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By The End of The Lesson, Pupils Are Able To:: DAY Time Theme Subject - Money

1. The daily lesson plan is for an English language class on writing about spending money. 2. Students will write a short text about how Ron spends his inheritance of 2000 ringgits and exchange texts to calculate spending. 3. The lesson focuses on using past simple verbs, coordinating conjunctions, and reference pronouns.

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Sabrina Petrus
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248 views2 pages

By The End of The Lesson, Pupils Are Able To:: DAY Time Theme Subject - Money

1. The daily lesson plan is for an English language class on writing about spending money. 2. Students will write a short text about how Ron spends his inheritance of 2000 ringgits and exchange texts to calculate spending. 3. The lesson focuses on using past simple verbs, coordinating conjunctions, and reference pronouns.

Uploaded by

Sabrina Petrus
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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DAILY LESSON PLAN

WEEK
DATE DAY Monday TIME 12.00pm- 1.00 pm 2
1 NO. OF
CLASS Bestari THEME CCE Awareness
Consumerism and Financial Information and Communications Technology
PUPILS
44

SUBJECT English Language TOPIC NON TEXTBOOK - Money LESSON 4


ASSESSMENT

Written Report

Quiz

MAIN SKILL(S) LANGUAGE/ Past Simple Verbs, Reference Pronouns and Presentation
Writing GRAMMAR
FOCUS FOCUS Coordinating Conjunctions
Q & A / Oral

Observation

Project

Main Skill:
CONTENT 4.1 Communicate intelligibly through print and digital media on familiar topics
STANDARD Complimentary Skill:
4.1 Communicate intelligibly through print and digital media on familiar topics
LEARNING Main Skill:
STANDARD 4.1.3 Narrate factual and imagined events and experiences
Complimentary Skill:
4.1.5 Connect sentences into two coherent paragraphs or more using basic coordinating conjunctions and reference pronouns
SUCCESS By the end of the lesson, pupils are able to:
CRITERIA (SC)/ 1. narrate factual and imagined events and experiences
LEARNING 2. connect sentences into two coherent paragraphs or more using basic coordinating conjunctions
OBJECTIVES and reference pronouns

1. Text Book 6. ICT 21st LEARNING ACTIVITIES


TEACHING 2. Audio 7. Reference Book Round Table
LEARNING 3. Magazine 8. Newspaper Think Pair Share
Hot Seat
MATERIALS 4. Workbook 9. Lit. Component TB
Group Presentation
5. Handouts 10. Others: Role Play
1. Ask pupils to remind you about how Candy spent her inheritance in Gallery Walk
the previous reading lesson. Three Stray, One Stay
PRE LESSON 2. Briefly focus pupils’ attention on the text on Candy’s shopping trip, Peta i-THINK
i-THINK
and remind them of their focus on coordinating conjunctions and on
Circle Map (For Defining)
reference pronouns. Elicit a few examples. Tree Map (For Classifying)
3. Tell pupils that Candy has a brother, Ron, who also inherited 2000 Bubble Map (For Describing)
ringgits. Tell pupils that they will create a short text about Ron’s Double Bubble Map (For Comparing)
shopping trip, which they will swap with classmates, who will Flow Map (For Sequencing)
calculate how much he spent and how much he has left. Multi-Flow Map (For Cause & Effect)
4. Divide pupils into pairs, hand out the worksheet and tell pupils to Brace Map (Whole To Parts)
create their text. Tell them that they can use the Candy text to help, if Bridge Map (For Analogies)
necessary, and that they should pay attention to coordinating HOTs
Create
conjunctions, reference pronouns, and simple past tense verbs.
DEVELOPMENT Evaluate
5. Monitor and support as necessary and make a note of any common
Analyse
language errors relating to use of past simple, coordinating Apply
conjunctions and reference pronouns. Understand
6. Tell pairs to swap texts and to complete the table to calculate how Remember
much Ron spent and how much he has left.
7. Tell pupils to check their answers with each other. DIFFERENTATION STRATEGIES
8. Write any common language errors from stage 3 on the board, and Differentiate by instruction and feedback.

ask pupils to correct these as a whole class. Differentiate by the task pupils are given.
Differentiate by the type and amount of
9. Ask pupils to read each other’s texts and to underline one thing the support provided.
writers have done well (e.g. good use of vocabulary, good idea for Differentiate by the outcome expected from
pupils.
spending the inheritance) Differentiate by the time pupils are given
POST LESSON 10. Elicit examples from the whole class. to complete a task.
Differentiate by supporting individual
learning preferences and need.
Differentiate by the types of question
asked.
Differentiate by the feedback given.

EMK/ FOLLOW-UP
Language
MORAL VALUES REMEDIAL ENHANCEMENT ENRICHMENT
of the pupils were able to understand the lesson taught.
of the pupils were able to complete the assigned task(s)
REFLECTION of the pupils needed extra guidance/reinforcement.
of the pupils participate actively during the lesson.
NOTES/REMARKS:

ADMIN CHECK

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