LESSON PLAN

Subject:
Year:
Time:
Number of pupils:
Focus:
Theme:
Topic:
Content Standards:

English
3 Efisien
6.55 a.m.-7.55 a.m.
Date:
21th August 2015
40
Language arts
World of Knowledge
Fresh Fruits
4.1 By the end of the 6-year primary schooling, pupils will be able to enjoy an
poems and songs.

4.3. By the end of the 6-year primary schooling, pupils will be able to plan, o
Learning Standards:

creative works for enjoyment.

4.1.1 Able to enjoy action songs, jazz chants and poems through nonverbal res
4.1.2 Able to sing action songs, recite jazz chants and poems with
correct pronunciation, rhythm and intonation.
4.3.1 Able to produce simple creative works with guidance based on :

Objectives:

(c) action songs

By the end of the lesson, pupils will

a) Sing the fruit song together with the correct pronunciation, stress and int
b) Write one stanza of the song using the lyrics as an example and replacin
with their own.
c) Verbally describe the features of fruits correctly based on the picture of f
Cross-curricular elements

(a) Thinking skills

Identifying characteristics
Making associations
Creating mental pictures
Drawing mental pictures
(b)Multiple Intelligences
Visual-Spatial
Interpersonal
Intrapersonal
Audio-lingual
(b) Constructivism
(c) Contextual learning

Character building / moral

values
Teaching Aids:

(a)
(b)

Confidence
Respect
Cooperation
Song lyrics
Picture card

(c) Props

ACTIVITY
CONTENT
TEACHERS NOTES REMARKS
Set induction (5 minutes)
1. Teacher plays a
Multiple intelligences
CCTS (HOTS
guessing game
question):
Interpersonal
with the pupils by
Verbal Linguistic
describing
1. Critical
features of a fruit
Learning strategies/approach/
Thinking
and let the pupils

techniques
a)

guess what the

fruit is.
Instructional language:
i.

Class, I am pink.
I am small and I
taste sweet.
What am I?

Whole-class approach
Communicative approach

ideas

Class,

why

do we need

Thinking Skills:

Generating

to eat fruits?

Making associations
Creating mental pictures

Presentation (15 minutes)

1. Teacher pastes
AVA:
the song lyrics on

a) Song lyric

the whiteboard.
2. Teacher reads the
lyrics of the song.
3. Pupils repeat after
the teacher.
4. Teacher sings the
song and let the
pupils listen to
them first.
5. Pupils sing the
song with actions

Appendix 1
Multiple Intelligences:
(a)

Interpersonal

(b)

Audio Lingual

Learning
Strategies/Approach/Techniques:
(a)

Whole-class approach

(b)

Sight word approach

(c)

Language experience
approach

after the teacher.

Instructional language
i.

(d)

Bodily-kinaesthetic

Class, look at
the song lyric.

Refer to

Moral value:

CCTS:

Making

associations

I will read

Respect

them first and

ii.

you will listen

Now, read the

iii.

lyrics together.
Alright class, I
will sing the
song with
some actions
and I want you
to listen to it

iv.

first.
Now,sing
together after

me..
Practice (20 minutes)
1. Teacher asks the

AVA:

pupils to sit in their

groups.
2. Teacher asks the

Picture cards
Props

pupils to sing with

Multiple Intelligences:

actions together

(a)

Linguistic

(b)

Intrapersonal

(c)

Interpersonal

by themselves.
1) Whole class
2) Group
3. Teacher asks the
groups one by one
to guess the fruits
in the song.
4. Teacher gives
each group a
piece of paper and

word based on the

Lyrics

I am ..,
., and
.
I am ..,

Learning

., and

Strategies/Approach/Techniques:

(a)

I am ..,

Language experience

., and

approach
Sight word approach
Communicative approach

group to create a
by suntituting the

Appendix 2

(b)
a picture of fruit.
5. Teacher asks each (c)
song of their own

Refer to

Moral Value:
(a)
(b)

Confident
Cooperation

.
What am I?
What am I?

fruit given.
6. Teacher instructs
each group to
present their song
and act out their
fruit and let other
groups to guess
the fruit.
Instructional language:
1. Class, I want you to
sit in your own
groups.
2. I want you to sing
this song together.
3. Now, can you
guess the fruits in
the song?
4. Now, I will give
each group a piece
of paper and a
picture of fruit. I
want each group to
make their own
lyric based on this
song (pointing to
the fruit song).
5. Alright, I want each
group to present
their song and they
must act out the
fruit so that the
other groups can
guess what your
fruit is.
Production (15 minutes)

1. Teacher asks one

AVA:

pupil to go in front

and blindfold
him/her.
2. Teacher asks the

Props
Picture cards
Worksheet

fruits in the

Multiple Intelligences:

magical hat and

(a)

Intrapersonal

show it to his/her

(b)

Audio-lingual

(c)

Visual-spatial

Learning

the features of the

Strategies/Approach/Techniques:

fruit to their

(a)

Whole-class approach

blindfold friend

(b)

Language experience

and he/she will

guess the fruit.
4. Teacher repeats
this act with one or
two more pupils.
5. Teacher
distributes
worksheet for the
pupils to complete.
Instructional language:
i.

Alright, I want
Afiqah to go in
front of the

ii.

class.
I will blindfold
you and then I
want you to
pick any fruit
from this

iii.

Magical Hat
Now class, I
want you to

Appendix 2
Refer to

pupil to pick any

friends.
3. Pupils describe

Refer to

approach
Moral value:

Confident

Appendix 3

describe the
fruit that Afiqah
chose so that
she can guess
what the fruit
iv.

is.
Class, I will
distribute this
worksheet to
you. Please,

complete it.
Closure (5 minutes)
1. Teacher summarises

Multiple Intelligences:

the lesson by letting

(a)

Interpersonal

the pupils sing the

(b)

Verbal Linguistic

song again.
Instructional Language:
1) Class, lets sing the

Learning
Strategies/Approach/Techniques:

song one more

(a)

Whole-class approach

time.

(b)

Communicative approach

Appendix 1
I am orange, round, and sour,
I am orange, round, and sour,
I am orange, round, and sour,
What am I? What am I?
I am purple, small, and tasty,
I am purple, small, and tasty,
I am purple, small, and tasty,
What am I? What am I?
I am green, big, and sweet,
I am green, big, and sweet,
I am green, big, and sweet,
What am I? What am I?
I am yellow, long and delicious,
I am yellow, long and delicious,
I am yellow, long and delicious,
What am I? What am I?

Appendix 2

Appendix 3