Focus : Listening and speaking

Theme: World of Stories

Topic: 8. The Prince and The Thieves

Content Standards: 1.1, 1.2, 1.3

DAY
Learning Standards: 1.1.4, 1.2.2, 1.3.1(c)

DATE Objectives: By the end of the lesson, pupils should be able to:
a. give descriptions of the pictures given.
b. listen to descriptions and point to the correct pictures.
Subject
English Teaching Aids : textbook, pictures, task sheet.

CCE/EE: Thinking skills, multiple intelligences.

Class
Year 4 Activities :

a. Pre listening:
TIME 1. Recap previous lesson on the story of The Prince and The Thieves.
2. Get the pupils to name the main and supporting characters.
(60 minutes) 3. Put up pictures of 5 characters in the story. (TB page 75)
4. Get the pupils to describe each person shown in the picture.
5. Guide pupils if necessary.

b. While listening:
1. Explain to pupils how to do the activity.
2. Pupils work individually.
3. Distribute worksheet to pupils.
4. Teacher reads the descriptions.
5. Pupils listen carefully and number the person described by teacher.
6. Check and discuss the answers with pupils.

c. Post listening:
1. Pupils work in pairs.
2. Distribute a set of picture cards to each pair.
3. Explain to pupils how to do this activity.
4. Pupils take turns to choose one picture.
5. Then, they describe it to their partner.
6. Their partner point to the picture described by their friend.
7. Teacher randomly calls two pupils. Each pupil chooses a picture and
describe it.
8. The rest of the pupils listen carefully and show the picture described.
9. Guide pupils if necessary.

d. Closure:
1. Teacher chooses one pupil in the class.
2. Teacher describes the pupil.
3. Pupils name the pupil.
4. Teacher sums up the lesson.
 Attendance: Reflection:
____ out of ___
Absent: a. ______ out of ___ pupils were able to give descriptions of the
pictures given.

b. ______ out of ___ pupils were able to listen to descriptions and point
to the correct pictures.

Listen to the descriptions. Number the person described.

‘

Focus : Reading

Theme: World of Stories

Topic: 8. The Prince and The Thieves

Content Standards: 2.2

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

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

a. read and understand the story by matching phrases to form the correct
sentences.
DATE b. rearrange sentence strips in the correct story sequence.

Teaching Aids: textbook, task sheet, sentence strips.

Subject
English CCE/EE: Thinking Skills, Values & Citizenship

Class Activities :
Year 4
a. Pre reading:
 TIME 1. Teacher recaps what was taught in the previous lesson.
2. Teacher or pupil reads the story ‘The Prince and the Thieves’ aloud.
(60 minutes)
b. While reading:
1. Get pupils to read the story independently. (TB page 65)
2. Pupils are divided into groups.
3. Distribute task sheet to each group.
4. Explain to pupils how to do this activity.
5. In groups, pupils match the phrases to form the correct sentences.
6. Teacher checks and confirm the answers with pupils.

c. Post reading:
1. Pupils work with the same group.
2. Distribute sentence strips to each group.
3. Pupils read the sentences in groups.
4. Then, they rearrange the sentences in the correct sequence based on the
story read.
5. Pupils paste the sentence strips in the task sheet given.
6. The groups present their answers.
7. Help them to correct any mistakes.

d. Closure:
1. Discuss the values that the pupils have learned from the story.
2. Write pupils’ ideas on the board in circle map form.

Attendance: Reflection:
___ out of ___ a. _________ out of ____ pupils were able to read and understand the
Absent: story by matching phrases to form the correct sentences.
b. _________ out of ____ pupils were able to rearrange sentence strips
in the correct story sequence.
Match the phrases to form the correct sentences.

with a plan to persuade the prince to return to his

1. Prince Fariz was very sad
throne.

2. Jamal, the Chief Minister, came up steal from the Chief Minister’s house.

3. One night, Prince Fariz heard Jamal to come to the palace.

4. The thieves were planning to Jamal was a good man and a clever advisor.

5. Prince Fariz found over his father’s death.

6. Prince Fariz warned the thieves some voices outside his room.

that there were many guards at the Chief Minister’s

7. Prince Fariz ordered
house.

8. Prince Fariz then realised that a piece of paper on the table.

Rearrange the sentences based on the story of “The Prince and The Thieves.

He refused to meet anyone and the country did not have a new king.

The next day, Prince Fariz called the Chief Minister and showed the paper to him.

Jamal, the Chief Minister was worried about the Prince wrote about his worries on a piece of paper.

The Chief Minister told Prince Fariz that it was his plan all along to help him realize that the country needs a new king

and that Prince Fariz is the only one who can be the next king after his father.

The thieves took the valuables but the prince took the piece of paper.

Prince Fariz was a young prince who was very sad after his beloved father died.

One night, the prince saw some thieves trying to steal from the Chief Minister’s house and decided to join them.

The three thieves were actually his palace guards.

 Focus : Writing

Theme: World of Stories

Topic: 8. The Prince and The Thieves

Content Standards: 3.2

Learning Standards: 3.2.2(c)

DAY
Objectives: By the end of the lesson, pupils should be able
a. complete a message based on the situation given.
DATE b. discuss ways to show sympathy.

Teaching Aids : text book, task sheet

Subject
English CCE/EE: Contextualism.

Class Activities :
Year 4
a. Pre writing:
TIME 1. Show pupils a few sympathy messages.
2. Tell pupils that a sympathy message has two purposes:
(60 minutes)  To pay tribute to the life of the deceased person
 To provide support to the bereaved
3. Get the pupils o read the message. (TB page 79).
4. Get pupils’ attention to the message format.
5. Explain to pupils what salutation, message receiver, message content,
message closing and name of the message writer are.

b. While writing:
1. Divide pupils into groups of 3.
2. Write these topics on the board.
 A friend who lost his grandfather.
 A neighbour who lost his cousin.
3. Each group chooses 1 topic.
4. Distribute task sheet to each groups.
5. Pupils complete the message.
6. Guide pupils if necessary.

c. Post writing:
1. Display pupils’ work on the board or around the classroom.
2. Invite group leaders present their messages.
3. Lead pupils to edit the messages. (emphasise on language accuracy)
4. Check pupils' work and make corrections if necessary.
5. Pupils rewrite the message in their exercise books.

d. Closure:
1. Teacher asks pupils what other ways to show sympathy.
Examples: collect donations, visit them, send a card or flowers, call them etc
2. Write pupils’ ideas on the board in circle map form.
 Attendance: Reflection:
____ out of ____ a. _____ out of ____ pupils were able to complete a message based on the
Absent: situation given.

b. _____ out of ____ pupils were able to discuss ways to show sympathy.
__________________________.
 Ways To

Show Sympathy

EXAMPLES
send them
give them a
flowers or
call
cards
 Ways To

Show Sympathy

visit them give or collect

donations for
them
 Focus : Grammar

Theme: World of Stories

Topic: 8. The Prince and the Thieves

Content Standards: 5.1

DAY
Learning Standards: 5.1.4 (a)(b)

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

DATE a. use ‘because’ or ‘ so’ to join two sentences.
b. construct sentences using the conjunctions `because’ and `so’.

Teaching Aids: text book, phrase cards, task sheet

Subject
English CCE/EE: Thinking skills.

Activities :
Class
Year 4 a. Presentation:
1. Ask pupils to name their favourite character in the story, ‘The Prince and
the Thieves’.
2. Ask pupils to give their reasons.
TIME
My favourite character is ____________because _________________
(60 minutes)
3. Explain more about the conjunctions ‘because’ and ‘so’ by giving a few
examples. (Refer to TB page 80)
4. Guide pupils to construct other sentences using ‘because’ and ‘so’.

b. Practice:
1. Put up phrase cards on the board.
2. Allow pupils to practise combining the sentences orally with guidance.

The beggar was hungry. The young man gave him food.

The beggar was hungry so the young man gave him food.

There was a drought. There were no mangoes.

There was a drought so there were no mangoes.

The young man could not perform the magic spell. He lied.

The young man could not perform the magic spell because he lied.

The King was angry. The young man could not perform the spell.

The King was angry because the young man could not perform the spell.
 c. Production:
1. Pupils work in pairs.
2. Distribute task sheet to each pairs.
3. Pupils join the sentences using the conjunctions ‘so’ and ‘because’.
4. Remind the pupils to drop the full stop of the first sentence and the capital
letter of the second sentence.
5. Discuss and confirm answers with pupils.

d. Closure:
1. Teacher puts up one picture with words guidance on the board.
2. Pupils construct one sentence using ‘so’ and one sentence using ‘because’.
3. Pupils write the sentences in their exercise books.
4. Check pupils’ answers.

e. Enrichment:
1. Distribute task sheet to pupils.
2. Pupils construct sentences using the conjunctions `because’ and `so’.
3. Discuss and check answers with pupils.

Attendance: Reflection:
____ out of ____ a. ____ out of ___ pupils were able to use ‘because’ or ‘so’ to join two
Absent: sentences.

b. ____ out of ___ pupils were able to construct sentences using the
conjunctions `because’ and `so’.
Join the sentences using ‘so’ and ‘because’.

The prince was sad. The queen was seriously ill.

_______________________________________________________
_

The king heard some voices. He went out to investigate.

_______________________________________________________
_

The people loved their king. The king cared for them.

_______________________________________________________
_

The minister was wise. The king liked him very much.

_______________________________________________________
_

I was late to work. My car would not start.

_______________________________________________________
_

The box was heavy. He could not carry it.

_______________________________________________________
_
Write one sentence for each picture. Use the conjunctions ‘so’ or ‘because’.

boy - holding – an umbrella –it –raining

___________________________
__________________________________________________
______

baby – hungry – he - crying

___________________________

__________________________________________________
______

girl – has an exam - studies

___________________________
__________________________________________________
______

grandfather – walks slowly - tired

___________________________

__________________________________________________
______

Focus : Language Art

Theme: World of Stories

DAY Topic: 8. The Prince and The Thieves (The Jungle Book)

Content Standard: 2.2, 4.2, 4.3

DATE
Learning Standards: 2.2.4(a)(b) , 4.2.1, 4.3.2

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

 Subject a. discuss the moral value and message of the story.
English b. read and understand the text by answering questions.
c. locate words and their meaning in the dictionary.

Teaching Aids: task sheet, pictures, The Jungle Book.

Class
Year 4 CCE/EE: Contextualism, thinking skills.

Activities :

TIME a. Presentation:
1. Put up pictures of main and supporting characters in the story.
2. Introduce them to the pupils.
(60 minutes) 3. Get the pupils to talk about the characters based on the pictures shown.
4. Get the pupils to read chapter 1 of the story.
5. Asks a few questions to check understanding.

b. Practise:
1. Get the pupils to work in groups.
2. Distribute task sheet to each groups.
3. Pupils choose the correct meaning of words in the chapter.
4. Guide pupils to locate the words and their meaning in the dictionary.
5. Teacher checks and confirm answers with pupils.

c. Production:
1. Pupils work with the same group.
2. Pupils discuss and answer the questions given.
3. Check and discuss answers with pupils.

d. Closure:
1. In their respective groups, pupils discuss and write the moral value/message
that they could think related to the short descriptions.
2. Guide groups in eliciting the moral values.
3. Once pupils have completed, get them to share what they have discussed.

Attendance: Reflection:
___ out of ___ a. _____ out of ___ pupils were able to discuss the moral value and
Absent: message of the story.
b. _____ out of ___ pupils were able to read and understand the text by
answering questions.
c. _____ out of ___ pupils were able to locate words and their meaning in
the dictionary.
Choose the correct meaning. Use a tick (√).

1. Hunt:

plays with friends chases and kills animals and birds

2. hunting ground

a place to chase and kill animals a resting place

and birds

3. law

rule centre

4. raise

give away bring up

5. stray

a lost animal a cute animal

Choose the correct answer.

1. What us the enemy of the pack of wolves?

a. The cubs
b. The wolves
c. The tiger

2. What action is against the law of the jungle?

 a. Fighting the tiger
b. Hunting humans
c. Killing animals

3. Which two characters want Mowgli to stay with the wolf-family?

a. Tabagui and Shere Khan
b. Baloo and Bagheera
c. Akela and Shere Khan

4. Mowgli is most likely to be a boy who

a. Is lost in the jungle.
b. Has run away from home.
c. Is not wanted by his parents.

Fill in the blanks with the correct words.

Akela cubs Wolf boy Council Rock

Bagheera, a black panther discovers a young __________________ in the jungle.

He brings him to Mother __________________ . Both Mother Wolf and Father Wolf agree

to raise the boy along wuth their own __________________ . They bring the man cub to

__________________ to seek permission from __________________ , their leader.