Mikro lesson plan
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The daily lesson plan outlines an English lesson for Form 1 students on the topic of river pollution. The objectives are to raise students' awareness of river pollution and how they can help save rivers. During the induction, the teacher will ask students about their experiences with rivers and how they would feel picnicking by a polluted river. In the development, students will read a textbook passage about river pollution and answer comprehension questions. They will also discuss higher-order thinking questions. An activity will require students to ask each other questions about river pollution. Finally, the closure will have students reflect on what they learned and how they can preserve rivers.
Mikro lesson plan
- 1. ENGLISH LANGUAGE (Daily Lesson Plan) Form : 1 Yakin No. of students : 20 Day : Monday Date : 16th November 2015 Time : 12.00 p.m. – 12.15 p.m. Subject : English Theme : Environment Topic : Save Our Rivers General objective : To implant students’ awareness about river pollution.. Teaching objectives : By the end of the lesson, students will be able to: 1. Extract information from written texts. 2. Learn about river pollution and what role students can play to save the rivers. Teaching method : Formal Authority : Direct Method Thinking skills : Enquiry and Information Processing Moral values : Students will develop deeper understanding about river pollution. Teaching aids : Textbook passage and whiteboard. References : English KBSM Form 1 Textbook Prior knowledge : Students learned about recycling but yet about what it can do to save the rivers.
- 2. ENGLISH LANGUAGE (Daily Lesson Plan) Stages Activities Skills/Notes Induction (2 minutes) a) Teacher asks the students if they have an experience of having a picnic at a river. b) Then the teacher asks the students to imagine if the rivers are polluted with garbage, toxic wastes and many more. Would they still have a picnic at the rivers? Instructional language : 1) Assalamualaikum and good morning everyone. 2) Imagine if you are having a picnic by the river and suddenly you see a lot of garbages floating close to you. Will you still have a picnic there? Thinking skill : Enquiry Skill : Listening and Speaking Moral value: Appreciation Materials: -
- 3. Development Development 1 a) Teacher distributes the handouts containing the textbook passage. b) Teacher asks the students read the passage. Time allocated is two minutes. c) Teacher asks students to keep away their dictionaries. d) Teacher asks students to answer the questions provided beside the passage. e) Students are randomly picked to answer the questions Instructional language : 1) Read the passage quietly. 2) I’ll give you two minutes to read. 3) Stop reading. Now keep away your dictionaries. Development 2 a) Teacher will give three Higher Order Thinking Skills (HOTS) questions based from the passage. b) Three students will be randomly selected to answer . Instructional language : 1) Amin, I would like you to answer this question. 2) You can refer to the passage to answer these questions. 3) Can I have anyone to share what you can remember on your partner’s daily routines? Thinking skill : Comprehension Synthesis Skill : Reading Listening Speaking Moral value: Appreciation Materials: - Handouts, Marker
- 4. Development 3 a) Teacher distributes handouts. b) Teacher give instructions on how to do the activity. Instructional language : 1) Now, we are going to have another activity that need you to move around to your classmates. 2) You have to ask your classmates the questions in the paper and write their names on it if it suits them.
- 5. Closure a) Students reflect on what they had learnt from the passage. b) Students should play their part to preserve the rivers. Instructional language: 1) Why do you think we need to save our rivers? 2) What can you do to preserve the rivers? Thinking skill : Critical, Analytical Skill : Speaking Moral value : Appreciation