LESSON PLAN WEEK 4 2024/2025: Content Standard Code: Learning Standard Code: Moral Values CCE

LESSON PLAN WEEK 4 2024/2025
DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 5
THEME: World of Self, Family and Friends CLASS: 5C WEEK: 4
TOPIC: FREE TIME TIME: 8.00-9.00 AM DATE: 1/4/2024
SKILL(S) FOCUS: Listening LESSON: 11 ( Listening3) DAY: Monday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 1.2 Main: 1.2.5
Complementary: 3.2 Complementary: 3.2.3 Respect others Patriotism
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Listen and answer questions correctly.
2. Guess the meanings of unfamiliar words in the text.
SUCCESS CRITERIA (SC):
Pupils can:
1. Listen and answer at least 2 questions correctly.
2. Read and match at least 3 countries correctly.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
English Plus 1 Activities 1 and 2 p.10, Activities 1 and 2 p.11, Audio:
Nationalities and asking questions 1.11, World map as an image or poster, Flash cards to hold up with
Where? What? Who? on them, Workbook p10.
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Pin world map on board as support for warm-up. Choose a pupil to point to
Malaysia on map. Put pupils into pair and give them one minutes to write as many
countries in English as they can. See which pair wrote the most countries
correctly.
Lesson development:-
1. Pre-teach ‘globe’. Pupils in pairs do p.10 Activity 1. Say country names again 35/37 pupils were able to achieve the
and pupils repeat. Which countries sound similar in English and Malay (or learning objectives with guidance and
other languages pupils know)? given reinforcement exercise
2. Play a word game with the six blue words in quiz, Activity 2: Say: Listen then
find the blue word. e.g. What is something we wave on special days. What
word means a person is very good and really popular? (21st CA) TODAY’S LESSON:
3. Pupils do Activity 2. Help pupils to notice endings of nationalities by writing -
Excellent
ish, -an -ian, -ese on board. (HOTS)
Need improvement /
4. Hold up three flash cards (Where? What? Who?) and elicit examples of
questions that start with these question words. Pupils do p.11 Activity 1.
Check answers. Pupils do Activity 2 (CD1.12)
5. Pupils read key phrases in Activity 3. They listen to (CD1.12) again. With a
different partner, they complete the five sentences. Check answers. (CBA)
Post-lesson:-
Pupils sit in a circle and take turns to ask a Where, What and Who question.
HOTS Analysis 21st CA Games
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Exercise Book
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with teacher’s Worksheet for reinforcement./
Worksheet for enrichment.
guidance. Workbook page 10 & 11.
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 __________________________________________________________
TOPIC: FREE TIME TIME: 7.30-8.30AM DATE: 3/4/2024
SKILL(S) FOCUS: Speaking LESSON: 12 ( Speaking3) DAY: Wednesday
Main: 2.1 Main: 2.1.1
Complementary: 4.3 Complementary: 4.3.2 Respect others Patriotism
1. Give detailed information based to themselves.
2. Spell words in their quiz correctly.
Pupils can:
1. Give at least 3 detailed information based on ’who’, ’what’ and ’where’.
2. Spell at least 80 % of the words in their quiz correctly.
English Plus 1 Activities 2 p.10, Activities 3 and 4 p.11, Audio: 1.11,
Question words and nationalities (adjectives) World map as an image or poster, Flash cards to hold up with
Where? What? Who? on them.
Pre-lesson:
Write: Where, What, Who in circles on board. Say sentences about yourself.
Pupils say which question word matches each sentence. For example, I’m your
teacher. (Who + are you?) I live in a city in Malaysia. (Where + do you live?) I like
watching films and running. (What + are your interests?) Write these on board.
1. Pupils in pairs take turns to say three sentences about where they live, what 29/37 pupils were able to achieve the
and who they like. Partners match sentences with a question (Where, What learning objectives with guidance and
or Who). (21st CA) given reinforcement exercise.
2. Pupils look at the six photos on p.10 again. In pairs they choose two photos
each and say sentences about them using Key phrases from Activity 3. I think
that’s … I’m not sure that’s…. I don’t know where / what / who that is. TODAY’S LESSON:
3. Tell pupils they are going to write a group quiz. Pupils do p.11 Activity 4 Use
Excellent
It! Put pupils into small groups to write five more quiz questions. (CBA)
Need improvement /
4. Each group chooses their ‘best’ question and one pupil write it on paper.
Display questions on a wall with a heading e.g. Can you answer our
questions? (HOTS)
Post-lesson:-
TEST YOUR MEMORY – Pupils see the textbook picture or your chosen picture on
p10. Give them 1 minute to look at the picture and remember the meaning of the
words.
HOTS Analysis 21st CA Think– Pair– Share
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Quiz
guidance. Workbook page 10 & 11.
REFLECTION

