Date/Week

Class
Subject
Topic
Sub-topic
Chapter
Duration
Learning Objectives
Learning Outcomes

Learning Activities/
Strategy

3
Year 9
History
Introduction
Boulton and Watt: who was more important
1
45 minutes
The students are able to:
a) Study the history of Boulton and Watt.
The students should be able to:
a) State the Boulton and Watts life story.
b) State the difference between Boulton and Watt.
c) State how Mathew Boulton worked.
d) State which one is the most important to their success?
A. Set Induction
- Teacher asks students to recall the last lesson.
- Teacher asks students of their basic thinking about both Boulton and Watt.
B. Development
- Teacher shows some notes regarding the topic and gives some explanation.
- Ask students their understanding about the story of both Boulton and Watt.
- Ask students what they can capture about Mathew Boultons ideas of work.
- Students able to compare between Boulton and Watt in term of their work life.
C. Closing
- The students are finishing copy the notes given.
- Teacher summarizes the whole lesson.

Teaching and Learning

Resources
Task given
DAILY LESSON PLAN

DAILY LESSON PLAN

D. Reinforcement
- Students required drawing note using brainstorming diagram.
- Teacher gives exercises regarding the topic explained.
a) Worksheet.
b) Discussion.
Activity (Textbook)

Date/Week
Class
Subject
Topic
Sub-topic
Chapter
Duration
Learning Objectives
Learning Outcomes

Learning Activities/
Strategy

3
Year 9
History
Introduction
How did farmers produce more food.
1
45 minutes
The students are able to:
a) Analysing how did farmers produce more food.
The students should be able to:
a) State how farmers produced food.
b) State the improvement in farming in the eighteenth century.
c) State the case study of Thomas coke.
A. Set Induction
- Teacher asks students to recall the last lesson.
- Teacher asks students of their basic thinking about farming.
B. Development
- Teacher shows some notes regarding the topic and gives some explanation.
- Students able to describe how to produce more food.
- Ask students what they can capture about Thomas Cokes case study.
- Students able to state the changes and improvement in farming industry.
C. Closing
- The students are finishing copy the notes given.
- Teacher summarizes the whole lesson.

Teaching and Learning

Resources

D. Reinforcement
- Students required drawing note using brainstorming diagram.
- Teacher gives exercises regarding the topic explained.
a) Worksheet.
b) Discussion.

Task given

Activity (Textbook)

DAILY LESSON PLAN

Date/Week

Class
Subject
Topic
Sub-topic
Chapter
Duration
Learning Objectives
Learning Outcomes

Learning Activities/
Strategy

Year 9
History
Introduction
Did Britain have the raw materials it needed.
1
1 hour
The students are able to:
a) Study if Britain have the raw materials it needed.
The students should be able to:
a) State the raw materials that were mainly imported.
b) State the raw materials that were mainly produced at home.
c) State the raw material needed.
A. Set Induction
- Teacher asks students to recall the last lesson.
- Teacher asks students of their basic thinking about raw material and give
examples of raw material.
B. Development
- Teacher shows some notes regarding the topic and gives some explanation.
- Students able to mention what is the raw material needed to produce required
objects.
- Students able to state the raw material that were mainly imported and produced
at home.
C. Closing
- The students are finishing copy the notes given.
- Teacher summarizes the whole lesson.

Teaching and Learning

Resources

D. Reinforcement
- Students required drawing note using brainstorming diagram.
- Teacher gives exercises regarding the topic explained.
a) Worksheet.
b) Discussion.

Task given

Activity (Textbook)

DAILY LESSON PLAN

Date/Week
Class

3
Year 9

Subject
Topic
Sub-topic
Chapter
Duration
Learning Objectives
Learning Outcomes

Learning Activities/
Strategy

History
Introduction
Did transport need improving
1
1 hour
The students are able to:
a) Analysing the improvement of transport.
The students should be able to:
a) State the water transport in 1750.
b) State how were the roads improved and who did it.
c) State the advantages and disadvantages in improving the roads.
A. Set Induction
- Teacher asks students to recall the last lesson.
- Teacher asks students of their basic thinking about transport in 1750.
B. Development
- Teacher shows some notes regarding the topic and gives some explanation.
- Students able to mention the transportation in year 1750.
- Students able to state the ways to improve the roads.
- Students able to compare with today transportation.
C. Closing
- The students are finishing copy the notes given.
- Teacher summarizes the whole lesson.

Teaching and Learning

Resources

D. Reinforcement
- Students required drawing note using brainstorming diagram.
- Teacher gives exercises regarding the topic explained.
a) Worksheet.
b) Discussion.

Task given

Activity (Textbook)