Minggu 9

DAILY LESSON PLAN YEAR 3
SUBJECT English Language YEAR 3

WEEK /
DAY / DATE Monday 13/5/2024 10 28
LESSON
TIME 8.40 – 9.40 DURATION 60 minutes
THEME World of Self, Family and Friends TOPIC Module 2 - Every day
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.
LEARNING Main: 2.1.2 Find out about and describe basic everyday routines
STANDARDS Complementary: 1.2.5 Understand a wide range of short supported questions
1. By the end of the lesson, most of the pupils will be able to find out about and
LEARNING describe basic everyday routines.
OBJECTIVES 2. By the end of the lesson, most of the pupils will be able to Understand a wide
range of short supported questions
SUCCESS CRITERIA Pupils can speak and write about their ambition with at least 3 lines correctly.
LANGUAGE /
Present simple (want to)
GRAMMAR FOCUS
Pre-lesson
1. Play Guess the occupation game.
Lesson delivery
2. Introduce the new vocabulary from Student’s Book.
3. Play a matching game with flashcards, where pupils in pairs or small groups
match the occupation with what the person does (e.g. pilot + fly a helicopter).(21st
CA)
4. Introduce/review the question and answer What do you want to be when you
grow up? Drill the questions and then have pupils ask and answer their partner.
ACTIVITIES (HOTS)
5. Pupils refer to textbook page 20 and copy the table in their exercise book.
6. Pupils listen to the audio (track 32).
7. Pupils ask and answer in pairs and fill in the table correctly.
8. Monitor carefully as pupils work and support them in making sentences.
9. Teacher distributes worksheet.(WB p13)
10. Pupils answer and mark will be given by teacher. (CBA)
Post-lesson
11. Give feedback on the activity including a focus on / review of common
problems. Give extra praise to pupils who have tried hard at this activity.
TEACHING AIDS Get Smart plus 3 Student’s Book, p.20, Occupations & vocabulary flashcards.
21 CENTURY
st
ACTIVITY
Games CCE Language
HOTS Analysis VALUES Tolerance
CLASSROOM
PERFORMANCE BASED
LEVEL 5 ASSESSMENT Worksheet
(CBA)
Attendance: /
/ pupils able to achieve learning objectives and given enrichment exercise
(s).
TEACHERS’S
REFLECTION / pupils not able to achieve learning objectives and given remedial
exercise(s).
Lesson is postponed due to :
____________________________________________________________
WEEK /
DAY / DATE Monday, May 13, 2024 10 34
LESSON
THEME UNIT
World of Self, Family and Friends 3. Adventure time
FOKUS SKILLS Main : Writing Complimentary : Writing

Main:
4.2 Communicate basic information intelligibly for a range of purposes in print and d
CONTENT
STANDARDS Complementary:
3.2 Understand a variety of linear and non-linear print and digital texts
Main: 4.2.1 Give detailed information about themselves and others
LEARNING
Complementary:
STANDARDS 3.2.2 Understand specific information and details of simple longer texts
By the end of the lesson, most of the pupils will be able:
LEARNING 1. Give detailed information about themselves and others
OBJECTIVES 2. Understand specific information and details of simple
longer texts
Pupils can:
SUCCESS 1. Complete a gap-fill activity to check their understanding
CRITERIA 2. Write at least one more true sentence and at least one more
false sentence about Emma in their notebooks.
LANGUAGE /
Present perfect for experience + never (e.g. I’ve never seen a lion in the wild.)
GRAMMAR FOCUS
Pre-lesson:-
1. Cooler: Physical spelling to review the vocabulary from the previous lesson.
Lesson development:-
2. Re-introduce Emma, the character from the blog in the Pupil’s Book pp.34–35.
Ask
pupils What exciting things has she done? Elicit some ideas. Where pupils
don’t usethe
present perfect, reformulate their answers to the present perfect.
3. Using the worksheet, pupils read the sentences in the present perfect about
Emma. In
pairs, they decide if they are true or false. Note that the sentences should
include
examples of ‘has never’ as well as positive sentences. (CBA)
4. Refer pupils to the pictures in Activitiy 1. Pupils analyse the new language.
(Activity 1)
ACTIVITIES
5. Pupils complete a gap-fill activity to check their understanding. (Activity 2)
6. Pupils focus on irregular verb forms again in Working with words activity.
7. Ask pupils, individually, to write at least one more true sentence and at least
one more
false sentence about Emma in their notebooks.
8. Pupils exchange their sentences with a partner to read and decide if they are
true or
false. (21st CA)
9. Pupils correct all false sentences (Step 7 and Step 3). (HOTS)
Post-lesson:-
10. Play a game of ‘Slap’ using the verb cards. Small groups spread out a set of
verb
cards. Say a sentence about Emma, about you or about pupils using the
present perfect. Pupils listen and slap the main verb they hear. Extend to
pupils giving sentences in their groups if you have time
Academy Stars Year 6 Pupil’s Book:
TEACHING AIDS
Page(s): 36–37, Exercise(s):1–2
21st CENTURY Values
Pair / Group Discussion CCE
ACTIVITY (cooperation)
HOTS Evaluation CLASSROOM BASED Worksheet
ASSESSMENT (CBA)
/ 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 Tuesday, May 14, 2024 10 35
LESSON
THEME World of Stories UNIT 3. Adventure time
FOKUS SKILLS Main : Listening Complimentary : Writing
CONTENT Main: 1.2 Understand meaning in a variety of familiar contexts
STANDARDS Complementary: 2.1 Communicate simple information intelligibly
Main: 1.2.5 Understand more complex supported questions
LEARNING
Complementary:
STANDARDS 2.1.1 Give detailed information about themselves and others
LEARNING
1. Understand more complex supported questions
OBJECTIVES 2. Give detailed information about themselves and others
Pupils can:
SUCCESS
1. Listen to and practise the dialogue.
CRITERIA 2. Prepare questions and then give their own answers .
LANGUAGE / Present perfect questions (e.g.Have you ever visited Tokyo? [Yes, I have. / No, I
GRAMMAR FOCUS haven’t.])
Pre-lesson:-
1. Warm up: Camping experiences. Brainstorm camping experiences. Ask pupils
what they have done.
Lesson development:-
2. Pupils check their understanding of key words.
3. Pupils listen to and practise the dialogue. (Activity 1)
4. Focus on the questions in the dialogue and ask pupils to underline them. Have
pupils
ask each other the questions. They give their own answers. Do not insist on
ACTIVITIES full answers at this stage. (HOTS)
5. Pupils prepare questions and then give their own answers. Have pupils
prepare and answer one or two extra questions. (Activity 2)(CBA)
6. Pupils ask each other the questions, including the extra one(s) they have
prepared. (Activity 3)(21st CA)
Post-lesson:-
7. Pupils have further practice in forming and understanding questions. You could
play between two large teams in your class, sitting face-to-face, depending on
the size and layout of your class.
TEACHING AIDS
Page(s): 38, Exercise(s): 1–3
21st CENTURY Values
CLASSROOM BASED
HOTS Analysis
ASSESSMENT (CBA)
Observation
exercise (s).
RANCANGAN PENGAJARAN HARIAN
PENDIDIKAN SENI VISUAL SK TAHUN 3
TARIKH 14/5/2024 MASA 8.40 – 9.40
MINGGU 10 HARI Selasa KELAS 3 AMANAH
TEMA ANEKA CAPAN
TAJUK Aneka Capan
STANDARD KANDUNGAN 1.1 Bahasa Seni Visual
2.1 Kemahiran Seni Visual
STANDARD PEMBELAJARAN
1.1.5 Mengenal pasti dan mengkelaskan penggunaan rupa, jalinan, kontra dan kepelbagaian melalui karya cap
2.1.2(i)Mengaplikasikan pengetahuan bahasa seni visual

melalui penerokaan media, teknik dan proses dalam
penghasilan karya Bidang Membuat Corak dan Rekaan
menggunakan teknik capan dalam merancang penghasilan
reka corak bagi rekaan produk berfungsi.
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 mengkelaskan penggunaan rupa, 1. Mengenal pasti dan mengkelaskan penggunaan rupa,
jalinan, kontra dan kepelbagaian melalui karya capan jalinan, kontra dan kepelbagaian melalui karya capan
dalam Bidang Membuat Corak dan Rekaan dalam Bidang Membuat Corak dan Rekaan
2. Mengaplikasikan pengetahuan bahasa seni visual 2. Mengaplikasikan pengetahuan bahasa seni visual melalui
melalui penerokaan media, teknik dan proses dalam penerokaan media, teknik dan proses dalam penghasilan
penghasilan karya Bidang Membuat Corak dan Rekaan karya Bidang Membuat Corak dan Rekaan menggunakan
menggunakan teknik capan dalam merancang teknik capan dalam merancang penghasilan reka corak
penghasilan reka corak bagi rekaan produk berfungsi bagi rekaan produk berfungsi
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 eksplorasi capan dahulu dan
AKTIVITI UTAMA ( AKTIVITI ) merangsang
1. Murid meneliti dan memahami gambar dan teks yang diberikan. pengetahuan sedia
2. Murid menjalankan aktiviti dengan bimbingan guru. ada murid.
3. Murid mengaitkan pembelajaran dengan aplikasi kehidupan seharian.  Guru Menggunakan
Personal Learning Experiences (Pengalaman Peribadi) strategi pembelajaran
4. Murid berbincang dan bersoal jawab tentang rupa geometri dan organic serta prinsip kontra kolaboratif dan koperatif
warna pada hasil capan. dengan menerapkan
5. Murid diberi masa untuk mengeksplorasi bahan yang pelbagai dalam proses penghasilan PAK21 dan elemen
corak capan. sekolahku sejahtera
6. Murid akan menunjukkan untuk memperlihatkan hasil corak capan mereka. supaya ada interaksi
Show Evidence (Tunjuk Bukti) antara murid dan
7. Sesi perbincangan dijalankan antara guru dan murid untuk mengukuhkan pemahaman. memotivasikan murid.
 Menilai kefahaman
AKTIVITI PENUTUP ( PENUTUP )
murid tentang
1. Murid merumuskan isi pelajaran tentang eksplorasi capan dengan bimbingan guru pembelajaran hari ini
.
KAEDAH PENGAJARAN Bersemuka
BUKU TEKS Halaman 022-023 BUKU AKTIVITI Halaman
ELEMEN SEKOLAHKU Harmoni PAK-21
Personal Learning Experiences (Pengalaman Peri
SEJAHTERA
STRATEGI PdP Konstruktivisme - PAK-21 Show Evidence (Tunjuk Bukti)
Mengapplikasi dan
membina
KBAT Mengapplikasi PETA PEMIKIRAN -
EMK : NILAI Kerjasama KB Menghubungkaitkan
EMK : ILMU & Kreativiti dan PENILAIAN P&P Hasil Kerja Murid
PENDEKATAN BERTEMA
Inovasi
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, May 15, 2024 10 36
LESSON
FOKUS SKILLS Main : Speaking Complimentary : Writing
Main: 2.1 Communicate simple information intelligibly
CONTENT
Complementary:
STANDARDS 1.2 Understand meaning in a variety of familiar contexts
LEARNING Main: 2.1.1 Give detailed information about themselves and others
STANDARDS Complementary: 1.2.5 Understand more complex supported questions
LEARNING
1. Give detailed information about themselves and other
OBJECTIVES 2. Understand more complex supported questions
SUCCESS
Pupils can:
CRITERIA
LANGUAGE / Present perfect statements (I’ve seen a lion.) and questions/answers: (Have you
GRAMMAR FOCUS ever visited Tokyo?)
ACTIVITIES Pre-lesson:-
1. Review present perfect in questions and statements
Les Lesson development:-
2. Have pupils sit in a circle. This could be on chairs or on the floor,
depending on what is
most suitable in your classroom. Show each picture card in turn. Elicit
what the picture
shows (e.g. swim in the sea/play a computer game, etc). Pass the card
around the circle, pupils should say if they have/haven’t done this activity.
3. Still in the circle, have pupils ask another pupil in the circle Have you
ever…?. The
pupil answers and then asks another pupil the same question. Repeat
several times with each card. You could then introduce several cards at
once. Pupils will need to accompany speech with gestures, perhaps, if this
becomes noisy.
4. Hand out the worksheet. Pupils complete the gapped Have you ever…?
questions. Ask
pupils to write between one and three extra Have you ever…? questions.
(CBA)
5. Pupils move around the classroom asking each other the questions. They
should try to
find someone who answers ‘yes’ to each question. They write the name of
the person
who says ‘yes’ next to the question. (21st CA)
6. Pupils return to their desks. They compare their findings with their partner
by saying,
for example, Adilah has been camping or Adam has been fishing. (HOTS)
Post-lesson:-
7. Cooler: Experiences. Pupils review and consolidate the target language.
TEACHING AIDS
Page(s): 37, Exercise(s): 3
21st CENTURY Values
Find-Someone-Who CCE
CLASSROOM BASED
HOTS Analysis
ASSESSMENT (CBA)
Worksheet
exercise (s).

WEEK /
DAY / DATE Wednesday 15/5/2024 10 29
LESSON
TIME 10.40 – 11.40 18/3/2024 60 minutes
FOKUS SKILLS Main : Reading Complimentary : Reading
Main:
3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate read
CONTENT
3.2 Understand a variety of linear and non-linear print and digital texts by using app
Main:
3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and the topic
LEARNING
3.2.2 Understand specific information and details of short simple texts
1. By the end of the lesson, most of the pupils will be able to guess the meaning of
LEARNING unfamiliar words from clues provided by visuals and the topic.
OBJECTIVES 2. By the end of the lesson, most of the pupils will be able to understand specific
information and details of short simple texts.
SUCCESS CRITERIA Pupils can guess at least 3 purposes of 3 organisations appropriately,
LANGUAGE /
Present simple for habits.
GRAMMAR FOCUS
Pre-lesson
ACTIVITIES 1. Put the names of some well-known Malaysian charity organisations on the board
(e.g. WWF Malaysia (World Wildlife Fund); other local charities the pupils will know).
Talk to pupils about what the organisations do. (HOTS)
Lesson delivery
2. Use the flashcards to pre-teach the vocabulary.
3. Show the pictures from Student’s Book p.115 and ask pupils which vocabulary
might belong to each picture. (21st CA)
4. Pupils listen and read for Activity. Remind pupils to look at the pictures to help
them with new vocabulary.
5. Elicit We can sentences from pupils about other charities you talked about in the
pre-lesson activity.
6. Pupils copy Activity 2 in their exercise book and answer it. (CBA)
Post-lesson
7. Talk to pupils about charity membership.
Get Smart plus 3 Student’s Book, p.115, Vocabulary flashcards
TEACHING AIDS Copies of pictures next to texts on Student’s Book p.115 to create their learning
diaries.
21st CENTURY Patriotism and
Brainstorming CCE
ACTIVITY citizenship
HOTS Analysis VALUES Love to animal
CLASSROOM
PERFORMANCE BASED
LEVEL 5 ASSESSMENT Exercise Book
(CBA)
Attendance: /
(s).
TEACHERS’S
exercise(s).
____________________________________________________________

WEEK /
DAY / DATE Thursday, May 16, 2024 10 37
LESSON
FOKUS SKILLS Main : Language Art Complimentary : Writing
Main: 5.3 Express an imaginative response to literary texts
CONTENT
Complementary:
STANDARDS 2.3 Communicate appropriately to a small or large group
Main:
5.3.1 Respond imaginatively and intelligibly through creating simple stories and simp
LEARNING
STANDARDS
Complementary:
2.3.1 Narrate short basic stories, events and experiences
LEARNING 1. Respond imaginatively and intelligibly through creating simple
OBJECTIVES stories and simple poems
2. Narrate short stories, events and experiences
SUCCESS Pupils can:
1. discuss the pictures and create a possible story based on the
CRITERIA pictures given.
2. Narrate their predicted story to their classmates.
LANGUAGE /
Past simple tense
GRAMMAR FOCUS
Pre-lesson:-
1. Pupils look at Akbar’s Dream book cover and identify the features of the book
cover
e.g. title, author, blurb, publisher
2. Pupils look at the cover and brainstorm ideas about what the story is about.
3. Divide pupils into small groups and distribute a set of pictures from the
guidebook
ACTIVITIES (page 36) to each group.
4. In groups, pupils discuss the pictures and create a possible story based on the
pictures given.
5. Groups take turns to narrate their predicted story to their classmates. Other
groups
provide feedback on friends’ stories.
Post-lesson:-
6. Cooler: Experiences. Pupils review and consolidate the target language.
Akbar’s Dream by Jane Langford Akbar’s Dream Teacher’s
TEACHING AIDS
Guidebook Page(s): 35-36
21st CENTURY Values
CLASSROOM BASED
HOTS Analysis
ASSESSMENT (CBA)
Observation
exercise (s).

WEEK / 3
DAY / DATE Thursday 16/5/2024 10
LESSON 0
FOKUS SKILLS Main : Writing Complimentary : Writing
Main:
4.3 Communicate with appropriate language form and style for a range of purposes in print and
CONTENT
4.1 Form letters and words in neat legible print using cursive writing.
LEARNING Main: 4.3.1 Use capital letters, full stops and question marks appropriately in guided writing at senten
4.1.2 Begin to use cursive handwriting in a limited range of written work*
1. By the end of the lesson, most of the pupils will be able to use capital letters, full
LEARNING stops and question marks appropriately in guided writing at sentence level
OBJECTIVES 2. By the end of the lesson, most of the pupils will be able to begin to use cursive
handwriting in a limited range of written work.
SUCCESS CRITERIA Pupils can use capital letter and full stops in at least 5 sentences correctly.
LANGUAGE /
Present simple for routines.
GRAMMAR FOCUS
Pre-lesson
1. Play Do not break the chain.
Lesson delivery
2. Pupils refer to Student’s Book page 21. Teacher plays track 33 as pupils listen
and point the words.
3. Play the recording again and have pupils read along as they listen. Ask some
questions about the text, letting pupils find the answers in the text.
4. Show pupils the three questions on the page. Pupils work in pairs to ask and
answer the questions. Monitor carefully as pupils do this to make sure they can
answer them. (21st CA)
5. Explain the instructions for Writing Tip.
6. Ask pupils to write sentences about their day in their exercise books. Encourage
ACTIVITIES the use of cursive writing.
7. Monitor carefully to check their work, with a focus on punctuation, use of capital
letters and handwriting.
8. Teacher distributes worksheet.(WB p13)
Post-lesson
10. Ask pupils to think back on their learning. In their learning diary, they can write:
(HOTS)
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of in my English
TEACHING AIDS Get Smart plus 3 Student’s Book p.21.
21st CENTURY
ACTIVITY
Pair / Group Discussion CCE Language
HOTS Evaluation VALUES Cleanliness
CLASSROOM
PERFORMANCE BASED
LEVEL 5 ASSESSMENT Exercise Book
(CBA)
Attendance: /
(s).
TEACHERS’S
exercise(s).
____________________________________________________________

WEEK /
DAY / DATE Friday 17/5/2024 10 31
LESSON
TIME 7.40 – 8.40 18/3/2024 60 minutes
FOKUS SKILLS Main : Language Arts Complimentary : Speaking
CONTENT Main: 5.2 Express personal responses to literary texts.
STANDARDS Complementary: 2.1 Communicate simple information intelligibly.
Main:
5.2.1 Ask and answer simple questions about characters, actions and events of interest in a text
LEARNING
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 ask and answer simple
LEARNING questions about characters, actions and events of interest in a text.
OBJECTIVES 2. By the end of the lesson, most of the pupils will be able to describe people and
objects using suitable words and phrases.
SUCCESS CRITERIA Pupils can answer at least 3 questions about the story correctly.
LANGUAGE /
Present simple want to + be + occupation
GRAMMAR FOCUS
Pre-lesson
1. Pupils are shown the occupation reading cards from previous lesson.
Lesson delivery
2. Explain the meaning of career to pupils. Ask them what they think a school
career day is. Explain that they will read and listen to a story about a school career
day.
3. Pupils read the story in page 22-23 alongside track. Ask pupils what they think of
the story, which character they like and why.
4. Ask each pupil to draw a picture showing an occupation. (21st CA)
5. In groups of 6–8 pupils, ask them to share their pictures. They should write their
ACTIVITIES name under the picture of an occupation they want to be.
6. Feedback by asking pupils to tell the class who wants to be the same occupation
as them, e.g. Hamid, Maitha and Yi Ling want to be a police officer.
7. Talk to pupils about the Value mentioned on Student’s Book ‘Every job is
important’. (HOTS)
8. Teacher distributes worksheet. (WB p15)
Post-lesson
10. Ask pupils to tell you what new words they have learned today. Focus their
attention on what they learned from the story, including the storyline, the
characters and the message (value).
TEACHING AIDS Get Smart plus 3 Student’s Book p.22-23.
21 CENTURY
st
ACTIVITY
Stretch to Sketch CCE Language
HOTS Evaluation VALUES Responsible
PERFORMANCE CLASSROOM BASED
LEVEL 5 ASSESSMENT (CBA) Worksheet
Attendance: /
(s).
TEACHERS’S
exercise(s).
____________________________________________________________