TOPIC: FREE TIME TIME:10.20-11.20 AM DATE: 4/3/2024
SKILL(S) FOCUS: Reading LESSON: 13 ( Reading3) DAY: Thursday
Main: 3.3 Main: 3.3.1
Complementary: 4.3 Complementary: 4.3.1 Respect others Information and Communication Technology
1. Read a digital text.
2. Use capital letters, full stops, commas and conjunctions correctly in sentences.
Pupils can:
1. Read and identify at least 2 characteristics of an email address correctly.
2. Write at least 2 sentences using each conjunction, capital letters, full stops and commas correctly.
English Plus 1 Activities 5-7 p.11, Audio: 1.12, Three cards for each
Questions: conjunctions and, but, or
group with and, but, or on them to hand out to pupils at step 6.
Pre-lesson:
Write ‘email’ on board. Explain what an email is. Ask questions to find out who
writes emails, who they send the emails to, who they get emails from. Do pupils
like reading and writing emails?
1. Pupils do p.11 Activity 5. Explain the words in blue in the email are called
conjunctions. They compare answers with a partner. Check with class. Ask:
What question was easy / difficult? Is Beth’s email easy / difficult to read? 29/37 pupils were able to
2. Explain the words and, but, or in blue in the email are called conjunctions. pupils were able to achieve the
Write on board e.g. I like cheese ___ I like ice cream. I like cheese ___ I don’t learning objectives with guidance and
like ice cream. Would you like cheese __ ice cream!? Pupils say which given reinforcement exercise
conjunction is missing in the sentences (and, but or). (HOTS)
3. Pupils do Activity 6. Pupils work in pairs to look at the sentences and discuss TODAY’S LESSON:
when there is a comma. Discuss the answer with the class. (21st CA) Excellent
4. Pupils do Activity 7. In pairs, they compare sentences and check if they have Need improvement /
the same conjunction. Check answers. Ask: Which sentence has a comma?
(CBA)
Post-lesson:-
Pupils in small groups place their three conjunction cards face down on a desk.
They take turns to turn over a card and say something about themselves using the
conjunction on the card. They mix up the cards then repeat activity.
guidance. Workbook page 11.
REFLECTION

