DAILY LESSON PLAN

SUBJECT: ENGLISH
FORM 1 CLASS 1 UBAIDAH
DATE 8 May 2023 WEEK B TIME 7.40 to 8.40
VENUE Class ATTENDANCE
THEME/TOPIC/
Theme: Science&Technology Topic: Sad I Ams
LEARNING AREA
Main skills:
CONTENT LiA 5.1 Engage with, respond to and interpret a variety of literary text types
STANDARD(S)
Complementary skill: LiA 5.3 Express an imaginative response to literary texts
Main skill:
3.2.1 Read and enjoy fiction / non-fiction and other suitable print and digital te

LEARNING Complementary skill:

5.3.1 Respond imaginatively and intelligibly through creating simp
STANDARD(S)
Language Focus:
1. reading, writing and language awareness
LEARNING At the end of the lesson, a student is able to:
OBJECTIVE(S)/ a. find meanings of difficult words
SUCCESS CRITERIA b. discuss the themes and moral values from the poem
c. students compose own poem based on Sad I Ams.

TEACHING & LEARNING FORMATIVE

STEPS DIFFERENTIATION
ACTIVITIES ASSESSMENT
ENGAGEMENT Strategy 1
Teacher asks students to read the
poem Sad I Ams.
Students find meanings of difficult
words.

EXPLORATION Students discuss the themes and

moral values from the poem in pairs.
Next students discuss a whole class. Think-Pair-Share

CLOSURE/ Strategy 2
Next students create a simple poem
SUMMARISATION based on Sad I Ams based on their
creativity.

CROSS- Values
 CURRICULAR
ELEMENTS
Cooperation Respect
VALUE / SIKAP
Diligence -
Multiple Intelligence Multiple Intelligence
STRATEGY
- -

21st LEARNING Think Pair Share -

ACTIVITIES - Jot Thoughts

TEACHING & Literature Component Textbook -

LEARNING AIDS/
SOURCES/
REFERENCES - Laptop/LCD

When I think about my lesson plan as a whole it well serves to the aim of the
REFLECTION
lesson.
REMARKS

Differentiation strategies:
Strategy 1: Differentiate by instruction and feedback
Strategy 2: Differentiate by the task pupils are given
Strategy 3: Differentiate by the type and amount of support provided
Strategy 4: Differentiate by the outcome expected from pupils
Strategy 5: Differentiate by the time pupils are given to complete a task.
Strategy 6: Differentiate by supporting individual learning preferences and needs
Strategy 7: Differentiate by the types of question asked
Strategy 8: Differentiate by the feedback given
 DAILY LESSON PLAN
SUBJECT: ENGLISH
FORM 1 CLASS 1 THORIQ
DATE 9 May 2023 WEEK B TIME 12.10 to 1.10
VENUE Class ATTENDANCE
THEME/TOPIC/
Theme: Science&Technology Topic: Writing (No Phone Zone Pledge)
LEARNING AREA
Main skills:
Writing 4.1 Communicate intelligibly through print and digital media on familiar t
CONTENT
STANDARD(S) Complementary skill:
Writing 4.2 Communicate with appropriate language, form and style

Main skill:
4.1.5 Connect sentences into two coherent paragraphs or more using basic coord

LEARNING Complementary skill: 4.1.2 Describe future plans or events

STANDARD(S) Language Focus:
Modal verbs to talk about rules and obligations (must, musn't, should,
shouldn't)
LEARNING At the end of the lesson, a student is able to:
OBJECTIVE(S)/ a. find meanings of difficult words
SUCCESS CRITERIA b. discuss the themes and moral values from the poem
c. students compose own poem based on Sad I Ams.

TEACHING & LEARNING FORMATIVE

STEPS DIFFERENTIATION
ACTIVITIES ASSESSMENT
PRE‐LESSON
1. T reads Oprah’s No Phone Zone
ENGAGEMENT Strategy 1
Pledge. T informs pupils that they will
come out with similar pledge for the
lesson.

1. Pupils sit in groups. Each group is

EXPLORATION given a template to write their pledge.
2. T facilitates the process.
3. Pupils present the pledge and the Think-Pair-Share
presentation is evaluated by T and
their peers.
CLOSURE/ Strategy 2
SUMMARISATION POST‐LESSON:
1. Pupils paste the pledges on the
wall.
 CROSS-
CURRICULAR Values
ELEMENTS
Cooperation Respect
VALUE / SIKAP
Diligence -
Multiple Intelligence Multiple Intelligence
STRATEGY
- -

21st LEARNING Think Pair Share -

ACTIVITIES - I-Think Maps

TEACHING & Literature Component Textbook -

LEARNING AIDS/
SOURCES/
REFERENCES - Internet

When I think about my lesson plan as a whole it well serves to the aim of the
REFLECTION
lesson.
REMARKS

Differentiation strategies:
Strategy 1: Differentiate by instruction and feedback
Strategy 2: Differentiate by the task pupils are given
Strategy 3: Differentiate by the type and amount of support provided
Strategy 4: Differentiate by the outcome expected from pupils
Strategy 5: Differentiate by the time pupils are given to complete a task.
Strategy 6: Differentiate by supporting individual learning preferences and needs
Strategy 7: Differentiate by the types of question asked
Strategy 8: Differentiate by the feedback given