BI Y6 LP TS25 (Unit 2 - Life in The Past - LP 17-32)

DAILY LESSON PLAN TS25
SUBJECT ENGLISH YEAR 6

THEME: World of Knowledge CLASS: WEEK: 1
UNIT: 2. Life in the past TIME: DATE: 21/3/2022
SKILL(S) FOCUS: Reading
LESSON: 17 (Reading 4) DAY: Monday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 3.2 Main: 3.2.3
Complementary: 3.2 Complementary: 3.2.2 Friendship Global Sustainability
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO): SUCCESS CRITERIA (SC):
By the end of the lesson, most of the pupils will be able:
Pupils can:
1. Guess the meaning of unfamiliar words from clues provided by
1. Read extract from a diary and can ask questions to elicits
other known words and by context
answer.
2. Understand specific information and details of simple
2. Use the context to work out what they mean.
longer texts
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Academy Stars Year 6 Pupil’s Book: Page(s): 22–23, Exercise(s): 1–4,
Pictures / illustrations of 17th century London, the Great Fire of
Used to / didn’t use to
London and Samuel Pepys, Pictures / illustrations of any similar well-
known events from local or national history
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
1. Show the pictures of London in the 17th century and ask pupils what they can see,
_____ / _____ pupils able to achieve
where they think it is, which century it is in, etc. (HOTS)
learning objectives and given enrichment
Lesson development:-
2. Pupils look at the pictures on pages 22-23. Use the picture of Samuel Pepys exercise (s).
(pronounced: /piːps/) as you introduce pupils to him. (Activity 1)
3. Pupils look at each picture and talk about what they see. Discuss and compare _____ / _____ pupils able to achieve
different ideas. (Activity 2)(21st CA) learning objectives with guidance and given
4. Pupils read the diary to check their answers to activitiy 2 and to gain a global reinforcement exercise (s).
understanding of the text. (Activity 3)
5. Pupils scan the text to find the words in vocabulary panel. Support and guide pupils as
_____ / _____ pupils not able to achieve
they develop the skill of guessing meaning from context. (Activity 4)
6. Talk to pupils about how they record new vocabulary. Encourage pupils to write learning objectives and given remedial
definitions of new words in English and avoid translations unless necessary, especially exercise(s).
in the case of more proficient pupils.
7. The Great Fire of London was a tragic event, but it helped eradicate the plague. Ask TODAY’S LESSON:
pupils to reflect on positive and negative outcomes of these events. (CCE: Global Excellent
Sustainability). Support pupils in expressing their ideas in English by helping them with
vocabulary and language if they speak in their home language. (CBA) Need improvemnt
Post-lesson:-
8. Post-Lesson Task 3: Test My Friends - Review new vocabulary in the lesson.
HOTS Analysis 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Observation
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils complete the worksheet with Pupils complete the worksheet for Pupils complete the worksheet for
teacher’s guidance reinforcement enrichment.
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on ___________________________________________________________
LESSON: 18 (Writing 4) DAY: Monday
Creativit
Main: 4.3 Main: 4.3.3 Patriotis y and
Friendship
Complementary: 3.2 Complementary: 3.2.1 m Innovatio
n
By the end of the lesson, most of the pupils will be able: Pupils can:
1. Infer meaning and draw conclusions. 1.
2. Understand the main idea of simple longer texts 2.
Academy Stars Year 6 Pupil’s Book: Page(s): 22–24 Exercise(s): 1–3
Used to / didn’t use to Teacher’s Book: Page(s): 44–45, Pictures from Lesson 17
Computers or posters, stationery and dictionaries
Pre-lesson:
1. Use the pictures from Lesson 17 (both those from the UK and from Malaysia) to review
vocabulary and historical content through a guessing game or another lively activity.
2. Ask pupils to remember the text in the Pupil’s Book pp.22–3 to order the sentences in
Activity 1 in the Pupil’s Book, p.24.
3. Pupils read the questions individually and think about the answer. Pupils will need to
exercise (s).
think carefully to answer the questions. (Activitty 2)
4. Pupils discuss the questions comparing life in the past with now. Ask pupils to focus on
life in London at this stage. (Activity 3)
learning objectives with guidance and given
5. Ask pupils if the same differences can be found in their hometown or in Kuala Lumpur,
reinforcement exercise (s).
as the capital city. Ask pupils in pairs to brainstorm similarities and differences
between life in the past (e.g. 50 or 100 years ago) and life now.
6. Working on a computer, where available, ask pupils to create a table to show the
learning objectives and given remedial
similarities and differences. They could colour their table and find some illustrations to
exercise(s).
support their ideas. Encourage them to use an online dictionary to check spelling or to
find words they don’t know, or they can ask for your help (in English). If you are not
TODAY’S LESSON:
using a computer, encourage pupils to use printed dictionaries.
Excellent
7. Put two pairs together to read and review each other’s work. They should make
changes and corrections as necessary. (HOTS) Need improvemnt
8. Pupils can create posters and display them in the classroom. (CBA)
Post-lesson:-
9. Conduct a gallery walk for pupils to give each other feedback on their work – pupils
move around the classroom, look at each other’s work and comment on it. Collect
pupils’ work at the end of the lesson to review it. (21st CA)
HOTS Analysis 21st CA Gallery Walk
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Simple Project
REFLECTION

SKILL(S) FOCUS: Listening
LESSON: 19 (Listening 4) DAY: Monday
Main: 1.1 Main: 1.1.1 Patriotis
Friendship Language
Complementary: 1.2 Complementary: 1.2.5 m
Pupils can:
1. Recognise and reproduce independently a wide range of
1. Ask and answer questions with used to.
target language phonemes
2. Use prompts to make a new dialogue.
2. Understand more complex supported questions
Academy Stars Year 6 Pupil’s Book: Page(s): 24 & 26
Exercise(s): 1–4, workbook page 21.
Pre-lesson:
1. Play a whole class or large group game using the nouns and verbs from Working With
Words (Pupil’s Book, p.24). Ask pupils if they remember Samuel Pepys’ job (he was a
writer). _____ / _____ pupils able to achieve
Lesson development:- learning objectives and given enrichment
2. Elicit some ideas from pupils about how people lived in London in Pepys’ time. Elicit exercise (s).
more ideas about how pupils’ grandparents lived. Note useful ideas on the board.
3. Refer pupils to the vocabulary panel at the top of the page to introduce vocabulary. _____ / _____ pupils able to achieve
4. Refer pupils to the picture in Activity 1. Pupils listen to the dialogue then practice th learning objectives with guidance and given
edialogue in pairs. When asking questions to model used to, ask about pupils’ reinforcement exercise (s).
grandparents and/or Samuel Pepys. (CCE: Patriotism, finding out about local heritage).
5. Play the recording of the dialogue again. Have pupils listen for the pronunciation of _____ / _____ pupils not able to achieve
used to (/'juːstə/). Point out that the pronunciation is different for use as a verb on its learning objectives and given remedial
own. Drill several times chorally and individually, having pupils focus on their exercise(s).
pronunciation while saying full positive and negative sentences and questions. Have
pupils repeat in different voices to review whisper, shout, scream etc. TODAY’S LESSON:
6. Pupils use prompts to make a new dialogue. (Activity 2) Excellent
7. Pupils form questions using used to. (Activity 3)
Need improvemnt
8. Drill the questions and check pupils’ pronunciation of used to again before having
them practice the questions and answers (Activity 4, Pupil’s Book, p.26).
Post-lesson:-
9. Play Cooler Tic-tac-toe activity. Give the pupils promts to make questions with used to.
REFLECTION

SKILL(S) FOCUS: Speaking
LESSON: 20 (Speaking 4) DAY: Monday
Friendship Language
1. Give detailed information about themselves and others 1. Talk to their partner about when they were three years old.
2. Give detailed information about themselves and others 2. Write a short paragraph about their life in the past
Academy Stars Year 6 Pupil’s Book: Page(s): 25
Exercise(s): 1–3
Pre-lesson:
1. Using the examples from pupils’ work from Lesson 18, say some sentences in the form
they are written (pupils may have used present simple, past simple, or some may have
used used to). In small groups, pupils listen and write a full sentence using used to
when suitable. Repeat three or four times. Review and check as a whole class. _____ / _____ pupils able to achieve
exercise (s).
2. Pupils open their Pupil’s Book on pages 22-23. Give pupils 15 seconds to look at the
pictures and then close their book. Have them write down all the things they can
rememberthat were dissferent in the past,
3. Teacher guide pupils to notice the target language form and meaning. (Activity 1)
4. Pupils complete the text using the target language. (Activity 2)
5. Give pupils back their writing from Lesson 18. Have pupils use their similarities and
differences to say sentences using used to/didn’t use to. (HOTS)
6. Pupils talk to their partner about when they were three years old. Extend the activity
exercise(s).
by asking pupils to give one incorrect piece of information about themselves. Partners
should guess which information is incorrect. (Activity 3) (21st CA)
TODAY’S LESSON:
7. Individually, pupils write a short paragraph about their life in the past (e.g. when they
Excellent
were three years old). Set a word limit (see differentiation strategies) and consider
having pupils finish for homework. Collect their work to evaluate their writing and Need improvemnt
language progress; adjust your upcoming teaching plans if you need to review
particular areas or work more with individuals. (CBA)
Post-lesson:-
8. Consolidate learning with a speaking activity from the post-lesson tasks in Section 3
HOTS Evaluation 21st CA Share Experiences
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Homework
REFLECTION

THEME: World of Self, Family and
CLASS: WEEK: 1
Friends TIME: DATE: 21/3/2022
UNIT: The Sandwich LESSON: 21 (Language Arts 4) DAY: Monday
SKILL(S) FOCUS: Language Arts
Creativit
Main: 5.3 Main: 5.3.1 y and
Friendship Language
Complementary: 4.3 Complementary: 4.3.1 Innovatio
n
Pupils can:
1. Respond imaginatively and intelligibly through creating simple
1. Prepare their sandwiches.
stories and simple poems
2. Fill in the Flow Map with correct information and talk about
2. Use capital letters, full stops, commas in lists, question marks,
their Flow Maps.
and speech marks appropriately at discourse level
Anthology of Poems Year 4,5, and 6 The Sandwich by Tony Bradman
Page(s): 28-29 https://www.youtube.com/watch?v=G4BSk1U5ans
Adverbs: sequencing, e.g. First… Next… After that, punctuation
Contemporary Children’s Literature Teaching Guidebook (BPK)
– Poetry
Pre-lesson:
1. Pre-lesson Task 9: Memory Chain. Use the sentence: I want to put tomatoes in my
sandwich... I want to put tomatoes and cucumbers in my sandwich. I want to put
exercise (s).
tomatoes, cucumbers and … in my sandwich
Lesson development:- _____ / _____ pupils able to achieve
2. Distribute a Flow Map to each group. (Appendix 1) learning objectives with guidance and given
3. Pupils watch a short clip on how to make a sandwich. reinforcement exercise (s).
https://www.youtube.com/watch?v=G4BSk1U5ans
4. In groups, pupils fill in the Flow Map with correct information.
5. Pupils discuss the steps of making a sandwich. exercise(s).
6. In groups, pupils prepare their sandwiches.
Post-lesson:- TODAY’S LESSON:
7. Conduct a gallery walk, where pupils walk around and look at each other’s Flow Excellent
Maps. Have groups talk about their Flow Maps as you do this, in a casual way, Need improvemnt
focussing on sequencing adverbs and punctuation.
REFLECTION

