SK YEAR 6 CEFR ACADEMY STARS

UNIT 10: It’s a Mystery!

(L145 – L160)
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week 37 Class 6 TEKUN Time 1150AM - 1250PM
Day Tuesday Attendance
Date 02-Jan-24 Lesson 145 Focus Reading
Theme Topic ( REVISION )
World of stories UNIT 10 : IT'S A MYSTERY
Language/ Grammar focus Question tags (e.g. It’s hot, isn’t it?)
3.2 Understand a variety of linear and non-linear print and
Content Standard
digital texts by using appropriate reading strategies
Main skill
Learning Standard 3.2.2 Understand specific information and details of simple
longer texts
Complementary Content Standard 2.1 Communicate simple information intelligibly
skill Learning Standard 2.1.5 Ask about and describe personality.
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
read and understand 3 out of 5 phrases and
brainstorm the personality traits of famous detectives
sentences from linear texts correctly.
Success Criteria: Pupils can
role play the dialogue with friends and talk about
Read and scan for main facts.
related topic given.
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map Language Questions
Communication Textbook . . Observation
Learning Outline
1. Introduce the topic of mysteries with an activity. Pupils think like detective. Refer
activities here: https://enjoy-teaching.com/fun-mystery-activities-kids/
Pre-lesson 2. Pupils also find out what famous mysteries (real or fictional) pupils know about, e.g. The
Bermuda Triangle, Atlantis, mystery stories or cartoons (e.g. Sherlock Holmes, Scooby
Doo). They can have ideas from own culture.
1. Activity 1 – Discuss the question. p.122.Pupils thinking about the topic of detective stories.
Pupils eliciting characteristics of a good detective, have pupils brainstorm the personality
traits of famous detectives.
2. Activity 2 - Pupils skim read the text to find the information, then read in detail. Ppls scan
Lesson Delivery the script to find the answer for the questions. Check answers.
3. Activity 3- Pupils work out the meaning of the new words from the context. Ask ppls to
check their answers in the dictionary.
4. Divide the class in pairs. Pupils read the text again in detail and make a mind map about
crime.
Post Lesson 1. Distributes worksheet. Pupils write their own secret code. Displays after finish.

Reference Academy Stars Year 6, Pupil’s Book: p 122–123, Exercise(s): 1–3 Teacher’s Book: p 190–191

REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
Click and choose reason here >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week 37 Class 6 TEKUN Time 0900AM - 1000AM
Day Wednesday Attendance
Date 03-Jan-24 Lesson 146 Focus Writing
Theme Topic (REVISION)
World of stories UNIT 10 : IT'S A MYSTERY
Past simple & past continuous in storytelling (She was on a school trip /
Language/ Grammar focus She was doing research)
4.2 Communicate basic information intelligibly for a range of
Content Standard
Main skill purposes in print and digital media
Learning Standard 4.2.3 Narrate factual and imagined events and experiences
3.2 Understand a variety of linear and non-linear print and
Content Standard
Complementary digital texts by using appropriate reading strategies
skill 3.2.2 Understand specific information and details of simple
Learning Standard
longer texts
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
write or produce 3 sentences or a paragraph. List out the characters from the text.
Success Criteria: Pupils can
produce a paragraph sharing ideas as a class
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map Language Questions

Communication Textbook . Creativity and Innovation

Observation

Learning Outline
1. Elicits pupils to review key vocabulary from the text in the Pupil’s Book, pp.122–123
Pre-lesson 2. Warm-up: Spelling bee – Divides pupils into two groups. Group A make a list of words
from previous lesson. Say the words and Group B spell the words correctly. Exchange.
1. Write the names of the key characters from text in Pupil’s Book, pp.122–123 on the
board. Say one of their jobs/occupations (e.g. police officer, university student) and have
pupils tell which character it is (see the Pupil’s Book, p.122 for this information).
2. Activity 1- Pupils re-read the text to find out where each character was at 5 o’clock. Ppls
refer to the map and say which places in the museum they can see.
3. Activity 2- Pupils write a sentence to describe what each character was doing in the
museum. Check answers as class.
Lesson Delivery
4. Activity 3 - Pupils discuss the questions in pairs before sharing ideas as a class. Make some
notes on the board of their ideas. Discuss the answers.
5. In pairs, have pupils write the next part of the story. Encourage pupils to answer the
question What will happen to her (Sue Snaps)? in their story. The story should be a
narration, rather than a play, and will use past forms. Pupils can use the notes on the
board for ideas or they can use their own ideas. Set a word limit.
6. Monitor carefully and help pupils express their ideas and form their own stories.
1. Invite pupils to read their stories to the class. Give feedback and encouragement to these
Post Lesson
pupils and to other pupils, as well as to the class as a whole.

Reference Academy Stars Year 6, Pupil’s Book: p 122–124, Exercise(s): 1–3 Teacher’s Book: p 192

REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to : Click and choose reason here >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week 37 Class 6 TEKUN Time 1020AM - 1120AM
Day Thursday Attendance
Date 04-Jan-24 Lesson 147 Focus Listening
Theme Topic (REVISION)
World of Self, Family and Friends UNIT 10 : IT'S A MYSTERY
Modal verbs of obligation (e.g. (don’t)have to) and other functions (e.g.
Language/ Grammar focus
advice: should)
Content Standard 1.2 Understand meaning in a variety of familiar contexts
Main skill Learning Standard 1.2.2 Understand with little or no support specific information
and details of longer simple texts on a range of familiar topics
Complementary Content Standard 2.1 Communicate simple information intelligibly
skill Learning Standard 2.1.2 Ask about and express rules and obligations
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Listen to the text and identify the words and the
Listen to the audio and review with a partner
meaning correctly.
Success Criteria: Pupils can
respond to the task given. complete the sentences with a modal verb.
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map Language Questions
Communication Textbook . . Observation
Learning Outline
1. Use the words from Working with words in the Pupil’s Book, p.124. Pupils categorise them
Pre-lesson according to whether they take -ment in noun form or not. Elicit the noun form for those which do
not.
1. Write at the museum on the board. Elicit some ideas from pupils about the rules in a
museum (e.g. you mustn’t touch things, you must be sensible).
2. Make sure they have their books closed. Explain the context of the listening activity
(the class is planning a trip). Play the recording. Pupils listen and see if their ideas for
rules are the same as those in the text.
3. Pupils listen again and write notes in two columns: Obligation and No obligation, e.g.
Obligation: must look smart; can’t wear jeans must behave well; must hand in your
phone; mustn’t use phones; No obligation: wear a uniform. Once finished, have them
review with a partner then check answers with the audio script in Pupil’s Book, p.126.
Lesson Delivery 4. Activity 2- Pupils read the script and identify the functions of the modal verbs. Ppls
read the dialogue individually and decide which words belong to each category and
complete the table.
5. Activity 3 -Teacher asks ‘would you like to have a sports day? Why? What should you
think about?’ give examples and meaning. Pupils complete the sentences with a
modal verb.
6. Activity 3 - Pupils identify which sentences in Activity 3 express a rule or obligation. They
tell their partner.
7. Have pupils talk about the rules for another aspect of their school life (e.g. in the
library, at lunchtime).
1. Pupils present their ideas to the class or in a large group. They listen to each other and
Post Lesson
decide if their ideas are correct or incorrect.
Reference Academy Stars Year 6, Pupil’s Book: p 122–124, Exercise(s): 1–3 Teacher’s Book: p 192

REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
ENGLISH LANGUAGE
YEAR 1 TEKUN
YEAR 3 TEKUN
YEAR 6 TEKUN
MONDAY (1/1/2024)
CUTI TAHUN BARU
2024
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week 37 Class 6 TEKUN Time 0700AM - 0800AM
Day Friday Attendance
Date 05-Jan-24 Lesson 148 Focus Speaking

Theme Topic (REVISION)

World of Self, Family and Friends UNIT 10 : IT'S A MYSTERY
Question tags (e.g. We aren’t playing now, are we?) with rising intonation
Language/ Grammar focus
to check understanding
Content Standard 2.2 Use appropriate communication strategies
Main skill Learning Standard 2.2.1 Keep interaction going in short exchanges by 2.2.1 Keep
interaction going in short exchanges by saying
Complementary Content Standard 1.2 Understand meaning in a variety of familiar contexts
skill Learning Standard 1.2.5 Understand more complex supported questions
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Review of vocabulary and language from previous find examples of sentences using the same structure in
levels. the text and share with class.
Success Criteria: Pupils can
listen and understand with support the main idea
Present the note and tell to class.
of simple text.
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map Language Questions
Communication Textbook . . Observation
Learning Outline
1. Review key vocabulary/ words in bold from the text in the Pupil’s Book pp.122–123.
Pre-lesson
Elicits simple sentences using the words.
1. Brainstorm and write bubble map of free time activities with the class on the board.
2. Ask some questions to individual pupils about these free time activities using the target
language (i.e. with a question tag). Model rising intonation on the tag, e.g. Danish, you’re
really good at chess, aren’t you? / Aisah loves doing gymnastics, doesn’t she?
Lesson Delivery 3. Activity 1 – Look and read. Pupils are introduced to the target language. Pupils refer
the text and find examples of sentences using the same structure. Share with class.
4. Activity 2 - Pupils practise writing question tags. Complete the activity individually.
5. Activity 3 -Pupils check how much they know about their friend in the class. Ppls write
down and read out what they know about their friend. The friend confirms the details.
1. Teacher writes the name of someone famous on board. Ppls make statements about
Post Lesson
these people, using tags to check what they believe is true about them.

Reference Academy Stars Year 6, Pupil’s Book: p 125, Exercise(s): 1–3 Teacher’s Book: p 194-195

REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to : school programme
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class 6 Time
Day Choose an item. Attendance
Date 21-Mar-22 Lesson 149 Focus Language Art
Theme Topic
World of stories POETRY : TADPOLES
Language/ Grammar focus Narrate short stories, events and experiences
Content Standard 5.3 Express an imaginative response to literary texts
5.3.1 Respond imaginatively and intelligibly through creating
Main skill Learning Standard simple stories and simple poems , other imaginative
responses as appropriate
Content Standard 3.3 Read independently for information and enjoyment
Complementary
skill 3.3.1 Read and enjoy A2 fiction/non-fiction print and digital
Learning Standard
texts of interes
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
recite the poem in group. practise the script in their groups
Success Criteria: Pupils can
complete the task given in pair or group work. do a role-play based on the story
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map Language Questions

Communication Textbook . Creativity and Innovation

Observation

Learning Outline
1. Review the poem “Tadpoles” with pupils.
2. Teach pupils how to fold origami frogs based on a
Pre-lesson video.https://www.youtube.com/watch?
v=pddCghMF5og
3. Pupils fold their origami frogs.

1. Divide pupils into groups of five.

2. Give pupils the story script
3. Pupils practise the script in their groups.
Lesson Delivery
4. Assign groups to perform and to judge. Groups rotate and take turns so every
group has a chance to perform and give feedback. (Refer to Appendix 1)
5. Pupils do a role-play based on the story.

Post Lesson 1. Pupils select the team with the best performance.
2. Pupils share feedback on the lesson.
Anthology of Poems for Year 4,5, and 6, Tadpoles by Rose Fyleman, Page 38
Reference https://www.youtu be.com/watch?v= pddCghMF5og
Contemporary Children’s Literature Teaching Guidebook (BPK) – Poetry
REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to : Click and choose reason here >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class 6 Time
Day Choose an item. Attendance
Date 21-Mar-22 Lesson 150 Focus Reading
Theme Topic
World of stories UNIT 10 : IT'S A MYSTERY
Functional language: Giving opinion (I think he was a police officer)
Language/ Grammar focus
Questions with should (e.g. What should you do if…?)
3.2 Understand a variety of linear and non-linear print and
Content Standard
digital texts by using appropriate reading strategies
Main skill
Learning Standard 3.2.2 Understand specific information and details of simple
longer texts
Complementary Content Standard 2.1 Communicate simple information intelligibly
skill Learning Standard 2.1.1 Give detailed information about themselves and others
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
speculate and made deductions about someone's
read and look at the information to answer the questions.
identity.
Success Criteria: Pupils can
read and understand 3 out of 5 phrases and
compare their answers with a partner
sentences from linear texts correctly.
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map Language Questions
Communication Textbook . Values Observation
Learning Outline
1. Review the topic of detectives and mysteries. Pupils think like detective. Refer activities
Pre-lesson here: https://enjoy-teaching.com/fun-mystery-activities-kids/

1. Activity 1 p.131 - Divide pupils in pairs to read the text, look at the pictures and categorise
the items. Elicits the answers.
2. Activity 2 -Ask some pupils to read the questions. Pupils read and look at the information
to answer the questions.
3. Activity 3 - Teacher ask pupils whether Jack Dixon was a doctor / an actor / a journalist /
Lesson Delivery a police officer /? Why? / Why not? Pupils think about the questions and try to work
out the answer based on the information.
4. Activity 4 -Teacher read out two phrases. Pupils discuss their ideas with a partner.
Pupils exchange their answers and discuss in pairs. Class feedback.
5. Pupils read and answer the questionnaire ‘How persistent are you?’ in the Workbook, p.107.
When they are finished, have them compare their answers with a partner.

1. Pupils reflect on and discuss persistence. Have them share their scores as a class. Talk more
Post Lesson
to pupils about the importance of being persistent to achieve a goal in life and at school.
Academy Stars Year 6, Pupil’s Book: p 129, 131, Exercise(s): 1–4, Teach er’s Book: p 200,204,
Reference Workbook: Page: 107, Exercise: 1
REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to : Click and choose reason here >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class 6 Time
Day Choose an item. Attendance
Date 21-Mar-22 Lesson 151 Focus Writing
Theme Topic
World of stories UNIT 10 : IT'S A MYSTERY
Language/ Grammar focus Punctuation (direct speech/script: e.g. ‘I’m hungry’, she said / I’m hungry)
4.2 Communicate basic information intelligibly for a range of
Content Standard
Main skill purposes in print and digital media
Learning Standard 4.2.3 Narrate factual and imagined events and experiences
4.3 Communicate with appropriate language form and style
Content Standard
Complementary for a range of purposes in print and digital media
skill 4.3.1 Use capital letters, full stops, commas in lists, question
Learning Standard
marks and speech marks appropriately at discourse level
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
recognise features of a play script read and complete the script
Success Criteria: Pupils can
answer 4 out of 5 questions correctly and
rewrite the end of the story as a script
appropriately
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map Language Questions
Communication Textbook . Values Observation
Learning Outline

Pre-lesson 1. Pre-teach new or challenging vocabulary in this lesson. Choose a key topic word from
the lesson. Rearrange the letters or guess the words by fill in the letters on the board.
1. Activity 1, p128 - Pupils look at the pictures and skim read the text to get a general idea
of it. Ppls read and complete the script.
2. Activity 2 - Pupils read the text again and analyse the features of it. Ppls work in pairs to
answer the questions. Check answers together.
3. Activity 3 - Pupils read and rewrite the end of the story as a script. Highlight features of
punctuation, using the model in Activity 1 to show how it transfers into a play script (e.g.
Lesson Delivery replacing the final comma with a full stop; keeping question/exclamation marks etc.). Ask
some volunteers to act out the play.
4. Use the pictures in the Workbook, p.110 . Pupils look at the pictures in pairs and discuss
the story before writing it together, as directed in the Workbook (Activity 1). This is a
useful practice activity for the speaking assessment.
5. Have pairs read their stories to larger groups. Monitor and give feedback as they do
this.
1. POST-LESSON TASK 3: TEST MY FRIENDS
Put pupils in pairs. Ask 3 or 4 quiz questions about vocabulary, language or content of the
Post Lesson lesson. Pupils write the answers in their notebooks to review key learning in the lesson.
2. Give feedback as a class by asking groups to tell the class the most challenging questions.

Academy Stars Year 6, Pupil’s Book: p 128-129, Exercise(s): 1–3, Teacher’s Book: p 200,203,
Reference Workbook: Page: 110, Exercise: 1
REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to : Click and choose reason here >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class 6 Time
Day Choose an item. Attendance
Date 21-Mar-22 Lesson 152 Focus Listening
Theme Topic
World of stories UNIT 10 : IT'S A MYSTERY
Language/ Grammar focus Geographical vocabulary (e.g.south, north)
Content Standard 1.2 Understand meaning in a variety of familiar contexts
Main skill Learning Standard 1.2.2 Understand with little or no support specific information
and details of longer simple texts on a range of familiar topics
4.3 Communicate with appropriate language form and style
Content Standard
Complementary for a range of purposes in print and digital media
skill 4.3.2 Spell most high frequency words accurately in
Learning Standard
independent writing
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
listen and identify the words or sentences. complete the sentences
Success Criteria: Pupils can
listen and understand with support the main idea make notes in answer to the questions and share their
of simple text. ideas in pairs
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map Global sustainabilityQuestions

Communication Textbook . Values Observation

Learning Outline
1. Use the pictures of world heritage sites to find out what pupils know about
Pre-lesson
these places. Find out if pupils have ever visited any of these.
1. Activity 1 p.127. Pupils refer to the map and photos, read the questions and elicits
answers. Then predict details of the listening text, then listen (Audio 2.19) to
check their ideas.
2. Pupils refer to the vocabulary panel and eliciting the meaning of the new words as
much as possible. Have pupils try to remember the spelling of the words.
3. Activity 2- Pupils listen again and complete the sentences. Ask pupils to cover up
Lesson Delivery
the word box at the top of the page and try to write the words from memory.
4. Activity 3 - Pupils make notes in answer to the questions, then listen again.
5. Pupils work in pairs. Have them write the answers to the questions in Activity 3
in full sentences in their notebooks. Ask them to focus on spelling correctly.
6. Pupils share their ideas in pairs for a new Nazca line. Ask volunteers to tell their
ideas to the class.
1. Talk to pupils about Values. Extend the discussion of cultural heritage sites in
Post Lesson Malaysia (e.g. George Town; Lenggong Valley). Emphasise the importance of
protecting world heritage.
Reference Academy Stars Year 6, Pupil’s Book: p 127, Exercise(s): 1–3, Teacher’s Book: p 198-199
REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to : Click and choose reason here >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class 6 Time
Day Choose an item. Attendance
Date 21-Mar-22 Lesson 153 Focus Speaking
Theme Topic
World of stories UNIT 10 : IT'S A MYSTERY
Narrative forms (e.g. past simple: someone took his bag, past continuous:
Language/ Grammar focus
he was carrying a bag)
Content Standard 2.3 Communicate appropriately to a small or large group
Main skill Learning Standard 2.3.1 Narrate short basic stories, events and experiences
Complementary Content Standard 1.2 Understand meaning in a variety of familiar contexts
skill Learning Standard 1.2.5 Understand more complex supported questions
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
respond to the sentences in the target language. ask questions to try to solve it
Success Criteria: Pupils can
tell their stories; the class/other pupils ask questions to
listen and identify the words or sentences.
solve the mystery.
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map Language Questions

Communication Textbook . Creativity and Innovation

Observation

Learning Outline
1. Teacher writes three numbers on the board; house number, the number of their
Pre-lesson siblings, and the date of the day they were born. Let pupils guess what those numbers
refer to by asking yes/no questions. Teacher may give some clues.
1. Refer to the vocabulary panel and pupils check their understanding of the new vocabulary.
2. Activity 1. p.130 - Pupils refer to the picture and listen to a mystery story. Pupils ask
questions to try to solve it. make sure to follow the rules.
3. Activity 2- Pupils make a mystery story in pairs in 10 minutes using all the words in
the blue or green box and the phrases in the purple box. Divide the class into two
Lesson Delivery
groups depending on which story they chose. Pupils answer to the mysteries.
4. In pairs, ask pupils to make a new mystery story of their own creation.
5. Activity 3 - Pupils tell their stories; the class/other pupils ask questions to solve the
mystery. They can tell either the story from the activities.
*Note the box entitled Communicating on p.203 of the Teacher’s Book.
Post Lesson 1. Pupils review vocabulary from this lesson and this unit.
Reference Academy Stars Year 6, Pupil’s Book: p 130, Exercise(s): 1–3, Teacher’s Book: p 202-203
REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to : Click and choose reason here >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class 6 Time
Day Choose an item. Attendance
Date 21-Mar-22 Lesson 154 Focus Language Art
Theme Topic
World of stories POETRY : SWINGING
Language/ Grammar focus Adjectives
Content Standard 5.2 Express personal responses to literary texts
Main skill Learning Standard 5.2.1 Describe in simple language a character’s actions or
feelings and explain the reasons for them
Complementary Content Standard 2.1 Communicate simple information intelligibly
skill Learning Standard 2.1.1 Give detailed information about themselves and others
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
brainstorm ideas on Dos and Don’ts while playing at the
recite the poem in group.
playground,
Success Criteria: Pupils can
recite and present the poem in front of the class. create their own poem
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Tree Map Language Questions

Communication Textbook . Creativity and Innovation

Observation

Learning Outline

1. Show a picture of a playground. Ask pupils what they see e.g. slides, swings,
Pre-lesson
see- saws, monkey bars, spring riders, merry-go-rounds, benches.
1. Pupils recite the poem after the teacher.
2. Pupils perform actions based on the poem.
Lesson Delivery 3. In group work, pupils brainstorm ideas on Dos and Don’ts while playing at the
playground. Discuss in group and write in tree map.
4. Distributes appendix 1, pupils cut and rearrange the poem strips to create their
own poem version. Paste in exercise book.
Post Lesson 1. Pupils present their poem to class.
Anthology of Poems for Year 4,5, and 6, Swinging by Leila Berg, Page 39, Contemporary
Reference
Children’s Literature Teaching Guidebook (BPK) – Poetry
REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to :
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class 6 Time
Day Choose an item. Attendance
Date 21-Mar-22 Lesson 155 Focus Reading
Theme Topic
World of stories UNIT 10 : IT'S A MYSTERY
Language/ Grammar focus Unit 10- Review
3.2 Understand a variety of linear and non-linear print and
Content Standard
digital texts by using appropriate reading strategies
Main skill
Learning Standard 3.2.2 Understand specific information and details of simple
longer texts
4.3 Communicate with appropriate language form and style
Content Standard
for a range of purposes in print and digital media
Complementary
skill
4.3.3 Produce a plan or draft of two paragraphs or more for a
Learning Standard familiar topic and modify this appropriately in response to
feedback
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Answer 3 out of 5 questions about the character
study the photos to find the information to answer the
correctly and in and find the words search in pair
questions
or group work.
Success Criteria: Pupils can
write 4 out of 7 sentences in neat legible print
discuss their ideas in pairs.
with correct spelling.
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map Language Questions

Communication Textbook . Creativity and Innovation

Observation

Learning Outline

1. Who am I? Choose a famous person. Pupils have to guess who they are from the clues
Pre-lesson
given.

1. Refer pupil’s book p.131 Activity 1- Read out the information in the yellow box.
Asks questions related the text.
2. Refer the photos and pupils elicits what they show.
3. Read out the three categories and clarify meaning. Pupils work in pairs to work out
which object belong in which category. Then elicits answers.
Lesson Delivery 4. Activity 2- Look at the photos and answers the questions. Pupils read out the
questions and study the photos to find the information to answer the questions.
5. Activity 3- Use the information and own ideas to work out answers. Notes the
ideas.
6. Activity 4 – Pupils compare their ideas with a partner. Pupils discuss their ideas in
pairs. Conduct class feedback and have the class vote on the best theory about
Jack Dixon.
1. Cooler: What was in the bag? Divide the class into two teams. Each team has to write a list
Post Lesson of the objects a man had in his bag. The team swap and check each other’s list. The team
with the quickest time wins.
Reference Academy Stars Year 6, Pupil’s Book: p 131, Exercise(s): 1–4, Teacher’s Book: p 204-205

REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to : Click and choose reason here >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class 6 Time
Day Choose an item. Attendance
Date 21-Mar-22 Lesson 156 Focus Writing
Theme Topic
World of stories UNIT 10 : IT'S A MYSTERY
Language/ Grammar focus Unit 10- Review
4.2 Communicate basic information intelligibly for a range of
Content Standard
Main skill purposes in print and digital media
Learning Standard 4.2.1 Give detailed information about themselves and others
3.2 Understand a variety of linear and non-linear print and
Content Standard
Complementary digital texts by using appropriate reading strategies
skill 3.2.4 Use with some support familiar print and digital
Learning Standard
resources to check meaning
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
complete the task given in pair or group work. read the text individually and circle the correct words
Success Criteria: Pupils can
Report their work in group/class. work in pairs and report what the inspector said
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map Language Questions
Communication Textbook . Thinking skills Observation
Learning Outline
Pre-lesson 1. Review the topic by elicits some vocabulary in unit 10.
1. Refer pupil’s book p.132, Activity 1- Complete the sentences with the correct words.
2. Pupils refer the word box and read out the words. Elicits definitions. Pupils complete the
activity individually. Check answers as a class.
3. Activity 2- circle the correct words to complete the text. Pupils look at the photo. Ask some
questions related to the photo. Pupils read the text individually and circle the correct
words.
Lesson Delivery 4. Have the pupils compare their answers in pairs and then check answers as a class.
5. Activity 3- Work with a partner and report what Inspector Fox said. Elicits who pupils can
see in the picture. (Inspector Fox) Read out what the Inspector said and clarify meaning.
Remind the pupils that direct speech uses speech marks.
6. Read out the sentence in the speech bubble. Elicits what happens to a present tense verb
in direct speech when it is reported.
7. Pupils work in pairs and report what the inspector said.
1. Self-assessment – Having pupils reflect on how well they are doing will give them a sense of
achievement and boost their confidence.
Post Lesson
2. Check which activities in Review unit- they found most difficult and provide extra activities
like these for future practise.
Reference Academy Stars Year 6, Pupil’s Book: p 132, Exercise(s): 1–3, Teacher’s Book: p 206
REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to : Click and choose reason here >
- BLANK PAGE -
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class 6 Time
Day Choose an item. Attendance
Date 21-Mar-22 Lesson 157 Focus Listening
Theme Topic
World of stories UNIT 10 : IT'S A MYSTERY
Language/ Grammar focus Unit 10- Review
1.3 Use appropriate listening strategies in a variety of
Content Standard
contexts
Main skill 1.3.1 Guess the meaning of unfamiliar words from clues
Learning Standard
provided by other known words and by context on familiar
topics
3.2 Understand a variety of linear and non-linear print and
Content Standard
digital texts by using appropriate reading strategies
Complementary skill
3.2.3 Guess the meaning of unfamiliar words from clues
Learning Standard
provided by other known words and by context
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
listen and identify the words or sentences. Elicits a sentence and identify each word.
Success Criteria: Pupils can
listen and respond to the sentences in the target
underlines the key words that help to find the answer
language.
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map Language Questions
Communication Textbook . Thinking skills Observation
Learning Outline
1. Spelling bee – Divide pupils into two teams. Team A calls out a vocabulary item from
Pre-lesson this unit. A pupil from Team B has to spell it correctly on the board. The team gets a
point if spell correctly. Switch roles.
1. Refer pupil’s book p.133, Activity 4- write a related word for each word. Pupils use
dictionary to help them.
2. Pupils refer to the example answer (friendly). Elicits that friend is a noun and friendly is
the adjective.
3. Read out the other words. Elicits a sentence with each word. Pupils say whether the
words is a noun, verb or adjective. Have the pupils write a related word for each word.
Pupils can use dictionary.Check answers as a class. Elicits what part of speech their
related words are.

Lesson Delivery 4. Activity 5- write a word ending in-ment for each definition. Read out the example
answer. Explain to pupils that they have to write a word ending in -ment for each
definition. Pupils complete the activity individually. Then check answers in pairs.
5. Activity 6- Look and read. Choose the correct words and write them on the lines.
6. Read out the example. Pupils underlines the key words that help to find the answer an
island. Read out the coloured words and say a related word to check understanding.(eg-
wildlife, lion; leather,jacket;grapes,fruit)
7. Have pupils notice that there are more words than definitions. They won’t need to use all
the words. Pupils read the definitions and underline the key words in each one. They
choose the correct words and write them in lines. Check answers as class.
1. Self-assessment – having pupils reflect on how well they are doing will give them a
Post Lesson sense of achievement and boost their confidence. Check which activities the class found
most difficult and provide extra activities for further practice.
Reference Academy Stars Year 6, Pupil’s Book: p 133, Exercise(s): 4–6, Teacher’s Book: p 207
REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to : Click and choose reason here >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class 6 Time
Day Choose an item. Attendance
Date 21-Mar-22 Lesson 158 Focus Writing
Theme Topic
World of stories UNIT 10 : IT'S A MYSTERY
Language/ Grammar focus Unit test and End of year review
4.3 Communicate with appropriate language form and style
Content Standard
for a range of purposes in print and digital media
Main skill
Learning Standard 4.3.2 Spell most high frequency words accurately in
independent writing
3.2 Understand a variety of linear and non-linear print and
Content Standard
Complementary digital texts by using appropriate reading strategies
skill 3.2.2 Understand specific information and details of simple
Learning Standard
longer texts
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Complete the task individually Answer the questions given.
Success Criteria: Pupils can
Review of vocabulary and language from previous lesson.Discuss the answer by class.
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map Language Questions
Communication Textbook . Thinking skills Observation
Learning Outline

1. Dictate some vocabulary from unit 9 and 10. Write the words on the board. Pupils
Pre-lesson
exchange their dictations and check any spelling mistakes.
1. Distributes end of year test. Pupils complete the activity individually.
Lesson Delivery
2. Check answers as a class.

Post Lesson 1. Teacher collects their work and note their performance.

Reference Folder worksheet unit 10 and answer key

REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to : Click and choose reason here >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class 6 Time
Day Choose an item. Attendance
Date 21-Mar-22 Lesson 159 Focus Language Art
Theme Topic
World of stories POETRY : SWINGING
Language/ Grammar focus Imperatives
Content Standard 5.3 Express an imaginative response to literary texts
5.3.1 Respond imaginatively and intelligibly through creating
Main skill Learning Standard simple stories and simple poems , other imaginative
responses as appropriate
Complementary Content Standard 2.1 Communicate simple information intelligibly
skill Learning Standard 2.1.2 Ask about and express rules and obligations
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
recite the poem in group. List out own rules for their playground.
Success Criteria: Pupils can
recite and present the poem in front of the class. Present their rules for their playground.
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map Language Questions

Communication Textbook . Creativity and Innovation

Observation

Learning Outline

1. Pre-lesson Task 9: Memory Chain. Use the sentence: I went to the playground
Pre-lesson
yesterday and I went on the swing and .

1. Explain to pupils about the importance of safety at the playground.

2. Divide pupils into groups.
Lesson Delivery 3. Ask them to come out with their own rules for their playground.
4. Pupils use the Tree Map to write their rules. (Refer to the guidebook. Page 140)
5. Ask pupils to present. Give feedback.

Post Lesson 1. Pupils play Playground Rules Bingo game.

Anthology of Poems for Year 4,5, and 6, Swinging by Leila Berg, Page 39, Contemporary Children’s
Reference Literature Teaching Guidebook (BPK) – Poetry

REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to : Click and choose reason here >
 ENGLISH LESSON PLAN YEAR 6 CEFR
Week click ----> Class 6 Time
Day Choose an item. Attendance
Project Based
Date 21-Mar-22 Lesson 160 Focus
Learning
Theme Topic
World of stories UNIT 10 : IT'S A MYSTERY
Language/ Grammar focus Unit 10- Review
3.2 Understand a variety of linear and non-linear print and
Content Standard
digital texts by using appropriate reading strategies
Main skill
Learning Standard 3.2.3 Guess the meaning of unfamiliar words from clues
provided by other known words and by context
Complementary Content Standard 2.1 Communicate simple information intelligibly
skill Learning Standard 2.1.2 Ask about and express rules and obligations
MAIN LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Review of vocabulary and language from previous
use the games to practice on the verb to be
lesson.
Success Criteria: Pupils can
complete the task given in pair or group work. Practice in replying to questions
21st Century Activities & Assessment
Resources CCE / EE
Skills
Think-Pair-Share worksheets Bubble Map Language Questions

Communication Textbook . Creativity and Innovation

Observation

Learning Outline
1. Review language from Unit 10. In group work, pupils discuss and write the keywords on the
Pre-lesson cards. Displays the flashcards and elicits the pupils.

1. Divides pupils into group of four. Distributes board games to each group.
2. Pupils use the games to practice on the verb to be- focusing on are they? Pupils should
respond yes, they are or no, they aren\'t.
Lesson Delivery 3. Practice in replying to questions with short /complete answers.
4. Teacher distributes worksheet of unit 10. Pupils answer individually. Check the answer by
class.

Post Lesson 1. Ask pupils to think about their learning and performance in this unit.

Reference Folder worksheet unit 10 and answer key

REFLECTION
Most pupils achieved the stipulated skill.
Enrichment activities were given to achievers and remedial activities were given to non-achievers
*Today's lesson will be carried forward due to : Click and choose reason here >
THE END. SORRY FOR ANY INCONVENIENCE.

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