Adapted Fun lesson.docx

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LESSON PLAN

Class: Year 4C Level: Weak Enrolment: 29/35

Day: Monday Date: 11th August 2014 Time: 11.20am-12.20am

Theme: World of Stories

Topic: The great turnip

Focused Skill: Listening and Speaking

Learning standard: Able to listen to and demonstrate understanding of text by

predicting.

Learning Objectives: By the end of this lesson, pupils should be able to

1. Verbally answer at least 3 predicting questions asked by the teacher correctlyduring the story telling time.

2. Predict the ending of the story by rearranging story pictures in correct sequence

onto a given piece of paper.

3. Read out one section of the story text with confidence and correct intonation

while standing in group in front of the class.

Educational emphases: Thinking skillPrevious Knowledge: The pupils have learned about flower planting process in their

past lessons.

Moral value: Helping each other out

Teaching aids: Models of flower (Appendix A) and characters model depicting the

storyline (Appendix B), mahjong paper, sets of pictures and worksheets,

Phase/Time Teaching Content Teaching And Learning Activity Remark

Set

Induction

(7mins)

Planting flower

(10mins)

Who likes to plant

1. Teacher displays the

gardening tools and his

pupils will name the tools

verbally.

-3D models

-Visual

demonstration



flowers?

What is the name

of this tool?

Who wants to plant

this flower?

Help your parents

to tidy the garden.

2. The teacher will ask one

pupil to come to the front

and demonstrate the flower

planting step by step.

3. Next, the teacher will write

the names of the tools and

pupils are to drill the

pronunciation.

-Drilling

Presentation

(15mins)

Time for a story!

-Model of the story

plot.

-Predicting

questions

-Reading aloud.

1. The teacher will then

display the pictures of afarmer and his family

members.

2. Next, he shows a picture of

a turnip and explain a few

things about the turnip.

3. Moving on to the story

telling session, theteachers will read the story

line text from the mahjong

paper pasted on the

whiteboard so that every

pupils can easily view it.

4. While reading the story with

slow speed, the teacher will

ask his pupils to predict

what and who will come

next into the story.

5. After the pupils have

answered correctly, the

-visual aids

-knowledge

acquisition

-predicting

skills



teacher will remove the

blinder to expose the model

characters one by one.

6. After the story is finished,

the pupils are to read aloud

the text once before

moving on to the next

activity.

-element of

curiosity

-read aloud

Practice

(15mins)

I Know! 1. Each group is given two

sets of pictures and one

activity sheet.Task 1: (Low level)

2. Their task is to identify the

characters and paste them

accordingly on the paper

according to the names.

3. The teacher will discuss the

answers with them.Task 2: (Higher level)

4. Their task is to identify the

pictures of the storyline on

the worksheet and identify

the correct match of the

descriptors to be pasted

with the pictures.

5. The answers will be

discussed together and if

time permits.

-Cooperation

-Visual

discrimination

-Sequencing

-Read aloud

Production Our Ending! 1. Another worksheet is given -Interactions.



(15mins) to each group.

2. The worksheet contains the

complete storyline, but

without the ending.

3. Their task is to discuss how

the story should have

ended depending on their

likes and creativity.

4. They must write down their

story ending in no less than

3 simple sentences.

5. They shall present theirending to the class

Creativity and

innovation

Closure

(3mins)

United we stand!

a. Break one

chopstick.

b. Break twochopsticks.

c. Try breaking

a bundle of

chopsticks.

1. To conclude the lesson, the

teacher will show a wooden

stick.

2. He will break the wooden

stick into half to show howfragile it is.

3. He will then ask two pupils

to come out and break one

stick each into half.

4. Next, they break two sticks

each into half.

5. Finally, they must try to

break a bundle of sticks

each into half.

6. Then, the teacher will relate

the analogy of the sticks to

the value of „unit ed we

-Analogy of

unity

-Moral valueinstilled.



stand‟.

Adapted storyline

Once upon a time, an old farmer was surprised to see an enormous turnip

growing in his garden. The farmer pulled hard, but he could not get the turnip out.

“Come and help me!” the farmer called to his wife . They pulled hard, but it would not

come out.

“Come and help me!” the farmer called to his son. They all pulled, but it would not come

out.

“Come and help me!” the farmer called to his daughter. They all pulled, but it would notcome out.

“Come and help me!” the farmer called to his dog. They all pulled, but it would not

come out.

“Come and help me!” the farmer called to his cat. They all pulled, and finally ……



Once upon a time, an old farmer wassurprised to see an enormous turnip

growing in his beautiful garden.

The farmer tried to pull out theturnip, but he could not get the

turnip out. So the farmer called hiswife for help.

The farmer and his wife pulled butthey could not get the turnip out.They called their son for help butthey could not get the turnip out.

The farmer then called his daughterand his dog for help. Five of them

pulled the turnip, but they could notget the turnip out.

So the farmer called his cat for help.All six of them were pulling the turnip

at the same time, and finally, theenormous turnip was out!

That night, the son and the daughterhelped their mother to cook the

dinner. They had a delicious dinnerwith the turnip soup.



Who is this?

Character: Farmer Character: Farmer ’s wife Character: Farmer ’s son

Character: Farmer ’s daughter Character: Farmer ’s dog Character: Farmer ’s cat





Reflection:

Sad enough, the habit of taking things for granted exists in the world of educators.

Teachers lacking of dedication would go into their class with only textbook, executing their rough

plans on mind and get out of the class with no further actions. Of course, there are also manyteachers who use a lot of materials in aiding their teaching. However, using a children‟s story from

the internet without adaptation may not be useful as it seems. It is a fact that pupils are varied in

interests and cognitive abilities, and M alaysia‟s classroom context is further complicated by the

multiracial backgrounds and great differences in social and financial background. Therefore,

adaptation and selection of teaching material is a must to cater these needs.

I personally agree that teacher plays a larger roles when compared to the school‟s

administration and pupil‟s self-motivation to participate in the learning. Teaching material is one of

the factors in determine the effectiveness of a lesson, and there are many strategies in adapting

any given materials. I personally handled a classroom of high performance pupils (SJKC Padang

Gajah, Gopeng) and pupils with weak proficiency (SK Tanah Hitam, Chemor). To be frank, it was

easy and convenient in preparing materials for high performance pupils as they do almost any

given activity without much difficulty.

As for this time (practicum phase II), I have been doing a lot of selection and adaptation in

order to lower down the level of my teaching contents. Having Quintero and Troscoso‟s idea of the

Catalyst Test, I do stories simplification by shortening the storylines and changing thevocabularies to everyday words. The text will have to be evaluated to know the suitability for

optimal learning acquisition by his pupils. Shorter and simple sentences containing everyday

words best to accommodate pupils with weak proficiency level. This was proven by my decision to

adapt a nd adopt „The great Turnip‟ story into much simplified version with lots of repeating

sentence structures.

As such, my pupils understood words by words and sequence by sequence with the aid of

the models of character. I created a lot of 3D models out of printed materials on polystyrene foam

because models are far effective in explaining a concept by physical demonstration. I also found

out that learning of format structure of any writing such as letter and notice can be made fun and

easier with the visual aids of hamburger model. All pupils were enthusiast in filling up format of a

written work on the piece of burger following the correct structure. No doubt, the modification of a

letter structure to fit into the layers of burger really help the pupils in demonstrating the format

arrangement.



Being my supervising lecturer, Mr. Ruban has been a great help throughout my

entire of practicum. He helps me in identifying my unseen weaknesses and even suggest

his ideas and approaches to tackle these problems. From him, I learn to repair my

teaching materials, what and how should I mod ify them in order to meet my pupils‟

proficiency.



Check-list to evaluate the teaching and learning materials for the lesson

Class: __________________________________

Proficiency level: __________________________

Topic: ___________________________________

Focus Skill: ______________________________

Evaluation Scale Yes No Remark

General

Appearance

Visually appealing

Visible for large audience

Good size for carrying

Layout and

design

Sequence page

Suitable illustration of storyline

Contents Adhere to syllabus

Suitable for different learning style

and ability

Suitable for local‟s culture

Language Skill Provide adequate opportunities for

developing listening and speaking skill

Provide adequate opportunities for

developing reading skill


developing for writing skill


developing for grammar skill

Availability of Available at any bookstore



copies Reasonably priced

Teachability Easy for teachers to use

Offers extensive teaching support

Flexibility Clear reference pages for grammar

Space to write

Easy to find reference pages and

vocabulary lists

Assessment Self-assessment possible



References

Dickinson, P. (2010). Evaluating and adapting materials for young learners. Teaching

Languages to Young Learners, 5-9.

How to Use 'Checklist for Evaluating Learning M aterials‟. (2011). Ontario Adult Literacy

Curriculum Framework, 19.

Tomlinson, B. (1998) Materials Development in Language Teaching. Cambridge:

Cambridge University Press.

Williams, D. (1983) Developing criteria for textbook evaluation. ELT Journal, 37/3,

251 – 255.



Appendices



Appendix A

(Gardening tools)

(Complete set of flower models)



Appendix B

(3D models depicting the storyline)



Documents

Adapted Fun lesson.docx