Poem and Lesson Plan for Coursework 2nd Draft

8/11/2019 Poem and Lesson Plan for Coursework 2nd Draft

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Mohamad Irwandy Lesson Plan Language ArtsL

Activity Content Teachers notes Remarks

Set induction (5 Minutes)

1. The teacher asks the

pupils whether or notthey have any pets.

2. Pupils answer and

give a brief

description about

their pets.


pupils whether they

have been to the zooand asks what

animals were there.

4. Pupils name the

animals they have

seen.

Instructional Language

1. Class, do you have anypets at home?

2. Class, have you been to

the zoo?

3. What kind of animals do

you see at the zoo?

1. Invoke pupils

interest on the topicby asking question

related to

experience.

2. Relate pupilsprior

knowledge on the

topic animals.

3. Learning strategy

a) Open ended

questions

4. Integrated Skills:

a) Listening &

Speaking

Sample Questions:

- What is the name of

your pet? Why do you

name it like that?-How does a monkey

sounds like? Why does

it sound like that?

CCTS:

a) Making associations

Presentation (15 Minutes)

1. The teacher read the

poem on the mahjong

paper.

1. Material:

a) Mahjong paper

[ Lyrics- Guess,

Refer to Appendix 1


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2. Pupils repeat by

reading the poem after

the teacher.

3. The teacher points out

7 words that the pupils

are not familiar with.

4. The pupils pronounce

the words correctly with

the teachers guidance.


1. Okay class, can you

guess the title of this poem?

2. I will read the poem first

and you will listen.

3. Now, read the first stanza

after me.

4. Good, now the girls, read

the second stanza together.

5. Good, now the boys, read

the third stanza together.

6. Alright, now everyone,

read the last stanza

together.

7. Do you know what this

word means? (pointing on

the highlighted words)

Who am I?]

2. Learning

strategies/approaches/

techniques

a) Reading

aloud

b) Phonics

3. Teach

pronunciation,

rhythm and

intonation and sight

words

4. Educational

emphases:

Contextual Learning

5. Value: Confidence

Guide the students to

recite the poem

properly. Do this 2

times per stanza if the

pupils still cannot

follow the rhtym

correctly the first time.

CCTS:

a) Creating mental

pictures


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8. Now, repeat the words

after the teacher. (pupils

repeat the words the teacher

say with the correct

pronunciation)

Practice (15 Minutes)


pupils the names of the

4 animals.

2. The teacher puts the

pictures of animals on

the side of the poem to

help the student guess.

3. The teacher act out

the animals in front of

the pupils.

4. Pupils guess the

name of the animals and

pronounce them

correctly.

5. Repeat until the pupils

have guessed all the

animals correctly.

6. The teacher teaches

the characteristics of the

4 animals to the pupils.

7. The chosen pupil act

out the animal they

chose using props.

1. Material:

a) Mahjong paper

[Lyrics- Guess, Who

am I?

b) Pictures of animals,

masks and props.

2. Teaching/learning

strategy

a) Total physical

response

3. Multiple

Intelligences:

a) Bodily-kinesthetic

4. Educational

emphasis:

Constructivism

5. Values:

Respect

Refer to Appendix 1

Refer to Appendix 2

Sample questions:

1. Why does it have

claws?

2. Is the animal long or

short, tall or small?

Why?


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1. Alright class, can you

tell teacher what animal

you think this is?

2. Alright, class look at

the lion. What is this

called? (pointing at the

claws) These are claws.

They are sharp and the

lion used them to hunt.

3. Now, teacher will

choose a pupil to come

in front to demonstrate

how the animals move.

4. Before you do the

action, you must wear

this mask to look like the

animal.

Production (20 Minutes)

1. The teacher instructs

the pupils to get into

groups of five.

2. The pupils then are

given worksheets of a

picture of any of the 4

animals found in the

poem.

3. The pupils discuss

and write the

characteristics of the

animal.

4. The pupils discuss

how to act out the animal

together.

1. Materials:

a) Worksheets

2. Writing the animals

name and

characteristics using

the knowledge

obtained or prior

knowledge.

3. Teaching strategy:

Cooperative learning

4. Integrated Skills:

Refer to Appendix 3


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5. Each group come up

front and presents the

characteristics of their

animal and act it out

together.


1. Now class, get into

groups of 5. (The teacher

points to the first and second

row. The pupils on the first

row group together with the

second row)

2. Fill this with the correct

animal name and fill the

other box with their

characteristics.

3. After this, your group will

act out the animal in your

worksheet in front of the

class.

a) Reading

b) Writing

5. CCTS:

a) Identifying

characteristics

6. Multiple

Intelligences:

a) Bodily-kinesthetic

7. Value:

Cooperation

Closure (5 Minutes)

1. Ask the pupils to

produce each animal

sound together.

2. The pupils pronounce

the name of the animals

correctly.


1. Now class, how does a

lion sounds like?

1) Reinforcement

2) Value:

Confidence

CCTS

Sample question

1. What kind of animal

do you like? Why?


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2. What is this animal again?

(points to any stanza in the

poem)


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Appendix 1

Guess,Who am I?

My body is long,

scaly and shiny,

hisshisshiss... I move along,

I maybe big and I maybe tiny,

Guess, Who am I?

Roarroar

says me, King of the Jungle,

with my big paws and sharp claws,

I go around with my fierce face

Guess, Who am I?

Big and spotty,

Thats what I am,

MooMooMoo I called to you,

I have two short horns,

Guess, Who am I?

Flap, Flap and Flap

My big ears slap

I have a long trunk

And two tusks to matchGuess, Who am I?


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Appendix 3


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Appendix 4

Fill in the middle box with the name of the animal. Fill in the other boxes with the

characteristics of the animal.

Name


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Appendix 4



Name


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Appendix 4



Name


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Appendix 4



Name

Poem and Lesson Plan for Coursework 2nd Draft

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