LESSON PLAN

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LESSON PLAN

• YEAR 5

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INDUCTION

• (2 MINUTES)

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• Teacher displays an image as an introduction to
  the lesson.
• Teacher asks the students what they can see from
  the image displayed.

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(No Transcript)
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• When students answer the question (i.e. plants
  or flowers), teacher will lead them to another
  question.

What is the name of the flower?
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• Teacher asks student to guess the name of the
  flower, with some clue provided.

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D _ _ _ O _ _ _ _
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D A F F O D I L S
WILLIAM WORDSWORTH
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LEVEL DEVELOPMENT

• (26 MINUTES)
• STEP 1
• STEP 2
• STEP 3

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STEP 1 (5 MINUTES)

• Teacher display the poem and distribute the same
  poem to each and every student
• Teacher recites the poem out loudly and clearly
  using correct pronunciation and intonation
  students listen attentively.

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(No Transcript)
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• I wandered lonely as a cloud
• That floats on high o'er vales and hills,
• When all at once I saw a crowd,
• A host, of golden daffodils
• Beside the lake, beneath the trees,
• Fluttering and dancing in the breeze.

• The waves beside them danced, but they
• Out-did the sparkling leaves in glee
• A poet could not be but gay,
• In such a jocund company!
• I gazedand gazedbut little thought
• What wealth the show to me had brought

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Continuous as the stars that shine And twinkle on
the milky way, They stretched in never-ending
line Along the margin of a bay Ten thousand saw
I at a glance, Tossing their heads in sprightly
dance.

• Or oft, when on my couch I lie
• In vacant or in pensive mood,
• They flash upon that inward eye
• Which is the bliss of solitude
• And then my heart with pleasure fills,
• And dances with the daffodils.

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• Teacher recites line by line the poem and
  students need to repeat after the teacher.
• After that, students recite the poem from the
  beginning until finish without the aid of the
  teacher.

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STEP 2 (12 MINUTES)

• Teacher asks students to identify difficult
  words and find the meaning of the words from the
  dictionary. (which they bring on their own, or
  borrowed from the library)
• Students need to write the meaning of the words
  on top of the words they are confused of.

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• Teacher explains the meaning of the poem to the
  students.

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STEP 3( 7 MINUTES)

• Teacher asks students to refer to the poem
  distributed at the beginning of the class and
  find the synonym and antonym of the words bolded
  in the poem.
• Teacher calls out few students to give out the
  antonym and synonym of the words. Teacher will
  correct any mistakes and confusions produced by
  students.

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• I wandered lonely as a cloud
• That floats on high o'er vales and hills,
• When all at once I saw a crowd,
• A host, of golden daffodils
• Beside the lake, beneath the trees,
• Fluttering and dancing in the breeze.

• The waves beside them danced, but they
• Out-did the sparkling leaves in glee
• A poet could not be but gay,
• In such a jocund company!
• I gazedand gazedbut little thought
• What wealth the show to me had brought

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Continuous as the stars that shine And twinkle on
the milky way, They stretched in never-ending
line Along the margin of a bay Ten thousand saw
I at a glance, Tossing their heads in sprightly
dance.

• Or oft, when on my couch I lie
• In vacant or in pensive mood,
• They flash upon that inward eye
• Which is the bliss of solitude
• And then my heart with pleasure fills,
• And dances with the daffodils.

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CLOSURE

• (2 MINUTES)

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• For homework, teacher asks students to write a 6
  lines poem on plants.
• Teacher gives an example of poem on plants

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• This garden is eerie, with black roses taller
  than me,
• The leaves are pink and at me they wink,
• Instead of purple the periwinkle is brown,
• Only then I noticed, they are not planted on the
  ground,
• The roots are screeching and I sensed something
  wrong,
• The garden is eerie and I shouldnt stay long!!

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Prepared byAlyaa ZahidaAzila Intan Mariati
Nurul FarihanNur HidayahNur Liyana
AmirahShazlin Elaiza Siti Sarah