MACRO TEACHING 2 LESSON PLAN

CLASS
4 Amethyst
VENUE Micro Teaching Lab
DATE
8/1/2024
TIME
2:00 PM – 2:40 PM
TOPIC
The Charge of the Light Brigade (Poem)
THEME
People and Culture
FOCUS SKILL(S) Literature in Action
(SOW FORM 4 Pg. 39)

CONTENT STANDARDS

5.1 Engage with, respond to and interpret a variety of literary text types

LEARNING STANDARDS

5.1.1 Explain briefly the feelings and opinions a text provokes in them

LEARNING GOALS

By the end of the lesson, ● Identify the themes of the poem (C2).
students can: ● Write a diary entry as a soldier (C3).

SUCCESS CRITERIA
Students can: ● In pairs, identify at least 3 themes of the poem.
● In group, write a diary entry within at least 30 words.

Language
CROSS CURRICULAR
ELEMENTS Values

LANGUAGE/
Words related to war
GRAMMAR FOCUS

Responsibility / Courage / Appreciative / Brave

MORAL VALUES

STAGE LEARNING AND TEACHING ACTIVITIES RESOURCES

• Teacher provides a set of emotions. (Appendix 1)

Appendix 1
• Teacher plays a video on WW2.
YouTube Video Link
SET INDUCTION • Teacher asks the students the following question,
(3 MINS) https://youtu.be/oJ3bzg-
- How do you feel after watching the video? Why?
Tvt4?si=uNapIsSxNvGBzdEN&t=
• Students express how they feel using the emojis given
15
to them by the teacher.
 • Teacher briefly explains the learning goals for the
PRE LESSON
lesson.
(2 MINS)
• Teacher introduces the topic.

INPUT/GUIDANCE (5 Minutes)
• Teacher begins the lesson by explaining that a theme
is the main idea or message of a poem.
• Teacher explains to students that to identify the
themes of the poem they should analyse the key
elements of the poem such as characters, settings,
symbols, and literary devices.
• Teacher asks guiding questions to the class to prompt
their thinking about potential themes.
- "What do you think the poet is trying to convey
about war?"
- In what ways does the poem depict the
relationship between duty and sacrifice?
- What do you think the Poet is trying to highlight
in Stanza 2 Line 4?
• Teacher models to the students on how to identify one
of the themes of the poem.
Appendix 2
LESSON DEVELOPMENT TASK (8 Minutes)
(16 MINS)
● Teacher explains the task to the students.
● Teacher asks students to work in pairs.
● Teacher distributes worksheet on identifying themes
to each pair. (Appendix 2)
● Teacher asks students to provide evidence from the
text to support their interpretation of the theme.
● Teacher sets timer 5 minutes for students to complete
the worksheet.
● Teacher gives extra time to pairs who need longer
time than others to complete the task
(DIFFERENTIATION STRATEGY 5: Differentiate
by the time pupils are given to complete a task.)

FEEDBACK (3 Minutes)
● Teacher calls out pair in random
● Students present their work.
● Teacher gives constructive feedback on their work.
 INPUT (4 minutes)
● Teacher asks students the following questions,
- How does a person can express their feelings or
emotions? Appendix 3
- How do you think the soldiers who fought in war
express their feelings/emotions?

● Teacher explains on how to write a diary entry.

● Teacher shows an example of a soldier’s diary entry
to the students. (Appendix 3)

TASK (10 Minutes)

● Teacher displays a scenario.
● Teacher explains the task to the students.

“Imagine you and your friends are soldiers fighting for your
POST-LESSON country in a contemporary conflict. As you are getting ready
(17 MINS) for a very important battle, you decided to write a diary entry
to express your feelings and remember this moment.
In a group of 4, write a diary entry within at least 30 words.”

● Teacher asks the students to work in a group of 4 in

this task.
● Teacher instructs students to write the diary entry
withing 30 words at least 3 events.
● Teacher monitors closely to check that everyone has
understood and is doing the task successfully.
(DIFFERENTIATION STRATEGY 1: Differentiate by
instruction and feedback)

FEEDBACK (3 Minutes)
• Teacher checks students’ work
• Teacher gives feedback on their work.
• Teacher selects students at random to present their
work.

• Teacher summarises today’s lesson.

CLOSURE • Teacher distributes exit cards to the students.
Appendix 4
(3 MINS) • Students provide feedback on what they have
understood from the lesson.

EXTENDED • The teacher asks the students to write the moral values
ACTIVITY learnt from the poem.

RESOURCES/ TEACHING T&L STRATEGIES

ASSESSMENT FOR LEARNING
MATERIALS
 n Strategy: Collaborative learning

21st Century Skills:

Think-Pair-Share /

Mix-Pair-Share
Gallery Walk
Numbered Heads Together

All Write Round-Robin

Exit Cards
Pairs Compare
Others: Circle-the-Sage

i-Think Map:

Circle map Tree map

Bubble map Flow map

Double bubble map Multi flow map

Brace map Bridge map

HOTS:
Apply /
Analyse
Evaluate
Create

TEACHER’S REFLECTION
20 out 30 students of the class 4 Amethyst were able to achieve success criteria and objectives of this lesson.
APPENDIX 1
APPENDIX 2
APPENDIX 3
APPENDIX 4