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Rancangan Mengajar Harian

Subjek: Pendidikan Moral Tema: Baik Hati Kelas: 3 Aspirasi Minggu:7

Tarikh:
ISNIN
13/02/2017

Standard Pembelajaran: Nilai: Hubungan Merentas Kurikulum


1.1.1 , 1.1.2, 1.1.3 Baik Hati Bahasa Inggeris

Student Aspirations
Knowledge / Thinking / Knowledge / Thinking / Knowledge / Thinking /
Skills Skills Skills

Objektif Pembelajaran: Ciri Kejayaan:


(a) Murid boleh menyatakan cara membantu warga sekolah
2.1.1 Menyatakan cara membantu (b) Murid boleh menyatakan kepentingan membantu warga sekolah.
warga sekolah.

2.1.2 Menyenaraikan kepentingan


membantu warga sekolah.

2.1.3 Menceritakan perasaan


setelah membantu warga sekolah

Konsep Kata Kunci: Sumber:


Baik Buku teks, internet, buku rujukan

Lesson Outline Impact/ Reflection

Murid ditanya Apakah sambutan yang disambut oleh kaum di Malaysia


Murid diperkenalkan objektif pembelajaran hari ini.

Murid mendengar penerangan guru tentang perayaan di Malaysia


Share-N-Turn: Murid senaraikan perayaan yang disambut
Murid dipilih secara rawak dan diminta menceritakan perayaan yang disambut oleh mereka.
Guru memberi dengan lebih terperinci kaum dan agama yang menyambut perayaan tersebut.

Guru membimbing murid menyiapkan tugasan.


Share-your-view: Fahamkah apa yang kita dah belajar hari ini?
Jika ya, angguk kepala. Jika tak pasti, angkat bahu. Jika tak faham, peluk tubuh.

Students to follow-up: Remedial: Reinforcement: Enrichment:

Rancangan Mengajar Harian


Subjek: Pendidikan Moral Tema: Baik Hati Kelas: 3 Aspirasi Minggu: 6

Tarikh:
Rabu
08/02/2017

Standard Pembelajaran: Nilai: Hubungan Merentas Kurikulum


1.1.1 , 1.1.2, 1.1.3 Baik Hati Bahasa Inggeris

Student Aspirations
Knowledge / Thinking / Leadership / Bilingual / Ethics & / National /
Skills Skills Proficiency Spirituality Identity

Objektif Pembelajaran: Ciri Kejayaan:


(c) Murid boleh menyatakan cara membantu warga sekolah
2.1.1 Menyatakan cara membantu (d) Murid boleh menyatakan kepentingan membantu warga sekolah.
warga sekolah.

2.1.2 Menyenaraikan kepentingan


membantu warga sekolah.

2.1.3 Menceritakan perasaan


setelah membantu warga sekolah

Konsep Kata Kunci: Sumber:


Baik Buku teks, internet, buku rujukan

Lesson Outline Impact/ Reflection

Murid ditanya Apakah cara untuk membantu kawan-kawan dan guru di sekolah?"

Murid mendengar penerangan guru tentang sifat baik hati


Share-N-Turn: Murid senaraikan cara membantu warga sekolah
Murid dipilih secara rawak dan diminta menceritakan cara mereka membantu kawan-kawan di
sekolah.
Guru memberi dengan lebih tentang kepekaan untuk bersikap perihatan kepada perasaan orang
lain dan perlunya membantu orang lain dengan ikhlas tanpa meminta balasan.

Guru membimbing murid menyiapkan tugasan.


Share-your-view: Fahamkah apa yang kita dah belajar hari ini?
Jika ya, angguk kepala. Jika tak pasti, angkat bahu. Jika tak faham, peluk tubuh.

Students to follow-up: Remedial: Reinforcement: Enrichment:

Rancangan Mengajar Harian


Subjek: Pendidikan Moral Tema: Kepercayaan kepada Kelas: 3 Aspirasi Minggu: 6
Tuhan
Tarikh:
Khamis
09/02/2017

Standard Pembelajaran: Nilai: Hubungan Merentas Kurikulum


1.1.1 , 1.1.2, 1.1.3 Hormat-menghormati Bahasa Inggeris

Student Aspirations
Knowledge / Thinking / Leadership / Bilingual / Ethics & / National /
Skills Skills Proficiency Spirituality Identity

Objektif Pembelajaran: Ciri Kejayaan:


(e) Murid boleh menyatakan cara membantu warga sekolah
2.1.1 Menyatakan cara membantu (f) Murid boleh menyatakan kepentingan membantu warga sekolah.
warga sekolah.

2.1.2 Menyenaraikan kepentingan


membantu warga sekolah.

