RPH

Focus :Grammar
Theme: World of Self, Family and Friends
Theme: World of Knowledge
Topic: 13. Overcoming the Odds
WEDNESDAY Learning Standards: 5.1.7
Objectives: By the end of the lesson, pupils should be able to:

a. fill in the blanks with the correct adverbs.
19/9/2018 b. complete the paragraph with the adverbs given.
c. construct one sentence for each adverb of manner, adverb of time, adverb of
place, adverb of frequency, and adverb of degree.
Subject Teaching Aids: text book, power point slides, task sheet.
English CCE/EE: Multiple Intelligences.
Activities :
Class a. Presentation:
Year 6 1. Recap previous lesson by asking pupils to give a few examples of adverbs of manner.
2. Introduce adverbs of time, adverbs of place, adverbs of frequency, and adverbs of
degree to the pupils.
Time 1. Show power point slides on adverbs for further explanation and examples.
12.30-1.30
b. Practice:
(60 minutes) 1. Pupils work in pairs.
2. Distribute task sheet to each pair. Pupils fill in the blanks with the correct adverbs.
3. Discuss and confirm answers with pupils.
c. Production:
1. Pupils work with the same pairs.
2. Pupils complete the paragraph with the adverbs given.
3. Go through the answers with pupils.
d. Closure:
1. Pupils work individually and construct one sentence for each adverb of manner,
adverb of time, adverb of place, adverb of frequency, and adverb of degree.
2. Pupils write their sentences in their exercise books.
3. Check pupils’ answers and make corrections if necessary.
Attendance: Reflection:
____ out of ____
Absent: a. _________ out of ___ pupils were able to fill in the blanks with the correct
adverbs.
b. _________ out of ___ pupils were able to complete the paragraph with the
adverbs given.
c. _________ out of ___ pupils were able to construct one sentence for each
adverb of manner, adverb of time, adverb of place, adverb of frequency, and
adverb of degree.
Focus : Language Art
Topic: 13. Overcoming the Odds (Wizard Of Oz – Graphic Novel)
Content Standards: 4.2, 4.3
THURSDAY Learning Standards: 4.2.1(c), 4.3.2(c)

a. identify the moral values presented in the story
20/9/2018 b. highlight the moral values each character portrays in the story
c. compare the moral values each character portrays in the story
Teaching Aids: task sheets

Subject CCE/EE: Multiple intelligences, thinking skills, constructivism.
English
Activities :
Presentation:
Class 1. Elicit responses from pupils on the values they can find in the story.
Year 6 2. You can use the following question to elicit pupils’ responses:
 What values have you learned from this story?
Time
12.00-1.00 Practice:
1. Pupils sit in pairs. Distribute Worksheet 1 to every pair.
(60 minutes) 2. In pairs, pupils study the pictures and write the value portrayed in each picture.
3. Discuss the answers with pupils.
Production:
1. Divide the class into groups.Pupils discuss the good qualities of a friend.
2. Discuss the message/ values Dorothy and her friends try to convey in the story.
3. In groups, students are asked to create a talk show with the characters (Dorothy,
Scarecrow, Tin Man and Lion) in the story as guests.
4. Appoint a chairperson/moderator. The chairperson/moderator interviews the
guests on their character in the story and the message they are trying to convey
to the readers through their characters
5. The following are some questions pupils can use in their talk show:
 What do you think of your character in the story?
 What values are you trying to show your readers?
 Which character do you think has more impact on the readers and why?
 If you could change your character, which character would you like to be and
why?
Closure:
1. Pupils talk about the values they have learned from the story.
2. Encourage pupils to share their responses to the class.
Reflection:
Attendance: a. _________ out of ___ pupils were able to identify the moral values
____ out of ____ presented in the story.
b. _________ out of ___ pupils were able to highlight the moral values each
Absent: character portrays in the story.
c. _________ out of ___ pupils were able to compare the moral values each
character portrays in the story.
Focus : Listening and speaking
Topic: 14. A Ringgit Saved is a Ringgit Earned
FRIDAY Content Standards: 1.1, 1.2,
Learning Standards: 1.1.3, 1.2.2
21/9/2018 Objectives: By the end of the lesson, pupils should be able to:
a. talk about the importance of saving money.
b. listen to the instructions and number the pictures in the correct order.
c. give instructions on how to make a pencil box using recycled items with guidance.
Subject
English Teaching Aids : text book, task sheet, pictures.
CCE/EE: Thinking skills, I-think,
Class Activities :
Year 6 a. Pre listening-speaking:
1. Display the pictures on the board. (jumbled up)
Time 2. Get the pupils to arrange the pictures in the correct sequence.
11.00-12.00 3. Prompt these questions for discussion:
 Where do you keep your money?
(60 minutes)  Why is it important to save money?
b. While listening-speaking:
1. Teacher shows a money box to the pupils. (Teacher make the same money box as
shown in the text book)
2. Get the pupils to talk about the money box. (colour, materials, size)
3. Distribute task sheet to pupils. Explain to pupils how to do this activity.
4. Teacher reads the instructions.
5. Pupils listen carefully and number the pictures in the correct order.
c. Post listening and speaking:

1. Display pictures on how to make a pencil box using recycled items. In groups, pupils
discuss the instructions based on the pictures given.
2. Ask pupils to use the connectors. Guide them if necessary.
3. When all the groups are done, they take turns to present their completed
advertisements to the class.
4. Check their answers and provide feedback.
d. Closure:
1. Pupils brainstorm other things that they can make from recycled items.
2. Write pupils’ responses on the board in circle map form.
a. ____ out of ____ pupils were able to talk about the importance of saving
____ out of ____ money.
Absent: b. ____ out of ____ pupils were able to listen to the instructions and number
the pictures in the correct order.
c. ____ out of ____ pupils were able to give instructions on how to make a
pencil box using recycled items with guidance.
Focus : Reading
Content Standard: 2.2

MONDAY
Learning Standards: 2.2.2(a), 2.2.3(a)

a. read the text and answer the questions given.
24/9/2018 b. match the sentence parts correctly.
Teaching Aids: textbook, task sheet.
Subject CCE/EE: Multiple intelligences.

English
Activities :
a. Pre reading:
Class 1. Teacher shows a few samples of book savings account.
Year 6 2. Pose these questions to the pupils.
 Do you have a saving account?
 What can happen to money that you keep in a money box at home?
Time  What are the documents needed when opening a saving account?
8.10-9.10
b. While reading:
(60 minutes) 1. Pupils read the text silently. (TB page 136)
2. Go through the text with pupils.
3. Pupils work individually.
4. Based on the text read, pupils match the sentence parts correctly.
c. Post reading:
1. Divide pupils into groups.
2. Distribute task sheet to each group.
3. Pupils read the questions and discuss them in their groups. They write their answers
in the task sheet provided.
4. Once the task sheet is completed, the leader of each group will present their
answers to the class.
d. Closure:
1. Pupils discuss the benefits of keeping money in a savings account.
Example: safe, get profit
_____ out of a. ____ out of ____ pupils were able to read the text and answer the questions
____ given.
b. ____ out of ____ pupils were able to match the sentence parts correctly.
Absent:
NOTES: THE LESSON IS POSTPONED TO 28 SEPTEMBER 2018 DUE TO UPSR
EXAMINATION
Focus : Grammar
Topic: 14. Adventure Sports
WEDNESDAY Content Standard: 5.1
Learning Standard: 5.1.8 (b)
a. complete the sentences with ‘very’, ‘too’, and ‘enough’.
b. rearrange the words to make correct sentences.
Subject
English Teaching Aids: text book, power point slides, task sheet.
CCE/EE: Thinking skills.

Class
Year 5 Activities :
a. Presentation:
1. Teacher shows 3 sentences on power point slides. (TB page 140)
TIME 2. Pupils read the sentences.
8.10-9.10 3. Tell pupils that words in blue are called adverbs of degree.
(60 minutes) 4. Introduce the adverbs of degree using the power point slides, explains what each
is used for, and provides examples.
b. Practice:
1. Get the pupils to work in pairs.
2. Distribute task sheet to each pair.
3. Pupils complete the sentences with ‘very’, ‘too’, and ‘enough’.
4. Teacher randomly calls a few groups to read aloud their answers.
5. Go through the answers with the pupils.
c. Production:
1. Distribute task sheet to pupils.
2. Pupils work with the same pairs.
3. Pupils rearrange the words to make correct sentences. Guide pupils if necessary.
4. Go through the answers with pupils.
5. Reveal the correct sentences. Pupils check their answers.
d. Closure:
1. Teacher shows pictures with words.
2. Pupils look at the pictures and make sentences orally using the adverbs of degree
given.
3. Assist pupils if necessary.
____ out of ____ a. ____ out of ___ pupils were able to complete the sentences with ‘very’, ‘too’,
Absent: and ‘enough’.
b. ____ out of ___ pupils were able to rearrange the words to make correct
sentences.
THURSDAY Content Standard: 4.2
Learning Standards: 4.2.1(a)(c)

20/9/2018 a. create a ‘Wanted’ poster for Captain Hook.
b. write about Captain Hook’s main characteristics.
Teaching Aids: task sheet, textbook.
Subject CCE/EE: Thinking skills.

English
Activities :
a. Presentation:
1. Display four pictures on the board.
Class 2. Get the pupils to sequence the pictures.
Year 5 3. Reveal the correct answer.
4. Get the pupils to read the text. ( TB page 142)
5. Ask these questions for class discussion.
 What do you think happened to Captain Hook?
TIME  Did he manage to escape from Peter Pan?
10.30-11.30
b. Practise:
(60 minutes) 1. Tell pupils that they are going to create a ‘Wanted’ poster for Captain Hook.
2. Each pupil ss given a template.
3. Using the template, pupils create their ‘Wanted’ poster and complete Captain
Hook’s characteristics with the correct words.
c. Production:
1. Once the task is done, pupils take turns to present their posters to the class.
2. After presenting, their friends and the teacher give them feedback.
d. Closure:
1. Get the pupils to role-play the story.
___ out of ___
Absent: a. _____ out of ___ pupils were able to create a ‘Wanted’ poster for Captain
Hook.
b. _____ out of ___ pupils were able to write about Captain Hook’s main
characteristics.
Content Standard :1.2

FRIDAY
Learning Standards: 1.2.5

a. talk about the functions of rock climbing safety equipment.
21/9/2018 b. talk about the safety gears used in a BMX activity.
Teaching Aids : textbook, pictures, task sheet, video
CCE/EE: Thinking skills, multiple intelligences.

Subject
English Activities :
a. Pre listening-speaking:
1. Show a video on rock climbing.
Class 2. Tell pupils that rock climbing is an extreme sport. To avoid injuries, rock
Year 5 climbers must use proper equipment and attire when doing the activity.
TIME 1. Introduce the rock climbing safety equipment to the pupils by showing
9.10-10.10 pictures. (refer to power point slides)
2. Get the pupils to talk about the function of each equipment using the sentence
(60 minutes) structure below.
The __________ is used to _______________ .
3. Practise the sentence structure with the pupils.
4. Then, get the pupils to practise in pairs.
c. Post listening-speaking:
1. Show a picture to the pupils.
2. Introduce the BMX safety gear used by the man in the picture.
3. In groups, get the pupils to talk about the safety gears used in a BMX activity.
4. Get the pupils to use the sentence structure given.
5. Guide pupils from group to group.
d. Closure:
1. Sum up the lesson by emphasizing the importance of using safety equipment
and proper attire when doing any extreme sports activity.
____ out of ___ a. ______ out of ___ pupils were able to talk about the functions of rock
Absent: climbing safety equipment.
b. ______ out of ___ pupils were able to talk about the safety gears used
in a BMX activity.
Focus : Reading
Content Standard: 2.2, 2.3

FRIDAY
Learning Standards: 2.2.2(a), 2.3.1(b)

a. read and understand the text by identifying true or false statements and
27/9/2018 explain their answers.
b. match sentence parts correctly.
Subject Activities :
English a. Pre reading:
1. Show an extreme sports compilation video 2015 to the pupils.
2. Pupils name the sports.
3. Get the pupils to talk about the video.
Class
Year 5 b. While reading:
1. Pupils read the text aloud. (TB page 137)
2. Go through the text with the pupils.
3. Pupils work in groups.
TIME 4. Distribute task sheet to each group.
9.10-10.10 5. Pupils identify true or false statements.
6. Guide pupils to explain their answers.
(60 minutes) 7. Each group presents their answers to the class.
8. Give feedback to pupils.
9. Focus more on helping them give appropriate explanations.
c. Post reading:
1. Distribute task sheets to pupils.
3. Pupils match the sentence parts to form the correct sentences.
4. Discuss the answers with the pupils.
d. Closure:
1. Sum up the lesson by encouraging pupils to involve in extreme sports.
___ out of ___
Absent: a. _________ out of ____ pupils were able to read and understand the text
by identifying true or false statements and explain their answers.
b. _________ out of ____ pupils were able to match sentence parts

correctly.
Focus : Writing

MONDAY
Learning Standards: 3.1.1(b), 3.2.2 (a)

1/10/2018
a. write paragraphs in neat legible print with correct spelling.
b. write a story with pictures and words guidance.
Subject Teaching aids: textbook, task sheet, pictures.

English
Class Activities :
Year 5
a. Pre writing:
1. Put up pictures on the board. (refer to TB page 139)
TIME 2. Guide pupils to understand the story based on the words and pictures given.
10.30-11.30 3. Go through the meanings of the difficult words with the pupils.
4. Get the pupils to discuss the possible endings for the story.
(60 minutes) 5. Lead the discussion.
b. While writing:
1. Divide the pupils into groups.
2. Distribute task sheet to pupils.
3. Pupils writes sentences based on words and pictures guidance.
4. Assist pupils in their writing.
c. Post writing:
1. When the task is completed, pupils display their task sheets on the wall.
2. Pupils walk around the class and lead pupils to edit mistakes on their friends'
task sheets.
3. Comment on their work and give them suggestions for improvement.
4. Pupils rewrite the story into their exercise books.
d. Closure:
1. Get the pupils to discuss the moral values from the story.
____ out of ____
a. _____ out of ____ pupils were able to write a letter by filling in the blanks
Absent: with suitable words.
b. _____ out of ____ pupils were able to look for the meaning of words from
the dictionary.
Focus : Reading

FRIDAY
Learning Standards: 2.2.2(a), 2.2.3(a)

c. read the text and answer the questions given.
27/9/2018 d. match the sentence parts correctly.
Teaching Aids: textbook, task sheet.
Subject CCE/EE: Multiple intelligences.

English
Activities :
a. Pre reading:
Class 3. Teacher shows a few samples of book savings account.
Year 6 4. Pose these questions to the pupils.
 Do you have a saving account?
 What can happen to money that you keep in a money box at home?
Time  What are the documents needed when opening a saving account?
11.00-12.00
b. While reading:
(60 minutes) 6. Pupils read the text silently. (TB page 136)
7. Go through the text with pupils.
9. Based on the text read, pupils match the sentence parts correctly.
c. Post reading:
6. Divide pupils into groups.
8. Pupils read the questions and discuss them in their groups. They write their answers
in the task sheet provided.
9. Once the task sheet is completed, the leader of each group will present their answers
to the class.
d. Closure:
2. Pupils discuss the benefits of keeping money in a savings account.
Example: safe, get profit
_____ out of c. ____ out of ____ pupils were able to read the text and answer the questions
____ given.
d. ____ out of ____ pupils were able to match the sentence parts correctly.
Absent:
Focus : Writing
Content Standards :3.3
TUESDAY Learning Standards: 3.3.1(b)

a. reply an email with guidance.
2/10/2018
Teaching Aids : text book, task sheet.
CCE/EE: Thinking skills, Contextualism.

Subject
a. Pre writing:
1. Recap previous lesson by asking pupils to give a few ways to earn pocket
Class money.
Year 6 2. Get the pupils to read the Idith’s email to Kamini.
3. Lead pupils to talk about the contents of the email.
Time Cue questions:
10.30-11.30  Who sent the email?
 What was Idith’s email subject?
(60 minutes)  What did Idith see at the supermarket?
 Did Idith buy the bag?
b. While writing:
1. Tell pupils that Kamini has suggested four ways to earn pocket money.
2. Go through Kamini’s suggestions. Pupils work in groups.
3. Distribute task sheet and a piece of mahjong paper to each group.
4. Using the suggestions given, pupils reply Idith’s email.
c. Post writing:
1. Once the task is done, display pupils’ work on the board or around the
classroom.
2. Invite group leaders present their written notes.
3. Teacher leads pupils to make comments and edit any language errors.
4. Pupils copy the email into their exercise books.
d. Closure:
1. Pupils brainstorm on other ways to earn extra pocket money.Examples:
 Car wash
 Pet-sit for owners
 Sell drinks
____ out of ____
a. ____ out of ____ pupils were able to reply an email with guidance.
Absent:
Focus : Writing
Content Standards :3.3
WEDNESDAY Learning Standards: 3.3.1(b)

b. reply an email with guidance.
3/10/2018
Teaching Aids : text book, task sheet.
CCE/EE: Thinking skills, Contextualism.

Subject
a. Pre writing:
1. Recap previous lesson by asking pupils to give a few ways to earn pocket money.
Class 2. Get the pupils to read the Idith’s email to Kamini.
Year 6 3. Lead pupils to talk about the contents of the email.
Cue questions:
Time  Who sent the email?
12.30-1.30  What was Idith’s email subject?
 What did Idith see at the supermarket?
(60 minutes)  Did Idith buy the bag?
b. While writing:
1. Tell pupils that Kamini has suggested four ways to earn pocket money.
2. Go through Kamini’s suggestions. Pupils work in groups.
3. Distribute task sheet and a piece of mahjong paper to each group.
4. Using the suggestions given, pupils reply Idith’s email.
c. Post writing:
1. Once the task is done, display pupils’ work on the board or around the
classroom.
2. Invite group leaders present their written notes.
4. Pupils copy the email into their exercise books.
d. Closure:
1. Pupils brainstorm on other ways to earn extra pocket money. Examples:
 Car wash
 Pet-sit for owners
 Sell drinks
____ out of ____
b. ____ out of ____ pupils were able to reply an email with guidance.
Absent:
Focus :Grammar
Theme: World of Self, Family and Friends
THURSDAY Learning Standards: 5.2.1

a. Identify simple and compound sentences.
4/10/2018 b. Write two simple and two compound sentences for each picture given.
Teaching Aids: text book, video, task sheets.
Subject CCE/EE: Multiple Intelligences.