CLASS: WEEK: 1
UNIT: 2. Life in the past LESSON: 22 (Reading 5) DAY: Monday
Main: 3.2 Main: 3.2.1
Complementary: 3.2 Complementary: 3.2.2 Friendship Language
1. Understand the main idea of simple longer texts 1. Read the questions and complete the activity individually.
2. Understand specific information and details of simple longer 2. Reach out each sentencs and write the phrases that express
texts the same meaning.
Academy Stars Year 6 Pupil’s Book: Page(s): 28 Exercise(s): 1–3
Informal written language (e.g. Yuck!; Ha! Ha! Ha!)
Teacher’s Book: Page(s): 52, Picture or extract from a diary
Pre-lesson:
1. Show pupils the picture/extract from a diary and ask pupils what they can see. Ask _____ / _____ pupils able to achieve
who they have learned about that kept a diary (Samuel Pepys). Show (or explain) how
a blog can be a diary too. Elicit sentences to compare diaries in the past and now using
used to. Ask pupils about their own diary-keeping habits. exercise (s).
2. Pupils analyse Pepys’ diary content. Pupils read the questions and complete the _____ / _____ pupils able to achieve
activity individually. (Activity 1)
3. Ask pupils to read Gemma’s diary (Pupil’s Book, p.28). Ask a gist question such as Do learning objectives with guidance and given
you think Gemma had a good day? Why/Why not? Have pupils exchange their ideas in reinforcement exercise (s).
pairs before whole-class feedback.
4. Pupils read and consider the style of the example diary entry. (Activity 2)
5. Pupils identify informal language in the diary. (Activity 3)
6. Ask pupils to read the diary entry again. They should underline or highlight anything in learning objectives and given remedial
the diary that was also true for them yesterday. It is possible that some pupils don’t
underline anything. Conduct feedback as a whole class, eliciting answers in full
sentences using too/also/as well.
7. If you have extra time in the lesson, have pupils tell a partner what they did yesterday
(i.e. what they would write in their diary about yesterday).
Post-lesson:- exercise(s).
8. Post-lesson task 10: What about you? to review learning in this Lesson.
TODAY’S LESSON:
HOTS Analysis st
21 CA Pair / Group Discussion
REFLECTION

CLASS: WEEK: 1
UNIT: 2. Life in the past LESSON: 23 (Writing 5) DAY: Monday
SKILL(S) FOCUS: Writing
Main: 4.2 Main: 4.2.3
1. Narrate factual and imagined events and experiences 1. Work in pairs to make notes about about a school trip that
2. Use capital letters, full stops, commas in lists, question marks, they went on.
and speech marks appropriately at discourse level 2. Write a diary entry about a school trip individually.
Academy Stars Year 6 Pupil’s Book: Page(s): 28–29
Informal written language (e.g. Yuck!; Ha! Ha! Ha!)
Exercise(s): 4–6
Pre-lesson:
1. Pre-Lesson Task 2: Guess The Answer _____ / _____ pupils able to achieve
to review the theme of Diaries.
exercise (s).
2. Ask pupils to look again at the text on page 28 of the Pupil’s Book. Ask Whose diary is
it? and Does Gemma use formal or informal language in her diary?
3. Pupils analyse the language in the diary. Remind pupils that exclamation marks are _____ / _____ pupils able to achieve
used more often in informal writing than in more formal writing. Ask pupils to find
more examples of punctuation in the diary. Note that brackets are often used in
informal writing to add information like the example. (Activity 4)
4. Pupils work in pairs to make notes about about a school trip that they went on.
(Activity 5)
5. Pupils put their ideas together to help plan for Activity 6. If they have no shared
experience of a trip, have them think about a family trip they have been on. Have
them make written notes together, which they can use to support writing in the next
step of the lesson. Monitor and help pupils. learning objectives with guidance and given
6. Pupils write a diary entry about a school trip. Either they write together or they can
support each other if their content is different. (Activity 6)
Post-lesson:-
7. Follow the instructions for Learning to Learn in the Teacher’s Book, p.52 learning objectives and given remedial
exercise(s).
REFLECTION

LESSON: 24 (Listening 5) DAY: Monday
Main: 1.2 Main: 1.2.2
Pupils can:
1. Understand with little or no support specific information and
1. Read out each sentence and have the children write the
details of longer simple texts on a range of familiar topics
phrases that express the same meaning.
2. Spell most highfrequency words accurately in independent
2. Make notes about their ideas.
writing
Past tenses review (including used to)
Exercise(s): 1–4
Pre-lesson: _____ / _____ pupils able to achieve
1. Pre-Lesson Task 9: Memory Chain - Review the topic of life in the past. learning objectives and given enrichment
2. Have pupils look around the classroom. In groups, they write as many English words
for things they can see in the classroom as possible on a large piece of paper. Give
them two minutes for this.
3. Have pupils review the words they have brainstormed. They circle things which they
think children could find in their classroom 50 (or 100) years ago. Gather some ideas
from pupils. Write them on the board and focus on spelling at this stage.
4. Ask pupils to look at the picture of the classroom on page 27 of the Pupil’s Book. Ask
them if they can see anything on their lists.
5. Pupils read Gemma’s diary entry and listen for their words. (Activity 2)
6. Pupils read out each sentences and have the children write the phrases that express exercise (s).
the same meaning. (Activity 3)
7. Have pupils make notes about their ideas and conduct feedback on these and on any
common language mistakes after pupils have finished this step. (Activity 4)
8. Discuss the (CCE) Value question. learning objectives with guidance and given
Post-lesson:- reinforcement exercise (s).
9. Post-lesson task 10: what about you? to review learning in this lesson.
HOTS Analysis st
21 CA Pair / objectives
learning Group Discussion
and given remedial
REFLECTION

LESSON: :25 (Speaking 5) DAY: Monday
Creativity
Main: 2.2 Main: 2.2.2 Entrepreneu
Friendship and
Complementary: 2.1 Complementary: 2.1.4 rship
Innovation
1. Agree a set of basic steps needed to complete extended Pupils can:
classroom tasks Spell most highfrequency words accurately in 1. Create a poster to show a classroom of the future
independent writing 2. Present their poster to the class
2. Ask about and describe future plans or events
Future review (will and won’t; going to and present continuous) Pictures of futuristic classrooms Poster paper, pens and pencils
for each group, Dictionaries
Pre-lesson:
1. Play a game to review will and won’t, for example Stand up, Sit down: the teacher/a _____ / _____ pupils able to achieve
pupil says a sentence and pupils stand up if they agree or sit down if they disagree. Use
statements which focus on schools and classrooms of the future. Remind pupils of the learning objectives and given enrichment
use of will and won’t to talk about predictions, and elicit from pupils how we talk exercise (s).
about future plans (using going to or present continuous).
2. Show the pictures of futuristic classrooms. Talk to the pupils about what they show _____ / _____ pupils able to achieve
and ask for more ideas and opinions about how classrooms will be in the future. Make
notes on the board. (HOTS) learning objectives with guidance and given
3. Pupils work in groups of four. Set the main task (see Step 4). Have pupils discuss the reinforcement exercise (s).
task and decide on different roles within the group, for example one pupil to
draw/design, one to write, one to search for or brainstorm ideas, one to prepare the
presentation. _____ / _____ pupils not able to achieve
4. Pupils create a poster to show a classroom of the future. They will present their poster
to the class in Step 5. Encourage pupils to label the poster. They should draft these learning objectives and given remedial
labels before writing them on the poster. Encourage pupils to check spelling using a exercise(s).
dictionary or to ask you. Pupils can use the internet to search for ideas if available,
although monitor this to ensure safety online. (CBA)
Remind pupils to use as much English as they can when working in groups. TODAY’S LESSON:
5. Groups present their poster to the class. Each group listening should ask at least one
question or make one comment. (21st CA) Excellent
Post-lesson:-
6. Give feedback on each group’s poster and presentation. Encourage peer feedback Need improvemnt
from the class on each one. Focus on content, language and teamwork as well as
language
HOTS Analysis 21st CA Presentations
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Simple Project
REFLECTION

CLASS: WEEK: 1
UNIT: Toes LESSON: 26 (Language Arts 5) DAY: Monday
Creativit
Main: 5.3 Main: 5.3.1 y and
Friendship Language
Complementary: 4.3 Complementary: 4.3.1 Innovatio
n
1. Respond imaginatively and intelligibly through creating simple Pupils can:
stories and simple poems 1. Recite the poem.
2. Use capital letters, full stops, commas in lists, question marks 2. Write a thank you note to their feet on the card.
and speech marks appropriately at discourse level
Pictures of futuristic classrooms Poster paper, pens and pencils
Verbs (e.g. wiggle, kick, tickle, lick, count, run, walk)
for each group, Dictionaries
1. Pupils look at their toes and describe them e.g. tiny, small, round, long, big
2. Elicit from pupils why they like their toes and what their toes can do.
exercise (s).

