Name

Date

: 7th March 2015

Class

: 4 Cemerlang

Time

: 7.30 8.30am

Focused Skill

: Reading

Integrated Skill(s)

: Listening and Speaking

Previous Knowledge

: Students knew the characters of the story.

Theme

: World of Stories

Topic

: Unit 5- Rosemary and the four gutsy gnomes

Objectives

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

(a)
understand about the story with guidance from teacher (reading for info and enjoyment)
(c)
demonstrate understanding of the story by sequencing activity
:
- learn new/unfamiliar vocabularies contained in the text during the pre-reading stage.
- Identify the name of the characters and orally discuss about the characteristics.
- Listen to information and questions from teacher.
- Arrange the jumbled up sentences strips on mah-jong paper into correct orders.
: Mahjong-paper (story), sentences strips, picture cards, word cards.

Successful Criteria

Teaching Aid(s)
Educational Emphases
Moral / Value(s)
value in the story)

: Contextual learning, mastery learning, HOTS (predicting), constructivism

: Students help each other learn to collaborate and tolerate for answers (during activities) (and moral
Content Standard

2.2
By the end of the 6 year primary schooling, pupils
will be
able to demonstrate understanding of
variety of linear and
non-linear texts in the form of print and non-print
materials using a range of strategies to construct
meaning.

2.3

By the end of the 6- year primary schooling, pupils

Learning Standard
2.2.2 Able to read and understand phrases and sentences
from:
(b) linear texts
2.2.3 Able to read and demonstrate understanding of texts by:
(a) sequencing

2.3.1 Able to read for information and enjoyment with

guidance:

will be
able to read independently for information
and enjoyment

Developm
ent
Stage/Tim
e
Set
Induction
(5minutes)

Content

Activating
prior
knowledge

Activities
Teaching

Learning

1. Teacher greets
the pupils.
2. Teacher takes out
the pictures of
characters they
have learned
yesterday and
shows to pupils
and asks the
name.
3. While they say
aloud the name,
teacher asks
pupils to do the
action for every
character
(learned
yesterday)
4. Teacher

1. Pupils greet
teacher.
2. Pupils pay
attention to
teacher.
3. Pupils say aloud
the names of the
characters.
4. Pupils do action
based on the
pictures.

(b) non-fiction

Instructional
Language

Good morning
everyone
Okay, do you still
remember the
characters that you
have learned
yesterday?
So what is this?
Show me the
action?
So today, we are
going to learn
about a story.
It is:
Rosemary and the

Rationale

1) To recall of
yesterdays
lesson
2) To arouse
students
attention.
3) To prepare
students for
the lesson.

Notes

Teaching
aids:
-Picture
cards

introduces topic
and writes the
tittle of the story
on the
whiteboard.
Prereading
(10
minutes)

VOCABULARIE
S (WITH
MEANING)
AND
PRONUNCIATI
ON DRILLIING

1. Teacher
continues the
lesson by
showing the
pupils some word
cards of
unfamiliar vocabs
(that contain in
the story)
2. Teacher drills the
pronunciation
(one by one)
3. Teacher tells
students the
meaning. Show
picture or action
to support the
explanation.
4. Teacher pastes
the word on the
whiteboard and
writes a very
simple meaning
of the word.
5. Teacher proceeds
to the next
vocab.
6. Repeat steps 2,
3, 4.

four gutsy gnomes

1. Pupils pay
attention to
teacher.
2. Pupils repeat
after teacher.

But, today before

we read the
interesting story
about Rosemary, I
would like to teach
you some
unfamiliar words.
Do you know what
is unfamiliar? It is
words that you
never know the
meaning or never
have seen.
Okay, dungeon.
Repeat dungeon.
Dungeon is.

1) To correct
students
pronunciation
.
2) To help
students
understand
the meaning
of unfamiliar
vocabularies.

Teaching
aid:
-Word
cards

While
reading
(18
minutes)

STORY TIME!

1. Teacher then
pastes the mahjong paper (of
the story) on the
whiteboard.
2. Teacher tells
students to pay
attention while
reading because
teacher will ask
questions by the
end of the
reading session.
3. Teacher reads the
story first (with
correct
intonation,
rhythm, stress
and
pronunciation.
4. Teacher also does
actions to make
it interesting.
5. After finished
reading, teacher
asks if students
understand the
story.
6. Teacher briefly
explain the story
line and asks a
few questions.
7. Teacher numbers
the group and
asks students to

1. Pupils pay
attention to
teacher.
2. Pupils do choral
reading (after the
teacher).
3. Pupils listen to
teachers
explanation
about the story.
4. Pupils may ask
question if they
are not clear.

Now, story time!

You will read after
teacher okay? But
remember to pay
attention because
therell be quiz
after we read the
story.
Do you understand
the story?
It is about.
Can you tell who
the fairy princess
is?
Now, you will read
group by group.
This row will
group
Okay do you
understand better?
Raise your hand if
you still could not
understand the
story.

5. Pupils read
according to
group.
6. Pupils answer the
questions.

1) To allow
students to
read for
information
and
enjoyment at
the same
time.
2) To pronounce
words
correctly.
3) To help
students
understand
the text
better.
4) Story on
mah-jong
paper: to
gain
students
attention
5) Repetition: of
reading to
help students
memorise
better

Teaching
aids:
-Story on
mah-jong
paper

8.

9.

Production
(22
minutes)

SENTENCE
STRIPS
ACTIVITY.

1.

2.

3.

read group by
group (ask
students to be
ready because
teacher will show
finger-signal). Do
not assign first,
just begin
reading
altogether and
teacher show
finger signal (eg:
signal 2) then
only they can
read.
Teacher corrects
wrong
pronunciation.
Teacher asks
again if students
really have
understood the
story.
Teacher covers
the story off
pupils sight.
Teacher gives
instructions
about the next
activity.
Teacher then
distributes
sentences strips
and mah-jong
paper plus glues.

1. Pupils listen to
instruction
2. Pupils get ready
for the activity.
3. Pupils discuss the
story line with
the other
members.
4. Pupils start
pasting the
sentence strips
on the mah-jong

Now teacher will

cover this so that
you cannot see and
play the game.
I will give you
these two (strips
and mah-jong) and
I want you to
discuss with your
friends in the group
and then try to find

1) Fun-learning
and enhance
cooperative
learning
2) To assess
students
understandin
g about the
story.
3) Assistance to
help students
work with

Teaching
aids:
Sentences
strips
-mahjong
paper
-glue

Closure
(5minutes)

Conclusion

4. Teacher asks
students to recall
back the story
line and work
together in
completing the
story.
5. Check answer
together.
1. Teacher recap
the lesson by:
Asking few
questions
about the
story (eg:
Who is the
main
character
of this
story? Are
the
gnomes
very
helpful and
kind?
Emphasisi
ng on the
moral
value.

paper.
5. Pupils and
teacher check
answers
together.

the correct order of

the story.

enough
guidance.

Raise your hand if

you need help.
Lets check the
answers.

Pupils answer
questions from
teacher.

Can you tell me

who the main
character of this
story is?
Are the four
gnomes very kind
and helpful?
Remember, goods
are always win
over evil so before
you plan to do
something bad, like
steal your friends
pencil or lie to your
parents, think first
OK?
Thank you class

1) To summarise
the lesson.

REFLECTION: