Date : 11 March 2014 Day : Tuesday Time/Duration : 9am 10am (1 Hour) Class : 1 No. Students : 20 Students Level : Intermediate Theme : World of Stories Topic : The Goldilocks and the Three Bears Focused skill : Reading Integrated Skills : Listening, Writing, Speaking Content standard : 2.2 Pupils will be able to demonstrate understanding f a variety of linear and non-linear texts in the form of print and non-print materials using a range of strategies to construct meaning. Learning standard : 2.2.4 Able to read and understand a paragraph with simple and compound sentences. Objectives : By the end of the lesson, pupils will be able to read and sequence the story correctly. (Explicitly Written)
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Teaching Aids : picture cards (figurines), phrase cards (Goldilocks, the bears), video clip (story), sentence strips
Extra-Curricular Elements : Constructivism, Critical Thinking Skills (Generating Ideas)
-Goldilocks, daddy bear, mummy bear, baby bear, chair, porridge, bed
1. Pupils given figurines of characters. 2. Teacher pastes phrase cards on the board. 3. Pupils match the figurines to the phrase cards. 4. Pupils read aloud all the phrases.
-To set the mood and mentally prepare pupils for the lesson. -Pre-reading stage -Whole class activity -Read and match
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Step 1 Presentation
+ 15 minutes
Play YouTube The Golden Touch
1.Teacher tells the class that they are going to watch a video clip (The Goldilocks and the Three bears) 2. Teacher plays the video clip. 3. Pupils watch carefully while try to mime the story. 4. After that, teacher pause after each line and pupil will repeat the story line. 4. Than teacher ask pupils to read aloud along with the story. (story line in the video) 5. Teacher explain difficult words and give the meanings.
-To integrate movie as a motivating component
-Reading stage
-Whole class activity
-vocabulary Granted-given Horrible-very bad
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STEP
CONTENT
TEACHING & LEARNING ACTIVITIES REMARKS (Rationale, AVA, Moral values)
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Step 2 Practice + 15 minutes
Sentence strips (Appendix 2)
1. Pupils are put into groups of mix ability. 2. In groups, teacher give sentence strips of the story Goldilocks and the Three Bears. 3. Teacher give time to discuss and rearrange the sentence strips accordingly. 4. Teacher picks a group to start the story chain. (This group identifies and reads the first sentence of the story) and paste the sentence strips at the board. 5. The second group will identify the second sentence continues the story chain. (this activity is repeated until the whole story is completed) 6. At last, teacher invite pupils to read the story with correct pronunciation and intonation. To facilitate student responses towards topic
The low proficiency pupils can learn from the high proficiency pupil.
Group task
To provide content as guidance for reading
Individual activity
Reinforcement Once upon a time, there was a little girl. Her name is Goldilocks. She had golden hair. One day Goldilocks was walking in the forest. She saw a house and knocked on the door. She went inside. Nobody was there. Goldilocks saw three bowls on the table. She was hungry. This porridge is too hot! This porridge is too cold! This porridge is just right! She ate all then porridge. Goldilocks tired now. This chair is too big! This chair is too big, too! This chai is just right! But the chair broke. Goldilocks was very tired. She went upstairs. This bed is too hard! This bed is too soft! This bed is just right! She fell asleep. Someones been sitting on my chair! said daddy bear. Someones been sitting on my chair, too! said mummy bear. Someones been sitting on my chair and its broken! said baby bear. Soon, the bears came home. Someones been eating my porridge! said daddy bear. Someones been eating my porridge, too! said mummy bear. Someones been eating my porridge and its all gone! said baby bear. Someones been sleeping in my bed! said daddy bear. Someones been sleeping in my bed, too! said mummy bear. Someones been sleeping in my bed and shes still there! said baby bear. Goldilocks woke up and saw the three bears. She was so frightened. She ran downstairs and into forest. She never came back again. RPH 1
1. Teacher distribute worksheets according to their proficiency. 2. Teacher collect the worksheets and evaluate it. 3. Teacher guide those do wrong.