WEEK /
DAY / DATE Friday, May 17, 2024 10 38
LESSON
THEME UNIT
World of Self, Family and Friends 3. Adventure time
FOKUS SKILLS Main : Reading Complimentary : Writing

Main:
3.2 Understand a variety of linear and non-linear print and digital texts by using app
CONTENT
4.3 Communicate with appropriate language form and style for a range
Main:
3.2.2 Understand specific information and details of simple longer texts
LEARNING
Complementary:
STANDARDS
4.3.3 Produce a plan or draft of two paragraphs or more for a familiar topic and m

LEARNING
1. Understand specific information and details of simple longer texts
OBJECTIVES 2. Produce a plan or draft of two paragraphs or more for a familiar topic
Pupils can:
SUCCESS 1. Draw a mind map on the board with three secondary bubbles and elicit the
CRITERIA heading for each bubble.
2. Create one from another of Emma’s blog entries.
LANGUAGE /
Past simple (e.g. I went skiing) & present perfect (e.g. the best I’ve ever done)
GRAMMAR FOCUS
Pre-lesson:-
1. Pre-lesson task 6: Finger Writing - Reviews present perfect forms or key
vocabulary .
2. Divide the class into three groups (A–C). Ask pupils to look at Emma’s blog
entries for
January (Pupil’s Book, p.34). They should highlight the information:
Group A – What Emma did [I went skiing]
Group B – Where Emma was [Whistler ski resort near Vancouver; Canada]
Group C – Emma’s opinions [the views are amazing; it’s a really fun place with
lots of
exciting activities to try]
3. Draw a mind map on the board with three secondary bubbles. Ask a member
of each
ACTIVITIES
group to come and write their answers around one bubble each. Elicit the
headings for
each bubble (What Emma did / Where Emma was / Emma’s opinions). (21st
CA)
4. Guide pupils to understanding how mind maps work using the example on the
board.
Explain that these can help us brainstorm and organise ideas for writing, too.
5. Pupils look at another example of a mind map then create one from another of
Emma’s blog entries. They will read for specific information to do this. (HOTS)
6. Pupils analyse the features of blogs as a text type, having read for detail in the
text. (Activity 1)(CBA)
Post-lesson:-
7. Post-Lesson Task 9: What About Me?
- Review any challenging vocabulary in the lesson.
TEACHING AIDS
Page(s): 34–35, 40 Exercise(s): Learning to Learn, 1
21st CENTURY Values
Mind Map CCE
CLASSROOM BASED
HOTS Analysis
ASSESSMENT (CBA)
Observation
REFLECTION / pupils able to achieve learning objectives and given enrichment
exercise (s).
/ pupils not able to achieve learning objectives and given

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DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

FOKUS SKILLS Main : Writing Complimentary : Writing

DAILY LESSON PLAN YEAR 6

2.1.2(i)Mengaplikasikan pengetahuan bahasa seni visual

DAILY LESSON PLAN YEAR 6

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

DAILY LESSON PLAN YEAR 6

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

DAILY LESSON PLAN YEAR 6

FOKUS SKILLS Main : Reading Complimentary : Writing

By the end of the lesson, most of the pupils will be able:

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