TOPIC: FREE TIME TIME: 11.20-12.20 PM DATE: 5/4/2024
SKILL(S) FOCUS: Writing LESSON: 14 ( Writing3) DAY: Friday
Main: 4.2 Main: 4.2.1
Complementary: 2.3 Complementary: 2.3.1 Respect others Language
1. Give detailed information about themselves in an email
2. Share a short introduction about themselves.
Pupils can:
1. Write an email with at least 4 correct sentences using the details from their fact file.
2. Tell their partners about themselves based on their fact file.
Conjunctions and, but, or English Plus 1 Activities 8 p.11, Workbook p11.
Pre-lesson:
Write ‘International Friends’ on board and elicit information about the email from previous
lesson e.g. Who is the email from? How old is she? Where does she live? (HOTS)
1. Write a fact file on board. Pupils complete it individually before writing email.
 Name:
 Age:
 Brothers and sisters: 28/37 pupils were able to achieve the
 School:
learning objectives with guidance and
 Into:
 Interested in: given reinforcement exercise
 Speaks:
After completion, pupils compare information with a partner.
2. Pupils use notes from fact file and Key Phrases from Activity 8 to write an email. When TODAY’S LESSON:
finished, they check if email has: a start; all the information from fact file; some Excellent
conjunctions (and, but, or); a question; an end. (CBA) Need improvement /
3. Pupils swap emails with a partner and read them. They put a smiley face if email has
features in Step 3; a smiley face if it has Key phrases; a smiley face if they like the
email. (21st CA)
Post-lesson:-
Post-lesson 1 Spot the Difference! Prepare email in Activity 5 so there are 5–6 mistakes.
Read it aloud. Pupils put hands up hands when they hear a mistake and correct it. How
many words did they spot and correct accurately?
guidance. Workbook page 11.
REFLECTION

THEME: World of Stories CLASS: 6E WEEK: 4
UNIT: 1. It's an emergency! TIME: 10.50-11.50 DATE: 1/4/2024
SKILL(S) FOCUS: Reading LESSON: 11 (Reading 3) DAY: Monday
Main: 3.2 Main: 3.2.2
Complementary: 4.3 Complementary: 4.3.1 Friendship Language
LEARNING OBJECTIVES (LO): SUCCESS CRITERIA (SC):
By the end of the lesson, most of the pupils will be able:
1. Understand specific information and details of simple longer Pupils can:
texts 1. Match the questions to the corresponding responses.
2. Use capital letters, full stops, commas in lists, question marks, 2. Write directed speech with the correct punctuations.
and speech marks appropriately at discourse level
Academy Stars Year 6 Pupil’s Book:
Direct speech, e.g. Lena said, ‘I was playing badminton at 5 o’clock.’
Page(s): 9, 14, Exercise(s): 1–2
Pre-lesson:
1. Elicit the topic of the text pupils read at the beginning of the unit. Read the sentences
you prepared and ask pupils to vote if they are true or false.
2. Pupils find and analyse direct speech in the text. (Activity 1)
3. Ask pupils to read the text in detail to find more examples of direct speech in the text. 28/34 pupils able to achieve learning
Focus in particular on punctuation as well as use of direct speech. objectives with guidance and given
4. In pairs, pupils ask each other some questions: What were you doing at 8 o’clock reinforcement exercise
yesterday evening? How did you feel? What else happened to you yesterday? Pupils
make notes about their partner’s answers. (21st CA) TODAY’S LESSON:
5. Pupils report on one or two answers in their notebooks using direct speech, e.g. Hasan Excellent
said, ‘I was having dinner at 8 o’clock.’ Ask fast finishers to write more answers. (HOTS) Need improvemnt /
Alternatively, they could help you monitor their peers and check their punctuation.
6. Pupils read for detail to match the questions to the notes. (Activity 2)
Post-lesson:-
7. Finish the lesson with a quiz or reading race based on the text on p.9 of the Pupil’s
Book. (CBA)
HOTS Analysis 21st CA Pair / Group Discussion
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 will be improved on ___________________________________________________________

UNIT: 1. It's an emergency! TIME: 8.30-9.30 DATE: 2/4/2024
SKILL(S) FOCUS: Writing LESSON: 12 (Writing 3) DAY: Tuesday
Main: 4.2 Main: 4.2.3
Pupils can:
1. Narrate factual and imagined events and experiences
1. Write a newspaper article using the template given.
2. Produce a plan or draft of two paragraphs or more for a
2. Produce and modify a plan or draft of two paragraphs or more in
familiar topic and modify this appropriately in response to
response to feedback.
feedback
Academy Stars Year 6 Pupil’s Book: Page(s): 15 Exercise(s): 3 &
Past simple & continuous for interrupted actions with when/while; Working with words Workbook: Pages: 14–15, Worksheet: A
Direct speech newspaper article (around 100 words) based on Activity 3 in Pupil’s
Book, p.15 with a headline and including direct speech.
Pre-lesson:
1. Play a mime game to review the words in Working with words (Pupil’s Book, p.15).
2. Pupils read out the examples and explain that the -ing word refer to the things that
refer that feeling and the -ed word refers to the person and how they feel. Extend this
activity with more examples if relevant, such as bored/boring; shocked/shocking.
29/34 pupils able to achieve learning
3. Give pupils the worksheet. First, ask pupils to highlight the headline and underline any
objectives with guidance and given
direct speech. (21st CA)
reinforcement exercise
4. Next, pupils read the jumbled sections of the newspaper article and decide which
paragraph(s) are the introduction/main body/conclusion. (HOTS)
TODAY’S LESSON:
5. Pupils order the pictures to tell a story. (Workbook Activity 1, p.14) (CBA) Excellent
6. Pupils organise ideas into the main sections (introduction, main body, conclusion) in Need improvemnt /
Acitivity 2 and 3 (workbook).
7. Pupils write a newspaper article. Remind pupils to include adjectives, direct speech
and interrupted actions. (Workbook Activity 4, p.15.)
Post-lesson:-
8. Have pupils choose an adjective from Step 2 to make a sentence about their
newspaper story. Remind pupils to bring their writing to the next lesson.
HOTS Analysis 21st CA Read and highlight
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Tell Stories
REFLECTION

UNIT: 1. It's an emergency! TIME: 11.50-12.50 PM DATE: 4/4/2024
SKILL(S) FOCUS: Listening LESSON: 13 (Listening 3) DAY: Thursday
Main: 1.2 Main: 1.2.2
Complementary: 2.1 Complementary: 2.1.3 Friendship Language Values
By the end of the lesson, most of the pupils will be able: Pupils can:
1. Understand with little or no support specific information and 1. Display understanding of specific information and details of longer
details of longer simple texts on a range of familiar topics simple texts.
2. Explain and give reasons for simple advice 2. Give reasons for simple advice.
Academy Stars Year 6 Pupil’s Book: Page(s): 17, Exercise(s): 1–4
Should(n’t) for giving advice
Workbook: Pages: 15
Pre-lesson:
1. Review homework by asking pupils to review each other’s writing using the questions
in Activity 5 on p.15 of the Workbook.
2. Warm-up activity - Pupils share their ideas for how to ask for help in an emergency.
3. Pupils read and analyse a short text to identify parts of a problem (Activity 1).
4. Pupils anticipate problems based on pictures to predict what they will hear (Activity 2).
5. Pupils listen for detail to see if they were correct in Step 4 (Activity 3). (HOTS)
6. Pupils work in pairs. Set up this activity as a role play, where one pupil plays the part of
Mike Dobbs, and the other pupil gives him advice to solve the problem using
TODAY’S LESSON:
expressions such as I think you should(n’t)… because… Remind pupils to explain the
Excellent
reasons for the advice they give. The advice should be based on what they hear in the
Need improvemnt /
listening activity. (Activity 4). Replay this if necessary. (CCE: Values, helping others)
(21st CA)
7. Ask some pupils to perform their role play to the class. (CBA)
Post-lesson:-
8. POST-LESSON TASK 7: READ YOUR FRIEND’S MIND - To reviews the content of the
listening or language for giving advice.
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Role Play
REFLECTION

