Create a lesson plan.

Date/ Day
Subject
Class
Time
Number of
pupils
Theme
Topic
Focus skills
Content
Standards

English
4 Gigih
(1 hour)
45
World of knowledge
Animal time
Reading skills
By the end of the 6-year primary schooling, pupils will be able to:
1.1 demonstrate understanding of a variety of linear and non-linear
texts in the form of print and non-print materials using a range of
strategies to construct meaning.
1.2 By reading independently for information and enjoyment.

Learning
standards

1.2.3 Able to read and understand simple and compound sentences.

1.3.1 Able to read for information and enjoyment with guidance:
(b) non-fiction

Learning
objectives

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

a) List down at least 3 out of 5 characteristics of each type of
animal based on the stimulus given in the form of a bubble
map in groups.

Educational
emphasis
Teaching Aids

Thinking skills Categorising, M.I. Interpersonal.

Cross curricular
elements

Moral Values

Pupils Previous
Knowledge

Flash cards
Coloured markers
Presentation to expose the variety of animals
Papers
Science (types of animals)
Learning strategies/approaches/techniques: Communicative
approach
Multiple intelligences: verbal linguistics, audio lingual,
interpersonal and kinaesthetic linguistics.

We must care for our pets as animals have different needs

and characteristics.
Respect, confidence, tolerance, creativity among the
collaborative work.
Pupils have learned to
a) Answer WH-questions related to animals.
b) Read and understand simple sentences.
c) Construct a bubble-map based on information.

Stage/Time
Set Induction

Content
1) Have you watched
the movie
Madagascar?
2) Who do you like in
the movie?

Pre-reading
(+- 15 mins)

Zebra, warm blooded,

herbivore, lives in a
herd, gives birth to
young, young called
foal, mammal.
Appendix A

While Reading
(+ - 25 mins)

Predator, herbivore,
mammal, cold
blooded, carnivore,
reptile, amphibian.
Marty zebra,
mammal, herbivore,
eats plants, lives in a
herd, gives birth to
young, warm blooded,
foal.
Alex lion, mammal,
carnivore, cub, lives in
a pride, eats other
animals, warm
blooded.
Crockie crocodile,
reptile, carnivore, eats
other animals, cold
blooded, lives on its
own, lays eggs,
offspring called
crocodiles.
Frog Prince frog,
amphibian, carnivore,
eats insects, coldblooded, tadpole, lives
alone, lays eggs.

Teacher and Pupils Activities

1. The teacher shows a
poster of the movie
Madagascar and asks the
pupils to name their
favourite characters from
the movie.
2. The teacher pastes the
stimulus about Marty on
the board.
3. The teacher lets the pupils
read the passage silence
for 1 minute.
4. The teacher explains
words that the pupils do
not understand.
5. The teacher underlines
the important points in the
stimulus and makes a
bubble map of the points
in the stimulus.

Notes
E.E
M.I. Interpersonal
(groupwork)
Contextual
learning Pupils
associate animals
with movie
characters.
Materials
Mahjong paper,
marker pens.

6. The teacher goes through

some other words that the
pupils will encounter later.
1.
2.

3.

4.

5.

The teacher divides

pupils into 8 groups.
Teacher gives out a
stimulus for each
group. Every 2 groups
will have the same
stimulus.
The pupils are given 5
minutes to read and
underline the
important points.
The teacher gives out
mahjong papers and
marker pens to each
group.
Each group discusses
and makes a bubble
map of the
characteristics of the
animal. (7-8 mins)

6. Groups with the same

stimulus (animal)

E.E
Constructivism
Pupils combine
each others input
to create an
improved bubble
map.
Appendix A (for
all 4 animals)

Appendix B, C, D, E
Post Reading
(+ - 20 mins)

Individual Bubble Map

Template

1.

Appendix F
2.

3.
Hello, my name is
Marty. I am a zebra. I
am a mammal.

4.

Appendix G

5.
6.
Closure

Q: Are all of the

animals the same?
No.
How are they
different? Mammals,
carnivore, herbivore,
etc.
Does anybody have
pets that are similar to
those animals?
Moral Value: All
animals have different
needs. We must care
for our pets by
understanding their
needs.

compare each others

bubble maps and add
information that has
been missed.
The teacher gives out
bubble map templates
for each of the four
animals.
The teacher instructs
the pupils to fill in the
characteristics of the
animals based on their
friends presentation.
Each group presents
their bubble map in
front.
The teacher
demonstrates how to
role-play the animal
using one of the
masks. The teacher
tells pupils that they
can choose any mask
they like, introduce
them and name one
characteristic.
The teacher chooses
pupils to come and try.
The teacher asks
pupils questions and
relates differences
between animals to the
caring of pets.

Values and
Citizenship
shouldnt take
away the young
of cats or dogs
because they are
protective of
them. We should
feed carnivorous
pets proper food
instead of junk
food.
Materials: Masks
*Try to choose
some of the less
active pupils to
make them more
involved.
*Increase
motivation in
learning as they
are given
opportunity to
show the
understanding of
the concepts they
learned.
*Asking focused
question to elicit
understanding
and retention
proses