BI Y6 LP TS25 (Unit 9 - What's Your Opinion - LP 129-144) - 2

DAILY LESSON PLAN TS25
SUBJECT ENGLISH YEAR 6

THEME: World of Knowledge CLASS: WEEK: 1
UNIT: 9. What's your opinion? TIME: DATE: 21/3/2022
SKILL(S) FOCUS: Reading LESSON: 129 (Reading 25) DAY: Monday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 3.2 Main: 3.2.1
Friendship Values
Complementary: 3.2 Complementary: 3.2.3
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO): SUCCESS CRITERIA (SC):
By the end of the lesson, most of the pupils will be able: Pupils can:
1. Understand the main idea of simple longer texts 1. Read the text to get the main idea
2. Guess the meaning of unfamiliar words from clues provided by 2. Talk to their partner to find at least one thing that surprised
other known words and by context them or that they found particularly interesting.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Language for agreeing, disagreeing and giving opinion (e.g. That’s Academy Stars Year 6 Pupil’s Book: Page(s): 108–109 Exercise(s): 1–3
true! / You’re so right!) Teacher’s Book: Page(s): 170–171
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
1. Warm-up: Food review – Draw two coloumns on the board with the headings Healthy
and Unhealthy. Give pupils 5 minutes to write as many food items in the appropriate
_____ / _____ pupils able to achieve
colomn as they can.
learning objectives and given enrichment
Lesson development:-
exercise (s).
2. Tell pupils the title of the text (Sugar, Sugar). Ask them if they think it is about healthy
or unhealthy eating. Ask pupils if they like sugar and sugary foods. Elicit some _____ / _____ pupils able to achieve
examples of food with high sugar content that they like and/or eat often. Talk to pupils learning objectives with guidance and given
about the dangers of eating too much sugar (e.g. obesity, diabetes, tooth decay). (CCE: reinforcement exercise (s).
Values). (CBA)
3. Pupils look at the text and answer the questions. (Activity 1) _____ / _____ pupils not able to achieve
4. Pupils read the text to get the main idea. (Activity 2) learning objectives and given remedial
5. Ask pupils if any information in the text surprised them. They talk to their partner to exercise(s).
find at least one thing that surprised them or that they found particularly interesting,
then report to the class. (21stCA) TODAY’S LESSON:
6. Pupils focus on guessing the meaning of unfamiliar words in the text. (Activity 3)
Excellent
7. Memorising Activity - Pupils make sentences using the new vocabulary. (HOTS)
Need improvemnt
Post-lesson:-
8. Post-Lesson Task 8: Test Your Memory to extend the topic of healthy and
unhealthy foods.
HOTS Analysis 21st CA Think– Pair– Share
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Tell Stories
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils complete the worksheet with Pupils complete the worksheet for Pupils complete the worksheet for
teacher’s guidance reinforcement enrichment.
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on ___________________________________________________________

THEME: World of Knowledge CLASS: WEEK: 1
SKILL(S) FOCUS: Writing LESSON: 130 (Writing 25) DAY: Monday
Main: 4.2 Main: 4.2.1
Friendship Values
1. Give detailed information about themselves and others 1. write three sentences to say what they remember about the
2. Connect sentences into two coherent paragraphs or more text they read in the previous lesson
using basic coordinating conjunctions and reference pronouns 2. write their opinion on sugar by stating their opinion(s) on sugar
Reference pronouns (e.g. they, it) and other linking devices (e.g. Academy Stars Year 6 Pupil’s Book: Page(s): 110 Exercise(s): 1–3
either, even) Teacher’s Book: Page(s): 172
Pre-lesson:
1. Pre-Lesson Task 6: Finger Writing - Review the topic of healthy and unhealthy foods
which focusses on spelling.
2. Ask pupils to write three sentences to say what they remember about the text they _____ / _____ pupils able to achieve
read in the previous lesson. (21stCA) learning objectives and given enrichment
3. Pupils re-read the text to find who said what. (Activity 1) exercise (s).
4. Pupils match points and supporting statements. Remind pupils that this is an
important strategy in writing as well as speaking. Give pupils examples of how to use _____ / _____ pupils able to achieve
reference pronouns and other words to connect the sentences, e.g. Activity 2: 4-e learning objectives with guidance and given
(either); Adverts want to sell us sugary food. They are bad for our health! (Activity 2) reinforcement exercise (s).
5. Ask pupils which statements they agree and disagree with. In pairs, pupils tell each
other their opinion(s) on sugar. Have pupils give a reason for their opinion. (CBA) _____ / _____ pupils not able to achieve
6. Individually, pupils write their opinion on sugar by stating their point and supporting it learning objectives and given remedial
with a second sentence. They should try to link their sentences together with exercise(s).
reference pronouns and other reference words. (HOTS)
7. Ask pupils to write a point plus supporting sentence about fatty foods. Fast finishers TODAY’S LESSON:
can also write about salt. (CCE: Values).
Excellent
8. Have pupils share their points with the class and give feedback on ideas as well as
Need improvemnt
language. Remind pupils to keep their work for upcoming lessons.
9. Working with words -Pupils focus on related words
Post-lesson:-
10. Post-Lesson Task 7: Read Your Friend’s Mind to extend the topic of healthy and
unhealthy foods.
HOTS Analysis 21st CA Recap Group
REFLECTION

THEME: World of Self, Family and Friends CLASS: WEEK: 1
SKILL(S) FOCUS: Listening LESSON: 131 (Listening 25) DAY: Monday
Main: 1.2 Main: 1.2.2
Friendship Values
1. Understand with little or no support specific information and 1. Listen to the Audio 2.14 and to tell their partner what has
details of longer simple texts on a range of familiar topics happened.
2. Give detailed information about themselves and others 2. Practise the new language in pairs.
Academy Stars Year 6 Pupil’s Book: Page(s): 112 Exercise(s): 1–3
Teacher’s Book: Page(s): 176–177 Cut-ups of each line of the
Indefinite pronouns and adverbs (e.g. someone/anyone/no one)
dialogue from the Pupil’s Book, p.112. One set for each pair. Copy of
picture from Pupil’s Book, p.112
Pre-lesson:
1. Using key words from the text, play a word definition/spelling game – see Workbook
Activity 1, p.92 for some ideas
Lesson development:- _____ / _____ pupils able to achieve
2. Refer the pupils to the vocabulary panel at the top of the page. Elicit a definition for learning objectives and given enrichment
the words. Write the words on the board, rather than having pupils open their books. exercise (s).
3. Show the picture from the Pupil’s Book, p.112 (you may want to make a large copy of
this). Ask pupils what they can see to elicit the context and speakers. _____ / _____ pupils able to achieve
4. Ask pupils to listen to the girls talking (Audio 2.14) and to tell their partner what has learning objectives with guidance and given
happened (Alice lost her tablet, but her friend Tomoko found it). They should listen, reinforcement exercise (s).
not read the text, so make sure their books are still closed. (21stCA)
5. Hand out the cut-up lines of the dialogue to pairs. Pupils try to put them in order. _____ / _____ pupils not able to achieve
Encourage pupils to look for clues to see which lines are linked, referring them back to learning objectives and given remedial
Lesson 129 (reference pronouns and other reference words). exercise(s).
6. Play the recording again. Pupils listen and check their answer.
7. Pupils cicle teh correct answer. Pupils focus on the target language. (Activity 2) TODAY’S LESSON:
8. Pupils make a new dialogue about something they have lost. Pupils practise the new Excellent
language in pairs. (Activity 3) (HOT) (CBA) Need improvemnt
Post-lesson:-
9. Ask pupils to tell the class what their partner lost and whether they found it. If you
have extra time, you could choose a post-lesson task from the list in Section 3.
HOTS Creation 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Role Play
REFLECTION


SKILL(S) FOCUS: Speaking LESSON: 132 (Speaking 25) DAY: Monday
Main: 2.1 Main: 2.1.1
Friendship Language
Complementary:1.2 Complementary: 1.2.5
1. Give detailed information about themselves and others 1. Practise changing the verb in reported speech
2. Understand more complex supported questions 2. Talk to their partner then report what they said
Reported speech tense shift (e.g. ‘Sugar is bad for your teeth’ – She Teacher’s Book: Page(s): 174–175
said sugar was bad for your teeth’) Worksheet A and B: Three short, simple sentences on each A and B
worksheet about sugary foods, for dictation. (Not Include)
Pre-lesson:
1. Pupils A and B work in pairs to dictate sentences about sugary foods to each other
using the worksheet (A and B version). See Workbook p.94, Activity 2 for some
example sentences.
2. Pupils are introduced to the form of reported speech. (Activity 1) learning objectives and given enrichment
3. Pupils practise changing the verb in reported speech. (Activity 2) exercise (s).
4. Have pupils work with a different partner from Step 1, also in an A-B pair. They tell
their new partner what their previous partner said. Pupils can check the sentences _____ / _____ pupils able to achieve
with their new partner at the same time. learning objectives with guidance and given
5. Pupils talk to their partner then report what they said. Pupils could report in groups, reinforcement exercise (s).
rather than as a whole class to allow more pupils to practise reported speech. (Activity
3). (21stCA) _____ / _____ pupils not able to achieve
6. Pupils work in groups of three (A, B, C). Pupil A gives Pupil B a question to ask Pupil learning objectives and given remedial
C. Pupil B asks Pupil C, who replies to Pupil B. Pupil B then reports the answer to Pupil exercise(s).
A, e.g.
Pupil A (to B): What kind of food does she like? TODAY’S LESSON:
Pupil B (to C): What kind of food do you like? Excellent
Pupil C (to Pupil B): I like fruit. Need improvemnt
Pupil B (to Pupil A): She said she liked fruit.
Give pupils a topic (e.g. healthy food), but let them ask any questions they like. (CBA)
Post-lesson:-
7. Ask pupils to tell the class what their partner lost and whether they found it.
HOTS Analysis 21st CA Think– Pair– Share
REFLECTION


THEME: World of Stories CLASS: WEEK: 1
UNIT: A Garden by Leila Berg TIME: DATE: 21/3/2022
SKILL(S) FOCUS: Language Arts LESSON: 133 (Language Arts 25) DAY: Monday
Main:5.3 Main: 5.3.1
Friendship Language
By the end of the lesson, most of the pupils will be able:
1. Respond imaginatively and intelligibly through creating simple Pupils can:
stories and simple poems 1. Recite the poem aloud.
2. Connect sentences into two coherent paragraphs or more 2. Write a short story about their gardens using modal verbs
using basic coordinating conjunctions and reference pronouns
Anthology of Poems for Year 4,5, and 6 A Garden by Leila Berg Page:
Modal verbs with speculation: should / could and reference
36 Contemporary Children’s Literature Teaching Guidebook (BPK) –
pronouns
Poetry (page 126)
Pre-lesson: _____ / _____ pupils able to achieve
1. Teacher shows the poem and pupils recite aloud. learning objectives and given enrichment
Lesson development:- exercise (s).
2. Teacher goes through the words in the poem with the pupils. _____ / _____ pupils able to achieve
e.g. daisies, buttercups, chase, middle, settle learning objectives with guidance and given
3. Teacher asks pupils to list any three things that can be found in the poet’s garden. reinforcement exercise (s).
4. Pupils brainstorm other things that can be found in a garden using the modal verbs
should/could and write them down on the board e.g. We could place…. / We should _____ / _____ pupils not able to achieve
have…. learning objectives and given remedial
5. Pupils write a short story about their gardens using modal verbs (should/could) and exercise(s).
reference pronouns
Post-lesson:- TODAY’S LESSON:

6. Pupils share their work in the classroom and the teacher gives comments/feedback Excellent
(Gallery Tour).
Need improvemnt
HOTS Analysis 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Observation
REFLECTION


Main: 3.2 Main: 3.2.1
Friendship Language
Pupils can:
1. Understand specific information and details of simple longer
1. Read the complete essay to understand the overall meaning
texts
2. Give their own opinions for the class
2. Understand the main idea of simple longer texts
Academy Stars Year 6 Pupil’s Book: Page(s): 114–115 Exercise(s): 1–4
Teacher’s Book: Page(s): 180–181 Topic cards (one set per small
Topic sentences; functional language: giving opinion (e.g. I don’t
group). Each set will contain about eight cards, each card with a
believe that…)
different word related to the topic of food and diet (e.g. sugar / fatty
foods / fruit & vegetables / meat / snacks).
1. Pre-Lesson Task 10: Say What’s Missing - Review the topic of healthy eating learning objectives and given enrichment
2. Pupils work in small groups (e.g. four per group). Give each group a set of topic cards.
In turns, pupils take a topic card. They should give their opinion to their group on this _____ / _____ pupils able to achieve
topic. At this stage of the lesson, the opinions can be short, e.g. Topic: Meat; Pupil learning objectives with guidance and given
says: I don’t believe that we should eat meat every day. Give feedback on pupils’ ideas. reinforcement exercise (s).
(CBA)
3. Pupils are introduced to the idea of topic sentences. They analyse Bart’s essay and _____ / _____ pupils not able to achieve
match topic sentences to content. learning objectives and given remedial
4. Pupils read the complete essay to understand the overall meaning. (Activity 1) exercise(s).
5. Pupils read to analyse the opinions in the essay. (Activity 2) (HOTS)
6. Pupils identify expressions for giving opinion. (Activity 3) TODAY’S LESSON:
7. Pupils identify the purpose of each paragraph. (Activity 4) Excellent
Post-lesson:- Need improvemnt
8. Play an agree-disagree game. Read the sentences from Bart’s essay one-by-one. If
pupils agree they should go to one side of the classroom. If they disagree, they go to
the other side. Continue as appropriate using some of the pupils’ ideas from Step 2 or
have some volunteers give their own opinions for the class to agree/disagree on. (21st
CA)
HOTS Analysis 21st CA Games
REFLECTION


Main: 4.3 Main: 4.3.3
Friendship Global Sustainability
1. Produce a plan or draft of two paragraphs or more for a Pupils can:
familiar topic 1. Note their ideas on paper in a mind map or in two columns.
2. Connect sentences into two coherent paragraphs or more 2. Write an essay in pairs.
Topic sentences; functional language: giving opinion (e.g. I don’t Teacher’s Book: Page(s): 180 Lots of pictures of school children from
believe that…) different countries, including some with school uniform, some
without and at least one Malaysian child in uniform.
1. Use a picture of a Malaysian child/children in school uniform to elicit the word learning objectives and given enrichment
‘uniform’. Ask pupils to describe the child’s uniform and compare it to their own, if exercise (s).
relevant.
2. Have pupils work in groups. Give each group some pictures of children from different
places in the world. Have pupils look at the pictures and share their ideas about how
the school children look, comparing them to each other and to themselves. (CCE:
Global Sustainability).
3. Ask pupils if they think the children are happy to be wearing their school uniform, or to
be without a school uniform. Ask pupils to brainstorm positive and negative points of
school uniforms. They should note their ideas on paper in a mind map or in two
columns. (21stCA)
4. Gather some positives and negatives from different groups.
5. Pupils put their ideas together as a class. If you have a large class, you could nominate
learning objectives with guidance and given
(a) mature highproficiency pupil(s) to lead this step with (an)other group(s). (CCE:
reinforcement exercise (s).
Values – listening to each other’s opinions). (Activity 5) (HOTS)
6. Pupils use the class notes to write an essay in pairs. (Activity 6) (CBA)
_____ / _____ pupils not able to achieve
Post-lesson:-
learning objectives and given remedial
7. Using the pictures from Step 2, have pupils choose the pictures which show the
exercise(s).
children they would like to be in the place of and explain why. Pupils tell the class their
opinion.
TODAY’S LESSON:
HOTS Analysis 21st CA Brainstorming
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Homework
REFLECTION


Main: 1.2 Main: 1.2.2
Friendship Values
Pupils can:
1. Understand with little or no support specific information and
1. Listen for the main idea and give their opinions on the topic.
details of longer simple texts on a range of familiar topics
2. Answer questions about the children’s opinions, then listen
2. Understand with little or no support the main idea of longer
again to check.
simple texts on a range of familiar topics
Functional language: giving opinion (e.g. I don’t believe that…)
Teacher’s Book: Page(s): 178–179
Pre-lesson:
1. Warm-up: Play Make words with words or phases for giving opinions.
2. Refer pupils to the vocabulary panel at the top of the page. Read out an example exercise (s).
sentences for each word. Elicit a definition for the words.
3. Pupils think about the topic and the setting of a formal debate using a picture prompt. _____ / _____ pupils able to achieve
(Activity 1)(HOTS) learning objectives with guidance and given
4. Pupils give their opinions on the topic of multi-tasking before listening. (Activity 2) reinforcement exercise (s).
5. Play Audio 2.15 for pupils to listen for the main idea. They decide who is for and who is
against multi-tasking. _____ / _____ pupils not able to achieve
6. Pupils listen to the children debating the topic and identify their opinions. (Activity 3) learning objectives and given remedial
7. Pupils answer questions about the children’s opinions, then listen again to check. exercise(s).
(Activity 4)(CBA)
8. Remind pupils of their ideas in Activity 2 and elicit whether any of these were similar TODAY’S LESSON:
to what Maya and James said. Work in pair to discuss. (Activity 5)(21st CA)
Excellent
Post-lesson:-
Need improvemnt
9. Values in this lesson – Elicit from the pupils the importance of listening to other
peoples’s opinions. (CCE: Values)
HOTS Analysis 21st CA Pair / Group Discussion
REFLECTION


Main: 2.2 Main: 2.2.1
Friendship Language
1. Keep interaction going in short exchanges by checking Pupils can:
understanding of what a speaker is saying 1. Debate in groups
2. Understand with little or no support specific information and 2. Prepare their arguments and practise what they will say
Functional language: giving opinion (e.g. I don’t believe that…),
Functional language: giving opinion (e.g. I don’t believe that…) checking understanding, e.g. using reported speech (e.g. You said
….., didn’t you?)
Pre-lesson:
1. Review the names of topics which have been covered in this unit (Multi-tasking; School
uniforms; Advertising; Healthy eating) with a word game.
2. Tell pupils they will have a debate in groups. Explain that in a debate, there is a
‘motion’ – this is a statement, which gives an opinion on a topic (see A–D below). One
side agrees with the motion (For), the other side disagrees (Against). Hand out the _____ / _____ pupils able to achieve
worksheet and point out the three motions: learning objectives and given enrichment
A - Multi-tasking is the best way to work. (CCE: Values) exercise (s).
B – Children are happier at school when they wear a uniform. (CCE: Values)
C – Advertising helps people make the best choices for healthy eating. (CCE: Values) _____ / _____ pupils able to achieve
D – Children need sugar to give them energy (CCE: Values) learning objectives with guidance and given
3. Pupils work in groups of four. Each group first decides on a motion to debate. Then, on reinforcement exercise (s).
the worksheet, they discuss the ideas both for and against the motion they have
chosen. Each pupil should make notes on the worksheet. (CBA) _____ / _____ pupils not able to achieve
4. Assign For and Against roles to pairs of pupils in each group. As with a real debate, learning objectives and given remedial
their position may not be the same as their own opinion. Have pupils prepare their exercise(s).
arguments and practise what they will say. (21stCA)
5. Explain that there will be three stages to the debate: TODAY’S LESSON:
Stage 1 – the For side gives their opinion while the Against side listens and take notes. Excellent
Stage 2the Against side gives their opinion while the For side listens and takes notes. Need improvemnt
Stage 3 – there is an open discussion, where pupils use their notes to check
understanding of what was said and to expand their opinions according to their For or
Against role (e.g. You said ….., didn’t you, but we disagree. We believe that…). (HOTS)
Post-lesson:-
6. Give feedback on the content of the different debates as well as on language used,
especially relating to the target language.
HOTS Evaluation 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Worksheet
REFLECTION

