Prepared by Ms. Asra Isar
Subject: English Class: III Topic: Happy Mouse Day Day: Date:
16th - 20th Mar 2015
ObjectivePlan (Methodology)TimeResourcesAssessment
By the end of the lesson pupils should be able to:
A4* Including relevant detail (facts, ideas, vocabulary) B 3*
Identifying events and sequences in textC 13* Using writing for
different purposes (e.g. diaries, letters, reports, posters,
summaries, directions, recipes, explanations, experiments,
presentations and illustrations) Introduction:
Tell students that when people write a daily diary they share
their personal thoughts or happenings of the day in a sequence. A
diary is usually written:
At the end of the day before going to bed
With the date and the day
As if one is talking to a person or a friend
By signing off at the end e.g., bye now, talk to you
tomorrow
In the past tense.
Development:
Write a diary entry on the board for a child who is having fun
at a beach resort e.g. (DOC pg 135) Allocate time for students to
edit their own work. Select a few students to share their diary
entry with the rest of the class. Encourage them to develop the
habit of writing a daily entry.Written work:
Students will write a diary entry about what they did last
Sunday. Homework: Distribute Comparing Adjective H.W worksheets.
Test on Comparatives and Superlatives to be taken on Friday.80
min
10 min
30 min
30 min
10 minWhiteboardPamphlets
Students will be assessed on their ability to:
A4* Including relevant detail (facts, ideas, vocabulary) B 3*
Identifying events and sequences in textC 13* Using writing for
different purposes (e.g. diaries, letters, reports, posters,
summaries, directions, recipes, explanations, experiments,
presentations and illustrations)
Subject: English Class: III Topic: Ice-Maker Ice-Breaker Day:
Date: 16th - 20th Mar 2015
ObjectivePlan (Methodology)TimeResourcesAssessment
By the end of the lesson pupils should be able to:
A 8 Making relevant predictions A 12* Listening with
concentration.
B 1 * Enjoying sharing texts. B 4* Relating to and reading new
and unfamiliar wordsReinforcement plan
Introduction:
Introduce the book using the cover and ask students to flip
through the book.
Talk about illustrations and the title and what they think it is
about.
Development:
Ask questions like:
What do you think is the meaning of the title Ice-Maker
Ice-Breaker?
What type of information might be given in the reader?
Use a few of the illustrations to introduce some of the concepts
before reading the text. It is suggested that the following
questions be written on newsprint beforehand: Page 4 Why is a ship
shown near Iceberg?Page 5 What is the world map showing?
Page 13 Read the labels carefully. What is a pole? Etc. Read
pages 3-13 to the class using expression and a fluent reading
style. Pause after each double page to allow students to have a
good look at the illustrations and make special reference to the
captions and labels. Display new vocabulary and ask questions
mentioned in DOC pg. 205Written work:
Students will add any five words to their wordbooks.80 min
15 min
50 min
15 min
Readers
Students will be assessed on their ability to:
A 8 Making relevant predictions A 12* Listening with
concentration.
B 1 * Enjoying sharing texts. B 4* Relating to and reading new
and unfamiliar words
Subject: English Class: III Topic: Ice-Maker Ice-Breaker Day:
Date: 16th - 20th Mar 2015
ObjectivePlan (Methodology)TimeResourcesAssessment
By the end of the lesson pupils should be able to:
A 12* Listening with concentration.
B 4* Relating to and reading new and unfamiliar wordsB 27*
Following written instructionsB 35* Using text to find
answersReinforcement plan
Introduction:
Read pages 14-23.
During the second reading of the book, encourage students to
focus on their own book and follow the lines of the print with
their fingers.Development:
Encourage students to pay attention to the contents, glossary,
index and various captions used in the book. Reinforce the use of
these devices through questioning. Record students responses on the
board. Example given in Doc pg 204. Ask questions about these
devices so that the students become familiar with their use. Refer
to Doc pg. 205 Display new vocabulary and ask questions mentioned
in DOC pg. 205. Written work:
Students will add any five words to their wordbooks.
Students will complete the worksheet All about Icebergs. 80
min
15 min
50 min
15 min
WordbooksWorkbook
Students will be assessed on their ability to:
A 12* Listening with concentration.
B 4* Relating to and reading new and unfamiliar wordsB 27*
Following written instructions
B 35* Using text to find answers
Subject: English Class: III Topic: Happy Mouse Day Day: Date:
16th - 20th Mar 2015
ObjectivePlan (Methodology)TimeResourcesAssessment
By the end of the lesson pupils should be able to:
A 12* Listening with concentration
Reinforcement plan
Introduction:
Distribute test worksheets covering Comparatives and
Superlatives to students.
Written work:
Students will do the test. Diary: Give diary for dictation
covering vocabulary in Happy Mouseday.80 min
15 min
50 min
15 min
Students will be assessed on their ability to:
A 12* Listening with concentration
Evaluation of Student Learning
What did the children learn in this lesson?
What did they actually do? What were they not able to do?
Evaluation of Teaching
If you were to teach the lesson again, what would you do
differently?
Evaluation of Student Learning
What did the children learn in this lesson?
What did they actually do? What were they not able to do?
Evaluation of Teaching
If you were to teach the lesson again, what would you do
differently?
Evaluation of Teaching
If you were to teach the lesson again, what would you do
differently?
Evaluation of Student Learning
What did the children learn in this lesson?
What did they actually do? What were they not able to do?
Evaluation of Teaching
If you were to teach the lesson again, what would you do
differently?
Evaluation of Student Learning
What did the children learn in this lesson?
What did they actually do? What were they not able to do?
