DAILY LESSON PLAN

(ENGLISH LANGUAGE)

Subject

English Language

Form

1 Muhibah

No. of students

36

Date (Day)

18 February 2013 (Monday)

Time (Duration)

11.30am 12.40pm (70 minutes)

Theme

Values

Topic

Celebrations in Malaysia

Sub-Topic

The use of past tenses and regular and irregular verbs in

sentences.

Learning Outcomes

At the end of the lesson, students are able to:

i. identify the past tenses used in sentences.
ii. use the regular and irregular verbs in the simple past tenses
in their sentences.
iii. write a short paragraph about any celebration in Malaysia.

Prerequisites

Students have been exposed to the past tense verb forms and to
construct simple sentences using the simple past tense form.

Teaching Aids

Picture cards, cue cards, mahjong paper, and blackboard.

Values Integrated

Cooperation, to maintain family ties, to love your family

members.

TEACHING PROCEDURE

STEPS

CONTENT

Induction

Introduction

Set
(3 minutes)

TEACHING AND LEARNING

ACTIVITIES

1. Teacher distributes picture cards

based on the topic: Celebrations
-Identifying
in Malaysia
verbs in their
2. Students are required to identify
past tense
as many words as possible found
in the word search.
form

NOTES/VALUES/
TEACHING AIDS
Teacher plays a song
related to a celebration
in Malaysia, e.g.
Selamat Hari Raya.
Word search - picture
cards.
Examples: visiting
relatives, cooking,
baking cakes.

Step 1

Correct use
of the past

(12
minutes)
Step 2

tense verbs
in sentences.
Practice
correct use

(12
minutes)

of regular
and irregular
verbs in
sentences.

Step 3
(20
minutes)

Step 4
(20
minutes)

Writing

1. Teacher explains the use of past

tense verbs in sentences.
2. Teacher explains the correct way
to write past tense sentences.

Appendix 1

1. Teacher explains the use of

regular and irregular verbs in
sentences.
2. Students practice using the
regular and irregular verbs in the
simple past tense in their
sentences.

Mahjong paper and

blackboard.

1. Students get into groups of four

and create their group names.
Each group member is given a
number (1 4).
2. Teacher allocates tasks for each
group member according to the
steps discussed.
3. Students provide the answers
based on the steps discussed.

Appendix 2

1. Students are provided with

worksheets to work with.
a short
2. Teacher explains that students
paragraph on
are to complete the worksheets
celebrations
given.

Cooperation with
classmates.

Mahjong paper and

blackboard.
Appreciate and maintain
your family ties know
who is who in the family
tree.
Appendix 3
(Describe any
celebration in five
sentences )
2

STEPS

CONTENT
in Malaysia

Closing
( 3 minutes)

Conclusion

TEACHING AND LEARNING

ACTIVITIES
3. Students are required to write a
short paragraph on any
celebrations in Malaysia
1. Teacher reviews the lesson
(revision, affirmation)
2. Teacher praises students for their
efforts and cooperation in class.
3. Teacher assigns students with a
task for the following lesson.

NOTES/VALUES/
TEACHING AIDS

Love all your family

members
Students sing a song
based on a celebration in
Malaysia

Reflection:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Supervisors Comments:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Appendix 1:

Step 1: Identify whether the sentence are in the Past Tense.

Step 2: Circle the verbs in the sentence.
Step 3: Change the verbs in the sentence.
Step 4: Rewrite the sentence.
Appendix 2: (6 sentences)

1.
2.
3.
4.
5.
6.
Appendix 3: (10 sentences)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

DAILY LESSON PLAN

5

(MATHEMATICS)
Subject

: Mathematics

Form

: 4 Bestari

Number of Students

: 35

Date

: 14 February 2013 (Thursday)

Time

: 9.00 10.20 am (80 minutes)

Topic

: Straight line

Sub-topic

: Straight line gradient The gradient of a straight line in the

Cartesian Coordinate System.

Learning Outcomes :

At the end of the lesson, students will be able to:

i.

determine the vertical distance and the horizontal distance

between two given points on a straight line.

ii.

determine the gradient of a straight line by finding the ratio of

the vertical distance to the horizontal distance.

iii.

construct the formula for the gradient of a straight line.

iv.

calculate the gradient of a straight line which passes through

two points.

v.
Prerequisite

apply the gradient formula in given examples.

In general, students are able to plot any point (x,y) on the
Cartesian Plane and are also able to say out the coordinate of
any point plotted on the plane.

Teaching Aids

Transparent plastics (transparencies), blackboard with grids and

signboard model of the roads gradient, worksheets.

Values Integrated

Careful, cooperate, systematic, tolerance and abide to rules.

TEACHING PROCEDURE

STEPS

Induction
Set

CONTENT

Introduction to
gradient

(5 minutes)

LEARNING AND TEACHING

ACTIVITIES

NOTES / VALUES
/ TEACHING
AIDS

1. Teacher asks students to recall

the various road signboards that
they had seen while traveling on
the highways.

A road signboard
(indicating the
gradient or slope of
road).

2. Students are asked to answer

questions based on the given
road signboards.

Values:

3. Teacher explains the meaning of

the signboard which indicates
the gradient of the road as 10%
and 20%, and represents the
meaning by drawing a diagram
on the board.
4. Teacher asks: Is it possible to
come across a road signboard
showing the gradient as 80%?
Why?

Being careful.
Cooperation.

See Diagram 1.

See Diagram 2.

5. Teacher then explains the

meaning of 80% by drawing
diagrams on the board.
Step 1

Movement and
Distance

(15 minutes)

1. Teacher asks students to observe

his movement in front of the
class. Teacher takes 3 steps
forward and then 3 steps
backward. Teacher then asks: If
I take 3 steps, how can we
determine whether it is 3 steps
forward of backward?
2. Students are asked to give their
suggestions and to note down
the answers.
3. Teacher explains that the value
of +3 will be used to represent 3
steps forward and the value of
3 to represent 3 steps backward.
Teacher further explains that the
7

positive value represents the

movement to the right and the
negative value represents the
movement to the left.
4.

Teacher asks a student to

demonstrate the movement
based on the values written on
the board (e.g., +4 & 5).

5. Teacher asks: What happens

when a student has made a
move of +4 and 5?
6. Teacher explains that as a result
of the movement, a certain
distance has been covered.
Step 2

Determining the
gradient of a

(15 minutes)

straight line.
Gradient (m)
Vertical distance
=
---------------------------

1. Teacher shows a straight line

between two points, P (Gurun)
and Q (Gunung Jerai) on the
grids. Teacher then explains the
definition of gradient.

See Diagram 3.

2. Teacher displays 5 straight lines,

one at a time, for the students to
determine the gradient of each
line.
3. Students then discuss answers
with their friends.

Horizontal
distance
Gradient PQ =
3
3
or
5
5

Step 3

Constructing the
formula to

(20 minutes)

determine the
gradient of a

1. By using the Cartesian

coordinate plane, teacher plots a
few points on the plane and
draws students attention to the
correct way of writing the

Plane with grids.

Construction of
8

straight line.
Straight line in
the Cartesian
Coordinate
System.
The formula:
Gradient of a
straight line,
m=

y1 y 2
x1 x 2

or
Gradient PQ =
4
4
or
5
5

m=

y 2 y1
x 2 x1

coordinates of the plotted points. formula based on

diagrams on the
2. By using a new plane, teacher
grids.
demonstrates a straight line
joining two points P and Q (the
coordinates of the points are not
P (1, 3) and Q
written during this time).
3. By referring to Step 2 above,
teacher then guides students to
determine the gradient of the
lines.

(6, 7).

4. Students are asked to give the

coordinate of P and Q. Other
students will be asked to
confirm the answer, i.e., P(1,3)
and Q(6,7).

Systematic.

5. Students calculate the gradient.

Using the formula

based on the
diagrams.

6. Students construct the formula

by representing (1, 3) as (x1, y1)
and (6, 7) as (x2, y2). Teacher
discusses with students the
meaning of y2y1 and x2x1.

Values:

Abide to rules and

procedures.

7. Teacher writes the coordinates

for 5 straight lines on the board.
Example of
questions:
How can we
obtain the values

8. Students asked to determine the

gradient of the given 5 straight
lines and check their answers
with their friends.

of 4 and 5?

It is true that 10
6 = 4 and 5 1 =
4; but what sort
of subtraction can
represent the
9

given diagram?
Step 4

Applying the
gradient formula.

(15 minutes)

1. Teacher gives 2 worked

examples to determine the
gradient of a straight line by
using the formula on the board
when only the coordinates are
given.

The use of formula

without diagrams.
Example:
A(2,8) and
B(10,25).

2. Teacher gives 3 questions for

the students to determine the
gradient of a straight line by
using the formula.
Closing

Checking the
answers and

(10 minutes)

drawing
conclusions.

Definition of
gradient.

The formula to
determine the
gradient of a
straight line.

1. Teacher provides the answers to

the questions given in Step 4.
2. Teacher asks students to restate
the definition of the gradient of
a straight line.

Movement to the
right or up is
represented by +
and movement to
the left or down is
represented by .

3. Teacher asks students to reexplain the meaning and relation

of vertical distance,
horizontal distance and y2y1
Knowledge of
and x2x1 respectively.
gradient can be
4. Students are asked to suggest
applied to assist our
the importance of the lesson
everyday lives and
within the social context.
to make decisions.
5. Teacher distributes worksheets
for the students to complete at
home.

Systematic,
cooperation and
tolerance.

The importance
of todays lesson
with our
everyday lives.

Reflection:
10

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Supervisors Comments:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
NOTES

Diagram 1

10% =

10
1
=
and as shown in Figure 1.
100 10

11

1
1
0

Figure 1

20% =

20 1
= and as shown in Figure 2.
100 5

1
5

Figure 2

Diagram 2

90% =

90
=
100

9
and as shown in Figure 3.
10

1
0

Figure 3
Diagram 3

vertical () distance
Gradient = m =

3
=

; as shown in Figure 4.
12

horizontal () distance

Gunung
Jerai

Gurun

Figure 4

vertical () distance

Gradient = m =

=
horizontal () distance

; as shown in Figure 5.
5

Gunung
Jerai

Gurun

Figure 5
DAILY LESSON PLAN
(SCIENCE)

Subject

Science

Form

1 Usaha

No. of students

37

Date

6 February 2013 (Monday)

Time

5.30pm 6.00pm (30 minutes)

Theme

Introduction to Science

Learning Outcomes

At the end of the lesson, students are able to:

13

i.

state five physical quantities and their Science Integrated

ii.

units.
match the physical quantities to the appropriate Science
Integrated units.

Prerequisites

None

Teaching Aids

Whiteboard, mahjong paper, worksheets, photograph, measuring

tools, textbook, picture (visual aids).

Sciences Process Skills

: Measuring and using numbers.

Values Integrated

: Being objective, being systematic.

14

TEACHING PROCEDURE

STEPS
Induction
Set
(3 minutes)

Step 1
(5 minutes)

Step 2
(7 minutes)

CONTENT
Inciting

LEARNING AND TEACHING

ACTIVITIES

1. Teacher shows students measuring

tools and asks students to guess the
previous
physical quantity that is being
knowledge
measured.
2. Students try to guess the physical
quantity being measured.
(Length, time, temperature, electric
current and mass)
Engaging
Key point: Why?
1. Teacher asks students the
student in
importance of quantifying?
new content
2. Teacher presents a scenario of a
chair with one leg short. Teacher
asks students what will happen if
someone sat on it?
3. Students reply by indicating that the
person will fall.
4. Teacher explains that by measuring
the length of each leg accurately, we
can avoid the scenario.
5. Teacher presents anothers scenario
of two Olympic runners and asks
students for the importance of
measuring time.
6. Students reply saying that it is
important to see who is the fastest
runner.
Introduction Key point: What?
1. Teacher displays mahjong paper
of new
with some relevant information.
content
2. Teacher explains what a Science
Integrated unit is and why it is
important.
3. Teacher instructs students to copy
the information in their notebooks.

NOTES/VALUES/
TEACHING AIDS
Measuring tape,
stopwatch,
thermometer,
Ammeter and
electronic balance

Picture of a chair with

one leg short.
Picture of Usain bolt
and another runner.
Being systematic

Mahjong paper

15

STEPS

CONTENT

LEARNING AND TEACHING

ACTIVITIES

Physical
Quantity
Length
Time
Temperature
Mass
Electric
current

Step 3
(7 minutes)

Step 4
(5 minutes)
Step 5
(3 minutes)

S.I unit
Meter
Seconds
Kelvin
Kilogram
Ampere

S.I
symbol
m
s
K
Kg
A

4. Students copy the table in their

notebooks.
Guided
1. Teacher hands out worksheets for
students to match the physical
practice
quantities to the appropriate Science
Integrated units and further state the
Science Integrated symbol.
2. Students complete the worksheets.
Independent 1. Students complete the PBS quiz:
B3D1E1
practice
Closing

NOTES/VALUES/
TEACHING AIDS

Being objective

1. Teacher reviews what is being

taught.
2. Teacher cold-calls students for
answers to the following questions:
1. Name one physical quantity
2. What is the Science Integrated
unit for the mentioned physical
quantity?
3. Teacher repeats question till all 5
physical quantities were mentioned.
4. Remediation: Teacher assigns
questions 1 and 2 of Praktis
Kendiri 1.3 as homework.

16

Reflection:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Supervisors Comments:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

17

RANCANGAN PENGAJARAN HARIAN

(GEOGRAFI)

Mata Pelajaran

: Geografi

Tingkatan

: 1 Budi

Bilangan Pelajar

: 33 orang

Tarikh

: 9 Mei 2013 (Khamis)

Masa

: 4.30 petang 5.00 petang (30 minit)

Topik

: Bentuk Muka Bumi

Sub-topik

: Pinggir Laut

Hasil Pembelajaran

: Pada akhir pembelajaran dan pengajaran, pelajar akan dapat :

i.

Menjelaskan ciri-ciri bentuk muka bumi pinggir laut di

Malaysia.

ii.
Prasyarat

membina model 3D bentuk muka bumi pinggir laut.

: Pelajar telah didedahkan kepada jenis-jenis bentuk muka bumi

Bahan Bantu Mengajar : Gambar bentuk muka bumi pinggir laut, poster, kad manila,
plastesin, kertas warna, gam, gunting, marker pen.
Penerapan Nilai Murni : Mendengar dengan teliti, bekerjasama, kreativiti.

18

LANGKAH-LANGKAH PENGAJARAN

LANGKAH
Set Induksi
(5 minit)

ISI
PELAJARAN
Pengenalan
kepada bentuk
muka bumi

AKTIVITI PEMBELAJARAN
DAN PENGAJARAN
1. Pelajar melihat globe dan gambar
bentuk muka bumi pinggir laut
yang dipamerkan pada papan
putih.

CATATAN/NILAI
MURNI/BBM
Gambar bentuk
muka bumi pinggir
laut

2. Guru meminta pelajar memberikan

penjelasan.
3. Guru mengaitkan dengan isi
pelajaran.
Langkah 1

Ciri-ciri muka

(8 minit)

bumi pinggir
laut

1. Guru memberi penjelasan tentang

bentuk muka bumi pinggir laut di
Malaysia.

Poster pinggir laut

Pinggir laut
dibentuk oleh dua
proses ombak:
hakisan ombak dan
pemendapan ombak.
Mendengar dengan
teliti

Langkah 2

Aktiviti

(17 minit)

membina
model secara
berkumpulan

1. Pelajar diagihkan ke dalam

kumpulan masing-masing.

Bekerjasama
Kreativiti

2. Guru memberi penerangan tentang

aktiviti.
3. Pelajar dikehendaki membina
model 3D bentuk muka bumi
pinggir laut berdasarkan
penjelasan yang baru diberi.
4. Pelajar diberi masa 15 minit untuk
menyiapkan aktiviti kumpulan
tersebut.
5. Guru mengedarkan latihan tentang
19

pinggir laut kepada pelajar.

Penutup
(4 minit)

Rumusan

1. Guru merumuskan pelajaran

tentang bentuk muka bumi pinggir
laut di Malaysia.
2. Pelajar diminta menjawab latihan
tentang pinggir laut sebagai kerja
rumah.

20

Refleksi:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Ulasan Pensyarah Pembimbing:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

21

RANCANGAN PENGAJARAN HARIAN

(SEJARAH)

Mata Pelajaran

: Sejarah

Tingkatan

: 4 Zamrud

Bilangan Pelajar

: 35 orang

Tarikh

: 7 Februari 2013 (Khamis)

Masa

: 8.50 pagi - 9.25 pagi (35 minit)

Topik

: Peningkatan Tamadun

Sub-topik

: Tamadun Rom

Hasil Pembelajaran

: Pada akhir pembelajaran dan pengajaran, pelajar akan dapat :

i.

menyatakan aspek peningkatan Tamadun Rom.

ii.

membandingkan sistem pentadbiran Tamadun Yunani

dan Tamadun Rom.

Prasyarat

: Pada amnya, pelajar telah mempelajari konsep tamadun dan ciri-ciri

tamadun.

Bahan Bantu Mengajar : Kertas mahjong, nota dan latihan berpandu, peta dunia.
Penerapan nilai murni : Bersama membina keharmonian dan kegemilangan negara, patuh
kepada

peraturan

dan

undang-undang

negara,

bekerjasama,

berfikiran kritis dan menjana idea.

22

LANGKAH-LANGKAH PENGAJARAN

LANGKAH
Set Induksi
(5 minit)

ISI
PELAJARAN
Imbasan
berkenaan
aspek
peningkatan
tamadun

AKTIVITI PEMBELAJARAN
DAN PENGAJARAN
1. Guru menunjukkan gambar
peninggalan barangan lama atau
bangunan lama yang
mencerminkan kehebatan dan
kemajuan tamadun.

CATATAN/NILAI
MURNI/BBM
Strategi- Guru
bersoal jawab
dengan pelajar.

2. Pelajar disoal tentang gambar

tersebut.
3. Guru mengaitkan jawapan pelajar
dengan isi pelajaran.

Langkah 1

Latar belakang

(5 minit)

Tamadun Rom

1. Pelajar mendengar penerangan

guru tentang latar belakang
tamadun Rom dan mencatat nota
kendiri.
2. Guru meminta beberapa orang
pelajar menceritakan kembali
serba sedikit mengenai latar
belakang Tamadun Rom.

Strategi
Penerangan dan
perbincangan.
Peta dunia, kertas
mahjong.
Bersama membina
keharmonian dan
kegemilangan
negara
Patuh kepada
peraturan dan
undang-undang
negara

Langkah 2

Aspek

(10 minit)

peningkatan
Tamadun Rom

1. Guru memberi penerangan kepada

pelajar tentang aspek peningkatan
Tamadun Rom.
2. Pelajar melakukan perbincangan

secara berpasangan tentang

perbezaan sistem pentadbiran
Tamadun Yunani dan Tamadun
Rom.
Langkah 3

Latihan
Berpandu

1. Guru memberikan arahan

berkenaan latihan berpandu yang

Strategi- Penerangan
dan perbincangan.
Peta dunia, kertas
mahjong.
Bekerjasama dan
menjana idea.

StrategiBerpusatkan pelajar
23

(5 minit)

diberikan.

menjawab latihan
yang diberikan.
Latihan berpandu
Berfikiran kritis

Langkah 4
(5 minit)

Perbincangan
berkenaan
latihan

Penutup

Rumusan

(5 minit)

kesimpulan

1. Guru bertanya kepada pelajar

berkenaan jawapan kepada latihan
berpandu yang diberikan.

Strategi- Soal jawab

2. Pelajar secara bergilir-gilir

menjawab soalan guru.

Berkongsi pendapat

1. Guru membuat rumusan tentang

topik pembelajaran iaitu
peningkatan Tamadun Rom.

Strategi- Penerangan
daripada guru dan
soal jawab

2. Pelajar diminta menutup buku teks

dan guru memberi soalan kuiz
kepada pelajar secara lisan.

Berfikiran kritis

Latihan Berpandu

24

Refleksi:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Ulasan Pensyarah Pembimbing

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

25

RANCANGAN PENGAJARAN HARIAN

(BAHASA MELAYU)

Mata Pelajaran

: Bahasa Melayu

Tingkatan

: 4 Mawar

Bilangan Pelajar

: 35 orang

Tarikh

: 5 Februari 2013 (Selasa)

Masa

: 9.00 pagi 9.40 pagi (40 minit)

Tema / Tajuk

: Membaca dan Memahami (Sajak Surat Dari Masyarakat Burung

Kepada Datuk Bandar)

Hasil Pembelajaran

: Pada akhir pembelajaran dan pengajaran, pelajar akan dapat :

i.

membaca sajak dengan intonasi yang betul.

ii.

mencari dan membina ayat daripada perkataan sukar.

iii.

menjawab soalan-soalan pemahaman tahap literal, taakulan

dan penilaian.

iv.

menyatakan tema atau pokok persoalan dalam sajak.

Fokus Utama

: 1.0

Fokus Sampingan

: 1.3, 1.4, 1.5

Prasyarat

:Pelajar telah didedahkan dengan format menjawab soalan pemahaman.

Kemahiran Bernilai Tambah : Kemahiran Berfikir menyelesaikan masalah.

Bahan Bantu Mengajar: Sajak Surat Dari Masyarakat Burung Kepada Datuk Bandar,
Cakera padat Lagu Hijau (Zainal Abidin).
Penyerapan

: Ilmu -

Sains, Sastera, Muzik.

Penerapan

: Nilai - Kasih sayang, keberanian, kesyukuran.

26

LANGKAH-LANGKAH PENGAJARAN

LANGKAH

ISI
PELAJARAN

Set Induksi

Seni kata lagu

(5 minit)

'Hijau'
(Rujuk
lampiran)

AKTIVITI PEMBELAJARAN
DAN PENGAJARAN
1. Guru memutarkan lagu Hijau

CATATAN/NILAI
MURNI/BBM
CD Lagu Hijau

(sebahagian) dan diikuti dengan

nyanyian pelajar secara beramairamai.
2. Pelajar diminta menghayati dan
menyambung rangkap lagu.
3. Guru mengaitkan dengan isi
pelajaran.

Langkah 1

Sajak

(10 minit)

(Rujuk
lampiran)

1. Guru mengedarkan petikan sajak

kepada pelajar.
2. Guru menunjukkan contoh bacaan
sajak yang berintonasi dan
meminta pelajar menghayatinya.

Sajak Surat Dari

Masyarakat Burung
Kepada Datuk
Bandar

3. Beberapa pelajar diminta

membaca sajak dengan intonasi
yang betul.
Langkah 2

Bina ayat

(7 minit)

1. Guru meminta beberapa pelajar

secara sukarela membaca sajak
dengan menggunakan intonasi
yang betul.

Keberanian

2. Beberapa orang pelajar membaca

sajak.
Langkah 3

Soalan-soalan

(7 minit)

kefahaman
(Rujuk
Lampiran)

1. Guru mengedarkan soalan-soalan

pemahaman kepada pelajar.
2. Beberapa orang pelajar diminta
menjawab soalan secara lisan.

Kemahiran Berfikir
menyelesaikan
masalah.

3. Guru membetulkan kesalahan ayat

yang dilakukan pelajar (jika ada).
4. Beberapa orang pelajar lagi
diminta membina ayat daripada
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perkataan sukar yang lain.

Langkah 4

Tema atau

(6 minit)

pokok
persoalan

Penutup

Rumusan isi

(5 minit)

pelajaran

1. Guru meminta beberapa pelajar

membaca sajak sekali lagi dan
meminta pelajar lain
membincangkan tema atau pokok
persoalan.

Kesyukuran
Kasih sayang

1. Guru membuat penutup sosial dan

kognitif.
2. Pelajar diminta menyanyikan lagu
Hijau secara beramai-ramai.

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Refleksi:
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Ulasan Pensyarah Pembimbing:

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Surat Dari Masyarakat Burung Kepada Datuk Bandar

Tuan Datuk Bandar

Kami masyarakat burung telah mengadakan mesyuarat agung
pada suatu pagi yang manis dan ranum
di atas bangunan parlimen yang kosong
Seluruh kaum burung telah diwakili
oleh para cerdik pandainya, kecuali
perwakilan burung gagak yang sibuk dengan urusan
penembakan bangkai hanyut di Sungai Kelang
Sidang ini dihadiri juga oleh pemerhati undangan
perwakilan kupu-kupu yang ada kepentingan
dengan persoalan yang kami bincangkan
Tuan Datuk Bandar,
Meski kami tidak pernah mengangkat tuan sebagai
Datuk kami
kerana perbezaan fahaman taraf 'Datuk' dan 'Cucu'
kerana kelainan pendapat antara rambut dan bulu,
(Tuan-tuan telah mempermainkan gelaran
menyebutkan rambut pada diri tuan-tuan, sedangkan
untuk kami tuan namakan perkataan 'bulu')
kami tetap menghormati tuan yang pernah menjanjikan untuk
MENGHIJAUKAN SELURUH WILAYAH
Tapi manusia kota ini telah membunuh KEHIJAUAN alam
Semata-mata untuk mengejar KEHIJAUAN ringgit
Sejak lumpur kota ini menjadi batu-batu
kami masyarakat burung menjadi mangsa yang bisu,
mendiang burung belatuk menjadi korban punggur rebah,
burung merbuk telah ditipu dengan nama Padang Merbuk,
sedang mereka dipenjarakan di tempat yang tuan
namakan sangkar
Perwakilan burung pipit telah mengemukakan protes
kerana menuduhnya sebagai
'pipit pekak makan berhujan'
Tuan Datuk Bandar,
Surat ini merayu kebijaksanaan tuan,
30

peliharalah tiap pucuk dan akar tumbuh-tumbuhan

tiap helai daun, tiap kelopak bunga, tiap kerimbunan
itulah rumah kami, kediaman kami turun temurun
malah demi kesejahteraan manusia,
kesihatannya, kebahagiaannya, kedamaiannya
alam semula jadi seribu keindahan mekar
di bawah matahari bersinar.
Usman Awang

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