Lesson Plan English p4

SEKOLAH KRISTEN NASIONAL PLUS
BENIH HARAPAN JEMBER

Sekretariat : Jl. Mojopahit Blok SSS, Jember. Telp (0331) 429779
e-mail:sknpbenihharapan@ymail.com
LESSON PLAN
Grade
: PRIMARY
Subject
: ENGLISH
Class /Semester : 4/II

Day/Date
: Wednesday, 12th February 2014
Time Allocation : 2 x 40 minutes

A. Competency Standard
8.
Expressing thought, feeling and information into poems, instructions and short
messages.
B. Basic Competency
8.1. Writing a narrative poem.
C. Indicators
Identifying the grammatical features of a narrative poem.
Explaining the use of rhyme or rhythm in a poem.

D. Learning Outcomes
Pupils are able to:
1.
Identify the grammatical features of a narrative poem.
2.
Explain the use of rhyme or rhythm in a poem.

E.
Methods
1. Ellaborating
2. Identifying relationships
F. Teaching Materials and Resources
MPH English Textbook 4A, pp 70-71 and a narrative poem There is a place
G. Character Value
Reading the bible everyday.
H. Steps of Teaching
Introduction
Greet the pupils. Ask whether theres a student absent or not and why. Revise the
previous material.
Main Activities
Explore
1.
2.
3.
4.
Ask pupils to suggest pairs of words that rhyme.

List a few pairs of rhyming words on the board.
Have pupils identify the parts of each pair of words (the ending syllables) that rhyme.
Ask for volunteers to recite any short rhyming poem or one stanza of a rhyming
poem to the class.

5. Ask pupils how they felt when they heard or recited rhyming lines.
6. Ask pupils to think of the purpose of rhyming lines.
Elaborate
1. Have pupils listens as you read aloud the poem Super Jumble on page 70-71 of the
textbook. (Do not have them open their book.)
2. Discuss how the poem made them feel.
3. Ask pupils how the rhyming words helped the poem. Explain that rhyme is one
4.
5.
6.
7.
feature of a poem.
Have them identify other features of the poem that they noticed.
Ask pupils to open their books and silently read the poem.
Discuss the highlighted features.
Have pupils identify each of the features in all the stanzas of this poem. (Rhyme,
unusual words, direct speech, simple past tense and contractions.)
Confirm
1. Task box activity: Pair pupils up for this activity.
Closing
1.
2.
3.
4.
Extend this activity using poems from internet (if time permits).
Have pupils add new words, with their meanings, to their vocabulary notebooks.
The teacher and the pupils summarize the subject matters that have discussed.
Remind pupils to learn next material for next meeting.
Jember, 19th January 2014
Acknowledgement,
English Teacher
Principal
(Mirany Luciano Tendean, S.Pd)
(Mirany Luciano Tendean S.Pd)
I. Evaluation
No
1
2
3
4
5
6
7
Name
Cognitive
Scoring
Gloria Ivory Iskandar

Jansen Mitchellano H
Joel Matthew Hanjoyo
Kezia Virginia Kimberly
Sean Kinkei Mikander
Victoria Angelina Nyoto
William Surya Putra
Technique
: Daily test/individual job
Instrument type
: Essay
Affective
Scoring
Psychomotoric

LESSON PLAN
Grade
: PRIMARY
Subject
: ENGLISH

Day/Date
: Monday, 17th March 2014

A. Competency Standard
7.
Understanding texts by intensive reading (150-200 word) aloud and reciting poems.
B.
Basic Competency
7.1. Answering the questions of texts (150-200 words).
C.
Indicators
Discussing the unit title.
Identifying words related to Science experiments, in given sentences.
Drawing conclusions from headings and subheadings.

Pupils are able to:
Discuss the unit title.
Identify words related to Science experiments, in given sentences.
Draw conclusions from headings and subheadings.

