Focus : Language Art

Theme: World of Self, Family and Friend

Topic: My Sister’s Eating Porridge (from Anthology Of Poems)

Content Standard : 4.1

Learning Standards: 4.1.2

DAY Objectives: By the end of the lesson, pupils should be able

MONDAY a. recite the poem with correct stress, pronunciation, rhythm and intonation
b. write a poem with guidance

Teaching Aids: pictures, poem template

DATE
10/2/2020 CCE/EE: multiple intelligences, creativity

Activities :

SUBJECT a. Activity 1:
English  Part 1
1. Choose 2 pupils to recite the poem with different intonation.
http://www.youtube.com/watch?v=CGXUWAERywM
2. Ask the rest of the pupils within the group to create sound effects as the poem
Class is recited.
Year 6  Part 2
1. Divide pupils into three groups.
2. Assign one stanza to each group.
3. Ask the groups to discuss and decide on the actions that they will do for each
Time stanza.
10.35-11.35 A.M 4. Ask Group 1 to recite their stanza with suitable actions.
(60 minutes) 5. Tell the leader of the group to shout ‘Freeze’ at the end of their stanza.
6. Repeat steps 4 and 5 with Groups 2 and 3.
7. At the end of Group 3’s “Freeze” tell them to “Unfreeze”.
8. Discuss the activity with the pupils.
b. Activity 2:
1. Tell pupils to work in small groups.
2. Tell pupils to create a new poem entitled ‘My Brother’s Eating Porridge’ using
the template given.
3. Use the pictures given as clues if they want to.
4. Tell pupils to use the picture given as a guide if they want to.
5. Ask pupils to recite the poem
6. Teacher and peers give feedback.
Attendance: Reflection:
12 out of 12 12 out of 12 pupils were able to recite the poem with correct stress,
Absent: pronunciation, rhythm and intonation. Pupils were able to write a poem with
guidance.
 Focus : Listening and speaking

Theme: World of Self, Family and Friends

Topic: 3. Family Ties

DAY Content Standard : 1.1, 1.2

TUESDAY
Learning Standards: 1.1.3, 1.2.4, 1.2.5

DATE Objectives: By the end of the lesson, pupils should be able to:
11.2.2020 a. talk about extended family members with guidance
b. do a role play in pairs

Subject Teaching Aids : task sheet, text book

English
CCE/EE: Multiple intelligences, thinking skills.

Activities :

Class a. Pre listening-speaking:

1. Teacher explains to pupils what an extended family is.
2. Teacher gets the pupils to talk about Lee Ann’s extended family. (TB page 23)
3. Teacher explains about family relationships.
Time 4. Teacher shows flash cards of extended family members.
11.35-12.35 P.M
b. While listening-speaking:
(60 minutes) 1. Get the pupils’ attention to the questions.
2. Tell the pupils that they are going to interview their friends about their
friends’ extended family members.
3. Teacher gives examples of how to answer the questions.
4. Practice asking and answering questions with the pupils.
5. Pupils work pairs.
6. Get the pupils to practice the interview session.
7. Pupils present the role play
8. Teacher provides feedback.

c. Post listening and speaking:

1. Pupils are assigned into groups.
2. Pupils discuss about having an extended family can be a blessing.
3. Pupils present their ideas in bubble map form.
4. Teacher provides guidance if necessary.

Attendance: Reflection:
12 out of 12 12 out of 12 pupils were able to talk about extended family members with
guidance.
Absent:
 Focus : Reading

Theme: World of Self, Family and Friends

Topic: 3. Family Ties

Content Standard: 2.2

DAY Learning Standards: 2.2.2(b)

WEDNESDAY
Objectives: By the end of the lesson, pupils should be able
a. read and understand the text and answer the questions given
DATE
12/2/2020 Teaching Aids: text book, pictures, task sheet

CCE/EE: Thinking skills, Multiple intelligences

Subject
English Activities :

a. Pre reading:
1. Teacher recalls previous lesson about extended family.
2. Get the pupils to name a few family members in an extended family.
Class 3. Get the pupils to talk about their extended family members.
Y6 4. Asks questions to encourage active participation.

b. While reading:
Time 1. Get the pupils to read the text. (TB page 25)
7.45-8.45 A.M 2. Teacher asks questions orally to check understanding.
(60 minutes) 3. Teacher distributes task sheet.
4. Pupils work in groups and answer the questions.
5. Teacher go through the answers.

c. Post reading:
1. Get the pupils to work in groups.
2. Pupils discuss about what they would do if members of their extended family
were reluctant to participate in family gatherings.
3. Teacher gives example.
E.g: talk to them, advise them, ask them why they are reluctant to join etc
4. Pupils take turns to present their work.
5. Teacher accepts any possible answers.
6. Teacher and peers give feedback.

Attendance: Reflection:
12 out of 12
12 out of 12 pupils were able to read and understand the text and answer the
Absent: questions given.
 Focus :Writing
Theme: World of Self, Family and Friends
Topic: 3. Family Ties
Content Standard : 3.2
Learning Standards: 3.2.2(d)
Objectives: By the end of the lesson, pupils should be able to:
a. write descriptions of Najmee family members’ activities with pictures
guidance.
b. write sentences in neat cursive writing with picture guidance.
DAY Teaching Aids : text book, task sheet, pictures, power point slides
THURSDAY CCE/EE: thinking skills, multiple intelligences
Activities :
a. Pre writing:
DATE 1. Teacher tells the pupils that we can use three basic sentence patterns when
13/2/2020 we write sentences.
2. Teacher shows sentence patterns. (refer to PP slides)
3. Teacher gives a few examples.
Subject b. While writing:
English 1. Teacher puts up pictures of Najmee family members’ activities during the
weekend.
2. Tell the pupils that they are going to describe their activities using the basic
sentence patterns given.
3. Teacher gives example for picture 1.
Class 4. Get the pupils to practise writing descriptions in groups.
Y6 5. Teacher distributes task sheet.
6. Pupils write the descriptions by using the sentence patterns given.
7. Pupils take turns to present their work.
Time 8. Allow other pupils to give comments or feedbacks.
10.35-11.35 A.M c. Post writing:
1. Teacher puts up a picture on the board. (TB page 27, pairwork activity)
(60 minutes) 2. Get the pupils to talk about the picture.
3. Teacher may give keywords as extra guidance. (pushing, carrying, talking etc)
4. Guide the pupils to write sentences.
5. Teacher distributes task sheet.
6. In groups, pupils write sentences about the picture.
7. Display pupils’ work on the board or around the classroom.
8. Invite group leaders present their work.
9. Lead pupils to edit the sentences. (emphasise on language accuracy)
10. Pupils copy their edited sentences in their exercise books. Pupils write the
sentences in neat cursive writing.
Attendance: Reflection:
12 out of 12 12 out of 12 pupils were able to write descriptions of Najmee’S family
Absent: members’ activities with pictures guidance.
 Focus :Grammar

Theme: World of Self, Family and Friends

Topic: 3. Family Ties

Content Standard : 5.1

DAY
FRIDAY Learning Standards: 5.1.2

Objectives: By the end of the lesson, pupils should be able to:

DATE a. Fill in the blanks with suitable reflexive pronouns
14/2/2020 b. Complete the text with the correct reflexive pronouns
c. Write sentences using reflexive pronouns

Subject Teaching Aids: text book, power point slides, task sheet
English
CCE/EE: Thinking skills, constructivism

Activities :

Class a. Presentation:
1. Teacher recalls previous lesson by asking pupils to name a few reflexive
pronouns.
2. Teacher tells the pupils that the subject ‘you’ can be both singular and plural.
Time 3. Teacher gives examples.
11.05-12.05 P.M 4. Teacher shows power point slides.

(60 minutes) b. Practice:

1. Teacher gets the pupils to work in pairs.
2. Teacher distributes task sheet.
3. Task 1: Pupils fill in the blanks with suitable reflexive pronouns.
4. Task 2: Pupils complete the text with correct reflexive pronouns.
5. Teacher discusses answers with pupils.

c. Production:
1. Pupils work in groups.
2. Teacher distributes task sheet.
3. Task: Pupils write five sentences using reflexive pronouns.
4. Pupils display their work in their class once they are done.
5. Pupils go for a gallery walk to view the work of other groups.
6. Teacher checks and corrects pupils’ answers.
7. Pupils copy the sentences in their exercise books.

Attendance: Reflection:
12 out of 12 12 out of 12 pupils were able to fill in the blanks with suitable reflexive pronouns.
Pupils were able to complete the text with the correct reflexive pronouns.
Absent: