Y6 SJK UNIT 4 Learning To Learn

YEAR 6 SJK
UNIT 4 Learning To Learn

ENGLISH LESSON PLAN YEAR 6 SJK
Week Class 6 Time

Day Sunday Attendance
Date 01-Jan-19 Lesson Focus Listening & Speaking
Theme Topic
World of knowledge Learning To Learn
Language/ Grammar focus new vocabulary based on the topic
1.2 listen and respond appropriately in formal and informal
situations for a variety of purposes.
Content Standard
1.2 listen and respond appropriately in formal and informal
situations for a variety of purposes.
1.2.4 Able to participate in conversations with peers.
Learning Standard 1.2.1Able to participate in conversations to: (d) give
encouragement (e) express opinions
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
talk about related topic with guidance.
Success Criteria :Pupils can
role play the dialogue with friends and talk about related topic given.
21st Century Activities & Skills Resources CCE / EE Assessment
Multiple
Think-Pair-Share Textbook Bubble Map Questions
Intelligences
Contextual
Communication Flashcards . Observation
Learning
Learning Outline
Pre-lesson 1. Teacher displays picture and elicits the pupils.
Lesson Delivery Post Lesson
1..Teacher refers to the tb pg 32 and asks the pupils to listen to the 1. In group, pupils discuss and write bubble
conversation and respond. map for their findings.
2. Teacher choose pupils to role play the dialogues. 2. class discussion.
3. Pupils listen and class discuss the way they learn.
4.Teacher divides pupils into group of six, distributes the survey sheet on how
the pupils learn. In group pupils discuss and report their findings to the class.
REFLECTION
____/____ of pupils able to achieve the LO and given enrichment exercise(s).
____/____ of pupils able to achieve the LO and given remedial exercise(s).
*Today's lesson will be carried forward due to :Click and choose reason here >
Study alone
Study group
How you
learn?
No. Names How they learn.
Week Class 6 Time

Day Monday Attendance
Date 01-Jan-19 Lesson Focus Reading
Theme Topic
2.2 demonstrate understanding of a variety of linear and
Content Standard nonlinear texts in the form of print and non-print materials
using a range of strategies to construct meaning.
2.2.4 Able to apply dictionary skills (a) recognise
abbreviations (b) understand meaning of words in context
Learning Standard
2.2.2 Able to read and understand phrases and sentences
from: (a) linear texts (b) non-linear texts
apply dictionary skills and find the meaning of base word with guidance
apply dictionary skills and find at least 6 out of 10 full words of abbreviation
Multiple
Intelligences
Contextual
Learning
Learning Outline
Pre-lesson 1. Teacher elicits previous lesson and vocabulary.
1.Teacher introduce the lesson and refers the tables in the 1.Teacher distributes worksheet. Pupils fill in
textbook pg 36 and read aloud. the blanks.
2.Pupils read after and recognise words. 2. class discussion.
3.Teacher asks pupils to look at dictionary and complete
the table.
4.Teacher asks pupils to complete the table in pair work.
REFLECTION
Week Class 6 Time
Day Tuesday Attendance
Date 01-Jan-19 Lesson Focus Writing
Theme Topic
3.3 write and present ideas through a variety of media using
appropriate language, form and style.
Content Standard 2.2 demonstrate understanding of a variety of linear and
nonlinear texts in the form of print and non-print materials
using a range of strategies to construct meaning.
3.3.1 Able to create texts using a variety of media with
guidance: (a) non-linear (b) linear
Learning Standard
2.2.2 Able to read and understand phrases and sentences
from: (a) linear texts (b) non-linear texts
write in neat legible print with correct spelling with guidance
write 4 out of 7 sentences/passage in neat legible print with correct spelling:
Multiple
Intelligences
Contextual
Learning
Learning Outline
Pre-lesson 1. Teacher displays a picture of speaker and elicits pupils.
1.Refer the textbook pg 37, elicits and get pupils to read after. 1. Class discussion and teacher check and pupils
2. Read and understand the meaning. make corrections.
3. In pair work, pupils discuss to write an announcement based on the 2.Pupils read and present their work.
notice given.
4. Teacher guides and check pupils’ writing.
REFLECTION
Week Class 6 Time

Day Wednesday Attendance
Date 01-Jan-19 Lesson Focus Grammar
Theme Topic
Language/ Grammar focus Article – a, an, the
5.1 use different word classes correctly and appropriately.
Content Standard 3.1 form letters and words in neat legible print including
cursive writing.
5.1.7 Able to use articles correctly and appropriately.
Learning Standard 3.1.1 Able to write in neat legible print with correct spelling:
(a) sentences (b) paragraphs
write in neat legible print with correct spelling with guidance
write 6 out of 8 sentences/passage in neat legible print with correct spelling:
Multiple
Gallery Walk Textbook Bubble Map Questions
Intelligences
Contextual
Learning
Learning Outline
Pre-lesson 1. Teacher refer the tb page 39. Elicits pupils’ knowledge.
1.Teacher elicits article from the pupils. 1.Teacher discuss the answer and ask pupils to
2.Distributes notes to the pupils and get pupils to respond. check.
3.Refer to the tb and asks pupils to read the examples. 2.class discussion.
4.pupils use the correct article to complete the passage.
REFLECTION
Week Class 6 Time