E.
Methods
1. Formulating questions & generating possibilities (questioning concept)

2. Analysing (parts & whole)
3. Analysing (patterns & relationships)
MPH English Textbook 4A, pp 74-75
G. Character Value
Introduction
Create a Science Learning Centre in the classroom. Display reference books, books with fun
experiments, posters, science club journals etc. Have also a collection of science equipment commonly
used in the Science laboratory. Make sure they are labelled. You may wish to also have two similar potted
plants, one placed in an area where theres sunlight and one where theres no or minimal sunlight. This
will come in useful later on in the unit (refer to pages 86-87 of the Textbook). If any pupil belongs to a
Science club, have them speak to the class about the activities in their club. It would also be a good idea
to display the website addresses of any Science clubs for pupils in Singapore. Pupils should be able to use
the materials and return them to the Learning Centre easily. You may assign pupils some tasks related to
the theme of this unit. Include extension work for higher ability pupils and practice work for special needs
pupils.
1. Greet the pupils. Ask whether theres a student absent or not and why. Revise the
previous material.
2. Discuss the unit title on page 74 of the Textbook with pupils.
3. Ask pupils questions like When do pupils experiment?, What is an experiment?,
Why do people experiment?, Is it only scientists who experiment?, What makes
a scientist different from any other person who does experiments?, What is a
laboratory?, How do scientists conduct experiments?, Do they only follow

instructions that others have written? etc.
Main Activities
Explore
1. Have pupils follow as selected pupils read aloud the text page 75 of the Textbook.
2. How do the questions posed on page 74 link with the poster on page 75?
3. Discuss each point on the poster Think Like A Scientist with pupils.
4. Have pupils answer the question posed by the small character in the margin.
Elaborate
1. Introduce pupils to the Science Learning Centre. Give pupils time to browse
through the materials there.
2. Ask them to think of a question about experiments that they would like answered.
3. Have pupils follow the steps on the poster on page 75. They will:
(a) think of a question they want answered;
(b) write down their guesses;
(c) devise an experiment to test their ideas;
(d) carry out their experiment;
(e) observe and record the results of each step of their experiment;
(f) work out the answer to their question and write a conclusion.
Confirm
1.
Have a few pupils present their experiments [from step (a)-(f)] to the class.
2. Get them to add the meanings of new words, with their meanings, to the Vocabulary
Notebooks.
Closing
5.
6.
7.
8.
Extend this activity using poems from internet (if time permits).
Have pupils add new words, with their meanings, to their vocabulary notebooks.
The teacher and the pupils summarize the subject matters that have discussed.
Remind pupils to learn next material for next meeting.
Note: Pupils will be able to complete steps (a)-(c) at this time. The rest of their experiments can be carried out at
home or in school. The final presentation can be given at the end of this unit.
Jember, 19th January 2014

English Teacher
Acknowledgement,
Principal

LESSON PLAN
Grade
: PRIMARY
Subject
: ENGLISH

Day/Date
: Wednesday & Monday, 19st & 24th March 2014

A.
Competency Standard
8.
messages.
B.
Basic Competency
8.3. Understanding the grammar conventions.
C.
Indicators
Recalling that adverbs and adverbial phrases add meaning to verbs.

Pupils are able to:
Recall that adverbs and adverbial phrases add meaning to verbs.

E.
Methods
1. Categorising (parts & whole)

G. Character Value
Introduction
previous material.
2. Write your name slowly on the board. Write it again quickly. Write it again tidily,
untidily etc.
3. Ask pupils to comment on how you carried out your actions. Lead them to give you
adverbs.
Main Activities
Explore
1. Have pupils identify the adverbial phrases in sentences you will read out to them.
E.g. I ran to school with a heavy heart., She stirred her coffee in a gentle
manner. etc.
Ask pupils to identify the word or words in the sentence that reveals more about
how the action is done (i.e. identify the adverbs and adverbial phrases).
2. Get pupils to discuss how adverbs and adverbial phrases could be useful in
instructions.
3. Ask pupils to silently read through pages 80-81 of the Textbook.
Elaborate
1. Next, have pupils follow as you read the text aloud.
2. Stop after each teaching point and bring pupils attention to the verbs and adverbial
phrases in the sentences.
3. Reinforce pupils understanding with further examples. Write the sentences (do not
have the adverbial phrases at the beginning of the sentences) on the board.
4. Have pupils retell the sentences with the adverbial phrases at the beginning of the
sentences.
5. When they have finished, provide more examples, this time with the adverbial
phrases at the beginning of the sentences. Pupils are to rephrase the sentences with
the adverbial phrases in the middle or at the end.
Confirm
2. Have a few pairs present their oral instructions.
3. Have pupils follow as you read aloud the grammar box at the top of page 82 of the
Workbook.
4. Discuss with pupils how to answer questions for Parts (A) and (B).
5. Allow pupils time to complete the worksheet on WB p.82-83.
Closing
1. Have pupils add new words, with their meanings, to their vocabulary notebooks.
2. The teacher and the pupils summarize the subject matters that have discussed.
3. Remind pupils to learn next material for next meeting.
Jember, 19th March 2014
Acknowledgement,
English Teacher
Principal


