LESSON PLAN YEAR FOCUS DATE TIME NUMBER OF PUPILS AVERAGE AGE THEME TOPIC :2 : LANGUAGE ARTS : 19 MARCH

2013 : : : 8 YEARS OLD : WORLD OF KNOWLEDGE : WHAT DO YOU FEEL : MULTIPLE INTELLIGENCES - KINESTHETICS

EDUCATIONAL EMPHASES MORAL VALUES TEACHING RESOURCES WORKSHEETS

: COOPERATION, UNDERSTANDING : FLASH CARDS, DRAWING PAPERS, VIDEO,

PREVIOUS KNOWLEDGE : PUPILS ALREADY KNOW THE WORDS IN THEIR MOTHERS TONGUE LESSONS OBJECTIVE FEELING CONTENT STANDARDS : PUPILS CAN MEMORISE THE NAMES OF EACH :

1.2 BY THE END OF 6 YEAR PRIMARY SCHOOLING, PUPILS WILL BE ABLE TO LISTEN AND RESPOND APPROPRIATELY IN FORMAL AND INFORMAL SITUATIONS FOR A VARIETY OF PURPOSES 4.1 BY THE END OF THE 6 YEAR PRIMARY SCHOOLING PUPILS WILL BE ABLE TO ENJOY AND APPRECIATE RHYMES, POEMS AND SONGS THROUGH PERFORMANCE 4.3 BY THE END OF THE 6 YEAR PRIMARY SCHOOLING, PUPILS WILL BE ABLE TO PLAN, ORGANISE AND PRODUCE CREATIVE WORKS FOR ENJOYMENT LEARNING STANDARDS :

: 2.2 Talk confidently on topics of interest in simple language, 2.4 Ask questions politely to obtain information and clarification, 2.8 Tell stories based on pictures and other stimuli, and recite simple poems, 2.9 Talk about the people, places and moral values of the stories heard, read and reviewed by using simple language,

2.11 Respond to audio-visual materials such as cartoons on TV and suitable films by giving opinions, and relating the material to personal experiences and previous knowledge

Stage/Step/Phase

Teaching and learning activity

Note/Conte nt/Resource

Rationale

Set induction (5 minutes)

Material centred Video 1. The pupils watch the video and tell how they express their feeling. 2. Pupils talk about their experience and background to the teacher To give the pupils the excerpt on what they are going to learn

1. Teacher will show a video about feelings / emotions which have different facial expressions for different feelings 2. Using grammar translation method, teacher asks in their mother tongue about what makes they feel something and how they are going to show their feeling

Presentation (15 minutes) 1. Teacher will give a reading text that contains the poem of feeling and let pupils read it silently 2. Teacher reads the poem aloud, followed by the pupils. The second time, teacher reads the poem and does the action with things that are brought. For example, a teddy bear which makes the teacher happy

1. The pupils will take part reading the text 2. Pupils follow what teacher reads together 3. Pupils do the action to get the clear meaning of the poem

Reading text

To enable the pupils to pronounce the words correctly

To help pupils understanding of the poem by mimicking the facial expressions

Practice (20 minutes)

Pupil centred activity

1. Teacher assigns pupils to do a bookmark which contains several pictures of different feelings

1. The pupils cut and paste pictures of faces they have brought from home 2. Selected pupils pronounce the feelings correctly

Video on action song from Youtube

To improve the pupils pronounciation

To strengthen the pupils memory of the words learnt

To promote unity

2. Selected pupils present their bookmark in front and teacher asks them to pronounce the feelings correctly. Teacher will correct wrong pronunciation.

3. The friends behind follow the correct pronunciation by teacher

among the pupils

To enhance pupils creativity in arranging and designing the bookmarks

To increase pupils participation in the lesson by presenting their friends bookmarks

Production (20 minutes)

Pupil centred

1. Teacher asks pupils to carry out a situation and pupils need to show how they react towards such situation 2. Teacher divides pupils into several groups and assigns a situation for each group

1. Pupils discuss with friends how to react

Anything inside the classroom such as pencil boxes, books, shoes Things provided by teacher such as teddy bear, chocolate, toy cars

To enable the pupils to unleash their creativity To instill cooperation among pupils To build pupils confidence in acting

3. Teacher lets pupils make use of things inside the classroom for the situation 4. Teacher provides things to be used

Closure (5 minutes)

Pupil centred

1. Teacher rewards each pupil that takes part 2. Teacher asks pupils keep the book mark for personal use

1. Pupils keep the bookmark safely

To motivate pupils in taking parts in classroom activity To make pupils remember the lesson each time they use the book mark

Poem When I am sad, I want to cry. When I am proud, I want to fly. When I am curious, I want to know. When I am impatient, I want to go. When I am bored, I want to play. When I am happy, I smile all day. When I am shy, I want to hide. When I'm depressed, I stay inside. When I am puzzled, I want to shrug. When I am loving, I kiss and hug.

http://www.childfun.com/index.php/activity-themes/people-house-home/229-feelingsactivity-theme.html#sthash.CK1nLw1H.dpbs

RATIONALE/JUSTIFICATION FOR YOUR SELECTION As I plan to carry out a lesson on Year 2 pupils, I have chosen this poem carefully and selectively to make sure that the poem fits with the academic level of pupils. This poem is quite suitable for Year 2 pupils. This is because the sentences of the lyrics are not quite complex, they are simple sentences but a bit long. The Thus when the sentences are not complex and compound, the pupils are ought to understand the lyric faster and easier because there is no confusion. Their minds are still young and not adapted to thinking about complex things. The second is the conjunctions used are not difficult and only a conjunction is used, the word When. Thus by repetition of the word When, it will help pupils to be attracted towards the poem and will memorise the word learnt easier.

The third is the vocabulary used in this poem mainly consists of nouns. At such a young age, pupils only need to learn about vocabulary before exposing them to verbs. I can teach a lot of feelings using this poem. With more new words, the more activity that can be done creatively using this poem. The fourth is, by choosing this poem, pupils can be moulded to have their self confidence in expressing what they feel. Some students are recluse at class, so this poem will help them to be more confident. Therefore, adults can understand children better when the children are able to express themselves.