English (Year 2)

Step 1: Identify Knowledge and Skills

Theme: World of Stories

Topic: The Old House (pages 70 - 81)

Content Standard (Standard Kandungan):

1.2 Understand meaning in a variety of familiar contexts

Learning Standard (Standard Pembelajaran):

1.2.1 To name the parts of the house (page
1.2.2 To differentiate the number (is/are).
1.2.3 To pronounce the letter sound ‘h’.
1.2.4 To write about their house.
1.2.5 To identify the habitats
1.2.6 To classify the animals according to their habitats.
1.2.7 To create a drawing on their house (language art)
1.2.8 To design a habitat project. (language art)

Knowledge/Concept: (Noun) Skills: (Verb)

1. Vocabulary Listening (Main)

a. Parts of house
b. Habitats Listen to the words: The Old House
c. Animals Page 70 (CD2: 35)

2. Grammar (is/are) Listen to an audio: At the House (CD2:45)

- There’s a (monsters).
- There are (four cats). Listen to the song
- Is there a (plane)? 1. Page 70 (CD2: 36)
- Are there any (rats)? 2. The old house
- How many (cars) are there? 3. Page 72 (CD2: 40)

To identify (words from audio)

Reading:
To differentiate (page & tasks)

Speaking:
To pronounce
To spell

Writing:
To write
To name (list out)
To classify
To create
To design
 Thinking Skills:
Critical thinking (Page 71: The Description
Game)
Creative thinking (Page 79: Making A
Habitat)

Step 2: Arrange the sequences of learning development in Content Standard

1.2.1 To name the parts of the house
1.2.2 To match the subject with their bedrooms
1.2.3 To differentiate the number (is/are)
1.2.4 To identify places in the song
1.2.5 To pronounce the letter sound ‘h’ (house, have, home, hall)
1.2.6 To write about their house.
(I live in a nice house….) - simple sentences, one paragraph

2.2.1 To identify the habitats

2.2.2 To classify the animals according to their habitats
2.2.3 To design a habitat project (language art)

Step 3: List down the Learning Intentions and Success Criteria based on the Content
Standard and Learning Standard

Learning Intentions (Hasrat Pembelajaran): Success Criteria (Kriteria Kejayaan)

1. I learn to identify the parts of the house

1.1 I learn to name the parts of the house
1.2 I learn to pronounce the parts of the house
1.3 I learn to differentiate the parts of the
house
1.4 I learn to describe the parts of the house
1.1. I can list out eight parts of the house
correctly.
1.2 I can say eight parts of the house correctly.
1.3 I can compare at least eight parts of the
house correctly.
1.3 I can match at least five pictures accurately.
1.4 I can state at least five criterias of the house
correctly.

2. I learn to differentiate the number (is/are)

2.1 I learn to listen and say to grammar audio 2.1 I can listen and shadow read seven
(CD2, 38) sentences accurately.
2.1 I can listen and explain seven sentences.
2.2 I learn to match the monsters (number) with 2.2 I can match four monsters with their
their bedrooms. correct bedrooms.
2.3 I learn to differentiate the number (one/ 2.3 I can state the difference between the
more than one) number one and more than one correctly.
2.4 I learn to listen and say to grammar audio 2.4 I can listen and shadow read six sentences
(CD2, 44) accurately.
2.5 I learn how, when, and why to use “is” 2.5 I can correctly use “is” with verbs that didn't

2.6 I learn how, when, and why to use “are”
2.7 I learn to write “is/are” in a simple sentence
ended with ‘s”.
2.6 I can correctly use “are” with verbs that
ended with “s”.
2.7 I can correctly write at least three
simple sentences using is/are.

3. I learn to pronounce the letter sound ‘h’.

3.1 I learn to listen to the audio and shadow 3.1 I can listen and shadow read six
read (CD2, 47) words.
3.2 I learn to pronounce (Harry’s hall is full of 3.2 I can pronounce three words with the
hat’s) sound of “h” accurately.

4. I learn to write about my house.

4.1 I learn to read simple sentences about
my house (pg 77)
4.2 I learn to write simple sentence using
pronoun (I, We, My)
4.3 I learn to write simple sentence using verb
(live, is, are,like)
4.4 I learn to write simple sentence using noun
(parts of house)
4.1 I can listen and shadow read four
sentences accurately.
4.2 I can rewrite four simple sentences.
4.3 I can correctly use simple nouns,
pronouns and verbs in sentences.
4.4 I can write at least three simple sentences
using verbs and nouns correctly.

5. To identify the habitats

5.1 I learn to differ colours of habitats
based from the pictures(page 78)
5.2 I learn to classify the animals
based from the pictures (page 79)
5.3 I learn to design a habitat for their
project (language art)
5.1 I can differentiate at least three colours of
the habitats correctly.
5.2 I can list out at least three animal based on
their habitat correctly.
5.3 I can create a drawing of an animal within
it’s habitat creatively.

Backward Design-BD [Curriculum – Assessment – Pedagogy]

The Big Idea (TBI)

- is a topic that people can care about

- resides at the heart of a discipline or discipline
- can generate a lot of thinking, exploring, discovering
- matters and is useful beyond this classroom right now
- will matter, be useful, and still be important 20 years from now
- opens up connection to each student’s experiences, both in and out of the classroom
- gets a teacher/artist excited thinking about it
- has the potential to grab the imagination and engage the students
- challenges students’ misconceptions and misunderstandings

Identify The Big Idea

- review the DSKP for the the subject taught in school
- select a topic from DSKP
- identify the 1) knowledge (what students need to know) and 2) skills (what students can
do) in Content Standard and Learning standard
- generate The Big Idea which demonstrates a comprehensive understanding of the
selected Content Standard
- generate Essential Questions using 5W1H questioning method

Phase 1: Expected results (Hasil Diharapkan)

Learning outcomes (Goals):

1.0 Listening skills (Main)

Content Standard
1.2 Understand meaning in a variety of familiar contexts. (parts of house vocabulary page
70)
Learning Standard
1.2.1 To identify the parts of the house.
1.2.2 To differentiate the number (is/are).
1.2.3 To pronounce the letter sound ‘h’.
1.2.4 To write about their house.
1.2.5 To name the habitats.
1.2.6 To classify the animals according to their habitats.
1.2.7 To create a drawing on their house. (language art)
1.2.8 To design a habitat project. (language art)

The Big Idea (Understand): (4) Essentials Questions (EQ):

1. What do you see inside the old

house?
2. Which one is the monsters’
My Home is A Paradise bedrooms?
3. There’s a monster and there …?
4. How many monsters are there?
5. Is there a park?
6. What colours are the habitats?
7. What do you find in the habitats?
8. Where do you find the animals?

Knowledge (Pengetahuan): (1) Skills (Kemahiran): (2)

1. Vocabulary
a. Parts of house Listening (Main)
- bathroom
- bedroom Listen to the words: The Old House
- living room Page 70 (CD2: 35)
- hall
- dining room Listen to an audio: At the House (CD2:45)
- kitchen
- stairs Listen to the song
- cellar 4. Page 70 (CD2: 36)
5. The old house
b. Habitats 6. Page 72 (CD2: 40)
- polar religion
- ocean To identify (words from audio)
- jungle
- desert
 - mountains Reading:
- sand To differentiate (page & tasks)
- trees
- rocks Speaking:
- coral To pronounce
- snow To spell

c. Animals Writing:
- tiger To write
- parrot To name (list out)
- camel To classify
- goat To create
- polar bear To design
- shark
- jellyfish Thinking Skills:
- penguin Critical thinking (Page 71: The Description
Game)
2. Grammar Creative thinking (Page 79: Making A
- There’s a (monsters). Habitat)
- There are (four cats).
- Is there a (plane)?
- Are there any (rats)?
- How many (cars) are there?

Performance Level (Tahap Penguasaan): (3)

Level 3 (Low Achievers)

• can read and understand simple sentences and short simple texts with some guidance.
• can give basic opinions, tell basic stories and describe basic everyday routines with
some guidance.

Level 4 (Intermediate Achievers)

• can read and understand simple sentences and short simple texts with little guidance.
• can give basic opinions, tell basic stories and describe basic everyday routines with
little guidance.

Level 5 (High Achievers)

• can read and understand simple sentences and short simple texts with
little or no guidance.
• can give basic opinions, tell basic stories and describe basic everyday routines with
no guidance.
Phase 2: Assessment Evidence (Bukti Pentaksiran)

AoL (Assessment of Learning) - Pentaksiran Terhadap Pembelajaran

AfL (Assessment for Learning) - Pentaksiran Untuk Pembelajaran
AaL (Assessment as Learning) - Pentaksiran Sebagai Pembelajaran

Task (Tugasan Pembelajaran): Evidences (Pengumpulan Eviden):

1. Self evaluation of their own Questionnaire (Student answer this)

understanding of the part of the
house (self assessment)
NO. QUESTION SCALE

1 I can list at least four parts

of the house.
😞😑😊
2 I can state at least four
criterias of the house.
😞😑😊
3 I can correctly use “is” with
verbs that didn't ended with
😞😑😊
“s”.

4 I can correctly use “are” with

verbs that ended with “s”.
😞😑😊
5 I can listen and shadow
read at least four words.
😞😑😊
6 I can listen and shadow
read at least four
😞😑😊
sentences.

7 I can write at least four

simple sentences using ‘is’.
😞😑😊
8 I can write at least four
simple sentences using
😞😑😊
‘are’.

9 I can pronounce at least

four words with the letter
😞😑😊
sound ‘h’.

10 I can design a habitat for

the project based on what I
😞😑😊
have learned.

​
 Checklist (Checked by teacher)
2. Observe pupils throughout the
learning activities/process.
CRITERIA CIRCLE
(observational assessment)
1. Pupils can list at least four parts ✔✖
of the house accurately.

2. Pupils can state at least four ✔✖

criterias of the house correctly.

3. Pupils can correctly use “is” ✔✖

with verbs that didn't ended
with “s” accurately.

4. Pupils can correctly use “are” ✔✖

with verbs that ended with “s”
accurately.

5. Pupils can listen and shadow ✔✖

read at least four words
accurately.

6. Pupils can listen and shadow ✔✖

read at least four sentences
accurately.

7. Pupils can write at least four ✔✖

simple sentences using ‘is’
correctly.

8. Pupils can write at least four ✔✖

simple sentences using ‘are’
correctly.

9. Pupils can pronounce at least ✔✖

four words with the letter sound
‘h’ accurately.

10. Pupils can design a habitat for ✔✖

the project based on specific
criterias provided by the teacher.

Drawing or artworks (usage of natural items,

recyclable items)
3. Design a pet’s house (product
assessment)
Methods (Phase 2)

1. Observational Assessment (Observations)

2. Oral Assessment (student responses)
3. Assessment in Writing
4. Self Assessment
5. Peer Assessment

1. Observational Assessment (Observations) (page 73-77)

Observations can be carried out throughout the learning activities/process (e.g

presentations).

The instruments that can be used for observations are as follows:

● Checklist
● Anecdote
● Running record
● Pictures (are taken throughout the learning activity)

2. Oral Assessment (page 78-80)

Oral assessment is used to gather information during interactions between

● pupil with teacher (see sample instrument – page 78-79)
● pupil with pupil (peer/groupmate/classmate) (see sample instrument – page 80)
● pupils with learning (see sample instrument – page 80)

3. Assessment in Writing (page 81-82)

This method is implemented to track/evaluate pupils’ learning progress and their ability in
mastering the skills. The instruments that can be used for formative/continuous
assessment are as follows:
● Topical tests
● Worksheet (exercise Questions/exercises)
● Worksheet (Table Form)
● Products (e.g drawings/art works)
● Student Log Book/Daily Record Keeping
● Journal
● Quiz
● Essay
● Poetry
● Portfolio
● Presentation slides
● Project

4. Self Assessment (page 83-87)

The instruments that can be used for observations are as follows:

● Student’s diary
● Self Assessment Sheet/Questionnaire (Likert scale)
● Reflection
● Rubric
5. Peer Assessment (page 88)

Peer assessment can be carried out by requesting pupils to provide feedback for the work
of other pupils in accordance with certain criteria. For example, exchanging exercise
books, worksheets or test answer sheets in the classroom. The instruments that can be
used for peer assessment are as follows:
● Feedback form
● Checklist
● Questionnaire (Likert scale)