ASSIGNMENT 2DEVELOPMENT OF LEARNING ENVIRONMENT

___________________________________________________________________

SUBJECT CODE:ESEM 5143

SUBJECT TITLE:TECHNOLOGY IN EDUCATION

LEVEL:MASTER OF EDUCATION

STUDENTS NAME AND

MATRIC NO. : 1. CHRISTOPHER RUDDY FOONG

KS1401MD0041

2. EDITHA ANTHONIUS

KS1401MD0040

PROGRAMME : ELM

LECTURER : DR. NORIZAN AHMAD

LEARNING CENTRE : KENINGAU

DAILY LESSON PLAN

Content Standard(Kurikulum, 2013)3.2 Students will be able to write using appropriate language form and style for a range of purposes.3.3 Students will be able to write and present ideas through a variety of media using appropriate language, form and style.

Learning Standard(Kurikulum, 2013) 3.2.3 Able to punctuate correctly.3.3.1 Able to create simple text using a variety of media with guidance:i) non-linear

Lesson Objectives By the end of the lesson, pupils will be able to:

i) use full stop at the end of a sentence.

ii) write three sentences by using word and picture cues.

Learning OutcomesAt the end of the lesson students, students should be able to give information accurately and punctuate sentences meaningfully.

Applying(Reflection

AnalysingQuestioning

SynthesingGenerate New Ideas(

Evaluating(Creating

Rationalising

Teaching aids: Video clip and wikis (www.tapir-writing.wikispaces.com)

Previous knowledge: Pupils have learnt about animals, the simple past tense words and adjectives in the previous lesson.

Activities:Stage / TimeContent Teaching / Learning ActivitiesRationale/Justification of activity

Set Induction

( 5 minutes )Video Clip of the Madagascar

Responses to Questions1. Teacher shows the videos of Madagascar.

2. Teacher brainstorms about the video by questioning the pupils.

For example:

Where did the scene take place?

Suggested answers: jungle, forest, zoo

What were the animals in the video?

Suggested answers: lion, zebra, giraffe, hippo

3. Teacher recalls the story How the Tapir got Its Colour.

4. Teacher asks pupils where the tapir and the rats lived in the story.

Suggested answer: forest, jungle

- To spark pupils interests

- To recall animals that they have learnt.

- Activate pupils prior knowledge

- To relate the video to the story they have learnt.

Pre-Writing

(30 minutes )How the tapir got its colour.

Generating Ideas about the story

1. Teacher divides the class into groups of three.

2. Teacher created wiki for each group (www.tapir-writing.wikispaces.com)

3. The wiki contains 4 pages.

i. 1st page : Homeii. 2nd page : Pre-Writing

iii. 3rd page: Writing1

iv. 4th page: Writing2

4. Teacher asks groups to become member of the wiki.

5. Teacher facilitates pupils in creating account in wiki.

6. Teacher asks groups to visit the 2nd page: Pre-Writing.

7. Teacher set the font colour for each pupil.

e.g. Pupil A Green

Pupil B Blue

Pupil C - Purple

8. Teacher asks the groups to discuss and brainstorming to generate ideas for their writing.

9. Pupils discuss and write their ideas on the page.

(Pupils must follow the instruction given on that page)- To motivate pupils to participate in generating ideas

-To help teacher to monitor individual writing and progress.- To facilitate pupils response towards topic

- To get pupils to generate ideas

While-Writing

(40 minutes)Simple Past Tense

Adjectives

Punctuation

Draft, write, revise, edit

Rewrite1. Teacher asks pupils to visit the Writing1 page in the wiki by clicking the word here in the instruction in the Pre-writing page.

2. Pupils visit the page.

3. Pupils write sentences as instructed in that page.

(Pupils must follow the instruction given on that page)

4. Pupils write, revise and edit their writing.

5. After that, teacher asks pupils to visit the Writing2 page.

6. Pupils rewrite the sentences from page Writing1 in page Writing2.

-To reinforce the usage of simple past tense, adjectives, full stop that they have learnt in the context

- To practice the skill of cooperative writing

- To encourage pupil to work in group and develop collaboration, cooperation, communication, creativity and critical thinking skills (Kagan, 2009).

Feedback/

Publishing

( 15 minutes )Publishing

Peer Evaluation

Feedback1. Pupils publish their work.

2. Teacher visit the wiki to give feedback.

3. Other groups also visit each others wiki. Pupils may give comments and suggestions. To give feedback on pupils work.

Assessment:

Write 3 sentences for each picture given with meaningful punctuation.

Rubrics:

CATEGORY4 Excellent3 Good2 Fair1 Poor

RequirementsAll of the written requirements (number of sentences (3) for each picture in Writing1 and one paragraph in Writing2) were met.Almost all of the written requirements (number of sentences (2) for each picture in Writing1 and one paragraph in Writing2) were met.Most of the written requirements were met, but several were not. (Number of sentences (1) for each picture in Writing1 and one paragraph in Writing2.Many requirements were not met.

Focus on Assigned TopicThe entire story is related to the assigned topic and allows reader to understand much more about the topic.Most of the story is related to the assigned topic. The story wanders off at point, but the reader can still learn something about the topic.Some of the story is related to the assigned topic, but reader does not learn much about the topic.No attempt has been made to relate the story to the assigned topic.

Spelling and PunctuationThere are no spelling or punctuation errors in the final draft.There are 2-3 spelling or punctuation errors in the final draft.There are 4-5 spelling and punctuations errors in the final draft.The final draft has more than 5 spelling and punctuations errors.

Simple Past Tense and adjectivesUsed simple past tense throughout the writing. Used all the adjectives taught in the previous lesson.Used simple past tense with little mistakes (2 3). Used almost all the adjectives taught in the previous lesson.Used simple past tense with more mistakes (4 5). Used fairly enough adjectives taught in the previous lesson.Used simple past tense but with a lot of mistakes (more than 5). Used only a few adjectives taught.

Writing ProcessGroup members devote a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Work hard to make the story wonderful.Group members devote sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Work and get the job done. Group members devote some time and effort to the writing process but were not very thorough. Do enough to get by.Group members devote little time and effort to the writing process. Do not seem to care.

REFERENCES:

1. Joyce, B. W. (2003). Models of Teaching (7th Edition). New Jersey: Prentice Hall.

2. Kagan, S. K. (2009). Kagan Cooperative Learning. California: Kagan Publishing.

3. Krathwoll, D. R. (2002). Theory in Practice. College of Education.

4. Kurikulum, B. P. (2013). KurikulumStandard Sekolah Rendah: Dokumen Standard Kurikulum dan Pentaksiran Bahasa Inggeri Tahun 4. Putrajaya: Kementerian Pendidikan Malaysia.

APPENDIX 1Wikis Home Page: www.tapir-writing.wikispaces.com

a) tapir-writing/home

APPENDIX 2

Wikis Home Page: www.tapir-writing.wikispaces.com

b) tapir-writing/Pre-Writing

APPENDIX 3

Wikis Home Page: www.tapir-writing.wikispaces.com

c) tapir-writing/Writing1

APPENDIX 4

Wikis Home Page: www.tapir-writing.wikispaces.com

d) tapir-writing/Writing2SUBJECT

as

as

as

as

CLASS

DATE

DAY

TIME

ENGLISH

YEAR 4 BESTARI

27/04/2015

MONDAY

90 MIMUTES

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

F

O Main

C

U

S

Auxiliary

Writing Skill

Listening Skill, Speaking Skill and Reading Skill

Irregular verbs

Adjectives

Language

Grammar

Vocabulary

files

paint

jungle

Curriculum

Values

Cross-curriculum

Value Added Skills

Cooperation

ICT

ICT(Mastery(Contextual(Constructivisme(Multiple IntelligencesSelf-learningOthers

HOTs

REFLECTION