UNIT: 1. It's an emergency! TIME: 8.00-9.00 AM DATE: 5/4/2024
SKILL(S) FOCUS: Speaking LESSON: 14 (Speaking 3) DAY: Friday
Main: 2.3 Main: 2.3.1
Complementary: 1.2 Complementary: 1.2.5 Friendship Language Creativity and Innovation
Pupils can:
1. Create and tell a short story to the class.
1. Narrate short stories, events and experiences
2. Listen to the questions in the audio and number the
2. Understand more complex supported questions
corresponding responses.
Reporting verbs (ways of speaking (e.g. whisper) & questions in the Academy Stars Year 6
past (e.g. how did you feel?) Pupil’s Book: Page(s): 16, Exercise(s): 1–6
Pre-lesson:
1. PRE-LESSON TASK 5: SIT DOWN, STAND UP to review key vocabulary for
storytelling and reporting, such as -ed/-ing adjectives.
2. Pupils work with definitions and use the dictionary at the back of the book. Remind
them to use this dictionary when they need to, especially when they are reviewing the
lessons at home.
3. Pupils match the sentences to pictures and then listen to check their answers. 28/34 pupils able to achieve learning
(Activities 1 & 2) objectives with guidance and given
4. Pupils listen and decide how the speaker is speaking then practice speaking in different reinforcement exercise.
ways.(Activities 3 & 4) (21st CA)
5. Pupils listen to the reporter’s questions and choose the best answers. (Activity 5) TODAY’S LESSON:
6. Pupils listen again to the questions. They write the questions they hear next to the Excellent
answers in the Pupil’s Book (Activity 5, p.16). (HOTS) Need improvemnt /
7. Pupils act out the emergency in small groups (Activity 6). Have them act as well as they
can, showing emotion and using different voices. Encourage creativity in this activity
(CCE: Creativity & Innovation). (CBA)
8. Depending on time available, have one or more groups perform to the class.
Post-lesson:-
9. Write a quote on the board from the story, using correct punctuation. Ask pupils to say
the spoken text in different voices (e.g. whisper, shout, etc.)
REFLECTION

THEME: World of Stories CLASS: 6I WEEK: 4
SKILL(S) FOCUS: Reading LESSON: 11 (Reading 3) DAY: Tuesday
Main: 3.2 Main: 3.2.2
1. Understand specific information and details of simple longer Pupils can:
texts 1. Match the questions to the corresponding responses.
2. Use capital letters, full stops, commas in lists, question marks, 2. Write directed speech with the correct punctuations.
and speech marks appropriately at discourse level
Academy Stars Year 6 Pupil’s Book:
Direct speech, e.g. Lena said, ‘I was playing badminton at 5 o’clock.’
Page(s): 9, 14, Exercise(s): 1–2
Pre-lesson:
1. Elicit the topic of the text pupils read at the beginning of the unit. Read the sentences
you prepared and ask pupils to vote if they are true or false.
2. Pupils find and analyse direct speech in the text. (Activity 1)
3. Ask pupils to read the text in detail to find more examples of direct speech in the text. 27/30 pupils able to achieve learning
Focus in particular on punctuation as well as use of direct speech. objectives with guidance and given
4. In pairs, pupils ask each other some questions: What were you doing at 8 o’clock reinforcement exercise
yesterday evening? How did you feel? What else happened to you yesterday? Pupils
make notes about their partner’s answers. (21st CA) TODAY’S LESSON:
5. Pupils report on one or two answers in their notebooks using direct speech, e.g. Hasan Excellent
said, ‘I was having dinner at 8 o’clock.’ Ask fast finishers to write more answers. (HOTS) Need improvemnt /
Alternatively, they could help you monitor their peers and check their punctuation.
6. Pupils read for detail to match the questions to the notes. (Activity 2)
Post-lesson:-
7. Finish the lesson with a quiz or reading race based on the text on p.9 of the Pupil’s
Book. (CBA)
HOTS Analysis 21st CA Pair / Group Discussion
REFLECTION

SKILL(S) FOCUS: Writing LESSON: 12 (Writing 3) DAY: Tuesday
Main: 4.2 Main: 4.2.3
Pupils can:
1. Narrate factual and imagined events and experiences
1. Write a newspaper article using the template given.
2. Produce a plan or draft of two paragraphs or more for a
2. Produce and modify a plan or draft of two paragraphs or more in
familiar topic and modify this appropriately in response to
response to feedback.
feedback
Academy Stars Year 6 Pupil’s Book: Page(s): 15 Exercise(s): 3 &
Past simple & continuous for interrupted actions with when/while; Working with words Workbook: Pages: 14–15, Worksheet: A
Direct speech newspaper article (around 100 words) based on Activity 3 in Pupil’s
Book, p.15 with a headline and including direct speech.
Pre-lesson:
1. Play a mime game to review the words in Working with words (Pupil’s Book, p.15).
2. Pupils read out the examples and explain that the -ing word refer to the things that
refer that feeling and the -ed word refers to the person and how they feel. Extend this
activity with more examples if relevant, such as bored/boring; shocked/shocking.
3. Give pupils the worksheet. First, ask pupils to highlight the headline and underline any
direct speech. (21st CA)
4. Next, pupils read the jumbled sections of the newspaper article and decide which
paragraph(s) are the introduction/main body/conclusion. (HOTS)
TODAY’S LESSON:
5. Pupils order the pictures to tell a story. (Workbook Activity 1, p.14) (CBA) Excellent
6. Pupils organise ideas into the main sections (introduction, main body, conclusion) in Need improvemnt /
Acitivity 2 and 3 (workbook).
7. Pupils write a newspaper article. Remind pupils to include adjectives, direct speech
and interrupted actions. (Workbook Activity 4, p.15.)
Post-lesson:-
8. Have pupils choose an adjective from Step 2 to make a sentence about their
newspaper story. Remind pupils to bring their writing to the next lesson.
HOTS Analysis 21st CA Read and highlight
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Tell Stories
REFLECTION

UNIT: 1. It's an emergency! TIME: 10.50-11.50 PM DATE: 3/4/2024
SKILL(S) FOCUS: Listening LESSON: 13 (Listening 3) DAY: Wednesday
Main: 1.2 Main: 1.2.2
Complementary: 2.1 Complementary: 2.1.3 Friendship Language Values
By the end of the lesson, most of the pupils will be able: Pupils can:
1. Understand with little or no support specific information and 1. Display understanding of specific information and details of longer
details of longer simple texts on a range of familiar topics simple texts.
2. Explain and give reasons for simple advice 2. Give reasons for simple advice.
Academy Stars Year 6 Pupil’s Book: Page(s): 17, Exercise(s): 1–4
Should(n’t) for giving advice
Workbook: Pages: 15
Pre-lesson:
1. Review homework by asking pupils to review each other’s writing using the questions
in Activity 5 on p.15 of the Workbook.
2. Warm-up activity - Pupils share their ideas for how to ask for help in an emergency.
3. Pupils read and analyse a short text to identify parts of a problem (Activity 1).
4. Pupils anticipate problems based on pictures to predict what they will hear (Activity 2).
5. Pupils listen for detail to see if they were correct in Step 4 (Activity 3). (HOTS)
6. Pupils work in pairs. Set up this activity as a role play, where one pupil plays the part of
Mike Dobbs, and the other pupil gives him advice to solve the problem using
TODAY’S LESSON:
expressions such as I think you should(n’t)… because… Remind pupils to explain the
Excellent
reasons for the advice they give. The advice should be based on what they hear in the
Need improvemnt /
listening activity. (Activity 4). Replay this if necessary. (CCE: Values, helping others)
(21st CA)
7. Ask some pupils to perform their role play to the class. (CBA)
Post-lesson:-
8. POST-LESSON TASK 7: READ YOUR FRIEND’S MIND - To reviews the content of the
listening or language for giving advice.
REFLECTION