LESSON PLAN
Grade
: PRIMARY
Subject
: ENGLISH

Day/Date
: Wednesday, 26th March 2014

B.
Competency Standard
7.
B.
Basic Competency
C.
Indicators
Reading and recalling instructions in correct sequence.
Making predictions about content using title, headings and diagrams.
Inferring and drawing conclusions from given content.

E. Learning Outcomes
Pupils are able to:
Read and recall instructions in correct sequence.
Make predictions about content using title, headings and diagrams.
Infer and draw conclusions from given content.

E.
Methods

I. Teaching Materials and Resources
J. Character Value
K. Steps of Teaching
Introduction
1. Have pupils skim through pages 76-77 of the Textbook.
2.
Ask pupils what they predict will happen in the experiment.

3. Ask pupils what they gathered by just reading the title, the heading and looking at the
diagrams.
Main Activities
Explore
1. Have pupils follow as you read aloud the storyline at the top of page 76 of the
Textbook.
2. Go through the experiment in detail with pupils.
3. Draw their attention to the title, the list of materials, the way the instructions are
given (under Method) and the diagrams.
Elaborate
1. Have pupils answer the questions posed by the small characters in the margins.
2. Have pupils comment upon their own predictions after going through the experiment.
What did they accurately predict? What did they miss out?
Confirm
1. Pair pupils up for the How well did you read? activity.
2. Allow them time to work on the answers with their partners.
3. Discuss the answers with pupils afterwards.
4. Task box activity: Have pupils work in the same pairs. You may wish to bring pupils
to an open area in the school where they can test out their ideas.
5. Give pupils time to read the title and instructions for the worksheets on WB p.74-75
6. Briefly discuss with pupils how to answer the questions.
7. Allow pupils time to complete the worksheet.
Closing
English Teacher
Acknowledgement,
Principal

LESSON PLAN
Grade
: PRIMARY
Subject
: ENGLISH

Day/Date
: Monday, 7th April 2014

A.
Competency Standard
7.
B.
Basic Competency
C.
Indicators
Reading and recalling instructions in correct sequence.
Making predictions about content using title, headings and diagrams.
Inferring and drawing conclusions from given content.

Pupils are able to:
Read and recall instructions in correct sequence.
Make predictions about content using title, headings and diagrams.
Infer and draw conclusions from given content.

E.
Methods

MPH English Workbook 4A, pp 76-81
G. Character Value
Introduction
1. Have pupils skim through pages 78-79 of the Textbook.
2.
Ask pupils what they predict will happen in the experiment.
3. Ask pupils what they gathered by just reading the title, the heading and looking at the
diagrams.
Main Activities
Explore
1. Have pupils follow as you read aloud the storyline at the top of page 78 of the
Textbook.
2. Go through the experiment in detail with pupils.
3. Draw their attention to the title, the list of materials, the way the instructions are
given (under Method) and the diagrams.
Elaborate
1. Have pupils answer the questions posed by the small characters in the margins.
2. Have pupils comment upon their own predictions after going through the experiment.
What did they accurately predict? What did they miss out?
Confirm
1. Pair pupils up for the How well did you read? activity.
2. Allow them time to work on the answers with their partners.
3. Discuss the answers with pupils afterwards.
4. Task box activity: Have pupils work in the same pairs. You may wish to bring pupils
to the library to source for information.
5. Give pupils time to read the title and instructions for the worksheets on WB p.76-81
6. Briefly discuss with pupils how to answer the questions.
Closing
Acknowledgement,
English Teacher
Principal


LESSON PLAN
Grade
: PRIMARY
Subject
: ENGLISH

Day/Date
: Monday, 21st April 2014

A.
Competency Standard
8.
messages.
B.
Basic Competency
8.3. Understanding the grammar conventions.
C.
Indicators
Recalling the purpose of using quantifiers.
Identifying quantifiers in given sentences.
Constructing sentences containing quantifiers.

Pupils are able to:
Recall that adverbs and adverbial phrases add meaning to verbs.
Identify quantifiers in given sentences.
Construct sentences containing quantifiers.

E.
Methods
1. Inferring (deduction)
2. Generating possibilities (SCAMPER)
MPH English Textbook 4A, pp 82
G. Character Value
Introduction
previous material.
2. Ask pupils to recall how they describe the amount or number of something, e.g.
milk, water, oil, butterflies, books, test tubes, heat, etc. Provide an example to help
pupils start off if necessary.
3. Write pupils answers on the board.
Main Activities
Explore
1. Ask pupils for the category of the listed words. (Answer: Quantifiers)
2. Revise the purpose of quantifiers.
3. Have pupils follow as you and different pupils take turns to read aloud, section by
section, the text page 82 of the Textbook.
Elaborate
1. Get pupils to construct sentences for each of the quantifiers learnt on that page.
2. Task box activity: Have pupils completed the activity.
3.
Get pupils to share their sentences with the class. Write their sentences on the
board. Guide and correct where necessary.
Confirm
1. Go through the grammar box at the top of the page 85 of the Workbook.
2. Give pupils time to skim through the rest of the worksheet.
3. Orally work through one example from each part the worksheet.
Closing
Acknowledgement,
English Teacher
Principal


LESSON PLAN
Grade
: PRIMARY
Subject
: ENGLISH

Day/Date
: Wednesday, 23rd April 2014

A.
Competency Standard
8.
messages.
B.
Basic Competency
8.2. Making instructions experiment and writing a postcard message.
C.
Indicators
Identifying words related to science equipment.

Pupils are able to:
Identify words related to science equipment.

E.
Methods
MPH English Workbook 4A, pp 86
G. Character Value
Introduction
previous material.
5. Ask pupils to recall how they describe the amount or number of something, e.g.
milk, water, oil, butterflies, books, test tubes, heat, etc. Provide an example to help
pupils start off if necessary.
6. Write pupils answers on the board.
Main Activities
Explore
4. Ask pupils for the category of the listed words. (Answer: Quantifiers)
5. Revise the purpose of quantifiers.
6. Have pupils follow as you and different pupils take turns to read aloud, section by
section, the text page 82 of the Textbook.
Elaborate
3. Get pupils to construct sentences for each of the quantifiers learnt on that page.
4. Task box activity: Have pupils completed the activity.
4.
Get pupils to share their sentences with the class. Write their sentences on the
board. Guide and correct where necessary.
Confirm
4. Go through the grammar box at the top of the page 85 of the Workbook.
5. Give pupils time to skim through the rest of the worksheet.
6. Orally work through one example from each part the worksheet.
Closing

Acknowledgement,
English Teacher
Principal

LESSON PLAN
Grade
: PRIMARY
Subject
: ENGLISH

Day/Date

A.
Competency Standard
8.
messages.
B.
Basic Competency
C.
Indicators
Recalling the purpose of using suffixes.
Creating new words by correctly adding suffixes to given root words.

Pupils are able to:
Recall the purpose of using suffixes.
Create new words by correctly adding suffixes to given root words.

E.
Methods

MPH English Workbook 4A, pp 87
G. Character Value
Introduction
previous material.
2. Have pupils recall the meaning of suffix.
3. Give pupils some root words to which they are to add suffixes.
4. Have a few pupils go up to the board to write their answers.
Main Activities
Explore
1. Have pupils follow as you read aloud, section by section, the text on page 84 of the
Textbook.
2. Have pupils answer the questions posed by the small characters.
3. Have pupils construct sentences, which contain new words formed by adding the
suffixes on the page.
Elaborate
1. Make a class poster of these words and their meanings.
2. Have pupils add new words, with their meanings, to their Vocabulary Notebooks.
Confirm
1. Go through the grammar title, instructions and text box on page 87 of the
Workbook.
2. Work through Question 1 with pupils.
Closing
Jember, 3rd April 2014
English Teacher
Acknowledgement,
Principal

LESSON PLAN
Grade
: PRIMARY
Subject
: ENGLISH

Day/Date

A.
Competency Standard
7.
B.
Basic Competency
7.2. Using dictionary, atlas and map; and catagorising nonfiction books.
C.
Indicators
Identifying the different book categories for non-fiction books.
Using the Dewey Classification system to locate specified books.

Pupils are able to:
Identify the different book categories for non-fiction books.
Use the Dewey Classification system to locate specified books.

E.
Methods

Library
G. Character Value
Introduction
previous material.
2. Have pupils recall the way in which fiction books are arranged in a library. (Refer
to Unit 2 of the P3 Textbook.)
3. Ask pupils to share what they already know about the way non-fiction books are
arranged.
Main Activities
Explore
1. Allow pupils to look around the non-fiction section the library. Tell them to note the
way books are arranged in that section of the library.
2. Explain afterwards that books on the same subject are grouped together on the
shelves.
3. Next, have pupils listen, as you read aloud the text on the first half of page 85 of the
Textbook.
4. Have pupils identify each of the Dewey categories in the library.
Elaborate
1. Ask pupils where they would expect to find a book on a particular topic/subject
(Provide the topic/subject.)
2. Have pupils bring you books (from the shelves) on the specified topics/subjects.
3. Work through the sections until pupils are familiar with the system.
4. Next, show pupils a blown-up version of the information provided in the box on
page 85 of the Textbook.
Confirm
1. Go through the information with pupils.
2. Next, read aloud the next half of the text on page 85. Have pupils answer the
questions at the foot of the page.
3. Provide a few more titles. Give pupils time to look for the call numbers of those
titles.
4. Repeat this activity according to the amount of time available.
Closing
Acknowledgement,
English Teacher
Principal

(Mirany Luciano Tendean,

S.Pd)
(Mirany
Luciano
Tendean
S.Pd)
Sekretariat
: Jl. Mojopahit Blok
SSS, Jember.
Telp (0331)
429779
LESSON PLAN
Grade
: PRIMARY
Subject
: ENGLISH

Day/Date

A.
Competency Standard
8.
messages.
B.
Basic Competency
C.
Indicators
Stating the purpose of instructions.
Identifying the different parts of an instruction text for an experiment.
Pupils are able to:
State the purpose of instructions.
Identify the different parts of an instruction text for an experiment.
E.
Methods
1. Associating
2. comparing
G. Character Value
Introduction
previous material.
2. Show pupils the plants in the Learning Centre. Use them to complement your
reading and explanation of the text.
3. Discuss with pupils what they already know about the way instructions are written
for experiments.
4. List their answers on the board.
Main Activities
Explore
1. Ask pupils where they can find instructions. Would all instructions be written the
same way? Discuss how they may be same and how they may differ for different
purposes.
2. Have pupils follow as you read aloud the text at the top of page 86 of the Textbook.
3. Have selected pupils read each section of the experiment. Stop after each section to
discuss the highlighted features.
Elaborate
1. Compare the highlighted features with the those that are listed on the board.
2. Answer the question posed by the small character in the margin.
Confirm
2. Choose one or two more similar texts from the books in the Learning Centre for
additional practice.
3. Have a few pairs share their answers with the class.
Closing
Acknowledgement,
English Teacher
Principal

LESSON PLAN
Grade
: PRIMARY
Subject
: ENGLISH

Day/Date

A.
Competency Standard
8.
messages.
B.
Basic Competency
C.
Indicators
Identifying the grammatical features of instructions.
Pupils are able to:
Identify the grammatical features of instructions.
E.
Methods
1. Elaborating
G. Character Value
Introduction
previous material.
2. Ask pupils for the type of words they would expect to come across in instructions.
3. Discuss pupils lists of word types and the reasons for including them.
Main Activities
Explore
1. Have pupils follow as you read aloud the text at the top of page 88 of the Textbook.
2. Give pupils time to skim through the experiment.
Elaborate
1. Go through the experiment in detail with pupils. Stop after each paragraph to
discuss the highlighted grammatical features.
Confirm
1. Task box activity: You may wish to make use of the same texts as those you used in
the previous lesson.
2. Have them use the experiments in the previous pages of the Textbook.
3. Have a few pairs share their answers with the class.
Closing
Acknowledgement,
English Teacher
Principal

LESSON PLAN
Grade
: PRIMARY
Subject
: ENGLISH

Day/Date
: Wednesday, 30th April 2014

A.
Competency Standard
8.
messages.
B.
Basic Competency
C.
Indicators
Explaining the importance of sequence in instructions.
Writing instructions for a given experiment.
Pupils are able to:
Explain the importance of sequence in instructions.
Write instructions for a given experiment.
E.
Methods
1. Elaborating
3. Teaching Materials and Resources
4. Character Value
Reading the Bible everyday.
5.
Steps of Teaching
Introduction
previous material.
2. Ask pupils why there is a need for instructions to be numbered and ordered.
3. Discuss what would happen if instructions were not properly ordered.
4. Have pupils recall the experiments in this unit.
5. Ask them to imagine the outcomes if the instructions were carried out in a different
order.
6. Introduce and explain the meaning of the term sequence.
Main Activities
Explore
1. Give pupils time to silently read through page 90 of the Textbook.
2. Pair pupils up to complete the sequencing task on that page.
3. Discuss the correct sequence with them.
Elaborate
1. Have pupils follow as you read aloud the text at the top of page 88 of the
Workbook.
2. Give them time to read the diary entry on the same page.
3. Discuss the diary entry. Explain that it is a recount of an experiment.
4. Orally work through the worksheet with pupils.
5. Allow them time to complete the worksheet.
Confirm
1. Have pupils use the Editing checklist on page 90 to check their partners written
instructions.
2. Allow them time to make changes to their instructions after their partners
feedback.
3. Have pupils write a complete set of instructions for the experiment they conducted
during the course of this unit. (Refer to page one of the lesson plans for this unit.)
Closing
Acknowledgement,
English Teacher
Principal

(Mirany Luciano Tendean,

S.Pd)
(Mirany
Luciano
Tendean
S.Pd)
Sekretariat
: Jl. Mojopahit Blok
SSS, Jember.
Telp (0331)
429779
LESSON PLAN
Grade
: PRIMARY
Subject
: ENGLISH

Day/Date
: Wednesday, 30th April 2014

A.
Competency Standard
6.
Expressing information, thought and feeling orally through comments, instructions

and enquiries.
B.
Basic Competency
6.2. Giving instructions clearly and politely.
C.
Indicators
Giving oral instructions to a partner.
Listening for information from a partner.
Pupils are able to:
Give oral instructions to a partner.
Listen for information from a partner.
E.
Methods
1. Inferring (induction)

G. Character Value
Reading the Bible everyday.
H.
Steps of Teaching
Introduction
previous material.
2. Ask pupils to give their partner instructions on how to make something. Discuss
with them the best way of doing this.
3. Discuss what may happen if one partner is or both are rude.
4. Discuss the best way to give instructions. List pupils suggestions on the board.
Main Activities
Explore
1. Have pupils refer to page 91 of the Workbook.
2. Orally work through the scenarios given.
3. Have pupils complete this written exercise.
Elaborate
1. Have ready materials needed for making paper gliders
2. Have pupils refer to page 91 of the Textbook.
3. Pair pupils up for this activity. Pair an able with a less able pupil (Do not let them
be aware of this arrangement).
4. Have the able pupil be the first to provide the instructions for the activity. They are
to take turns to give instructions.
5. Monitor and help those who have difficulty formulating oral instructions.
6. Allow pupils time to complete the activity.
Confirm
1. Have pupils complete the Reflect and write activity at the foot of the same page.
2. Refer to the Listening Comprehension section of the Teacher-assist Pack.
Closing
English Teacher
Acknowledgement,
Principal

