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Lesson Plan 4 :

Class Level: Primary 4


Time: 60 minutes (double periods)
Genre: Short Story(Tidy Your Room,Tanya)
Literary Focus: • Theme
• Figurative language (similes/imagery)
• Character viewpoints
Integrated Language Skills: • Listening
• Speaking
• Reading
• Writing**
Higher Order Thinking Skills: Literal Comprehension :
• 1.23 Recall of sequence
• 1.26 Recall of character traits
Inferential Comprehension :
• 3.6 Inferring character traits
• 3.8 Interpreting figurative language
Evaluation
• 4.2 Judgments of Facts or Opinion
• 4.5 Judgments of worth, desirability and
acceptability
Appreciation
• 5.1 Emotional response to the content
• 5.2 Identification with characters or incidents
Multiple Intelligences: • Logical/mathematical
• Interpersonal
• Intrapersonal
• Visual/spatial
Learning Objectives:
• 1.5.4 Listen to simple recounts of what one did and tell sequence of events.
• 1.7.2 Listen to story and share feeling about story.
• 2.2.3 Ask questions to seek clarification on how to make things, on places,
directions, and on amounts and quantities.
• 2.6.2 State whether one like or does like the story heard or read.
• 2.6.3 Give reasons why one likes or does not like the story.
• 3.9.3 Read and talk about the actions of people and animals in a story heard or
read.
• 4.4.3 Complete simple texts with a little guidance in the form of a composite
picture.
• 4.5.3 Construct simple sentences independently (3-5 words) by looking at a
picture

At the end of the lesson, students should be able to:


• Listen to simple stories or recount and share feelings about the story.
• Ask questions to seek clarification, state whether one likes or dislikes the story
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Khalipah Mastura Khalid
Ani Aishah Fatimah Leong Abdullah
Clips2008
and give reasons.
• Read and talk about the actions of the people
• Complete a simple text
• Construct simple sentences independently based on a picture.
Prior Knowledge: The pupils have already read and gone through the
story with the teacher.

Procedures:
Teacher’s Task/ Students’ Tasks Teaching Rationale
Procedures Resources
Preparatory Activities
(8 min)
• Step 1 :
Teacher puts up title of the Pupils recall and -Sentence card To remind pupils
book on the board and asks state the -Flash cards of the storyline.
them how many people said characters that (characters’
that statement to Tanya. said the title to names)
Tanya.
.
• Step 2 :
Pupils recall all Pictures from To remind pupils
Teacher shows pictures from
the events that the book. of the plot.
the book and asks the pupils
happened in the
to state the events occurred
story in correct
in the story, if possible in
sequence.
sequence.

Main Activities (37 min)


• Step 3 :
Teacher asks pupils to Pupils give Mind map To get pupils to
describe Tanya’s personality. suitable infer or use
Teacher gets pupils to read adjectives to contextual clues
out excerpts in book that describe Tanya
supports this. and justify their
choice of words
using excerpts
• Step 4 : from the story.
Teacher asks pupils to infer
Pupils state their Flash card: To lead pupils to
or guess if the other
answers – yes or Jungle/bear’s “character
characters are happy with
no and they cave/lost viewpoint”.
the condition of Tanya’s
identify and say room/bird’s nest
room.
how the
Teacher asks pupils to state
characters
words used by them to
describe Tanya’s
describe the condition.
room.

•Step 5 :
Teacher asks pupils if they
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Khalipah Mastura Khalid
Ani Aishah Fatimah Leong Abdullah
Clips2008
agree with the description by Pupils give Picture of To allow pupils to
the different characters. opinions about Tanya’s room form opinion about
the words used and furniture content of the
to describe story.
Tanya’s room.
• Step 6 :
Teacher calls pupils’
attention to the words used Pupils explain To show pupils
to describe Tanya’s room why Tanya’s how
and explains figurative room is like a simile/imagery
language. jungle based on helps make the
the pictures text more colourful
Teacher asks pupils if they shown and so on. and meaningful.
can tell her why those words
were used.

• Step 7 :
Teacher divides pupils into
groups of 5. Pupils give their Pupils’ opinions To show pupils’
Teacher asks pupils’ opinion opinion about are written on ability to infer from
about the importance of tidiness and its A4 paper as the information
being tidy. importance to individual and picture.
Teacher asks if being tidy is people. They reflections.
a good quality and if need to justify
everyone should have this their answers.
quality. Pupils are asked to
justify their answers.

Teacher asks what the


ending of the story is. Pupils state the Plot timeline is
Pupils are asked to explain ending of the shown and
when Tanya tidied her room. story and they ending is
explain when included.
Tanya’s room
became tidy.
Teacher asks pupils to show
the differences in Tanya’s Pupils draw the -Pictures of
room at the beginning and differences. untidy parts of
at the end. bedroom given.
-Art block paper
-pictures of the
tidy parts of the
bedroom are
drawn by pupils
themselves

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Khalipah Mastura Khalid
Ani Aishah Fatimah Leong Abdullah
Clips2008
Closing Activities (7 min)
• Step 8 :
Teacher asks what triggered Pupils state what Pictures of To show pupils
the fantasies of Tanya. each character room, furniture, how each
Teacher explains meaning of said Tanya’s Tanya’s character uses
character viewpoint using bedroom and fantasies. simile/imagery to
pupils’ answers. furniture look like. describe Tanya’s
Teacher uses pictures on room, how each
the board. character looks at
Teacher asks pupils what Tanya’s room
the whole story is actually differently.
about.

• Step 9 :
Pupils give their Mind map To allow pupils to
Teacher asks if Tanya
opinion about the voice their
herself is happy with the
story in groups. thoughts, feelings
condition of her room.
and experience
They explain based on the
Teacher asks what they
why. The peers story.
themselves would feel if
can help out.
they were in Tanya’s shoes.
They give own Short survey on To show pupils’
Teacher groups pupils into
opinions about how many understanding of
groups of 10 to complete a
Tanya’s pupils’ room the entire story.
survey.
feelings/thoughts. looks/don’t look
like Tanya’s
They state their (several pupils
Teacher asks if pupils liked
own feelings if asked to count
the story and give reasons.
they were Tanya and fill in table).

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Khalipah Mastura Khalid
Ani Aishah Fatimah Leong Abdullah
Clips2008
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Khalipah Mastura Khalid
Ani Aishah Fatimah Leong Abdullah
Clips2008
Instruction :
Look for words, phrases or sentences from the story which would explain the adjectives in the boxes.

adventurous

untidy
TANYA

imaginative

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Khalipah Mastura Khalid
Ani Aishah Fatimah Leong Abdullah
Clips2008
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Khalipah Mastura Khalid
Ani Aishah Fatimah Leong Abdullah
Clips2008
Instruction :
Each group have to fill in the table to show the number of boys and girls whose rooms at home are like
or unlike Tanya’s.

Group :
A
B
C
D

My room is like Tanya’s My room is not like Tanya’s


Boys Girls Boys Girls

* Teacher will get a pupil to tally the total when the groups return the filled forms to her.

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Khalipah Mastura Khalid
Ani Aishah Fatimah Leong Abdullah
Clips2008
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Khalipah Mastura Khalid
Ani Aishah Fatimah Leong Abdullah
Clips2008

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