Anda di halaman 1dari 30

Rancangan Mengajar Harian

Subjek: Pendidikan Moral Tema: RAJIN Kelas: 3 Aspirasi Minggu: 31

Tarikh:
ISNIN

04/09/2017

Standard Pembelajaran: Nilai: Hubungan Merentas Kurikulum


1.1.1 , 1.1.2, 1.1.3 RAJIN Bahasa Inggeris

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

Objektif Pembelajaran: Ciri Kejayaan:


a) Murid boleh menceritakan cara bersikap rajin mempertahankan nama baik
8.1.1 Menceritakan cara bersikap sekolah.
rajin mempertahankan nama baik b) Murid boleh menyenaraikan kepentingan bersikap rajin mempertahankan nama
sekolah. baik sekolah.

8.1.2 Menyenaraikan kepentingan


bersikap rajin di sekolah.

Konsep Kata Kunci: Sumber:


RAJIN Buku teks, internet, buku rujukan

Lesson Outline Impact/ Reflection

Murid ditanya Apakah contoh cara bersikap RAJIN di kelas kamu?"


Murid diperkenalkan objektif pembelajaran hari ini.

Murid mendengar penerangan guru tentang sikap RAJIN


Share-N-Turn: Murid senaraikan cara bersikap RAJIN
Murid dipilih secara rawak dan diminta menceritakan cara bersikap RAJIN.
Guru memberi dengan lebih terperinci sikap rajin mempertahankan nama baik sekolah yang boleh
murid amalkan.

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: RAJIN Kelas: 3 Aspirasi Minggu:31
Usaha yang berterusan,
Tarikh:
bersungguh-sungguh dan RABU
bersemangat dalam melakukan 06/09/2017
sesuatu perkara.

Standard Pembelajaran: Nilai: Hubungan Merentas Kurikulum


11.1.1 , 11.1.2, 11.1.3 RAJIN Bahasa Inggeris

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

Objektif Pembelajaran: Ciri Kejayaan:


a) Murid boleh menyatakan cara bersikap rajin di sekolah.
11.1.1 Menyatakan cara bersikap b) Murid boleh menyenaraikan kepentingan bersikap rajin di sekolah.
rajin di sekolah. c) Murid boleh menceritakan perasaan mereka apabila bersikap rajin di sekolah.

11.1.2Menyenaraikan
kepentingan bersikap rajin di
sekolah.

11.1.3 Menceritakan perasaan


apabila bersikap rajin di sekolah.

Konsep Kata Kunci: Sumber:


RAJIN Buku teks, internet, buku rujukan

Lesson Outline Impact/ Reflection

Murid ditanya Apakah contoh cara bersikap rajin di sekolah?"


Murid diperkenalkan objektif pembelajaran hari ini.

Murid mendengar penerangan guru tentang bersikap rajin di sekolah.


Share-N-Turn: Murid senaraikan cara bersikap rajin.
Murid dipilih secara rawak dan diminta menceritakan cara bersikap rajin.
Guru memberi dengan lebih terperinci bersikap rajin di sekolah yang boleh murid amalkan.

Guru membimbing murid menyiapkan tugasan.


Share-your-view: Fahamkah apa yang kita sudah 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: RAJIN Kelas: 3 Aspirasi Minggu:31
Usaha yang berterusan,
Tarikh:
bersungguh-sungguh dan KHAMIS
bersemangat dalam melakukan 07/09/2017
sesuatu perkara.

Standard Pembelajaran: Nilai: Hubungan Merentas Kurikulum


11.1.1 , 11.1.2, 11.1.3 RAJIN Bahasa Inggeris

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

Objektif Pembelajaran: Ciri Kejayaan:


d) Murid boleh menyatakan cara bersikap rajin di sekolah.
11.1.1 Menyatakan cara bersikap e) Murid boleh menyenaraikan kepentingan bersikap rajin di sekolah.
rajin di sekolah. f) Murid boleh menceritakan perasaan mereka apabila bersikap rajin di sekolah.

11.1.2Menyenaraikan
kepentingan bersikap rajin di
sekolah.

11.1.3 Menceritakan perasaan


apabila bersikap rajin di sekolah.

Konsep Kata Kunci: Sumber:


RAJIN Buku teks, internet, buku rujukan

Lesson Outline Impact/ Reflection

Murid ditanya Apakah contoh cara bersikap rajin di sekolah?"


Murid diperkenalkan objektif pembelajaran hari ini.

Murid mendengar penerangan guru tentang bersikap rajin di sekolah.


Share-N-Turn: Murid senaraikan cara bersikap rajin.
Murid dipilih secara rawak dan diminta menceritakan cara bersikap rajin.
Guru memberi dengan lebih terperinci bersikap rajin di sekolah yang boleh murid amalkan.

Guru membimbing murid menyiapkan tugasan.


Share-your-view: Fahamkah apa yang kita sudah 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: RAJIN Kelas: 3 Aspirasi Minggu: 30

Tarikh:
KHAMIS
24/08/2017

Standard Pembelajaran: Nilai: Hubungan Merentas Kurikulum


1.1.1 , 1.1.2, 1.1.3 RAJIN Bahasa Inggeris

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

Objektif Pembelajaran: Ciri Kejayaan:


c) Murid boleh menceritakan cara bersikap RAJIN di sekolah.
8.1.1 Menceritakan cara bersikap d) Murid boleh menyenaraikan kepentingan bersikap RAJIN kepada sekolah.
RAJIN di sekolah.

8.1.2 Menyenaraikan kepentingan


bersikap RAJIN di sekolah.

Konsep Kata Kunci: Sumber:


RAJIN Buku teks, internet, buku rujukan

Lesson Outline Impact/ Reflection

Murid ditanya Apakah contoh cara bersikap RAJIN di kelas kamu?"


Murid diperkenalkan objektif pembelajaran hari ini.

Murid mendengar penerangan guru tentang sikap RAJIN


Share-N-Turn: Murid senaraikan cara bersikap RAJIN
Murid dipilih secara rawak dan diminta menceritakan cara bersikap RAJIN.
Guru memberi dengan lebih terperinci sikap RAJIN di sekolah yang boleh murid amalkan.

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: Rajin Kelas: 3 Aspirasi Minggu: 7
Tarikh:
Rabu
15/02/2017

Standard Pembelajaran: Nilai: Hubungan Merentas Kurikulum


1.1.1 , 1.1.2, 1.1.3 Rajin Bahasa Inggeris

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

Objektif Pembelajaran: Ciri Kejayaan:


e) Murid boleh menceritakan cara bersikap tanggungjawab di sekolah.
8.1.1 Menceritakan cara bersikap f) Murid boleh menyenaraikan kepentingan bersikap tanggungjawab di sekolah.
RAJIN di sekolah.

8.1.2 Menyenaraikan kepentingan


bersikap RAJIN di 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 Rajin


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: Rajin Kelas: 3 Aspirasi Minggu: 12

Tarikh:
Khamis
16/02/2017

Standard Pembelajaran: Nilai: Hubungan Merentas Kurikulum


1.1.1 , 1.1.2, 1.1.3 Rajin Bahasa Inggeris

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

Objektif Pembelajaran: Ciri Kejayaan:


g) Murid boleh menyatakan cara membantu warga sekolah
2.1.1 Menyatakan cara membantu h) 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 Rajin


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: Students to follow-up: Remedial:


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 guidance Self-reliance and cooperation Musical Intelligence. (Creativity and
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 should By the end of the lesson, we will be successful if we can :
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 five.
students Teacher asks the pupils if one goes down how many
inform students of the are left.
learning objective Teacher tells the pupils that they are going to read
stimulate recall of prior jazz chant in their textbook entitled, Five Little Blue
learning Fish.