SKILL(S) FOCUS: Speaking LESSON: 14 (Speaking 3) DAY: Friday
Main: 2.3 Main: 2.3.1
Complementary: 1.2 Complementary: 1.2.5 Friendship Language Creativity and Innovation
Pupils can:
1. Create and tell a short story to the class.
1. Narrate short stories, events and experiences
2. Listen to the questions in the audio and number the
2. Understand more complex supported questions
corresponding responses.
Reporting verbs (ways of speaking (e.g. whisper) & questions in the Academy Stars Year 6
past (e.g. how did you feel?) Pupil’s Book: Page(s): 16, Exercise(s): 1–6
Pre-lesson:
1. PRE-LESSON TASK 5: SIT DOWN, STAND UP to review key vocabulary for
storytelling and reporting, such as -ed/-ing adjectives.
2. Pupils work with definitions and use the dictionary at the back of the book. Remind
them to use this dictionary when they need to, especially when they are reviewing the
lessons at home.
3. Pupils match the sentences to pictures and then listen to check their answers. 23/34 pupils able to achieve learning
(Activities 1 & 2) objectives with guidance and given
4. Pupils listen and decide how the speaker is speaking then practice speaking in different reinforcement exercise.
ways.(Activities 3 & 4) (21st CA)
5. Pupils listen to the reporter’s questions and choose the best answers. (Activity 5) TODAY’S LESSON:
6. Pupils listen again to the questions. They write the questions they hear next to the Excellent
answers in the Pupil’s Book (Activity 5, p.16). (HOTS) Need improvemnt /
7. Pupils act out the emergency in small groups (Activity 6). Have them act as well as they
can, showing emotion and using different voices. Encourage creativity in this activity
(CCE: Creativity & Innovation). (CBA)
8. Depending on time available, have one or more groups perform to the class.
Post-lesson:-
9. Write a quote on the board from the story, using correct punctuation. Ask pupils to say
the spoken text in different voices (e.g. whisper, shout, etc.)
REFLECTION
RANCANGAN PENGAJARAN HARIAN
MINGGU HARI TARIKH TAHUN MASA MATAPELAJARAN
9.00-10.00 AM
Pendidikan
4 Rabu 3/4/2024 5C
60 minit Seni Visual
UNIT 1. Si Putih Menawan

TAJUK Si Putih Menawan
BIDANG 1 : MENGGAMBAR
STANDARD KANDUNGAN 3.1 Penghasilan karya kreatif 4.1 Penghayatan Karya Seni Visual
3.1.1(iii) Menghasilkan karya gabungan dalam bidang menggambar melalui
penetapan jenis media dan teknik
3.1.1(v) Menghasilkan karya gabungan dalam bidang menggambar melalui
STANDARD PEMBELAJARAN
kemasan akhir
4.1.1(i-ii) Memerihal secara kritis berpandukan bahasa seni visual, teknik
dan proses bagi karya sendiri dan karya rakan
Pada akhir PdPC murid dapat :
OBJEKTIF PEMBELAJARAN Meneroka penghasilan karya gabungan lukisan dan capan dalam bidang menggambar dari
aspek bahasa seni visual, pelbagai media dan teknik dan proses
KRITERIA KEJAYAAN Murid berjaya menghasilkan karya gabungan lukisan dan capan dalam bidang menggambar.
Pengenalan:
1. Murid mengimbas kembali cara menghasilkan karya.
Aktiviti:
2. Murid menghasilkan karya lukisan dengan mengaplikasikan bahasa seni visual, teknik
dan proses.
AKTIVITI 3. Murid secara individu menyambung proses menghasilkan karya.
PDPC 4. Murid membuat kemasan karya masing-masing. (PBD)
5. Murid menampal hasil karya pada kad keras dan buat apresiasi karya di hadapan
rakan-rakan. (PAK-21) (KBAT)
Penutup:
6. Guru membuat rumusan pelajaran hari ini dan PdPC akan disambung pada sesi
pembelajaran akan datang.
BBB Buku teks m/s: 12-13, Alat dan bahan seperti m/s 11
KBAT Menilai PAK-21 Round Robin (Pusingan Robin)

