Lesson Plan Week 2 2024/2025

LESSON PLAN WEEK 2 2024/2025
DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 6
THEME: World of Self, Family and Friends CLASS: 6E WEEK: 2
UNIT: 0 - Welcome TIME: 10.50-11.50AM DATE: 18/3/2024
SKILL(S) FOCUS: Reading LESSON: 1 (Reading 1) DAY: Monday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 3.2 Main: 3.2.1
Complementary: 4.2 Complementary: 4.2.4 Friendship Language, Values
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO): SUCCESS CRITERIA (SC):
By the end of the lesson, most of the pupils will be able: Pupils can:
1. Read the text and identify the main idea. 1. Introduce themselves to their partner, using the texts and the
2. Describe personality volunteers as a model.
. 2. Write at least two sentences to describe their personality.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Academy Stars Year 6 Pupil’s Book: Page(s): 4–5, Exercise(s): 1
Present simple to describe personality (e.g. I’m kind Sara.) and
Academy Stars Year 6 Teacher’s Book: Page 18.
expectations (e.g. This year I want to…)
Academy Stars Year 6 Workbook Book: Page 4. Audio :1.1
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
1. PRE-LESSON TASK 1: ABCs*. Play vocabulary game to activate knowledge of words
learned in previous years.
2. Teacher shares learning objectives and success criteria of the lesson.
Lesson development:-
1. Introduce yourself and describe your personality with an adjective.
2. Have pupils brainstorm personality adjectives and introduce themselves in groups. Ask
pupils to make name cards (this could be done at home) showing their personality and
their name. 30/34 pupils were able to achieve learning
3. Ask pupils to read the short texts in the Pupil’s Book, p.4. Ask pupils which of the
objectives and others were given remedial
children they agree with most and what they would like to learn about this year.
4. Ask for two or three volunteers to introduce themselves to the class using the texts as exercise(s).
a model. Ask all pupils to introduce themselves to their partner, using the texts and
the volunteers as a model. TODAY’S LESSON:
5. Pupils listen to the four children talking about themselves. Have them read the audio Excellent
script as they listen. (HOTS)(Audio 1.1)
Need improvemnt /
6. Pupils read the script again. Ask a question to check their overall understanding of the
text, for example: Which child are you similar to? Pupils tell their partner. (21st CA)
7. Ask pupils to note two things about themselves in their notebooks.
8. Using these notes and the personality adjective, ask pupils to write at least two
sentences about themselves.
Post-lesson:-
9. Pupils introduce themselves in new groups by reading their self-introduction.
(CBA)
HOTS Analysis 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Observation
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils complete the worksheet with Pupils complete the worksheet for Pupils complete the worksheet for
teacher’s guidance reinforcement enrichment.
REFLECTION
The next lesson plan:
/ The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on ___________________________________________________________

UNIT: 0 - Welcome TIME: 8.30-9.30am DATE: 19/3/2024
SKILL(S) FOCUS: Writing LESSON: : 2 (Writing 1) DAY: Tuesday
Main: 4.2 Main: 4.2.1
Complementary: 2.1 Complementary: 2.1.1 Friendship Language
1. Write detailed information about themselves and others. 1. Write about their group in their notebooks.
2. Give detailed information about themselves and others. 2. Ask and give detailed information about themselves.
Present simple questions & answers to talk about oneself (e.g. How Academy Stars Year 6 Pupil’s Book: Page(s): 5, Exercise(s): 2–3
many people are there in your family?) , WB: Page 5.
Pre-lesson:
1. Review previous lesson’s personality adjectives and pupils’ names with a short class
quiz: ‘Who is [kind]?’ Ask pupils to display their name cards.
2. Briefly review the content of Activity 1 (Pupil’s Book, p.5) by asking pupils what they
remember about the four children. They can check what they remember by looking at
their answers to Activity 1 from the previous lesson.
3. Pupils work individually to write questions. Support your pupils as necessary by writing 28/34 pupils able to achieve learning
gapped questions on the board when eliciting these before the pupils write. If pupils objectives with guidance and given
find this challenging, review present simple questions at this stage. (HOTS) reinforcement exercise (s).
4. Pupils use their questions to ask a partner about themselves. They should check the
accuracy of their questions as they do this. Monitor to assess pupils’ ability to write
questions. Check the answers with class.
TODAY’S LESSON:
5. Pupils ask members of their group (4–6 pupils) the questions and make a note of the
answers. (21st CA) Excellent
6. Ask pupils to write about their group in their notebooks. Need improvemnt /
7. Pupils share their writing with their group and ask each other to check content and
Language. (CBA)
8. Pupils do worksbook page 5.
Post-lesson:-
9. POST-LESSON TASK 6: MAKE A WORD LADDER* to review content and/or language
pupils had difficulty with during the lesson
HOTS Analysis 21st CA Table Talkers