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

Plenary
Looking Back: review and Teacher guides the pupils progress in completing the
assessment of learning task given to them.
Looking Forward: identify next Teacher models to the pupils the correct
steps for learning pronunciation, intonation and enunciation to sing the
An activity to provide closure. 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 innovation)
guidance 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 should By the end of the lesson, we will be successful if we can :
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 lesson.
students Teacher asks the pupils to list down the important key
inform students of the words that they have learnt yesterday.
learning objective Teacher tells the pupils that they are going to create
stimulate recall of prior face masks of the characters in the story, Goldilocks
learning and the Three Bears.

Main Activities
explanation of the content Teacher asks the pupils to identify the characters in
modelling and the story, Goldilocks and the Three Bears.
demonstrating Teacher asks the pupils to use a manila card to draw
practise opportunities the face masks of the characters in the story.
guidance and feedback Pupils colour, cut and paste on the manila card that
cater for different learning they have brought.
styles Teacher asks pupils to memorize the dialogue from
appropriate challenge for all the textbook.
learners Next, teacher asks the pupils to perform in their
opportunities to learn groups creatively.
collaboratively Teacher instructs the pupils to cooperate and work
cooperatively.

Plenary
Looking Back: review and Teacher guides the pupils progress in completing the
assessment of learning task given to them.
Looking Forward: identify next Teacher reminds the pupils that she will award a
steps for learning sticker for the groups that cooperate collaboratively
An activity to provide closure. 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 innovation)
guidance 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 should By the end of the lesson, we will be successful if we can :
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 lesson.
students Teacher asks the pupils to list down the important key
inform students of the words that they have learnt yesterday.
learning objective Teacher tells the pupils that they are going to create
stimulate recall of prior face masks of the characters in the story, Goldilocks
learning and the Three Bears.

Main Activities
explanation of the content Teacher asks the pupils to identify the characters in
modelling and the story, Goldilocks and the Three Bears.
demonstrating Teacher asks the pupils to use a manila card to draw
practise opportunities the face masks of the characters in the story.
guidance and feedback Pupils colour, cut and paste on the manila card that
cater for different learning they have brought.
styles Teacher asks pupils to memorize the dialogue from
appropriate challenge for all the textbook.
learners Next, teacher asks the pupils to perform in their
opportunities to learn groups creatively.
collaboratively Teacher instructs the pupils to cooperate and work
cooperatively.

Plenary
Looking Back: review and Teacher guides the pupils progress in completing the
assessment of learning task given to them.
Looking Forward: identify next Teacher reminds the pupils that she will award a
steps for learning sticker for the groups that cooperate collaboratively
An activity to provide closure. 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 innovation)
creative works with guidance 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 should By the end of the lesson, we will be successful if we can :
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 donts
students when reading book.
inform students of the Teacher asks the pupils to list down the importance of
learning objective obeying the rules in reading book.
stimulate recall of prior Teacher tells the pupils that they are going to create
learning 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 making
practise opportunities bookmark.
guidance and feedback Teacher asks the pupils to use a manila card to draw
cater for different learning their bookmark according to their own creativity.
styles Pupils colour, cut and paste on the manila card that
appropriate challenge for all they have brought.
learners Teacher asks the pupils to decorate their bookmark
opportunities to learn so that it looks nice and eye catching.
collaboratively 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 completing the
assessment of learning task given to them.
Looking Forward: identify next Teacher reminds the pupils that she will award a
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 understand Self-reliance and cooperation Contextual learning.
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 should By the end of the lesson, we will be successful if we can :
be able to: a) Able to read and understand phrases and sentences in linear and non-linear
a) Able to read and understand 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 lesson.
students Teacher asks the pupils to list down the activities that
inform students of the they can do when they are on vacation.
learning objective Teacher tells the pupils that they are going to watch a
stimulate recall of prior PowerPoint presentation.
learning
Main Activities
explanation of the content Teacher asks the pupils to pay attention to the picture
modelling and in the PowerPoint presentation.
demonstrating Next, teacher asks the pupils to name the places in
practise opportunities the picture.
guidance and feedback Teacher asks the pupils to read the information given.
cater for different learning Pupils read the sentences in the paragraph given.
styles Later, teacher asks the pupils to identify the sentence
appropriate challenge for all pattern used.
learners Pupils pay attention to another set of pictures and the
opportunities to learn information given.
collaboratively
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 completing the
assessment of learning task given to them.
Looking Forward: identify next Teacher reminds the pupils that she will award a
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 based intelligence.
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 should By the end of the lesson, we will be successful if we can :
be able to:
a) Use our vacation photographs a) Use our vacation photographs and create simple story using compound
and create simple story using sentences based on their experience to the places that they have visited.
compound sentences based on b) Decorate our work on the tasks given to us creatively.
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 lesson.
students Teacher asks the pupils to list down the activities that
inform students of the they can do when they are on vacation.
learning objective Teacher tells the pupils that they are going to create
stimulate recall of prior something which is related with their vacation.
learning
Main Activities
explanation of the content Teacher asks the pupils to refer to their textbook on
modelling and page 70.
demonstrating Teacher guides the pupils in creating compound
practise opportunities sentences regarding the places that they have been.
guidance and feedback Teacher asks the pupils to take out the photographs
cater for different learning that they have been asked to bring yesterday.
styles Then, teacher asks the pupils to paste their
appropriate challenge for all photographs on a piece of an A4 paper.
learners After that, teacher asks the pupils to write their own
opportunities to learn story using compound sentences that had been
collaboratively 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 completing the
assessment of learning task given to them.
Looking Forward: identify next Teacher reminds the pupils that she will award a
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 Park (3 Yakin)
(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 guidance based intelligence.
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 should By the end of the lesson, we will be successful if we can :
be able to:
a) Enjoy ourselves with the song a) Sing the song entitled Going to the Zoo with correct tune, pronunciation,
sang and change the lyrics intonation, and rhythm.
creatively. b) Work in their groups and change the songs lyrics creatively and present it
b) Produce creative work of an to the class.
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, elephant, Songs lyrics entitled Going to the Zoo, an audio of a the
bear, seals, sleepy and etc. 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 think of
stimulate recall of prior 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, Going to
modelling and the Zoo, to the pupils.
demonstrating Teacher sets up a speaker to be played with an audio
practise opportunities from the phone.
guidance and feedback Teacher plays the audio and models the pupils of the
cater for different learning tune of the song. (Mulberry bush tune).
styles Teacher plays the audio for the second time and asks
appropriate challenge for all the pupils to join and sing with the teacher.
learners Teacher then asks the groups to use the mini
opportunities to learn whiteboard and instructs them to create their own
collaboratively 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 the
assessment of learning task given to them.
Looking Forward: identify next Teacher chooses the best four groups (that changes
steps for learning the song lyrics creatively) and asks them to sing their
An activity to provide closure. 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 11) (3 Yakin)
Date:
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 guidance based intelligence.
