Focus

Listening and Speaking

Theme

World of Knowledge

Topic

Lost and Found

1.1

By the end of the 6-year primary schooling, pupils will

be able to pronounce words and speak confidently with
the correct stress, rhythm and intonation.

1.2

By the end of the 6-year primary schooling, pupils

will be able to listen and respond appropriately in
formal and informal situations for a variety of
purposes.

Content Standards

1.1.4 Able to speak on related topics with guidance

Learning Standards
1.2.2. Able to listen, follow and give instructions.

Learning Objectives

Educational Emphases

Time

Teaching Aids

By the end of the lesson, pupils should be able to:

1. respond to the stimulus given.
2. understand simple instruction and give orders to others.
Thinking skills, multiple intelligences

60 minutes

Picture, real objects

ACTIVITIES

TEACHING AND
LEARNING STRATEGIES

NOTES

Visual spatial

Appendix 1

1. Teacher shows a picture and asks

a few questions.
2. Pupils answer the question :
Who are they?
What are they doing?
What do you thing they are
looking for?
Have you lost anything
before?
3. Teacher prepares a list of things
that pupils need to find in class.
3 English textbooks
2 pair of shoes
A whiteboard marker

Multiple intelligences.
4. Pupils ask their friends to find a
few things:
Something red
Something round
Something from the plant
Assessment
Teacher asks pupils to work in pairs
and ask their partner to find:
Something square in shape
Something yellow
Something made of wood
Pupils say out the things that they
have found.
Remedial
Teacher prepares cards with
pictures and says the names of
object in the pictures.

Pupils listen carefully to the

teacher and put the pictures
on the middle of the table.

Pupils say SNAP when they

get the same pictures.

Appendix 2

Enrichment
Teacher distributes pictures to
pupils.

Teacher says the name of

the object

Pupils find the hidden object

from the pictures.

Appendix 3

Appendix 1

Appendix 2

Appendix 3

Focus

Reading

Theme

World of Knowledge

Topic

Lost and Found

Content Standard

2.2 By the end of the 6- year primary schooling, pupils will be

able to demonstrate understanding of a variety of linear and
non-linear texts in the form of print and non-print materials
using a range of strategies to construct meaning.

2.2.2 Able to read and understand phrases and sentences from:

(b) non-linear texts
Learning Standards
2.2.3 Able to read and demonstrate understanding of texts by;
(b)sequencing

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

Learning Objectives

1. read and understand a non-linear texts about related topic.

2. arrange the steps on how to find lost objects.

Educational Emphases

Contextual Learning , Thinking Skills

Time

60 minutes

Teaching Aids

worksheet

ACTIVITIES

TEACHING AND

NOTES

LEARNING STRATEGIES
1. Teacher shows blank template
of bubble diagram.
2. Teacher asks pupils to predict
the ways to find lost objects.

Appendix 1
(blank template)
Drilling

3. Teacher shows the bubble

diagram and asks pupils to read.

Appendix 2

4. Teacher explains the steps in

the bubble diagram.
5. Teacher prepares sentence
strips.

Sequencing
Group work

Appendix 3

6. Pupils arrange the strips on a

piece of paper.

Pupils read the steps.

Assessment
Pupils read the text that has
been arranged.
Remedial
Teacher reads the text together
with the pupils.
Enrichment
Teacher prepares worksheet.

Individually

Whole class

Appendix 4

Appendix 1

5 ways how to find lost object

Appendix 2

First, calm down and take deep breaths. Think positively.

Next, always check where the item should be first.

5 ways how to
find
Then,
search for your lost item from a different per
lost object

Remember, be systematic.
Lastly, retrace your steps.

Appendix 3

First, calm down and take deep breaths. Think

positively.

Then, search for your lost item from a different

perspective.

Lastly, retrace your steps.

Remember, be systematic.

Next, always check where the item should be

first.

Appendix 4

State True or False.

1. Do not calm down and take deep breaths. [

2. Search your lost item from one perspective only. [

3. Retrace your last steps. [

4. Try to find the item on the place it should be. [

5. Follow the proper steps. [

Focus

Writing

Theme

Topic

World of Knowledge

Lost and Found

Content Standard

3.1 By the end of the 6-year primary schooling, pupils will be

able to form letters and words in neat legible print
including cursive writing.

Learning Standard

3.1.1 Able to write in neat legible print with correct spelling:

(a) sentences
(b) paragraphs

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

Learning Objective

Educational Emphases
Time
Teaching Aids

1. write sentences by answering comprehension.

2. form a paragraph based on the comprehension answered.

Multiple intelligences, thinking skills, HOTS

60 minutes
Worksheet, real objects

ACTIVITIES

TEACHING AND LEARNING

STRATEGIES

NOTES

1. Teacher shows a torchlight,

toothbrush, and a magnifying
glass.
2. Pupils choose the objects that
want to use to find their lost
belonging.

Pupils state other objects

that they might use to
find lost objects.

3. Teacher shows and introduces

Thinking skills

Real objects:
Torchlight
Toothbrush
Magnifying glass

Appendix 1

pictures of items that should be in

detective kit.

Teacher explains the use

of each item.

4.Teacher prepares picture cards

with jumbled up letters and paste
them on the board.

Appendix 2
Multiple Intelligence
Thinking skills

Pupils come forward and

rearrange the letters to
form correct words.
Pupils rewrite the words
on the board.
Assessment
Multiple intelligences

Appendix 3

Multiple intelligences

Appendix 4

Thinking skills
HOTS

Appendix 5

Teacher prepares a set of

questions. Teacher asks pupils
to answer the questions.

Pupils rewrite the

answers in a form of
paragraph.
Remedial

Pupils fill in the blanks with given

answers.
Enrichment
Pupils choose five items that they
want to have in their detective kit
and state the reason.

