LESSON PLAN - NON-TEXTBOOK BASED (WEEK 24)
CLASS 2 Kreatif
VENUE Classroom
DATE 13rd September 2022
TIME 4:05 PM - 5:05 PM
TOPIC Environment & Pollution
THEME Health and Environment
FOCUS
Speaking Skills
SKILL(S)
CONTENT STANDARDS
LISTENING SPEAKING READING WRITING LITERATURE IN
SKILLS SKILLS SKILLS SKILLS ACTION
o 1.1 Understand o 2.1 Communicateo 3.1 Understand a o 4.1 Communicate o 5.1 Engage with,
meaning in a information, variety of texts by intelligibly through respond to and
variety of familiar ideas, opinion and using a range of print and digital interpret a variety of
contexts feelings appropriate reading media on familiar literary text types.
intelligibly on strategies to topics
familiar topics. construct meaning
o 1.2 Use appropriateo 2.2 Use register o 3.2 Explore and o 4.2 Communicate o 5.2 Analyse and
listening strategies appropriately expand ideas for with appropriate evaluate a variety of
in a variety of personal language, form and literary text types.
contexts development by style
o 1.3 Recognise o 2.3 Use reading o 5.3 Express an
features of spoken appropriate independently and imaginative response
genres on familiar communication widely to literary texts.
topics strategies
o 2.4 Communicate
appropriately to a
small or large
group on familiar
topics
LEARNING STANDARDS
LISTENING SPEAKING READING WRITING LITERATURE IN
SKILLS SKILLS SKILLS SKILLS ACTION
o 1.1.1 Understand o 2.1.1 Ask about o 3.1.1 Understand o 4.1.1 Explain o 5.1.1 Explain in
independently the and explain key the main points in simple content simple language
main ideas in information from simple longer texts from what they connections between
simple longer texts simple texts on a range of have read characters, places or
on a range of familiar topics events in texts and
familiar topics their own lives
o 1.1.2 Understand o 2.1.2 Ask for and 3.1.2 o 4.1.2 Make and o 5.1.2 Identify and
independently respond Understand respond simple describe in simple
specific appropriately to specific details and requests and language the key
information in simple information in suggestions characters and themes
simple longer texts suggestions simple longer in a text
on a range of texts on a range of
familiar topics familiar topics
o 1.1.3 Recognise o 2.1.3 Express o 3.1.3 Guess the o 4.1.3 Summarise o 5.2.1 No learning
independently opinion about meaning of the main points of a standard (will be
attitudes or future plans or unfamiliar words simple story, text, taught in subsequent
opinions in events from clues or plot years)
extended texts on a provided by other
wide range of known words and
familiar topics by context on a
range of familiar
topics
o 1.1.4 Understand o 2.1.4 Express o 3.1.4 Use o 4.1.4 Express o 5.3.1 Respond
with little or no opinions about independently opinions and imaginatively and
support longer simple spoken or familiar print and common feelings intelligibly through
sequences of written digital resources to such as happiness, creating board games,
classroom o advice given to check meaning sadness, surprise puzzles and quizzes
instructions themselves or and interest
others. Other imaginative
o 1.1.5 Understand o 3.1.5 Recognise o 4.1.5 Organise, responses as
□ 2.1.5 Express
with little or no with support the sequence ideas appropriate.
opinions or
support more attitude or opinion within short texts
feelings about
complex situations of the writer in on familiar topics
character and
simple longer texts
personality
o 1.1.6 Understand o 2.2.1 No learningo 3.1.6 No learning o 4.2.1 Punctuate
with little or no standard standard written work with
support longer moderate accuracy
simple narratives
on a wide range of
familiar topics
o 1.2.1 Guess the o 2.3.1 Keep o 3.2.1 Read and
□ 4.2.2 Spell written
meaning of interaction going enjoy fiction/non-
work with
unfamiliar words in short fiction and other
moderate accuracy
from clues exchanges by suitable print and
provided by other checking your digital texts of
known words and understanding of interest
by context on a what a speaker is
wide range of saying.
familiar topics
o 1.3.1 No learning o 2.3.2 No learning o 4.2.3 Produce a
standard standard plan or draft of two
paragraphs or more
and modify this
appropriately in
response to
feedback or
independently
o 2.4.1 o 4.2.4 No learning
Communicate standard
opinions or
feelings about a
story, event or
experience
LEARNING GOALS
By the end of the 1. Express opinions regarding a specific topic.
lesson, students are
2. Apply phrases used for giving opinions during their presentation.
able to:
SUCCESS CRITERIA
1. Express opinions regarding the environment and pollution.
Students can:
2. Apply at least 2 phrases used for giving opinions appropriately.
CROSS
CURRICULAR Language
ELEMENTS
LANGUAGE/
Vocabulary related to pollution
GRAMMAR FOCUS
MORAL VALUES Taking care of the environment
LEARNING AND TEACHING
STAGE RESOURCES
ACTIVITIES
SET INDUCTION i. Teacher does a recap of the previous lesson
(10 MINUTES) about recyclable and non-recyclable items.
ii. Teacher plays Hang-Man and asks students
to guess the topic for today’s lesson.
