Lesson Plan 4

INTERNSHIP INNOVATION : USING WRITING TEMPLATE TO TEACH WRITING Rani a/p Arumugam(PISMP PJJ TSL 1A)

Subject : English Language (Lesson 4/4)

Class : Year 6

Day : Thursday

Date : 16th April 2015

Time : 0850 - 0950 (2 X 30 minutes)

No. of pupils : 12 (2 – high proficiency pupils / 5 intermediate proficiency / 5 – low proficiency pupils )

* Focus : Writing

Theme : World of Knowledge

Topic : (5) Sounds of Music

Learning Outcome : (4.3) Construct simple and compound sentences with guidance and independently.

Skills Specification : (4.3.2) Construct simple sentences and compound sentences based on: (i) words and phrases given, and (ii) on a picture stimulus.

Learning Outcomes : By the end of the lesson pupils will be able to : (1) write 5 sentences based on given words and a picture stimulus

(2) get at least

(i) High proficiency level pupils – (at least 7 / 10 marks)

(ii) Medium proficiency level pupils – (at least 5 / 10 marks)

(ii) Low proficiency level pupils – (at least 3 / 10 marks)


Previous Knowledge : Pupils have used the guided wring approach and processed writing technique before in order to

construct 5 sentences based on given words and a picture stimulus.

CCTS : Making associations and connection, identifying.

Moral value (s) : Respect and honesty

AVA : (1) 4 sets of jigsaw puzzle of the picture based on the picture stimulus of the day (Appendix 4.a)

(2) Writing Task Sheet 4 (Appendix 4.b)

(3) Writing Template (Appendix 4.c)

Grammar : (10) SIMPLE PRESENT TENSE - Simple, compound and complex sentences.

Vocabulary list : family / visit / zoo / take / photographs / afraid / lion / zookeeper / feed / cage )


TEACHING-LEARNING STEPS CONTENT RATIONALE

SET INDUCTION ( 5 minutes)

1. Teacher introduces Activity 1 .

2. Teacher gets the pupils to sit in groups.

3. Teacher explains that the pupils are going to solve a

jigsaw puzzle.

4. Teacher distributes 1 envelope each containing 1 set

jigsaw puzzle to each group.

5. The pupils solve the jigsaw puzzle to reveal a picture

stimulus of an outing at the zoo.

6. Teacher uses pupils’ answers to introduce the lesson of

the day.

Activity 1:

Solving jigsaw puzzle

Working mode :

group work

Materials :

4 sets of jigsaw puzzle of

the picture based on the

picture stimulus of the day

(Appendix 4.a)

SET INDUCTION

According to Perrott,E. (1982), a

set induction helps the pupils

to:

1. focus their attention on what

is to be learned by gaining the

interest of them.

2. move from old to new

materials and linking of the

two.

3. provide a structure for the

lesson and set expectations of

what will happen.

4. give meaning to a new

concept or principle



PRE- WRITING - (10 minutes)

. Teacher introduces Activity 2 to the pupils.

2. Teacher gets the pupils to work in groups.

3. Teacher distributes Writing Task Sheet 4 to each pupil.

4. Teacher explains the procedure of the activity to the

pupils.

5. Teacher guides the pupils to recap the routine writing

technique that have been taught by the teacher.

6. Pupils identify the nouns, verbs and adjectives based on

the ten words given.

7. Pupils identify and match the given nouns and verbs to

the picture stimulus.

8. Teacher facilitates pupils discussion.

Activity 2 :

Pre-writing activity

Working mode :

group work

Materials :

Writing Task Sheet 4

A picture stimulus based on a

scene at a zoo and 10 words

are given as guidance.

vocabulary list :

(1) family(2) visit(3) zoo(4) take(5) photograph(6) afraid(7) lion(8) zookeeper(9) feed(10) cage

VISUAL AIDS

In 1983, Psychologist Howard

Gardner identified seven

intelligences. Among these was

spatial (visual) intelligence, the

tendency to learn through images.

Using visual aids can help a

teacher to achieve his or her

objectives by:

* making the teaching and learning process more interesting and meaningful* providing emphasis in a different way than speaking* reinforcing learning* clarifying points* creating and provoking interest* increasing pupils’ understanding and retention level when interacting in smaller groups.

In other words, it helps them to reduce pupils’ anxiety and boost their confidence level to carry out the activity



WHILE WRITING (25 minutes)

1. Teacher introduces Activity 3 to the pupils.

2. Teacher distributes the Writing Template to each pupil

and gets the pupils to work individually.

3. Teacher explains the procedure of the activity to the

pupils.

4. Teacher asks the pupils to construct 5 sentences based

on the given words and picture stimuli using the Writing

Template given.

5. Teacher gets the pupils to construct :

(a) five simple sentences (low proficiency)

(b) at least 2 simple and 3 compound sentences

(intermediate proficiency pupils)

(c) at least 1 simple, 2 compound and 2 complex

sentences (high proficiency pupils)

Activity 3:(Graded)Pupils construct 5 sentences based on the words given and picture stimulus.

Working mode :

individual work

Materials :

Writing Template

Graded activity :

(a) five simple sentences (low proficiency)

(b) at least 2 simple and 3 compound sentences (intermediate proficiency pupils)

(c) at least 1 simple, 2 compound and 2 complexsentences (high proficiency pupils)

Graded activity is essential, as

through this strategy the teacher

is able to cater and satisfy the

learning needs of pupils with

different proficiency levels.

It is desired that through graded

activities, low proficiency pupils

are motivated as they are given

the correct ‘dose’ of guidance and

chance to experience learning

success.



POST WRITING ( 15 minutes)

1. Teacher introduces Activity 4 to the pupils.

2. Teacher explains the procedure of the activity to the pupils.

3. Pupils edit their work with the help of their peers or

teacher (writing template)

4. Pupils write the final draft of their composition onto

Writing Task Sheet 4

Activity 4:(Graded)Pupils edit their composition through peer or teacher-assisted checking.

Working mode :individual work, peer

Materials :Writing TemplateWriting Task Sheet 4

Process Writing Stages

adopted :

Pre-writing

Writing

.

Editing

Final draft

Following the same basic steps of

the writing process across written

assignments builds consistency

and develops learner

independence. Initially, pupils

need much guidance in order to

complete each step. As they

progress through several writing

activities, some pupils will need

limited support, while others may

need to continue with the

maximum level of assistance. The

repetition and uniformity of the

scaffolding approach help to

cement the writing concepts into

pupils’ thought processes.



CLOSURE – 5 minutes

1. Teacher concludes the lesson of the day by

discussing with pupils on the moral

value of cooperating with each other to edit their work

and honesty in completing their tasks.

Values and Citizenship:

Cooperation among peers and

honesty in completing a

certain task.

As stated in the Primary English

language syllabi, “In addition,

moral values should also be

infused in lessons through the

selection of appropriate materials

and activities.”

By ending the day’s lesson with a

fun and exciting activity, a teacher

has made his or her lesson more

interesting and appealing to the

pupils.

It is a good practice to conclude

the day’s lesson with a cognitive

closure. This is to ensure that

pupils are able to retain the

information longer.

Documents

Lesson Plan 4