupils will conduct self-assessment using comments and feedback given by

partner.

MAIN CONCEPT: TEACHING AIDS:

How to write effectively, with a particular 1. English Plus 1 Student’s Book
emphasis on paragraph structure and p.69.
the application of language forms and
2. Markers.
styles.
3. LCD projector.

4. Laptop.

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 CONTENT ACTIVITY NOTES
PRE-LESSON (5 MINIT)

1. What is your favourite 1. Pupils brainstorm APPROACH:

sport? amongst themselves Eclectic.
discussing about Usain Bolt
2. Who is Usain Bolt? Why and why he is well-known. STRATEGY:
is he well-know? Student-centred
2. Pupils pick and choose key
words or phrases that METHOD:
describes Usain Bolt. 1. Discussion
2. Simple project
3. Pupils write words or
phrases on the whiteboard in KPPB:
the form of a mind-map.
MEANINGFUL
LEARNING
4. 4. Pupils read text on page 69 COMPENTANCY 6C-
of English Plus 1 Student’s
1. Creative thinking.
Book to gain more 2. Critical thinking.
3. Collaborative.
knowledge.

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 LESSON DELIVERY (40
MINUTES)

ACTIVITY 1 (15 MINIT) STRATEGI:

1. Pupils do Activity 4, Use It!
Material-centred
On page 69.

METHOD:
2. To assist with the content, 1. Storytelling
.
pupils will read from the slide
projected about Pandelela KPPB:
3E Model:
Rinong.
1. Engagement.
3. Pupils will understand and 2. Enhancement.
jot down 7 key phrases and/or
information about the sport Assessment:
star. Written
Assessment.

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ACTIVITY 2 (25 MINIT) 1. Pupils use the 7 key STRATEGY:
phrases to write three short Task-centred.
paragraphs about the sports
star. They will use the text on METHOD:
1. Discussion.
page 69 as guide.
2. Simple project.

2. Pupils get into KPPB:

pairs/group of three. Students Learning
Model.
3. Pupils exchange profile
created with a partner/s. Draw Assessment:
smiley face on partners text Peer
for: Name, age, date and Assessment.
place of birth, facts about
sport competitions, sports
star’s current life;
conjunctions and pronouns.

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POST-LESSON (10 MINIT)
REFLECTION. 1. Pupils do post-lesson STRATEGY:
task in activity 4, component Student-centred
D: Check.
METHOD:
1. Discussion
2. Pupils will correct
mistakes made in text made KPPB:
MEANINGFUL
focussing on spelling, past
LEARNING
tenses, past time COMPENTANCY 6C-
expressions and paragraph - Critical thinking
format.
- Communication

Assessment:
3. Pupils are encouraged
Self-assessment.
to ask teachers or peer
questions or for feedback.

REFLECTION:

FOLLOW- UP ACTIONS: The teacher lists actions that should be taken to

improve and strengthen student learning.

RECOVERY REINFORCEMENT ENRICHMENT

Pupils need to list profile data Pupils practice writing short HOTS question: Pupils
of Usain Bolt and Pandelela essays every week on are tasked with writing a
Rinong in mind maps or different athletes. persuasive essay on the
graphic organiser. importance of curricular
activities for pupils.

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2.0 Teaching approach, strategies, and methods in lesson plans.

The chosen theme for the lesson plan is world of knowledge specifically on the
topic of sports. At the end of the lesson pupils are expected to understand information on a
simple non-linear text on Usain Bolt and Pandelela Rinong, learn how to link sentences
together using conjunctions and pronouns to create a coherent paragraph and critique
peer-written paragraphs by giving feedbacks. Throughout the lesson, three assessments
are used to ensure pupils can reach the learning objectives stated namely written
assessment, peer assessment and self-assessment. According to Bryan and Clegg (2019),
assessments have been proven important and could determine the pupil’s future success
which proves the importance of assessments.

The pre-lesson exercise serves as an engaging introduction to the topic, utilizing

discussion and a whiteboard mind map activity, both incorporating 21st-century elements
and a student-centred approach. As stated by Zairul (2020), student-centred learning has
advantages for pupils including greater project preparation, higher engagement, and
enthusiasm. Therefore, starting classes in this way develops pupils' critical and creative
thinking skills as well as their values of collaboration as stated in meaningful learning
competency model. For pupils, these are very valuable skills because they are vital life
skills that will help them in their daily life in the future (Siburian et al., 2019).

For the first activity, students engage in the "Use It!" exercise from page 69 of their
textbook, where they read projected facts about Pandelela Rinong using a storytelling
method. As stated by Intan Satriani (2019), the storytelling method benefits pupils by
encouraging them, helping them memorise words, and sparking their interest in learning. As
the content in this activity is concentrated around the presentation slides, it takes a
material-centred approach. Moreover, the incorporation of technology, through slide
presentations, aligns with the 3E model which could be seen when pupils actively involve
by taking notes and gain knowledge beyond textbooks, especially about Malaysian athletes
like Pandelela Rinong. Pupils will also benefit from the use of technology in this activity
because it highly motivates them and serves as a tool that makes a variety of information
readily available as aid (Ahmadi, 2018).

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 The primary activity in this lesson follows a task-centred strategy, emphasizing the
students' task of creating a short essay using key points from the previous activity. As noted
by Ji and Li (2021), task-based learning offers students the opportunity to apply their
language skills, enabling constructive feedback and correction. Subsequently, students
collaborate in groups to discuss and analyse each other's work, engaging in peer-
assessment, as discussed by Double et al. (2019). Peer assessment encourages critical
interaction with the content and self-evaluation by comparing their performance with peers,
thus identifying knowledge gaps. This activity aligns with the student-centred learning
model, fostering student ownership and incorporating a metacognitive element.

The lesson ends with a reflection session where pupils will discuss with the teacher
and peers on the mistakes that have been made to fill the gaps in their knowledge and do
self-correction. According to Papanthymou and Darra (2018), this kind of assessment is
beneficial for learners’ self-esteem, motivation and learning outcomes as it gives students a
sense of authority in their learning. This activity would also enhance students critical think
skills as they need to critically examine their work and evaluate it and improve their
communications skills primarily with the teacher and their peers.

3.0 Conclusion

To conclude, this lesson plan takes a comprehensive approach that integrates

several teaching strategies, methods, and approach to encourage active pupil engagement
and effective language development. By combining these elements, pupils are empowered
to take responsibility of their learning, encourage collaboration amongst peers, and
enhance critical skills for future academic and practical success. This multifaceted
approach fosters not only language competency but also critical thinking, creativity, and
effective communication, resulting in a holistic and productive educational experience.

(1450 words)

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 References

Ahmadi, M. R. (2018). The Use of Technology in English Language Learning: A Literature Review.

International Journal of Research in English Education, 3(2), 115–125.

https://doi.org/10.29252/ijree.3.2.115

Bryan, C., & Clegg, K. (2019). Innovative assessment in higher education: A handbook for academic

practitioners. Routledge, Taylor & Francis Group.

Double, K. S., McGrane, J. A., & Hopfenbeck, T. N. (2019). The impact of peer assessment on

academic performance: A meta-analysis of control group studies. Educational Psychology

Review, 32(2), 481–509. https://doi.org/10.1007/s10648-019-09510-3

Hung, B. P. (2019). Meaningful learning and its implications for language education in vietnam.

Journal of Language and Education, 5(1), 98–102. https://doi.org/10.17323/2411-7390-2019-

5-1-98-102

Intan Satriani. (2019). STORYTELLING IN TEACHING LITERACY: BENEFITS AND

CHALLENGES. English Review: Journal of English Education, 8(1), 113–120.

https://journal.uniku.ac.id/index.php/ERJEE/article/view/1924/1656

Ji, X., & Li, L. (2021). Arguments for and against using task-based approach to foreign language

teaching the appropriation of TBLT adapt in the chinese context. Advances in Social Science,

Education and Humanities Research, 594.

Papanthymou, A., & Darra, M. (2018). The contribution of learner self-assessment for improvement

of learning and teaching process: A review. Journal of Education and Learning, 8(1), 48.

https://doi.org/10.5539/jel.v8n1p48

Siburian, odion, Corebima, A. D., Ibrohim, & Saptasari, M. (2019). The correlation between critical

and creative thinking skills on cognitive learning results. Eurasian Journal of Educational

Research, 19(81), 1–16. https://doi.org/10.14689/ejer.2019.81.6

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Zairul, M. (2020). A thematic review on student-centred learning in the studio education. Journal of

Critical Reviews, 7(02), 504–511. https://doi.org/10.31838/jcr.07.02.95

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 INSTITUT PENDIDIKAN GURU KAMPUS TUN HUSSEIN ONN,
BATU PAHAT, JOHOR.
BORANG KRITERIA PEMARKAHAN PENTAKSIRAN BERTERUSAN

Nama: Nur Irsha binti Shahidan Suresh No. Kad Pengenalan: 030924-01-1808

Kod & Nama Kursus: Angka Giliran Pelajar: 2021292340502

EDUP3123
Pensyarah: Dr. RASIDAYANTY BINTI SAION

Tarikh hantar: 22 October 2023 Tarikh terima:

(Diisi oleh pensyarah)
*Sila tuliskan/penuhkan maklumat yang dikehendaki.

KRITERIA (Berdasarkan rubrik

TUGASAN DAN PENILAIAN pemarkahan)
AMAT
CEMERLANG CEMERLANG KEPUJIAN MEMUASKAN LEMAH
TUGASAN 1 Penulisan A+ A, A- B+, B, B- C+, C C-,D+,D,F JUMLAH
45% (HP2) + 5% (HP5) = 50% 50%
45.0-50.0 % 37.5-44.9 % 30.0-37.4% 25.0-29.9% 0 -24.9%

1 HP2: Penguasaan pengetahuan dan

Kemahiran.
2 C6 : Kebolehan merancang dan
menghasilkan RPH dengan
menggabungkan pelbagai unsur.
3 KKG5: Membina pengetahuan baharu
yang bermakna.
4 KKG10: Mengendalikan dan
menyelesaikan masalah luar jangka.
5 HP5: Menunjukkan kemahiran
berkomunikasi berkesan
6 A4: Mengorganisasi pelan
pembelajaran dengan sistematik.
7 KMK8: Kesinambungan dalam
penulisan.
AMAT CEMERLANG KEPUJIAN MEMUASKAN LEMAH
CEMERLANG A-, A B-, B, B+ C, C+ C-,D+,D,F
TUGASAN 2 Persembahan A+ JUMLAH
15%(HP2) + 5% (HP5) = 20% 20%
18.0 - 20.0 15.0 – 17.9 12.0 – 14.9 10.0 – 11.9 0 – 9.9

HP3: Mempunyai kemahiran praktikal

1 dalam pedadogi PdP.
A2: Memberi maklum balas dan
2 melibatkan diri dalam aktiviti PdP.
P3:Mempersembahkan pengajaran
3 mikro.
HP5: Menunjukkan kemahiran
4 berkomunikasi yang berkesan
KMK5: Kesesuaian menyampaikan idea
5 menggunakan teknologi.
JUMLAH KESELURUHAN

Kerja Kursus ini telah disemak oleh:

Nama Pensyarah:
Tarikh

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