(Pollution)
ii. Teacher asks students a few WHO
questions.
Questions (Examples):
- Why should we recycle?
- Can you think of ways to recycle?
- What happens if humans refuse to
recycle?
- What are the main types of
pollution?
iii. Teacher begins the lesson by introducing
the topic, the lesson objective and the success
criteria of the lesson.
i. Teacher explains to students the different
types of pollution and the causes and effects.
ii. Teacher asks students to look at their
English Workbook, page 56. Teacher shows
PRE-LESSON an example on how to express an opinion
(10 MINUTES) regarding something. (Appendix 1)
iii. Teacher highlights the phrases used for
giving opinions. (In my opinion, I believe
that, I think. I disagree that, I agree that)
LESSON i. Students get into their groups.
DEVELOPMENT
ii. Teacher uses Numbered Heads Together.
(10 MINUTES)
Teacher gives a number to every student.
When the teacher calls out a number, students
with that number raise their hands and come
in front.
iii. Teacher prepares a list of questions or
speaking tasks in secret to assign it to each
number randomly later. (Appendix 2)
iv. Students are given 3 minutes to discuss
among them and share their responses.
ii. Teacher draws grids of boxes filled with
words related to the environment. If the
group manages to answer within the given
time, they can choose a box from the grids.
Teacher will check the secret grid she keeps
for herself that contains various rewards.
iii. There are several boxes containing the
word “Typhoon”, “Steal”, “Swap”, and
“Double”.
Typhoon: Blow away 3 marks from their
chosen group.
Steal: Steal 2 marks from their chosen
group.
Swap: Swap marks with their chosen group.
Double: Double their group’s marks.
iii. Then, the teacher writes the scores on the
whiteboard according to their respective
groups.
POST-LESSON i. Each group is given 3 minutes to share their
(20 MINUTES) answers.
ii. Students should be able to express their
opinions about the given topic and lead a
conversation with their classmates using short
responses.
Differentiation strategy:
Strategy 1: Differentiate by instruction and
feedback.
● Before the presentation, allow
students to do a peer check
(comparing their answers in pairs or
small groups). This encourages
confidence as there is a shared
responsibility for any errors. It also
allows peer to peer teaching – some
students can clarify and those
struggling with the tasks will gain
extra support.
i. Teacher conducts a Count Your Marks
CLOSURE session to see which group is leading among
(10 MINUTES) them all.
EXTENDED
ACTIVITY
RESOURCES/
ASSESSMENT FOR
TEACHING T&L STRATEGIES
LEARNING
MATERIALS
Main Strategy: e.g. Collaborative Set Induction:
Learning
i. The students will be assessed on
21st Century Skills:
their understanding of the sharing
Think-Pair-Share
session and participation from both
Mix-Pair-Share
teacher and students.
Gallery Walk
Numbered Heads Pre-Lesson
✔
Together
i. The students will be assessed
All Write Round Robin
based on whether they are able to
Exit Cards understand the rules of the activity
by their listening skills during the
Others:
teacher’s explanation.
i-Think Map: While-Lesson
Circle Tree map i. The teacher will assess students
map based on their teamwork to discuss
Bubble Flow map and finish the task assigned within
map the given time.
Double Multi
bubble flow map
map Post-Lesson
Brace Bridge
i. The teacher will assess the
map map
students’ ability to express their
opinions about a specific topic.
HOTS:
Apply ✔ ii. The teacher will assess the
students by their ability to use
Analyse
phrases and expressions for
Evaluate opinions during their presentation.
Create ✔
TEACHER’S REFLECTION
Strengths: The entire class is filled with lively participation from the students. Since it is a speaking
activity, I have placed a lot of emphasis on making sure everyone has a chance to speak. Today's session
included the use of Numbered Heads so that students could collaborate with others outside of their own
groups. I can tell that they work well as a team and support one another all the time, especially the
students with lower skill levels. They are not scared to seek assistance from one another, which is
positive. The lesson today had an excellent flow, and I was able to complete it on schedule. From the
beginning to the completion of the class, students are involved in every step.
Weaknesses: I think the lesson would be better without any interruptions, which is one of my
weaknesses. We had to put it on hold for a while during class to make place for the azan prayers. Since
the students had to leave for their prayers, which meant that our class session was reduced by around 15
minutes, I also had to make sure that the class ended at least 5 to 10 minutes before the bell rang. Aside
from that, a few students still struggle with the "No Malay" regulations in the classroom, despite my
repeated reminders, and I had to repeatedly remind them each time they slipped up.
How you want to improve it: I think scheduling the activity around my class times will help me avoid
this problem from occurring again in the future. For example, I might teach writing or reading on a day
when I know there will be a lot of interruptions. The speaking and listening activities would take place
on the opposite day. As a result, I'll be able to prevent any problems with time constraints that would
prevent my students from completing their work on time, and we will also have additional time for
activities like role-playing or presentations.
APPENDIX
Appendix 1: English Workbook - Page 56
Appendix 2: Speaking Tasks