REFLECTION

UNIT: 0 - Welcome TIME: 11.50-12.50 PM DATE: 21/3/2024
SKILL(S) FOCUS: Listening LESSON: 3 (Listening 1) DAY: Thursday
Main: 1.2 Main: 1.2.2
By the end of the lesson, most of the pupils will be able:
Pupils can:
1. Understand with little or no support specific information and
1. Display understanding of specific information and details of longer
details of longer simple texts on a range of familiar topics.
simple texts.
2. Recognise and reproduce independently a wide range of
2. Recognise and say the words correctly.
target language phonemes.
Academy Stars Year 6 Pupil’s Book: Page(s): 6–7
Present simple for defining vocabulary (e.g. This is a person who…) Exercise(s): 1
, WB: Page 6-7
Pre-lesson:
1. PRE-LESSON TASK 7: BEAT THE TEACHER* Play a game to introduce the two topics
(jobs & places)
2. Call out the names of some jobs and places. As the pupils to put up one hand if they
hear a job dan two hands if they hear a place. Pupils listen to words and categorise
them.
3. Refer the picture on pages 6-7. Ask What can you see in the picture? Who can you see?
What are the doing? Pupils work in pair to find three words beginning with the letter 29/34 pupils able to achieve learning
p,s,b, f and c in the picture. objectives with guidance and given
4. Review answers to Step 3 by having pupils listen to the word and point to the picture. reinforcement exercise (s).
Drill the new words as they point. Focus on difficult sounds and word stress of longer
words such as photographer, businesswoman and police officer. Ask pupils to count
TODAY’S LESSON:
the syllables with their fingers and highlight the stressed syllable as they say the longer
words. (HOTS) Excellent
5. Read aloud the definitions you have prepared. Pupils listen to your definitions and try Need improvemnt /
to find the words you are describing. They should write the words. [E.g. This is a
person who rides the waves on a board]. (21st CA)
6. Check answers and draw attention to spelling where needed.
7. Have pupils prepare some similar definitions and play the game in small groups. (CBA)
8. Pupils do workbook page 6.
Post-lesson:-
9. Review learning by asking pupils to say which words they often use in their own daily
lives.
HOTS Analysis 21st CA Puzzle it Out
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Games
REFLECTION

UNIT: 0 - Welcome TIME: 8.00-9.00 AM DATE: 22/3/2024
SKILL(S) FOCUS: Speaking LESSON: 4 (Speaking 1) DAY: Friday
Main: 2.1 Main: 2.1.1
1. Give detailed information about themselves and others 1. Communicate simple information about themselves and others.
2. Write detailed information about themselves and others 2. Write their statements in their notebooks.
Present simple for descriptions (e.g. A chef is coming out of the
Exercise(s): 2–3
shop.)
, WB:Page 7
Pre-lesson:
1. Review new or difficult vocabulary from the previous lesson. (HOTS)
3. Play True or False? With true and false sentences about object in the classroom, for
the Cooler true-false activity.
4. Pupils find words in the picture. Write four words for each category. Tell pupils to 30 / 34 pupils able to achieve learning
focus on spelling in this activity. As you monitor and when you conduct feedback, note objectives with guidance and given
words which pupils spelled incorrectly. These can be used at the post-lesson stage. reinforcement exercise (s).
5. Pupils work in pair, make true/false statement about the picture, but pupils first say
two true and two false statements in pairs. Then together, they write their statements
TODAY’S LESSON:
in their notebooks. (CBA)
6. Pairs join another pair. Pupils read the other pair’s statements and decide which are Excellent
true and which are false. They explain their answer to the other pair. Monitor and Need improvemnt /
check pupils’ work as they do this activity. Note examples of common mistakes for
Step 6. (21st CA)
Post-lesson:-
8. On the board, write one or two sentences pupils made mistakes in. Ask pupils to work
with a partner to say the correct sentence.
REFLECTION

THEME: World of Self, Family and Friends CLASS: 6I WEEK: 2
UNIT: 0 - Welcome TIME: 7.30-8.30M DATE: 19/3/2024
SKILL(S) FOCUS: Reading LESSON: 1 (Reading 1) DAY: Tuesday
Main: 3.2 Main: 3.2.1
Complementary: 4.2 Complementary: 4.2.4 Friendship Language, Values
1. Read the text and identify the main idea. 1. Introduce themselves to their partner, using the texts and the
2. Describe personality volunteers as a model.
. 2. Write at least two sentences to describe their personality.
Academy Stars Year 6 Pupil’s Book: Page(s): 4–5, Exercise(s): 1
Present simple to describe personality (e.g. I’m kind Sara.) and
Academy Stars Year 6 Teacher’s Book: Page 18.
expectations (e.g. This year I want to…)
Academy Stars Year 6 Workbook Book: Page 4. Audio :1.1
Pre-lesson:
1. PRE-LESSON TASK 1: ABCs*. Play vocabulary game to activate knowledge of words
learned in previous years.
3. Introduce yourself and describe your personality with an adjective.
4. Have pupils brainstorm personality adjectives and introduce themselves in groups. Ask
pupils to make name cards (this could be done at home) showing their personality and
their name. 27/30 pupils were able to achieve learning
5. Ask pupils to read the short texts in the Pupil’s Book, p.4. Ask pupils which of the
objectives and others were given remedial
children they agree with most and what they would like to learn about this year.
6. Ask for two or three volunteers to introduce themselves to the class using the texts as exercise(s).
a model. Ask all pupils to introduce themselves to their partner, using the texts and
the volunteers as a model. TODAY’S LESSON:
7. Pupils listen to the four children talking about themselves. Have them read the audio Excellent
script as they listen. (HOTS)(Audio 1.1)
Need improvemnt /
8. Pupils read the script again. Ask a question to check their overall understanding of the
text, for example: Which child are you similar to? Pupils tell their partner. (21st CA)
9. Ask pupils to note two things about themselves in their notebooks.
10. Using these notes and the personality adjective, ask pupils to write at least two
sentences about themselves.
Post-lesson:-
11. Pupils introduce themselves in new groups by reading their self-introduction.
(CBA)
REFLECTION

UNIT: 0 - Welcome TIME: 10.50-11.50am DATE: 19/3/2024
SKILL(S) FOCUS: Writing LESSON: : 2 (Writing 1) DAY: Tuesday
Main: 4.2 Main: 4.2.1
1. Write detailed information about themselves and others. 1. Write about their group in their notebooks.
2. Give detailed information about themselves and others. 2. Ask and give detailed information about themselves.
Present simple questions & answers to talk about oneself (e.g. How Academy Stars Year 6 Pupil’s Book: Page(s): 5, Exercise(s): 2–3
many people are there in your family?) , WB: Page 5.
Pre-lesson:
1. Review previous lesson’s personality adjectives and pupils’ names with a short class
quiz: ‘Who is [kind]?’ Ask pupils to display their name cards.
3. Briefly review the content of Activity 1 (Pupil’s Book, p.5) by asking pupils what they
remember about the four children. They can check what they remember by looking at
their answers to Activity 1 from the previous lesson.
4. Pupils work individually to write questions. Support your pupils as necessary by writing 27/30 pupils able to achieve learning
gapped questions on the board when eliciting these before the pupils write. If pupils objectives with guidance and given
find this challenging, review present simple questions at this stage. (HOTS) reinforcement exercise (s).
5. Pupils use their questions to ask a partner about themselves. They should check the
accuracy of their questions as they do this. Monitor to assess pupils’ ability to write
questions. Check the answers with class.
TODAY’S LESSON:
6. Pupils ask members of their group (4–6 pupils) the questions and make a note of the
answers. (21st CA) Excellent
7. Ask pupils to write about their group in their notebooks. Need improvemnt /
8. Pupils share their writing with their group and ask each other to check content and
Language. (CBA)
9. Pupils do worksbook page 5.
Post-lesson:-
10. POST-LESSON TASK 6: MAKE A WORD LADDER* to review content and/or language
pupils had difficulty with during the lesson
HOTS Analysis 21st CA Table Talkers

REFLECTION

UNIT: 0 - Welcome TIME: 10.50-11.50 PM DATE: 20/3/2024
SKILL(S) FOCUS: Listening LESSON: 3 (Listening 1) DAY: Wednesday
Main: 1.2 Main: 1.2.2
By the end of the lesson, most of the pupils will be able:
Pupils can:
1. Understand with little or no support specific information and
1. Display understanding of specific information and details of longer
details of longer simple texts on a range of familiar topics.
simple texts.
2. Recognise and reproduce independently a wide range of
2. Recognise and say the words correctly.
target language phonemes.
Present simple for defining vocabulary (e.g. This is a person who…) Exercise(s): 1
, WB: Page 6-7
Pre-lesson:
1. PRE-LESSON TASK 7: BEAT THE TEACHER* Play a game to introduce the two topics
(jobs & places)
3. Call out the names of some jobs and places. As the pupils to put up one hand if they
hear a job dan two hands if they hear a place. Pupils listen to words and categorise
them.
4. Refer the picture on pages 6-7. Ask What can you see in the picture? Who can you see?
What are the doing? Pupils work in pair to find three words beginning with the letter 26/30 pupils able to achieve learning
p,s,b, f and c in the picture. objectives with guidance and given
5. Review answers to Step 3 by having pupils listen to the word and point to the picture. reinforcement exercise (s).
Drill the new words as they point. Focus on difficult sounds and word stress of longer
words such as photographer, businesswoman and police officer. Ask pupils to count
TODAY’S LESSON:
the syllables with their fingers and highlight the stressed syllable as they say the longer
words. (HOTS) Excellent
6. Read aloud the definitions you have prepared. Pupils listen to your definitions and try Need improvemnt /
to find the words you are describing. They should write the words. [E.g. This is a
person who rides the waves on a board]. (21st CA)
7. Check answers and draw attention to spelling where needed.
8. Have pupils prepare some similar definitions and play the game in small groups. (CBA)
Post-lesson:-
10. Review learning by asking pupils to say which words they often use in their own daily
lives.
HOTS Analysis 21st CA Puzzle it Out
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Games
REFLECTION

UNIT: 0 - Welcome TIME: 9.00-10.00 AM DATE: 22/3/2024
SKILL(S) FOCUS: Speaking LESSON: 4 (Speaking 1) DAY: Friday
Main: 2.1 Main: 2.1.1
1. Give detailed information about themselves and others 1. Communicate simple information about themselves and others.
2. Write detailed information about themselves and others 2. Write their statements in their notebooks.
Present simple for descriptions (e.g. A chef is coming out of the
Exercise(s): 2–3
shop.)
, WB:Page 7
Pre-lesson:
1. Review new or difficult vocabulary from the previous lesson. (HOTS)
3. Play True or False? With true and false sentences about object in the classroom, for
the Cooler true-false activity.
4. Pupils find words in the picture. Write four words for each category. Tell pupils to 28 / 30 pupils able to achieve learning
focus on spelling in this activity. As you monitor and when you conduct feedback, note objectives with guidance and given
words which pupils spelled incorrectly. These can be used at the post-lesson stage. reinforcement exercise (s).
5. Pupils work in pair, make true/false statement about the picture, but pupils first say
two true and two false statements in pairs. Then together, they write their statements
TODAY’S LESSON:
in their notebooks. (CBA)
6. Pairs join another pair. Pupils read the other pair’s statements and decide which are Excellent
true and which are false. They explain their answer to the other pair. Monitor and Need improvemnt /
check pupils’ work as they do this activity. Note examples of common mistakes for
Step 6. (21st CA)
Post-lesson:-
8. On the board, write one or two sentences pupils made mistakes in. Ask pupils to work
with a partner to say the correct sentence.
REFLECTION

THEME: World of Self, Family and Friends CLASS: 5C WEEK: 2
TOPIC: FREE TIME TIME: 8.00-9.00 AM DATE: 18/3/2024
SKILL(S) FOCUS: Listening LESSON: 1 ( Listening1) DAY: Monday
Main: 1.2 Main: 1.2
Complementary: 3.2 Complementary: 3.2.1
Friendship Language
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Listen and match pictures correctly.
2. Read and fill the gaps correctly.
SUCCESS CRITERIA (SC):
Pupils can:
1. Listen and match at least 5 pictures.
2. Read and fill in at least 5 blanks.
English Plus 1 Activities 1 and 2 Student’s Book p.4,
Present simple: affirmative and negative, possessive adjectives
Workbook p4.
Pre-lesson:
Write ‘Free time on board. Check meaning: Is going to school free time? Are
holidays free time? Pupils stand in a circle and take turns clockwise to say a noun,
adjective or verb about free time. Play vocabulary game to activate know ledge of
words learned in previous years. (21st CA)
1. Pupils work in pairs to match the words with the pictures in Activity 1. Play
34/37 pupils were able to achieve the
the audio for students to listen and check their answers. (CD Track 1.03) Ask
learning objectives with guidance and
students which of these activities they like doing.
given reinforcement exercise.
2. Pupils look at words in Activity 2. Read them aloud to check meaning and
pronunciation. Help pupils to notice the stress in photography. Say
TODAY’S LESSON:
photograph. Can they hear the difference?
Excellent
3. Pupils read the text in Activity 2 about a girl’s free time then with a partner,
Need improvement /
guess which words go in the gaps. (HOTS)
4. Pupils listen to the text (CD Track 1.03) to check answers. Find out which
words they guessed correctly.
Post-lesson:-
Pupils in pairs take turns to mime two hobbies each. Partners guess the hobbies.
(CBA)
HOTS Application 21st CA Pair / Group Discussion
Pupils do the activities with teacher’s Worksheet for reinforcement./
Worksheet for enrichment.
guidance. Workbook page 4. (No 1-2)
REFLECTION
The next lesson plan will be improved on __________________________________________________________

SKILL(S) FOCUS: Speaking LESSON: 2 ( Speaking1) DAY: Wednesday
Main: 2.1 Main: 2.1
Complementary: 4.2 Complementary: 4.2.1 Friendship Values
1. Give detailed information based to their partner correctly.
2. Write detailed information correctly.
Pupils can:
1. Give at least 5 detailed information to their partner.
2. Write at least 6 detailed information.
English Plus 1 Student’s Book Activities 3, 4 and 5 p.4, Student’s
Present simple: affirmative and negative, possessive adjectives Book Activities 1, 2, 4 p.5, Audio: 1.04, Paper to write TRUE and
FALSE
Pre-lesson:
Say some sentences about hobbies and interests. Pupils stand up if the sentence
you say is true for them. For example: You like ___. You don’t like ___. Your
favourite hobby / interest is ___.
1. Write on board numbers 1 – 9. Pupils look at sentence starters in p.4 Activity
3, then say a number for you to complete the sentence. Put a tick beside
number on board. Repeat. 33/37 pupils were able to achieve the
2. Pupils listen to CD track 1-04 and complete sentences about people on CD. learning objectives with guidance and
3. Pupils do p.4 Activity 4. They write six sentences about their hobbies and given reinforcement exercise.
interests. (CBA)
4. Choose two pupils to read speech bubbles in Activity 5. Pupils work with a TODAY’S LESSON:
different partner and repeat dialogue substituting hobbies and interests with Excellent /
theirs. (21st CA) Need improvement
5. Pupils do p. 5 Activities 1, 2 and 4 to remind them about subject pronouns
and possessive adjectives. If time, they should check in pairs first. Teacher
checks with whole class. (HOTS)
Post-lesson:-
Play Is it true, is it false? Pupils write in capital letters TRUE and FALSE on two
pieces of paper. They take turns to say or make up a hobby or interest that a
member of their family has. Then ask: Is it true? Is it false?
HOTS Analysis 21st CA Think– Pair– Share
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Workbook
REFLECTION

SKILL(S) FOCUS: Speaking LESSON: 3 ( Speaking1) DAY: Thursday
Main: 3.2 Main: 3.2.1
Complementary: 2.2 Complementary: 2.2.1 Friendship Environmental Sustainability
1. read and create their own suitable dialogues.
2. keep the interaction going using their dialogues.
Pupils can:
1. Read and create at least 3 sentences based on the sample.
2. Keep the interaction going using their own dialogues.
English Plus 1 Students’ Book Activities 6, 7 and 8 p.5, Map of the
Subject pronouns
world.
Pre-lesson:
Show a map of world on board. Find out if pupils know where Europe is, then The
Czech Republic. Say the capital city is Prague. Pupils look at photo on p.5 and say
three things about the Prague houses e.g.. They’re tall. There are lots of windows.
Ask about differences between these houses and houses in Malaysia.
1. Pupils read text in p. 5 Activity 6 and choose correct subject pronouns. They
compare answers with a partner then teacher gives feedback. 35/37 pupils were able to achieve the
2. Write on board: their friends, They’re from Prague. There is a photo of learning objectives with guidance and
houses. Help pupils to notice the differences. (HOTS) given reinforcement exercise.
3. Pupils read and listen to the dialogue in Activity 7 (CD 1-05). In pairs, they
read the dialogue aloud. Nominate two or three pairs to read the dialogue to TODAY’S LESSON:
the class. (21st CA) Excellent /
4. Pupils read ‘Key Phrases – Introducing people’ box. With a different partner, Need improvement
substitute the words in blue in the dialogue with their own names and
hobbies and read it aloud. Encourage pairs to memorize the dialogue and
choose pairs to perform it. (CBA)
Post-lesson:-
Play spot the difference. Change 5–6 words in reading text in Activity 7 e.g. Jack-
Joe; Not bad – Not good; friend – sister; is into – isn’t into etc. Read the changed
text aloud and pupils put up their hands when they hear a wrong word.
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Presentation
REFLECTION

TOPIC: FREE TIME TIME: 11.20-12.20 PM DATE: 22/3/2024
SKILL(S) FOCUS: Writing LESSON: 4 ( Writing1) DAY: Friday
Main: 4.2 Main: 4.2.4
Complementary: 2.2 Complementary: 1.2.4 Friendship Creativity and Innovation
1. describe objects in their self-drawn picture correctly.
2. understand the sequence of instructions and draw the objects.
Pupils can:
1. describe at least 3 objects by writing sentences
2. listen and draw at least 3 objects.
Prepositions of place English Plus 1 Activities 1-5 p.6, Audio: 1.06 and 1.07
Pre-lesson:
Brainstorm classroom objects on board. Draw a mind map with classroom objects
written in centre. Pupils classify the objects into groups e.g. furniture, electric
things, things for writing/ reading, things for the wall.
1. Pupils do Activity 1. Ask which word is the most difficult to spell (dictionary).
2. Pupils focus on the pictures in Activity 2. Teacher reads out each preposition
in turn and elicit the meaning. Pupils fill in the gaps and listen to the audio 33/ 37 pupils were able to achieve the
(CD 1.06) to check their answers. learning objectives with guidance and
3. Pupils in pairs do memory test in Activity 3. They look at sentences in Activity given reinforcement exercise.
2 again for one minute, close their books and write down as many sentences
as they can remember. Ask: who can remember 3, 5, 7, more than 7
sentences? (21st CA) TODAY’S LESSON:
4. Pupils do Activity 4. They draw a desk and write sentences to describe what’s
Excellent /
on the desk. Swap with a partner and check if any of the objects and
Need improvement
sentences are the same. (HOTS)
5. Pupils works in pairs. Pupils listen to partner describing their pictures and
draw what they hear.
Post-lesson:-
Refer pupils to the pictures again and says: The laptop is under the desk. Ask if the
sentence is true or false. Pupils write three false sentences about the objects in
the pictures. Then, in pairs pupils read their sentences to each other and correct
them. (CBA)
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Presentation
guidance. Workbook page 6.
REFLECTION
RANCANGAN PENGAJARAN HARIAN
MINGGU HARI TARIKH TAHUN MASA MATAPELAJARAN
9.00-10.00 AM Pendidikan
2 Rabu 20/3/2024 5 Seni Visual
60 minit
UNIT 1. Si Putih Menawan

Contoh Karya Gabungan Lukisan
TAJUK Eksplorasi Lukisan dan Capan
dan Capan
BIDANG 1 : MENGGAMBAR
STANDARD KANDUNGAN 1.1 Bahasa Seni Visual 2.1 Kemahiran Seni Visual
1.1.1(iv) Menginterpretasi bahasa seni visual yang ada pada karya dalam
bidang menggambar lukisan dan capan
STANDARD PEMBELAJARAN 2.1.4(i-iii) Meneroka penghasilan karya gabungan lukisan dan capan dalam
bidang menggambar dari aspek bahasa seni visual, pelbagai media dan
teknik dan proses.
Pada akhir PdPC murid dapat :
OBJEKTIF PEMBELAJARAN Meneroka penghasilan karya gabungan lukisan dan capan dalam bidang menggambar dari
aspek bahasa seni visual, pelbagai media dan teknik dan proses
KRITERIA KEJAYAAN Murid berjaya menghasilkan karya gabungan lukisan dan capan dalam bidang menggambar.
Pengenalan:
1. Guru menunjukkan contoh beberapa karya yang telah dihasilkan dan bersoal jawab
mengenai bahasa seni yang ada pada contoh karya.
Aktiviti:
2. Murid dibimbing menginterpretasikan bahasa seni visual (garisan, rupa, kesatuan,

ritma dan pergerakan) pada contoh karya.
3. Murid diterangkan setiap alat yang digunakan untuk membuat capan yang akan
memberikan kesan berbeza pada karya dan tentang kualiti garisan yang dihasilkan akan
AKTIVITI
memberi impak yang pelbagai.
PDPC 4. Murid memerhatikan gambar karya ikan laga dalam buku teks. Murid mengenal pasti
jenis-jenis garisan yang terdapat pada hasil karya tersebut. (KBAT)
5. Murid meneroka pelbagai media dan teknik untuk menghasil lukisan dan capan. (PAK-
21)
6. Secara berpasangan, murid berbincang dan bercerita tentang kesan yang terhasil
daripada pelbagai bahan yang digunakan semasa membuat garisan dan capan. (PBD)
Penutup:
7. Guru membuat rumusan pelajaran hari ini dan PdPC akan disambung pada sesi
pembelajaran akan datang.
BBB Buku teks m/s: 6-7, Contoh Lukisan, Contoh gambar
KBAT Mencipta PAK-21 Suai-padan (Mix and Match)

NILAI Kerjasama EMK Bahasa
TAHAP PENGUASAAN 4 PENTAKSIRAN BILIK DARJAH (PBD) Bercerita
25/37 murid dapat mencapai objektif yang ditetapkan manakala yang lain membuat latihan
REFLEKSI / IMPAK pengukuhan.
RANCANGAN PENGAJARAN HARIAN
MINGGU HARI TARIKH TAHUN MASA MATAPELAJARAN
8.00-9.00 am Pendidikan
2 Khamis 21/3/2024 5 Seni Visual
60 minit
UNIT 1. Si Putih Menawan

