i FOREWORD In this age of global competition, proficiency in English language is essential for students to access information and knowledge. English language is also widely used in information and communication technology (ICT), so pupils need to be fluent in English in order to have easy access to information available through electronic media such as the Internet. It is also of paramount importance that pupils acquire the necessary skills to keep up with the rapidly evolving global economy, as outlined in the Malaysian Education Blueprint 2013-2025. The National Curriculum aims to produce wholesome, resilient, curious, conscientious, knowledgeable, and patriotic pupils with communicative, collaborative, and thinking skills. Hence, realising the importance to reimagine pupils learning needs as to provide more opportunities for them to achieve the Performance Level 6 (pupil exceeds expectations of the curriculum target) in the Classroom-Based Assessment (CBA), a team of dedicated Project-Based Learning (PBL) task force from thirteen Lahad Datu primary schools with the School Improvement Specialist Coach Plus (SISC+), have involved the upper primary level pupils to the PBL for a certain duration with careful planning lessons, rubrics and implementation of structure meaningful questions and tasks, based on pupils’ learning abilities and learning environments. Teachers’ experiential learning on PBL is greatly appreciated as pupils are given the opportunities to employ PBL with teacher’s facilitation in a systematic manner. Therefore, it is hoped that this impressive module would be able to provide teachers with some insights on exploring and enhancing their differentiated teaching and learning strategies according to various PBL topics. It provides a constructivist learning environment in which pupils construct their knowledge, build on the foundation of communicative competence and cater for cognitive progression in its learning standards as they progress. In sum, the District Education Office wishes to thank the group of dedicated English language teachers who have shared their expertise and experience, and who have worked so diligently to make this guidebook possible. ABDUL AZIZ BIN ABDUL RASHID District Education Officer Lahad Datu District Education Office Lahad Datu, Sabah
ii EDITORIAL BOARD Patron Abdul Aziz bin Abdul Rashid District Education Officer Lahad Datu District Education Office Lahad Datu, Sabah Advisor Shamsir bin Nureddin Deputy District Education Officer Learning Sector Lahad Datu District Education Office Lahad Datu, Sabah Editor-in-Chief Peh Li Foon School Improvement Specialist Coach Plus (SISC+) in Languages Lahad Datu District Education Office Lahad Datu, Sabah Editorial Assistant Lim Ai Teng SJKC Yuk Choi Lahad Datu, Sabah
iii Writers and Contributors Lim Ai Teng SJKC Yuk Choi Loveley Midik SJKC Yuk Choi Leslie Michael Chang SJKC Yuk Choi Ho Chi Wah SJKC Yuk Choi Fung Moi Ken SJKC Siew Ching Sim Lee Sin SJKC Siew Ching Voo Xin Jie SJKC Siew Ching Evone Thomas SJKC Chee Vun Adrian Parinas SK Pekan Frisca Marcellina Dolusin SK Pekan Niehazatulusnah Hamid Isnin SK Lahad Datu II Valendretta Sandhu SK Silabukan Bibiana Anthony Mayoh SK Payang Mahadewi Changgah SK Lahad Datu IV Wan Shafika Omar SK Jeroco Rohaimah Sabirin SK Sepagaya Pretty Elka K George SK Sepagaya Ellye Ornella Suliman SK Fajar Harapan Nur Faraheka Abdullah SK Cenderawasih Nuraisyah Jumari SK Sahabat IV Farrahnaz Syezadiah Md. Husin SK Sahabat IV
iv CONTENTS Pages Foreword i Editorial Board ii Writers and Contributors iii Contents iv Project-Based Learning • What is Project-Based Learning? • How to Implement Project-Based Learning? • Summary 1 Project-Based Learning Plan 1 (Year 4) 2 - 18 Project-Based Learning Plan 2 (Year 4) 19 - 32 Project-Based Learning Plan 3 (Year 4) 33 - 47 Project-Based Learning Plan 4 (Year 4) 48 - 60 Project-Based Learning Plan 5 (Year 4) 61 - 69 Project-Based Learning Plan 6 (Year 5) 70 - 80 Project-Based Learning Plan 7 (Year 5) 81 - 92 Project-Based Learning Plan 8 (Year 5) 93 - 104 Project-Based Learning Plan 9 (Year 5) 105 - 115 Project-Based Learning Plan 10 (Year 6) 116 - 128 Project-Based Learning Plan 11 (Year 6) 129 - 139 Project-Based Learning Plan 12 (Year 6) 140 - 161 Project-Based Learning Plan 13 (Year 6) 162 - 170 References 171 Biography 172 - 177 Quotes 178
