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ASSIGNMENT 2

DEVELOPMENT OF LEARNING ENVIRONMENT

___________________________________________________________________

SUBJECT CODE : ESEM 5143

SUBJECT TITLE : TECHNOLOGY IN EDUCATIONLEVEL : MASTER OF EDUCATION

STUDENT’S NAMEAND

MATRIC NO.

: 1. CHRISTOPHER RUDDYFOONG

S14!1MD!!41

2. EDITHA ANTHONIUS

S14!1MD!!4!

PROGRAMME : ELM

LECTURER : DR. NORI"AN AHMAD

LEARNING CENTRE : ENINGAU

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DAILY LESSON PLAN

Content Standard

(Kurikulum, 2013)

3.2 Students will be able to write using appropriate language form andstyle for a range of purposes.

3.3 Students will be able to write and present ideas t roug a !ariety ofmedia using appropriate language, form and style.

"earning Standard

(Kurikulum, 2013)

3.2.3 #ble to pun$tuate $orre$tly.

3.3.1 #ble to $reate simple te%t using a !ariety of media wit guidan$e&i) non'linear

"esson b e$ti!es *y t e end of t e lesson, pupils will be able to&

i) use full stop at t e end of a senten$e.ii) write t ree senten$es by using word and pi$ture $ues.

"earning ut$omes #t t e end of t e lesson students, students s ould be able to gi!einformation a$$urately and pun$tuate senten$es meaningfully.

TOPIC#THEME : HOW TAPIR GOT ITS NAME / WORLD OF STORIES

FO MainCUS

Auxiliary

SUBJECT as as asasCLASS DATE DAY TIME

ENGLISH YEAR 4 BESTARI 27/04/2015 MONDAY 90 MIMUTES

Writing S i!!

Li"t#ning S i!!$ S%#& ing S i!! &n' R#&'ing S i!!

Irregular er!s

A"#e$%i es

L&ng(&g# Gr&))&r *+,&-(!&r.

&les

'ain%

#ungle

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Teaching aids: +ideo $lip and wikis (www.tapir'writing.wikispa$es.$om)

Previous knowledge: upils a!e learnt about animals, t e simple past tense words and ad e$ti!es int e pre!ious lesson.

A''lying √ Re(e$%i nAnalysing *ues%i ningSyn%+esing Genera%e Ne,

I"eas√

E alua%ing √ -rea%ingRa%i nalising

-urri$ulu.

alues -r ss0$urri$ulu. alue A""e" S1ills

- 'era%i n I-T

I-T √Mas%ery √- n%ex%ual √

- ns%ru$%i is.e √Mul%i'leIn%elligen$esSel20learningO%+ers3333333333HOTs

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Activities:

Stage /Time

Content Teaching / Learning Activities Rationale/Justification ofactivity

Set-ndu$tion

( minutes )

+ideo Clip of t e/ adagas$ar

esponses touestions

1. 4ea$ er s ows t e !ideos of / adagas$ar .2. 4ea$ er brainstorms about t e !ideo by 5uestioning

t e pupils. 6or e%ample&

7 ere did t e s$ene take pla$e8

Suggested answers& ungle, forest, 9oo

7 at were t e animals in t e !ideo8

Suggested answers& lion, 9ebra, giraffe, ippo

3. 4ea$ er re$alls t e story /:ow t e 4apir got -tsColour .

;. 4ea$ er asks pupils w ere t e tapir and t e ratsli!ed in t e story.Suggested answer& forest, ungle

' 4o spark pupils< interests

' 4o re$all animals t at t eya!e learnt.

' #$ti!ate pupils< priorknowledge

' 4o relate t e !ideo to t estory t ey a!e learnt.

re'7riting

(30 minutes )

/:ow t e tapirgot its $olour .

1. 4ea$ er di!ides t e $lass into groups of t ree.2. 4ea$ er $reated wiki for ea$ group (www.tapir'

writing.wikispa$es.$om)3. 4 e wiki $ontains ; pages.

i. 1st page &:omeii. 2nd page & re'7ritingiii. 3rd page& 7riting1

' 4o moti!ate pupils toparti$ipate in generating ideas

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=enerating -deasabout t e story

i!. ; t page& 7riting2;. 4ea$ er asks groups to be$ome member of t e wiki.. 4ea$ er fa$ilitates pupils in $reating a$$ount in

wiki.45 4ea$ er asks groups to !isit t e 2 nd page&re'

7riting .>. 4ea$ er set t e font $olour for ea$ pupil.

e.g. upil # ? =reen upil * ? *lue upil C ' urple

@. 4ea$ er asks t e groups to dis$uss andbrainstorming to generate ideas for t eir writing.

65 upils dis$uss and write t eir ideas on t e page. ( upils must follow t e instru$tion gi!en on t atpage)

'4o elp tea$ er to monitor

indi!idual writing and progress.

' 4o fa$ilitate pupils responsetowards topi$

' 4o get pupils to generateideas

7 ile'7riting

(;0 minutes)Simple ast 4ense

#d e$ti!es

un$tuation

Araft, write,re!ise, edit

ewrite

1. 4ea$ er asks pupils to !isit t e 7riting1 page int e wiki by $li$king t e word ere in t e instru$tionin t e re'writing page.

2. upils !isit t e page.3. upils write senten$es as instru$ted in t at page.

( upils must follow t e instru$tion gi!en on t atpage)

;. upils write, re!ise and edit t eir writing.. #fter t at, tea$ er asks pupils to !isit t e

7riting2 page.B. upils rewrite t e senten$es from page 7riting1 in

page 7riting2.

'4o reinfor$e t e usage ofsimple past tense, ad e$ti!es,full stop t at t ey a!e learntin t e $onte%t

' 4o pra$ti$e t e skill of$ooperati!e writing

' 4o en$ourage pupil to work ingroup and de!elop$ollaboration, $ooperation,$ommuni$ation, $reati!ity and$riti$al t inking skills (Kagan,

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200 ).

6eedba$kD

ublis ing

( 1 minutes )

ublis ing

eer E!aluation

6eedba$k

1. upils publis t eir work.2. 4ea$ er !isit t e wiki to gi!e feedba$k.3. t er groups also !isit ea$ ot er<s wiki. upils may

gi!e $omments and suggestions.

4o gi!e feedba$k on pupils<work.

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Assessment:

7rite 3 senten$es for ea$ pi$ture gi!en wit meaningful pun$tuation.

ubri$s&

CATEGORY 4 Excellent 3 Good 2 Fair 1 PoorRequirements All of the written

requirements (number ofsentences (3) for each picturein Writing1 and one paragraphin Writing2) were met.

Almost all of the writtenrequirements (number ofsentences (2) for each picturein Writing1 and one

paragraph in Writing2) weremet.

Most of the writtenrequirements were met, butse eral were not. (!umber ofsentences (1) for each picturein Writing1 and one

paragraph in Writing2.

Man" requirementswere not met.

Focus onAssigned Toic

#he entire stor" is related tothe assigned topic and allowsreader to understand muchmore about the topic.

Most of the stor" is related tothe assigned topic. #he stor"wanders off at point, but thereader can still learnsomething about the topic.

$ome of the stor" is related tothe assigned topic, but readerdoes not learn much about thetopic.

!o attempt has beenmade to relate the stor"to the assigned topic.

! elling andPunctuation

#here are no spelling or punctuation errors in the finaldraft.

#here are 2%3 spelling or punctuation errors in thefinal draft.

#here are &%' spelling and punctuations errors in thefinal draft.

#he final draft hasmore than ' spellingand punctuationserrors.

!im le PastTense andad"ecti#es

sed simple past tensethroughout the writing. sedall the ad ecti es taught in the

pre ious lesson.

sed simple past tense withlittle mista*es (2 + 3). sedalmost all the ad ecti estaught in the pre ious lesson.

sed simple past tense withmore mista*es (& + '). sedfairl" enough ad ecti estaught in the pre ious lesson.

sed simple past tense but with a lot ofmista*es (more than ').sed onl" a fewad ecti es taught.

$riting Process roup members de ote a lotof time and effort to thewriting process (prewriting,drafting, re iewing, andediting). Wor* hard to ma*ethe stor" wonderful.

roup members de otesufficient time and effort tothe writing process(prewriting, drafting,re iewing, and editing).Wor* and get the ob done.

roup members de ote sometime and effort to the writing

process but were not er"thorough. -o enough to get

b".

roup members de otelittle time and effort tothe writing process. -onot seem to care.

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REFERE%CE!&

1. o"ce, /. W. (2003). Models of Teaching (7th Edition). !ew erse" rentice all.

2. 4agan, $. 4. (2005). Kagan Cooperative Learning. 6alifornia 4agan ublishing.

3. 4rathwoll, -. 7. (2002). #heor" in ractice. College of Education .

&. 4uri*ulum, /. . (2013). 4uri*ulum$tandard $e*olah 7endah -o*umen $tandard 4uri*ulum danenta*siran /ahasa 8nggeri #ahun &. utra a"a 4ementerian endidi*an Mala"sia.

E6"EC4- F

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APPE%'() 1

7ikis :ome age& www.tapir'writing.wikispa$es.$om

a) tapir'writingD ome

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APPE%'() 2

7ikis :ome age& www.tapir'writing.wikispa$es.$om

b) tapir'writingD re'7riting

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APPE%'() 3

7ikis :ome age& www.tapir'writing.wikispa$es.$om

$) tapir'writingD7riting1

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APPE%'() 4

7ikis :ome age& www.tapir'writing.wikispa$es.$om

d) tapir'writingD7riting2