NILAI Kerjasama EMK Kreativiti dan Inovasi
TAHAP PENGUASAAN 4 PENTAKSIRAN BILIK DARJAH (PBD) Hasil kerja / karya murid
32/37 murid dapat mencapai objektif yang ditetapkan dan murid yang tidak mencapai
REFLEKSI / IMPAK
objektif diberi bimbingan. PdP akan akan disambung dan diteruskan pada minggu hadapan.
RANCANGAN PENGAJARAN HARIAN
MINGGU HARI TARIKH TAHUN MASA MATAPELAJARAN
8.00-9.00 AM
Pendidikan
4 Khamis 4/4/2024 5d
60 minit Seni Visual
UNIT 1. Si Putih Menawan

TAJUK Si Putih Menawan
BIDANG 1 : MENGGAMBAR
STANDARD KANDUNGAN 3.1 Penghasilan karya kreatif 4.1 Penghayatan Karya Seni Visual
3.1.1(iii) Menghasilkan karya gabungan dalam bidang menggambar melalui
penetapan jenis media dan teknik
3.1.1(v) Menghasilkan karya gabungan dalam bidang menggambar melalui
STANDARD PEMBELAJARAN
kemasan akhir
4.1.1(i-ii) Memerihal secara kritis berpandukan bahasa seni visual, teknik
dan proses bagi karya sendiri dan karya rakan
Pada akhir PdPC murid dapat :
OBJEKTIF PEMBELAJARAN Meneroka penghasilan karya gabungan lukisan dan capan dalam bidang menggambar dari
aspek bahasa seni visual, pelbagai media dan teknik dan proses
KRITERIA KEJAYAAN Murid berjaya menghasilkan karya gabungan lukisan dan capan dalam bidang menggambar.
Pengenalan:
1. Murid mengimbas kembali cara menghasilkan karya.
Aktiviti:
2. Murid menghasilkan karya lukisan dengan mengaplikasikan bahasa seni visual, teknik
dan proses.
AKTIVITI 3. Murid secara individu menyambung proses menghasilkan karya.
PDPC 4. Murid membuat kemasan karya masing-masing. (PBD)
5. Murid menampal hasil karya pada kad keras dan buat apresiasi karya di hadapan
rakan-rakan. (PAK-21) (KBAT)
Penutup:
6. Guru membuat rumusan pelajaran hari ini dan PdPC akan disambung pada sesi
pembelajaran akan datang.
BBB Buku teks m/s: 12-13, Alat dan bahan seperti m/s 11
KBAT Menilai PAK-21 Round Robin (Pusingan Robin)

NILAI Kerjasama EMK Kreativiti dan Inovasi
TAHAP PENGUASAAN 4 PENTAKSIRAN BILIK DARJAH (PBD) Hasil kerja / karya murid
30/36 murid dapat mencapai objektif yang ditetapkan dan murid yang tidak mencapai
REFLEKSI / IMPAK
objektif diberi bimbingan. PdP akan akan disambung dan diteruskan pada minggu hadapan.

LESSON PLAN WEEK 4 2024/2025: Content Standard Code: Learning Standard Code: Moral Values CCE

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

LESSON PLAN WEEK 4 2024/2025: Content Standard Code: Learning Standard Code: Moral Values CCE

Uploaded by

Copyright:

Available Formats

LESSON PLAN WEEK 4 2024/2025

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

RANCANGAN PENGAJARAN HARIAN

MINGGU HARI TARIKH TAHUN MASA MATAPELAJARAN

UNIT 1. Si Putih Menawan

KBAT Menilai PAK-21 Round Robin (Pusingan Robin)

RANCANGAN PENGAJARAN HARIAN

MINGGU HARI TARIKH TAHUN MASA MATAPELAJARAN

UNIT 1. Si Putih Menawan

KBAT Menilai PAK-21 Round Robin (Pusingan Robin)

You might also like