1 Project-Based Learning (PBL) According to Youki Terada in his Edutopia article “New Research Makes a Powerful Case for PBL” describes PBL “fosters a sense of purpose in young learners, pushes them to think critically, and prepares them for modern careers that prize skills like collaboration, problem-solving, and creativity.” Likewise, Sylvia Chard elaborates “The classroom is a place where people can live a fulfilling life together as a community of learners if needs and concerns are appropriately expressed. Problems can be discussed. Support, encouragement, and models can be provided by both teachers and peers. Where expectations for children’s learning are high, it is important that the social interaction itself is designed to facilitate learning.” What is Project-Based Learning? Project-based Learning (PBL) is a model for classroom activity that shifts away from the usual classroom practices of short, isolated, teacher-centred lessons. PBL learning activities are longterm, interdisciplinary, student-centred, and integrated with real-world issues and practices. It is a method that fosters abstract, intellectual tasks to explore complex issues. It promotes understanding, which is true knowledge. In PBL, students explore, make judgments, interpret, and synthesise information in meaningful ways. It is more representative of how adults are asked to learn and demonstrate knowledge. Project-based Learning approach is an “in-depth investigation of a real-world topic worthy of children’s attention and effort.” Hence, field trips, experiments, model building, posters, and the creation of multimedia presentations are sample activities within PBL where pupils with differing learning styles demonstrate their knowledge by means of inquiry. How to Implement Project-Based Learning? Real PBL, by contrast, is deep, complex, rigorous, and integrated where each stakeholder in the school plays an important role. In implementing PBL, its fundamentals are fourfold: i. Create teams of three or more students to work on an in-depth project for three to eight weeks. ii. Introduce a complex entry question that establishes a student’s need to know, and scaffold the project with activities and new information that deepens the work. iii. Calendar the project through plans, drafts, timely benchmarks, and finally the team’s presentation to an outside panel of experts drawn from parents and the community. iv. Provide timely assessments and/or feedback on the projects for content, oral and written communication, teamwork, critical thinking, and other important skills. In sum, PBL should: • Be anchored in the core curriculum and multidisciplinary. • Involve students in sustained effort over time. • Involve students in decision-making. • Be collaborative. • Have a clear real-world connection. • Use systematic assessment: both along the way and end product.
2 Project-Based Learning Plan 1 School SK Fajar Harapan Teacher Ellye Ornella Suliman Year 4 Mutiara Theme World of Knowledge Topic Module 4 - Celebrations Title Celebrating Special Days Curriculum Content Main Skill Complementary Skill Content Standard: 2.1 Communicate simple information intelligibly Learning Standard: 2.1.5 Describe people, and objects using suitable statements Content Standard: 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Learning Standard: 4.2.4 Describe people and objects using suitable statements Learning Objectives: By the end of the project, pupils should be able: 1. list down at least 10 celebrations in Malaysia. 2. talk about any celebration in Malaysia. 3. write sentences to describe any celebration in Malaysia. Cross-curricular Elements Patriotism Creativity and Innovation Moral Values Respect others Cooperation Duration 5 - 15 July 2022 (2 weeks) Resources Get Smart Plus 4, Modul Praktis PBD English Year 4 Curriculum Questions Essential Question Do you enjoy yourself when celebrating special days? Unit Question How do you celebrate special days? Content Questions 1. What are ‘special days’ for you? 2. What are the special days that you celebrate? 3. What do you do during the celebration of special days? 4. How is the preparation before the celebration? 5. Why do you need to celebrate special days? 6. Whom do you celebrate the special days with? 7. How do you feel when celebrating special days?