Critical Thing Skills
individual activity
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REMARKS RPH 1
STEP CONTENT TEACHING & LEARNING ACTIVITIES (Rationale, AVA, Moral values)
Closure
+10 minutes
The story: The Goldilocks and the Three bears
Questions What the bear will eat now? Goldilocks reached home?
1. Teacher ask pupils about what they liked and dislike in the story. 2. Ask pupils to guess what would happened after Goldilocks ran away.
To provide content as guidance for speaking
Individual activity
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Reflection of Activity My reading comprehension lesson was taught to small group of students which created a personable atmosphere. The small group dynamic allowed this lesson to be successful and informative. The objectives of this lesson were students able to read and sequence the story The Goldilocks and the Three Bears correctly. When I first read this story, I was not sure if the topic was appropriate for year 2 students due to the length and vocabulary. But the story turned out to be perfect for the year 2 students to read because some of students had made connection to their previous experiences. One student shared his story how he got punished because spoiled his brothers science project. Another students made the connection with the kidnapping cases. Of course, I did not let the students talk for the entire period, but I glad to see social interaction with students. The positives of my lesson plan were the story itself and the visual supports. I was surprised at how much of response I got from the students based on this story. I was glad that I took the risk to use this story because the end result was successful. Any time I teach a lesson, I always use visual supports that include text and pictures on them with audio support. During the practice, I facilitate students responses towards topic. Rearrange the sentence strips help me evaluate students reading capable and correct them on the spot. I divided students into mix ability group so that low proficiency students can learn to read and pronounce from the high proficiency students. The negative part of my lesson plan were the interruption of wi-fi and time consuming for fix all the gadgets like LCD, speaker, and projector. The interruption effect my lesson. Next Ill use ICT lab for visual support learning process like this. Overall, I thought my lesson went well. I am pleased with how my lesson turned out because the objective achieved, students were engaged, focused and socially interacted with each other over the content of the story.
Once upon a time, there was a little girl. Her name is Goldilocks. She had golden hair. One day Goldilocks was walking in the forest. She saw a house and knocked on the door. She went inside. Nobody was there. Goldilocks saw three bowls on the table. She was hungry. This porridge is too hot! This porridge is too cold! This porridge is just right! She ate all then porridge. Goldilocks tired now. This chair is too big! This chair is too big, too! This chai is just right! But the chair broke. RPH 1
Goldilocks was very tired. She went upstairs. This bed is too hard! This bed is too soft! This bed is just right! She fell asleep. Soon, the bears came home. Someones been eating my porridge! said daddy bear. Someones been eating my porridge, too! said mummy bear. Someones been eating my porridge and its all gone! said baby bear. Someones been sitting on my chair! said daddy bear. Someones been sitting on my chair, too! said mummy bear. Someones been sitting on my chair and its broken! said baby bear. Someones been sleeping in my bed! said daddy bear. Someones been sleeping in my bed, too! said mummy bear. Someones been sleeping in my bed and shes still there! said baby bear. Goldilocks woke up and saw the three bears. She was so frightened. She ran downstairs and into forest. She never came back again.
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Appendix 3 Write the verbs in simple past. 1. In the kitchen Goldilocks (smell) the porridge. 2. In the sitting-room, there (be) three chairs. 3. Goldilocks (sit) down in the huge chair - too hard. 4. She (not / like) the ordinary chair either - too soft. 5. So, Goldilocks (go) on exploring. 6. Goldilocks suddenly (feel) very tired. 7. She (climb) onto the huge bed - too hard. 8. The little bed, however, (be) just right. 9. So, Goldilocks (lie) down. 10. And in next to no time, she (fall) asleep. RPH 1
Appendix 4 Match the Antonyms.
1) High a) soft 2) Hard b) cold 3) Hot c) big 4) Small d) low 5) Broke e) downstairs 6) Upstairs f) full 7) Hungry g) fix
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Appendix 5 Match the correct objects to the bears
Daddy Bears Baby Bears Mummy Bears Too hot Too cold Just right Small Too hard Soft Smallest bowl Medium bed