2.1.3 Menceritakan perasaan


setelah membantu warga sekolah

Konsep Kata Kunci: Sumber:


Baik Buku teks, internet, buku rujukan

Lesson Outline Impact/ Reflection

Murid ditanya Apakah cara untuk membantu kawan-kawan dan guru di sekolah?"

Murid mendengar penerangan guru tentang sifat baik hati


Share-N-Turn: Murid senaraikan cara membantu warga sekolah
Murid dipilih secara rawak dan diminta menceritakan cara mereka membantu kawan-kawan di
sekolah.
Guru memberi dengan lebih tentang kepekaan untuk bersikap perihatan kepada perasaan orang
lain dan perlunya membantu orang lain dengan ikhlas tanpa meminta balasan.

Guru membimbing murid menyiapkan tugasan.


Share-your-view: Fahamkah apa yang kita dah belajar hari ini?
Jika ya, angguk kepala. Jika tak pasti, angkat bahu. Jika tak faham, peluk tubuh.

Students to follow-up: Remedial: Reinforcement: Enrichment:


Lesson Plan
Subject: Theme: World of Knowledge Class: 1.20 2.20 p.m. Week: 20
English (Year 3) Topic: From the Sea (Unit 7) (3 Yakin)
Date:
18th June 2015

Learning Standard Code: Moral Value: Cross Curricular Links:


4.3.2 Able to perform with Self-reliance and cooperation Musical Intelligence. (Creativity and
guidance based on: innovation)
i) jazz chants

Student Aspirations
Knowledge Thinking Leadership Bilingual Ethics & National
Skills Skills Proficiency Spirituality Identity

Learning Objectives: Success Criteria:


By the end of the lesson, we By the end of the lesson, we will be successful if we can :
should be able to: a) Recite and act out the chant of Five Little Blue Fish in groups with
a) Recite and act out the chant correct intonation, pronunciation, and enunciation.
of Five Little Blue Fish in
groups.

Key Concepts/ Key Vocabulary: Resources:


Tail, fin, teeth, munch, and hide. Textbook.

Lesson Outline Impact/ Reflection


Starter
starter activity to engage Teacher tells the pupils to count from one until
students five.
inform students of the Teacher asks the pupils if one goes down how
learning objective many are left.
stimulate recall of prior Teacher tells the pupils that they are going to
learning read jazz chant in their textbook entitled, Five
Little Blue Fish.

Main Activities
explanation of the content Teacher asks the pupils to recite the chant as a
modelling and class.
demonstrating Then, teacher asks the pupils to recite the chant
practise opportunities as groups.
guidance and feedback Next, teacher instructs the pupils to act out the
cater for different learning chant in groups.
styles Later, teacher calls upon the representatives
appropriate challenge for from each group to recite the chant.
all learners
opportunities to learn
collaboratively
Plenary
Looking Back: review and Teacher guides the pupils progress in
assessment of learning completing the task given to them.
Looking Forward: identify Teacher models to the pupils the correct
next steps for learning pronunciation, intonation and enunciation to read
An activity to provide closure. the chant.

Students to follow-up: Remedial: Reinforcement: Enrichment:


Lesson Plan
Subject: Theme: World of Knowledge Class: 1.20 2.20 p.m. Week: 21
English (Year 3) Topic: From the Sea (Unit 7) (3 Yakin)
Date:
25th June 2015

Learning Standard Code: Moral Value: Cross Curricular Links:


4.3.1 Able to produce simple Self-reliance and cooperation Musical Intelligence. (Creativity and
creative works with guidance innovation)
based on:
b) songs
Student Aspirations
Knowledge Thinking Leadership Bilingual Ethics & National
Skills Skills Proficiency Spirituality Identity

Learning Objectives: Success Criteria:


By the end of the lesson, we By the end of the lesson, we will be successful if we can :
should be able to: a) Sing the action song, entitled The Fish using correct instructions.
a) Sing the action song, entitled b) Act out the song based from the lyrics creatively.
The Fish using correct
instructions.
b) Act out the song based from
the lyrics creatively.

Key Concepts/ Key Vocabulary: Resources:


Swimming, water, tiny, and ocean. Songs lyrics.

Lesson Outline Impact/ Reflection


Starter
starter activity to engage Teacher shows an action of swimming to the
students pupils.
inform students of the Teacher asks the pupils to copy teachers action.
learning objective Teacher tells the pupils that they are going to
stimulate recall of prior sing an action song, entitled The Fish.
learning
Main Activities
explanation of the content Teacher asks the pupils to sing the song as a
modelling and class.
demonstrating Then, teacher asks the pupils to sing the song
practise opportunities as groups.
guidance and feedback Next, teacher instructs the pupils to act out the
cater for different learning song in groups.
styles Later, teacher calls upon the representatives
appropriate challenge for from each group to sing the song with action.
all learners
opportunities to learn
collaboratively
Plenary
Looking Back: review and Teacher guides the pupils progress in
assessment of learning completing the task given to them.
Looking Forward: identify Teacher models to the pupils the correct
next steps for learning pronunciation, intonation and enunciation to sing
An activity to provide closure. the song.

Students to follow-up: Remedial: Reinforcement: Enrichment:

Lesson Plan
Subject: Theme: World of Knowledge Class: 1.20 2.20 p.m. Week: 22
English (Year 3) Topic: Its Story Time (Unit 8) (3 Yakin)
Date:
2nd July 2015

Learning Standard Code: Moral Value: Cross Curricular Links:


4.3.2 Able to perform with Self-reliance and cooperation Contextual learning. (Creativity and
guidance based on: innovation)
b) stories

Student Aspirations
Knowledge Thinking Leadership Bilingual Ethics & National
Skills Skills Proficiency Spirituality Identity

Learning Objectives: Success Criteria:


By the end of the lesson, we By the end of the lesson, we will be successful if we can :
should be able to: a) Create their own face masks using correct instructions creatively.
a) Create their own face masks b) Perform role play based from the dialogue in the textbook
using correct instructions. creatively.
b) Perform role play based from
the dialogue in the textbook
creatively.

Key Concepts/ Key Vocabulary: Resources:


Goldilocks, Mama bear, Papa bear, Baby bear, chair, Dialogue script and face masks.
porridge, and bed.

Lesson Outline Impact/ Reflection


Starter
starter activity to engage Teacher asks the pupils to recall the previous
students lesson.
inform students of the Teacher asks the pupils to list down the
learning objective important key words that they have learnt
stimulate recall of prior yesterday.
learning Teacher tells the pupils that they are going to
create face masks of the characters in the story,
Goldilocks and the Three Bears.

Main Activities
explanation of the content Teacher asks the pupils to identify the characters
modelling and in the story, Goldilocks and the Three Bears.
demonstrating Teacher asks the pupils to use a manila card to
practise opportunities draw the face masks of the characters in the
guidance and feedback story.
cater for different learning Pupils colour, cut and paste on the manila card
styles that they have brought.
appropriate challenge for Teacher asks pupils to memorize the dialogue
all learners from the textbook.
opportunities to learn Next, teacher asks the pupils to perform in their
collaboratively groups creatively.
Teacher instructs the pupils to cooperate and
work cooperatively.
Plenary
Looking Back: review and Teacher guides the pupils progress in
assessment of learning completing the task given to them.
Looking Forward: identify Teacher reminds the pupils that she will award a
next steps for learning sticker for the groups that cooperate
An activity to provide closure. collaboratively and cooperatively.

Students to follow-up: Remedial: Reinforcement: Enrichment:

Lesson Plan
Subject: Theme: World of Knowledge Class: 1.20 2.20 p.m. Week: 23
English (Year 3) Topic: Its Story Time (Unit 8) (3 Yakin)
Date:
6th July 2015

Learning Standard Code: Moral Value: Cross Curricular Links:


4.3.2 Able to perform with Self-reliance and cooperation Contextual learning. (Creativity and
guidance based on: innovation)
b) stories

Student Aspirations
Knowledge Thinking Leadership Bilingual Ethics & National
Skills Skills Proficiency Spirituality Identity

Learning Objectives: Success Criteria:


By the end of the lesson, we By the end of the lesson, we will be successful if we can :
should be able to: a) Create their own face masks using correct instructions creatively.
a) Create their own face masks b) Perform role play based from the dialogue in the textbook
using correct instructions. creatively.
b) Perform role play based from
the dialogue in the textbook
creatively.

Key Concepts/ Key Vocabulary: Resources:


Goldilocks, Mama bear, Papa bear, Baby bear, chair, Dialogue script and face masks.
porridge, and bed.

Lesson Outline Impact/ Reflection


Starter
starter activity to engage Teacher asks the pupils to recall the previous
students lesson.
inform students of the Teacher asks the pupils to list down the
learning objective important key words that they have learnt
stimulate recall of prior yesterday.
learning Teacher tells the pupils that they are going to
create face masks of the characters in the story,
Goldilocks and the Three Bears.

Main Activities
explanation of the content Teacher asks the pupils to identify the characters
modelling and in the story, Goldilocks and the Three Bears.
demonstrating Teacher asks the pupils to use a manila card to
practise opportunities draw the face masks of the characters in the
guidance and feedback story.
cater for different learning Pupils colour, cut and paste on the manila card
styles that they have brought.
appropriate challenge for Teacher asks pupils to memorize the dialogue
all learners from the textbook.
opportunities to learn Next, teacher asks the pupils to perform in their
collaboratively groups creatively.
Teacher instructs the pupils to cooperate and
work cooperatively.
Plenary
Looking Back: review and Teacher guides the pupils progress in
assessment of learning completing the task given to them.
Looking Forward: identify Teacher reminds the pupils that she will award a
next steps for learning sticker for the groups that cooperate
An activity to provide closure. collaboratively and cooperatively.

Students to follow-up: Remedial: Reinforcement: Enrichment:

Lesson Plan
Subject: Theme: World of Knowledge Class: 1.20 2.20 p.m. Week: 23
English (Year 3) Topic: Its Story Time (Unit 8) (3 Yakin)
Date:
9th July 2015

Learning Standard Code: Moral Value: Cross Curricular Links:


4.3.1 Able to produce simple Self-reliance and cooperation Contextual learning. (Creativity and
creative works with guidance innovation)
based on:
b) stories
Student Aspirations
Knowledge Thinking Leadership Bilingual Ethics & National
Skills Skills Proficiency Spirituality Identity

Learning Objectives: Success Criteria:


By the end of the lesson, we By the end of the lesson, we will be successful if we can :
should be able to: a) Create their own face masks using correct instructions creatively.
a) Create their own face masks b) Perform role play based from the dialogue in the textbook
using correct instructions. creatively.
b) Perform role play based from
the dialogue in the textbook
creatively.

Key Concepts/ Key Vocabulary: Resources:


Bookmark. Manila card, colour pencils, marker pens, glue, scissor,
ribbon and etc.

Lesson Outline Impact/ Reflection


Starter
starter activity to engage Teacher asks the pupils to tell the dos and the
students donts when reading book.
inform students of the Teacher asks the pupils to list down the
learning objective importance of obeying the rules in reading book.
stimulate recall of prior Teacher tells the pupils that they are going to
learning create their own bookmark.

Main Activities
explanation of the content Teacher tells the importance having a bookmark
modelling and especially to those who loves to read.
demonstrating Teacher models to the pupils the steps of
practise opportunities making bookmark.
guidance and feedback Teacher asks the pupils to use a manila card to
cater for different learning draw their bookmark according to their own
styles creativity.
appropriate challenge for Pupils colour, cut and paste on the manila card
all learners that they have brought.
opportunities to learn Teacher asks the pupils to decorate their
collaboratively bookmark so that it looks nice and eye catching.
Next, teacher asks the pupils to think of a reason
as to why they create their bookmark in that way.
(Justify their choice of doing the bookmark).
Teacher instructs the pupils to work individually.
Plenary
Looking Back: review and Teacher guides the pupils progress in
assessment of learning completing the task given to them.
Looking Forward: identify Teacher reminds the pupils that she will award a
next steps for learning sticker for the individual that performs well.
An activity to provide closure.

Students to follow-up: Remedial: Reinforcement: Enrichment:

Lesson Plan
Subject: Theme: World of Knowledge Class: 1.20 2.20 p.m. Week: 25
English (Year 3) Topic: The Holidays (Unit 9) (3 Yakin)
Date:
23rd July 2015

Learning Standard Code: Moral Value: Cross Curricular Links:


2.2.2 Able to read and Self-reliance and cooperation Contextual learning.
understand phrases and
sentences in linear and non-
linear texts.
3.1.1 Able to write in neat
legible print with correct spelling:
(b) simple sentences
3.2.2 Able to write with
guidance:
(a) simple sentences
(b) compound sentences
Student Aspirations
Knowledge Thinking Leadership Bilingual Ethics & National
Skills Skills Proficiency Spirituality Identity

Learning Objectives: Success Criteria:


By the end of the lesson, we By the end of the lesson, we will be successful if we can :
should be able to: a) Able to read and understand phrases and sentences in linear and non-
a) Able to read and understand linear texts.
phrases and sentences in b) Able to write in neat legible print with correct spelling: simple sentences.
linear and non-linear texts. c) Able to write with guidance: simple and compound sentences.
b) Able to write in neat legible
print with correct spelling:
simple sentences.
c) Able to write with guidance:
simple and compound
sentences.
Key Concepts/ Key Vocabulary: Resources:
Places, vacation, holidays, and etc. Textbook, PowerPoint presentation, and exercise
books.

Lesson Outline Impact/ Reflection


Starter
starter activity to engage Teacher asks the pupils to recall the previous
students lesson.
inform students of the Teacher asks the pupils to list down the activities
learning objective that they can do when they are on vacation.
stimulate recall of prior Teacher tells the pupils that they are going to
learning watch a PowerPoint presentation.

Main Activities
explanation of the content Teacher asks the pupils to pay attention to
modelling and the picture in the PowerPoint presentation.
demonstrating Next, teacher asks the pupils to name the
practise opportunities places in the picture.
guidance and feedback Teacher asks the pupils to read the
cater for different learning information given.
styles Pupils read the sentences in the paragraph
appropriate challenge for
given.
all learners
Later, teacher asks the pupils to identify
opportunities to learn
collaboratively the sentence pattern used.
Pupils pay attention to another set of
pictures and the information given.
Next, teacher asks the pupils to write the
correct sentences observing neat legible
print.
Pupils read out their sentences.

Plenary
Looking Back: review and Teacher guides the pupils progress in
assessment of learning completing the task given to them.
Looking Forward: identify Teacher reminds the pupils that she will award a
next steps for learning sticker for the individual that performs well.
An activity to provide closure.

Students to follow-up: Remedial: Reinforcement: Enrichment:


Lesson Plan
Subject: Theme: World of Knowledge Class: 1.20 2.20 p.m. Week: 26
English (Year 3) Topic: The Holidays (Unit 9) (3 Yakin)
Date:
30th July 2015

Learning Standard Code: Moral Value: Cross Curricular Links:


4.3.1 Able to produce simple Self-reliance and cooperation. Contextual learning and visual spatial
creative works with guidance intelligence.
based on:
(d) stories

Student Aspirations
Knowledge Thinking Leadership Bilingual Ethics & National
Skills Skills Proficiency Spirituality Identity

Learning Objectives: Success Criteria:


By the end of the lesson, we By the end of the lesson, we will be successful if we can :
should be able to:
a) Use our vacation a) Use our vacation photographs and create simple story using
photographs and create compound sentences based on their experience to the places that
simple story using they have visited.
compound sentences b) Decorate our work on the tasks given to us creatively.
based on their experience
to the places that they
have visited.
b) Decorate our work on the
tasks given to us
creatively.
Key Concepts/ Key Vocabulary: Resources:
Places, vacation, holidays, and etc. Textbook, pictures, A4 papers, glue, scissors, colour
pencils, markers, and oil pastels.

Lesson Outline Impact/ Reflection


Starter
starter activity to engage Teacher asks the pupils to recall the previous
students lesson.
inform students of the Teacher asks the pupils to list down the activities
learning objective that they can do when they are on vacation.
stimulate recall of prior Teacher tells the pupils that they are going to
learning create something which is related with their
vacation.

Main Activities
explanation of the content Teacher asks the pupils to refer to their
modelling and textbook on page 70.
demonstrating Teacher guides the pupils in creating
practise opportunities compound sentences regarding the places
guidance and feedback that they have been.
cater for different learning Teacher asks the pupils to take out the
styles photographs that they have been asked to
appropriate challenge for bring yesterday.
all learners Then, teacher asks the pupils to paste
opportunities to learn
their photographs on a piece of an A4
collaboratively
paper.
After that, teacher asks the pupils to write
their own story using compound sentences
that had been taught earlier.
Teacher tells the pupils that they are free
to write and decorate their work on places
they have visited creatively.

Plenary
Looking Back: review and Teacher guides the pupils progress in
assessment of learning completing the task given to them.
Looking Forward: identify Teacher reminds the pupils that she will award a
next steps for learning sticker for the individual that performs well.
An activity to provide closure.

Students to follow-up: Remedial: Reinforcement: Enrichment:

Lesson Plan
Subject: Theme: World of Knowledge Class: 1.20 2.20 p.m. Week: 27
English (Year 3) Topic: A Ride in the Safari (3 Yakin)
Park (Unit 10) Date:
6th August
2015

Learning Standard Code: Moral Value: Cross Curricular Links:


4.3.1 Able to produce simple Self-reliance and cooperation. Contextual learning and visual spatial
creative works with intelligence.
guidance based on:
(c) songs

Student Aspirations
Knowledge Thinking Leadership Bilingual Ethics & National
Skills Skills Proficiency Spirituality Identity

Learning Objectives: Success Criteria:


By the end of the lesson, we By the end of the lesson, we will be successful if we can :
should be able to:
a) Enjoy ourselves with the a) Sing the song entitled Going to the Zoo with correct tune,
song sang and change the pronunciation, intonation, and rhythm.
lyrics creatively. b) Work in their groups and change the songs lyrics creatively and
b) Produce creative work of present it to the class.
an animal creatively. c) Create and produce a creative art work of an animal using a colour
paper, scissors, glue and etc creatively.
Key Concepts/ Key Vocabulary: Resources:
Zoo, trunk, ears, jumping, scratching, monkeys, Songs lyrics entitled Going to the Zoo, an audio of a
elephant, bear, seals, sleepy and etc. the song, a speaker, colour papers, scissors, glue, an
A4 paper, and stapler.

Lesson Outline Impact/ Reflection


Starter
starter activity to engage Teacher greets the pupils.
students Next, teacher asks the pupils to create their own
inform students of the riddles on animals.
learning objective Teacher gives three minutes for the pupils to
stimulate recall of prior think of their own riddle.
learning Next, teacher calls for volunteers to read aloud
their riddles to the front and asks the others to
guess the animals.

Main Activities
explanation of the content Teacher distributes a songs lyrics entitled,
modelling and Going to the Zoo, to the pupils.
demonstrating Teacher sets up a speaker to be played with an
practise opportunities audio from the phone.
guidance and feedback Teacher plays the audio and models the pupils
cater for different learning of the tune of the song. (Mulberry bush tune).
styles Teacher plays the audio for the second time and
appropriate challenge for asks the pupils to join and sing with the teacher.
all learners Teacher then asks the groups to use the mini
opportunities to learn whiteboard and instructs them to create their
collaboratively own verse of the song. (5 minutes- pupils need
to change the lyrics according to their creativity).
Teacher calls for volunteers to present their work
and gives rewards for the best group that can
cooperate well.
Next, teacher instructs the pupils to create an
animal using an A4 paper, colour pencils, glue,
and stapler according to their own activity.
Teacher gives five minutes for the pupils to
create their magical animal creatively.

Plenary
Looking Back: review and Teacher monitors pupils progress in completing
assessment of learning the task given to them.
Looking Forward: identify Teacher chooses the best four groups (that
next steps for learning changes the song lyrics creatively) and asks
An activity to provide closure. them to sing their own songs lyrics.

Students to follow-up: Remedial: Reinforcement: Enrichment:

Lesson Plan
Subject: Theme: World of Knowledge Class: 1.20 2.20 p.m. Week: 28
English (Year 3) Topic: In School. Park (Unit (3 Yakin)
Date:
11) 13th August
2015

Learning Standard Code: Moral Value: Cross Curricular Links:


4.3.1 Able to produce simple Self-reliance and cooperation. Contextual learning and visual spatial
creative works with intelligence.
guidance based on:
(b) poem

Student Aspirations
Knowledge Thinking Leadership Bilingual Ethics & National
Skills Skills Proficiency Spirituality Identity

Learning Objectives: Success Criteria:


By the end of the lesson, we By the end of the lesson, we will be successful if we can :
should be able to:
a) Enjoy ourselves with the a) Recite the poem with correct tune, pronunciation, intonation, and
poem recited and change rhythm.
the lyrics creatively. b) Cooperate in our group and change the poem creatively.
b) Do some actions suits with c) Work in our groups and do actions based from the poem.
the poem.
Key Concepts/ Key Vocabulary: Resources:
Angry, shout, clam, time out, sad, frown, worry, cry, Textbook page 88, stimulus, and worksheet.
and fry.

Lesson Outline Impact/ Reflection


Starter
starter activity to engage Teacher asks the pupils to make some facial
students expressions.
inform students of the Pupils make some facial expressions of angry,
learning objective happy, and etc.
stimulate recall of prior Teacher explains about facial expressions to the
learning pupils.

Main Activities
explanation of the content Teacher asks the pupils to refer to the poem in
modelling and their textbook page 88.
demonstrating Teacher models the pupils of the intonation and
practise opportunities pronunciation of the poem.
guidance and feedback Teacher recites the poem for the second time
cater for different learning and asks the pupils to join and recite the poem
styles with the teacher.
appropriate challenge for Teacher then asks the groups to use the mini
all learners whiteboard and instructs them to create their
opportunities to learn own poem using the facial expressions. (10
collaboratively minutes- pupils need to change the poem
according to their creativity).
Teacher calls for volunteers to present their work
and gives rewards for the best group that can
cooperate well.
Next, teacher instructs the pupils to do actions
while reciting the poem.
Plenary
Looking Back: review and Teacher monitors pupils progress in completing
assessment of learning the task given to them.
Looking Forward: identify Teacher plays some quiz with the pupils.
next steps for learning Teacher gives reward to the group who
An activity to provide closure. cooperate and follow the teachers instruction
throughout the learning process.
Students to follow-up: Remedial: Reinforcement: Enrichment:

Lesson Plan
Subject: Theme: World of Knowledge Class: 1.20 2.20 p.m. Week: 30
English (Year 3) Topic: In School. (Unit 11) (3 Yakin)
Date:
27th August
2015

Learning Standard Code: Moral Value: Cross Curricular Links:


4.3.1 Able to produce simple Self-reliance and cooperation. Contextual learning and visual spatial
creative works with intelligence.
guidance based on:
(b) poem

Student Aspirations
Knowledge Thinking Leadership Bilingual Ethics & National
Skills Skills Proficiency Spirituality Identity

Learning Objectives: Success Criteria:


By the end of the lesson, we By the end of the lesson, we will be successful if we can :
should be able to:
a) Enjoy ourselves with the a) Recite the poem with correct tune, pronunciation, intonation, and
poem recited and change rhythm.
the lyrics creatively. b) Cooperate in our group and change the poem creatively.
b) Do some actions suits with c) Work in our groups and do actions based from the poem.
the poem.
Key Concepts/ Key Vocabulary: Resources:
Angry, shout, clam, time out, sad, frown, worry, cry, Textbook page 88, stimulus, and worksheet.
and fry.

