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LESSON PLAN

Date : 26th February 2015

Level : Advanced

Class : 5 Atom

Duration : 8.00 a.m. to 8.30 a.m. (30 minutes)

Enrolment : 30 pupils (17 boys, 13 girls)

Theme : World of Self. Family and Friends

Topic : Unit 10- Unity in Diversity

Focal skill : Reading

Other skill : Listening, speaking and writing.

Curriculum Specifications 2.2.2 Able to read and understand phrases and sentences from:

(a)linear texts

2.3.1 Able to read for information and enjoyment with guidance:

(a)non-fiction

Learning outcomes : At the end of the lesson, pupils will be able to:

1. Read and do shared reading of a linear text with correct pronunciation, stress and intonation.

2. Answer comprehension question by completing the text.

Previous knowledge : Students have learned about variety of culture.

Teaching aids : Laptop, speaker,A3 size paper , pictures.

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STAGE CONTENT TEACHING AND LEARNING ACTIVITIES

NOTES

Set Induction(3 minutes)

1. What am I wearing?Suggested question:

1. What am I wearing right now?

2. Who wears this clothes?

3. What are they celebrating?

Suggested answer:1. Punjabi2. Indian3. Deepavali

Example:

1. Teacher comes into class wearing an Indian traditional clothes.

2. Teacher asks student what he is wearing.

3. Teacher talks about celebration in Malaysia.

CCTS:Generating ideas

MI:Visual Spatial

Teaching aids:- Teacher’s

clothes

Presentation(7 minutes)

1. Shared readingSuggested question:

1. What do you think is the title of the text?

2. Can you name some of the celebrations in the text you just read?

3. Teacher project the text on the board.

4. Teacher reads the article and pupils will follow.

5. Teacher asks question about the text.

CCTS:Synthesising (making generalisations)

MI:Verbal-linguistic

Teaching aids:Projector and laptop

Practice(10 minutes)

1. Get the facts straight!*see appendix for worksheet.

1. Teacher divides the class into 4 groups.

2. Teacher distributes A3 size papers to each group.

3. Teacher asks for the leaders to pick an envelope randomly.

4. Teacher reads the instructions clearly.

5. Pupils complete the task by choosing the suitable answers from the envelope and rewrite the text and the answers on

CCTS:Identifying facts and opinions.

MV:- Cooperation

Teaching aids:- A3 paper- Marker pen- Envelops- Sentence strips

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the A3 size papers.6. Teacher monitors each

group while they doing the task.

7. Pupils present their presentation and teacher corrects mistake if necessary.

Production( minutes)

1. Group tableauSuggested question:1. What do you think they

are doing?2. What race celebrates

this?Suggested answer:1 .Doing the dragon dance.2 Chinese

Example of pictures:

1 Using the previous group, pupils are needed to make a frozen tableau out of a picture.

2 Teacher calls out group leaders to choose the picture randomly.

3 Teacher explains what a tableau is to pupils.

4 Pupils are given 5 minutes to discuss on their tableau

5 The group go in front of the class to act out the picture and the other pupils try to answer which scene they were doing.

6 Teacher then asks the tableau group who are they and what is happening in this picture.

7 Pupils are encouraged to use things around them as props.

CCTS:Identifying characteristics

MI:Bodily kinaesthetic

MV:Working in group

Teaching Aids:-Pictures

Closure(3 minutes)

1. Recapping lessonSuggested question:

1. Can you name the celebration in Malaysia?

2. Have you been to any of the celebration?

3. What should we do when we visit their

1. Teacher asks question to student to test pupils’ understanding.

2. Teacher ellicit moral values.

CCTS:Enhancing conclusions

MV:-Respect others

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house?Suggested answer

1. Hari Raya, Chinese New Year, Deepavali, Gawai.

2. Yes3. Respect them and

say thank you.

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Text 1.

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Complete the text you have just read by choosing the correct answers. Work in groups. The first two blanks have been filled for you. Rewrite the text and the chosen answers on the A3 size paper provided.

Text 2

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My name is Muniandy Chinnadurai. I am an Indian. I celebrate ________. It is also known as the ________. My mother usually lights ________. They are lit ________. Our traditional costumes are ____________. We go to the temple __________. When my friends visit me during the celebration, I serve __________.