UNIT: A Garden by Leila Berg TIME: DATE: 21/3/2022
Main:5.3 Main: 5.3.1
Friendship Language
1. Respond imaginatively and intelligibly through creating simple 1. Write a short fable based on the illustration
stories and simple poems 2. Present their fables to the class.
2. Connect sentences into two coherent paragraphs or more
Anthology of Poems for Year 4,5, and 6 A Garden by Leila Berg Page:
Modal verbs with speculation: should / could and reference 36 http://www.youtube.com/watch?v=pR9N1200Bhg
pronouns Contemporary Children’s Literature Teaching Guidebook (BPK) –
Poetry
1. Divide pupils into groups.
exercise (s).
2. Show an example of a short fable. http://www.youtube.com/watch?v=pR9N1200Bhg

learning objectives with guidance and given
3. Ask pupils to look at the illustrations in the poem. reinforcement exercise (s).
4. Ask pupils to write a short fable based on the illustration. Tell them to use
the video as a guide. _____ / _____ pupils not able to achieve
5. Pupils discuss settings, characters, and sequence of events learning objectives and given remedial
exercise(s).
Post-lesson:-
6. Pupils present their fables to the class. TODAY’S LESSON:
7. Pupils give feedback using Two Stars and a Wish: two things that are good (stars) Excellent
and one thing that can be improved (wish). Need improvemnt
st
HOTS Analysis 21 CA Pair / Group Discussion
REFLECTION


Main: 3.2 Main: 3.2.2
Friendship Language
1. Understand specific information and details of simple longer 1. Read the article and describe it.
texts
2. Read their text and answer the question
2. Read independently for information and enjoyment
Various narrative tenses: past simple, present perfect, present Academy Stars Year 6 Pupil’s Book: Page(s): 118–121 Exercise(s): 1,2,
simple 4 Copy and cut up the text from Pupil’s Book, pp.118–120.
Pre-lesson:
1. Warm-up: Tell me a story – Show two pictures from a magazines and have the pupils
make up a story fore ach one. (21stCA)
2. Write the title of the text: The Power of Stories on the board. Ask pupils to think and
share what the text will talk about. _____ / _____ pupils able to achieve
3. Give each pupil a copy of the first paragraph of the whole text (i.e. from Stories are an learning objectives and given enrichment
important part… to …how did it all begin?.). Have pupils answer the first question in exercise (s).
the text in small groups: Do you remember…?
4. Explain that different groups of pupils will have different sections of the text on pages _____ / _____ pupils able to achieve
118–120 of the Pupil’s Book. On the board, write the question: What kind of stories learning objectives with guidance and given
does the writer talk about? Describe it/them. Divide the class into three large groups reinforcement exercise (s).
and give a different text to each one. Pupils read their text and answer the question.
5. Pupils read the article on pages 118-120. They should find at least one _____ / _____ pupils not able to achieve
description that relates to their text and match it to the stories. Pupils can check their learning objectives and given remedial
answers with others in the same large group. (Activity 1) exercise(s).
6. In a similar way, have pupils identify and answer the questions in Activity 2 in the
Pupil’s Book, p.121 which they can answer based on their text. (HOT) TODAY’S LESSON:
7. Regroup pupils into groups of three so that there is a pupil with each of the three
Excellent
texts. Have them exchange their answers. Encourage them to discuss the answers
Need improvemnt
freely and not to show each other their books, where they have the answers written.
8. In these groups of three, pupils discuss the questions in Activity 4, Pupil’s Book, p.121.
Post-lesson:-
9. Talk with the class about the value and importance of reading. Ask pupils about their
reading habits and encourage them to read as often as they can, in English as well as in
their own language. (CBA)
HOTS Analysis 21st CA I See, I Think, I Wonder
REFLECTION


Main: 4.2 Main: 4.2.1
Friendship Financial Education
Pupils can:
By the end of the lesson, most of the pupils will be able: 1. Write three supporting arguments for at least two of their
1. Give detailed information about themselves and others high-ranking options
2. Ask about and describe future plans or events 2. Present their plan for the future spending of the £20,000 in the
school
Academy Stars Year 6 Pupil’s Book: Page(s):117 Exercise(s): 1–4
Future review (will & going to)
Teacher’s Book: Page(s): 184
Pre-lesson:
1. Warm-up: Mind map – Draw a mind map on the board. Write school in the middle of it
and then write the following heading: furniture, places.
2. Talk to pupils about the value of £20,000 (around RM100,000). Elicit some ideas about learning objectives and given enrichment
what their school could spend this amount of money on if the school had won it. (CCE: exercise (s).
Financial Education).
3. Pupils match ideas and arguments. Activity 1 _____ / _____ pupils able to achieve
4. Pupils give their own opinion and rank the options. Activity 2 learning objectives with guidance and given
5. Pupils write three supporting arguments for at least two of their high-ranking options reinforcement exercise (s).
in Activity 2. Pupils work individually on their highest-ranking option, then on at least
one more option in pairs. Encourage pairs to review each other’s first set of supporting _____ / _____ pupils not able to achieve
arguments. (Activity 3)(21stCA) learning objectives and given remedial
6. Pupils work in groups. Tell pupils they have the role of school principal. They should exercise(s).
present their plan for the future spending of the £20,000 in the school in small groups.
(Activity 4) (CBA) TODAY’S LESSON:
7. Have each group decide who is the best school principal. (HOTS)
Excellent
Post-lesson:-
Need improvemnt
8. Ask pupils to imagine they have won lots of money. Ask: What are you going to do
with the money? Have pupils discuss in groups and gather some ideas as a class. Talk
to pupils about how some lottery or prize winners donate their winnings to charity or
give money to poor people. Will they do the same? (CCE: Values)
HOTS Evaluation 21st CA Think– Pair– Share
REFLECTION


Main: 1.2 Main: 1.2.3
Friendship Financial Education
1. Understand with little or no support longer simple narratives Pupils can:
on a range of familiar topics 3.
2. Agree a set of basic steps needed to complete extended 4.
classroom tasks
Three or four short stories (spoken) from different cultures (e.g.
stories from around the world on YouTube). Worksheet: Pictures
Narrative forms (review) from the stories and titles, for matching. A sentence about each
story to say what it is about. Questions about the stories. Materials
for poster making.
Pre-lesson:
1. Ask pupils about stories they know from other cultures. (CBA)
2. Review the text from Lesson 139 by asking pupils to share what they remember about
different stories.
3. Tell pupils they will work with some stories from other cultures. Hand out the _____ / _____ pupils able to achieve
worksheet. Pupils look at the pictures and match them to the titles of the stories. learning objectives and given enrichment
There is no need to check answers at this stage. exercise (s).
4. Next, ask pupils to match the sentences to the right story. Don’t check answers at this
stage. _____ / _____ pupils able to achieve
5. Play the stories, one by one. After each story, stop and check pupils’ answers on their learning objectives with guidance and given
worksheets. reinforcement exercise (s).
6. Ask pupils to discuss the questions on the worksheet in pairs or groups of three:
- Do you know any of these stories already? Which ones? _____ / _____ pupils not able to achieve
- Where do you think these stories come from? Why? learning objectives and given remedial
- Which story do you like best? Why? exercise(s).
- Which story has the strongest moral message? What is it?
7. Give feedback on their answers and discuss the questions as a class. (HOTS) TODAY’S LESSON:
8. Ask pupils to choose one of the stories. They can choose a task, A or B, and should Excellent
decide on the steps to complete the tasks by themselves. They make a note of the Need improvemnt
steps they decide. Check these as a class. (CCE: Values – cooperation and team work)
Post-lesson:-
9. Play a mime game, where you mime a scene from one of the stories. Pupils should
guess which story it is or which character you are. Have pupils mime to the class too.
(21stCA)
HOTS Analysis 21st CA Role-Play
REFLECTION


Main: 2.1 Main: 2.1.1
Friendship Values
Pupils can:
1. Give detailed information about themselves and others
1. Prepare their own ideas for or against the motion
2. Debate the motion as a class
Teacher’s Book: Page(s): 182–183
Pre-lesson:
1. Pupils present their work from the previous lesson (acting out scenes or poster
presentations). (21stCA) _____ / _____ pupils able to achieve
Lesson development:- learning objectives and given enrichment
2. Warm-up: Play Thumbs up! Pupils play a game to introduce them to the topic of the exercise (s).
main lesson.
3. Pupils categorise For and Against ideas for the motion. (Activity 1) _____ / _____ pupils able to achieve
4. Pupils prepare their own ideas for or against the motion. (Activity 2) (HOTS) learning objectives with guidance and given
5. Pupils debate the motion as a class, or you could have pupils debate in groups of six or reinforcement exercise (s).
seven. In this case, monitor carefully to ensure all groups are following the right
procedure for debating and that listeners are making notes. Have pupils not engaged _____ / _____ pupils not able to achieve
in the debate make notes on the main arguments made, and make notes yourself too. learning objectives and given remedial
(Activity 3)(CBA) exercise(s).
6. Pupils decide as a class if they are for or against the motion. (CCE: Values – listening) to
both sides of an argument before making up your mind on something). (Activity 4) TODAY’S LESSON:
Post-lesson:- Excellent
7. Give feedback on performance in this lesson. Then use your notes from Step 5 to say Need improvemnt
some arguments made. Pupils listen and tell you if the arguments are for or against
the motion. Continue by asking the pupils who made notes in Step 5 to do the same.
HOTS Evaluation 21st CA Presentations
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Simple Project
REFLECTION
UNIT: Tadpole TIME: DATE: 21/3/2022
Main: 5.2 Main: 5.2.1
Friendship Language
Pupils can:
3. Describe in simple language a character’s actions or feelings
1. Recite the poem with actions.
and explain the reasons for them
2. Explain their emotions based on their drawings.
Anthology of Poems for Year 4,5, and 6 Tadpoles by Rose Fyleman
Verb (Present Continuous Tense) Page 38 Contemporary Children’s Literature Teaching Guidebook
(BPK) – Poetry
1. Paste randomly four pictures of each stage of the frog’s life cycle (eggs, tadpole, learning objectives and given enrichment
froglet, frog). exercise (s).
2. Pupils rearrange the pictures to show the correct life cycle of the frog.
3. Pupils recite the poem with actions. (CBA) learning objectives with guidance and given
4. Ask pupils what the tadpoles were doing in the poem. (HOTS) reinforcement exercise (s).
5. Pupils draw their feelings on cards based on the events in the poem.
Event 1: playing in the pool _____ / _____ pupils not able to achieve
Event 2: going to school learning objectives and given remedial
Event 3: swimming in and out exercise(s).
Event 4: having dinner
6. Pupils explain their emotions based on their drawings. TODAY’S LESSON:
Post-lesson:- Excellent
7. Gallery walk. (21stCA) Need improvemnt
HOTS Analysis 21st CA Gallery Walk
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Presentation
REFLECTION

SKILL(S) FOCUS: Speaking LESSON: 144 (Language Awareness 8) DAY: Monday
Main: 2.1 Main: 2.1.1
Friendship Language
Pupils can:
1. Talk about their learning and performance in this unit
2. Complete the self-assessment worksheet
Academy Stars Year 6 Workbook: Page(s): 100–101 Teacher’s Book
Page(s): 185 Worksheet: Any reading, writing, listening or speaking
tasks (your choice, based on your pupils’ needs). Self-assessment
worksheet (Assessment Unit 9).
1. Pre-Lesson Task 12: Word Salad - To review vocabulary or language learning objectives and given enrichment
2. Pupils do workbook Check-up Challenge pp.100—101 to complete the crossword. _____ / _____ pupils able to achieve
Check in groups. (HOTS) learning objectives with guidance and given
3. Pupils complete the reported sentences with what James said. reinforcement exercise (s).
4. Pupils complete the correct indefinites pronous.
5. Collect their work and note their performance. _____ / _____ pupils not able to achieve
Post-lesson:- learning objectives and given remedial
exercise(s).
3. Ask pupils to think about their learning and performance in this unit. They then
complete the self-assessment worksheet. Pupils should do this in English. (21st CA) TODAY’S LESSON:
4. Collect the worksheets from pupils and review them to note pupils’ responses. If there Excellent
are any areas of concern, prepare a review of these in upcoming lessons. (CBA)
Need improvemnt
st
HOTS Analysis 21 CA I See, I Think, I Wonder
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Worksheet
REFLECTION

BI Y6 LP TS25 (Unit 9 - What's Your Opinion - LP 129-144) - 2

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DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 6

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Lesson development:- _____ / _____ pupils able to achieve

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CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE

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Lesson development:- _ / _ pupils able to achieve