Lesson Outline Impact/ Reflection


Starter
starter activity to engage Teacher asks the pupils to make some facial
students expressions.
inform students of the Pupils make some facial expressions of angry,
learning objective happy, and etc.
stimulate recall of prior Teacher explains about facial expressions to the
learning pupils.

Main Activities
explanation of the content Teacher asks the pupils to refer to the poem in
modelling and their textbook page 88.
demonstrating Teacher models the pupils of the intonation and
practise opportunities pronunciation of the poem.
guidance and feedback Teacher recites the poem for the second time
cater for different learning and asks the pupils to join and recite the poem
styles with the teacher.
appropriate challenge for Teacher then asks the groups to use the mini
all learners whiteboard and instructs them to create their
opportunities to learn own poem using the facial expressions. (10
collaboratively minutes- pupils need to change the poem
according to their creativity).
Teacher calls for volunteers to present their work
and gives rewards for the best group that can
cooperate well.
Next, teacher instructs the pupils to do actions
while reciting the poem.
Plenary
Looking Back: review and Teacher monitors pupils progress in completing
assessment of learning the task given to them.
Looking Forward: identify Teacher plays some quiz with the pupils.
next steps for learning Teacher gives reward to the group who
An activity to provide closure. cooperate and follow the teachers instruction
throughout the learning process.
Students to follow-up: Remedial: Reinforcement: Enrichment:

Lesson Plan
Subject: Theme: World of Knowledge Class: 1.20 2.20 p.m. Week: 34
English (Year 3) Topic: I See Numbers! (Unit (3 Yakin)
13) Date:
1st October
2015

Learning Standard Code: Moral Value: Cross Curricular Links:


4.1.2 Able to sing action Self-reliance and cooperation. Contextual learning and visual spatial
songs, intelligence.
recite jazz chants
and poems with correct
pronunciation, rhythm
and intonation.
4.3.2 Able to perform with
guidance based on :
jazz chants.

Student Aspirations
Knowledge Thinking Leadership Bilingual Ethics & National
Skills Skills Proficiency Spirituality Identity

Learning Objectives: Success Criteria:


By the end of the lesson, we By the end of the lesson, we will be successful if we can :
should be able to:
a) Recite a jazz chant a) Recite the jazz chant with correct tune, pronunciation, intonation, and
aloud. rhythm.
b) Work in our groups and do actions based from the jazz chant.

Key Concepts/ Key Vocabulary: Resources:


Numbers. Textbook and worksheet.

Lesson Outline Impact/ Reflection


Starter
starter activity to engage Teacher greets the pupils.
students Next, teacher asks the pupils to create their own
inform students of the riddles on numbers.
learning objective Teacher gives three minutes for the pupils to
stimulate recall of prior think of their own riddle.
learning Next, teacher calls for volunteers to read aloud
their riddles to the front and asks the others to
guess the answer.
Main Activities
explanation of the content Teacher reads the chants of Numbers
modelling and Everywhere (textbook page 104).
demonstrating Give response to the chants verbally.
practise opportunities Pupils and teacher read aloud the chant together
guidance and feedback with correct pronunciation and intonation.
cater for different learning Pupils get into groups and perform the chant.
styles Teacher reads the chants of Thirty Busses in the
appropriate challenge for Station.
all learners Give response to the chants verbally.
opportunities to learn Pupils and teacher read aloud the chant together
collaboratively with correct pronunciation and intonation.
Teacher corrects any mistake immediately.
Pupils recite a jazz chant aloud in group of three.
Plenary
Looking Back: review and Teacher monitors pupils progress in completing
assessment of learning the task given to them.
Looking Forward: identify Teacher plays some quiz with the pupils.
next steps for learning Teacher gives reward to the group who
An activity to provide closure. cooperate and follow the teachers instruction
throughout the learning process.
Students to follow-up: Remedial: Reinforcement: Enrichment:

Lesson Plan
Subject: Theme: World of Knowledge Class: 1.20 2.20 p.m. Week: 35
English (Year 3) Topic: Technology at Home (3 Yakin)
(Unit 14) Date:
8th October
2015

Learning Standard Code: Moral Value: Cross Curricular Links:


4.1.2 Able to sing action Self-reliance and cooperation. Contextual learning and visual spatial
songs, intelligence.
recite jazz chants
and poems with correct
pronunciation, rhythm
and intonation.

