Minggu 2

DAILY LESSON PLAN YEAR 3
SUBJECT English Language YEAR 3

WEEK /
DAY / DATE Monday 18/3/2024 2 1
LESSON
TIME 8.40 – 10.10 DURATION 90 minutes
THEME World of Self, Family and Friends TOPIC Module 1 - Welcome!
FOKUS SKILLS Main : Listening Complimentary : Speaking
CONTENT Main: 1.3 Use appropriate listening strategies in a variety of contexts.
STANDARDS Complementary: 2.1 Communicate simple information intelligibly.
Main:
LEARNING 1.3.1 Guess the meaning of unfamiliar words by using visual clues when a teacher or classmate is speaking
STANDARDS
Complementary: 2.1.5 Describe people and objects using suitable words and phrases
1. By the end of the lesson, most of the pupils will be able to guess the meaning of
LEARNING unfamiliar words by using visual clues when a teacher or classmate is speaking
OBJECTIVES 2. By the end of the lesson, most of the pupils will be able to describe people in the
flashcards correctly.
SUCCESS CRITERIA Pupils can sing a song in group.
LANGUAGE /
Possessive pronouns His / Her + name + ‘s (contraction)
GRAMMAR FOCUS
Pre-lesson
1. Pupils sit in circle to introduce themselves ‘My name’s [Amir]’.
2. Pupils introduce themselves and the pupil to their right/left in the circle ‘His/Her name’s
[Nurul/Abdul]’.
Lesson delivery
3. Introduce/review adjectives (p.5) using flashcards.
4. Pupils describe people in the flashcards in pairs correctly.
ACTIVITIES 5. Pupils look through the lyrics of Smart Friends and sing the song guided by the teacher.
(21st CA)
6. Monitor pupils carefully as they listen to the song to evaluate their vocabulary and
Listening skills. Review vocabulary next lesson as necessary. (HOTS)
7. Pupils can sing a song in group. (CBA)
Post-lesson
8. Use flashcards with the whole class to play a guessing game to review the adjectives
again.
TEACHING AIDS Get Smart plus 3, Student’s Book p.5 Activity 1, Adjectives flashcards
21st CENTURY
ACTIVITY
Rhyming / Singing CCE Language and Values
HOTS Evaluation VALUES Friendly
CLASSROOM
PERFORMANCE BASED
LEVEL
5 ASSESSMENT
Presentation
(CBA)
Attendance: /
/ pupils able to achieve learning objectives and given enrichment exercise (s).
REFLECTION / pupils not able to achieve learning objectives and given remedial exercise(s).
Lesson is postponed due to :
____________________________________________________
WEEK /
DAY / DATE Monday, March 18, 2024 2 1
LESSON
THEME World of Self, Family and Friends UNIT 0 - Welcome
FOKUS SKILLS Main : Reading Complimentary : Writing

Main:
CONTENT
STANDARDS Complementary:
LEARNING Main: 3.2.1 Understand the main idea of simple longer texts
STANDARDS Complementary: 4.2.4 Describe personality
By the end of the lesson, most of the pupils will be able:
LEARNING
1. Read the text and identify the main idea.
OBJECTIVES
2. Describe personality.
Pupils can:
SUCCESS CRITERIA 1. Introduce themselves to their partner, using the texts and the volunteers as a model.
2. Write at least two sentences to describe their personality.
LANGUAGE / Present simple to describe personality (e.g. I’m kind Sara.) and expectations (e.g. This year I
GRAMMAR FOCUS want to…)
Pre-lesson:-
1. TASK 1: ABCs*. Play vocabulary game to activate knowledge of words learned in
previous years. Teacher shares learning objectives and success criteria of the lesson.
Lesson development:-
2. Introduce yourself and describe your personality with an adjective.
3. Have pupils brainstorm personality adjectives and introduce themselves in groups. Ask
pupils to make name cards (this could be done at home) showing their personality and
their name.
4. Ask pupils to read the short texts in the Pupil’s Book, p.4. Ask pupils which of the
children they agree with most and what they would like to learn about this year.
5. Ask for two or three volunteers to introduce themselves to the class using the texts as a
ACTIVITIES
model. Ask all pupils to introduce themselves to their partner, using the texts and the
volunteers as a model.
6. Pupils listen to the four children talking about themselves. Have them read the audio
script as they listen. (HOTS)(Audio 1.1)
7. Pupils read the script again. Ask a question to check their overall understanding of the
text, for example: Which child are you similar to? Pupils tell their partner. (21st CA)
8. Ask pupils to note two things about themselves in their notebooks.
9. Using these notes and the personality adjective, ask pupils to write at least two
sentences about themselves. Pupils do worksbook page 4.
Post-lesson:-
10. Ask pupils to think back on their learning and discuss answers.
Academy Stars Year 6 Pupil’s Book: Page(s): 4–5, Exercise(s): 1, Teacher’s Book: Page 18.
TEACHING AIDS
Academy Stars Year 6 Workbook Book: Page 4. Audio :1.1
21st CENTURY Values
Pair / Group Discussion CCE
ACTIVITY (cooperation)
CLASSROOM BASED
HOTS Analysis
ASSESSMENT (CBA)
Observation
Lesson is postponed due to : _____________________________________________

DAY / DATE Tuesday, March 19, 2024 WEEK / 2 2
LESSON
TIME 7.10-8.10 DURATION 60 minutes
FOKUS SKILLS Main : Writing Complimentary : Writing

Main:
CONTENT
STANDARDS
Complementary:
LEARNING Main: 4.2.1 Give detailed information about themselves and others
STANDARDS Complementary: 2.1.1 Give detailed information about themselves and others
LEARNING
1. Write detailed information about themselves and others.
OBJECTIVES
2. Give detailed information about themselves and others.
Pupils can:
SUCCESS CRITERIA 1. Write about their group in their notebooks.
2. Ask and give detailed information about themselves.
LANGUAGE / Present simple questions & answers to talk about oneself (e.g. How many people are there in
GRAMMAR FOCUS your family?)
Pre-lesson:-
1. Review previous lesson’s personality adjectives and pupils’ names with a short class
quiz: ‘Who is [kind]?’ Ask pupils to display their name cards.
2. Teacher shares learning objectives and success criteria of the lesson.
3. Briefly review the content of Activity 1 (Pupil’s Book, p.5) by asking pupils what they
remember about the four children. They can check what they remember by looking at
their answers to Activity 1 from the previous lesson.
4. Pupils work individually to write questions. Support your pupils as necessary by writing gapped
questions on the board when eliciting these before the pupils write. If pupils find this challenging,
review present simple questions at this stage. (HOTS)
ACTIVITIES 5. Pupils use their questions to ask a partner about themselves. They should check the
accuracy of their questions as they do this. Monitor to assess pupils’ ability to write
questions. Check the answers with class.
6. Pupils ask members of their group (4–6 pupils) the questions and make a note of the answers. (21st
CA)
7. Ask pupils to write about their group in their notebooks.
8. Pupils share their writing with their group and ask each other to check content and
Language. (CBA)
9. Pupils do worksbook page 5.
Post-lesson:-
10. POST-LESSON TASK 6: MAKE A WORD LADDER* to review content and/or language pupils
had difficulty with during the lesson
Academy Stars Year 6 Pupil’s Book: Page(s): 5, Exercise(s): 2–3
TEACHING AIDS
, WB: Page 5.
21st CENTURY
ACTIVITY
Table Talkers CCE Language
CLASSROOM BASED
HOTS Analysis
ASSESSMENT (CBA)
Observation
RANCANGAN PENGAJARAN HARIAN
PENDIDIKAN SENI VISUAL SK TAHUN 3
TARIKH 19/3/2024 MASA 9.10 – 10.10
MINGGU 2 HARI KELAS 3 AMANAH
Selasa
TEMA TUT TUT KERETA API
TAJUK Tut Tut Kereta Api
STANDARD KANDUNGAN 1.1 Bahasa Seni Visual
2.1 Kemahiran Seni Visual
STANDARD PEMBELAJARAN
1.1.1 Mengenal pasti dan menghubungkait penggunaan garisan, ruang, kepelbagaian serta ritma dan pergerak
2.1.1(i) Mengaplikasikan pengetahuan bahasa seni visual melalui

penerokaan media, teknik dan proses dalam penghasilan karya Bidang
Menggambar menggunakan teknik garisan silang pangkah dalam
penghasilan karya lukisan
KEMAHIRAN TMK 1.11 Menghasil dan menyunting imej, audio atau video.
ASPIRASI MURID Kemahiran Berfikir
OBJEKTIF KRITERIA KEJAYAAN
Pada akhir pengajaran dan pembelajaran , murid dapat : Murid dapat :
1. Mengenal pasti dan menghubungkait penggunaan 1. Mengenal pasti dan menghubungkait penggunaan garisan,
garisan, ruang, kepelbagaian serta ritma dan ruang, kepelbagaian serta ritma dan pergerakan melalui
pergerakan melalui karya lukisan dalam Bidang karya lukisan dalam Bidang Menggambar
Menggambar 2. Mengaplikasikan pengetahuan bahasa seni visual melalui
2. Mengaplikasikan pengetahuan bahasa seni visual penerokaan media, teknik dan proses dalam penghasilan
melalui penerokaan media, teknik dan proses dalam karya Bidang Menggambar menggunakan teknik garisan
penghasilan karya Bidang Menggambar menggunakan silang pangkah dalam penghasilan karya lukisan
teknik garisan silang pangkah dalam penghasilan karya
lukisan
AKTIVITI PERMULAAN ( SET INDUKSI ) CATATAN / IMPAK
1. Murid diingatkan Kembali tentang pelajaran yang lalu  Guru merangsang
2. Murid dan guru bersoal jawab untuk menguji tahap pengetahuan sedia ada murid. kembali pelajaran
3. Murid mendengar penerangan guru tentang tut tut kereta api dahulu dan
AKTIVITI UTAMA ( AKTIVITI ) merangsang
1. Murid akan dipanggil secara rawak untuk membacakan teks yang ada di halaman 6. pengetahuan sedia
2. Murid memainkan permainan Up and Down secara bangun dan duduk mengikut arahan ada murid.
guru.  Guru Menggunakan
3. Murid yang tidak dapat mengikut arahan tersebut akan menjawab soalan Bahasa seni yang strategi pembelajaran
diberikan oleh guru. kolaboratif dan koperatif
4. Murid meneroka penggunaan bahan yang pelbagai dalam menghasilkan lukisan silang dengan menerapkan
pangkah. PAK21 dan elemen
5. Murid bersoal jawab dengan guru dan melakukan aktiviti KBAT. ( KBAT) sekolahku sejahtera
6. Murid menjalankan aktiviti meniru terus daripada objek yang dilihat seperti kubus atau bola. supaya ada interaksi
7. Murid diingatkan saiz dan kedudukan objek yang berbeza boleh menimbulkan kesan ruang. antara murid dan
Underline It (Gariskan) memotivasikan murid.
8. Murid memahami perkara tentang jarak dan ketebalan garisan silang pangkah menghasilkan  Menilai kefahaman
kesan ruang. murid tentang
9. Sesi perbincangan dijalankan antara guru dan murid untuk mengukuhkan pemahaman. pembelajaran hari ini
AKTIVITI PENUTUP ( PENUTUP ) .
1. Murid merumuskan isi pelajaran tentang tut tut kereta api dengan bimbingan guru
KAEDAH PENGAJARAN Bersemuka
BUKU TEKS Halaman 006-007 BUKU AKTIVITI Halaman
ELEMEN SEKOLAHKU Rasional PAK-21 Up and Down
SEJAHTERA
STRATEGI PdP Pembelajaran PAK-21 Underline It (Gariskan)
Konstektual
KBAT Mengapplikasi PETA PEMIKIRAN -
EMK : NILAI Kerjasama KB Menghubungkaitkan
EMK : ILMU & Kreativiti dan Inovasi PENILAIAN P&P Hasil Kerja Murid
PENDEKATAN BERTEMA
TP1 TP2 TP3 TP4 TP5 TP6
PENILAIAN
TINDAKAN SUSULAN MURID Pengukuhan Murid diberikan lembaran kerja untuk pengukuhan.
REFLEKSI ___ / ___ orang murid dapat menguasai objektif pembelajaran dan diberi latihan
pengayaan / pengukuhan
___ / ___ orang murid tidak menguasai objektif pembelajaran dan diberi latihan pemulihan
Aktiviti pengajaran dan pembelajaran ditangguhkan kerana:

WEEK /
DAY / DATE Wednesday, March 20, 2024 2 3
LESSON
FOKUS SKILLS Main : Listening Complimentary : Writing

CONTENT Main:
Main:
1.2.2 Understand with little or no support specific informationand details of longer simple texts on a range o
LEARNING
1.1.1 Recognise and reproduce with independently a wide range of target language phonemes
LEARNING 1. Understand with little or no support specific information and details of longer simple
OBJECTIVES texts on a range of familiar topics.
Recognise and reproduce independently a wide range of target language phonemes.
Pupils can:
SUCCESS CRITERIA 1. Display understanding of specific information and details of longer simple texts.
2. Recognise and say the words correctly.
LANGUAGE /
Present simple for defining vocabulary (e.g. This is a person who…)
GRAMMAR FOCUS
Pre-lesson:-
1. PRE-LESSON TASK 7: BEAT THE TEACHER* Play a game to introduce the two topics (jobs &
places)
3. Call out the names of some jobs and places. As the pupils to put up one hand if they hear a job dan
two hands if they hear a place. Pupils listen to words and categorise them.
4. Refer the picture on pages 6-7. Ask What can you see in the picture? Who can you see? What are
the doing? Pupils work in pair to find three words beginning with the letter p,s,b, f and c in the
picture.
5. Review answers to Step 3 by having pupils listen to the word and point to the picture.
Drill the new words as they point. Focus on difficult sounds and word stress of longer
ACTIVITIES
words such as photographer, businesswoman and police officer. Ask pupils to count the syllables
with their fingers and highlight the stressed syllable as they say the longer
words. (HOTS)
6. Read aloud the definitions you have prepared. Pupils listen to your definitions and try
to find the words you are describing. They should write the words. [E.g. This is a person who rides
the waves on a board]. (21st CA)
7. Check answers and draw attention to spelling where needed.
8. Have pupils prepare some similar definitions and play the game in small groups. (CBA)
9. Pupils do workbook page 6.
Post-lesson:-
10. Review learning by asking pupils to say which words they often use in their own daily
lives.
Academy Stars Year 6 Pupil’s Book: Page(s): 6–7
TEACHING AIDS Exercise(s): 1
, WB: Page 6-7
21st CENTURY
ACTIVITY
Puzzle it Out CCE Language
CLASSROOM BASED
HOTS Analysis
ASSESSMENT (CBA)
Games

WEEK /
DAY / DATE Wednesday 20/3/2024 2 2
LESSON
TIME 8.40-9.40 DURATION 60 minutes
FOKUS SKILLS Main : Speaking Complimentary : Listening
CONTENT Main: 2.1 Communicate simple information intelligibly.
STANDARDS Complementary: 1.2 Understand meaning in a variety of familiar contexts.
Main: 2.1.5 Name or describe objects using suitable words from word sets
LEARNING
Complementary:
STANDARDS 1.2.2 Understand with support specific information and details of very simple phrases and sente
1. By the end of the lesson, most of the pupils will be able to name or describe objects using
LEARNING suitable words from word sets.
OBJECTIVES 2. By the end of the lesson, most of the pupils will be able to understand with support
specific information and details of very simple phrases and sentences.
SUCCESS CRITERIA Pupils can describe at least four people correctly using suitable words.
LANGUAGE /
Have got (1st & 3rd person statements)
GRAMMAR FOCUS
Pre-lesson
1. Play a game to review vocabulary and language from previous lesson. (21st CA)
Lesson delivery
2. Use flashcards of characters from the textbook to introduce language, e.g. He/She has got
brown hair / I have got brown hair.
3. Pupils look at the picture in the textbook.(Activity 2)
4. CD is played while pupils chorally repeat the dialog in pairs. Remind pupils of the
ACTIVITIES importance of being sensitive when describing people (e.g. for the adjective ugly). (HOTS)
5. Continue to monitor pupils as they work in pairs. Note which pupils are having difficulties
or seem to find the activity easy. This will be useful for pairing and grouping pupils in future
lessons.
6. Teacher distributes worksheet. (WB p2)
7. Pupils answer and mark will be given by teacher. (CBA)
Post-lesson
8. Pupils play ‘GUESS WHO’ game set.
Get Smart plus 3, Student’s Book p.5 Activity 2, Workbook p2, Textbook character
TEACHING AIDS
flashcards.
21st CENTURY
ACTIVITY
Games CCE Values
HOTS Evaluation VALUES Respect
CLASSROOM
PERFORMANCE BASED
LEVEL
5 ASSESSMENT
Worksheet
(CBA)
Attendance: /
____________________________________________________

DAY / DATE Thursday, March 21, 2024 WEEK / 2 4
LESSON
FOKUS SKILLS Main : Speaking Complimentary : Writing