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 should By the end of the lesson, we will be successful if we can :
be able to:
a) Enjoy ourselves with the a) Recite the poem with correct tune, pronunciation, intonation, and rhythm.
poem recited and change the b) Cooperate in our group and change the poem creatively.
lyrics creatively. c) Work in our groups and do actions based from the poem.
b) Do some actions suits with
the poem.
Key Concepts/ Key Vocabulary: Resources:
Angry, shout, clam, time out, sad, frown, worry, cry, and Textbook page 88, stimulus, and worksheet.
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, happy,
learning objective 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 their
modelling and 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 and
cater for different learning asks the pupils to join and recite the poem with the
styles teacher.
appropriate challenge for all Teacher then asks the groups to use the mini
learners whiteboard and instructs them to create their own
opportunities to learn poem using the facial expressions. (10 minutes-
collaboratively 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 the
assessment of learning task given to them.
Looking Forward: identify next Teacher plays some quiz with the pupils.
steps for learning Teacher gives reward to the group who cooperate
An activity to provide closure. 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 guidance based intelligence.
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 should By the end of the lesson, we will be successful if we can :
be able to:
a) Enjoy ourselves with the a) Recite the poem with correct tune, pronunciation, intonation, and rhythm.
poem recited and change the b) Cooperate in our group and change the poem creatively.
lyrics creatively. c) Work in our groups and do actions based from the poem.
b) Do some actions suits with
the poem.
Key Concepts/ Key Vocabulary: Resources:
Angry, shout, clam, time out, sad, frown, worry, cry, and Textbook page 88, stimulus, and worksheet.
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, happy,
learning objective 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 their
modelling and 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 and
cater for different learning asks the pupils to join and recite the poem with the
styles teacher.
appropriate challenge for all Teacher then asks the groups to use the mini
learners whiteboard and instructs them to create their own
opportunities to learn poem using the facial expressions. (10 minutes-
collaboratively 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 the
assessment of learning task given to them.
Looking Forward: identify next Teacher plays some quiz with the pupils.
steps for learning Teacher gives reward to the group who cooperate
An activity to provide closure. 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 13) (3 Yakin)
Date:
1st October 2015
Learning Standard Code: Moral Value: Cross Curricular Links:
4.1.2 Able to sing action songs, Self-reliance and cooperation. Contextual learning and visual spatial
recite jazz chants intelligence.
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 should By the end of the lesson, we will be successful if we can :
be able to:
a) Recite a jazz chant aloud. a) Recite the jazz chant with correct tune, pronunciation, intonation, and
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 think of
stimulate recall of prior 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 Everywhere
modelling and (textbook page 104).
demonstrating Give response to the chants verbally.
practise opportunities Pupils and teacher read aloud the chant together with
guidance and feedback 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 all Station.
learners Give response to the chants verbally.
opportunities to learn Pupils and teacher read aloud the chant together with
collaboratively 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 the
assessment of learning task given to them.
Looking Forward: identify next Teacher plays some quiz with the pupils.
steps for learning Teacher gives reward to the group who cooperate
An activity to provide closure. 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 (Unit (3 Yakin)
14) Date:
8th October 2015
Learning Standard Code: Moral Value: Cross Curricular Links:
4.1.2 Able to sing action songs, Self-reliance and cooperation. Contextual learning and visual spatial
recite jazz chants intelligence.
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 should By the end of the lesson, we will be successful if we can :
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, blender, Textbook and poem.
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 think of
stimulate recall of prior 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 for the
cater for different learning poem and the answers in groups of 4.
styles Teacher asks pupils to perform their poem creatively.
appropriate challenge for all Teacher gives response to the poem verbally.
learners Pupils and teacher read aloud the chant together with
opportunities to learn correct pronunciation and intonation.
collaboratively 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 the
assessment of learning task given to them.
Looking Forward: identify next Teacher plays some quiz with the pupils.
steps for learning Teacher gives reward to the group who cooperate
An activity to provide closure. 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 songs, Self-reliance and cooperation. Contextual learning and visual spatial
recite jazz chants intelligence.
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 should By the end of the lesson, we will be successful if we can :
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 think of
stimulate recall of prior 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 class.
guidance and feedback Guide pupils to add animals mentioned in the story
cater for different learning four friends into the rhyme.
styles Pupils and teacher sing aloud the song together with
appropriate challenge for all correct pronunciation and intonation.
learners Teacher corrects any mistake immediately.
opportunities to learn Pupils sing in group of three.
collaboratively

Plenary
Looking Back: review and Teacher monitors pupils progress in completing the
assessment of learning task given to them.
Looking Forward: identify next Teacher plays some quiz with the pupils.
steps for learning Teacher gives reward to the group who cooperate
An activity to provide closure. and follow the teachers instruction throughout the
learning process.

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