English
Activities :
a. Presentation:
Class 1. Recap previous lesson by asking pupils to define what simple and compound
Year 6 sentences are.
2. Then, ask pupils to name the seven conjunctions. (FANBOYS)
Time 3. Show a video on simple and compound sentences for further explanation.
12.00-1.00
b. Practice:
(60 minutes) 1. Pupils work in pairs. Distribute task sheet to each pair.
2. Pupils read the sentences and identify the type of sentences.
3. Discuss and confirm the answers.
c. Production:
1. Pupils work individually. Distribute task sheet to pupils.
2. Pupils look at the pictures carefully.
3. Pupils write two simple and two compound sentences for each picture.
4. Teacher randomly calls a few pupils to read their sentences aloud.
5. Check pupils’ sentences and make corrections if necessary.
d. Closure:
1. Teacher plays a game with the pupils.
2. Teacher puts a few simple and compound sentence strips in a small box.
3. Pupils sit in a circle. Teacher plays a music and pupils pass the box around.
4. When the music stops, the pupil who hold the box choose one sentence strip. The
pupil read the sentence aloud and identify whether it is a simple or compound
sentence. Other pupils check whether their friend’s answer is true or false.
5. Teacher repeats the steps a few times.
____ out of ____
Absent: a. _________ out of ___ pupils were able to identify simple and compound
sentences.
b. _________ out of ___ pupils were able to write two simple and two
compound sentences for each picture given.
Topic: Akbar’s Dream (Short Story)
Content Standards: 4.2
FRIDAY Learning Standards: 4.2.1(b)

a. rearrange the 9 sentence cards in the correct sequence.
5/10/2018 b. complete a flow map with the correct events
Teaching Aids: Train picture (Appendix 1), story cards (Appendix 2), sentence
cards (Appendix 3), flow map (Appendix 4)
Subject
English CCE/EE: Multiple intelligences, thinking skills.
Activities :
Class Presentation:
Year 6 1. Pupils are shown a picture of a train (Appendix 1).
2. Pupils answer questions about the train.
Time a. How does a train carry its passenger and goods?
11.00-12.00 b. What will happen if you put a story into a train?
3. Pupils are given pictures from the story (Appendix 2).
(60 minutes) 4. Pupils are asked to describe the pictures shown.
5. Pupils sequence the pictures in the correct order.
6. Pupils are divided into groups and given 9 sentence cards each (Appendix 3)
7. Pupils read the sentence cards with the teacher.
Practice:
1. Pupils are asked to rearrange the sentence cards in sequence.
2. Pupils race to paste the correct sentence sequences on the display papers
pasted on the walls.
3. Pupils may refer to the previous picture sequence for guidance.
4. Teacher checks the pupils‟ story trains and rewards the fastest 3 groups
with the correct sequence.
Production:
1. Pupils complete a flow map given individually. (Appendix 4)
Closure:
1. Pupils are selected to present their answers to the class.
____ out of ____ a. _________ out of ___ pupils were able to rearrange the 9 sentence
Absent: cards in the correct sequence.
b. _________ out of ___ pupils were able to complete a flow map with
the correct events
Theme: World of Stories
Topic: 15. The Obedient Son

MONDAY
Content Standards: 1.1
a. talk about the picture given.
b. rearrange the sentences correctly according to the dialogue heard.
c. retell a story with guidance.
Subject d. talk about Chakri’s character.
English
Teaching Aids : text book, task sheet, picture.
Class CCE/EE: Thinking skills, values and citizenship, I-think.

Year 6
Activities :
Time a. Pre listening-speaking:
8.10-9.10 4. Get the pupils to look at the picture. (TB page 143)
5. Guide pupils to describe the characteristics of the people on the picture.
(60 minutes) 6. Ask this question for discussion:
 What do you think the boy will say?
7. Get the pupils to mimic the dialogue between the boy and the men.
1. Pupils work in pairs. Distribute task sheet to each pair.
2. Explain to pupils how to do this activity.
3. Teacher reads a part of an ASEAN folklore. (TB page 144)
4. Pupils listen carefully and rearrange the sentences according to the dialogue
heard. Teacher repeats step 4.
5. Remind pupils to check their answers. Discuss and confirm answers with pupils.
.
c. Post listening and speaking:
1. In groups, pupils take turns to retell the story in their own words.
2. Guide pupils if necessary. Once the task is done, teacher randomly calls a few
pupils to retell the story in their own words.
3. Teacher gives feedback.
d. Closure:
1. Get the pupils to give suitable words to describe Chakri’s character in the
story.
2. Write pupils’ responses on the board in bubble map form.
____ out of ____ a. ____ out of ____ pupils were able to talk about the picture given.
Absent: b. ____ out of ____ pupils were able to rearrange the sentences correctly
according to the dialogue heard.
c. ____ out of ____ pupils were able to retell a story with guidance.
d. ____ out of ____ pupils were able to talk about Chakri’s character.
Focus : Grammar
TUESDAY Content Standard: 5.1

2/10/2018 a. join the sentence parts together based on the story.
b. join the sentence parts to make good sentences.
c. construct three sentences using the adverbs of degree ‘enough’, ‘very’, and
‘too’.
Subject

Class
Year 5 Activities :
a. Presentation:
1. Recap previous lesson by asking pupils to name the adverbs of degree that they
TIME have learnt.
8.10-9.10 2. Teacher explains briefly what each adverb of degree is used for.
3. Get the pupils to read the text. (TB page 141)
(60 minutes) 4. Get the pupils to identify the adverbs of degree in the text.
b. Practice:
3. Task 1: Pupils join the sentence parts together based on the story.
4. Task 2: Pupils join the sentence parts to make good sentences.
5. Discuss and reveal the correct sentences.
6. Pupils check their answers.
c. Production:
1. Individually, pupils write one sentence using the adverbs of degree ‘enough’,
‘very’, and ‘too’.
2. Check pupils’ answers.
d. Closure:
1. Sum up the lesson by asking pupils to:
 define what adverb of degree is.
 explain the usage of adverbs of degree ‘‘enough’, ‘very’, and ‘too’.
____ out of ____ a. ____ out of ___ pupils were able to join the sentence parts together
Absent: based on the story.
b. ____ out of ___ pupils were able to join the sentence parts to make
good sentences.
c. ____ out of ___ pupils were able to construct three sentences using
the adverbs of degree ‘enough’, ‘very’, and ‘too’.
Topic: Gulliver’s Travel
Content Standard: 4.2, 4.3

THURSDAY
Learning Standards: 4.2.1(a), 4.3.1

a. complete the details correctly based on the book cover.
4/10/2018 b. produce a book cover with guidance.
Teaching Aids: task sheet, book cover.
CCE/EE: Multiple intelligences, constructivism, I-think.

Subject
a. Presentation:
1. Show the cover of the book.
2. Pupils guess the name of the man on the cover and describe his attire.
3. Pupils study the front and back cover of the book carefully.
Class 4. Pupils talk about the body language and facial expression of the man.
Year 5  What is he doing?
 How is he feeling?
 What is he thinking?
b. Practise:
TIME 1. Pupils work in pairs. Distribute task sheet to each pair.
10.30-11.30 2. Pupils complete the details correctly based on the book cover.
3. Discuss the answers with the pupils.
(60 minutes)
c. Production:
1. Get pupils to predict the story from the title.
 From the word ‘travel’, what do you think the story is about?
 What other characters do you think you can find in the story?
2. Tell pupils that they are going to create their own book cover based on their
prediction of the story.
3. Remind pupils to put the necessary details in their book cover.
Example: title, illustrator, publisher, original author, and year of publication.
4. Once the task is done, get the pupils to present their book covers.
5. Teacher and peers give feedbacks.
d. Closure:
6. Wrap up the lesson by telling pupils that they can travel by air, sea and
land.
7. Get the pupils to give a few examples of air, sea and land transportation.
___ out of ___ a. _____ out of ___ pupils were able to complete the details correctly
Absent: based on the book cover.
b. _____ out of ___ pupils were able to produce a book cover with guidance.
Focus : Grammar
WEDNESDAY Content Standard: 5.1

3/10/2018 a. join the sentence parts together based on the story.
b. join the sentence parts to make good sentences.
c. construct three sentences using the adverbs of degree ‘enough’, ‘very’, and
‘too’.
Subject

Class
Year 5 Activities :
a. Presentation:
1. Recap previous lesson by asking pupils to name the adverbs of degree that they
TIME have learnt.
8.10-9.10 2. Teacher explains briefly what each adverb of degree is used for.
3. Get the pupils to read the text. (TB page 141)
(60 minutes) 4. Get the pupils to identify the adverbs of degree in the text.
b. Practice:
3. Task 1: Pupils join the sentence parts together based on the story.
4. Task 2: Pupils join the sentence parts to make good sentences.
5. Discuss and reveal the correct sentences.
6. Pupils check their answers.
c. Production:
1. Individually, pupils write one sentence using the adverbs of degree ‘enough’,
‘very’, and ‘too’.
2. Check pupils’ answers.
d. Closure:
1. Sum up the lesson by asking pupils to:
 define what adverb of degree is.
 explain the usage of adverbs of degree ‘‘enough’, ‘very’, and ‘too’.
____ out of ____ a. ____ out of ___ pupils were able to join the sentence parts together
Absent: based on the story.
b. ____ out of ___ pupils were able to join the sentence parts to make good
sentences.
c. ____ out of ___ pupils were able to construct three sentences using the
adverbs of degree ‘enough’, ‘very’, and ‘too’.
Topic: 15. Real-Life Heroes
Content Standard :1.1, 1.2
Learning Standards: 1.1.4, 1.2.1(a)(b)(d), 1.2.4

FRIDAY
a. recite the poem.
b. talk about real-life heroes with guidance.
c. participate in daily conversations by making suggestions, respond to
5/10/2018 suggestions and show appreciation with guidance.
Teaching Aids : textbook, pictures.

CCE/EE: Thinking skills, multiple intelligences.
Subject Activities :
English a. Pre listening-speaking:
1. Get the pupils’ attention to the pictures. (TB page 143).
2. Ask pupils to name the occupations.
Class 3. Tell pupils that these people are our real-life heroes.
Year 5 4. Get the pupils to recite the poem. Ask these questions for discussion.
 Who is your real-life hero?
 What characteristics does a real-life hero have?
TIME
8.10-9.10 b. While listening-speaking:
1. Pupils turn to TB page 144. Teacher reads Miss Sharmila’s dialogue.
(60 minutes) 2. Pupils listen carefully. Tell pupils that there are many ways to show
appreciation to these real-life heroes.
3. Give them a few examples. (Refer to TB page 144)
4. Put up sentence structure on the board.
 We can show appreciation to these heroes by _________ .
5. Practise the sentence structure with the pupils.
6. In pairs, pupils talk about ways to show appreciation to these heroes using
the sentence structure given.
c. Post listening-speaking:
1. Divide pupils into groups. Distribute task sheets.
2. Pupils think of other ways to show appreciation to these heroes and complete
the mind map given. Each group presents to the class.
d. Closure:
1. Wrap up the lesson by telling pupils that they need to acknowledge and
appreciate the sacrifice of our everyday real-life heroes.
a. ______ out of ___ pupils were able to recite the poem.
____ out of ___ b. ______ out of ___ pupils were able to talk about real-life heroes with
Absent: guidance.
c. ______ out of ___ pupils were able to participate in daily conversations
by making suggestions, respond to suggestions and show appreciation with
guidance.
Focus : Reading
MONDAY Content Standard: 2.2, 2.3
Learning Standards: 2.2.2(a), 2.3.1(b)

8/10/2018 a. read and understand the text by answering the questions given.
b. read and identify true or false statements.
CCE/EE: Multiple intelligences, thinking skill.
Activities :
Subject a. Pre reading:
English 1. Recap previous lesson by asking pupils to name a few real-life heroes.
2. Show a video on the life of a firefighter.
3. Get the pupils to talk about the video.
Class b. While reading:

Year 5 1. Pupils read the text aloud. (TB page 146)
3. Distribute a task sheet to each group.
4. Pupils read the questions and discuss them in their groups. They write their
TIME answers in the task sheet provided.
10.30-11.30 5. Once the task sheet is completed, the leader of each group will present their
answers to the class.
(60 minutes) 6. Discuss the answers with the pupils.
c. Post reading:
3. Pupils identify true or false statements.
d. Closure:
1. Teacher wraps up the lesson by asking questions.
Questions: Do you want to be a firefighter? Why?
2. Encourage pupils to share their responses to the class.
___ out of ___
Absent: a. _________ out of ____ pupils were able to read and understand the
text by answering the questions given.
b. _________ out of ____ pupils were able to read and identify true or
false statements.
Focus : Writing
TUESDAY Learning Standards: 3.1.1(b), 3.3.1(b)
a. write a short passage with guidance.

9/10/2018
Teaching aids: textbook, task sheet, pictures.
CCE/EE: Constructivism
Subject
a. Pre writing:
Class 1. Display 2 pictures on the board.
Year 5 2. Introduce these two real-life heroes to the pupils.
3. Get the pupils to read about Tan Sri Dr. Jemilah Mahmood. (TB page 148)
TIME
8.10-9.10 b. While writing:
1. Introduce the writing task to pupils.
(60 minutes) 2. Get pupils’ attention to the phrases related to Datin Paduka Mother A.
Mangalam.
3. If necessary, go through the meanings of the difficult words with the pupils.
4. Divide the pupils into groups.
6. Using the phrases given, pupils write a short passage on Datin Paduka Mother
A. Mangalam.
7. Guide pupils in their writing.
c. Post writing:
1. Once the task is completed, collect pupils’ work.
2. Display them on the board.
3. Pupils read their passages. (Each group can select a representative to do so)
5. Pupils copy the edited passage into their exercise books.
d. Closure:
1. Sum up the lesson by encouraging pupils to volunteer for community service
projects.
____ out of ____
a. _____ out of ____ pupils were able to write a short passage with
Absent: guidance.
Focus : Grammar

WEDNESDAY
Learning Standard: 5.2.1

a. write suitable imperatives based on the pictures given.
10/10/2018 b. complete imperative sentences correctly by filling in the blanks with
suitable words.
c. complete the crossword puzzle.
Subject
Class CCE/EE: Thinking skills.

Year 5
Activities :
a. Presentation:
TIME 1. Teacher shows 2 sentences on power point slides. (TB page 150)
8.10-9.10 2. Pupils read the sentences.
(60 minutes) 3. Tell pupils that these sentences are imperative sentences.
4. Introduce imperative sentences to the pupils.
5. Show a video on imperative sentences to the pupils.
b. Practice:
1. Get the pupils to work in pairs. Distribute task sheet to each pair.
2. Pupils complete the imperative sentences with suitable words.
3. Then, pupils complete the crossword puzzle given.
c. Production:
1. Distribute task sheet to pupils. Pupils work individually.
2. Pupils write suitable imperative sentences based on the pictures given.
3. Guide pupils if necessary.
4. Teacher randomly calls a few pupils to read their sentences.
5. Check pupils’ answers and make correction if necessary.
d. Closure:
1. Get the pupils to sing the imperative sentences song.
2. Ask pupils to give a few imperative sentences used in the song.
____ out of ____
Absent: a. ____ out of ___ pupils were able to write suitable imperatives based on
the pictures given.
b. ____ out of ___ pupils were able to complete imperative sentences

correctly by filling in the blanks with suitable words.
c. ____ out of ___ pupils were able to complete the crossword puzzle.
THURSDAY Content Standard: 4.1
a. recite the poem with correct stress pronunciation, rhythm and intonation.
b. present the poem with their own style in groups.
c. find seven words from the poem in the word search puzzle.
Subject Teaching Aids: task sheet, textbook.

