Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
ESEM 5143
SUBJECT TITLE
TECHNOLOGY IN EDUCATION
LEVEL
MASTER OF EDUCATION
STUDENTS NAME
AND
MATRIC NO.
1. CHRISTOPHER RUDDY
FOONG
KS1401MD0041
2. EDITHA ANTHONIUS
KS1401MD0040
PROGRAMME
ELM
LECTURER
LEARNING CENTRE
KENINGAU
SUBJECT
CLASS
as
ENGLISH
DATE
as
YEAR 4 BESTARI
DAY
as
as
MONDAY
27/04/2015
TIME
90 MIMUTES
Main
Writing Skill
Auxiliary
Content Standard
(Kurikulum, 2013)
3.2 Students will be able to write using appropriate language form and
style for a range of purposes.
3.3 Students will be able to write and present ideas through a variety of
media using appropriate language, form and style.
Learning Standard
(Kurikulum, 2013)
3.3.1 Able to create simple text using a variety of media with guidance:
i) non-linear
Lesson Objectives
Learning Outcomes
i)
use full stop at the end of a sentence.
ii)
write three sentences by using word and picture cues.
At the end of the lesson students, students should be able to give
information accurately and punctuate sentences meaningfully.
Language
Grammar
Curriculum
Irregular
verbs
Adjectives
Cross-curriculum
Values
ICT
Cooperation
HOTs
Vocabulary
files
paint
jungle
Value
Added Skills
ICTMasteryContextual
ConstructivismeMultiple
IntelligencesSelflearningOthers
Applying
Analysing
Synthesing
Evaluating
Rationalising
Reflection
Questioning
Generate New
Ideas
Creating
(www.tapir-writing.wikispaces.com)
Previous knowledge: Pupils have learnt about animals, the simple past tense words and adjectives in
the previous lesson.
Activities:
Stage /
Content
Rationale/Justification of
Time
activity
Set
Induction
Madagascar
( 5 minutes )
- To motivate pupils to
participate in generating ideas
4.
5.
6.
7.
Generating Ideas
about the story
8.
9.
iv.
4th page: Writing2
Teacher asks groups to become member of the wiki.
Teacher facilitates pupils in creating account in
wiki.
Teacher asks groups to visit the 2nd page: PreWriting.
Teacher set the font colour for each pupil.
e.g. Pupil A Green
Pupil B Blue
Pupil C - Purple
Teacher asks the groups to discuss and
brainstorming to generate ideas for their writing.
Pupils discuss and write their ideas on the page.
(Pupils must follow the instruction given on that
page)
WhileWriting
(40 minutes)
Draft, write,
revise, edit
page)
4. Pupils write, revise and edit their writing.
5. After that, teacher asks pupils to visit the
Writing2 page.
6. Pupils rewrite the sentences from page Writing1 in
page Writing2.
Rewrite
2009).
Feedback/
Publishing
Publishing
Peer Evaluation
( 15 minutes )
Feedback
Assessment:
Write 3 sentences for each picture given with meaningful punctuation.
Rubrics:
CATEGORY
Requirements
4 Excellent
All of the written
requirements (number of
sentences (3) for each picture
in Writing1 and one paragraph
in Writing2) were met.
2 Fair
Most of the written
requirements were met, but
several were not. (Number of
sentences (1) for each picture
in Writing1 and one
paragraph in Writing2.
Some of the story is related to
the assigned topic, but reader
does not learn much about the
topic.
1 Poor
Many requirements
were not met.
3 Good
Almost all of the written
requirements (number of
sentences (2) for each picture
in Writing1 and one
paragraph in Writing2) were
met.
Most of the story is related to
the assigned topic. The story
wanders off at point, but the
reader can still learn
something about the topic.
There are 2-3 spelling or
punctuation errors in the
final draft.
Focus on
Assigned Topic
Spelling and
Punctuation
Simple Past
Tense and
adjectives
REFLECTION
REFLECTION
REFERENCES:
1. Joyce, B. W. (2003). Models of Teaching (7th Edition). New Jersey: Prentice Hall.
2. Kagan, S. K. (2009). Kagan Cooperative Learning. California: Kagan Publishing.
3. Krathwoll, D. R. (2002). Theory in Practice. College of Education.
4. Kurikulum, B. P. (2013). KurikulumStandard Sekolah Rendah: Dokumen Standard Kurikulum dan
Pentaksiran Bahasa Inggeri Tahun 4. Putrajaya: Kementerian Pendidikan Malaysia.
APPENDIX 1
a) tapir-writing/home
APPENDIX 2
b) tapir-writing/Pre-Writing
APPENDIX 3
c) tapir-writing/Writing1
APPENDIX 4
d) tapir-writing/Writing2