LS_4TCLASS4 TanjakTIME1130 - 1229DATE21st April 2015WEEK14FOCUSListening SpeakingDURATION59 minsDAYTuesdayDAY2

THEMEWorld of StoriesTOPICUnit 5 : Rosemary and The Four Gutsy GnomesCONTENT STANDARD1.1...pronounce words and speak confidently with the correct stress, rhythm and intonation. LEARNING STANDARD1.1.4Able to talk about related topics with guidance

1.2...listen and respond appropriately in formal and informal situations for a variety of purposes. 1.2.2Able to listen to, follow and give instructions

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OBJECTIVE(S)By the end of the lesson, pupils would be able to: 1) talk about the characters on the book cover (Rosemary and The Four Gutsy Gnomes)2) Give at least 2 simple directions based on map providedCCE / EE / MVCitizenship / HOTSTEACHING AIDS/ RESOURCESPicture cards, The Gnomes' Village Map

ACTIVITYTEACHING & LEARNING STRATEGYNOTES / FOCUS WORDSSet Induction Du'a RecitalTr. gets Ss. to recite du'a before the discussion beginsPuzzle SolvingTr. gets Ss. to complete a picture puzzle (book cover)1Open DiscussionListening & SpeakingTr. gets Ss. to talk about the book cover by asking Qs.i.e. "How many monsters can you see?" etc.2Guessing the StoryHOTS - AnalysingSs. guess the story based on the book cover3Lost in The Gnomes' VillageTaking & Giving DirectionsTr. recalls how to give and take directions. Go straight / Turn right / Turn left etc.DrillingSs. are given other situations and give/take directions in groups

4Consolidation / ClosureRecap lesson.

TEACHING & LEARNING EVALUATIONTeachers observation

IMPACT

___ /___ pupils were able to : 1) talk about the characters on the book cover (Rosemary and The Four Gutsy Gnomes)

2) Give at least 2 simple directions based on map provided

REFLECTION / FOLLOW-UP ACTIONSRemedialRemark

Reinforcement

Enrichment

R_4TCLASS4 TanjakTIME0740 - 0839DATE22nd April 2015WEEK14FOCUSReadingDURATION59 minsDAYWednesdayDAY3

THEMEWorld of StoriesTOPICUnit 5 : Rosemary and The Four Gutsy GnomesCONTENT STANDARD2.2...demonstrate understanding of variety of linear and non-linear texts in the form of print and non-print materials using a range of strategies to construct meaning LEARNING STANDARD2.2.2aAble to read and understand phrases and sentences from: linear texts

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OBJECTIVE(S)By the end of the lesson, pupils would be able to: 1) understand phrases and sentences by matching at least 3/6 sentences correctly with guidance2) answer at least 3/5 comprehension questions on worksheetCCE / EE / MVCitizenship / HOTS /TEACHING AIDS/ RESOURCESTextbook, WorksheetEntrepreneurship

ACTIVITYTEACHING & LEARNING STRATEGYNOTES / FOCUS WORDSSet Induction Du'a RecitalTr. gets Ss. to recite du'a before the discussion beginsGuess the pictureTr. display a "beard" and get Ss. to match it to the right person1ReadingGuided-readingSs. match the picture to words in groupsTr. asks questions while reading - check Ss. understanding2True of FalseComprehensionSs. are to look for keypoints from the text with guidance3ReinforcementSs. complete exercise (worksheet)2Consolidation / ClosureRecap article.

