Language Arts Lesson Plan

Draft Language Arts lesson plan
Class: 4K
Level: 2
Date:
Time:
Duration: 1 Hour
Theme/ Topic: World of Knowledge Unit 14 Our Earth Our Home
Pupils previous knowledge: Pupils were able to participate in a guided performance.
Focus skill: Reading
Integrated skill: Listening and Speaking
Learning standard: 1.1.2 Able to listen to and enjoy stories
2.3.1 Able to read for information and enjoyment with guidance: (a) Fiction
3.3.1 Able to create simple texts using a variety of media with guidance: (a) nonlinear
4.3.2 Able to plan, prepare and participate in a performance with guidance based on
literary works
Language content: Verb
Behavioural objectives: By the end of the lesson, pupils will be able to:
1. Plan creative work through Readers Theatre and act out the
dialogue given with guidance.
2. Use at least 3 variety of voice expression (sad/happy/angry)
correctly when acting the dialogue with guidance
Teaching aids/ Materials:
i) Dialogue text (from text book page 119)

ii) Props and costumes for characters (role play)
iii) Worksheet 1 (information transfer)
Educational emphases: Thinking skill: Analysing, Applying

Contextual learning: Daily life situations
Moral value: Preserve and conserve the environment
Teaching and learning stages:

Stages/
Teaching and Learning
Duration
procedures
Content
Notes/ Rationale
1. Teacher greets
pupils.
2. Show pictures of
people doing
Set
induction
(5 minutes)
Readers Theatre
stage performance
like acting.
n
(10 minutes)
Recalling the
pictures; ask questions
previous lesson
to elicit responses from
about saving the
pupils.
Earth
Briefly tell about what
Introduce the next
people usually do when
activity readers
doing performance.
theatre.
performance.
3. Ask pupils whether
they have join any
Presentatio
Briefly talk about the
4. Teacher asks pupils

to take out their
textbook page 119
5. Model the
Emphasize the use of

intonation, voice
Encourage pupils to
expression and rhythm
show their expression
expression and
briefly explains
about the text
6. Pick some
examples in the text
that have the clues
Different
read as if they are
intonation (how
in the situation.
we read) affect its

-
meaning
May make the
sound of the
animals
for expression.
7. Ask pupils to look at
which words that
can be used as
clues
8. Teach and guide
importance to have a
narrator when acting.
Explain to pupils that
according to the
they need to speak

loudly so that their voice
can be heard easily.
cue (tambourine
have to start their
voice/ facial
expression when they
(apply it to the acting)
narrator in a story; the
the dialogues
ringing pupils
example of tone of
are happy/ sad/ angry

Explain the use of
how to read each of
characters
9. Introduce the use of
Ask pupils to give
Encourage pupils not to
*introducing/
promoting fluency
part)
worry about small

mistakes ignore a slipup and keep going.
Tell pupils that they will
do the Readers Theatre
performance.
10. Pupils will be

assigned into
smaller group of 8.
11. Pupils are given
Grouping method:
Exposing to pupils on
Use colourful foam
how they should act a
sticks; similar colour will
dialogue with proper
be in one group
ways.
Remind the use of cue
Promote socialization
freedom to choose
which characters
that they would like
(tambourine ringing
to act.
pupils have to start their
12. Pupils will be having
part)
a small competition
with each other.
13. Introduce the
criteria of choosing
Practice
(20 minutes)
the winner
14. Remind pupils that
like being introduce

earlier stage.
15. Tell pupils that they
will practice the
Encourage pupils to
sure allocated time
show the expression of
is/will not exceeded.
voice intonation,
rhythm, pronunciation
Encourage pupils to
throw out their voice
when reading the
dialogue (not shouting)
dialogues in their
own group.
16. Pupils will be given
the script in smaller
piece of paper.
17. Teacher walks
around and
monitors pupils
progression.
Monitor the time

allocated make
they have to use

voice expression
and team-work
Ask pupils to remember

their turn; dont wait for
teacher to point their
turn.
Give about 15 minutes
for pupils to practice in
their group
18. Ask which group
Pupils need to be alert
Technique used:
are ready to
of the ringing as well as
Readers Theatre
perform.
19. Ask pupils to
Production
introduce which
their script; alert their

turn to read the
Promoting Readers
dialogue.
Theatre one of the
characters they will

(20 minutes)
act.
20. Pupils will be given
some props to help
to differentiate
which characters
ways to enhance
Allocate about 3 5
reading skill in a fun
minutes for each group
way.
to perform in front of the

class.
1. Louder voice
that they are acting

out.
21. Remind the use of
cue tambourine,
start after ring once.
22. Retell the criteria of
choosing the winner
Using the small props to
projection with
help the audience to
clear
identify the characters

and they are able to
follow the flow of the
dialogue
for the performance.

23. The other groups
will be asked to
focus and listen to
their friends.
24. Recall about the
characters/ ending
of the story
25. Emphasize the
Closure
moral value
Criteria:
pronunciation
2. Smooth flow
did not has
long pause in
between
Evaluate pupils
performance based on
the criteria
Using WH-Questions to
elicit response
Link the moral value
from the dialogue
(5 minutes)
Preserve and conserve
the environment; save
the tree will save the
environment too.
characters
3. Able to use
variety of voice
expression/
intonation
Sum up session

Worksheet 1
Name: _____________________________
Class: _______
Date: ____________
Read the dialogue on page 119 again and complete the following:Title:
Place:
Characters in the story:
1.
2.
3.
4.
5.
6.
7.
8.
Kuhan
________________
________________
________________
________________
________________
________________
________________
Lessons learnt from the story:Example: We should protect the tree because it gives a lot of benefits.
1.
2.
3.
4.
5.
Which character/characters do you like the most? Why?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.
Do you like the story? Give a reason.

_________________________________________________________________________
_________________________________________________________________________.

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Draft Language Arts lesson plan

i) Dialogue text (from text book page 119)

Educational emphases: Thinking skill: Analysing, Applying

Draft Language Arts lesson plan

Teaching and learning stages:

Teaching and Learning

pictures; ask questions

to elicit responses from

about saving the

Briefly tell about what

Introduce the next

people usually do when

Briefly talk about the

4. Teacher asks pupils

Emphasize the use of

expression and rhythm

show their expression

read as if they are

we read) affect its

they need to speak

narrator in a story; the

are happy/ sad/ angry

how to read each of

Ask pupils to give

Encourage pupils not to

Draft Language Arts lesson plan

worry about small

10. Pupils will be

Use colourful foam

how they should act a

sticks; similar colour will

dialogue with proper

Remind the use of cue

like being introduce

sure allocated time

show the expression of

is/will not exceeded.

Monitor the time

they have to use

Ask pupils to remember

Draft Language Arts lesson plan

18. Ask which group

Pupils need to be alert

of the ringing as well as

their script; alert their

Theatre one of the

characters they will

reading skill in a fun

minutes for each group

to perform in front of the

that they are acting

Using the small props to

help the audience to

identify the characters

for the performance.

Draft Language Arts lesson plan

Which character/characters do you like the most? Why?

Do you like the story? Give a reason.

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