Day Thursday Attendance
Date 01-Jan-19 Lesson Focus Language Art
Theme Topic
4.1 enjoy and appreciate rhymes, poems and songs.
Content Standard
4.2 express personal response to literary texts.
4.1.2 Able to listen to, sing songs, recite jazz chants and
poems with correct stress, pronunciation, rhythm and
Learning Standard intonation
4.2.1 Able to respond to literary texts: (a) characters (b) place
and time (c) values
enjoy say the poem with correct stress, pronunciation, rhythm and intonation with guidance
Answer the questions and Say the poem with correct pronunciation, rhythm and intonation correctly
Multiple
Intelligences
Contextual
Learning
Learning Outline
Pre-lesson 1. Teacher refer to the tb page 40. Elicits the pupils.
1. Look at the picture and recite the poem. 1. Teacher distributes a4 paper to each
2. Pupils recite and identify the meaning together. pupils.
3. Teacher divides pupils in to group. Discuss and answer the 2. Pupils write the poem and draw the
questions. picture.
3. Read and displays the best on the wall.
4. Each group , recite and present to the class.
REFLECTION
Visual learners:
Visual learners are people who thrive with history timelines and love to see information and
relationships between ideas on paper. Chances are, if you give a visual learner a list of instructions
verbally, it will go in one ear and out the other. But if you write it down, they will be able to finish the list
easily and stay on task. Visual learners are often very logical so if they need to learn/memorise
something, make it clear why it is important and build the relationship between concept points.
Things to do:
This type of learner works best with images, graphs and charts, so allowing them to display their
revision charts in appropriate work spaces will help them retain the information easier.
Things to be wary of:
A visual learner will need more time and practice to build up their auditory skills, whether it is
learning a language or following an instruction, so give them extra time and link it to something written
as much as possible.
Auditory learners:
Give an auditory learner a song and they will pick up the beat and content in no time. These
learners retain heard information the easiest, so things like spoken information, poetry and songs are
perfect for them. They also may be more sensitive to atmospheres and the sounds within them, so try
playing calming music whilst they study and see if this helps them concentrate and retain information
easier.
Things to do:
Turn things into song as much as possible whether it is their ABCs and times tables, or a self
made rap about how to remember types of poetry, it will serve them well. Repetition and a steady beat
are their best friends.

Things that are visual or require them to physically do things will require much more time to
remember. Verbally whispering the information and finding links between content will help them
immensely with test revision.
Writing and reading learners:
These learners are what they say on the tin writers and readers. This is great for a lot of
traditional subjects like English and history, but they may struggle to tackle other subjects like music or
science.
Things to do:
Work with their strengths, if they prefer writing a timeline out in bullet points, one under the
other, then let them. This type of learner thrives on applying what they have learnt, so writing mock
essays will be their friend.
Chances are they may be harder to adapt to the other skills. Writing and reading are the skill we
emphasis throughout school so working with other forms of learning may have to be pushed outside of
the classroom with things like a music class or a sports team.
Kinaesthetic learners:
Kinaesthetic learners like to move. They work best on their feet and often need to experience
something tactically to full get their heads around it. If someone is described as “good on their feet”
they are often described as a kinaesthetic learner
Things to do:
Have as much interaction and physical forms of learning as possible. Role play is brilliant or
saying something whilst they are moving is brilliant for them.
Exams are, for the most part, not done moving around. Kinaesthetic learners will need to work
on channeling their energy and may need to use their fingers as a way of remembering. This is best
applied to your nine times tables.

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YEAR 6 SJK

UNIT 4 Learning To Learn

Week Class 6 Time

____/____ of pupils able to achieve the LO and given remedial exercise(s).

No. Names How they learn.

No. Names How they learn.

ENGLISH LESSON PLAN YEAR 6 SJK

Week Class 6 Time

____/____ of pupils able to achieve the LO and given remedial exercise(s).

____/____ of pupils able to achieve the LO and given remedial exercise(s).

Week Class 6 Time

____/____ of pupils able to achieve the LO and given remedial exercise(s).

Week Class 6 Time

____/____ of pupils able to achieve the LO and given remedial exercise(s).

Things to be wary of:

Things to be wary of:

Writing and reading learners:

Things to be wary of:

Things to be wary of:

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/ of pupils able to achieve the LO and given remedial exercise(s).

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/ of pupils able to achieve the LO and given remedial exercise(s).

/ of pupils able to achieve the LO and given remedial exercise(s).

/ of pupils able to achieve the LO and given remedial exercise(s).