1
Class 3B
Date 18th February 2014
Time 11.30 a.m. – 12.30 p.m.
Number of Pupils 30
Focus Language Arts
Theme World of Sel...
2
Learning Standards
2.2.2 Able to read and understand phrases and sentences in linear and non-linear texts.
4.1.1 Able to...
3
Moral values(character
building)
1) The students can value relationship
2) Show kindness to others
Activity Content Teac...
4
Presentation (15 minutes)
1. Teacher projects the lyrics (refer
to Appendix 1) of the song to the
pupils.
2. Teacher ask...
5
simple actions or movements of
the song.
Instructional Language:
Okay class, I will sing the song and
dance.
After this,...
6
sentences in linear and
non-linear texts.
Production (15 minutes)
1. Pupils are given worksheet
(refer Worksheet) where ...
7
2. Teacher discuss with pupils
about their answer for the
phrases list.
Instructional Language:
Now, we will discuss the...
8
From that sentence, what is the
phrase from the answer that he/she
gave?
9
APPENDIX 1:
My Friend
You are my best friend
My only best friend
You make me happy, everyday
We play together
We eat tog...
10
We like holding hands
We always hold hands
We do many things together
No matter where we are
We will remember
Please do...
11
APPENDIX 2: VIDEO
APPENDIX 3: FLASH CARDS
BIG CAR
AN APPLEBEAUTIFUL
GIRL
HIS
FRIEND
GO
QUICKLY
CUT DOWN
TAKE
AWAY
SMELL...
12
WORKSHEET:
NO. NOUN PHRASE ADJECTIVE PHRASE VERB PHRASE
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Lga lesson plan song

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Lga lesson plan song

  1. 1. 1 Class 3B Date 18th February 2014 Time 11.30 a.m. – 12.30 p.m. Number of Pupils 30 Focus Language Arts Theme World of Self Topic Friendship Content Standards (general) 2.2 By the end of the 6-year primary schooling, pupils will be able to demonstrate understanding of a variety of linear and non-linear texts in the form of print and non-print materials using a range of strategies to construct meaning. 4.1 By the end of the 6-year primary schooling, pupils will be able to enjoy and appreciate rhymes and songs, through performance.
  2. 2. 2 Learning Standards 2.2.2 Able to read and understand phrases and sentences in linear and non-linear texts. 4.1.1 Able to enjoy action songs, jazz chants, and poems through non-verbal response. 4.1.2 Able to sing action songs, recite jazz chants, and poems with correct pronunciations, rhythm and intonation. Objectives By the end of this lesson, pupils are able to: a) Read and understand phrases and sentences in linear and non-linear text through skimming and scanning with the usage of sight words. b) Able to enjoy action songs, jazz chants, and poems through non-verbal response by displaying movements that are demonstrated by the teacher. c) Able to sing action songs, jazz chants, and poems with correct pronunciation, rhythm and intonation Cross-curricular elements Friendship and Cooperation Teaching aids 1) LCD(to project the lyric) 2) Picture 3) Worksheet 4) Flash Cards
  3. 3. 3 Moral values(character building) 1) The students can value relationship 2) Show kindness to others Activity Content Teacher’s notes Remarks Set induction (5 minutes): 1. Pupils answer simple “Wh- questions” based on the video projected. (refer Appendix 2) Instructional Language: What do you see in the video? Do you have a friend like in the video? What is the name of your friend? Technique: 1. Brainstorming 2. Critical thinking skills a) Making associations and connections 3. Multiple intelligence b) Verbal linguistic c) Audio-visual AVA- Short video clip of a movie “Tinkerbell” about friendship. CCTS 1. What does your friend share with you? 2. Why do you like your friend? 3. How do we maintain our friendship?
  4. 4. 4 Presentation (15 minutes) 1. Teacher projects the lyrics (refer to Appendix 1) of the song to the pupils. 2. Teacher asks the pupils to read aloud the lyrics on the paper entitled “My friend” Instructional Language: Class, read the lyrics aloud. 3. Pupils listen to the song entitled “My friend ” 4. Pupils answer simple “Wh- Questions” regarding the song. Instructional Language: In the lyrics, what does your best friend like to do? What can you see in the pictures? 5. Teacher teaches them the Rhythm Pronunciation Nouns Adjectives Dancing Singing Techniques: Read aloud Method: Grammar - Translation Critical thinking skills - Making associations and connections Multiple intelligence - Verbal linguistic - Audio-visual CCTS: 1. Why do you like / dislike the song? Integrated skills: 4.1.1 Able to enjoy action songs, jazz chants, and poems through non-verbal response. 4.1.2 Able to sing action songs, recite jazz chants, and poems with correct pronunciations, rhythm and intonation.
  5. 5. 5 simple actions or movements of the song. Instructional Language: Okay class, I will sing the song and dance. After this, you will follow my actions. Are you ready? 6. Teacher and pupils sing and dance the song together with actions that the teacher has taught. Learning Strategies: - Phonics AVA – Mahjong paper with lyrics written on it. - Radio / CD speaker - Song entitled “My Friend” Practice (20 minutes) 1. Teacher explains about phrases using flashcards (refer Appendix 3). Instructional Language: Class, look at the flashcards on the board. Critical Thinking Skills - Making associations and connections AVA - flashcards CCTS: - Can you see any phrases in the poem? - Can you name the phrases? Integrated skills: 2.2.2 Able to read and understand phrases and
  6. 6. 6 sentences in linear and non-linear texts. Production (15 minutes) 1. Pupils are given worksheet (refer Worksheet) where they need to fill in the blanks with correct phrases. Instructional Language: Class, I am going to give you a worksheet. Please paste it in your exercise book. *after giving the worksheet 2. Pupils are divided into groups of 4 to brainstorm the answers. Instructional Language: Now, I will divide all of you into groups of 4. Brainstorming and cooperation Silent reading Skimming Scanning AVA – worksheet about types of phrases. CCTS: - Can you recall back what are the phrases that we have learned? - What are the phrases in the poem? - How can we identify the phrases?
  7. 7. 7 2. Teacher discuss with pupils about their answer for the phrases list. Instructional Language: Now, we will discuss the answer of the phrases list. Closure (5 minutes) 1. Ask questions to pupils about what they want to do with their best friend after school. Instructional Language: *name of a pupil*, what do you want to do with your best friend after school? (The example of answer will be “we will play football”) *teacher will ask what is the phrase in the answer given by the pupils. Critical Thinking Skills - Making associations and connections Brainstorming CCTS: - Do you appreciate your best friend? - How do we treat our friends?
  8. 8. 8 From that sentence, what is the phrase from the answer that he/she gave?
  9. 9. 9 APPENDIX 1: My Friend You are my best friend My only best friend You make me happy, everyday We play together We eat together Please don’t take my friendship away I have a best friend Her name is Nancy She likes to go round everyday She always plays here She always eats there She likes to be everywhere
  10. 10. 10 We like holding hands We always hold hands We do many things together No matter where we are We will remember Please don’t take my friendship away You are my best friend My only best friend You make me happy Everyday We play together We eat together So please don’t take my best friend away
  11. 11. 11 APPENDIX 2: VIDEO APPENDIX 3: FLASH CARDS BIG CAR AN APPLEBEAUTIFUL GIRL HIS FRIEND GO QUICKLY CUT DOWN TAKE AWAY SMELLY ROOM MY BEST FRIEND Adjective Phrase Noun Phrase Verb Phrase
  12. 12. 12 WORKSHEET: NO. NOUN PHRASE ADJECTIVE PHRASE VERB PHRASE
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