Appendix 1

rchotglith
amecar
vloges
potpal
camsops

tocont dub

Appendix 2

Appendix 3

Answer these questions.

1.

What did you lose?

I lost ______________________.

2.

Where did it happen?

It happened at ___________________________________.

3.

When did it happen?

The incident happened _________________________________.

4.

What did you do about it?

I ____________________________ it.

5.

How do you feel when you lost it?

I felt ____________________________________________.

Rewrite the answers in paragraph.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Appendix 4

Answer these question

1.

What did you lose?

I lost my ______________________. (bag/pencil box)

2.

Where did it happen?

It happened at _____________________. (school/home)

3.

When did it happen?

The incident happened in the _________________. (morning/evening)

4.

What did you do about it?

I try to _____________ (find/buy) it.

Rewrite the answers in paragraph.

__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Appendix 5

Choose five items that you would like to have in your detective kit.

I would like to choose _________________, ____________________,

_________________, ____________________, and _____________________,
because____________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________.

Focus

Grammar

Theme

World of Knowledge

Topic

Lost and Found

Content Standard

5.1 By the end of the 6-year primary schooling, pupils will be

to use different word classes correctly and appropriately.

able

5.1.8 Able to use adverbs correctly and appropriately:

Learning Standards
c) frequency

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

Learning Objectives

Educational Emphasis
Teaching Aids

use adverbs of frequency correctly and appropriately.

2. to identify adverbs of frequency
1.

Contextual learning
Worksheet, dice

ACTIVITIES

TEACHING AND
LEARNING STRATEGIES

1. Teacher shows word cards of

adverbs of frequency.
Thinking skills
2. Pupils match the adverbs of
frequency with the correct
explanations.
3. Teacher shows examples of
adverbs of frequency in
sentences.

Pupils read the

sentences and identified

Multiple intelligences

NOTES

Appendix 1

the adverbs of frequency

used.
4. Teacher prepares dice
template on a piece of different
colored paper.

Pupils make a dice from

a paper.

Pupils throw the dice and

make a sentence based
from the words appear
on the dice.

Appendix 2

Appendix 3

5. Pupils use the help cue

prepared by the teacher in order
to construct sentence.
Assessment
Pupils do the worksheet.
Remedial
Pupils match the adverbs of
frequency with the correct
explanation.
Enrichment
Pupils circle the adverbs found in
the worksheet.

Appendix 4

drilling

Appendix 5

drilling

Appendix 6

Appendix 1

always

sometimes

occasionally, rather
than all of the time

at all times

always

sometimes

always

sometimes
Appendix 3

Cut and paste.

sometimes

always

Appendix 4

Make a sentence using adverbs of frequency.

[ Pupils roll the dice and make sentence based on the words appeared on the dice. ]

1. I lock the door. ( always / sometimes)

2. I read a book. ( always / sometimes )

3. Irfan early to school. ( always / sometimes )

4. Sigat goes to school by bus. ( sometimes / always )

5. My mother wears batik to work. ( sometimes /always)

6. Jasleen Kaur eats bread for breakfast. ( sometimes / always )

Appendix 5

Fill in the blanks with the correct answer.

1. Shashi Raj __________ lock the door at night.
2. Lina __________reads the books in the library.
3. Ibrahim________ early to school in Sunday.

4. Susana_________ goes to school by bicycle.

5. Alis father__________ wears uniform to work.
6. Jovian________ eats rice for lunch.
7. Suzi ____________ watch Malay movie.
8. _____________ Ali reads newspaper in the morning and he
_______ read the sport section.

9. She _________ visits me at home and we ________drink

coffee together.

10. I _______ wash my shoes on Sunday ,__________my

mother help me.

Appendix 6

Match correctly.

Adverbs of frequency

always
often
Explanations
sometimes
seldom

occasionally, rather than all of

the time
not at all

never
many times
at all time
not often

Appendix 7

Identify and circle the adverbs.

1. He often listens to the radio.

2. May Li never loses her things.

3. Vijay has never been to the robotic class.
4. Sigat often visits his grandmother who is living in Sabah.
5. Miss Anita seldom goes for a holiday.
6. Anang is always early to school.

Focus

Language Arts

Theme

World of Knowledge

Topic

Literature : And Something Weird Happened (Short story)

Content Standard

Learning Standard

Educational Emphases

Teaching Aids

4.2 By the end of the 6-year primary schooling, pupils will be

able to express personal response to literary texts.

4.2.1 Able to respond to literary texts:

(a) characters
(b) place and time
(c) values

Thinking skills, HOTS

Word card, picture, bubble map template

ACTIVITIES

TEACHING AND
LEARNING STRATEGIES

1. Teacher shows a word card

(An Enjoyable Holiday) and
pastes it on the board.
2. Pupils sit in groups and
discuss about the title on the
board.

NOTES
Appendix 1

Group works

3. Teacher elicits answer from

pupils and asks them to write
their answer on the board.
4. Teacher shows picture of an

Appendix 2

enjoyable holiday.
5. Teacher asks questions
regarding the picture:
Does this picture show an
enjoyable holiday?
Have you been to this
place?
Do you think people are
enjoying themselves?
6. Teacher draws pupils attention
by changing the title enjoyable
to a boring holiday.

Teacher elicits answers

from pupils orally.

Thinking skills

HOTS

Individual work

Assessment
HOTS

Appendix 3

Teacher provides simple bubble

map template and asks pupils to
complete the bubble map
regarding a boring holiday.

An
Enjoyable
Holiday

Appendix 1

Appendix 2

Appendix 3

Complete the bubble map.

A Boring
Holiday