Student Aspirations
Knowledge Thinking Leadership Bilingual Ethics & National
Skills Skills Proficiency Spirituality Identity

Learning Objectives: Success Criteria:


By the end of the lesson, we By the end of the lesson, we will be successful if we can :
should be able to:
a) Recite poems with correct a) Recite poems with correct pronunciation, rhythm and intonation.
pronunciation, rhythm and b) Take part with guidance in a performance based on stories.
intonation.
b) Take part with guidance in a
performance based on
stories.
Key Concepts/ Key Vocabulary: Resources:
Technology; laptop, washing machine, mixer, Textbook and poem.
blender, hand phone, oven and etc.

Lesson Outline Impact/ Reflection


Starter
starter activity to engage Teacher greets the pupils.
students Next, teacher asks the pupils to create their own
inform students of the riddles on technology at home.
learning objective Teacher gives three minutes for the pupils to
stimulate recall of prior think of their own riddle.
learning Next, teacher calls for volunteers to read aloud
their riddles to the front and asks the others to
guess the answer.
Main Activities
explanation of the content Teacher demonstrates how to recite poem in the
modelling and textbook.
demonstrating Teacher guides pupils line by line.
practise opportunities Teacher asks pupils to guess the appliances.
guidance and feedback Teacher asks pupils to make their own actions
cater for different learning for the poem and the answers in groups of 4.
styles Teacher asks pupils to perform their poem
appropriate challenge for creatively.
all learners Teacher gives response to the poem verbally.
opportunities to learn Pupils and teacher read aloud the chant together
collaboratively with correct pronunciation and intonation.
Teacher corrects any mistake immediately.
Pupils recite a jazz chant aloud in group of three.
Plenary
Looking Back: review and Teacher monitors pupils progress in completing
assessment of learning the task given to them.
Looking Forward: identify Teacher plays some quiz with the pupils.
next steps for learning Teacher gives reward to the group who
An activity to provide closure. cooperate and follow the teachers instruction
throughout the learning process.
Students to follow-up: Remedial: Reinforcement: Enrichment:

Lesson Plan
Subject: Theme: World of Knowledge Class: 1.20 2.20 p.m. Week: 36
English (Year 3) Topic: Four Friends (Unit 15) (3 Yakin)
Date:
15th October
2015

Learning Standard Code: Moral Value: Cross Curricular Links:


4.1.2 Able to sing action Self-reliance and cooperation. Contextual learning and visual spatial
songs, intelligence.
recite jazz chants
and poems with correct
pronunciation, rhythm
and intonation.

Student Aspirations
Knowledge Thinking Leadership Bilingual Ethics & National
Skills Skills Proficiency Spirituality Identity

Learning Objectives: Success Criteria:


By the end of the lesson, we By the end of the lesson, we will be successful if we can :
should be able to:
a) Sing nursery rhyme aloud. a) Sing nursery rhyme aloud.
b) Take part with guidance in a b) Take part with guidance in a performance based on stories.
performance based on
stories.
Key Concepts/ Key Vocabulary: Resources:
Donkey, dog, cat and rooster. Nursery rhyme song.

Lesson Outline Impact/ Reflection


Starter
starter activity to engage Teacher greets the pupils.
students Next, teacher asks the pupils to create their own
inform students of the riddles on technology at home.
learning objective Teacher gives three minutes for the pupils to
stimulate recall of prior think of their own riddle.
learning Next, teacher calls for volunteers to read aloud
their riddles to the front and asks the others to
guess the answer.
Main Activities
explanation of the content Teacher plays nursery rhyme old McDonald.
modelling and Teacher guides pupils to sing.
demonstrating Pupils sing the rhyme in groups.
practise opportunities Teacher asks pupils to perform in front of the
guidance and feedback class.
cater for different learning Guide pupils to add animals mentioned in the
styles story four friends into the rhyme.
appropriate challenge for Pupils and teacher sing aloud the song together
all learners with correct pronunciation and intonation.
opportunities to learn Teacher corrects any mistake immediately.
collaboratively Pupils sing in group of three.
Plenary
Looking Back: review and Teacher monitors pupils progress in completing
assessment of learning the task given to them.
Looking Forward: identify Teacher plays some quiz with the pupils.
next steps for learning Teacher gives reward to the group who
An activity to provide closure. cooperate and follow the teachers instruction
throughout the learning process.
Students to follow-up: Remedial: Reinforcement: Enrichment: