SAMPLE LESSON PLAN 1 (SK)
Theme : World of Stories
Topic : And Something Weird Happens…
Learning Standards :
4.3.1 Able to plan, produce and display creative works based on literary texts
using a variety of media with guidance.
Objectives : By the end of the lesson, pupils should be able to:
(a) guess the characters,
(b) describe the pictures and guess the chapters they are from, and
(c) present a story chain in groups.
Time : 60 minutes
Teaching Aids : Pictures of 10 characters, worksheets and picture booklets
Educational Emphases :
1. Information and Communication Technology Skills (ICT)
2. Creativity and Innovation
3. Multiple Intelligences (Verbal-Linguistics)
STAGE STEPS
1. Teacher shows pictures of the characters found in the
Set Induction story (Joel, the teacher, Anastasia Olivetti, Mr. Gelatti,
Pizza guy.)
2. Pupils guess the characters.
Categorising
Presentation 1. Teacher gets pupils to categorise the pcitures according
to the major and minor characters in Worksheet 1. (The
pictures are to be cut from Handout 1.)
Practice Activity 1: Guess the Chapter!
1. Pupils work in groups of 4-5.
2. Each group is given a picture booklet.
3. Each pupil takes his turn to look at a picture from the
booklet and describe it to the other members in the
group.
4. The other members are not allow to see the picture.
5. The other members of the group listen carefully and
guess the chapter from which the picture is taken.
Activity 2: Sequencing
1. Pupils then work together to sequence the pictures
accordingly (from chapter 1-4) in the booklet.
2. Select a few groups to present.
Production Story Chain
1. Pupils work in the same groups.
2. Each group appoints a leader.
3. The leader in each group holds the picture booklet.
4. The leader looks at the first picture and starts the
story in his/her own words (at least one sentence).
5. The next pupil looks at the second picture and continues
the story. This goes on until the last picture in the
booklet.
6. The teacher goes around listening to each group to
ensure that there is maximum participation and to
assists them if necessary.
Closure 1. If time permits, the teacher may ask one or two groups
to present their story chain to the whole class.
Teacher’s note:
*The pictures in the picture booklet for Activity 1 (Guess the Chapter) should not be
in sequence of the chapter.
* Please refer to Activity 3: Guess the Chapter! of the suggested activities for the
synopsis on how to do the booklet. (Page 65) (Put it here)
SAMPLE LESSON PLAN 2 (SJK)
Theme : World of Stories
Topic : And Something Weird Happens…
Learning Standards :
4.3.1 Able to plan, produce and display creative works based on literary texts
using a variety of media with guidance.
Objectives : By the end of the lesson, pupils should be able to:
(a) guess the characters,
(b) describe the pictures and guess the chapters they are from.
Time : 30 minutes
Teaching Aids : Pictures of 10 characters, worksheets and picture booklets
Educational Emphases :
1. Information and Communication Technology Skills (ICT)
2. Creativity and Innovation
3. Multiple Intelligences (Verbal-Linguistics)
STAGE STEPS
Set Induction 1. Teacher shows silhouettes of the characters found in
the story (Joel, the teacher, Anastasia Olivetti, Mr.
Gelatti, Pizza guy.)
2. Pupils guess the characters.
Presentation Categorising
1. Teacher gets pupils to categorise the pcitures according
to the major and minor characters in Worksheet 1. (The
pictures are to be cut from Handout 1.)
Practice Activity 1: Guess the Chapter!
1. Pupils work in groups of 4-5.
2. Each group is given a picture booklet.
3. Each pupil takes his turn to look at a picture from the
booklet and describe it to the other members in the
group.
4. The other members are not allow to see the picture.
The other members of the group listen carefully and
guess the chapter from which the picture is taken.
Activity: Sequencing & Describing
Production 1. Pupils then work together to sequence the pictures
accordingly (from chapter 1-4) in the booklet.
2. Get the group to tell the whole story.
Closure 1. The teacher may ask each group to take turns in
describing the pictures to tell the whole story.
Teacher’s note:
*The pictures in the picture booklet for Activity 1 (Guess the Chapter) should not be
in sequence of the chapter.
* Please refer to Activity 3: Guess the Chapter! of the suggested activities for the
synopsis on how to do the booklet. (Page 65) (Put it here)
SAMPLE LESSON PLAN 3 (SK)
Theme : World of Stories
Topic : And Something Weird Happens...........
Learning Standards :
4.2.1 Able to respond to literary texts:
a) characters
b) place and time
c) values
4.3.1 Able to plan, produce and display creative works based on literary texts
using a variety of media with guidance.
4.3.2 Able to plan, prepare and participate in a performance with guidance based
on literary works.
Objectives : By the end of the lesson, pupils should be able to:
a) identify all the characters in the story
b) use suitable adjectives to describe the characteristics of the
characters
c) fill in the blanks with the suitable adjectives.
d) present their answers in pairs and groups confidently.
Time : 60 minutes
Teaching aids : Reading text, task sheet, worksheet, picture cards, scissors, glue,
coloured pencils
Educational Emphases :
1. Thinking skills
2. Values and citizenship
3. Contextual learning
4. Creativity and innovation
STAGE STEPS
Set Induction Activity: Guessing Who (5 minutes)
1. Select a pupil. Get him/her to stand in front of the
classroom.
2. Get pupils to brainstorm on adjectives to describe the
pupils.
Pre-reading 1. Establish context:Show pictures of a few prominent
people and ask pupils to guess and state who they are.
(Appendix 1)
2. In pairs, pupils are asked to discuss other prominent
figures that they like or admire and state their reasons.
e.g: With your partner, choose any one prominent figure
of your liking and discuss why you like him/her,
highlighting on their characteristics.
3. A few pairs are then selected to present their answers.
4. Teacher highlights some of the adjectives used to
describe the prominent figures.
e.g: famous, caring, determined, hardworking, gentle
Practice Activity : Describing Characters (10 minutes)
1. Each group comprising three members is given
Worksheet 2.
2. Based on the short story “ And Something Weird
Happened....” pupils describe each character using
suitable adjectives (Worksheet 3: Bubble Map).
3. Pupils write the adjectives around each picture.
4. Pupils are given 5 minutes to complete the task.
5. Pupils present their answers.
Production Activity 2: How Am I Similar to Joel? (10 minutes)
1. Individually, pupils are given another worksheet 4.
2. Pupils are asked to complete the worksheet.
3. Teacher provides explanation on how to complete the
map.
4. Teacher asks pupils to fill in the blanks with the
characteristics of Joel’s first.
5. Pupils are then asked to close their eyes and analyse and
reflect on their own characteristics (1 minute) before
writing it down. Teacher guides the pupils in reflecting.
6. Teacher asks a few volunteers to present their answers.
Closure Wrapping-Up (5 minutes)
1. Teacher wraps up the lesson of the day by asking a few
questions pertaining to the characters found in the story.
E.g:
Which character in the story do you like the best?
Why him/her?
State the positive values found in the character that you like.
2. Pupils answer.
3. Teacher provides feedback and ends the lesson.
Appendix 1
Pictures of prominent people/figure
*Note: Teacher can choose other prominent figures.
Worksheet 1
Fill in the blanks with the correct characteristics of each personality.
Famous
Personality 2
(cut and paste
here
i-Think Programme – Bubble Map
WORKSHEET 2
Write down the words that best describe each character.
i-Think Programme – Bubble Map
Worksheet 3
HOW AM I SIMILAR TO JOEL?
Fill in the bubbles with words that describe you and Joel.
i-Think Programme – Bubble Map
SAMPLE LESSON PLAN 4 (SJK)
Theme : World of Stories
Topic : And Something Weird Happens...........
Learning Standard : 4.2.1 Able to respond to literary texts:
a) characters
b) place and time
c) values
4.3.1 Able to plan, produce and display creative works based on
literary texts using a variety of media with guidance.
4.3.2 Able to plan, prepare and participate in a performance with
guidance based on literary works.
Objectives : By the end of the lesson, pupils should be able to:
a) identify all the characters in the story,
b) use suitable adjectives to describe the characteristics of
characters correctly,
c) fill in the blanks with the suitable adjectives,
d) present their answers in pairs and groups confidently.
Time : 30 minutes
Teaching aids : Reading text, task sheet, worksheet, picture cards, scissors, glue,
coloured pencils.
Educational Emphases:
1. Thinking skills
2. Values and citizenship
3. Contextual learning
4. Creativity and innovation
STAGE STEPS
Set Induction Activity: Guessing Who (5 minutes)
1. Select a pupil. Get him/her to stand in front of the
classroom.
2. Get pupils to brainstorm on adjectives to describe the
pupils.
Presentation Guessing Who (5 minutes)
1. Teacher shows a few PowerPoint slides showing several
prominent figure and asks pupils to guess who they are.
2. Teacher askas a few questions pertaining to the people
shown earlier.
e.g: Who is he/
Which country is he/she from?
What do you know about him/her?
Do you like him/her?
3. Pupils respond.
Practice Activity: Describing Characters (10 minutes)
1. Each group comprising of 3 members, are given
Worksheet 2.
2. Based on the short story “ And Something Weird
Happened....” pupils describe each character using suitable
adjectives (Worksheet 2: Bubble Map).
3. Pupils write the adjectives around each picture.
4. Pupils are given 5 minutes to complete the task.
5. Pupils present their answers.
Post reading Activity: How Am I Similar to Joel? (10 minutes)
1. Each pupil is given Worksheet 4 (Double Bubble Map).
2. Pupils fill in the blanks with the characteristics of Joel
first.
3. Pupils are then asked to close their eyes and analyse and
reflect on their own characteristics (1 minute) before
writing them down.
6. Teacher asks a few pupils to present their answers.
Wrapping-Up (2 minutes)
Closure 1. Teacher wraps up the lesson of the day by asking a few
questions pertaining to the characters found in the story.
E.g:
Which character in the story do you like the best?
Why him/her?
State the positive values found in the character that you like.
2. Pupils answer.
3. Teacher provides feedback and ends the lesson.
Appendix 1
Pictures of prominent people/figure
Note: ( Teacher can choose other prominent figures )
WORKSHEET 2
Fill in the blanks with the correct characteristics of each personality.
Famous
Personality 1
(cut and paste
here)
Famous
Personality 2
(cut and paste
here
i-Think Programme – Bubble Map
WORKSHEET 3
Write down the words that best describe each character.
i-Think Programme – Bubble Map
WORKSHEET 4
HOW AM I SIMILAR TO JOEL
Fill in the bubbles with words that describe you and Joel.
ME
i-Think Programme – Bubble Map
SAMPLE LESSON PLAN 5 (SK)
Theme : World of Stories
Topic : Short Story (Setting)
Learning Standards: 4.2.1 Able to respond to literary texts:
(a) characters
(b) place and time
(c) values
4.3.1 Able to plan, produce and display creative works
based on literary texts using a variety of media
with guidance.
Objectives : By the end of the lesson, pupils should be able to:
(a) identify a suitable location for the identified
buildings.
(b) label the location of the buildings on the map.
(c) justify the selected locations of the buildings.
Time : 60 minutes
Teaching Aids : A colourful, reader-friendly town map,
Worksheet 1, coloured marker pens, cut-out pictures
of 4 different buildings (school, hospital, shopping
mall, swimming pool), word cards.
Educational Emphases:
1. Multiple intelligences (Visual-spatial, Verbal linguistic)
2. Thinking skills (Analysing, Evaluating, Synthesizing,
Rationalising)
STAGE STEPS
Induction 1. Show pupils a town map.
2. Ask pupils if they have seen such “pictures” before.
3. Teacher introduces the concept of a map to pupils.
4. Ask pupils to name some of the buildings in the map.
Presentation 1. Based on the same map, teacher asks pupils to place some
of the cut-out pictures on the map.
2. After each cut-out pictures are placed on the map, teacher
writes sentences to describe where the buildings are
located.
Eg: The school is next to the library.
The hospital is opposite the lake.
(or any other appropriate sentences)
3. Teacher asks pupils why it is a good location for the
building and why pupils think so.
Practice 1. Teacher divides pupils into groups
2. Teacher distributes Worksheet 1.
3. Pupils study the distributed map. Teacher explains that
some of the buildings in the map have not been labelled.
4. Pupils discus where would be a good location for the
following and indicate the building in the map.
5. Teacher explains that pupils may choose the buildings which
are not already labelled or select other locations in the
map:
a school
a public library
an ice-cream shop
a pizza joint
6. Pupils label the map with the locations of the above
buildings.
7. Pupils list reasons why they have selected the particular
location.
8. Group presentation:
Pupils describe to the class pupils the location of the
school, the library, the ice-cream shop and pizza joint.
(Note: Teacher tell Pupils that they may refer to the example of
sentences earlier or use the following words to explain the
location of the building: next to, near, beside, opposite, in front
of)
Pupils tell friends why they think it is a good location for
the building.
Closure 1. Teacher asks pupils to draw a mini map of their dream home
township.
SAMPLE LESSON PLAN 6 (SJK)
Theme : World of Stories
Topic : Short Story (Setting)
Learning Standards: 4.2.1 Able to respond to literary texts:
(a) characters
(b) place and time
(c) values
4.3.1 Able to plan, produce and display creative works
based on literary texts using a variety of media
with guidance.
Objectives : By the end of the lesson, pupils should be able to:
(a) identify a suitable location for the identified
buildings.
(b) label the location of the buildings on the map.
(c) justify the selected locations of the
buildings.
Time : 30 minutes
Teaching Aids : A colourful, reader-friendly town map,
Worksheet 1, coloured marker pens, cut-out pictures
of 4 different buildings (school, hospital, shopping
mall, swimming pool), word cards.
Educational Emphases:
1. Multiple intelligences (Visual-spatial, Verbal linguistic)
2. Thinking skills (Analysing, Evaluating, Synthesizing, Rationalising)
STAGE STEPS
Induction 1. Show pupils a town map.
2. Ask pupils if they have seen such “pictures” before.
3. Teacher introduces the concept of a map to pupils.
4. Ask pupils to name some of the buildings in the map.
Presentation 1. Based on the same map, teacher asks pupils to place
some of the cut-out pictures on the map.
2. After each cut-out pictures are placed on the map,
teacher writes sentences to describe where the
buildings are located.
Eg: The school is next to the library.
a. The hospital is opposite the lake.
b. (or any other appropriate sentences)
OR (for more advanced learners):
Teacher asks pupils why it is a good location for the
building and why pupils think so. Teacher tells pupils
that they may use the following words when justifying
their choice:
“_____because_____”, “_____for_____”,
“_____since_____”
Practice 1. Teacher distributes pupils into groups
2. Teacher distributes Worksheet 1.
3. Pupils study the distributed map. Teacher explains that
some of the buildings in the map have not been labelled.
4. Pupils discuss where would be a good location for the
following and indicate the building in the map.
5. Teacher explains that pupils may choose the buildings
which are not already labelled or select other locations in
the map:
a school
a public library
an ice-cream shop
a pizza joint
6. Pupils label the map with the locations of the above
buildings.
7. Pupils list reasons why they have selected the particular
location.
8. Group presentation:
i. Pupils justify why they think the location they have
selected is a good location for the buildings.
Closure 1. Teacher asks pupils to draw a mini map of their dream home
township.
Sample lesson plan 3
Pictures of prominent figures
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Sample lesson 6
Activity 6:
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Activity 7:
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