LESSON PLAN
Grade
: PRIMARY
Subject
: ENGLISH

Day/Date
: Monday, 5th May 2014

A.
Competency Standard
7.
B.
Basic Competency
C.
Indicators
Stating the purpose of e-mail, postcards and telephone messages.
Identifying sources information about foreign places.
Pupils are able to:
State the purpose of e-mail, postcards and telephone messages.
Identify sources information about foreign places.
E.
Methods
1. Inferring (induction)
2. Categorising
G. Character Value
Diligence
H.
Steps of Teaching
Introduction
previous material.
6. Ask pupils to give their partner instructions on how to make something. Discuss
with them the best way of doing this.
7. Discuss what may happen if one partner is or both are rude.
8. Discuss the best way to give instructions. List pupils suggestions on the board.
Main Activities
Explore
4. Have pupils refer to page 91 of the Workbook.
5. Orally work through the scenarios given.
6. Have pupils complete this written exercise.
Elaborate
6. Have ready materials needed for making paper gliders
7. Have pupils refer to page 91 of the Textbook.
8. Pair pupils up for this activity. Pair an able with a less able pupil (Do not let them
be aware of this arrangement).
9. Have the able pupil be the first to provide the instructions for the activity. They are
to take turns to give instructions.
10. Monitor and help those who have difficulty formulating oral instructions.
7. Allow pupils time to complete the activity.
Confirm
3. Have pupils complete the Reflect and write activity at the foot of the same page.
4. Refer to the Listening Comprehension section of the Teacher-assist Pack.
Closing
English Teacher
Acknowledgement,
Principal

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SEKOLAH KRISTEN NASIONAL PLUS

BENIH HARAPAN JEMBER

Class /Semester : 4/II

: Wednesday, 12th February 2014

Time Allocation : 2 x 40 minutes

Identifying the grammatical features of a narrative poem.

Explaining the use of rhyme or rhythm in a poem.

Identify the grammatical features of a narrative poem.

Explain the use of rhyme or rhythm in a poem.

Ask pupils to suggest pairs of words that rhyme.

poem to the class.

Jember, 19th January 2014

(Mirany Luciano Tendean, S.Pd)

(Mirany Luciano Tendean S.Pd)

Gloria Ivory Iskandar

SEKOLAH KRISTEN NASIONAL PLUS

Class /Semester : 4/II

: Monday, 17th March 2014

Time Allocation : 2 x 40 minutes

Discussing the unit title.

Identifying words related to Science experiments, in given sentences.

Drawing conclusions from headings and subheadings.

Discuss the unit title.

Identify words related to Science experiments, in given sentences.

Draw conclusions from headings and subheadings.

1. Formulating questions & generating possibilities (questioning concept)

laboratory?, How do scientists conduct experiments?, Do they only follow

Jember, 19th January 2014

(Mirany Luciano Tendean, S.Pd)

(Mirany Luciano Tendean S.Pd)

SEKOLAH KRISTEN NASIONAL PLUS

Class /Semester : 4/II

: Wednesday & Monday, 19st & 24th March 2014

Time Allocation : 2 x 40 minutes

Recalling that adverbs and adverbial phrases add meaning to verbs.

Recall that adverbs and adverbial phrases add meaning to verbs.

F. Teaching Materials and Resources

SEKOLAH KRISTEN NASIONAL PLUS

BENIH HARAPAN JEMBER

Sekretariat : Jl. Mojopahit Blok SSS, Jember. Telp (0331) 429779

(Mirany Luciano Tendean, S.Pd)

Class /Semester : 4/II

: Wednesday, 26th March 2014

Time Allocation : 2 x 40 minutes

Reading and recalling instructions in correct sequence.

Making predictions about content using title, headings and diagrams.

Inferring and drawing conclusions from given content.

Read and recall instructions in correct sequence.

Make predictions about content using title, headings and diagrams.

Infer and draw conclusions from given content.

3. Analysing (parts & whole)

Ask pupils what they predict will happen in the experiment.

(Mirany Luciano Tendean, S.Pd)

(Mirany Luciano Tendean S.Pd)

SEKOLAH KRISTEN NASIONAL PLUS

Class /Semester : 4/II

: Monday, 7th April 2014

Time Allocation : 2 x 40 minutes

Reading and recalling instructions in correct sequence.

Making predictions about content using title, headings and diagrams.

Inferring and drawing conclusions from given content.

Read and recall instructions in correct sequence.

Make predictions about content using title, headings and diagrams.

Infer and draw conclusions from given content.