DAILY

DAILYLESSON
LESSONPLAN
PLAN
ENGLISH
ENGLISHFORM
FORM11
WEEK
WEEK 1 1
DATE DATE 12/3/2023
12/3/2023 TIME
TIME
LESSON
LESSON
1
2
DAY
DAY Sunday
Sunday
CLASS
CLASS
FOCUSED SKILL
FOCUSED SKILL Speaking
Listening
TOPIC
TOPIC
MONEY
MONEY
THEME
THEME Consumerism
Consumerismand
and
Financial
FinancialAwareness
Awareness
LANGUAGE/GRAMMAR FOCUS Vocabulary related to the topic of money
LANGUAGE/GRAMMAR FOCUS Past Simple Verbs
MAIN CONTENT STANDARD 2.1 Communicate information, ideas, opinions and feelings intelligibly on familiar topics
MAIN CONTENT STANDARD 1.1 Understand meaning in a variety of familiar contexts
MAIN LEARNING STANDARD 2.1.1 Ask about and give detailed information about themselves and others
MAIN LEARNING STANDARD 1.1.6 Understand with support longer simple narratives on a wide range of familiar topics
COM. CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning
COM. CONTENT STANDARD 2.4 Communicate appropriately to a small or large group on familiar topics
COM. LEARNING STANDARD 3.1.4 Use with some support familiar print and digital resources to check meaning
COM. LEARNING STANDARD 2.4.1 Narrate short stories, events and experiences
LEARNING OBJECTIVE SUCCCESS CRITERIA
LEARNING OBJECTIVE SUCCCESS CRITERIA
By the end of the lesson, pupils should be able to: Objective are achieved through the question and answer activities during
1. Ask about and give detailed information about themselves and others theObjective
By the end of the lesson, pupils should be able to: are achieved through the question and answer activities
learning session.
2. Use 1. with some support
Understand familiarlonger
with support print and digital
simple resources
narratives on to checkrange
a wide during the learning session.
meaningof familiar topics.
ACTIVITIES (PRE-LESSON) IMPACT/NOTES
2. Narrate short stories, events and experiences
1. Greet pupils and explain that in this lesson, they’ll get to know each other a little, and will practise speaking, ☐___ / ___ pupils are able to
ACTIVITIES
listening and (PRE-LESSON)
using dictionaries about a topic which they’ll be studying over the next 5 lessons. Tell them they’ll IMPACT/NOTES
achieve the learning
1. 1.findWrite
outlesson
the topicaims on the board:
later. ☐___ / ___ pupils are able to
objectives.
•LESSON
to understandDELIVERYthe events in a story achieve the learning
• to retell the story with your classmates
2. Introduce yourself. Tell pupils a little about your family, something you like and why, and something you don’t like objectives. ☐___ / ___ pupils are not able
2. Draw stick figures of 2 men, a small hut (teach or check this word if necessary) and the moon on the board.
and why. Tell pupils that you want them to introduce themselves to each other in small groups, and that they will to achieve the learning
You can use pictures instead if you prefer. ☐___ / ___ pupils arepupils
not able
need to remember what their classmates tell them, as they’ll report this information to other classmates. objectives. These will be
3. Tell pupils that you will tell them a story, and ask them to predict the connection between the men, the hut and to achieve the learning
4. Divide pupils into groups of 3, and ask them to tell each other about their family, something they like and why, given remedial exercise.
the moon. objectives. These pupils will be
and something they don’t like and why.
4. Elicit suggestions from the whole class and write them briefly on the board. given remedial exercise.
5. Create new groups of 3 and ask pupils to tell their new groups about themselves and the classmates in the
LESSON
previous DELIVERY
groups. *** Students who give their
5.6.Tell
Ask a fewthe
pupils story.
pupils to tell you one interesting thing they learned about a classmate. feedback and answers will
6.7.Ask them to compare their predictions with real connection in the story briefly in pairs and then
Divide pupils into groups of 5 or 6 and explain that the topic of the lesson is now changing. Tell pupils that you’ll ***beas a whole Students who
rewarded asgive their
a stimulus
class.
say 5 letters of the alphabet, and that the group must make this letter together in any way they choose, so that feedback and to
answers will in
for student keep trying
7. Now
theirask pupils
group to listen the
represents again to the
letter. story
E.g. and
if you sayto C,
bethey
ready to tell
could you in
stand some of the details of the story.
a semi-circle. bethe
rewarded as a stimulus
classroom.
