Tapak Erph English SM

WEEK : 32 DATE: Sunday, September 02, 2018
ENGLISH TIME : 8.45 TO 9.45

STANDARD (1) : 1 THEME : consumerism
CLASS : 2C TOPIC : Wild Weather
SKILL CONTENT STANDARD LEARNING STANDARD
3.1 Understand a variety of texts by using
3.1.2 Understand specific details and
MAIN (A) 3.0 Reading a range of appropriate reading strategies
information in simple longer texts
to construct meaning
2.1 Communicate information, ideas,
COMPLEMENTARY 2.1.1 Ask about and give detailed information
2.0 Speaking opinions and feelings intelligibly on
(B) about themselves and others
familiar topics
At the end of the lesson most pupils will be able to:
LEARNING A 3.1.2 Understand specific details and information in simple longer texts
OBJECTIVES
B 2.1.1 Ask about and give detailed information about themselves and others
LEARNING OUTLINE
PRE LESSON Recaps last lesson with questions and answer
Sequence The Information

AIM: to prepare and give pupils confidence for a listening or reading text. MATERIALS: Board. 1. Write a list of
events in the listening or reading text in a random order or use pictures to illustrate them. For example, if the text is
a story, list the events in any order (Mohamed goes camping. He sees a mouse in the tent at night. His mother
screams! The mouse runs away). 2. Put pupils in pairs to decide on the order. 3. Invite pupils to compare their
ideas in groups. 4. Pupils then listen to or read the text to check their predictions.
Make Connections
WHILE LESSON
AIM: to review topic vocabulary and grammar MATERIALS: Flashcards, pens and board. 1. Before the lesson,
choose or prepare between 3-6 flashcards which represent the content of a text which pupils will work on in the
lesson. 2. During the lesson and after pupils have worked on the text, place the flashcards on the board and elicit
ideas from the pupils about items in the pictures. 3. Ask pupils how the pictures link to the text (e.g. if a flashcard
shows some animals the link may be The story is on a farm). To extend, if time: 4. Put pupils into pairs and give
them a short time (1 or 2 minutes) to tell each other everything they can remember from the text, using the
flashcards to help them. This could be sentences focusing on content or simply words. 5. Ask pupils to tell you the
connections they have made between the pictures and the text. 6. If you want pupils to practise writing as well as
speaking, pupils could come up to the board and write information under the corresponding flashcard.
Cover It
POST LESSON
Have kids sketch a book cover. The title is the class topic. The author is the student. A short celebrity endorsement
or blurb should summarize and articulate the lesson's benefits.
MATERIALS/ REFERENCES
EXTRA ACTIVITY LINUS Assessment/ In progress
LCD projector, textbook, worksheets
EDUCATIONAL EMPHASES
VALUES AND CITIZENSHIP CONSTRUCTIVISM ICT HOT / ITHINK
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Accessibility Internet
ASSESSMENT
Formative assessment of the above learning standards has been done on all students by providing:
/ Writing Worksheet / Observation Practice / Question / Quiz
REFLECTION
pupils are able to achieve the stipulated learning pupils are able to achieve the
20/32 20/32
objective. stipulated learning objective.
Main Comple- pupils are not able to achieve the
skill pupils are not able to achieve the stipulated mentary skill stipulated learning objectives and
12/32 learning objectives and they are given 12/32
they are given remedial
consolidation activities.
activities.
EXTRA REFLECTION:
REMARK
Lesson is postponed due to : Medical Leave
EVIDEN
2 3 4 5 6 7 2 3 4 5 6 7
TAHUN THEME TOPIC MODULE SK SP EDUCATIONAL EMPHASES BBM

EDUCATIONAL EMPHASES FORMULA
FORMULA
EDU
FORMULA
1EDU
FORMULA
2EDU
WEEKS
3EDU
SET 4
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14 Lyrical Lessons MULTIPLE INTELLIGENCE
Existential Affection 15 Timed Pair Share Timed Pair Share Find a First-Grade
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15 Who Am I? MULTIPLE INTELLIGENCE
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16 Think-Pair-Share MULTIPLE INTELLIGENCE
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17 Spin-N-Think MULTIPLE INTELLIGENCE
Logical-Mathematical Ambition 18 Fan-N-Pick Fan-N-Pick Students I Learned
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18 Traveling File MULTIPLE INTELLIGENCE
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19 Team Project MULTIPLE INTELLIGENCE
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20 Hot Seat MULTIPLE INTELLIGENCE
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23 CONTEXTUAL LEARNING
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on Writingtopics 4.1 Communicate intelligibly
personality 4.1.4 Describe
through
personality
print4.1.4
and digital
Describe
media
personality
on familiar topics
26 LEARNING HOW TO LEARN
Continuous
SKILL Learning Assertiveness 26 Traveling File Traveling File Talking Chips 1 4.0 Writing 4.1 Communicate intelligibly
4.1.5 Connect
throughsentences
print4.1.5
and digital
Connect
into two
media 4.0familiar
coherentWriting
sentences
on paragraphs
into two
topics
coherent
or4.1
more
Communicate
paragraphs
using basicor
intelligibly
coordinating
4.1.5
more Connect
using
through
conjunctions
basic
sentences
print
coordinating
4.1.5
and
and
into
digital
Connect
reference
two
conjunctions
media
coherent
sentences
pronouns
on familiar
paragraphs
andinto
reference
topics
two coherent
or more
pronouns
using
paragraphs
basic coordinating
or more using
conjunctions
basic coordinating
and reference
conjunctions
pronouns
and referenc
Oral SKILL
Communications Assurance 27 Team Project Team Project Team Stand-N-Share 1 4.0 Writing 4.2 Communicate with4.2.1
appropriate
Use capitals,
language,
full
4.2.1stops,
form
Use and
commas
capitals, 4.0
style in
full Writing
lists,
stops,
question
commas marks,
4.2
in lists,
Communicate
andquestion
speech marks,
marks
with
4.2.1
appropriate
appropriately
and
Usespeech
capitals,
language,
marks
atfull
discourse
4.2.1
stops,
appropriately
form
Use
commas
and
level
capitals,
style
atindiscourse
full
lists,
stops,
question
level
commas
marks,
in lists,
and speech
questionmarks
marks,
appropriately
and speechatmarks
discourse
appropriately
level at discourse level
Problem
SKILL
Solving Attentiveness 28 Hot Seat Hot Seat Fan-N-Pick 1 4.0 Writing 4.2 Communicate with4.2.2
appropriate
Spell most
language,
high
4.2.2
frequency
form
Spelland
most
words
style 4.0frequency
high Writing in words
accurately independent
4.2
accurately
Communicate
writing
in independent
with
4.2.2
appropriate
Spell
writing
mostlanguage,
high 4.2.2
frequency
form
Spell
andwords
most
style
high
accurately
frequency
in independent
words accurately
writingin independent writing
Decision
SKILLMaking Attractiveness 29 Role Play Role Play Rally Robin 1 4.0 Writing 4.2 Communicate with4.2.3
appropriate
Producelanguage,
a plan
4.2.3
or draft
form
Produce
of
andtwo
style 4.0
orWriting
a paragraphs
plan draftor
ofmore
two paragraphs
and
4.2 modify
Communicate
or
this
more
appropriately
with
and
4.2.3
modify
appropriate
Produce
inthis
response
appropriately
alanguage,
plan to
4.2.3
orfeedback
draft
form
Produce
inofresponse
and
twostyle
paragraphs
a plan
to or
feedback
draft
or more
of twoand
paragraphs
modify this
or more
appropriately
and modify
in response
this appropriately
to feedback
in response to feedback
Critical
SKILL
Thinking Audacity 30 The Yarn Yarn The Yarn Yarn Round Robin 1 4.0 Writing 4.2 Communicate with4.2.4
appropriate
No learning
language,
standard
4.2.4form
No learning 4.0 Writing
and stylestandard 4.2 Communicate with
4.2.4
appropriate
No learning
language,
standard
4.2.4form
No learning
and stylestandard
TaskSKILL
Planning & Organizing Availability 31 Mix-N-Match 1 5.0 Literature in Action
5.1 Engage with, respond
5.1.1toDescribe
and interpret
in simple
5.1.1
a variety
language
Describe
of literary
a
in character’s
simple
5.0
textLiterature
types
language
actions
inaAction
or
character’s
5.1
feelings
Engageand
actions
with,
explain
respond
or5.1.1
feelings
the Describe
reasons
to and
and interpret
explain
for
in simple
them
5.1.1
the
a variety
language
reasons
Describe
of literary
for
a character’s
in
them
simple
text types
language
actions or
a character’s
feelings and
actions
explain
orthe
feelings
reasons
andfor
explain
them the reasons for them
Significant
SKILL Use of Memory Awareness 32 Gallery Walk 1 5.0 Literature in Action
5.1 Engage with, respond
5.1.2toIdentify
and interpret
and describe
5.1.2
a variety
Identify
in simple
of literary
andlanguage
describe
5.0
textLiterature
types
the
in simple
keyincharacters
Action
language
5.1 Engage
in
the
a with,
key
text characters
respond
5.1.2 Identify
toinand
a text
interpret
and describe
5.1.2
a variety
Identify
in simple
of literary
and
language
describe
text types
the
in key
simple
characters
languagein the
a text
key characters in a text
Finding
SKILL
Information Awe 33 Lyrical Lessons 1 5.0 Literature in Action
5.2 Analyse and evaluate
5.2.1aNo
variety
learning
of literary
standard
5.2.1text
Notypes
learning standard
5.0 Literature in Action
5.2.1 No
a variety
learning
of standard
literary
5.2.1
text
Notypes
learning standard
Working
SKILLWith Others Balance 34 Who Am I? 1 5.0 Literature in Action
5.3 Express an imaginative
5.3.1 Respond
responseimaginatively
to literary
5.3.1 Respond
texts
and intelligibly
imaginatively
5.0 Literature
through
andcreating
intelligibly
in Action
5.3 simple
Express
through
stories
ancreating
imaginative
and
5.3.1
simple
simple
Respond
response
poems.
stories
imaginatively
and
Other
to literary
5.3.1
simple
imaginative
Respond
texts
and
poems.
intelligibly
responses
imaginatively
Other imaginative
through
as appropriate
and
creating
intelligibly
responses
simple
through
asstories
appropriate
creating
and simple
simple
poems.
stories
Other
and simple
imaginative
poems.
responses
Other imaginative
as appropria
re
35 VALUES AND CITIZENSHIP
Abundance Beauty 35 Think-Pair-Share 1

Acceptance Being the best 36 Spin-N-Think 1

Accessibility Belonging 37 Traveling File 1

Accomplishment Benevolence 38 Team Project
Accountability Bliss 39 Hot Seat
Accuracy Boldness 40 Role Play
Achievement Bravery 41 The Yarn Yarn
Acknowledgement Brilliance 42

Activeness Buoyancy

Adaptability Calmness

Adoration Camaraderie
Adroitness Candor
Advancement Capability
Adventure Care
Affection Carefulness
Affluence Celebrity
Amazement Certainty
Ambition Challenge
Amusement Change
Anticipation Charity
Appreciation Charm
Approachability Chastity
Approval Cheerfulness
Art Clarity
Articulacy Cleanliness
Artistry Clear-mindedness
Assertiveness Cleverness
Assurance Closeness
Attentiveness Comfort
Attractiveness Commitment
VALUES AND CITIZENSHIP
Audacity Community
Availability Compassion
Awareness Competence
Awe Competition
Balance Completion
Beauty Composure
Being the best Concentration
Belonging Confidence
Benevolence Conformity
Bliss Congruency
Boldness Connection
Bravery Consciousness
Brilliance Conservation
Buoyancy Consistency
Calmness Contentment
Camaraderie Continuity
Candor Contribution
Capability Control
Care Conviction
Carefulness Conviviality
Celebrity Coolness
Certainty Cooperation
Challenge Cordiality
Change Correctness
Charity Country
Charm Courage
Chastity Courtesy
Cheerfulness Craftiness
Clarity Creativity
Cleanliness Credibility
Clear-mindedness Cunning
Cleverness Curiosity
Closeness Daring
Comfort Decisiveness
Commitment Decorum
Community Deference
Compassion Delight
Competence Dependability
Competition Depth
Completion Desire
Composure Determination
Concentration Devotion
Confidence Devoutness
Conformity Dexterity
Congruency Dignity
Connection Diligence
Consciousness Direction
Conservation Directness
Consistency Discipline
Contentment Discovery
Continuity Discretion
Contribution Diversity
Control Dominance
Conviction Dreaming
Conviviality Drive
Coolness Duty
Cooperation Dynamism
Cordiality Eagerness
Correctness Ease
Country Economy
Courage Ecstasy
Courtesy Education
Craftiness Effectiveness
Creativity Efficiency
Credibility Elation
Cunning Elegance
Curiosity Empathy
Daring Encouragement
Decisiveness Endurance
Decorum Energy
Deference Enjoyment
Delight Entertainment
Dependability Enthusiasm
Depth Environmentalism
Desire Ethics
Determination Euphoria
Devotion Excellence
Devoutness Excitement
Dexterity Exhilaration
Dignity Expectancy
Diligence Expediency
Direction Experience
Directness Expertise
Discipline Exploration
Discovery Expressiveness
Discretion Extravagance
Diversity Extroversion
Dominance Exuberance
Dreaming Fairness
Drive Faith
Duty Fame
Dynamism Family
Eagerness Fascination
Ease Fashion
Economy Fearlessness
Ecstasy Ferocity
Education Fidelity
Effectiveness Fierceness
Efficiency Financial independence
Elation Firmness
Elegance Fitness
Empathy Flexibility
Encouragement Flow
Endurance Fluency
Energy Focus
Enjoyment Fortitude
Entertainment Frankness
Enthusiasm Freedom
Environmentalism Friendliness
Ethics Friendship
Euphoria Frugality
Excellence Fun
Excitement Gallantry
Exhilaration Generosity
Expectancy Gentility
Expediency Giving
Experience Grace
Expertise Gratitude
Exploration Gregariousness
Expressiveness Growth
Extravagance Guidance
Extroversion Happiness
Exuberance Harmony
Fairness Health
Faith Heart
Fame Helpfulness
Family Heroism
Fascination Holiness
Fashion Honesty
Fearlessness Honor
Ferocity Hopefulness
Fidelity Hospitality
Fierceness Humility
Financial independence Humor
Firmness Hygiene
Fitness Imagination
Flexibility Impact
Flow Impartiality
Fluency Independence
Focus Individuality
Fortitude Industry
Frankness Influence
Freedom Ingenuity
Friendliness Inquisitiveness
Friendship Insightfulness
Frugality Inspiration
Fun Integrity
Gallantry Intellect
Generosity Intelligence
Gentility Intensity
Giving Intimacy
Grace Intrepidness
Gratitude Introspection
Gregariousness Introversion
Growth Intuition
Guidance Intuitiveness
Happiness Inventiveness
Harmony Investing
Health Involvement
Heart Joy
Helpfulness Judiciousness
Heroism Justice
Holiness Keenness
Honesty Kindness
Honor Knowledge
Hopefulness Leadership
Hospitality Learning
Humility Liberation
Humor Liberty
Hygiene Lightness
Imagination Liveliness
Impact Logic
Impartiality Longevity
Independence Love
Individuality Loyalty
Industry Majesty
Influence Making a difference
Ingenuity Marriage
Inquisitiveness Mastery
Insightfulness Maturity
Inspiration Meaning
Integrity Meekness
Intellect Mellowness
Intelligence Meticulousness
Intensity Mindfulness
Intimacy Modesty
Intrepidness Motivation
Introspection Mysteriousness
Introversion Nature
Intuition Neatness
Intuitiveness Nerve
Inventiveness Noncomformity
Investing Obedience
Involvement Open-mindedness
Joy Openness
Judiciousness Optimism
Justice Order
Keenness Organization
Kindness Originality
Knowledge Outdoors
Leadership Outlandishness
Learning Outrageousness
Liberation Partnership
Liberty Patience
Lightness Passion
Liveliness Peace
Logic Perceptiveness
Longevity Perfection
Love Perkiness
Loyalty Perseverance
Majesty Persistence
Making a difference Persuasiveness
Marriage Philanthropy
Mastery Piety
Maturity Playfulness
Meaning Pleasantness
Meekness Pleasure
Mellowness Poise
Meticulousness Polish
Mindfulness Popularity
Modesty Potency
Motivation Power
Mysteriousness Practicality
Nature Pragmatism
Neatness Precision
Nerve Preparedness
Noncomformity Presence
Obedience Pride
Open-mindedness Privacy
Openness Proactivity
Optimism Professionalism
Order Prosperity
Organization Prudence
Originality Punctuality
Outdoors Purity
Outlandishness Rationality
Outrageousness Realism
Partnership Reason
Patience Reasonableness
Passion Recognition
Peace Recreation
Perceptiveness Refinement
Perfection Reflection
Perkiness Relaxation
Perseverance Reliability
Persistence Relief
Persuasiveness Religiousness
Philanthropy Reputation
Piety Resilience
Playfulness Resolution
Pleasantness Resolve
Pleasure Resourcefulness
Poise Respect
Polish Responsibility
Popularity Rest
Potency Restraint
Power Reverence
Practicality Richness
Pragmatism Rigor
Precision Sacredness
Preparedness Sacrifice
Presence Sagacity
Pride Saintliness
Privacy Sanguinity
Proactivity Satisfaction
Professionalism Science
Prosperity Security
Prudence Self-control
Punctuality Selflessness
Purity Self-reliance
Rationality Self-respect
Realism Sensitivity
Reason Sensuality
Reasonableness Serenity
Recognition Service
Recreation Sexiness
Refinement Sexuality
Reflection Sharing
Relaxation Shrewdness
Reliability Significance
Relief Silence
Religiousness Silliness
Reputation Simplicity
Resilience Sincerity
Resolution Skillfulness
Resolve Solidarity
Resourcefulness Solitude
Respect Sophistication
Responsibility Soundness
Rest Speed
Restraint Spirit
Reverence Spirituality
Richness Spontaneity
Rigor Spunk
Sacredness Stability
Sacrifice Status
Sagacity Stealth
Saintliness Stillness
Sanguinity Strength
Satisfaction Structure
Science Success
Security Support
Self-control Supremacy
Selflessness Surprise
Self-reliance Sympathy
Self-respect Synergy
Sensitivity Teaching
Sensuality Teamwork
Serenity Temperance
Service Thankfulness
Sexiness Thoroughness
Sexuality Thoughtfulness
Sharing Thrift
Shrewdness Tidiness
Significance Timeliness
Silence Traditionalism
Silliness Tranquility
Simplicity Transcendence
Sincerity Trust
Skillfulness Trustworthiness
Solidarity Truth
Solitude Understanding
Sophistication Unflappability
Soundness Uniqueness
Speed Unity
Spirit Usefulness
Spirituality Utility
Spontaneity Valor
Spunk Variety
Stability Victory
Status Vigor
Stealth Virtue
Stillness Vision
Strength Vitality
Structure Vivacity
Success Volunteering
Support Warmheartedness
Supremacy Warmth
Surprise Watchfulness
Sympathy Wealth
Synergy Willfulness
Teaching Willingness
Teamwork Winning
Temperance Wisdom
Thankfulness Wittiness
Thoroughness Wonder
Thoughtfulness Worthiness
Thrift Youthfulness
Tidiness Zeal
Timeliness

Traditionalism

Tranquility

Transcendence

Trust

Trustworthiness

Truth

Understanding

Unflappability

Uniqueness

Unity

Usefulness

Utility

Valor

Variety

Victory
Vigor

Virtue

Vision

Vitality

Vivacity

Volunteering

Warmheartedness

Warmth

Watchfulness

Wealth

Willfulness

Willingness

Winning

Wisdom

Wittiness

Wonder

Worthiness

Youthfulness

Zeal
KNOWLEDGE ACQUISITION
Books
Databases
Experts
Forms
Technical Reports
CREATIVE AND INNOVATION

Beliefs / Values

Language

Intelligence

Motivation

Perception

Social / Cultural Factors
HOT / ITHINK Circle Map
HOT / ITHINK Bubble Map
HOT / ITHINK Double Bubble Map
HOT / ITHINK Tree Map
HOT / ITHINK Brace Map
HOT / ITHINK Flow Map
HOT / ITHINK Multi-Flow Map
HOT / ITHINK Bridge Map

Creativity
CROSS CURRICULAR ELEMENT and Innovation
Entrepreneurship
CROSS CURRICULAR ELEMENT
ICT
Language
Science
CROSS CURRICULAR ELEMENT and Technology
Environmental
CROSS CURRICULAR ELEMENT Studies
Moral Values
Patriotism
Thinking
CROSS CURRICULAR ELEMENT Skills
Leadership
Learning
CROSS CURRICULAR ELEMENT to Learn
Reproductive
Health and
CROSS CURRICULAR ELEMENT Social Education
Corruption
CROSS CURRICULAR ELEMENT Prevention
Future Studies
Consumer
CROSS CURRICULAR ELEMENT Education
Road Safety
WEEK : 32 DATE: Sunday, September 02, 2018
ENGLISH TIME : 8.45 TO 9.45
STANDARD (1) : 2 THEME : World of Stories
CLASS : 2C TOPIC : Journeys
SKILL CONTENT STANDARD LEARNING STANDARD
1.1.1 Understand independently the main
1.1 Understand meaning in a variety of
MAIN (A) 1.0 Listening ideas in simple longer texts on a range of
familiar contexts
familiar topics
1.0 Listening 1.1.3 Recognise with support attitudes or
COMPLEMENTARY 1.1 Understand meaning in a variety of
and Speaking opinions in simple longer texts on a range of
(B) familiar contexts
Skills familiar topics
At the end of the lesson most pupils will be able to:
LEARNING A 1.1.1 Understand independently the main ideas in simple longer texts on a range of familiar topics
OBJECTIVES
B 1.1.3 Recognise with support attitudes or opinions in simple longer texts on a range of familiar topics
LEARNING OUTLINE
PRE LESSON Recaps last lesson with questions and answer
Pass It On
AIM: to review vocabulary or language to prepare for a lesson. MATERIALS: Word or picture cards.1. Review with
the whole class the word or picture cards you are using in this task. 2. Have pupils sit in a circle (or two, if you have
a very large class). 3. Show pupils the first card, say the word and give it to one pupil. This pupil says the word and
passes it to their neighbour. This pupil says the word and passes it on, and so on. 4. Meanwhile, repeat for the next
word, and the next, so that several words are circulating. 5. Increase the pace and challenge by passing some
cards in the opposite direction and/or telling the pupils to be much faster. 6. After the words have all been passed
WHILE LESSON around, you might want to review them again. NB: You can use this activity to support vocabulary learning or
reading. You could use short sentences for more proficient groups of pupils.
Listen and Point

AIM: to review topic vocabulary. MATERIALS: Flashcards of topic vocabulary. 1. Briefly review the vocabulary on
the flashcards. 2. Place the flashcards on the walls around the room. 3. Say a word. Pupils point to the
corresponding flashcard. 4. Divide pupils into groups. Pupils continue this activity in their groups.
Sequence It
POST LESSON
Students can quickly create timelines with Timetoast to represent the sequence of a plot or historical events.
MATERIALS/ REFERENCES
EXTRA ACTIVITY LINUS Assessment/ In progress
LCD projector, textbook, worksheets
EDUCATIONAL EMPHASES
VALUES AND CITIZENSHIP CONSTRUCTIVISM ICT HOT / ITHINK
Abundance Pupil-Centred Active Learning Frog VLE Circle Map
Accessibility Internet
ASSESSMENT
Formative assessment of the above learning standards has been done on all students by providing:
/ Writing Worksheet / Observation Practice / Question / Quiz
REFLECTION
pupils are able to achieve the stipulated learning pupils are able to achieve the
20/32 20/32
objective. stipulated learning objective.
Main Comple- pupils are not able to achieve the
skill pupils are not able to achieve the stipulated mentary skill stipulated learning objectives and
12/32 learning objectives and they are given 12/32
they are given remedial
consolidation activities.
activities.
EXTRA REFLECTION:
REMARK
Lesson is postponed due to : Medical Leave
EVIDEN
2 4 5 6 7 2 3 4 5 6 7
TAHUN THEME MODULE SK SP EDUCATIONAL EMPHASES BBM

EDUCATIONAL EMPHASES FORMULA
FORMULA
EDU
FORMULA
1EDU
FORMULA
2EDU
WEEKS
3EDU
SET 4
INDUKSI PRE-LESSON POST-LESSON CLOSURE FORMULA CLOSURE tahun tema tajuk skil 1 content 1 learning 1 smart skil 1 content 1 learning 1 smart 1 2 3 1 2 3
2 Word of Self,Money
Family and 1.0
Friends
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Listening
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longer
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in on
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ameaning
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Understand
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ontopics
a of
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independently
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1.1.1
of familiar
Understand
contexts
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main Understand
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1.1 Understand ideas
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inasimple
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Recognise
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on simple
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longer
topics and
familiar
familiar texts
indetails
topicssimple
on a in
longer
range
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VOCABULARY LIST GRAMMAR ITEMS CLASS DIFFERENCIATION
LANGUAGE/ GRAMMAR
STRATEGIES
FOCUS 2 World of Knowledge
Journeys 1.0 Listening and Speaking
1.1 Understand
Skills meaning
1.1.2inUnderstand
a variety of independently
familiar
1.1.2 Understand
contexts
specific
independently
1.0
information
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and
and Speaking
details
1.1information
Understand
in simple
Skillsand
meaning
longer
details
1.1.2
texts
in
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inaon
simple
variety
a range
longer
ofindependently
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of1.1.2
familiar
textsUnderstand
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ontopics
aspecific
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ofinformation
familiar topics
and
1.1 Understand
1.1.3 specific
details
Recognise
meaning information
within ainvariety
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support longer
and
attitudes
of familiar details
textsinin
or opinions
contexts on simple
a range
simple longer
longer of familiar
texts texts
on on
topics
a range ofafamiliar
rangetopics
of familiar topics
pupils are not
School
able
7.45Programme
to achieve
TESTthe stipulated learning objectives and1A
TEST they are given enrichment
1. Task activities.
1.His / Her name’s…, HIGHER ORDER THINKING
Application
SKILL Textbook, speaker,
Abundance flashcards,
Pupil-Centred
Blogging
Circle Map worksheets
Active
1 Recaps Learning
last lesson Work Out
with questions The Words
and answer AIM: to prepare Spot
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reviewgiveDifferences
pupils
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apractice
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review
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topic reading
listening
MATERIALS:
vocabulary.Students
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MATERIALS: write
or picture MATERIALS:
down
Flashcards
cards.1. Board,
what
Review
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with exercise
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they learned
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vocabulary.
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the whole
can Before
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a piece
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review
word lesson,
pens.
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1.45 12 Mix-N-Match 13.Review: What’s your name?, Have got/have, time.. MULTIPLE INTELLIGENCE
Body-Kinesthetic Advancement 13 Rally Table Rally Table Dramatize It Have students dramatize a real-life application of a skill. 2 2.0 Speaking Skills2.3 Use appropriate communication
2.3.1 Keep interaction
strategies
2.3.1
going
Keep
in interaction
short exchanges
2.0going
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byshort
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by checking
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communication
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in short
interaction
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exchanges
saying
going
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short exchanges
understanding
by checking
of whatunderstanding
a speaker is saying
of what a speaker is saying
13 Gallery Walk MULTIPLE INTELLIGENCE
Ecological Adventure 14 Same Different Same Different Beat the Clock Ask a question. Give students ten seconds to confer with peers before
2 you call on a random student
2.0 Speaking
to answer.
Skills
Repeat.
2.4 Communicate appropriately
2.4.1 Communicate
to a small2.4.1
opinions
or large
Communicate
group
or feelings
on familiar
2.0
opinions
about
Speaking
a
topics
story,
or feelings
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event
2.4about
or
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experience
a story, event
appropriately
2.4.1
or Communicate
experience
to a small
opinions
2.4.1
or large
Communicate
orgroup
feelings
on about
familiar
opinions
a topics
story,
or feelings
event orabout
experience
a story, event or experience
14 Lyrical Lessons MULTIPLE INTELLIGENCE
Existential Affection 15 Timed Pair Share Timed Pair Share Find a First-Grade
Have
Student
kids orally describe a concept, procedure, or skill in terms so2 simple that a child in first grade
3.0 would
Reading
getSkills3.1
it. Understand a variety
3.1.1
ofUnderstand
texts by using
the
3.1.1
amain
range
Understand
points
of appropriate
in simple
the
3.0main
Reading
longer
reading
points
texts
Skills
strategies
in on
simple
3.1
a range
Understand
to
longer
construct
of familiar
texts
ameaning
on
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3.1.1
topics
a range
of
Understand
texts
of familiar
by using
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topics
3.1.1
main
a range
Understand
points
of appropriate
in simple
the main
longer
reading
points
texts
strategies
in
onsimple
a range
tolonger
construct
of familiar
textsmeaning
on
topics
a range of familiar topics
15 Who Am I? MULTIPLE INTELLIGENCE
Interpersonal Affluence 16 Talking Chips Talking Chips Review It Direct kids to raise their hands if they can answer your questions. 2Classmates agree (thumbs up)
3.0
orReading
disagreeSkills3.1
(thumbs Understand
down) with the
a variety
response.
3.1.2
ofUnderstand
texts by using
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3.1.2
a range
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details
of appropriate
and specific
information
3.0 Reading
reading
details
in Skills
strategies
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and information
3.1
longer
Understand
to construct
texts
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simple
aa
meaning
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range
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ontopics
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reading
details
in simple
strategies
and longer
information
to texts
construct
in
onsimple
a meaning
range
longer
of familiar
texts on
topics
a range of familiar topics
16 Think-Pair-Share MULTIPLE INTELLIGENCE
Intrapersonal Amazement 17 Team Stand-N-Share Team Stand-N-Share CliffsNotes, Jr. Have kids create a cheat sheet of information that would be useful2 for a quiz on the day's topic. (Source
3.0 Reading
(PDF):
Skills3.1
Ann Sipe,
Understand
"40 Waysa variety
to Leave
3.1.3
ofGuess
atexts
Lesson")
by
the
using
meaning
3.1.3
a range
Guess
of unfamiliar
of appropriate
the meaning
words
3.0 Reading
reading
of
from
unfamiliar
clues
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provided
3.1
words
Understand
to construct
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by other
clues
ameaning
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provided
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of
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texts
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andthe
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on
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and
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words
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oftopics
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topics
other
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known
meaning
provided
wordsby
and
other
by context
known words
on a range
and by
of context
familiar on
topics
a rang
17 Spin-N-Think MULTIPLE INTELLIGENCE
Logical-Mathematical Ambition 18 Fan-N-Pick Fan-N-Pick Students I Learned
KidsFrom
write the
notes
Most
to peers describing what they learned from them during
2 class discussions. 3.0 Reading Skills3.1 Understand a variety
3.1.4
ofUse
textsindependently
by using3.1.4
a range
familiar
Useofindependently
appropriate
print and
3.0 digital
Reading
reading
familiar
resources
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strategies
print 3.1
and
toUnderstand
digital
check
to construct
resources
meaning
ameaning
variety
3.1.4
to check
of
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independently
meaning
by using3.1.4
a range
familiar
Useofindependently
print
appropriate
and digital
reading
familiar
resources
strategies
print and
to check
digital
to construct
meaning
resources
meaning
to check meaning
18 Traveling File MULTIPLE INTELLIGENCE
Musical Amusement 19 Rally Robin Rally Robin Elevator Pitch Ask students to summarize the main idea in under 60 seconds to another
2 student acting as a well-known
3.0 Reading
personality
Skills3.1who
Understand
works in ayour
variety
3.1.5
discipline.
ofRecognise
textsAfter
by using
summarizing,
with
3.1.5
asupport
range
Recognise
of
the
students
appropriate
attitude
with
3.0
should
support
orReading
reading
opinion
identify
theSkills
strategies
ofattitude
why
the3.1
writer
the
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Understand
to
famous
opinion
in
construct
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the
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3.1.5
writer
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Recognise
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ofstrategies
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attitude
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to
inopinion
construct
simpleof
longer
the
meaning
writer
texts in simple longer texts
19 Team Project MULTIPLE INTELLIGENCE
Spatial Anticipation 20 Round Robin Round Robin Simile Me Have students complete the following sentence: "The [concept, skill,
2 word] is like _______ because
3.0 Reading
_______."
Skills3.1 Understand a variety
3.1.6
ofNo
texts
learning
by using
standard
3.1.6
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be taught
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subsequent
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year
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ofbeappropriate
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standard
in subsequent
reading
(will be
strategies
taught
year in tosubsequent
construct meaning
year
20 Hot Seat MULTIPLE INTELLIGENCE
Verbal/Linguistic Appreciation 21 Mix-N-Match Mix-N-Match Exit Ticket Folder
Ask students to write their name, what they learned, and any lingering
2 questions on a blank card3.0
or Reading
"ticket." Before
Skills3.2
theyExplore
leave class,
and expand
direct
3.2.1
them
ideas
Read
tofor
deposit
and
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enjoy
their
3.2.1
fiction
development
exit
Readtickets
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enjoy
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bin
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suitable
Skills
labeled3.2print
either
and
Explore
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and
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widely.
digital
and
suitable
It," expand
"More
texts
3.2.1
print
Practice,
ofideas
Read
interest
and for
and
digital
Please,"
personal
enjoy
texts
3.2.1
fiction
orof
development
"Iinterest
Read
Need
/ non-fiction
and
Some enjoy
byHelp!"
and
reading
fiction
other
-- whichever
independently
/ suitable
non-fiction
label
print
andand
best
and
other
widely.
digital
represents
suitable
textsprint
their
of interest
relationship
and digital texts
to theofday's
interest
content. (Source: Erika S
21 Role Play Approachability Gallery Walk Gallery Walk 2 4.0 Writing Skills 4.1 Communicate intelligibly
4.1.1 Explain
through
simple
print4.1.1
and
content
digital
Explain
frommedia
simple
whaton
4.0
they
content
familiar
Writing
havefrom
topics
read
Skills
what4.1
they
Communicate
have read intelligibly
4.1.1 Explain
through
simple
printcontent
4.1.1
and digital
Explain
frommedia
what
simple
they
oncontent
familiar
have read
from
topics
what they have read
22 The Yarn Yarn CONSTRUCTIVISM Pupil-Centred Active Learning Approval 22 Lyrical Lessons Lyrical Lessons Out-the-Door Activity
After writing down the learning outcome, ask students
__ to take a card,
2 circle one of the following options,
4.0 Writing
andSkills
return4.1
theCommunicate
card to you before
intelligibly
4.1.2
theyMake
leave:
through
and
Stop
print
respond
(I'm
4.1.2
and
totally
to
digital
Make
simple
confused.)
and
media
requests
respond
on
4.0Go
familiar
Writing
and
to
(I'm
simple
suggestions
ready
topics
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requests
to 4.1
moveCommunicate
and
on.) suggestions
Proceedintelligibly
4.1.2
with caution
Makethrough
and
(I could
respond
printuse
4.1.2
andto
some
digital
Make
simple
clarification
media
and
requests
respond
on familiar
on
and
.to. suggestions
.)
simple
topicsrequests and suggestions
Personal Context Art 23 Who Am I? Who Am I? Rally Table 2 4.0 Writing Skills 4.1 Communicate intelligibly
4.1.3 Summarise
through print
the
4.1.3
and
main
digital
Summarise
pointsmedia
of athe
simple
on
4.0
main
familiar
Writing
story,
points
topics
Skills
text
of or
a 4.1
simple
plotCommunicate
story, text or
intelligibly
4.1.3
plot Summarise
through print
the 4.1.3
main
and digital
points
Summarise
media
of a simple
the
on main
familiar
story,
points
topics
textof
oraplot
simple story, text or plot
Physical Context Articulacy 24 Think-Pair-Share Think-Pair-Share Same Different 2 4.0 Writing Skills 4.1 Communicate intelligibly
4.1.4 Express
throughopinions
print4.1.4
andand
digital
Express
common
media
opinions
feelings
on
4.0familiar
Writing
and
such
common
topics
Skills
as happiness.sadness,
feelings
4.1 Communicate
such as happiness.sadness,
surprise,
intelligibly
4.1.4 Express
andthrough
interest
opinions
surprise,
print4.1.4
and
andand
digital
Express
common
interest
media
opinions
feelings
on familiar
and
suchcommon
as
topics
happiness.sadness,
feelings such assurprise,
happiness.sadness,
and interest surprise, and interest
Socicultural Context Artistry 25 Spin-N-Think Spin-N-Think Timed Pair Share 2 4.0 Writing Skills 4.1 Communicate intelligibly
4.1.5 Organise,
through print
and4.1.5
sequence
and digital
Organise,
ideas
media
and
within
on
4.0
sequence
familiar
Writing
short texts
topics
ideas
Skills
onwithin
4.1
familiar
Communicate
short
topics
texts onintelligibly
familiar
4.1.5 Organise,
topics
throughand
print
sequence
4.1.5
and digital
Organise,
ideas
media
within
andonsequence
familiar
short texts
topics
ideas
on familiar
within short
topicstexts on familiar topics
Continuous
SKILL Learning Assertiveness 26 Traveling File Traveling File Talking Chips 2 4.0 Writing Skills 4.2 Communicate with
4.2.1
appropriate
Punctuatelanguage,
written
4.2.1work
form
Punctuate
with
andmoderate
style
written
4.0 Writing
work
accuracy
with
Skills
moderate
4.2 Communicate
accuracy with
4.2.1
appropriate
Punctuatelanguage,
written
4.2.1
work
form
Punctuate
with
andmoderate
style
writtenaccuracy
work with moderate accuracy
Oral SKILL
Communications Assurance 27 Team Project Team Project Team Stand-N-Share 2 4.0 Writing Skills 4.2 Communicate with
4.2.2
appropriate
Spell written
language,
4.2.2
work with
form
Spellmoderate
and
written
style4.0
work
accuracy
Writing
with moderate
Skills 4.2accuracy
Communicate with
4.2.2
appropriate
Spell written
language,
work
4.2.2
with
form
Spell
moderate
and
written
styleaccuracy
work with moderate accuracy
Problem
SKILL
Solving Attentiveness 28 Hot Seat Hot Seat Fan-N-Pick 2 4.0 Writing Skills 4.2 Communicate with
4.2.3
appropriate
Produce language,
a plan
4.2.3
or draft
form
Produce
of
and
twoastyle
paragraphs
plan
4.0orWriting
draftor
ofSkills
more
two paragraphs
and
4.2 Communicate
modifyorthis
more
appropriately
with
and
4.2.3
appropriate
modify
Produce
either
this aappropriately
in
language,
plan
response
4.2.3
or draft
form
Produce
toeither
offeedback
and
twoinparagraphs
style
a response
plan
or or
independently
draft
to
orfeedback
more
of twoand
paragraphs
ormodify
independently
this
or more
appropriately
and modifyeither
thisinappropriately
response to feedback
either in response
or independentl
to feedb
Decision
SKILLMaking Attractiveness 29 Role Play Role Play Rally Robin 2 4.0 Writing Skills 4.2 Communicate with
4.2.4
appropriate
No learning
language,
standard
4.2.4 form
No(will
learning
and
be style
taught
standard
4.0 in
Writing
subsequent
(willSkills
be taught
years)
4.2 Communicate
in subsequent with
years)
4.2.4
appropriate
No learning
language,
standard
4.2.4 form
No
(willlearning
and
be taught
style
standard
in subsequent
(will be taught
years) in subsequent years)
Critical
SKILL
Thinking Audacity 30 The Yarn Yarn The Yarn Yarn Round Robin 2 5.0 Literature In Action
5.1Engage with, respond
5.1.1toExplain
and interpret
in simple
5.1.1
a variety
language
Explain
of literary
connections
in simple
5.0
textlanguage
Literature
types
betweenconnections
In characters,
Action
5.1Engage
between
places
with, or
respond
characters,
events
5.1.1 Explain
toinand
texts
places
interpret
inand
simple
or their
events
5.1.1
a language
variety
own
inExplain
texts
lives
of connections
literary
and
in simple
their
textown
language
types
between
lives connections
characters, places
betweenor characters,
events in texts
places
andor
their
events
ownin
lives
texts and their own lives
TaskSKILL
Planning & Organizing Availability 31 Mix-N-Match 2 5.0 Literature In Action
5.1Engage with, respond
5.1.2toIdentify
and interpret
and describe
5.1.2
a variety
Identify
in of
simple
literary
andlanguage
describe
5.0
textLiterature
types
the
in simple
keyIncharacters
Action
language
5.1Engage
and
thewith,
key
themes
characters
respond
5.1.2
in a text
Identify
to and
and themes
interpret
and describe
in5.1.2
aavariety
text
Identify
in simple
of literary
and
language
describe
text types
the
in key
simple
characters
languageand
thethemes
key characters
in a text and themes in a text
Significant
SKILL Use of Memory Awareness 32 Gallery Walk 2 5.0 Literature In Action
5.2.1aNo
variety
learning
of literary
standard
5.2.1text
No(will
types
learning
be taught
standard
5.0inLiterature
subsequent
(will beIntaught
Action
years)
5.2 Analyse
in subsequent
and evaluate
years)
5.2.1 No
a variety
learning
of standard
literary
5.2.1
text
No
(will
types
learning
be taught
standard
in subsequent
(will be taught
years) in subsequent years)
Finding
SKILL
Information Awe 33 Lyrical Lessons 2 5.0 Literature In Action
5.3 Express an imaginative
5.3.1 Respond
responseimaginatively
to literary
5.3.1 Respond
texts
and intelligibly
imaginatively
5.0 Literature
through
andcreating
intelligibly
In Action
5.3 board
Express
through
games,
ancreating
imaginative
puzzles
5.3.1
board
Respond
and
response
games,
quizzes
imaginatively
to
puzzles
and
literary

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WEEK : 32 DATE: Sunday, September 02, 2018

ENGLISH TIME : 8.45 TO 9.45

Sequence The Information

Lesson is postponed due to : Medical Leave

TAHUN THEME TOPIC MODULE SK SP EDUCATIONAL EMPHASES BBM

pupils are Course

36 VALUES AND CITIZENSHIP

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VALUES AND CITIZENSHIP

VALUES AND CITIZENSHIP

VALUES AND CITIZENSHIP

VALUES AND CITIZENSHIP

VALUES AND CITIZENSHIP

VALUES AND CITIZENSHIP

VALUES AND CITIZENSHIP

VALUES AND CITIZENSHIP

VALUES AND CITIZENSHIP

VALUES AND CITIZENSHIP

VALUES AND CITIZENSHIP

VALUES AND CITIZENSHIP

VALUES AND CITIZENSHIP

VALUES AND CITIZENSHIP

CREATIVE AND INNOVATION

CREATIVE AND INNOVATION

CREATIVE AND INNOVATION

CREATIVE AND INNOVATION

CREATIVE AND INNOVATION

CREATIVE AND INNOVATION

HOT / ITHINK Circle Map

HOT / ITHINK Bubble Map

HOT / ITHINK Double Bubble Map

HOT / ITHINK Tree Map

HOT / ITHINK Brace Map

HOT / ITHINK Flow Map

HOT / ITHINK Multi-Flow Map

HOT / ITHINK Bridge Map

Listen and Point

Lesson is postponed due to : Medical Leave

TAHUN THEME MODULE SK SP EDUCATIONAL EMPHASES BBM

pupils are Course