TEACHING & LEARNING EVALUATIONTeachers observation

IMPACT

___ /___ pupils were able to : 1) understand phrases and sentences by matching at least 3/6 sentences correctly with guidance

2) answer at least 3/5 comprehension questions on worksheet

REFLECTION / FOLLOW-UP ACTIONSRemedialRemark

Reinforcement

Enrichment

W_4TCLASS4 TanjakTIME1200 - 1259DATE23rd April 2015WEEK14FOCUSWritingDURATION59 minsDAYThursdayDAY4

THEMEWorld of StoriesTOPICUnit 5 : Rosemary and The Four Gutsy GnomesCONTENT3.1...form letters and words in neat legible print including cursive writing. LEARNING 3.1.1bAble to write in neat legible print with correct spelling: sentencesSTANDARDSTANDARD

3.3...write and present ideas through a variety of media using appropriate language, form and style 3.3.1bAble to create simple texts using a variety of media with guidance: linear

OBJECTIVE(S)By the end of the lesson, pupils would be able to: 1) write at least 3 sentences2) create a Flow Map based on the story readCCE / EE / MVCitizenship / ICT / Entrepreneurship /HOTSTEACHING AIDS/ RESOURCESDisplay: Story Blank A4 Paper (poster)iTHiNK Map - Flow Map

ACTIVITYTEACHING & LEARNING STRATEGYNOTES / FOCUS WORDSSet Induction Du'a RecitalTr. gets Ss. to recite du'a before the lesson begins - Ss.learningreadiness1ReadingReading ComprehensionTr. helps Ss. read the story "Rosemary & the 4 Gutsy Gnomes"2DemonstrationiTHiNK Flow MapTr. demo the Flow Map to Ss.3WritingModellingTr. demonstrates how and when to Flow MapSs. complete exercise - E34Display of WorkGroup ActivitySs. display their previously completed Flow Map5Consolidation/ClosureRecap

TEACHING & LEARNING EVALUATIONTeacher's obeservation and the Flow Map created by students.

IMPACT

___ /___ pupils were able to1) write at least 3 sentences

2) create a Flow Map based on the story read

REFLECTION / FOLLOW-UP ACTIONSRemedialRemark

Reinforcement

Enrichment

G_4TCLASS4 TanjakTIME0810 - 0909DATE27th April 2015WEEK15FOCUSGrammarDURATION59 minsDAYMondayDAY1

THEMEWorld of StoriesTOPICUnit 5 : Rosemary and The Four Gutsy GnomesCONTENT5.1use different word classes correctly and appropriately LEARNING 5.1.3aAble to use verbs correctly and appropriately: irregular verbsSTANDARDSTANDARD

~~5.1.3bAble to use verbs correctly and appropriately: verbs that do not change form

OBJECTIVE(S)By the end of the lesson, pupils would be able to: 1) use irregular verbs in past tense in at least 2/3 sentences2) use irregular verbs that do not change form in at least 1/2 sentencesCCE / EE / MVICT / EntrepreneurshipTEACHING AIDS/ RESOURCESWord Cards, Textbook

ACTIVITYTEACHING & LEARNING STRATEGYNOTES / FOCUS WORDSSet Induction Du'a RecitalTr. gets Ss. to recite du'a before the lesson begins - Ss.learningreadiness1IntroductionIrregular Verbs (Past Tense)Tr. introduces word & recalls VERBS2DiscussionQ&ATr. discuss the use of irregular verbs in past tense with Ss.3DemonstrationModellingTr. demonstrates how to change the tenses in irregular verbsmake => made / let => let / tell => told, etc.Ss. are to complete exercise.4ExerciseGroup ActivitySs. get in groups - find the correct word for each sentence given5Consolidation/ClosureRecapTr. recaps lesson

TEACHING & LEARNING EVALUATIONTeacher's obeservation of the Ss.' role play

IMPACT

___ /___ pupils were able to1) use irregular verbs in past tense in at least 2/3 sentences

2) use irregular verbs that do not change form in at least 1/2 sentences

REFLECTION / FOLLOW-UP ACTIONSRemedialRemark

Reinforcement

Enrichment

LA_4TCLASS4 TanjakTIME1130 - 1229DATE28th April 2015WEEK14FOCUSLanguage ArtsDURATION59 minsDAYTuesdayDAY1

THEMEWorld of KnowledgeTOPICPoem: Clap Your HandsCONTENT4.1...enjoy and appreciate rhymes, poems and songs. LEARNING 4.1.2Able to sing songs and recite jazz chants and poems with correct stress, pronunciation, rhythm and intonation STANDARDSTANDARD

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OBJECTIVE(S)By the end of the lesson, pupils would be able to: recite the poem "Clap Your Hands" with correct stress, pronunciation, rhythm and intonation~CCE / EE / MVFriendshipTEACHING AIDS/ RESOURCESAnthology of Poems for Year 4, 5 and 6, Blank A4 Paper

ACTIVITYTEACHING & LEARNING STRATEGYNOTES / FOCUS WORDSSet Induction Du'a RecitalTr. gets Ss. to recite du'a before the lesson begins - Ss.learningreadiness1Clap, Click, Shake!IntroductionTr. gets Ss. to do these actions: clap, click, shake, stomp, point2Poem: Clap Your HandsQ&ATr. displays a picture of a playground, Ss. talk about it.3The PoetWho writes a poem?Tr. introduces the word POET - shows a pic of Brian Moses4Arrange the PoemListeningTr. plays a recorded recitation of the poem, Ss. arrange the poemCheck the answer using the giant strips of the poem on WB.5DiscussionQ&ASs. discuss the words & the "tone" of the poem6Disappearing TextPoem Recitation / MemorizationSs. recite poem with missing words: swung, slid, hung, raced, fellwent, were7Grammar in the PoemPast & Present Tense (Verbs)Tr. gets Ss. to say the missing words and discuss the present form of the words8Consolidation/ClosureRewrite the poem in cursive writing

TEACHING & LEARNING EVALUATIONPoem recitation

IMPACT

___ /___ pupils were able torecite the poem "Clap Your Hands" with correct stress, pronunciation, rhythm and intonation

~

REFLECTION / FOLLOW-UP ACTIONSRemedialRemark

Reinforcement

Enrichment

Day+Time4 Tanjak4 PendingMonday0810 - 0909Monday1130 - 1229Tuesday1130 - 1229Tuesday0740 - 0839Wednesday0740 - 0839Wednesday0840 - 0939Thursday1200 - 1259Thursday0740 - 0839Friday1130 - 1229Friday1030 - 1129

LS_4PCLASS4 PendingTIME0740 - 0839DATE21st April 2015WEEK14FOCUSListening SpeakingDURATION59 minsDAYTuesdayDAY2

THEMEWorld of Self, Family and FriendsTOPICUnit 5 : Rosemary and The Four Gutsy GnomesCONTENT STANDARD1.1...pronounce words and speak confidently with the correct stress, rhythm and intonation. LEARNING STANDARD1.1.4Able to talk about related topics with guidance

1.2...listen and respond appropriately in formal and informal situations for a variety of purposes. 1.2.2Able to listen to, follow and give instructions

~~~~

OBJECTIVE(S)By the end of the lesson, pupils would be able to: 1) talk about the characters on the book cover (Rosemary and The Four Gutsy Gnomes)2) Give at least 2 simple directions based on map providedCCE / EE / MVCitizenship / HOTSTEACHING AIDS/ RESOURCESPicture cards, The Gnomes' Village Map

ACTIVITYTEACHING & LEARNING STRATEGYNOTES / FOCUS WORDSSet Induction Du'a RecitalTr. gets Ss. to recite du'a before the discussion beginsPuzzle SolvingTr. gets Ss. to complete a picture puzzle (book cover)1Open DiscussionListening & SpeakingTr. gets Ss. to talk about the book cover by asking Qs.i.e. "How many monsters can you see?" etc.2Guessing the StoryHOTS - AnalysingSs. guess the story based on the book cover3Lost in The Gnomes' VillageTaking & Giving DirectionsTr. recalls how to give and take directions. Go straight / Turn right / Turn left etc.DrillingSs. are given other situations and give/take directions in groups

4Consolidation / ClosureRecap lesson.

TEACHING & LEARNING EVALUATIONTeachers observation

IMPACT

___ /___ pupils were able to : 1) talk about the characters on the book cover (Rosemary and The Four Gutsy Gnomes)

2) Give at least 2 simple directions based on map provided

REFLECTION / FOLLOW-UP ACTIONSRemedialRemark

Reinforcement

Enrichment

R_4PCLASS4 PendingTIME0840 - 0939DATE22nd April 2015WEEK14FOCUSReadingDURATION59 minsDAYWednesdayDAY3

THEMEWorld of StoriesTOPICUnit 5 : Rosemary and The Four Gutsy GnomesCONTENT STANDARD2.2...demonstrate understanding of variety of linear and non-linear texts in the form of print and non-print materials using a range of strategies to construct meaning LEARNING STANDARD2.2.2aAble to read and understand phrases and sentences from: linear texts

~~~~

~~~~

OBJECTIVE(S)By the end of the lesson, pupils would be able to: 1) understand phrases and sentences by matching at least 5/6 sentences correctly with guidance2) answer at least 4/5 comprehension questions on worksheetCCE / EE / MVCitizenship / HOTS /TEACHING AIDS/ RESOURCESTextbook, WorksheetEntrepreneurship

ACTIVITYTEACHING & LEARNING STRATEGYNOTES / FOCUS WORDSSet Induction Du'a RecitalTr. gets Ss. to recite du'a before the discussion beginsGuess the pictureTr. display a "beard" and get Ss. to match it to the right person1ReadingGuided-readingSs. match the picture to words in groupsTr. asks questions while reading - check Ss. understanding2True of FalseComprehensionSs. are to look for keypoints from the text with guidance3ReinforcementSs. complete exercise (worksheet)2Consolidation / ClosureRecap article.

TEACHING & LEARNING EVALUATIONTeachers observation

IMPACT

___ /___ pupils were able to : 1) understand phrases and sentences by matching at least 5/6 sentences correctly with guidance

2) answer at least 4/5 comprehension questions on worksheet

REFLECTION / FOLLOW-UP ACTIONSRemedialRemark

Reinforcement

Enrichment

W_4PCLASS4 PendingTIME0740 - 0839DATE23rd April 2015WEEK14FOCUSWritingDURATION59 minsDAYThursdayDAY4

THEMEWorld of StoriesTOPICUnit 5 : Rosemary and The Four Gutsy GnomesCONTENT3.1...form letters and words in neat legible print including cursive writing. LEARNING 3.1.1bAble to write in neat legible print with correct spelling: sentencesSTANDARDSTANDARD

3.3...write and present ideas through a variety of media using appropriate language, form and style 3.3.1bAble to create simple texts using a variety of media with guidance: linear

OBJECTIVE(S)By the end of the lesson, pupils would be able to: 1) write at least 5 sentences2) create a Flow Map based on the story readCCE / EE / MVCitizenship / ICT / Entrepreneurship /HOTSTEACHING AIDS/ RESOURCESDisplay: Story Blank A4 Paper (poster)iTHiNK Map - Flow Map

ACTIVITYTEACHING & LEARNING STRATEGYNOTES / FOCUS WORDSSet Induction Du'a RecitalTr. gets Ss. to recite du'a before the lesson begins - Ss.learningreadiness1ReadingReading ComprehensionTr. helps Ss. read the story "Rosemary & the 4 Gutsy Gnomes"2DemonstrationiTHiNK Flow MapTr. demo the Flow Map to Ss.3WritingModellingTr. demonstrates how and when to Flow MapSs. complete exercise - E34Display of WorkGroup ActivitySs. display their previously completed Flow Map5Consolidation/ClosureRecap

TEACHING & LEARNING EVALUATIONTeacher's obeservation and the Flow Map created by students.

IMPACT

___ /___ pupils were able to1) write at least 5 sentences

2) create a Flow Map based on the story read

REFLECTION / FOLLOW-UP ACTIONSRemedialRemark

Reinforcement

Enrichment

G_4PCLASS4 TanjakTIME1130 - 1229DATE27th April 2015WEEK15FOCUSGrammarDURATION59 minsDAYMondayDAY1

THEMEWorld of StoriesTOPICUnit 5 : Rosemary and The Four Gutsy GnomesCONTENT5.1use different word classes correctly and appropriately LEARNING 5.1.3aAble to use verbs correctly and appropriately: irregular verbsSTANDARDSTANDARD

~~5.1.3bAble to use verbs correctly and appropriately: verbs that do not change form

OBJECTIVE(S)By the end of the lesson, pupils would be able to: 1) use irregular verbs in past tense in at least 4/5 sentences2) use irregular verbs that do not change form in at least 4/5 in a paragraphCCE / EE / MVICT / EntrepreneurshipTEACHING AIDS/ RESOURCESWord Cards, Textbook

