LESSON PLAN

DATE:19 NOVEMBER 2018

TIME: 10:00 A.M-11: 00 A.M

FORM: 4 ACTIVE

TOTAL OF STUDENTS: 23 STUDENTS

SUBJECT: HISTORY

TITLE: CHAPTER 8 TRANSFORMATION AND ISLAMIC INFLUENCE IN MALAYSIA

BEFORE THE EUROPEAN POWER ARRIVAL

SUBTOPIC: THE EFFECTS OF ISLAMIC TOWARDS SOCIAL CULTURE

THE EXISTING KNOWLEDGE : STUDENTS HAD KNEW THE ARRIVAL ISLAMIC

RELIGION IN SOUTHEAST ASIA . NOW IN CHAPTER 8, IT IS MORE SPECIFIC WHICH
IS THE ARRIVAL OF ISLAMIC RELIGION IN MALAYSIA.

LEARNING OBJECTIVES: DURING THE LEARNING AND TEACHING SECTION ,

STUDENTS COULD GET AND TO IDENTIFY THE EFFECTS OF THE ARRIVAL OF
ISLAM RELIGION TOWARDS SOCIAL CULTURE IN MALAYSIAN SOCIETY.

LEARNING OUTCOMES: STUDENTS CAN EXPLAIN FOUR EFFECTS OF THE

ARRIVAL OF ISLAMIC RELIGION WHICH IS IN EDUCATION ASPECT, LANGUAGE
AND LITERATURE, ARTS AND LIFE STYLE.

HOTS: STUDENTS CAN CREATE CREATIVE AND CRITICAL THINKING IN

EXPLORING THE EFFECT OF THE ARRIVAL OF ISLAMIC RELIGION AT THE
MOSQUE USM THROUGH THE EXPLORACE GAMES.

LEARNING TOOLS: ENVELOPE, CROSS WORD PUZZLE, COLOUR PAPERS, WHITE

BOARD, MANILA CARD, PUZZLE, MAHJUNG PAPERS, COLOUR PENS, I-THINK MAP
AND HISTORY TEXT BOOK .

MORAL VALUE: STUDENTS CAN COOPERATE IN THEIR TEAM AND INQUIRY FOR
SEARCHING THE ANSWERS IN EXPLORACE GAMES.

METHOD OF LEARNING AND TEACHING: STUDENTS- CENTRED , MATERIAL ,

GAMES AND ACTIVITIES.
ADDED VALUE: STUDENTS CAN IMPROVE THEIR INTERPERSONAL SKILLS WHILE
COOPERATING IN THE GROUP AND BUILD THINKING SKILL.

LEARNING AND TEACHING ACTIVITIES NOTES

INDUKSI SET (7 MINUTES) Learning tools:

 Students gathered at in front of Al-Malik Khalid mosque and get - Colour

some briefing about the PNP process. paper.
 Students are asking from the teacher to relate the location of - Text books
mosque with the PNP process - Rihal
 Teacher explain about the theme and subtheme about the topic.
 Students are divided to 3groups based on their colour paper. Skils:
 The group that get yellow paper will do the explorace games - Hearing
outside the mosque, while the orange team will do it in the mosque skill
and the pink group will do it in front of mosque. - Writing skill
- Thinking
skill.

Step 1 (20 minutes) ABM

 Envelope
Exploration Activities  Group tags
 Students listen to explanations from teachers regarding exploration  Card manila
activities.
 Students move in 3 groups according to the specified color.
 Students are given an envelope containing tasks based on 4 important Skills
contents in socio-cultural sub themes.  Hearing Skills
 Students are given a manila card to paste all the exploration results and
will present them at the end of the study.
 Students continue their activities according to the check point they have
given.

CHECK POINT (EDUCATION AND LIFESTYLE)  Puzzle

 Students need to arrange the letters to identify two types of education  Teka Silang Kata
that existed after the arrival of Islam.  Gam
 Students need to solve the puzzle and answer the questions given.  Scissors
 Students need to produce handicrafts for the skills aspects learned in  Manila Card
informal education  Pieces of letters
 Students need to find the right materials and clothing to play to  Props (clothing)
show the characteristics of a lifestyle taught in Islam.
CHECK POINT (LANGUAGE AND ARTS) ABM
 Students are asked to complete 3 assignments ie writing jawi text,  Crossword puzzle
crossword puzzle and matching activities. paper
 Marker pen
 Envelope
CHECK POINT
 Students are asked to answer the architectural questions found at Al
Malik Khalid USM Mosque, drawing pulpit and mihrab, rewriting the  Color paper
khat written at the front door of the mosque and pasting pictures related to  Card
musical art at that time. manila
 Wood
pencils