Complete the text you have just read by choosing the correct answers. Work in groups. The first two blanks have been filled for you. Rewrite the text and the chosen answers on the A3 size paper provided.

Text 3

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Hello, my name is Antan. I lived in Sarawak. I am _____ who lives in ____________ in Sarawak. Our main festival is ______. It is celebrated every year on 1st June to mark the end of the ________. Our special foods are ________. Our traditional costumes are called ____________________. Our costumes are beautiful and colourful, too. There is also during ________ Gawai Festival. The winner is crowned as Kumang Gawai

Complete the text you have just read by choosing the correct answers. Work in groups. The first two blanks have been filled for you. Rewrite the text and the chosen answers on the A3 size paper provided.

Text 4

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My name is Akif Ukasyah. I am a Malay. I celebrate ________. It is celebrated by the Muslim after ____________. My father usually lights ________ while my mother _________. Our traditional costumes are ____________. We go to the mosque __________. When my friends visit me during the celebration, I serve __________.

Complete the text you have just read by choosing the correct answers. Work in groups. The first two blanks have been filled for you. Rewrite the text and the chosen answers on the A3 size paper provided.

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My name is Long Qiu rui. I am a Chinese. I celebrate ________. This celebration lasts for ______. My family ___________ before the celebration started. During the Chinese New Year’s Eve, a family reunion ______ will be held. Our traditional costumes are ____________. We go to the temple to __________. When my friends visit me during the celebration, I serve __________ and many more.

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Task 2 (ii): Peer Observation and Feedback

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This group is presenting a micro-teaching for Year 2, advance learner. The language

skill chosen is language arts. The theme for this micro-teaching is World of Stories in Unit 4:

Read Me a Story. The learning outcomes for this lesson are the pupils will be able to read

the story “The Tortoise and The Hare” and answer WH- questions about the story orally.

Next, in groups, pupils will be able to read and arrange the story according to the sequence

of the story correctly and lastly, able to create an animal mask with teacher’s oral instruction.

Based on the presentation during the micro-teaching session, the activities chosen

for every stage are interesting and fun. During the set induction, teacher starts to catch

pupils’ attention by showing them a picture of a hare and a rabbit and asking them the

differences between the two animals. This is a good method as a starter because pupils able

to brainstorm and relating the question asked with their previous knowledge. Some pupils

might know the differences but for those who do not know, this will be a new knowledge for

them. Later, teacher shows a picture of a tortoise and the book cover of the story that they

are going to learn. This technique helps pupils to keep on focusing to the lesson and

arousing their interest to the story.

For the presentation stage, teacher reads the story and pupils followed. Teacher

used shared reading technique during the presentation stage. For the reading purposes, it is

advisable for teacher to read first for the first time so that pupils able to listen and follow how

to pronounce and enunciate the words correctly. Plus, the pupils are Year 2 and they are still

new to the language. At this level, pupils need a precise and proper exposure during the

presentation stage. Besides, the text of the story is too long. The text and the words used

must be suitable to pupils’ level of proficiency and language development. Quoted from

Kimpediatrics.com, “At the age of 8, pupil will be able to read age appropriate texts with ease

and begin to demonstrate competence with writing simple compositions. In this situation, the

text is quite lengthy and it must be suitable to the level of the pupils. Even in advance

learner, it is possible for some pupils who unable to follow up during the reading session due

to different level of proficiency. Besides, teacher needs to explain the story in detail during

the presentation stage because this is the stage where pupils received input from the

teacher. During this stage, teacher speaks clearly with good voice projection and used

different intonation for different characters in the story during the reading session. This helps

pupils to imitate the voice and the intonation while enjoying the reading session. The used of

ICT such as Power Point Presentation helps pupils to read and see the text clearly and see

the illustration of the text.

For the practice stage, teacher instructs pupils to rearrange the story in the correct

sequences. During this activity, some pupils make a mistake in arranging the story because

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they got confused between the scenes and some of them are not remember the plots. This

happened because they only read once during the presentation stage. This is the rationale

why teacher need to read more than once. It helps pupils to clearly understand the story and

able memorise the plots. During this stage, teacher speaks too soft and the voice projection

is not clear. Due to this, pupils are not listening to teacher’s instruction and some of them are

talking among themselves. Here, teacher need to play an important role as a class controller

to control the misbehaviour made by pupils by stopping the misbehaviour and re-establish

positive behaviour as quickly as possible. (responsiveclassroom.org, 2011) Still, the activity

is interesting because it helps pupils to recall the story and helps them to improve their

critical thinking skill in sequencing the story in correct order.

During the production stage, teacher asks pupils to create an animal mask with

teacher’s instructions. This activity is fun yet exciting because pupils able to enjoy

themselves making a mask. Besides, it improves pupils’ listening skill where they need to

listen to teacher’s instructions. Again, class control is highlighted where there is some pupils

disturbing others. Here, the skill of “withitness” is applied by teacher where teacher correct

pupils’ misbehaviour and at the same time proceed to the activity. The “ripple effect” occurs

when the teacher corrects misbehaviour in one student, and this positively influences the

behaviour of other nearby students. The ripple effect is influenced by the clarity and firmness

of the correction. (Barbara Pressman, 2011)

During the closure, teacher recap lesson by asking questions. This is good for pupils

in making conclusion and recalls the lesson. In overall, lots of moral values instil through-out

the lesson. During this stage, it is advisable to do not provide any new input. This situation

happened when teacher teaches a jazz chants during the closure stage. Try to avoid from

providing any new content during the closure stage. In conclusion, this group had made an

excellent job in conducting the lesson and maintaining the smoothness of the lesson. The

activities chosen are interactive, interesting and suitable for all. Lots of improvisation can be

made for a better teaching in the future.

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Task 3: Reflection

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From the tasks given in this coursework, it gives a bundle of opportunities for us to

improve our teaching skill during the micro-teaching session and planning a good lesson

plan and designing the materials for the lesson. This experienced is totally valuable and a

good guidance for us. Most importantly, it helps for our preparation in this upcoming

practicum.

For Task 1, every one of us need to plan a lesson plan and designing a materials for

five different language skills which are speaking and listening, reading, writing, grammar and

language arts. This task encourages us to create one interesting lesson plan while providing

effective and meaningful activities in every stage during the lesson. To prepare a good

lesson plan, we need to examine the suitability of the activities and the content. The Scheme

of Work helps us to create a suitable lesson plan and choosing proper activities in order to

achieve the learning objectives. While designing the materials for each language skills, a

rational on why the materials are chosen to improve pupils’ skills is provided. This helps us

to think critically and creatively. Besides, it allows us in creating, adapting the activities

based on the Malaysian context and level of the proficiency of the pupils, learning outcomes,

age and the background of the pupils.

For Task 2 (i), in groups, we are assigned to make a 30 minutes lesson plan and

carry out the lesson during a micro-teaching session. Before the presentation, our group was

discussing and planning which topic to be used and the activities related to the topics. The

topics chosen is stated in the Scheme of Work and for the activities, we used lots of

resources and make some reading to ensure our activities is suitable for Year 4 pupils. For

the set induction, we are planning to brainstorm pupils by showing them with a realia and

some pictures related to the topic. For presentation stage, our focus is reading. Therefore,

for the text, we make an adaptation from the actual text in English Textbook Year 4 KSSR

and paraphrasing the text. We decided to use shared reading because our objective is pupils

able to read the text with correct pronunciation, rhythm and intonation. Here, pupils need to

follow after teacher’s reading. Time constrain also the factor why we choose shared reading.

For the practice stage, our focus is writing. The idea of the activity is taken from the textbook

and we make some adaptation and changes by adding more questions related to the text

during the presentation stage. In order to maximise pupils’ participation, we carry out the

activity by adapting the activity suggested from internet by change it from individual task into

grouping task and in addition, we ask pupils to rewrite the whole paragraph with the correct

answers chosen and present it to the class. For the production stage, we find resources from

the internet and we chose a tableau activity. We adapt the activity suggested on the internet

to make it suitable to the topic and appropriate for the level of pupils which is intermediate.

For this activity, we assigned pupils to act out according to picture received and let others to

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guess. This activity is good and new for them. They able to experience this new activity and

allows to express and enjoying themselves during the tableau activity. For the closure, we

recall the lesson and instil the moral values thorough-out the lesson.

During the micro-teaching, we divide the stages among ourselves and carry out the

lesson. As we expected, lots of thing happened and thankfully, everything went well. We

managed to control the class by correcting misbehaves made by pupils and proceed to the

lesson till the end. During the set induction, pupils get excited when teacher wore an Indian

cloth. Plus, pupils able to respond orally to the question asked by our team member and

sharing their experienced regarding to the topic chosen. During the presentation stage,

pupils are able to read the text by following teacher’s guidance. And before proceed to the

practice stage, teacher asked a few questions and pupils responded orally. During the

practice stage, teacher divided the class into four groups by asking them to pick a picture

from the poison box. The worksheet is distributed to each group. After reading the

instructions, teacher asked pupils to complete the task within the time given. While

monitoring the activity, teacher controlling the class by correcting those pupils who trying to

interrupt others, slacking and those who make unnecessary noise. At this moment,

“withitness” is applied to ensure the smoothness of the lesson. Quoted by Barbara

Pressman, “Withitness encompasses multitasking, classroom awareness, alertness,

intuition, and confidence—all in a way that projects a powerful image to every student in the

classroom.” During the production stage, teacher conducted a tableau activity. Pupils are too

excited and gave a good cooperation. Quoted from dramasource.com, tableau activity can

be an effective method for pupils who are less inclined to improvise dialogue. The still

images can also be brought to life through improvisation. During the closure, teacher recaps

lesson and instil moral values through-out the lesson.

In Task 2 (ii), every one of us is assigned for a peer observation and providing a

feedback for the group we observed. During this observation, we are able to analyse the

lesson and identify strengthens and weaknesses which can be improvised. This task allows

us to improve our lesson plan and ways to conduct the lesson. Lots of strategies and

methods can be used to ensure the smoothness of the lesson and to achieve the learning

objectives. Most importantly, pupils get valuable and meaningful input from us and they

learnt something from us. It is compulsory for us to ensure our lesson plan are suitable for

the pupils and appropriate to their level of proficiency and last but not least, pupils able to

enjoy our lesson and have fun with it. From this observation, it gives us a guideline to

improve ourselves to be a better teacher.

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In conclusion, a bundle of benefits can be collected through-out this assignment.

With the advices, guidance and comments given from our lecturer, every one of us will be

able to improve ourselves and produce a good quality of lesson plan and effective teaching

session.

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REFERENCES

1. Chitravelu, N., Sithamparam, S., & Teh, S. (2005). Chapter 4: Reading. In ELT

Methodology: Principles and Practice (2nd ed.). Shah Alam, Selangor: Oxford

Fajar Sdn.Bhd.

2. Wickham, R. (2013). Drama in The Classroom: Puppet. In Plays and Drama for

Young Learners (p. 11). Kuala Terengganu, Terengganu: Institut Pendidikan

Guru Kampus Dato' Razali Ismail.

3. Lim, E., Lee, P., & Khor, H. (2013). English Year 4: Sekolah Kebangsaan. Batu

Caves, Kuala Lumpur: Dewan Bahasa dan Pustaka.

4. Farmer, D. (2014, January 1). Still Images & Freeze Frames. Retrieved April 2,

2015, from http://dramaresource.com/strategies/still-images-a-freeze-frames

5. Pressman, B. (2014, October 11). Whititness in The CLassroom. Retrieved April

2, 2015, from http://www.education.com/reference/article/using-xray-vision-

substitute-teacher/

6. Responding to Misbehavior. (2011, November 1). Retrieved April 2, 2015, from

https://www.responsiveclassroom.org/article/responding-misbehavior

7. CCTS & Study Skills for Lesson Planning. (2011, January 16). Retrieved April 2,

2015, from http://teachermayah.blogspot.com/2011/01/critical-creative-thinking-

skills-study.html

8. Language And Speech Development: From Birth to 8 Years. (n.d.). Retrieved

April 2, 2015, from http://www.kimpediatrics.com/language-and-speech-

development-from-birth-to-8-years-old/

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