ACTIVITYTEACHING & LEARNING STRATEGYNOTES / FOCUS WORDSSet Induction Du'a RecitalTr. gets Ss. to recite du'a before the lesson begins - Ss.learningreadiness1IntroductionIrregular Verbs (Past Tense)Tr. introduces word & recalls VERBS2DiscussionQ&ATr. discuss the use of irregular verbs in past tense with Ss.3DemonstrationModellingTr. demonstrates how to change the tenses in irregular verbsmake => made / let => let / tell => told, etc.Ss. are to complete exercise.4ExerciseGroup ActivitySs. get in groups - find the correct word for each sentence given5Consolidation/ClosureRecapTr. recaps lesson

TEACHING & LEARNING EVALUATIONTeacher's obeservation of the Ss.' role play

IMPACT

___ /___ pupils were able to1) use irregular verbs in past tense in at least 4/5 sentences

2) use irregular verbs that do not change form in at least 4/5 in a paragraph

REFLECTION / FOLLOW-UP ACTIONSRemedialRemark

Reinforcement

Enrichment

DSKP Yr4~~1.1...pronounce words and speak confidently with the correct stress, rhythm and intonation. 1.1.1Able to speak with correct word stress 1.1.2Able to listen to and enjoy stories 1.1.3Able to listen to and recite poems, tongue twisters and sing songs, paying attention to pronunciation, rhythm and intonation 1.1.4Able to talk about related topics with guidance 1.2...listen and respond appropriately in formal and informal situations for a variety of purposes. 1.2.1aAble to participate in daily conversations: extend an invitation 1.2.1bAble to participate in daily conversations: accept an invitation1.2.1cAble to participate in daily conversations: decline an invitation1.2.1dAble to participate in daily conversations: express sympathy1.2.2Able to listen to, follow and give instructions 1.2.3Able to listen to, follow and give directions around the neighbourhood 1.2.4Able to participate in guided conversations with peers 1.3...understand and respond to oral texts in a variety of contexts.1.3.1aAble to listen to & demonstrate understanding of oral texts by: asking & answering questions w guidance1.3.1bAble to listen to and demonstrate understanding of oral texts by: sequencing with guidance1.3.1cAble to listen to and demonstrate understanding of oral texts by: predicting with guidance2.2...demonstrate understanding of variety of linear and non-linear texts in the form of print and non-print materials using a range of strategies to construct meaning 2.2.1aAble to apply word attack skills by identifying: homographs2.2.1bAble to apply word attack skills by identifying: homophones2.2.2aAble to read and understand phrases and sentences from: linear texts 2.2.2bAble to read and understand phrases and sentences from: non-linear texts2.2.3aAble to read and demonstrate understanding of texts by: sequencing with guidance2.2.3bAble to read and demonstrate understanding of texts by: predicting with guidance2.2.4aAble to apply dictionary skills: locate words2.2.4bAble to apply dictionary skills: meaning of base words2.3...read independently for information and enjoyment 2.3.1aAble to read for information and enjoyment with guidance: fiction2.3.1bAble to read for information and enjoyment with guidance: non-fiction3.1...form letters and words in neat legible print including cursive writing. 