3. Pupils recite the poem.
4. Ask pupils to act out the verbs in the poem.
5. Pupils trace their feet on a card and cut it out.
6. Pupils write a thank you note to their feet on the card.
7. Pupils arrange their feet cards around the class. Pupils walk around the class
following the feet cards and read what their friends have written on their cards.
exercise(s).
Post-lesson:-
TODAY’S LESSON:
Excellent
8. Pupils share their personal experiences on how to take care of their feet.
Need improvemnt

REFLECTION

THEME: World of Stories CLASS: WEEK: 1
LESSON: 27 (Reading 6) DAY: Monday
Main: 3.2 Main: 3.2.2
Pupils can:
1. Understand specific information and details of simple
1. Ask their partners the questions and discuss the answers.
longer texts
2. Share their ideas in groups.
2. Understand more complex supported questions
Past tenses review (e.g. Mr. Brockbank didn’t have a lamp. He had a Academy Stars Year 6 Pupil’s Book: Page(s): 31
candle.) Exercise(s): 1–4
1. Warm-up: Time machine activity – Pupils imagine they are in a time machine and they
can choose which period of time they want to visit. Pupils work in pairs and share their
experience with their partner. exercise (s).
2. Pupils read the text about a man who lived 300 years ago. Find and underline six things
from the wrong time. (Activity 1)
3. Have pupils write questions for their partner to check their ideas in Step 2 using really learning objectives with guidance and given
to check their understanding/ideas, for example What did Mr. Brockbank really switch reinforcement exercise (s).
on?
4. Pupils ask their partners the questions and discuss the answers.
5. Pupils cross the things they think people didn’t have 300 years old ago. Then write four
more items they think that people didn’t have. Focus again on spelling common words learning objectives and given remedial
accurately. (Activity 2) exercise(s).
6. Pupils prepare a rewritten text in writing. Pupils complete the activity in pairs. (Activity
3)
7. Pupils share their ideas in groups (Activity 4). Monitor and note common mistakes at TODAY’S LESSON:
this step and Step 6. Excellent
Post-lesson:-
8. Use your notes from monitoring for error correction as a whole class using the board Need improvemnt
or dictate sentences for pupils to correct.
REFLECTION

THEME: World of Stories CLASS: WEEK: 1
SKILL(S) FOCUS: Writing
LESSON: 28 (Writing 6) DAY: Monday
Friendship Language
1. Narrate factual and imagined events and experiences 1. Write a very short scene using the Activity 1 text as a model
2. Use with some support familiar print and digital resources to 2. Reads another group writing to try to find and correct the
check meaning three inaccuracies.
Past tenses review, e.g. He got up and checked the time on his Academy Stars Year 6 Pupil’s Book: Page(s): 31
mobile phone. Exercise(s): 1–2
1. Prepare a writing task to review the spelling of vocabulary from the unit. learning objectives and given enrichment
exercise (s).
2. Review pupils’ answers to Activity 3 on p.31 of the Pupil’s Book by asking questions
about their text with a true-false activity.
3. In pairs or groups of three, have pupils brainstorm ideas for a very short extract or _____ / _____ pupils able to achieve
scene similar to that in Activity 1 on p.31 of the Pupil’s Book. The topic should be a
scene from family life in their grandparents’ younger days. Encourage pupils to
consider the past in their community. They should include three things from the wrong reinforcement exercise (s).
time. Have pupils use a dictionary to check spelling and meaning of words before
asking you for help. This could be an online or paper-based dictionary. (21st CA) _____ / _____ pupils not able to achieve
4. Ask pupils to write a very short scene using the Activity 1 text as a model. They should
include some direct speech in their scene.
5. Groups exchange their writing with another group. This group reads it to try to find exercise(s).
and correct the three inaccuracies.
6. Give feedback on all aspects of each group’s work. Focus on the content of pupils’
TODAY’S LESSON:
work and discuss how life has changed positively since their grandparents’ were their
age, making Malaysia a more modern society with easier living (CCE: Patriotism) Excellent
Post-lesson:-
Need improvemnt
7. Post-Lesson Task 7: Read Your Friend’s Mind to consolidate key language.
HOTS Analysis 21st CA Brainstorming

