SUGGESTED KBSR LESSON PLAN FORMAT (Year 4/5/6)

Class :
Date :
Time :
Level :
Enrolment :
Theme :
Topic :
Main Skill :
Integrated Skills :
Learning Outcomes :
Specifications :
Learning Objectives :
Prior knowledge :
Language Focus :
Teaching Materials (TM) :
Moral values (MV) :
Thinking Skills (CCTS) :
Educational Emphases (EE) :

Stage/Time Content Teaching and Learning Activities Rationale Remarks

Set Induction Type of activity TM MV CCTS
(Approx 5 min) Examples of words, phrases,
sentences, questions, text used
Presentation
(Approx 15 min) “ “ “ “
Practice
(Approx 15 min) “ “ “ “
Production
(Approx 20 min) “ “ “ “
Closure
(Approx 5 min) “ “ “ “
* Note: You can have differentiated tasks for the practice and production stage, but not necessarily for every lesson.

Post Lesson Reflection:

Lecturer’s comments:
KSSR LESSON PLAN FORMAT (Year 1/2/3)

Date :
Time :
Class :
Enrolment :
Level :
Theme :
Topic :
Content Standard :
Learning Standard :
Learning Objectives :
Language Focus :
Prior knowledge :
Cross-curricular Elements (EMK) :
Teaching-learning resources (TM) :
Thinking Skills (CCTS) :
Noble/Moral Value(s) (NV) :

Stage/ Time Content Teaching and Learning Activities Rationale Remarks

Set Induction MV TM CCTS
( min)
Presentation
( min)
Practice
( min)
Production
( min)
Closure
( min)

Assessment:

Reflection: i. State the number of students who are able to achieve the learning objectives.
ii. Follow-up actions (remedial, reinforcement and enrichment.)
Examples of :
Language Focus Moral values Teaching Thinking Skills Educational
Materials Emphases
 vocabulary KINDHEARTEDNESS LOVE Multimedia text Creative thinking Thinking skills
 reading  Compassionate Love for life song, skills Learning how to learn
comprehension  Considerate Love for the environment short children story, retelling, ICT skills
 Generous Love for the country dialogue, describing, Values & citizenship
 listening Love for peace and
 Understanding passage, formulating, Multiple intelligences
comprehension harmony
 Forgiving advertisements, expressing feelings, Knowledge acquisition
 grammar...e.g SELF-RELIANCE
past tense PowerPoint slides, giving opinions/ Preparation for the real
 Responsible JUSTICE
 pronunciation Just video clips, suggestions, world
 Independent mahjong paper, role- playing, Constructivism
of ...  Industrious Fair
 language forms board games, imaginative, Contextualisation
 Self-confident
language COURAGE information gap inferring,
HUMILITY
functions,  Polite Brave cards, predicting (KSSR addition)
Stand up to the truth barrier games, Generating ideas Creativity and
 question types  Admitting one's
mistake Resolute picture cards, Making associations Innovation
 sentence types Responsible/Accountable
 Friendly sentence cards, Making inferences Entrepreneurship
 reading flash cards Making predictions
MUTUAL RESPECT
 writing CLEANLINESS OF worksheets, etc. Making hypotheses Cross curricular
 Respect and loyalty
 listening and towards parents BODY AND MIND Synthesising elements
speaking  Respect for the Physical cleanliness (making Science and
 language arts elderly, teachers, Environmental generalisations) Technology,
etc peers, leaders and cleanliness
Creating mental Environmental studies,
neighbours Well-mannered in words
and actions pictures patriotism,
 Respect for king and Drawing mental moral education,
country Healthy and constructive
thoughts pictures musical,
 Respect for basic
Drawing analogies Mathematics,
rights
HONESTY/INTEGRITY Creating metaphors living skills, etc.
 Respect for beliefs
Trustworthy
and cultures of
Speaking the truth Critical thinking skills Others
various races
Sincere matching, Mastery learning
 Respect for
individual rights categorising, Co-operative learning
DILIGENCE
 Adherence to the sequencing, Collaborative learning
Courageous
rule of law Pro-active/Resourceful associating,
 Adherence to time Dedicated to work deciding,
(punctual) Determined distinguishing,
MODERATION Hardworking comparing,
 Moderation in contrasting,
reconciling personal COOPERATION deducing,
needs with others Spirit of brotherhood identifying,
 Not excessive in Collective responsibility analysing,
 words and actions Helping one another predicting,
GRATITUDE Tolerance inferring,
 Thankful Common good connecting,
 Grateful Unity synthesising,
 Appreciative solving problems,
 RATIONALITY reaching a consensus,
 Able to form Identifying
judgements
characteristics
 Able to reason
Comparing and
 Open minded and
contrasting
able to think logically
PUBLIC Grouping and
SPIRITEDNESS categorising
 Subscribing to Sequencing
consensus Arranging in order of
 Subscribing to the priority
spirit of Analysing
neighbourliness Identifying facts and
 Sensitive to social opinions
issues in the Evaluating
community Enhancing
conclusions
Identifying causes
and effects

Study Skills
Collecting &
classifying
information
Translating
information
Analysing
Synthesising
Application
Example (KBSR)
Learning Outcomes
Specifications
Learning Objectives
: 3.3 Read and understand phrases, sentences, paragraphs and whole texts.
3.4 Read aloud expressively and fluently pronouncing words correctly and observing correct stress and
intonation and sentence rhythm.
4.2 Complete texts with the missing word, phrase or sentence
: 3.3.3 Read and understand simple paragraphs by answering simple questions.
3.4.1 Read aloud sentences correctly, observing correct stress and intonation and sentence rhythm.
4.2.1 Complete simple instructions, messages, letters, recounts, descriptions, rhymes with the missing word.
: By the end of the lesson pupils should be able to :
i. answer comprehension questions to show understanding of simple paragraphs.
ii. read aloud sentences with the correct stress, intonation and sentence rhythm.
iii. complete a description with missing words.

Example (KSSR)
Content Standard
Learning Standard
Learning Objectives
: 3.2 By the end of the 6-year primary schooling, pupils will be able to write using appropriate language, form
and style for a range of purposes
3.3 By the end of the 6-year primary schooling, pupils will be able to write and present ideas through a
variety of media using appropriate language, form and style.
: 3.2.1 Able to complete with guidance:a) simple messages
3.2.2 Able to write simple sentences with guidance.
3.3.1 Able to create simple non-linear texts using a variety of media with guidance:a) non-linear
: By the end of the lesson pupils should be able to write simple messages on a poster
(Framework given).

Examples of how to write

i. Prior Knowledge: Pupils have learned about...; Pupis are familiar with...; Pupils have the knowledge of ..., etc.

ii. Teaching and learning Activities: (In simple present tense)

Teacher explains, elicits, demonstrates, asks, tells, gives, distributes, sings, distributes, discusses, divides, models, monitors, helps,
guides, recapitulates,

Pupils listen to, say after, repeat, sing along, solve, read, role play, ask, answer, write, draw, complete, peer check, discuss, etc

iii. Rationale:
To attract attention, draw interest...; To link to, tap current knowledge...; To raise the pupils’ awareness of...;To enable pupils to...;
To ensure ...; To provide opportunity...; To enable...;To check understanding...; To engage...; To give further practice...; To evaluate...;
To recapitulate...; To inculcate...; etc