Lesson Plan On Writing Year 6Lesson Plan On Writing Year 6ClassClass : Year 6 Mawar: Year 6 MawarDurationDuration : 60 minutes: 60 minutesLevelLevel : Fairly Good: Fairly GoodObjectives Objectives : By the end of the lesson, pupils are able to : By the end of the lesson, pupils are able to

write write a story creatively based on a stimulus given.a story creatively based on a stimulus given.

Specifications Specifications ::

4.1.2 Write clearly and legibly in print for diagrams.4.1.2 Write clearly and legibly in print for diagrams.

4.3.2 Construct simple and compound sentences based on words, 4.3.2 Construct simple and compound sentences based on words, phrases, sentences and picture stimulus.phrases, sentences and picture stimulus.

4.3.3 Write paragraph based on words and phrases on a picture 4.3.3 Write paragraph based on words and phrases on a picture stimulus.stimulus.

4.8.1 Compose stories with guidance.4.8.1 Compose stories with guidance.

Pre –WritingPre –Writing

Activity AActivity A

1. Teacher shows a picture with a proverb.1. Teacher shows a picture with a proverb.

““A friend in need is a friend indeed”A friend in need is a friend indeed”

2. Teacher carries out a brainstorming activity about the 2. Teacher carries out a brainstorming activity about the connection connection

of the picture and the proverb.of the picture and the proverb.

3. Teacher writes down the pupils’ responses.3. Teacher writes down the pupils’ responses.

E.g. : a helpful friend, a caring friend, a good friend, a kind E.g. : a helpful friend, a caring friend, a good friend, a kind friend friend

etc.etc.

While –WritingWhile –Writing

Activity AActivity A

1. Teacher shows the stimulus to the pupils.1. Teacher shows the stimulus to the pupils.

2. Teacher gets pupils into group of 4.2. Teacher gets pupils into group of 4.

3. Teacher asks them to discuss and list out the words / 3. Teacher asks them to discuss and list out the words / phrases that are phrases that are

connected to the stimulus. (one group one task)connected to the stimulus. (one group one task)

4. Pupils share their findings on the graphic organizer shown.4. Pupils share their findings on the graphic organizer shown.

CHARACTERS

Example of group findings

SETTINGS

Example of group findings

PLOT 1

Example of group findings

PLOT 2

Example of group findings

Characters

Settings

jungleriver

Plot 1

ant drinks water

Example of a complete graphic organizer

ant falls into the river

dove helps ant

Plot 2

hunter wants to shoot dove

ant bites hunter’s leg

hunter

doveant

A FRIEND IN NEED IS A FRIEND INDEED

While –WritingWhile –Writing

Activity BActivity B

1.1. Pupils develop a word bank on adverbs, conjunctions, Pupils develop a word bank on adverbs, conjunctions, adjectives, prepositions and transitions based on the adjectives, prepositions and transitions based on the stimulus.stimulus.

2.2. Example :Example :AdverbsAdverbs

QuicklyQuickly

SlowlySlowly

QuietlyQuietly

HardHard

LoudlyLoudly

TransitionsTransitions

MeanwhileMeanwhile

The next dayThe next day

AfterAfter

SuddenlySuddenly

DuringDuring

While –WritingWhile –Writing

Activity CActivity C

1.1. Teacher conducts a mini lesson on how to make their writing Teacher conducts a mini lesson on how to make their writing more interesting.more interesting.

2.2. Teacher writes the story in front of the pupils.Teacher writes the story in front of the pupils.

3.3. Example :Example :

One day, an ant went to the river. It wanted One day, an ant went to the river. It wanted to drink. It fell into the river. A dove saw the ant. to drink. It fell into the river. A dove saw the ant. The dove dropped a leaf to the ant.The dove dropped a leaf to the ant.

A hunter was in the forest. He saw the dove. A hunter was in the forest. He saw the dove. He wanted to shoot the dove. The ant saw the He wanted to shoot the dove. The ant saw the hunter. The ant bit the hunter’s leg. The hunter hunter. The ant bit the hunter’s leg. The hunter shouted. The dove flew away.shouted. The dove flew away.

4. Teacher reads the story to the pupils and asks them to help her 4. Teacher reads the story to the pupils and asks them to help her to make the story more interesting by using the words in the to make the story more interesting by using the words in the word bank.word bank.

While –WritingWhile –Writing

Activity CActivity C

5. Example :5. Example :

““A friend in need is a friend indeed”. One hot A friend in need is a friend indeed”. One hot day, an ant went to the river. It felt very thirsty and day, an ant went to the river. It felt very thirsty and wanted to have a drink. Accidentally, it slipped and wanted to have a drink. Accidentally, it slipped and fell into the river. At the same time, a dove was fell into the river. At the same time, a dove was resting on a tree branch nearby the river. It saw the resting on a tree branch nearby the river. It saw the ant and quickly dropped a leaf to the ant. The ant ant and quickly dropped a leaf to the ant. The ant climbed onto the leaf to save itself and thanked the climbed onto the leaf to save itself and thanked the dove.dove.

A few days later, a hunter was in the woods A few days later, a hunter was in the woods hunting for wild birds. While walking, he saw a dove hunting for wild birds. While walking, he saw a dove on a tree branch. He wanted to shoot the dove and on a tree branch. He wanted to shoot the dove and pointed his riffle at it. The ant saw the hunter and pointed his riffle at it. The ant saw the hunter and the dove. It ran quickly and bit the hunter’s leg the dove. It ran quickly and bit the hunter’s leg hard. The hunter shouted loudly in pain. The dove hard. The hunter shouted loudly in pain. The dove heard the noise and flew away. Later, the dove heard the noise and flew away. Later, the dove thanked the ant and they became good friend.thanked the ant and they became good friend.

Post –WritingPost –Writing

Activity AActivity A

1.1. Pupils read their narrative writing and make sure they have a Pupils read their narrative writing and make sure they have a topic sentence, and enough details of all the pictures in the topic sentence, and enough details of all the pictures in the stimulus. stimulus.

2.2. Pupils use their revising checklist to help them. Pupils use their revising checklist to help them.

3.3. Example :Example :

Activity BActivity B

1. Write another story that has a similar theme.1. Write another story that has a similar theme.

Paragraph Checklists :Paragraph Checklists :

1.1. Does the paragraph begin with the topic sentence ? Does the paragraph begin with the topic sentence ? (Y/N)(Y/N)

2.2. Are there enough details on each picture ? (Y/N)Are there enough details on each picture ? (Y/N)