REFLECTION

THEME: World of Self, Family and CLASS: WEEK: 1
TIME:
DATE: 21/3/2022
UNIT: 2. Life in the past LESSON: 29 (Listening 6)
DAY: Monday
Environ
mental
Global
Main: 1.2 Main: 1.2.1 Sustainab
Friendship Sustainabili
Complementary: 2.1 Complementary: 2.1.4 ility
ty
Awarene
ss
1. Understand with little or no support the main idea of longer 1. Brainstorm more ideas about life in the future.
simple texts on a range of familiar topics 2. Ask and answer the question What are you going to do in
2. Ask about and describe future plans or events the future?
Future forms review, e.g. I think people will travel by plane
Exercise(s): 1
1. Ask the first Cooler question. Have pupils discuss in small groups for five minutes and learning objectives and given enrichment
make notes. Gather feedback and take notes on the board.
exercise (s).
2. Refer the pupils to the vocabulary panel at the top of the page. Elicit a definition for
the words. _____ / _____ pupils able to achieve
3. Pupils brainstorm more ideas about life in the future. (Activity 1)
4. Write the words environment, technology and everyday family life on the board. Have
some pupils come to the board and write words or phrases under each word relating reinforcement exercise (s).
to how these may be in the future.
5. Tell pupils you will give a short presentation about these topics. They should listen and _____ / _____ pupils not able to achieve
decide which order you present the topics in. Give your presentation and give
feedback on the answer.
6. Ask another gist question for each topic, for example asking if pupils agree with your exercise(s).
ideas, or saying whether the predictions are positive or negative. Give your
presentation again.
TODAY’S LESSON:
7. Pupils work in pairs. They ask and answer the question What are you going to do in
the future? Their answers might relate to a job, or to some of your future predictions. Excellent
Post-lesson:-
Need improvemnt
8. Post-Lesson Task 12: Learning Journal to review the main ideas from this lesson.

REFLECTION
CLASS: WEEK: 1
UNIT: 2. Life in the past LESSON: 30 (Speaking 6) DAY: Monday
Main: 2.2 Main: 2.2.1
Complementary: 2.1 Complementary: 2.1.4 Friendship Values
1. Keep interaction going in short exchanges by checking 1. Act out their dialogue in pairs.
understanding of what a speaker is saying 2. Ask and answer the question What are you going to do in
2. Ask about and describe future plans or events the future?
Review of past and future forms; Functional language – checking Academy Stars Year 6 Pupil’s Book: Page(s): 30
understanding (e.g. Can I check something, please?) Exercise(s): 1
Pre-lesson:
1. Review the main ideas from recent lessons.
2. Have pupils look at the functional language in the Pupil’s Book, p.30 (phrases to check _____ / _____ pupils able to achieve
understanding of what a speaker is saying). Ask them to copy the phrases into their learning objectives and given enrichment
notebooks, leaving two lines between each one. exercise (s).
3. Have pupils look back on their work during this unit. Hand out the worksheet. As they
review their work, have them fill in the table with ideas they have had and information _____ / _____ pupils able to achieve
they have found out in the unit so far relating to life in the past, life now and life in the learning objectives with guidance and given
future. (HOTS) reinforcement exercise (s).
4. Divide the class into two halves. Half of the pupils is a visitor to the museum and the
other half should role play as a museum guide in the year you are in now (e.g. 2021) _____ / _____ pupils not able to achieve
looking back at the past. Pupils act out their dialogue in pairs. (CBA) learning objectives and given remedial
5. Introduce the idea of ‘presentism’, which suggests that people find it difficult to think exercise(s).
about the past or future without basing their ideas on the present. You may need to
use a little of the pupils’ home language to explain this concept. Pupils discuss what TODAY’S LESSON:
they think will seem strange to people in the future about our lives in the present. Excellent
Pupils discuss in pairs or small groups. (CCE: Values). (Activity 3)
Need improvemnt
6. Cooler activity – Ask Do you think aor lives are better with technology? Elicit examples
from pupils. This could be done as a whole class.
Post-lesson:-
7. review the main ideas from this lesson.
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Role Play
REFLECTION

CLASS: WEEK: 1
UNIT: Toes LESSON: 31 (Language Arts 6) DAY: Monday
Main: 5.3 Main: 5.3.1 Creativity and
Friendship
Complementary: 2.1 Complementary: 2.1.1 Innovation
Pupils can:
1. Respond imaginatively and intelligibly through creating simple
1. Write their own poem by substituting the verbs that are
stories and simple poems
suitable to the body parts assigned to their groups.
Ask about and describe future plans or events
2. Recite their poem to the class.
2. Give detailed information about themselves and others
Anthology of Poems for Year 4,5, and 6 Toes by Judith Nicholls
Verbs (simple present) Page: 30, Contemporary Children’s Literature Teaching
Guidebook (BPK) – Poetry
1. Review the poem Toes. learning objectives and given enrichment
2. Ask pupils to do the actions to revise the verbs. exercise (s).
3. Divide pupils into groups. _____ / _____ pupils able to achieve
4. Give each group a body part. (e.g. eye, nose, hand) learning objectives with guidance and given
5. Pupils discuss what functions/actions these parts can do. For example: reinforcement exercise (s).
eye: blink, wink, roll, see, stare
hand: wave, shake, hold, touch, clap _____ / _____ pupils not able to achieve
nose: blow, smell, twitch, breathe, sniff learning objectives and given remedial
6. Based on the original poem toes, pupils write their own poem by substituting the exercise(s).
verbs that are suitable to the body parts assigned to their groups.
7. Pupils recite the poem to the class. Excellent
8. Pupils give feedback using Two Stars and a Wish: two things that are good (stars) Need improvemnt
and one thing that can be improved. (wish)
REFLECTION

CLASS: WEEK: 1
UNIT: 2. Life in the past LESSON: 32 (Language Awareness 2) DAY: Monday
Main: 1.2 Main: 1.2.1
Pupils can:
1. Understand with little or no support the main idea of longer
1. Read out and write the correct word for each definition
simple texts on a range of familiar topics
2. Complete the text with the correct form of the verbs.
2. Ask about and describe future plans or events
Academy Stars Year 6 Pupil’s Book: Page(s): 32–33
Simple past and past continuous
Exercise(s): 1–5
Pre-lesson:
1. Review language from Unit 2. _____ / _____ pupils able to achieve
Lesson development:- learning objectives and given enrichment
exercise (s).
2. Ask pupils what they remember from the last two units. Write their answer on the
board and have them vote for the activity they enjoy the most.
3. Pupils read out and write the correct word for each definition. (Activity 1)
4. Pupils complete the text with the correct form of the verbs.
5. Pupils work on pairs to ask and answer about what Bill and Anna used to do. Have a
volunteer read out loud the list of things Bill used / didn’t use to do. (Activity 3)
6. Pupils circle the correct words tom complete the sentences. (Activity 4)
7. Pupils read the story. Pupils have 5 minutes to complete the story with words from the
exercise(s).
box.
8. Ask pupils to think about their learning and performance in this unit. They then Excellent
complete the self-assessment worksheet.
Need improvemnt
9. Collect the worksheets from pupils and review them to note pupils’ responses. If there
are any areas of concern, prepare a review of these in upcoming lessons.
REFLECTION

BI Y6 LP TS25 (Unit 2 - Life in The Past - LP 17-32)

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

BI Y6 LP TS25 (Unit 2 - Life in The Past - LP 17-32)

Uploaded by

Copyright:

Available Formats

DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 6

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

_ / _ pupils able to achieve

HOTS Analysis 21st CA Pair / Group Discussion

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

HOTS Analysis 21st CA Brainstorming

DAILY LESSON PLAN TS25

HOTS Analysis 21st CA Pair / Group Discussion

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

You might also like