TEACHING ORGANISER

Name of Teacher(s): Pn. Adelyn, Pn. Hafizah, Pn.shamsinar & Cik Norezah

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Form Duration(weeks) Grammar Item
1 Amanah 3 weeks 4.1.5 Identify and use verbs appropriately
according to context:
1 Bestari
(i) auxiliary verbs
1 Cemerlang
4.1.10 Identify and use conjunctions
1 Dinamik appropriately according to context :

1 Efisien (i) and (ii) but (iii) or

Domain (s) Theme Topic

1) Personal Health & Environment Once Bitten, Twice Shy
2) Educational

EXPECTATIONS
1) Listen to an expository text
2) Speak about how to prevent Aedes mosquitoes from breeding
3) Read a narrative passage on a clean-up campaign
4) Compose an informal letter

TEACHING AND LEARNING STRATEGIES

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 1) Project-Based Learning Mini exhibition
2) Inquiry-Based Learning Pupils trained

CROSS-CURRICULAR ELEMENTS

1) Language
2) Environment Sustainability
3) Values

Listening and Speaking Duration: 1 hour

Content Standard(s): 1.3 Listen to and respond critically to a wide range of spoken, audio and visual texts.

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 1.4 Speak intelligibly, eloquently and appropriately for different purposes, audiences, audiences,
contexts and cultures.

Learning Standard(s): 1.3.1 Listen to spoke, audio and visual texts to:
(i) Retrieve main ideas
(ii) Retrieve supporting details

1.4.1 Express feelings and give simple descriptions of personal experiences orally
Activity(ies):

- Listen to the text on the life cycle of an Aedes mosquito. Make notes as the students listen and compare with their
friends.

- Pair-work discussion Search and watch a sharing in Youtube about a person who has experienced dengue fever.
Compile all information and share with the class.

- Role-play Based on diagram in page 77 that shows the symptoms of dengue fever. Ask and answer questions based
on the information given.

- Group-work Talk about what the students can do to prevent Aedes mosquitoes from breeding in your house.

Formative Assessment: Oral presentation in the classroom

Resources: Laptop, LCD, Speakers

Reflection:

Reading Duration: 1 hour

Content Standard(s): 2.1 Demonstrate understanding of a variety of texts using a range of strategies to construct
meaning.
2.3 Analyse and evaluate various texts.

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 Learning Standard(s): 2.1.2 Understand meaning of words from print media by using:
(i) Dictionary

2.3.1 Read various texts and retrieve information by:

(i) Skimming and scanning
Activity(ies):

- Read and understand the campaign poster and answer the questions follow.

- Pair-work discussion Based on the information leaflet about curiosity and skim for information to answer questions
follow.

- Pair-work discussion Skim the infographic about fruits and vegetables and answer the questions follow.

-Group work Create your own smoothie recipe.

Formative Assessment:

Reading comprehension exercise

Resources:

Pictures, Worksheet

Reflection:

Writing Duration: 1.5 hours

Content Standard(s): 3.1 Apply appropriate writing skills and strategies.
3.2 Produce a variety of texts for creative, personal, academic and functional purposes.

Learning Standard(s): 3.1.3 Apply pre-writing strategies.

(i) Brainstorming (mind mapping, bubble maps etc)

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 3.2.1 Write for academic and functional purposes:
(i) letters
Activity(ies):

- Based on the letter in page 81, reply using the correct informal letter writing format and kick start the letter by
brainstorming for ideas.
- Follow-up Introduce the story mountain technique, think and plan to write an informal letter.
- Pair-work Introduce bubble map in brainstorm for ideas.
- Gallery Walk The most creative and innovative bubble map!

Formative Assessment:

Assessment tools (Gallery walk project)

Resources:

Notes on informal letter writing format

Reflection:

Grammar Duration: 1 hour

Content Standard(s): 4.1 Identify and use language structures appropriately according to context.
Learning Standard(s): 4.1.5 Identify and use verbs appropriately according to context :
(i) Auxiliary verbs

4.1.11 Identify and use conjunctions appropriately according to context:

(i) and (ii) but (iii) or
Activity(ies):

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 - Match the parts of the sentences in the worksheet given and form a sentence for each of the pictures.
- Work in pairs. Take turns to make sentences about the things that their partner does every day.
- Write a question for each of the questions given.
- Work in pairs Get to know you better : Prepare set of questions to get some information about their partner and exchange
answers by asking question form that require yes or no answer.

Formative Assessment:

Dictation

Resources: Notes on simple present tense and question form using yes or no questions/ statements

Reflection:

ACTION-ORIENTED TASK(S) Duration: 3 hours

Content Standard(s): 5.1 Engage and respond to a variety of literary texts to express understanding of the broader world
of ideas and concepts.

5.2 Use a wide range of literary texts to convey views for different purposes and audiences, and
relate them to real life situations.
Learning Standard(s): 5.1.3 Share personal responses of issues related to literary works and develop new ideas or solve problems.
5.2.2 Produce a new genre from the literary text read.

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 5.2.3 Create and produce linear and/or graphic presentation in a fun manner.
Activity(ies):

- Based on the modernised version of The Shepherd Boy(page 23), convert the story into a short play.

- Group work - Bring the script to life by performing it.

Assessment: The creativity in converting the story to a short play and bring it to life.

Resources: Score sheet

Reflection:

Literature in Action Duration: 3 hours

Content Standard(s): 5.1 Engage and respond to a variety of literary texts to express understanding of the broader world
of ideas and concepts.

5.2 Use a wide range of literary texts to convey views for different purposes and audiences, and relate
them to real life situations.
Learning Standard(s): 5.1.1 Listen to and respond orally to various literary works.
5.1.2 Read and understand various literary works.
5.2.2 Produce a new genre from the literary text read.
5.2.3 Create and produce linear and/or graphic presentation in a fun manner.
Activity(ies):

- Reading and understanding the story Fairs Fair

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- Discussing some of the moral values can be seen in the form of proverbs in Fairs Fair.

- Pair work Come up with 3 proverbs and their meanings and illustrate those chosen proverbs with interesting graphics.

- Group-work Showcase all the chosen proverbs with the meanings and illustrations on the bulletin board in the classroom.

- Gallery walk

Formative Assessment: Oral presentation via pair-work

Resources: Literature Component text (Fairs Fair Form 1 Short story)

Reflection: