Class :
Date :
Time :
Level :
Enrolment :
Theme :
Topic :
Main Skill :
Integrated Skills :
Learning Outcomes :
Specifications :
Learning Objectives :
Prior knowledge :
Language Focus :
Teaching Materials (TM) :
Moral values (MV) :
Thinking Skills (CCTS) :
Educational Emphases (EE) :
Lecturer’s comments:
KSSR LESSON PLAN FORMAT (Year 1/2/3)
Date :
Time :
Class :
Enrolment :
Level :
Theme :
Topic :
Content Standard :
Learning Standard :
Learning Objectives :
Language Focus :
Prior knowledge :
Cross-curricular Elements (EMK) :
Teaching-learning resources (TM) :
Thinking Skills (CCTS) :
Noble/Moral Value(s) (NV) :
Assessment:
Reflection: i. State the number of students who are able to achieve the learning objectives.
ii. Follow-up actions (remedial, reinforcement and enrichment.)
Examples of :
Language Focus Moral values Teaching Thinking Skills Educational
Materials Emphases
vocabulary KINDHEARTEDNESS LOVE Multimedia text Creative thinking Thinking skills
reading Compassionate Love for life song, skills Learning how to learn
comprehension Considerate Love for the environment short children story, retelling, ICT skills
Generous Love for the country dialogue, describing, Values & citizenship
listening Love for peace and
Understanding passage, formulating, Multiple intelligences
comprehension harmony
Forgiving advertisements, expressing feelings, Knowledge acquisition
grammar...e.g SELF-RELIANCE
past tense PowerPoint slides, giving opinions/ Preparation for the real
Responsible JUSTICE
pronunciation Just video clips, suggestions, world
Independent mahjong paper, role- playing, Constructivism
of ... Industrious Fair
language forms board games, imaginative, Contextualisation
Self-confident
language COURAGE information gap inferring,
HUMILITY
functions, Polite Brave cards, predicting (KSSR addition)
Stand up to the truth barrier games, Generating ideas Creativity and
question types Admitting one's
mistake Resolute picture cards, Making associations Innovation
sentence types Responsible/Accountable
Friendly sentence cards, Making inferences Entrepreneurship
reading flash cards Making predictions
MUTUAL RESPECT
writing CLEANLINESS OF worksheets, etc. Making hypotheses Cross curricular
Respect and loyalty
listening and towards parents BODY AND MIND Synthesising elements
speaking Respect for the Physical cleanliness (making Science and
language arts elderly, teachers, Environmental generalisations) Technology,
etc peers, leaders and cleanliness
Creating mental Environmental studies,
neighbours Well-mannered in words
and actions pictures patriotism,
Respect for king and Drawing mental moral education,
country Healthy and constructive
thoughts pictures musical,
Respect for basic
Drawing analogies Mathematics,
rights
HONESTY/INTEGRITY Creating metaphors living skills, etc.
Respect for beliefs
Trustworthy
and cultures of
Speaking the truth Critical thinking skills Others
various races
Sincere matching, Mastery learning
Respect for
individual rights categorising, Co-operative learning
DILIGENCE
Adherence to the sequencing, Collaborative learning
Courageous
rule of law Pro-active/Resourceful associating,
Adherence to time Dedicated to work deciding,
(punctual) Determined distinguishing,
MODERATION Hardworking comparing,
Moderation in contrasting,
reconciling personal COOPERATION deducing,
needs with others Spirit of brotherhood identifying,
Not excessive in Collective responsibility analysing,
words and actions Helping one another predicting,
GRATITUDE Tolerance inferring,
Thankful Common good connecting,
Grateful Unity synthesising,
Appreciative solving problems,
RATIONALITY reaching a consensus,
Able to form Identifying
judgements
characteristics
Able to reason
Comparing and
Open minded and
contrasting
able to think logically
PUBLIC Grouping and
SPIRITEDNESS categorising
Subscribing to Sequencing
consensus Arranging in order of
Subscribing to the priority
spirit of Analysing
neighbourliness Identifying facts and
Sensitive to social opinions
issues in the Evaluating
community Enhancing
conclusions
Identifying causes
and effects
Study Skills
Collecting &
classifying
information
Translating
information
Analysing
Synthesising
Application
Example (KBSR)
Learning Outcomes : 3.3 Read and understand phrases, sentences, paragraphs and whole texts.
3.4 Read aloud expressively and fluently pronouncing words correctly and observing correct stress and
intonation and sentence rhythm.
4.2 Complete texts with the missing word, phrase or sentence
Specifications : 3.3.3 Read and understand simple paragraphs by answering simple questions.
3.4.1 Read aloud sentences correctly, observing correct stress and intonation and sentence rhythm.
4.2.1 Complete simple instructions, messages, letters, recounts, descriptions, rhymes with the missing word.
Learning Objectives : By the end of the lesson pupils should be able to :
i. answer comprehension questions to show understanding of simple paragraphs.
ii. read aloud sentences with the correct stress, intonation and sentence rhythm.
iii. complete a description with missing words.
Example (KSSR)
Content Standard : 3.2 By the end of the 6-year primary schooling, pupils will be able to write using appropriate language, form
and style for a range of purposes
3.3 By the end of the 6-year primary schooling, pupils will be able to write and present ideas through a
variety of media using appropriate language, form and style.
Learning Standard : 3.2.1 Able to complete with guidance:a) simple messages
3.2.2 Able to write simple sentences with guidance.
3.3.1 Able to create simple non-linear texts using a variety of media with guidance:a) non-linear
Learning Objectives : By the end of the lesson pupils should be able to write simple messages on a poster
(Framework given).
i. Prior Knowledge: Pupils have learned about...; Pupis are familiar with...; Pupils have the knowledge of ..., etc.
Teacher explains, elicits, demonstrates, asks, tells, gives, distributes, sings, distributes, discusses, divides, models, monitors, helps,
guides, recapitulates,
Pupils listen to, say after, repeat, sing along, solve, read, role play, ask, answer, write, draw, complete, peer check, discuss, etc
iii. Rationale:
To attract attention, draw interest...; To link to, tap current knowledge...; To raise the pupils’ awareness of...;To enable pupils to...;
To ensure ...; To provide opportunity...; To enable...;To check understanding...; To engage...; To give further practice...; To evaluate...;
To recapitulate...; To inculcate...; etc