date

30.8.2016

subject

English

time

10.20am-11.20am

class

5 bestari

focus

reading

theme

world of knowledge

topic

lost and found

learning standard
sentences

3.1.2
able to write in neat cursive writing with correct spelling:
(a)
sentences
(b)
paragraphs

objective

. by the end of the lesson, pupils will be able to :

1. write an understanding of local lost and founds from

historical, scientific and human impact perspectives and
compare/contrast them to those of their virtual peers
2. .communicate and collaborate with peers from different
parts of the world to swap personal, lost and found
experiences
stage / time

teaching/ learning activities

1. teacher shows the pupils a video of lost and found

set
induction

2. teacher elicits several wh-questions based on the book

cover.

(5 minutes)

1. teacher tells the definition of lost and found to the pupils and asks
the pupils to name some of the lost and founds that they have
read before.

presentation
(15 minutes)

2. students will work with their corresponding peers (i.e. epals) to

share related personal experiences about lost and founds (e.g.
losses sustained in actual event or experiences with preparation
drills).
3. based on the interest generated by these emails, students will
work to provide additional information about lost and founds that
affect their local population
4.
practice
(15 minutes

1. teacher divides the pupils into pair.

pupil a: ask question
pupil b: answer question

2. teacher asks the pupils to change their roles

production
(20 minutes)

closure
(5 minutes)
reflection

1. brainstorm either as a whole class or in small groups how the

students would like to help their peers understand the lost and
founds that impact their community.
2. students working in groups of 3 or 4, researching particular
components of one lost and found (i.e. history, science,
preparedness, etc for tornadoes) in a jigsaw manner.
3. this means that each group will be responsible for certain pieces
of the entire presentation. help students understand that this is an
opportunity for them to take some risks and try some new
methods of learning
1. students might share what surprised them, what they learned and
what they would still like to learn about lost and founds.
2. in addition, students can use a mind map to compare and
contrast their lost and found with that of their peers.
12 students were able to answer the questions correctly. others reread,
re-check and re-do the questions

date

2.9.2016

subject

English

time

10.20am-11.20am

class

5 Bestari

focus

Grammar

theme

World Of Knowledge

topic

Lost And Found

learning standard
sentences

5.1.8
Able To Use Adverbs Correctly And Appropriately:
(A)
Frequency
(B)
Degree

objective

. by the end of the lesson, pupils will be able to :

1. Students will be able to identify, define and

demonstrate correct usage of adverbs.
teaching/ learning activities
1. . Begin by writing two sentences on the board that contain an adverb, such
as tommy ran swiftly and today, we went to the store.
2. Circle the words, swiftly and today and ask if your students (or your child)
knows what the similarity between the two words is. if no one knows the
correct answer, explain that they are both adverbs.
3. Explain what an adverb is, and some tricks for how to recognize adverbs
(such as if the word answers the questions of when, where, how much, etc).
4. Ask the children to give some examples of sentences with adverbs. Write the
categories of how, when, where, how much, and how often on the board.
Each time that the child gives an example, place it into one of the categories.
if one category becomes too full, encourage the children to fill up the other
categories.
5. Once you have at least ten adverbs under each category, break the children
up into groups.
6. Assign each group a category, and encourage the children to come up with a
list of ten additional adverbs for that category. if youre only working with one
child, have them come up with two additional adverbs for each category.
7. Divide the group into teams. Start each team with a short, simple sentence
that does not use many modifiers, such as "the boy went."
8. Give each team a few moments to expand the sentence by adding details,
while still remaining grammatically correct.
9. The team whose sentence contains the most adjectives used in correct ways
wins the round.
reflectio
n

12 students had to be guided and explained thoroughly

in order to complete the task.

date

1.9.2016

subject

English

time

10.20am-11.20am

class

5 Bestari

focus

Writing

theme

World Of Knowledge

topic

Lost And Found

learning standard
sentences

3.2.4
Able To Spell Words By Applying Spelling Rules

objective

. By The End Of The Lesson, Pupils Will Be Able To :

Pupils Should Be Able To Create Linear Texts Using A Variety Of
Media With Guidance

teaching/ learning activities

1. Teacher Recap The Previous Lesson
2. Get Pupils To Read The Paragraph Silently.
3. Teacher Explains About Main Ideas In Paragraph
4. Teacher Asks Pupils To Identify The Supporting Details.
5. Teacher Shows Some Adjectives Using Picture Cards To The Pupils.
2. Get Pupils, In Pairs, To Write Sentences To Describe The Picture .
3. Pupils Rearrange The Words To Complete The Letter.
4. Teacher Guides Pupils To Rearrange The Words.
5. Pupils Complete The Worksheet.

reflection
18 students were able to answer the questions and list out the points needed. lesson to be
continued.