weekly LP 30 - year 3 and year 4 english language 2012

7/31/2019 weekly LP 30 - year 3 and year 4 english language 2012

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ENGLISH DAILY LESSON PLAN WEEK 30, TERM THREE FROM 6TH

AUGUST to 11TH

AUGUST 2012

1

PEDESTRIAN SAFETY (Week 30)Day :

Date:

Monday

6TH

AUGUST 2012

Year :

Time :

3 Teratai ( 7.40 8.40am )

3 Anggerik (11.30 12.30pm)

PUBLIC HOLIDAY

ANNIVERSARY OF THE REVELATION OF THE QURAN

PEDESTRIAN SAFETY (Week 30) -Day :

Date:

Tuesday

7TH

AUGUST 2012

Year :

Time :

3 Anggerik ( 7.4089.40am )

3 Teratai (10.30 11.30am)

Objective Activity Activity information Resources

Classroom routines / Greetings / Settling/ Tuning in Activities.

At the end of the

lesson the

children will be

able :

To participatein choral

communicatio

n

Speedysounds and

speedy words

Listening andspeaking(intro to

shared read)

Shared

Use a variety of ways to quickly rehearse the childrens recognition of sounds. Choose 5 words to show

the children for speedy reading practice.

- Pictures &resources

- SBAweekly

resources

- Song ofweek

- 1 Small

Stand the children up and walk around the room together. Explain to the children that when we walk

on the streets we are pedestrians walkers. Next line half of the children up as though they are at the

edge of the pavement next to a very busy road. Opposite them (as though on the other side of the

road) line up the other half of the children. Ask one side, How will you get safely across to the other

side of the busy road to see your friends? Take ideas from the class and prompt them where

necessary. Answers should include: finding a safe place to cross such as a pedestrian crossing, looking


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2

To respondaccurately to

the structures

To engage inwhole class

reading of atext related to

the weekly

resources

Todemonstrate

to the pupils

the modelled

writing

reading

Song Listening and

speaking

(response to

shared read) Writing task

Day 1

modelled

Song

left and right, listening for traffic. book for

writingNB. The shared reads this week include a maths question to answer and a time for thinking and

talking with a partner. The structures used within this shared read to prompt the thinking, talking

and choice making are taken from maths and science structures that the children may encounter in

their text books. Please therefore encourage the children to read everything in the shared read

including the instructional language e.g. Next read the choices below.

There are 8 pedestrians in two groups. How many pedestrians in each group? ___

One group is on the left side of the road next to the school. The other group is on the right side of

the road in front of the shops. They are waiting to cross over. It is usually a busy road but there are

no cars driving past now. There is a red man showing on the crossing.

Think and talk about what the pedestrians must do.

Next read the choices below:

If the choice is safe colour the box green. If it is not safe colour the box red.

Choice 1: The pedestrians must wait at the crossing until the green man is showing and then walk

across.

Choice 2: The pedestrians must cross because there are no cars drivingpast.

What might happen if the pedestrians cross when the red man is showing?

Sing :


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AUGUST 2012

3

Having read the shared read together, including pausing for the thinking and talking midway, now

spend time talking about the choices given in the shared reading and colouring the choice boxes. The

What might happen if... question at the end of the share d reading can also be discussed. Encourage

the children to use the structure, If...might... E.g. If they cross a car might drive quickly towards

them.

Modelled writing:

Ask the children which choice they think the pedestrians should make. Model the writing of an

opinionated explanation of the right choice. E.g.

I think the pedestrians should choose choice 1. I think they should wait until the green man is showing.

All of the cars will stop when the green man shows. When the red man is showing cars might still drive

by quickly.In addition, if time permits, write about what the pedestrians shouldnt do. E.g. I dont think

they should...because...

Sing :

Teachers Remarks:

The lesson Objectives are achieved

The lesson went well

The lesson is not completed


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AUGUST 2012

4

PEDESTRIAN SAFETY (Week 30)Day :

Date:

Wednesday

8TH

AUGUST 2012

Year :

Time :

3 Anggerik ( 8.40 9.40am )

3 Teratai (11.30 12.30pm)



At the end of the

lesson the childrenwill be able :


communication


the structures

To engage inwhole class


the weekly

resources

Todemonstrate to

the pupils the

class dictated

writing

Speedy soundsand speedywords

Listening andspeaking (intro

to shared

read)

Shared reading Song Listening and

speaking

(response toshared read)

Writing taskDay 2 class

dictated

Song

Use a variety of ways to quickly rehearse the childrens recognition of sounds. Choose 5 words to

show the children for speedy reading practice.


- SBAweekly

resources

- Song ofweek

- 1 Smallbook for

writing

Show the class the simple map which demonstrates the position of the pedestrians in the shared

reading. Ask the class how the pedestrians should get to the shops. Listen to the ideas the children

have. Think about how much longer it will take the pedestrians to get to the shops if they use the

pedestrian crossing. Encourage the children to ask the question How much longer will it take?and

to correctly form the answer It will take 10 minutes longer.

There are 6 pedestrians in 3 groups. How many pedestrians in each group? ___

The pedestrians would like to cross a busy road to get to the shops on the other side. They would

like to get to the shops quickly because there are good things to buy. If they walk for five minutesthey will be able to cross the road at a pedestrian crossing. They could also cross the busy road

nearer to the shops but with no pedestrian crossing.




Choice 1: The pedestrians must cross the busy road near to the shops because they would like to

be the first people in the shop.

Choice 2: The pedestrians must walk for five minutes to reach the pedestrian crossing and use that


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AUGUST 2012

5

to cross the road. They can then walk back for five minutes to go to the shops.

What might happen if the pedestrians cross the busy road near the shops?

Sing :



What might happen if... question at the end of the shared reading can also be discussed. Encourage

the children to use the structure, If...might...E.g. If they cross the busy road they might get hit by a

car.

Class dictated writing:

Remind the class of the modelled writing carried out yesterday. Ask the children their ideas about

what they think the pedestrians should do. Write their ideas using the structure We think... Again,with time this can extend to opinions about what shouldnt be done, We dont think...because...

Sing :

Teachers Remarks:





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AUGUST 2012

6

PEDESTRIAN SAFETY (Week 30) Day :

Date:

Thursday

9TH

AUGUST 2012

Year :

Time :

3 Teratai ( 7.40 8.40am )

3 Anggerik (10.30 11.30am)



At the end of the


To participate inchoral

communication

To respondaccurately to the

structures

To demonstrateto the pupils the

group writing

Speedysounds andspeedy words

Listening andspeaking

(intro to

shared read)

Sharedreading

Song Listening and

speaking(response to

shared read)

Writing taskDay 3 group

writing

Song



-Line the children up in pairs and tell them that they are going to pretend that they are walking to

school. Set the scene: You are walking on the pavement and beside you is a road. There is also

another pavement on the other side of the road. Possibly draw a simple picture of this on the board

to demonstrate. Whilst walking along, encourage the children to ask each other What did you do

yesterday after school? Praise those pairs who share dialogue. Suddenly tell the children to stop

walking! Explain that in front of them the pavement is blocked because some men are digging (if you

have drawn a picture to represent this, the road block could be added on). What will they do now?

Take ideas from the children about what they should do in this situation.

There are 10 pedestrians in 5 groups. How many pedestrians in each group? ___

The pedestrians are school children walking home after school. They are walking carefully along the

pavement. In front of them they can see some men working to mend the pavement. The children

will not be able to walk along the pavement ahead. There is another pavement on the other side of

the road which they can use. They could also walk on the road to get around the workmen.

Think and talk about what the pedestrians should do.



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7


Choice 1: The children should stop walking and, looking left and right,

carefully cross the road so that they can walk along the opposite pavement.

Choice 2: The children should step off the pavement and walk along the road to get past theworkmen who are mending the pavement.

What might happen if the children are on the road and not on the pavement?

Sing :




the children to use the structure, If...might...E.g. If they walk on the road they might get hit by abike.

Using the examples of opinionated explanation from the modelled and class-dictated writing in days 1

and 2, children should, in groups, write about the right choice for the pedestrians from todays shared

reading to make. As in day 2 they should start their explanation with Wethink and extend to We

dont think...because...

Sing :

Teachers Remarks:

The lesson Objectives are achieved The lesson went well



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AUGUST to 11TH

AUGUST 2012

8

PEDESTRIAN SAFETY (Week 30) Day :

Date:

Saturday

11TH

AUGUST 2012

Year :

Time :

3 Anggerik ( 10.30 11.30am )

3 Teratai (11.30 12.30pm)



At the end of the



communication


the structures

engage in

whole class


the weekly

resources

To rearrangesentences in

the correct

order

To write a classdictated

writing

Speedy soundsand speedywords

Listening andspeaking (intro

to shared

read)

Shared reading Song Listening and

speaking

(response toshared read)

Writing taskDay 4

independent

writing

Song




- SBAweekly

resources

- Song ofweek

- 1 Smallbook for

writing

Explain to the class that you are going to ask them a sequence of questions. You would like them to

reply to the questions using a polite response, either Yes please, I would. or No thank you, I

wouldnt. They must listen carefully to the questions and think about whether they would or

wouldnt like to do what is asked of them. The children should pretend that you are speaking as a

friend of theirs. Use of a puppet to ask them the questions would be a good idea. Use the picture map

to aid comprehension.

1) Would you like to play with me?2) Would you like to go to the park?3) Would you like to go on the swings?4) Would you like to sit very still at the park and do nothing?5) Would you like to play with a ball at the park?6) Would you like to read a book quietly at the park?7) Would you like to come back to my house to play?8) Would you like to run across this busy road?9) Would you like to find a safe place to cross?10)If I drop the ball in the road would you like to run back and get it?

There are 12 pedestrians in 3 groups. How many in each group? ___

The pedestrians are children. One of the children is carrying a ball. The ball drops from the childs

hands and rolls along the pavement and into the road ahead. There are some cars driving by. The

boy who dropped the ball is sad because it is his favourite ball. He wants to get it from the road. He


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AUGUST 2012

9

can go onto the road to get it or he can leave it until an adult is there to help.




Choice 1: The boy must run quickly into the road to pick up the ball and then run quickly back to

the pavement. It is his favourite ball and it might get squashed!

Choice 2: The boy must leave the ball in the road and look for an adult who might be able to help

to get it back for him.

What might happen if the boy runs quickly into the road?

Sing :




the children to use the structure, If...might...E.g. If he goes into the road a car might drive into him.

Following the pattern of writing tasks this week, the children should now be ready to write their own

opinionated explanation related to todays pedestrian scenario. They should write about their opinion

of the right choice for the boy to make in this situation using Ithink and I dont think... Higher

ability children should justify their answer using because. Lower ability children can work with peer

and teacher support to generate their ideas and to record them.

Sing :

Teachers Remarks:





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AUGUST 2012

10

Libibrary (Week 30)Day :

Date:

Monday

6TH

AUGUST 2012

Year :

Time :

4 Mawar

8.40 9.40 am

PUBLIC HOLIDAY

ANNIVERSARY OF THE REVELATION OF THE QURAN

(Week 30) day 1Day :

Date:

Tuesday

7TH

AUGUST 2012

Year :

Time :

4 Mawar

11.30 12.30 pm

ObjectiveContent

Activity information Resources

Language usage

and grammar

demonstrativedeterminers

this, that, these,

those)

regular verbs (by addingd or

ed) eg: play -

played

At the end of the

lesson the childrenwill be able to :

practicelanguage

usage and

grammar

write out thecorrect

language

usage andgrammar on

their written

worksheets

Introduction

give out notes on language usage and grammar to thechildrenDevelopment stage:

Explain the language usage and grammar to the children. Give out some sentences for the example In small group, let the children choose five example on

language usage and grammar on their worksheets

Reinforcement activity:

Read out more of the language usage and grammar on notesgiven

Written work

Write the correct languageusage and grammar on

their worksheets

Underline the correct

language usage and

grammar on their

worksheets

Enrichment exercise

Fill in the blanks with the

correct words.

Conclusion:

The teacher goes through

the work with the children

.worksheets Group work Individual

worksheets


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AUGUST 2012

11

Teachers Remarks:

The lesson Objectives are achieved fairly easy topic

The lesson went well difficult to teach



Date:

Wednesday

8TH

AUGUST 2012

Year :

Time :

4 Mawar

10.30 11.30pm

Objective ContentActivity

Activity information Resources

Writing letter

Practice

Writing a letterto a friend

telling about

your hobby.

At the end of the

lesson the children

will be able to :

Spell wordsorally

Practiceintensive

reading

Underline themeaning of

words from

the passage

Introduction

Ask the children to spell some food words orallyDevelopment stage:

Teacher asks child ideas about their hobby. Ask some questions to check their understanding Explain any new vocabulary. In small group, let the children find the meaning of the

given words.


Write what or who the words refer to

Written work

Write who or what the

words refer to

Underline the meaning of

the word

Enrichment exercise


correct words.

Conclusion:



.worksheets Group work

Individualworksheets

Teachers Remarks:The lesson Objectives are achieved fairly easy topic




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AUGUST 2012

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Date:

Thursday

9th

AUGUST 2012

Year :

Time :

4 Mawar

11.30 - 12.30pm

Topic Objective Content Assessment Materials

Picture

composition

At the end of the

lesson the children

will be able to :

Write thehelping words

for each picture

Practiceintensive

listening skills

Introduction

Play the bingo game. Write down some words on theboard. Ask the children to choose nine words to fill n thetable. Teacher says the words one at a time and f the

children cancels it out. Those who got three words

vertical, horizontal and straight line from the list will

shout BINGO and is the winner.

Development stage:

Let the children look at the pictures for a few minutesand let them think what the suitable title for the picture

is.

Teacher sows six pictures to look at and discuss eachpicture. Ask at what time each event happened. Brainstorm all the children ideas and list out the helping

words for picture 1 and 2. write the children response on

the board.


In small group the children list out the helping words theyare going to use to make the composition for picture 3 to

6.

Written work

Write the helping words

for each picture

Enrichment exercise


suitable words.

Conclusion:



.worksheets Group work Individual

worksheets

Teachers Remarks:The lesson Objectives are achieved fairly easy topic




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AUGUST 2012

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Date:

Saturday

11TH

AUGUST 2012

Year :

Time :

4 Mawar

8.10 8.40am

Objective Content Activity information Resources

English

Reading

At the end of the

lesson the children

will be able to :

Read thesentences

correctly

Practicecorrect

pronunciation

and intonation

Practiceintensivereading skills

Developcomprehensive

abilities.

Introduction

The teacher will put some words on the board. Thenindividual children will be asked o pronounce the words.The teacher will check their pronunciation so that they

say the words correctly.

Development stage:

Each child is given a worksheet. They are required to readthe passage to themselves first. The teacher will ask the

children what the story is about. Then ask the children to

read aloud. Ask questions to test their understanding.

Ask the children to read individually or small group.Reinforcement activity:

Give our the vocabulary words of the day to the children. Spelling. Teach the Look- say- cover write- check

strategy to the children first then children can work with

partner and test each other.

Testing of spelling. Children use Look- say- cover write-check strategy as a homework activity.

Written work

-

Reading

- Reading in groups- Reading individually

Conclusion:



story books book review

Teachers Remarks:

The lesson Objectives are achieved fairly easy topic The lesson went well difficult to teach



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AUGUST 2012

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Headmistresss remarks: Schools chop

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weekly LP 30 - year 3 and year 4 english language 2012

Documents

Transcript of weekly LP 30 - year 3 and year 4 english language 2012