English CCE/EE: Thinking skills, creativity and innovation.
Activities :
a. Presentation:
1. Recap previous lesson by asking pupils to name a few real-life heroes.
Class 2. Tell pupils that ordinary people have proven themselves to be successful and
Year 5 their stories serve as inspiration to many. Tell them to live their dreams.
3. Get pupils’ attention to the poem. (TB page 152)
4. Get the pupils to listen while you read the poem.
5. Recite the poem together with the pupils while stressing on the correct
TIME pronunciation, intonation and stress points with expressions.
10.30-11.30 6. Ask pupils questions to encourage them to talk about the poem.
(60 minutes) b. Practise:

1. Tell pupils that they are going to come up with their own tune/style for their
poem (e.g. rap, jazz chant, dikir barat, etc.)
2. Divide pupils into groups. Pupils discuss how to present the poem.
3. Pupils practise in their groups. Allow them to practise for 10-15 minutes.
c. Production:
1. Pupils present the poem in their own tune/style.
2. Teacher and peers give feedbacks.
d. Closure:
1. Get the pupils to talk about their ambitions.
2. Wrap up the lesson by telling pupils that they need to work hard to make their
dreams come true.
e. Enrichment:
2. Pupils look for the 7 words written on the board in the word search puzzle
___ out of ___ a. _____ out of ___ pupils were able to recite the poem with correct
Absent: stress pronunciation, rhythm and intonation.
b. _____ out of ___ pupils were able to present the poem with their own
style in groups.
c. _____ out of ___ pupils were able to find seven words from the poem
in the word search puzzle.

RPH

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

RPH

Hochgeladen von

Copyright:

Verfügbare Formate

Focus :Grammar

Theme: World of Self, Family and Friends

Theme: World of Knowledge

Topic: 13. Overcoming the Odds

WEDNESDAY Learning Standards: 5.1.7

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

Theme: World of Knowledge

Topic: 13. Overcoming the Odds (Wizard Of Oz – Graphic Novel)

Content Standards: 4.2, 4.3

THURSDAY Learning Standards: 4.2.1(c), 4.3.2(c)

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

Teaching Aids: task sheets

Theme: World of Knowledge

Topic: 14. A Ringgit Saved is a Ringgit Earned

FRIDAY Content Standards: 1.1, 1.2,

Learning Standards: 1.1.3, 1.2.2

c. Post listening and speaking:

Theme: World of Knowledge

Topic: 14. A Ringgit Saved is a Ringgit Earned

Content Standard: 2.2

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

Teaching Aids: textbook, task sheet.

Subject CCE/EE: Multiple intelligences.

Theme: World of Knowledge

Topic: 14. Adventure Sports

WEDNESDAY Content Standard: 5.1

Learning Standard: 5.1.8 (b)

CCE/EE: Thinking skills.

Theme: World of Knowledge

Topic: 14. Adventure Sports

THURSDAY Content Standard: 4.2

Learning Standards: 4.2.1(a)(c)

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

Teaching Aids: task sheet, textbook.

Subject CCE/EE: Thinking skills.

Theme: World of Knowledge

Topic: 14. Adventure Sports

Content Standard :1.2

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

Teaching Aids : textbook, pictures, task sheet, video

CCE/EE: Thinking skills, multiple intelligences.

Theme: World of Knowledge

Topic: 14. Adventure Sports

Content Standard: 2.2, 2.3

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

CCE/EE: Thinking skills.

b. _________ out of ____ pupils were able to match sentence parts

Theme: World of Knowledge

Topic: 14. Adventure Sports

Content Standards: 3.1, 3.2

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

Subject Teaching aids: textbook, task sheet, pictures.

Theme: World of Knowledge

Topic: 14. A Ringgit Saved is a Ringgit Earned

Content Standard: 2.2

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

Teaching Aids: textbook, task sheet.

Subject CCE/EE: Multiple intelligences.

Theme: World of Knowledge

Topic: 14. A Ringgit Saved is a Ringgit Earned

Content Standards :3.3

TUESDAY Learning Standards: 3.3.1(b)

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

CCE/EE: Thinking skills, Contextualism.

b. _____ out of pupils were able to match sentence parts

b. __ out of _ pupils were able to complete imperative sentences