DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 5

THEME: World of Knowledge CLASS: 5 BAINUN WEEK: 28
TOPIC: 3: WILD LIFE TIME: 12.30-1.30 P.M DATE:16/10/23
SKILL(S) FOCUS: Listening LESSON: 53 ( Listening10) DAY: Monday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 1.2 Main: 1.2.2 Kindness and Language
Complementary: 2.2 Complementary: 2.2.1 obedience
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Listen and understand details from longer simple text.
2. Keep interaction going in short exchanges.
SUCCESS CRITERIA (SC):
Pupils can:
1. Listen and choose at least 3 correct animals for the conversations.
2. Use keep interaction going in short exchanges during the game.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Nouns: wolf, ostrich,
English Plus 1 Student’s Book Activities 1– 4 p.32–33
scorpion, rat, octopus; Verb + prep.: looks like, sounds like
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Write ‘Wild life’ on board. Explain pupils are going to learn about wild animals
from around the world.
Lesson development:-
__33___ / __35___ pupils were able to
1. Pupils do Activity 1, CD1.28. Teacher explains that pupil will listen to audio 1-
achieve the learning objectives and
28 and decide which animal is correct for each conversation (M). Audio will
given enrichment exercise (s).
be paused for each conversation to check answers (L). Pupils do the activity.
(HOTS)
___2__ / __35___ pupils were able to
2. Explain that pupils are going to read Key Phrases used when guessing or
achieve the learning objectives with
identifying something. Say: looks like, sounds like. Pupils repeat. They do
guidance and given reinforcement
Activity 2. Play CD1.28 again. In pairs (A and B), pupils choose elephant, frog
exercise (s).
or dog (not identified from CD). They take turns to make its sound or draw a
picture. Pairs use Key Phrases to identify partner’s animal. A says Key Phrase
_____ / _____ pupils were not able to
B says 2, 3 or 4, and 5. Then they swap. Choose pairs to say dialogue aloud.
achieve the learning objectives and
3. Pupils do Activity 3, CD1.29. Follow instructions in Teacher’s Book p.46, Ex. 3.
given remedial exercise (s).
4. Show photos of ostrich, bat, eagle, scorpion, rat and octopus to check
meaning of vocabulary in Activity 4 box. Pupils in four teams do Activity 4,
TODAY’S LESSON:
CD1.30. (CBA)
Excellent
Post-lesson:-
Need improvement
Play a science sorting game. Write ‘fish’, ‘bird’, ‘mammal’, ‘reptile’, ‘insect’ on
board. Give example and ask: Which words are similar? (mamalia, reptilia). Pupils
in small groups classify animals from Activity 4 according to category. (21st CA)
HOTS Analysis 21st CA Games
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Task
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with teacher’s Worksheet for reinforcement./
Worksheet for enrichment.
guidance. Workbook page 28
REFLECTION
The next lesson plan:
/ The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________
 DAILY LESSON PLAN TS25
SUBJECT ENGLISH YEAR 5
THEME: World of Knowledge CLASS: 5 BAINUN WEEK: 28
TOPIC: 3: WILD LIFE TIME:9.00-10.00 A.M DATE: 17/10/23
SKILL(S) FOCUS: Speaking LESSON: 54 ( Speaking10) DAY: Tuesday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 1.2 Main: 1.2.2 Kindness and Science and Technology
Complementary: 2.2 Complementary: 2.2.1 obedience
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Describe animals using suitable questions.
2. Guess at the meaning of words in the text with teacher’s guidance or clues.
SUCCESS CRITERIA (SC):
Pupils can:
1. Describe an anima using at least 3 suitable questions.
2. Guess the meaning of words in the text with at least 2 clues.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Present simple tense interrogatives: Does it, Has it got, How many,
English Plus 1 Student’s Book Activities 5, 6, 7 p.33
What colour/ size is it? What type of animal is it?
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Pupils in pairs brainstorm animals from previous lesson. Can they remember 10/
15 / 20 animals? Pupils open books and check with animals in Activity 4 p.32.
__30___ / ___35__ pupils were able to
Lesson development:-
achieve the learning objectives and
1. Pupils do Activity 5. Ask: Which animal is easy to identify? Which is difficult?
given enrichment exercise (s).
Pupils indicate with a show of hands.
2. Pupils do Activity 6. They guess meaning of land, wings and tail. They should
__5___ / ___35__ pupils were able to
remember live, water and legs from previous levels. Ask: Which animal is it?
achieve the learning objectives with
(crocodile) (HOTS)
guidance and given reinforcement
3. Write question starters on board: Does it…? Has it got…? How many…? Is it
exercise (s).
___- er than a / an…? What colour/size …? Pupils do Activity 7. (CBA)
4. Draw Venn diagram on board with ‘water’ above right circle and ‘land’ above
_____ / _____ pupils were not able to
left. Explain that pupils put animals into different groups: water, land, or
achieve the learning objectives and
water and land. Hand out worksheet to pairs of pupils. Explain science words
given remedial exercise (s).
are often put in diagrams.
5. Pupils do ‘Finished?’ Check by asking: Do you agree ___ lives in
TODAY’S LESSON:
water/land/water and land?
Excellent
Post-lesson:-
Need improvement
Pupils draw a Venn diagram with ‘fly’ above left circle and ‘swim’ above right. In
pairs they classify animals in three parts of the diagram. (21st CA)
HOTS Analysis 21st CA Think– Pair– Share
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Games
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with teacher’s Worksheet for reinforcement./
Worksheet for enrichment.
guidance. Workbook page 28
REFLECTION
The next lesson plan:
/ The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________
 DAILY LESSON PLAN TS25
SUBJECT ENGLISH YEAR 5
THEME: World of Knowledge CLASS: 5 BAINUN WEEK: 28
TOPIC: 3: WILD LIFE TIME:8.30- 9.30 A.M DATE: 18/10/23
SKILL(S) FOCUS: Reading LESSON: 55 ( Reading10) DAY: Wednesday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 3.2 Main: 3.2.3
Complementary: 3.3 Complementary: 3.3.1 Respect others Environmental Sustainability
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Guess the meaning of unfamiliar words.
2. Read and share their thoughts.
SUCCESS CRITERIA (SC):
Pupils can:
1. Guess the meanings of at least 2 words correctly.
2. Read the text and share at least one personal opinion.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Superlative adjectives:
English Plus 1 Student’s Book Activities 1–3 p. 34
ugliest, rarest, most beautiful, common, interesting, colourful
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Pre-lesson Task 1: ABCs, and adapt by using animal names.
Lesson development:-
1. Pupils do Think! at top of p.34. Ask: Is there another animal you think is ugly? __29___ / __33___ pupils were able to
2. Write on board: protect, species, become extinct, danger, help, rare. Pupils achieve the learning objectives and
use dictionaries or explain the meanings. Pupils do Exercise 1. given enrichment exercise (s).
3. Pupils do Exercise 2. Check with a partner. (HOTS)
4. Pupils do Activity 3: They guess meanings of words in blue from the context, __4___ / __33___ pupils were able to
and then check with a partner. If there are any words they are unsure of, achieve the learning objectives with
they can use a dictionary or other resource. Pupils now use dictionaries to guidance and given reinforcement
check ‘common’ and ‘dull’. Ask: Which word in blue is the opposite of dull? exercise (s).
(colourful). Also, check they remember the meaning of. ‘rare’ (from Activity
2). _____ / _____ pupils were not able to
5. Pupils read text again and say the two words that come before beautiful, achieve the learning objectives and
interesting, common and colourful (the most). They find the word before given remedial exercise (s).
ugliest, rarest, biggest, weirdest (the). Ask pupils if they enjoyed reading the
text and why. (CBA) TODAY’S LESSON:
Post-lesson:- Excellent
Pupils in small groups agree on the three most beautiful and the three most Need improvement
colourful animals they know. Do pupils know if any of the animals are in danger of
extinction? (21st CA)
HOTS Analysis 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Task
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with teacher’s Worksheet for reinforcement./
Worksheet for enrichment.
guidance. Workbook page 32
REFLECTION
The next lesson plan:
/ The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________

DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 5
THEME: World of Knowledge CLASS: 5 BAINUN WEEK: 28
TOPIC: 3: WILD LIFE TIME: 9.30-10.30 A.M DATE: 19/10/23
SKILL(S) FOCUS: Writing LESSON: 56 ( Writing10) DAY: Thursday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 4.3 Main: 4.3.2
Complementary: 2.1 Complementary: 2.1.5 Respect others Environmental Sustainability
Pupils’ Aspiration
Leadership Bilingual Ethics and National
Knowledge / Thinking skills /
skills proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Spell a range of high-frequency words accurately in independent writing
2. Describe people, places and objects using suitable statements
SUCCESS CRITERIA (SC):
Pupils can:
1. Spell at least 5 adjectives correctly.
2. Describe animals or places using at least 2 suitable adjective in sentences.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Comparative and English Plus 1 Student’s Book Activities 1–4 p.35 (text on
Superlative adjectives: e.g. weirder, weirdest, rarer, rarest p.34 for Activity 2 p.35)
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Pupils brainstorm adjectives to describe animals.
_____ / _____ pupils were able to
Lesson development:-
achieve the learning objectives and
1. Pupils do p.35 Activity 1.
given enrichment exercise (s).
2. Pupils look at text on p.34 again and do Activity 2. They compare answers
with a partner. Check answers. How quickly did pupils find the words?
_____ / _____ pupils were able to
3. Show map of Canada on board. Point out the Rocky Mountains. Explain there
achieve the learning objectives with
are many very big National Parks with lots of wild animals in the mountains.
guidance and given reinforcement
Write on board: ‘hot’, ‘cold’, ‘high’, ‘good’, ‘beautiful’, ‘interesting’. Pupils do
exercise (s).
Activity 3. Choose pupils to go to board and write the superlative of the
adjectives. Help pupils to notice double ‘t’ in ‘hottest’. Write ‘big’ on board.
_____ / _____ pupils were not able to
Ask: How do you spell biggest? (HOTS)
achieve the learning objectives and
4. Pupils do Activity 4. Read study strategy aloud to whole class. Pupils write
given remedial exercise (s).
sentences with superlative forms using words in both boxes. They compare
with a partner. Choose pupils to read sentences to whole class. (CBA)
TODAY’S LESSON:
Post-lesson:-
Excellent
Pupils in small groups write three or four sentences about Malaysia using
Need improvement
superlative adjectives and ideas from text about Canada. (21st CA)
st
HOTS Analysis 21 CA Pair / Group Discussion
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Task
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with teacher’s Worksheet for reinforcement./
Worksheet for enrichment.
guidance. Workbook page 29
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________

DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 5
THEME: World of Stories CLASS: WEEK: 5
TOPIC: And Something Weird Happened TIME: DATE:
SKILL(S) FOCUS: Language Art LESSON: 57 ( Language Art10) DAY: Sunday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 5.3 Main: 5.3.1
Complementary: 3.2 Complementary: 3.2.2 Friendship Creativity and Innovation
Pupils’ Aspiration
Leadership Bilingual Ethics and National
Knowledge / Thinking skills /
skills proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Respond by performing a simple role-play based on a favourite part.
2. Read and transfer information from the text to the worksheet.
SUCCESS CRITERIA (SC):
Pupils can:
1. Read and transfer at least 4 information from the text to the worksheet correctly.
2. Create and perform a simple role-play based on a favourite part from chapter 2 or 3.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
And Something Weird Happened by Pamela Rushby
True and false statements Contemporary Children’s Literature Teaching
Guidebook (BPK)– Short Stories
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Teacher reads a sentence and pupils have to sit down if the sentence is false and _____ / _____ pupils were able to
stand up if the sentence is correct (e.g. Yuki was playing basketball – False). achieve the learning objectives and
Lesson development:- given enrichment exercise (s).
1. Pupils are put in pairs and given a set of statements. _____ / _____ pupils were able to
2. Pupils will guess whether the statements are true or false by writing T or F at achieve the learning objectives with
the end of each statement. (HOTS) guidance and given reinforcement
3. Teacher instructs pairs to read Chapter 2 and Chapter 3 of the book and they exercise (s).
need to verify their guesses. (21st CA)
4. Upon completion, teacher informs pupils that they need to choose any _____ / _____ pupils were not able to
statements to be acted out in front. achieve the learning objectives and
5. Pairs act out their chosen statement and others will guess whether it is true given remedial exercise (s).
or false (make sure most of the pairs have the opportunities to act out).
(CBA) TODAY’S LESSON:
Post-lesson:- Excellent
Need improvement
Pupils rewrite the false statements to become true statements.
HOTS Evaluation 21st CA Make Predictions
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Role Play
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with guidance. Worksheet for reinforcement. Worksheet for enrichment.
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________

DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 5
THEME: World of Knowledge CLASS: WEEK: 5
TOPIC: 3: WILD LIFE TIME: DATE:
SKILL(S) FOCUS: Listening LESSON: 58 (Consolodation 5) DAY: Sunday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 1.2 Main: 1.2.1
Complementary: 2.2 Complementary: 2.2.1 Respect others Language
Pupils’ Aspiration
Leadership Bilingual Ethics and National
Knowledge / Thinking skills /
skills proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Listen and match the key phrases.
2. Keep interaction going in short exchanges by using suitable questions.
SUCCESS CRITERIA (SC):
Pupils can:
1. Listen and match at least 4 key phrases correctly.
2. Keep the interaction going by asking and answering at least 4 questions correctly.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Questions: Do you want
English Plus 1 Student’s Book Activities 2–5 p.94
to…? Is it (adjective)? Where are you now? How are you?
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Pre-lesson Task 8: Predict the Content. Use photo on Student’s Book p.94 to do
the task. Also ask: Where is Holly? _____ / _____ pupils were able to
Lesson development:- achieve the learning objectives and
1. Pupils do Activity 2, CD3.08. They compare predictions in Step 1 with given enrichment exercise (s).
information in the dialogue. Ask: Which word in blue is almost the same in
English and in Malay? (aquarium/akuarium). What is different? (focus on _____ / _____ pupils were able to
spelling and pronunciation). Check pupils’ answer about the animal Holly achieve the learning objectives with
likes best. guidance and given reinforcement
2. Pupils do Activity 3, CD3.08. Check answers with the class. (HOTS) exercise (s).
3. Pupils in pairs do Activity 4, CD3.09. To check understanding, say some
true/false sentences e.g. Anna and Steve are in an aquarium. (F) Steve is with _____ / _____ pupils were not able to
a friend. (T) Anna says see you later. (F) Pupils practise the dialogue. Choose achieve the learning objectives and
pairs to repeat dialogue to whole class. (21st CA) given remedial exercise (s).
4. Pupils with a different partner do Activity 5. (CBA)
Post-lesson:- TODAY’S LESSON:
Write on board ‘aquarium’ and ‘skateboard park’. Pupils in small groups say if Excellent
they like going to these places and give a reason for their answer. They say other Need improvement
places they like going to with friends or family.
HOTS Analysis 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Role Play
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with guidance. Worksheet for reinforcement. Worksheet for enrichment.
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________

DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 5
THEME: World of Knowledge CLASS: WEEK: 5
TOPIC: 3: WILD LIFE TIME: DATE:
SKILL(S) FOCUS: Listening LESSON: 59 ( Listening11) DAY: Sunday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 1.2 Main: 1.2.5
Complementary: 3.2 Complementary: 3.2.4 Respect others Science and Technology
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Listen and match at least 4 key phrases correctly.
2. Use dictionaries to check meanings.
SUCCESS CRITERIA (SC):
Pupils can:
1. Listen and complete at least 4 questions correctly.
2. Use dictionaries to check meanings of words.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Modal auxiliary verbs:
English Plus 1 Student’s Book Activities 1–4 p.36
can (positive use) can’t (negative use) for ability
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Brainstorm fast-running and slow-moving animals. Write on board in two
columns. Ask: Which is the fastest land animal? (cheetah) Which is the slowest
land animal? (sloth) Show photos of a cheetah and a sloth. (21st CA)
_____ / _____ pupils were able to
Lesson development:-
achieve the learning objectives and
1. Pupils in pairs do Activity 1, CD1.33. Read verbs in box aloud but not ‘kill’ and
given enrichment exercise (s).
‘survive’. Pupils mime actions. Pre-teach ‘kill’ and ‘survive’ and relate to
animals. Pupils read quiz questions and complete gaps with the verbs. Play
_____ / _____ pupils were able to
CD1.33 again. Pupils listen to questions and check answers.
achieve the learning objectives with
2. Write on board ‘distance’, ‘ground’, ‘intelligent’. Pupils use their dictionaries
guidance and given reinforcement
to check meaning. Pupils with same partner do Activity 2, CD1.34. Don’t
exercise (s).
check pupils’ answers to quiz at this step. Ask instead: Which animal can hear
with their ears and feet? (elephant) Which bird is tall, heavy and can’t fly?
_____ / _____ pupils were not able to
(ostrich) (HOTS)
achieve the learning objectives and
3. Pupils do Activity 3, CD1.34. Ask: Which animal do you think is the most
given remedial exercise (s).
interesting? What can it do? Is there something it can’t do?
4. Pupils do Activity 4, CD1.34. Ask: Think about the animals in the podcast.
TODAY’S LESSON:
Which animal would you like to find out more information about? What
Excellent
information would you like to find out? (CBA)
Need improvement
Post-lesson:-
Dictate some questions to the class. Pupils works in pair and discuss the answer to
the questions from memories.
HOTS Analysis 21st CA Brainstorming
 PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Task
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with teacher’s Worksheet for reinforcement./
Worksheet for enrichment.
guidance. Workbook page 30
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________

DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 5
THEME: World of Knowledge CLASS: WEEK: 5
TOPIC: 3: WILD LIFE TIME: DATE:
SKILL(S) FOCUS: Speaking LESSON: 60 ( Speaking11) DAY: Sunday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 2.1 Main: 2.1.2
Complementary: 4.3 Complementary: 4.3.2 Respect others Science and Technology
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Describe how they think animals communicate.
2. Spell the words correctly.
SUCCESS CRITERIA (SC):
Pupils can:
1. Describe at least 1 animal’s way of communication.
2. Spell at least most of the words correctly.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
English Plus 1 Student’s Book Activity 5 p.36 Activities 1, 2, 3
Verbs: e.g. communicate, survive, kill, grow
p.37
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Pupils in small groups say a sentence each about what animals can and can’t do.
Choose some sentences to write on board. How many animal skills can pupils _____ / _____ pupils were able to
remember from previous lesson? Also ask: Which animals can communicate with achieve the learning objectives and
each other? Which animal can survive without water for six months? given enrichment exercise (s).
Lesson development:-
5. Pupils in pairs do Activity 5, Use It! Follow instructions in Teacher’s Book p.50 _____ / _____ pupils were able to
Exercise 5. They use information in course book and prior knowledge. Check achieve the learning objectives with
possible answers e.g. guidance and given reinforcement
1. Ostrich (Activity 5) 2. Snake (Activity 4) 3. Frog (Activity 1) exercise (s).
4. Scorpion (Activity 3) 5. Camel (Activity 1) 6. Spider (Activity 4) (21st CA)
6. Pupils do Activity 1. _____ / _____ pupils were not able to
7. Pupils in pairs do Activity 2. Ask: How do you think a parrot speaks? And a achieve the learning objectives and
snake? Pupils make parrot and snake sounds. Choose pupils to say the given remedial exercise (s).
dialogue making sounds of parrot and a snake. (CBA)
8. Pupils do Activity 3. (HOTS) TODAY’S LESSON:
Post-lesson:- Excellent
Pupils in small groups write two or three more questions about animal skills. They Need improvement
hand to another group to answer.
HOTS Evaluation 21st CA Brainstorming
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Role Play
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with teacher’s Worksheet for reinforcement./
Worksheet for enrichment.
guidance. Workbook page 31
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________

DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 5
THEME: World of Knowledge CLASS: WEEK: 5
TOPIC: 3: WILD LIFE TIME: DATE:
SKILL(S) FOCUS: Reading LESSON: 61 ( Reading11) DAY: Sunday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 3.2 Main: 3.2.2
Complementary: 4.2 Complementary: 4.2.4 Respect others Environmental Sustainability
Pupils’ Aspiration
Leadership Bilingual Ethics and National
Knowledge / Thinking skills /
skills proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Read and answer the questions.
2. Describe the animals.
SUCCESS CRITERIA (SC):
Pupils can:
1. Read and answer at least 2 questions appropriately.
2. Describe by filling in at least 3 gaps correctly.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Giving examples: such as, like, for example English Plus 1 Student’s Book Activities 1–5 p.39
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Pupils answer Think! question at top of p.39. (21st CA)
Lesson development:-
_____ / _____ pupils were able to
1. Show map of the Philippines on board. Tell pupils there are more than 7,000
achieve the learning objectives and
islands in the Philippines. Many have rain forests. Pre-teach: adopt,
given enrichment exercise (s).
weigh,Foundation. Pupils do p.39 Activity 1. (HOTS)
2. Pupils do Activity 2. After reading text again, pupils in pairs answer two
_____ / _____ pupils were able to
questions. Pupils need to find a sentence from the text for their answers.
achieve the learning objectives with
Check answers. Ask: Which paragraph has the answers? (1 What is it?)
guidance and given reinforcement
3. Explain there are ways to describe animals in danger. Pupils look at Activity
exercise (s).
3. Read Key Phrases aloud one by one. Give pupils time to find words in the
text to complete each phrase.
_____ / _____ pupils were not able to
4. Write on board: such as, like, for example. Say aloud and pupils repeat.
achieve the learning objectives and
Pupils do Activity 4. (CBA)
given remedial exercise (s).
5. Pupils do Activity 5 then compare answers with a partner. Choose pairs to
read descriptions to whole class. Ask after each pair says the sentences: Do
TODAY’S LESSON:
they have an example? How do you know? (sentences have – such as, like,
Excellent
for example) (21st CA)
Need improvement
Post-lesson:-
Review new vocabulary.
 HOTS Analysis 21st CA Think– Pair– Share
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Task
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with teacher’s Worksheet for reinforcement./
Worksheet for enrichment.
guidance. Workbook page 33
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________

DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 5
THEME: World of Knowledge CLASS: WEEK: 5
TOPIC: 3: WILD LIFE TIME: DATE:
SKILL(S) FOCUS: Writing LESSON: 62 ( Writing11) DAY: Sunday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 4.3 Main: 4.3.3
Complementary: 3.2 Complementary: 3.2.2 Friendship Environmental Sustainability
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Produce a suitable plan of paragraphs in the leaflet.
2. Read and highlight the correct details based on the questions.
SUCCESS CRITERIA (SC):
Pupils can:
1. Produce a suitable plan of at least 2 paragraphs in the leaflet.
2. Read and highlight at least 4 correct details based on the questions.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Comparative and superlative adjectives; Modal auxiliary verbs: can
English Plus 1 Student’s Book Activities 4-6 p.39
and can’t for ability; such as, for example, like
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Write on board: ‘such as’; ‘like’; ‘for example’. In pairs, pupils say a sentence
about a land or sea animal with example of what the animal can or can’t do.
_____ / _____ pupils were able to
(HOTS)
achieve the learning objectives and
Lesson development:-
given enrichment exercise (s).
1. Explain that pupils are going to write a leaflet about a Malaysian animal in
danger. Hand out information or show on board facts about an endangered
_____ / _____ pupils were able to
local species e.g. Malayan tiger or turtle. Pupils in pairs read Writing Guide B
achieve the learning objectives with
and make notes for questions 1, 2, 3 and 5. Say you will help them with
guidance and given reinforcement
question 4 – where they can find information.
exercise (s).
2. Pupils read Activity 6, Writing Guide C. They use Philippine eagle text as a
model and decide on information for Paragraph 1, and then two sentences
_____ / _____ pupils were not able to
for Paragraph 2. Provide one or two websites for pupils to include in
achieve the learning objectives and
Paragraph 3.
given remedial exercise (s).
3. Pupils read D. Explain pupils also use this language in their leaflet. Pupils
write leaflet, read and check text and draw a smiley face for: 1) Question
TODAY’S LESSON:
headings 2)information about animal 3)the problem 4)how to help animal
Excellent
5)adjectives with -er/more, -est/most; 6) example 7)can and can’t. (21st CA)
Need improvement
Post-lesson:-
Pupils draw and label the animal on leaflet. Write: Help us to protect the __. (CBA)
 HOTS Analysis 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Simple Project
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with teacher’s Worksheet for reinforcement./
Worksheet for enrichment.
guidance. Workbook page 32
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________

DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 5
THEME: World of Stories CLASS: WEEK: 5
TOPIC: And Something Weird Happened TIME: DATE:
SKILL(S) FOCUS: Language Art LESSON: 63 ( Language Art11) DAY: Sunday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 5.3 Main: 5.3.1
Complementary: 4.2 Complementary: 4.2.4 Friendship Creativity and Innovation
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Respond by creating their versions of characters.
2. Describe their creation in sentences.
SUCCESS CRITERIA (SC):
Pupils can:
1. Respond by drawing at least another suitable version of an ice cream and dinosaur.
2. Describe their versions of ice cream and dinosaurs using at least 2 suitable sentences.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
And Something Weird Happened by Pamela Rushby
simple sentences to describe things Contemporary Children’s Literature Teaching
Guidebook (BPK)– Short Stories
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Teacher provides lines for pupils to guess the words by giving letters for teacher _____ / _____ pupils were able to
to verify whether the letter is present in the word (focus word: pizza, ice cream, achieve the learning objectives and
dinosaur). given enrichment exercise (s).
Lesson development:-
1. Teacher puts pupils into smaller groups and informs pupils to read Chapter 4 _____ / _____ pupils were able to
(page 25 – 32) together. achieve the learning objectives with
2. Each group has to draw Joel’s Jelly Baby ice cream based on details (the ice guidance and given reinforcement
cream has Jelly Baby) from the story. exercise (s).
3. Then, teacher asks the pupils to draw the dinosaurs that Joel had imagined.
(21st CA) _____ / _____ pupils were not able to
4. In pairs, each pair has to come up with the different version of ice cream and achieve the learning objectives and
dinosaur according to their creativity. (HOTS) given remedial exercise (s).
5. Then, ask them to describe their creation, the ice cream and dinosaurs by
using simple sentences (e.g. the ice cream is … the ice cream has… the TODAY’S LESSON:
dinosaur is … the dinosaur has …).(CBA) Excellent
Post-lesson:-
Shout out time – pupils provide their predictions on what will happened to Joel
when the dinosaurs meet Joel (e.g. reactions, what to do, how to act)
Need improvement
Bye!
HOTS Creation 21st CA Stretch to Sketch
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Simple Project
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with guidance. Worksheet for reinforcement. Worksheet for enrichment.
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________

DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 5
THEME: World of Knowledge CLASS: WEEK: 5
TOPIC: 3: WILD LIFE TIME: DATE:
SKILL(S) FOCUS: Speaking LESSON: 64 ( Consolidation6) DAY: Sunday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 2.2 Main: 2.2.1
Complementary: 1.2 Complementary: 1.2.5 Being polite Language
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Keep interaction going in short exchanges based on the dialogues.
2. Listen and fill in the gaps.
SUCCESS CRITERIA (SC):
Pupils can:
1. Keep the interaction going practicing the dialogues with the suitable intonation.
2. Listen and fill in at least 2 gaps correctly.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Asking for permission: Is it ok if…? Can I / we…? Giving
permission: Yes, of course. English Plus 1 Student’s Book Activities 2–5 p.38
Refusing permission: I’m sorry, but…No, I’m afraid you can’t.
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Pre-lesson Task 4: I’m Going To... Explain goals of the lesson are for developing
speaking and listening skills. (HOTS)
_____ / _____ pupils were able to
Lesson development:-
achieve the learning objectives and
1. Pupils do Think! from top of p.38. Follow instructions from Teacher’s Book
given enrichment exercise (s).
p.52. Pupils look at photo and say where they think the girl and her dad are.
2. Pupils do Activity 2, CD1.36. Pupils listen to dialogue again. In pairs, they
_____ / _____ pupils were able to
repeat it with same intonation as on CD. Choose pairs to read dialogue aloud.
achieve the learning objectives with
Ask: Is the intonation the same as the dad and girl?
guidance and given reinforcement
3. Pupils do Activity 3. Check answers. Pupils practise dialogue in pairs. Choose
exercise (s).
different pairs to read it aloud. Ask: Is their intonation good? (CBA)
4. Read Key Phrases aloud. Explain that requesting is the same as asking;
_____ / _____ pupils were not able to
refusing means saying no. Say it’s important to be polite when saying no.
achieve the learning objectives and
Pupils do Activity 4.
5. Pupils with a different partner do Activity 5. (21st CA)
Post-lesson:-
Find out if pupils met their goals for speaking and listening skills in Step 1. Ask:
Are you really happy/happy/quite happy about your speaking skills in this lesson? given remedial exercise (s).
Repeat for listening skills.
TODAY’S LESSON:
HOTS Analysis 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Task
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with teacher’s Worksheet for reinforcement./
Worksheet for enrichment.
guidance. Workbook page 35
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________

DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 5
THEME: World of Knowledge CLASS: WEEK: 5
TOPIC: 3: WILD LIFE TIME: DATE:
SKILL(S) FOCUS: Listening LESSON: 65 ( Listening12) DAY: Sunday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 1.1 Main: 1.1.1
Complementary: 3.3 Complementary: 3.3.1 Being polite Language
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Listen and underline the correct words.
2. Read and fill in the gaps.
SUCCESS CRITERIA (SC):
Pupils can:
1. Listen and underline 4 correct words.
2. Read and fill in at least 5 blanks correctly.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Comparative and superlative adjectives e.g. heavier,
English Plus 1 Student’s Book Activities 1–3, 7 p.40
heaviest, more colourful, most colourful
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Pre-lesson Task 1: ABCs. Write animals on board. Say letters which several animals
have at start of words e.g. s/b/c. (HOTS) _____ / _____ pupils were able to
Lesson development:- achieve the learning objectives and
1. Pupils do Student’s Book p.40 Activity 1. They compare spelling with a given enrichment exercise (s).
partner. Ask: Which two letters are the same in bear and eagle? Do they
sound the same? Draw a peach and pear on board. Elicit words. Ask: Which _____ / _____ pupils were able to
fruit and which animal have the same ea sound? (bear/pear, eagle/peach) achieve the learning objectives with
(21st CA) guidance and given reinforcement
2. Pupils in pairs do Activity 2. Check answers. Pupils find three words with ea in exercise (s).
them. (hear/heavy/ears) Write on board: ‘pear’, ‘peach’, ‘hear’, ‘heavy’, ‘ear’.
Ask: Which two words have the same ea sound? (hear, ear) Point to words in _____ / _____ pupils were not able to
random order and pupils repeat them. Ask: How many ways can we
 pronounce ea? (4)
3. Pupils do Activity 3. Ask: Is it easier to read information about animals in a
table or in a text? Why? Pupils do Activity 7, CD1.37. Ask: Which two words
have ea in them? Do they sound the same? (east, eat – yes) (CBA)
achieve the learning objectives and
Post-lesson:-
given remedial exercise (s).
Pupils in pairs use information in the table in Activity 3 to write two or three true/
false sentences for a partner to answer.
TODAY’S LESSON:
HOTS Analysis 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Task
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with guidance. Worksheet for reinforcement. Worksheet for enrichment.
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________

DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 5
THEME: World of Knowledge CLASS: WEEK: 5
TOPIC: 3: WILD LIFE TIME: DATE:
SKILL(S) FOCUS: Speaking LESSON: 66 ( Listening12) DAY: Sunday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 2.2 Main: 2.2.1
Complementary: 4.3 Complementary: 4.3.2 Being polite Values
Pupils’ Aspiration
Leadership Bilingual Ethics and National
Knowledge / Thinking skills /
skills proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Keep interaction going in short exchanges based on the dialogues.
2. Spell the words correctly.
SUCCESS CRITERIA (SC):
Pupils can:
1. Keep the interaction between dialogues using at least 4 questions.
2. Spell at least most of the words correctly.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Modal auxiliary verbs: can and can’t for ability English Plus 1 Student’s Book Activities 4-6, 7 p.40
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Pre-lesson Task 5: Sit Down, Stand Up. Say true or false sentences about what you
can and can’t do. How many did they guess correctly? (HOTS) _____ / _____ pupils were able to
Lesson development:- achieve the learning objectives and
given enrichment exercise (s).
1. Pupils do p.40 Activity 4. Check answers.
2. Pupils do Activity 5. Do number 1 as example. Explain that a cross means the
_____ / _____ pupils were able to
answer is no; a tick means the answer is yes. Check answers. Pupils in pairs
achieve the learning objectives with
read questions and answers as a dialogue. (21st CA)
guidance and given reinforcement
3. Pupils do Activity 6. Check answers.
exercise (s).
4. Write on board 1) I’m afraid I can’t. 2) No, you can’t. 3) I’m sorry but you
can’t… 4) No, I can’t. Read aloud. Ask: Which numbers use polite language?
_____ / _____ pupils were not able to
Do the questions have yes or no answers? Choose pupils to ask you a
 question requesting permission. Can I…? or Is it ok if I …? Respond politely
when you refuse permission. Pupils in pairs take turns to ask partner for
permission to borrow something. Partner gives or refuses permission.
Ask: Did your partner refuse politely? Choose pairs to ask and answer. (CBA)
achieve the learning objectives and
Post-lesson:-
given remedial exercise (s).
Pupils in small groups take turns to say something one of their family members
can do and something they can’t do. Explain they can look at Activity 4 for ideas.
TODAY’S LESSON:
HOTS Analysis 21st CA Think– Pair– Share
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Task
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with guidance. Worksheet for reinforcement. Worksheet for enrichment.
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________

DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 5
THEME: World of Knowledge CLASS: WEEK: 5
TOPIC: 3: WILD LIFE TIME: DATE:
SKILL(S) FOCUS: Reading LESSON: 67 ( Reading12) DAY: Sunday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 3.3 Main: 3.3.1
Complementary: 1.2 Complementary: 1.2.1 Being polite Science and Technology
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Read and answer the questions.
2. Listen and identify the missing animal.
SUCCESS CRITERIA (SC):
Pupils can:
1. Read and answer at least 4 questions appropriately.
2. Identify the missing animal.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Modal auxiliary verbs: can and can’t for ability English Plus 1 Student’s Book Activities 1–3 p.117
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Write on board ‘I can tell you’ and explain this the title of a song.
Lesson development:-
1. Pupils in pairs do p.117, Activity 1, CD3.34. Before playing the song, ask _____ / _____ pupils were able to
pupils to cover the song in their books with a piece of paper so they don’t achieve the learning objectives and
read. After pupils listen to song, write on board: bird, mammal, reptile. Pupils given enrichment exercise (s).
in pairs decide which group of animals a lion, tortoise, parrot, mouse,
hedgehog, dolphin and tiger belong to. Ask: Is a starfish a fish? (No. It’s an _____ / _____ pupils were able to
echinoderm. – same word in Malay - It has no backbone.) achieve the learning objectives with
2. Pupils read verbs in box in Activity 2. Ask: Can you remember when you guidance and given reinforcement
learned these words? (U3 Animal skills quiz). Play CD3.34 again. Pupils read exercise (s).
and listen to the song then write verbs in gaps in song. Check answers. Play
song again so pupils can listen and sing. (21st CA)
3. Pre-teach ‘shell’, ‘far’. Pupils do Activity 3 individually then compare answers
in pairs. Check answers. (HOTS)
4. Read aloud sentences 1 and 2 in Activity 3. Ask: What adjectives are there in
the sentences? (biggest, tallest). Elicit examples of different superlatives to
describe animals e.g. longest, smallest fastest, slowest. Pupils in pairs write
three questions with superlative adjectives. Say they must know the
answers. They swap with another pair and answer their questions. Choose _____ / _____ pupils were not able to
pairs to read questions aloud. (CBA) achieve the learning objectives and
Post-lesson:- given remedial exercise (s).
Pupils in small groups take turns to sing the song again.
HOTS Analysis 21st CA TODAY’S
RhymingLESSON:
/ Singing
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Task
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with guidance. Worksheet for reinforcement. Worksheet for enrichment.
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________

DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 5
THEME: World of Knowledge CLASS: WEEK: 5
TOPIC: 3: WILD LIFE TIME: DATE:
SKILL(S) FOCUS: Writing LESSON: 68 ( Writing12) DAY: Sunday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 4.3 Main: 4.3.2
Complementary: 1.1 Complementary: 1.1.1 Being polite Science and Technology
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Spell a range of high frequency words accurately in writing questions.
2. Listen and answer the questions.
SUCCESS CRITERIA (SC):
Pupils can:
1. Spell a range of high frequency words accurately in writing at least 5 questions.
2. Listen and answer at least 5 based on the chosen animal.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Present simple tense interrogatives: Is it (adjective)? Can it (verb)? English Plus 1 Student’s Book Activities 1–3 p.117
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Brainstorm nouns, verbs and adjectives pupils remember from song, I Can Tell
You. Write on board. _____ / _____ pupils were able to
Lesson development:- achieve the learning objectives and
given enrichment exercise (s).
1. Hand out worksheet to each pupil. They listen to the song again and write 3–
5 nouns, verbs and adjectives they hear in the three worksheet columns. Play
_____ / _____ pupils were able to
CD3.34. When finished, pupils check spelling by looking at song words on
achieve the learning objectives with
p.117. Ask for examples of words they didn’t spell correctly. Check spelling of
guidance and given reinforcement
gorilla, ostriches, penguin, kilometre, dangerous, thousand, listen, weigh;
exercise (s).
beautiful. Say these words are difficult for English pupils to spell. (HOTS)
2. Pupils look at song gap fill 1. Ask: Which word in the song has the same
_____ / _____ pupils were not able to
sound as grow? (go). Explain these words rhyme and songs often have
 rhyming words. Pupils find words to rhyme with: see (me), name (tame), frog
(dog), tail (snail), drink (think), bat (cat, rat, that) .
3. Read aloud first bullet point in Activity 4. Explain that after choosing an
animal, pupils write 6–8 questions with yes/no answers. Do an example using
words in speech bubbles. Choose an animal for pupils to identify. They ask
you up to 8 questions. How many questions did pupils ask to identify your
achieve the learning objectives and
animal? (CBA)
given remedial exercise (s).
4. Pupils in pairs do Activity 4 and take turns to ask up to 8 questions about it.
(21st CA)
TODAY’S LESSON:
Post-lesson:-
Excellent
Pupils in small groups take turns to sing the song again.
Need improvement
HOTS Analysis 21st CA Rhyming / Singing
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Task
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with guidance. Worksheet for reinforcement. Worksheet for enrichment.
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________

DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 5
THEME: World of Knowledge CLASS: WEEK: 5
TOPIC: 3: WILD LIFE TIME: DATE:
SKILL(S) FOCUS: Writing LESSON: 68 ( Writing12) DAY: Sunday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 4.3 Main: 4.3.2
Complementary: 1.1 Complementary: 1.1.1 Being polite Science and Technology
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Spell a range of high frequency words accurately in writing questions.
2. Listen and answer the questions.
SUCCESS CRITERIA (SC):
Pupils can:
1. Spell a range of high frequency words accurately in writing at least 5 questions.
2. Listen and answer at least 5 based on the chosen animal.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Present simple tense interrogatives: Is it (adjective)? Can it (verb)? English Plus 1 Student’s Book Activities 1–3 p.117
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Brainstorm nouns, verbs and adjectives pupils remember from song, I Can Tell
You. Write on board.
Lesson development:- _____ / _____ pupils were able to
5. Hand out worksheet to each pupil. They listen to the song again and write 3– achieve the learning objectives and
5 nouns, verbs and adjectives they hear in the three worksheet columns. Play given enrichment exercise (s).
CD3.34. When finished, pupils check spelling by looking at song words on
p.117. Ask for examples of words they didn’t spell correctly. Check spelling of _____ / _____ pupils were able to
gorilla, ostriches, penguin, kilometre, dangerous, thousand, listen, weigh; achieve the learning objectives with
beautiful. Say these words are difficult for English pupils to spell. (HOTS)
6. Pupils look at song gap fill 1. Ask: Which word in the song has the same
sound as grow? (go). Explain these words rhyme and songs often have
rhyming words. Pupils find words to rhyme with: see (me), name (tame), frog
(dog), tail (snail), drink (think), bat (cat, rat, that) .
7. Read aloud first bullet point in Activity 4. Explain that after choosing an
animal, pupils write 6–8 questions with yes/no answers. Do an example using
words in speech bubbles. Choose an animal for pupils to identify. They ask
guidance and given reinforcement
you up to 8 questions. How many questions did pupils ask to identify your
exercise (s).
animal? (CBA)
8. Pupils in pairs do Activity 4 and take turns to ask up to 8 questions about it.
_____ / _____ pupils were not able to
(21st CA)
achieve the learning objectives and
Post-lesson:-
given remedial exercise (s).
Pupils in small groups take turns to sing the song again.
HOTS Analysis 21st CA Talk Partners
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Task
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with guidance. Worksheet for reinforcement. Worksheet for enrichment.
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________

DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 5
THEME: World of Stories CLASS: WEEK: 5
TOPIC: And Something Weird Happened TIME: DATE:
SKILL(S) FOCUS: Language Art LESSON: 69 ( Language Art12) DAY: Sunday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 5.2 Main: 5.2.1
Complementary: 2.1 Complementary: 2.1.5 Being polite Creativity and Innovation
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Explain in simple language why they like or dislike the character.
2. Describe their favourite character using suitable statements.
SUCCESS CRITERIA (SC):
Pupils can:
1. Explain using at least 2 sentences why they like or dislike the character.
2. Describe their favourite character using at least 2 descriptive sentences.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
And Something Weird Happened by Pamela Rushby Contemporary
Reasoning (because) Children’s Literature Teaching Guidebook (BPK)– Short Stories p85
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Teacher distributes pictures of the characters from the guidebook in random so _____ / _____ pupils were able to
that each pupil will receive a random picture of the character. Each pupil has to achieve the learning objectives and
provide or say any details that they remember about the characters. given enrichment exercise (s).
Lesson development:-
1. Teacher starts the discussion on the characters and their actions in the story.
2. Each pupil has to choose a character that they like the most and provide
details of the character (e.g. Joel – likes to eat ice cream, likes to read books,
etc.) (HOTS)
3. Upon completion, pupils pair up with others who choose the same
characters that they like and ask them to come up with reasons why they like
that character (e.g. Joel likes pizza. I like Joel because I like pizza too).
4. Teacher encourages pairs to provide reasons and share their reasons with
_____ / _____ pupils were able to
the rest of the class.
achieve the learning objectives with
5. In pairs, pupils are given Worksheet 1 and are asked to discuss and complete
guidance and given reinforcement
the given task based on the short story.
exercise (s).
6. Pupils are asked to cut and paste the given pictures in Handout 1 onto
Worksheet 1. Then, pupils are asked to identify the characters.
_____ / _____ pupils were not able to
Post-lesson:-
achieve the learning objectives and
Discuss the answers with the pupils
given remedial exercise (s).
HOTS Evaluation 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Quiz
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with guidance. Worksheet for reinforcement. Worksheet for enrichment.
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________

DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 5
THEME: World of Self, Family and Friends CLASS: WEEK: 5
TOPIC: 3: WILD LIFE TIME: DATE:
SKILL(S) FOCUS: Language Awareness LESSON: 70 ( Language Awareness12) DAY: Sunday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 4.3 Main: 4.3.1
Complementary: 3.2 Complementary: 3.2.2 Being polite Creativity and Innovation
Pupils’ Aspiration
Leadership Bilingual Ethics and National
Knowledge / Thinking skills /
skills proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to:
1. Use capital letters, full stops and commas appropriately in independent writing.
2. Read and circle the correct answers.
SUCCESS CRITERIA (SC):
Pupils can:
1. Capital letters, full stops and commas appropriately in at least one paragraph.
2. Read and circle at least 5 correct answers.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Review of language from Unit 3 English Plus 1 Student’s Book Activities 3, 4, 5 p.41
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Draw an animal on the board and get pupils to guess what it is. _____ / _____ pupils were able to
Lesson development:- achieve the learning objectives and
1. Write on board ‘Stand in order’ and check pupils understand meaning. Pupils
in small groups do p.41, Activity 3. (21st CA)
2. Pupils in pairs do Activity 4. For pupils who need support to complete
crossword, write on board the 8 verbs and 1 noun in random order. (HOTS)
3. Write on board ‘What am I?’ Pupils do Activity 5. Fast finishers can write
another 3 What am I? sets of words for a partner to identify a different
animal. Check answers after each activity. Ask: Which activity is the most fun
to do? Which Activity would you like to do again to review new language?
(CBA)
given enrichment exercise (s).
Post-lesson:-
Pupils think about their learning and performance in this unit. They complete a _____ / _____ pupils were able to
self-assessment worksheet. Collect worksheets from pupils and review them to achieve the learning objectives with
note pupils’ responses. If there are any areas of concern, prepare a review of guidance and given reinforcement
these in future lessons. exercise (s).

HOTS Analysis 21st CA Pair / Group Discussion

PERFORMANCE LEVEL 4 CLASSROOM BASED ASSESSMENT (CBA) Task
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do the activities with guidance. Worksheet for reinforcement. Worksheet for enrichment.
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________