Contoh Karya Gabungan Lukisan
TAJUK Eksplorasi Lukisan dan Capan
dan Capan
BIDANG 1 : MENGGAMBAR
STANDARD KANDUNGAN 1.1 Bahasa Seni Visual 2.1 Kemahiran Seni Visual
1.1.1(iv) Menginterpretasi bahasa seni visual yang ada pada karya dalam
bidang menggambar lukisan dan capan
STANDARD PEMBELAJARAN 2.1.4(i-iii) Meneroka penghasilan karya gabungan lukisan dan capan dalam
bidang menggambar dari aspek bahasa seni visual, pelbagai media dan
teknik dan proses.
Pada akhir PdPC murid dapat :
OBJEKTIF PEMBELAJARAN Meneroka penghasilan karya gabungan lukisan dan capan dalam bidang menggambar dari
aspek bahasa seni visual, pelbagai media dan teknik dan proses
KRITERIA KEJAYAAN Murid berjaya menghasilkan karya gabungan lukisan dan capan dalam bidang menggambar.
Pengenalan:
1. Guru menunjukkan contoh beberapa karya yang telah dihasilkan dan bersoal jawab
mengenai bahasa seni yang ada pada contoh karya.
Aktiviti:
2. Murid dibimbing menginterpretasikan bahasa seni visual (garisan, rupa, kesatuan,

ritma dan pergerakan) pada contoh karya.
3. Murid diterangkan setiap alat yang digunakan untuk membuat capan yang akan
AKTIVITI memberikan kesan berbeza pada karya dan tentang kualiti garisan yang dihasilkan akan
PDPC memberi impak yang pelbagai.
4. Murid memerhatikan gambar karya ikan laga dalam buku teks. Murid mengenal pasti
jenis-jenis garisan yang terdapat pada hasil karya tersebut. (KBAT)
5. Murid meneroka pelbagai media dan teknik untuk menghasil lukisan dan capan. (PAK-
21)
6. Secara berpasangan, murid berbincang dan bercerita tentang kesan yang terhasil
daripada pelbagai bahan yang digunakan semasa membuat garisan dan capan. (PBD)
Penutup:
7. Guru membuat rumusan pelajaran hari ini dan PdPC akan disambung pada sesi
pembelajaran akan datang.
BBB Buku teks m/s: 6-7, Contoh Lukisan, Contoh gambar
KBAT Mencipta PAK-21 Suai-padan (Mix and Match)
NILAI Kerjasama EMK Bahasa
TAHAP PENGUASAAN 4 PENTAKSIRAN BILIK DARJAH (PBD) Bercerita
REFLEKSI / IMPAK 28/36 murid dapat mencapai objektif yang ditetapkan.

Lesson Plan Week 2 2024/2025

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LESSON PLAN WEEK 2 2024/2025

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

HOTS Analysis 21st CA Table Talkers

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

HOTS Analysis 21st CA Table Talkers

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

RANCANGAN PENGAJARAN HARIAN

MINGGU HARI TARIKH TAHUN MASA MATAPELAJARAN

UNIT 1. Si Putih Menawan

2. Murid dibimbing menginterpretasikan bahasa seni visual (garisan, rupa, kesatuan,

KBAT Mencipta PAK-21 Suai-padan (Mix and Match)

NILAI Kerjasama EMK Bahasa

TAHAP PENGUASAAN 4 PENTAKSIRAN BILIK DARJAH (PBD) Bercerita

RANCANGAN PENGAJARAN HARIAN

MINGGU HARI TARIKH TAHUN MASA MATAPELAJARAN

UNIT 1. Si Putih Menawan

2. Murid dibimbing menginterpretasikan bahasa seni visual (garisan, rupa, kesatuan,

KBAT Mencipta PAK-21 Suai-padan (Mix and Match)

NILAI Kerjasama EMK Bahasa

TAHAP PENGUASAAN 4 PENTAKSIRAN BILIK DARJAH (PBD) Bercerita

REFLEKSI / IMPAK 28/36 murid dapat mencapai objektif yang ditetapkan.

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