3.1.1aAble to write in neat legible print with correct spelling: phrases3.1.1bAble to write in neat legible print with correct spelling: sentences3.1.1cAble to write in neat legible print with correct spelling: numerals in word form3.1.2aAble to write in neat cursive writing with correct spelling: words3.1.2bAble to write in neat cursive writing with correct spelling: phrases3.1.2cAble to write in neat cursive writing with correct spelling: numerals in word form3.2...write using appropriate language form and style for a range of purposes 3.2.1aAble to transfer information with guidance to complete: linear texts3.2.1bAble to transfer information with guidance to complete: non-linear texts3.2.2aAble to write with guidance: labels 3.2.2bAble to write with guidance: notices 3.2.2cAble to write with guidance: messages 3.2.3aAble to punctuate correctly: apostrophe3.2.3bAble to punctuate correctly: speech markers3.2.4Able to spell words by applying spelling rules 3.3...write and present ideas through a variety of media using appropriate language, form and style 3.3.1aAble to create simple texts using a variety of media with guidance: non-linear3.3.1bAble to create simple texts using a variety of media with guidance: linear4.1...enjoy and appreciate rhymes, poems and songs. 4.1.1Able to enjoy jazz chants, poems and songs through non- verbal response 4.1.2Able to sing songs and recite jazz chants and poems with correct stress, pronunciation, rhythm and intonation 4.2...express personal response to literary texts4.2.1aAble to respond to literary texts: characters4.2.1bAble to respond to literary texts: place and time4.2.1cAble to respond to literary texts: values4.3...plan, organize and produce creative works for enjoyment 4.3.1Able to plan, produce and display creative works based on literary texts using a variety of media with guidance 4.3.2Able to plan, prepare and participate in a performance with guidance based on literary works 5.1use different word classes correctly and appropriately 5.1.1aAble to use nouns correctly and appropriately: common nouns5.1.1bAble to use nouns correctly and appropriately: singular nouns5.1.1cAble to use nouns correctly and appropriately: plural nouns5.1.1dAble to use nouns correctly and appropriately: countable nouns5.1.1eAble to use nouns correctly and appropriately: uncountable nouns5.1.2aAble to use pronouns correctly and appropriately: possessive5.1.2bAble to use pronouns correctly and appropriately: interrogative5.1.3aAble to use verbs correctly and appropriately: irregular verbs5.1.3bAble to use verbs correctly and appropriately: verbs that do not change form5.1.3cAble to use verbs correctly and appropriately: present continuous tense5.1.3dAble to use verbs correctly and appropriately: past continuous tense5.1.4aAble to use conjunctions correctly and appropriately: because5.1.4bAble to use conjunctions correctly and appropriately: so5.1.5aAble to use conjunctions correctly and appropriately: above5.1.5bAble to use conjunctions correctly and appropriately: below5.1.5cAble to use conjunctions correctly and appropriately: beside5.1.5dAble to use conjunctions correctly and appropriately: next to 5.1.5eAble to use conjunctions correctly and appropriately: between5.1.5fAble to use conjunctions correctly and appropriately: near5.1.6aAble to use adjectives correctly and appropriately: comparative5.1.6bAble to use adjectives correctly and appropriately: superlative5.1.7aAble to use articles correctly and appropriately: the5.1.7bAble to use articles correctly and appropriately: zero article (-)5.1.8aAble to use adverbs correctly and appropriately: manner5.1.8bAble to use adverbs correctly and appropriately: time5.1.8cAble to use adverbs correctly and appropriately: place

&"Verdana,Bold"DSKP Year 4_2015