Main:
CONTENT
Complementary:
STANDARDS
LEARNING Main: 2.1.1 Give detailed information about themselves and others
STANDARDS Complementary: 4.2.1 Give detailed information about themselves and others
LEARNING
1. Give detailed information about themselves and others
OBJECTIVES
2. Write detailed information about themselves and others
Pupils can:
SUCCESS CRITERIA 1. Communicate simple information about themselves and others.
2. Write their statements in their notebooks.
LANGUAGE /
Present simple for descriptions (e.g. A chef is coming out of the shop.)
GRAMMAR FOCUS
Pre-lesson:-
1. Review new or difficult vocabulary from the previous lesson. (HOTS)
3. Play True or False? With true and false sentences about object in the classroom, for the Cooler
true-false activity.
4. Pupils find words in the picture. Write four words for each category. Tell pupils to focus on
spelling in this activity. As you monitor and when you conduct feedback, note words which pupils
spelled incorrectly. These can be used at the post-lesson stage.
ACTIVITIES 5.
6. Pupils work in pair, make true/false statement about the picture, but pupils first say two true and
two false statements in pairs. Then together, they write their statements in their notebooks. (CBA)
7. Pairs join another pair. Pupils read the other pair’s statements and decide which are
true and which are false. They explain their answer to the other pair. Monitor and check pupils’
work as they do this activity. Note examples of common mistakes for Step 6. (21st CA)
8. Pupils do workbook page 7.
Post-lesson:-
9. On the board, write one or two sentences pupils made mistakes in. Ask pupils to work
with a partner to say the correct sentence.
Academy Stars Year 6 Pupil’s Book: Page(s): 6–7
TEACHING AIDS Exercise(s): 2–3
, WB:Page 7
21st CENTURY
ACTIVITY
Pair / Group Discussion CCE Language
CLASSROOM BASED
HOTS Analysis
ASSESSMENT (CBA)
Observation

WEEK /
DAY / DATE Thursday 21/3/2024 2 3
LESSON
FOKUS SKILLS Main : Reading Complimentary : Reading
Main:
3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strateg
CONTENT
3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate rea
Main: 3.2.2 Understand specific information and details of short simple texts
LEARNING
Complementary:
STANDARDS 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and the topic
1. By the end of the lesson, most of the pupils will be able to understand specific information
LEARNING and details of short simple texts
OBJECTIVES 2. By the end of the lesson, most of the pupils will be able to guess the meaning of
unfamiliar words from clues provided by visuals and the topic
SUCCESS CRITERIA Pupils can count 10 to 100 independently and answering at least 3 questions correctly.
LANGUAGE /
Numbers up to 100 / have got question and Yes/No answer
GRAMMAR FOCUS
Pre-lesson
1. Review previous learning by playing a Guess who game as a whole class. (21st CA)
Lesson delivery
2. Teacher writes a few numbers from 1-100 on the board. Pupils come to the front to write
the numbers in word form.
3. Extend with a numbers game to consolidate numbers 1–100 if necessary. Monitor closely
to see whether pupils are comfortable with numbers up to 100. If some are having difficulty,
build in extra practice in this lesson (see step 2) and in the next few lessons.
ACTIVITIES
4. Pupils listen to CD and read. Pupils read the text as they listen by tracking the words on
the page with their finger as they listen to the recording.
5. Pupils read Activity 1 again and match (Activity 2) orally. Ask pupils to use the pictures
in the story to guess the meaning of the words they don’t know in Activity 2. (HOTS)
6. Teacher distributes worksheet.
7. Pupils answer and mark will be given by teacher. (CBA)
Post-lesson
8. Play a Stand up if it’s true – sit down if it’s false game using have/has got.
Get Smart plus 3, Student’s Book p.6 Activity 1, p.7 Activity 2, worksheet, Numbers
TEACHING AIDS
flashcards
21st CENTURY
ACTIVITY
Games CCE Language
HOTS Evaluation VALUES Self-confidence
CLASSROOM
PERFORMANCE BASED
LEVEL
5 ASSESSMENT
Worksheet
(CBA)
Attendance: /
____________________________________________________
WEEK /
DAY / DATE Friday 18/3/2024 2 4
LESSON
FOKUS SKILLS Main : Writing Complimentary : Writing
Main:
4.2 Communicate basic information intelligibly for a range of purposes in print and digital media.
CONTENT STANDARDS
Complementary: 4.1 Form letters and words in neat legible print using cursive writing.
LEARNING Main: 4.2.4 Describe people and objects using suitable words and phrases
STANDARDS Complementary: 4.1.2 Begin to use cursive handwriting in a limited range of written work
1. By the end of the lesson, mostof the pupils will be able to describe people and objects using suitable
LEARNING words and phrases.
OBJECTIVES 2. By the end of the lesson, mostof the pupils will be able to begin to use cursive handwriting in a
limited range of written work.
SUCCESS CRITERIA Pupils can write at least 5 simple sentences correctly.
LANGUAGE /
Have got statements
GRAMMAR FOCUS
Pre-lesson
1. Play a word game to review family words (e.g. brother, sister, aunt, uncle, cousin). You could choose
an appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and
interests and that will review language and/or vocabulary and prepare the pupils for the lesson. (21ST
CA)
Lesson delivery
2. Build model sentences on the board about pupils’ families/your own family: My name’s Hana. I’ve
got three sisters and two brothers. Try to elicit as much language from pupils as possible rather than
giving them the language directly.(HOTS)
3. Pupils complete worksheet by drawing a picture of their family and writing about it under the picture.
Tell pupils that the work will be displayed so they should take care with handwriting and neatness. Go
ACTIVITIES around the classroom and check the pupils’ writing. Display the pictures in the classroom.
4. Review questions Has he/she got a brother? How many has he/she got? by asking some pupils.
5. Pupils move to the classroom display. Play a guessing game using the worksheets displayed:
P1: Has she got one brother?
P2: No, she hasn’t.
P1: Has she got two brothers?
P2: Yes, she has.
P1: Is she Nur?
P2: Yes, she is. / Yes, that’s right.
Post-lesson
6. Ask pupils some general questions about the display of their work, for example to find a well-drawn
picture or some neat handwriting.
TEACHING AIDS Family flashcards, Worksheet for drawing and writing.
21st CENTURY
ACTIVITY
Games CCE Language
HOTS Evaluation VALUES Self-confidence
CLASSROOM BASED
PERFORMANCE LEVEL 5 ASSESSMENT (CBA) Worksheet
Attendance: /
REFLECTION
/ pupils not able to achieve learning objectives and given remedial exercise(s).
Lesson is postponed due to : ____________________________________________________________

DAY / DATE Friday, March 22, 2024 WEEK / 2 5
LESSON
FOKUS SKILLS Main : Language Art Complimentary : Writing

CONTENT Main:
Main:
5.3.1 Respond imaginatively and intelligibly through creating simple stories and simple poems. Other imagi
LEARNING
1.1.1 Recognise and reproduce with independently a wide range of target language phonemes
LEARNING 1.Respond imaginatively and intelligibly through creating simple stories and simple poems
OBJECTIVES 2.Recognise and reproduce independently a wide range of
target language phonemes
Pupils can:
SUCCESS CRITERIA 1. Do the gestures as they recite the poem
2. Recite the poem in a form of a jazz chant
LANGUAGE /
Reported speech (e.g. He said he sat in some glue.)
GRAMMAR FOCUS
Pre-lesson:-
1. Pupils look at the pictures around the poem and talk about them.
2. Pupils guess what the poem is about.
4. Recite the poem and pupils repeat after.
5. Pupils do the gestures as they recite the poem e.g. jumping, kicking, thirsty, sticky
6. Elicit from the pupils on who they can relate to best: Jumping John, Kicking Kirsty,
ACTIVITIES
Mad Mickey or Fat Fred.
7. Demonstrate how to perform a jazz chant for the first stanza.
8. Help pupils to identify the stress and rhythm by clapping hands or snapping fingers
in time to the beat. (HOTS)
9. In groups, pupils recite the poem in a form of a jazz chant. (21st CA) (CBA)
Post-lesson:-
10. Pupils assess each group’s recitation using Two Stars and a Wish: two things that
are good (stars) and one thing that can be improved (wish).
Anthology of Poems for Year 4,5, and 6 Messing About by Michael Rosen Page: 27 Contemporary
TEACHING AIDS Children’s Literature Teaching
Guidebook (BPK) – Poetry
21st CENTURY
ACTIVITY
Pair / Group Discussion CCE Language
CLASSROOM BASED
HOTS Analysis
ASSESSMENT (CBA)
Others

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DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

FOKUS SKILLS Main : Reading Complimentary : Writing

DAILY LESSON PLAN YEAR 6

FOKUS SKILLS Main : Writing Complimentary : Writing

2.1.1(i) Mengaplikasikan pengetahuan bahasa seni visual melalui

DAILY LESSON PLAN YEAR 6

FOKUS SKILLS Main : Listening Complimentary : Writing

SUBJECT English Language YEAR 3

DAILY LESSON PLAN YEAR 6

FOKUS SKILLS Main : Speaking Complimentary : Writing

SUBJECT English Language YEAR 3

DAILY LESSON PLAN YEAR 6

FOKUS SKILLS Main : Language Art Complimentary : Writing

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