8.8.Tell
Saythe thestory again
letters and elicitpausing
M-O-N-E-Y some ofafterthe each
key details.
letter, so that groups have time to make the letter. for student to keep trying in
9.9.Tell pupils
Elicit fromthat
the you’ll
class ask them they’ve
the word to retellmade
the story together.
(Money). the classroom.
10.
10.Hand out thetostory
Ask pupils workprompts and think
in pairs and ask pupils to use
of 5 ways orthem
moreto tell thecan
people story
gettogether
money (e.g.in pairs
findor small
it on thegroups.
street): tell
11. them
If necessary,
that theytell
cantheusestory once more
dictionaries to to help
find andpupils
checkwhile
wordsthey are working with the prompts.
if necessary.
12.
11. Elicit
Elicit the story, lineon
suggestions bythe
line, as a whole class activity.
board.
POST
POST LESSON
LESSON
13.
13. AskAskpupils
pupilswhat
to putthe finalways
these part ofof the storymoney
getting means, in and elicit
order from their
mostsuggestions.
common to least common: pupils do this
(There is no correct
individually, and answer,
then share as answers
the story as is open
a wholeto different
class. interpretations. One interpretation is that rich people
are people who want to give, and poor ones are ones who want to take. Another is that we should think about the
beauty of the world around us, not about possessions. Other interpretations are possible. AIDS
MATERIALS
14. Hand out the story so that pupils can Textbook
check their work.
TEACHING Dictionary
21st CENTURY LITERACY Communicative PdP STRATEGY Presentation
MATERIALS Whiteboard TEACHING AIDS Teacher's Guidebook
HIGH
21st CENTURY LITERACYSKILLS Creator
ORDER THINKING
Thinker ITHINKPdP
MAPSTRATEGY Choose an item.
Presentation
(KBAT)
HIGH ORDER THINKING SKILLS Self-Reliance
EMK : MORAL VALUES THINKING SKILLS Remember
Creator ITHINK MAP Choose an item.
EMK
(KBAT): Language ASSESSMENT P&P Observation
ELEMENT ACROSS THE
EMK : MORAL
CURRICULUM
VALUES Love THINKING SKILLS Explain
EMK : Values
TP1 TP2 ASSESSMENT P&PTP4
TP3 Quiz TP5 TP6
ELEMENT ACROSS THE CURRICULUM Pupil hardly Pupil is on track Pupil achieves Pupil works Pupil is on Pupil exceeds
achieves theTP1 to achieveTP2
the TP3 for
expectations TP4
towards TP5 to
track TP6
expectations of
Pupil
curriculum hardly curriculum
target Pupil is on Pupil
the curriculum Pupil works
exceeding Pupil is on
exceed Pupil
the exceeds
curriculum
achieves the
even track to
target. achieves
target. towards of
expectations track to
expectations expectations
target.
PERFORMANCE LEVEL curriculum achieve the expectations exceeding exceed of the
with a lot of the curriculum of the
target even
support. curriculum for the expectations
target. of expectations
curriculum curriculum
PERFORMANCE LEVEL
with a lot of target. curriculum the curriculum of the
target.. target.
support. target. target. curriculum
target..
FOLLOW UP ACTIONS FOR Enrichment Students are given slightly higher level questions.
STUDENTS Reinforcement Pupils are given open and easier questions.
FOLLOW UP ACTIONS FOR STUDENTS Enrichment Stud are given slightly higher level questions.
Recovery Choose an item.
Reinforcement Pupils are given open and easier questions.
REFLECTION 1. Pupils can achieved all the performance level.
Recovery Choose
2. The pupils seem unhappy because of theannot
item.
interesting BBM and suitable activities.
REFLECTION 1.
3. Teaching The PdPtoday
aids has achieved the objective/target.
are effective and can be applied in the future.
2. Some pupils are not involved in PdP activities due to lack of time
3. Teaching aids today are effective and can be applied in the future.
 DAILY LESSON PLAN
ENGLISH FORM 1
WEEK 1 DATE 12/3/2023 TIME
LESSON 3 DAY Sunday CLASS
FOCUSED SKILL Reading
TOPIC MONEY THEME Consumerism and
Financial Awareness
LANGUAGE/GRAMMAR FOCUS Vocabulary related to the topic of money
MAIN CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies
to construct meaning
MAIN LEARNING STANDARD 3.1.2 Understand specific details and information in simple longer texts
COM. CONTENT STANDARD 3.1 Understand a variety of texts by using a range of appropriate reading strategies
to construct meaning
COM. LEARNING STANDARD 3.1.3 Guess the meaning of unfamiliar words from clues provided by other known words and by context
LEARNING OBJECTIVE SUCCCESS CRITERIA
By the end of the lesson, pupils should be able to: Objectives are achieved through the question and answer session
1. Understand specific details and information in simple longer texts during the teaching and learning class.
2. Guess the meaning of unfamiliar words from clues provided by other
known words and by context
ACTIVITIES (PRE-LESSON) IMPACT/NOTES
1. Give pupils the text on Candy’s shopping trip. Ask them to cover or fold them so that they can see only Candy. ☐___ / ___ pupils are able to
2. Elicit suggestions from the whole class in response to the question above the picture of Candy. achieve the learning
LESSON DELIVERY objectives.
3. Ask pupils to uncover or unfold the text, to read it, and to answer questions 1 and 2.
4. Check the answers with the whole class. ☐___ / ___ pupils are not able
5. Tell pupils that they’ll now focus on how language is used in the text. to achieve the learning
6. Focus briefly on coordinating conjunctions (‘linking words’ may be a more learner-friendly phrase) as a whole objectives. These pupils will
class. Give an example, and then ask pupils to identify other examples, and to explain what they link. Pupils can be given remedial exercise.
use L1 if necessary, as the main focus here is on understanding and learning, not on language use
7. Give an example of a reference pronoun and what it refers to.
8. Divide the class into 2. Tell pupils in the one half to circle reference pronouns in paragraphs 1-3 of the text and to *** Students who give their
be ready to say who or what the pronouns refer to. Tell pupils in the other half to do the same for paragraphs 4-6. feedback and answers will
9. Elicit feedback: if time is short, elicit just a few examples, so that you leave time for stage 10. be rewarded as a stimulus
POST LESSON for student to keep trying in
10. Briefly ask pupils to tell you the skills and language focus for the lesson. the classroom.
11. Ask pupils whether they think it was a good idea to spend the money in this way. There are no right or wrong
answers here: the aim is to elicit opinions.
MATERIALS Textbook TEACHING AIDS Teacher's Guidebook
21st CENTURY LITERACY Communicative PdP STRATEGY Presentation
HIGH ORDER THINKING SKILLS Application ITHINK MAP Choose an item.
(KBAT)
EMK : MORAL VALUES Self-Reliance THINKING SKILLS Explain
EMK : Financial Education ASSESSMENT P&P Worksheet
ELEMENT ACROSS THE CURRICULUM
TP1 TP2 TP3 TP4 TP5 TP6
Pupil hardly Pupil is on Pupil Pupil works Pupil is on Pupil
achieves the track to achieves towards track to exceed exceeds
curriculum achieve the expectations exceeding expectations of expectations
PERFORMANCE LEVEL target even curriculum for the expectations of the of the
with a lot of target. curriculum the curriculum curriculum curriculum
support. target. target. target.. target.

FOLLOW UP ACTIONS FOR STUDENTS Enrichment Pupils are given slightly higher level questions.
Reinforcement Pupils are given open and easier questions.
Recovery Choose an item.
REFLECTION 1. The PdP has achieved the objective/target.
2. Some pupils are not involved in PdP activities due to lack of time
3. Teaching aids today are effective and can be applied in the future.