DAILY LESSON PLAN - 2022

WEEK DAY DATE CLASS TIME SUBJECT

7.30 am – 8.30 am
English
6 6 ZAMRUD
60 minutes Language Year
6
FOCUS THEME

Reading World of Knowledge

TOPIC UNIT 2 - Life in the past
MAIN SKILL COMPLEMENTARY SKILL
3.2 Understand a variety of
3.2 Understand a variety of linear and
CONTENT STANDARD linear and non-linear print and
non-linear print and digital texts by
digital texts by using appropriate
using appropriate reading strategies
reading strategies
MAIN SKILL COMPLEMENTARY SKILL

3.2.3 Guess the meaning of

LEARNING STANDARDS
unfamiliar words from clues 3.2.1 Understand the main idea of
provided by other known words simple longer texts
and by context
By the end of the lesson, pupils able guess the meaning of unfamiliar words from clues provided by other known
LEARNING OBJECTIVES
words and by context and understand the main idea of simple longer texts.
SUCCESS CRITERIA pupils able to read extracts from a diary at least in 5 words correctly and in 3 sentences with little guidance.

21ST CENTURY SKILLS Communication Information Social

DIFFERENTIATION
STRATEGIES
Strategy 1 : Differentiate by the task pupils are given
Pre-lesson
1. Show the pictures of London in the 17th century and ask pupils what they can see, where they think it is, which
century it is in, etc. Note any useful key vocabulary on the board.

Lesson delivery
2. Use the picture of Samuel Pepys (pronounced: /piːps/) as you introduce pupils to him.
3. Pupils look at each picture and talk about what they see.
4. Pupils read to check their answers and to gain a global understanding of the text.
5. Support and guide pupils as they develop the skill of guessing meaning from context.
ACTIVITIES 6. Talk to pupils about how they record new vocabulary. You may have a system set up for this, such as using a
special section of their notebooks, having a separate vocabulary notebook or using vocabulary cards (see Teacher’s
Book, p.43). Encourage pupils to write definitions of new words in English and avoid translations unless necessary,
especially in the case of more proficient pupils.
7. The Great Fire of London was a tragic event, but it helped eradicate the plague. Ask pupils to reflect on positive
and negative outcomes of these events. (CCE: Global Sustainability). Support pupils in expressing their ideas in
English by helping them with vocabulary and language if they speak in their home language.

Post-lesson
8. Review new vocabulary in the lesson.
VOCABULARY Build , burn down, bury ( buried ) dig ( dug ) , freezing , office , potrait, possession , servant, soldier
LANGUAGE / GRAMMAR
Used to / didn’t use to
FOCUS
VALUE respect PAK21 TOOLS Round table
CCE/CE
CCE Global sustainability
Academy Stars Year 6
Pupil’s Book: Page(s): 22–23 Exercise(s): 1–4
TEACHING AIDS Teacher’s Book: Page(s): 42–43
Pictures / illustrations of 17th century London, the Great Fire of London and Samuel Pepys, if possible.
Pictures / illustrations of any similar well-known events from local or national history
PERFORMANCE LEVEL Level 1 - Very limited ability
ASSESSMENT
Information Teacher uses the information transfer based on the topic learnt today .
transfer
Attendance :
/ pupils able to achieve LO and given enrichment exercise (s).
/ pupils not able to achieve LO and given remedial exercise(s).
Strength of the lesson :
Weaknesses of the lesson
Lesson is postponed due to :
REFLECTION Meeting Sick Leave ( MC )
Course Other :
CRK

HOMEWORK Yes Pupil’s Book: Page(s): 22–23 Exercise(s): 1–4

 DAILY LESSON PLAN - 2022

WEEK DAY DATE CLASS TIME SUBJECT

7.30 am – 8.30 am
English
5 6 ZAMRUD
60 minutes Language Year
6
FOCUS THEME

Writing World of Knowledge

TOPIC UNIT 2 - Life in the past
MAIN SKILL COMPLEMENTARY SKILL

4.3 Communicate with

3.2 Understand a variety of linear and
CONTENT STANDARD appropriate language form and
non-linear print and digital texts by
style for a range of purposes in
using appropriate reading strategies
print and digital media
MAIN SKILL COMPLEMENTARY SKILL

4.3.3 Produce a plan or draft of

LEARNING STANDARDS two paragraphs or more for a
3.2.1 Understand the main idea of
familiar topic and modify this
simple longer texts
appropriately in response to
feedback
By the end of the lesson, pupils able to produce a plan or draft of two paragraphs or more for a familiar topic and modify this
LEARNING OBJECTIVES
appropriately in response to feedback and also understand the main idea of simple longer texts.
SUCCESS CRITERIA pupils able to infer meaning and draw conclusions at least in 5 words correctly and 3 sentences with little guidance.

21ST CENTURY SKILLS Communication Information Social

DIFFERENTIATION
STRATEGIES Strategy 7 : Differentiate by the feedback given
Pre-lesson
1. Use the pictures (both those from the UK and from Malaysia) to review vocabulary and historical content through a
guessing game or another lively activity.

Lesson delivery
2. Ask pupils to remember the text in the Pupil’s Book pp.22–3 to order the sentences in Activity 1 in the Pupil’s Book, p.24.
They should then read quickly to check their answers.
3. Pupils will need to think carefully to answer the questions.
4. Pupils discuss the questions comparing life in the past with now. Ask pupils to focus on life in London at this stage.
5. Ask pupils if the same differences can be found in their hometown or in Kuala Lumpur, as the capital city. Ask pupils in
pairs to brainstorm similarities and differences between life in the past (e.g. 50 or 100 years ago) and life now.
ACTIVITIES 6. Working on a computer, where available, ask pupils to create a table to show the similarities and differences. They could
colour their table and find some illustrations to support their ideas. Encourage them to use an online dictionary to check
spelling or to find words they don’t know, or they can ask for your help (in English). If you are not using a computer,
encourage pupils to use printed dictionaries.
7. Put two pairs together to read and review each other’s work. They should make changes and corrections as necessary.
Monitor carefully at this stage to manage peer feedback.
8. If you have a class blog or website, have pupils upload their work so they can look at each other’s tables. If you don’t have
access to computers, pupils can create posters and display them in the classroom.

Post-lesson
8. Conduct a gallery walk for pupils to give each other feedback on their work – pupils move around the classroom, look at
each other’s work and comment on it. Collect pupils’ work at the end of the lesson to review it.
VOCABULARY Used to / didn’t use to
LANGUAGE / GRAMMAR
Used to / didn’t use to
FOCUS
VALUE respect PAK21 TOOLS Gallery tour
CCE/CE Creative and
CCE Patriotism ICT
Inovation
Academy Stars Year 6
Pupil’s Book: Page(s): 22–24 Exercise(s): 1–3
TEACHING AIDS Teacher’s Book: Page(s): 44–45
Pictures from Lesson 17
Computers or posters, stationery and dictionaries
PERFORMANCE LEVEL Level 1 - Very limited ability
ASSESSMENT
Written Teacher uses the written exercise based on the topic learnt today .
exercise
 DAILY LESSON PLAN - 2022
Attendance :
/ pupils able to achieve LO and given enrichment exercise (s).
/ pupils not able to achieve LO and given remedial exercise(s).
Strength of the lesson :
Weaknesses of the lesson
Lesson is postponed due to :
REFLECTION Meeting Sick Leave ( MC )
Course Other :
CRK

HOMEWORK Yes Pupil’s Book: Page(s): 8–10 Exercise(s): 1–4; 1

WEEK DAY DATE CLASS TIME SUBJECT

7.30 am – 8.30 am
English
5 6 ZAMRUD
60 minutes Language Year
6
FOCUS THEME

Listening World of Knowledge

TOPIC UNIT 2 - Life in the past
MAIN SKILL COMPLEMENTARY SKILL

CONTENT STANDARD 1.1 Recognise and reproduce 1.2 Understand meaning in a variety
target language sounds of familiar contexts
MAIN SKILL COMPLEMENTARY SKILL

LEARNING STANDARDS 1.1.1 Recognise and reproduce

1.2.5 Understand more complex
with independently a wide range
supported questions
of target language phonemes
By the end of the lesson, pupils able to recognise and reproduce with independently a wide range of target language
LEARNING OBJECTIVES
phonemes and understand more complex supported questions.
SUCCESS CRITERIA Pupils able to ask and answer questions with used to at least in 5 words correctly and 3 sentences with little guidance.

21ST CENTURY SKILLS Communication Information Social

DIFFERENTIATION
STRATEGIES Strategy 1 : Differentiate by the task pupils are given
Pre-lesson
1. Play a whole class or large group game using the nouns and verbs from Working With Words (Pupil’s Book, p.24).
This could be ‘Listen and touch/run’, ‘Match on the board/large paper’, for example. Include write – writer. Ask
pupils if they remember Samuel Pepys’ job (he was a writer).

Lesson delivery
3. Elicit some ideas from pupils about how people lived in London in Pepys’ time. Elicit more ideas about how
pupils’ grandparents lived. Note useful ideas on the board.
4. Follow instructions for Vocabulary in the Teacher’s Book, p.48 to introduce vocabulary.
5. When asking questions to model used to, ask about pupils’ grandparents and/or Samuel Pepys. (CCE: Patriotism,
finding out about local heritage).
ACTIVITIES 6. Play the recording of the dialogue again. Have pupils listen for the pronunciation of used to (/'juːstə/). Point out
that the pronunciation is different for use as a verb on its own. Drill several times chorally and individually, having
pupils focus on their pronunciation while saying full positive and negative sentences and questions. Have pupils
repeat in different voices to review whisper, shout, scream etc.
7. Pupils use prompts to make a new dialogue.
8. Pupils form questions using used to.
9. Drill the questions and check pupils’ pronunciation of used to again before having them practice the questions and
answers (Activity 4, Pupil’s Book, p.26).

Post-lesson
10. Follow the instructions for the Cooler Tic-tac-toe activity in the Teacher’s Book, p.48 to review areas of learning
in this lesson that pupils have had difficulty with.
VOCABULARY Calculator , carpet , cottage, history , vacuum
LANGUAGE / GRAMMAR Used to / didn’t use to
FOCUS Questions with used to
VALUE respect PAK21 TOOLS Stir the class
CCE/CE
CCE Language Patriotism
Academy Stars Year 6
TEACHING AIDS Pupil’s Book: Page(s): 24 & 26 Exercise(s): 1–4
Teacher’s Book: Page(s): 48
PERFORMANCE LEVEL Level 2 - Limited ability
ASSESSMENT
True / False Teacher uses the True/False questions based on the topic learnt today .
questions
 DAILY LESSON PLAN - 2022
Attendance :
/ pupils able to achieve LO and given enrichment exercise (s).
/ pupils not able to achieve LO and given remedial exercise(s).
Strength of the lesson :
Weaknesses of the lesson
Lesson is postponed due to :
REFLECTION Meeting Sick Leave ( MC )
Course Other :
CRK

HOMEWORK Yes Pupil’s Book: Page(s): 24 & 26 Exercise(s): 1–4

WEEK DAY DATE CLASS TIME SUBJECT

7.30 am – 8.30 am
English
5 6 ZAMRUD
60 minutes Language Year
6
FOCUS THEME

Speaking World of Knowledge

TOPIC UNIT 2 - Life in the past
MAIN SKILL COMPLEMENTARY SKILL
4.2 Communicate basic information
CONTENT STANDARD 2.1 Communicate simple
intelligibly for a range of purposes in
information intelligibly
print and digital media
MAIN SKILL COMPLEMENTARY SKILL
LEARNING STANDARDS
2.1.1 Give detailed information 4.2.1 Give detailed information about
about themselves and others themselves and others
LEARNING OBJECTIVES By the end of the lesson, pupils able to give detailed information about themselves and others.
Pupils able to use used to to talk about past habits and situations at least in 5 sentences correctly and 1 paragraph with
SUCCESS CRITERIA
little guidance.
21ST CENTURY SKILLS Communication Information Social
DIFFERENTIATION
STRATEGIES
Strategy 2 : Differentiate by the type and amount of support provided
Pre-lesson
1. Using the examples from pupils’ work, say some sentences in the form they are written (pupils may have used
present simple, past simple, or some may have used used to). In small groups, pupils listen and write a full sentence
using used to when suitable. Repeat three or four times. Review and check as a whole class.

Lesson delivery
2. Follow the instructions for Warm-up: What can you see? in the Teacher’s Book, p.46, to focus attention on the
language in context.
3. Follow the instructions for Activity 1 in the Teacher’s Book, p.46 to guide pupils to notice the target language
form and meaning.
ACTIVITIES 4. Pupils complete the text using the target language.
5. Have pupils use their similarities and differences to say sentences using used to/didn’t use to.
6. Pupils talk to their partner about when they were three years old. Extend the activity by asking pupils to give one
incorrect piece of information about themselves. Partners should guess which information is incorrect.
7. Individually, pupils write a short paragraph about their life in the past (e.g. when they were three years old). Set a
word limit (see differentiation strategies) and consider having pupils finish for homework. Collect their work to
evaluate their writing and language progress; adjust your upcoming teaching plans if you need to review particular
areas or work more with individuals.

Post-lesson
8. Consolidate learning with a speaking activity.
VOCABULARY Used to , affirmative and negative
LANGUAGE / GRAMMAR
Used to / didn’t use to
FOCUS
VALUE respect PAK21 TOOLS Round table
CCE/CE
CCE Language Patriotism
Academy Stars Year 6
TEACHING AIDS Pupil’s Book: Page(s): 25 Exercise(s): 1–3
Teacher’s Book: Page(s): 46-47
Examples of past statements from pupils’ work
PERFORMANCE LEVEL Level 2 - Limited ability
ASSESSMENT
Written Teacher uses the written exercise based on the topic learnt today .
exercise
 DAILY LESSON PLAN - 2022
Attendance :
/ pupils able to achieve LO and given enrichment exercise (s).
/ pupils not able to achieve LO and given remedial exercise(s).
Strength of the lesson :
Weaknesses of the lesson
REFLECTION Lesson is postponed due to :
Meeting Sick Leave ( MC )
Course Other :
CRK

HOMEWORK Yes Pupil’s Book: Page(s): 25 Exercise(s): 1–3

WEEK DAY DATE CLASS TIME SUBJECT

7.30 am – 8.30 am
English
5 6 ZAMRUD
60 minutes Language Year
6
FOCUS THEME

Language Arts World of Self, Family and Friends

TOPIC The Sandwich
MAIN SKILL COMPLEMENTARY SKILL
4.3 Communicate with appropriate
CONTENT STANDARD 5.3 Express an imaginative
language form and style for a range
response to literary texts
of purposes in print and digital media
MAIN SKILL COMPLEMENTARY SKILL

4.3.1 Use capital letters, full stops,

LEARNING STANDARDS 5.3.1 Respond imaginatively and
commas in lists, question marks and
intelligibly through creating
speech marks appropriately at
simple stories and simple poems
discourse level
By the end of the lesson, pupils able to respond imaginatively and intelligibly through creating simple stories and
LEARNING OBJECTIVES simple poems and also use capital letters, full stops, commas in lists, question marks and speech marks appropriately
at discourse level
Pupils able to respond imaginatively and intelligibly through creating simple stories and simple poems and also se
SUCCESS CRITERIA capital letters, full stops, commas in lists, question marks and speech marks appropriately at discourse level at least in
5 words correctly and 3 stanzas / phrases / sentences with little guidance.
21ST CENTURY SKILLS Communication Information Social
DIFFERENTIATION Strategy 5 : Differentiate by supporting individual learning preferences
STRATEGIES
and needs
Pre-lesson
1. Play - Memory Chain. Use the sentence: I want to put tomatoes in my sandwich... I want to put tomatoes and
cucumbers in my sandwich. I want to put tomatoes, cucumbers and … in my sandwich.

Lesson delivery
2. Distribute a Flow Map to each group. (Appendix 1)
3. Pupils watch a short clip on how to make a sandwich.
ACTIVITIES https://www.youtube.com/watch?v=G4BSk1U5ans
4. In groups, pupils fill in the Flow Map with correct information.
5. Pupils discuss the steps of making a sandwich.
6. In groups, pupils prepare their sandwiches.

Post-lesson
7. Conduct a gallery walk, where pupils walk around and look at each other’s Flow Maps. Have groups talk about
their Flow Maps as you do this, in a casual way, focussing on sequencing adverbs and punctuation.
VOCABULARY Sandwich , bread, salad , tomato, eggs
LANGUAGE / GRAMMAR
Adverbs: sequencing, e.g. First… Next… After that, punctuation
FOCUS
VALUE respect PAK21 TOOLS Gallery walk
CCE/CE
CCE Language Creative and Inovation
Anthology of Poems Year 4,5, and 6
TEACHING AIDS The Sandwich by Tony BradmanPage(s): 28-29
https://www.youtube.com/watch?v=G4BSk1U5ans
Contemporary Children’s Literature Teaching Guidebook (BPK) – Poetry
PERFORMANCE LEVEL Level 3 - Satisfactory ability
 DAILY LESSON PLAN - 2022
ASSESSMENT
Written Teacher uses the written exercise based on the topic learnt today .
exercise
Attendance :
/ pupils able to achieve LO and given enrichment exercise (s).
/ pupils not able to achieve LO and given remedial exercise(s).
Strength of the lesson :
Weaknesses of the lesson
REFLECTION Lesson is postponed due to :
Meeting Sick Leave ( MC )
Course Other :
CRK

HOMEWORK Yes