3 Project Timeline No. Date Activities 1 26 July 2022 Introduction of the topic: 1. Teacher plays a firework sound. Pupils guess the sound and share when they usually hear that sound. 2. Pupils find the meaning of ‘celebrations’ and ‘special days’ in the dictionary. 3. Listen to a song entitled “Special Days” and sing the song with actions. Pupils refer to their textbook on page 37. Source: https://www.youtube.com/watch?v=NWc5F8neAKo 4. Pupils complete the tree map with the names and the dates of the celebration based on the song. 5. In groups, pupils think of other celebrations that we celebrate in Malaysia and around the world. 2 27 July 2022 1. Pupils watch a video of Gawai Dayak celebration and read a text about Gawai Dayak. Source: https://www.youtube.com/watch?v=3PMvMca9BvI&t=75s 2. Pupils answer comprehension questions about Gawai Dayak and complete a Gawai Dayak infographic template. 3 28 July 2022 1. Pupils read about Sabrina’s special day. 2. Pupils find out when is Sabrina’s birthday and what is she going to do on that day. Source: Get Smart Plus 4 – Page 43 3. Pupils think of how they want to decorate their house for their birthday party. Pupils draw a picture of how they want the decoration to be. 4 29 July 2022 1. Pupils read ‘The King of Kites’. 2. They answer a few questions about the story: • What did they celebrate in the story? • What did they do for wedding preparation? • What did they learn from the story? 3. Pupils watch a TikTok video on how to make a simple kite. They follow the steps and make their own kite. Source: https://vt.tiktok.com/ZSRjBw9Y8/?k=1 4. Pupils write a reflection for the kite-making activity. 5 1 August 2022 1. Pupils watch a short film: Mother’s Day Short Film – I’ll love you forever. Source: https://youtu.be/Pk4XUWcK9a8
4 2. Pupils share what they have learned from the short film and list down things they could do for Mother’s Day celebration. 3. Teacher asks the pupils, “Had you prepared a meal for you mother before?”. Pupils share the meal they had prepared for their mother. 4. Teacher introduces a fruit salad recipe to the pupils and read the recipe together. They made a fruit salad based on the given recipe. 5. Teacher asks a few questions: • How does it taste? • What do you feel after making the fruit salad? • Would you make it for their mother? Is she going to like it? 6 2 August 2022 Brainstorming the ideas: 1. In groups, pupils choose a celebration. 2. Pupils brainstorm activities they can do during that celebration and transfer the information into a bubble map. 3. Teacher may help the pupils in writing correct sentences to describe the celebration. 4. Pupils draw pictures to match the descriptions. 7 3 - 5 August 2022 Making PowerPoint slides: 1. Pupils create a PowerPoint presentation for their chosen celebration. Teacher may guide the pupils on how to create the PowerPoint slides. 2. Pupils transfer all the information from their bubble map into a PowerPoint presentation. They may add more information about their chosen celebration if they were able to find any new information on the internet. 8 8 August 2022 Presentation Day: 1. Pupils present their PowerPoint presentation. 2. During the presentation, a question and answer session will be conducted. Whether the teacher or the pupils, both sides can ask and answer questions. 3. Pupils share their thoughts on this project: • How do you feel after finishing the slides? • Was it easy or difficult? What are the challenges? • What would you like to improve? 4. Teacher congratulates everyone for giving their best in completing the project. Teacher selects the best presentation among all the groups and gives rewards to all the pupils.
5 PBL Rubrics Speaking Rubric Content Standards Learning Standards Learning Objectives Performance Standard Performance Level Descriptors 2.1 Communicate simple information intelligibly 2.1.5 Describe people, and objects using suitable statements Talk about any celebration in Malaysia. 1 Can communicate simple information using fixed phrases with a lot of support. 2 Can communicate simple information with a lot of support. 3 Can communicate simple information clearly. 4 Can communicate simple information clearly by providing some relevant details. 5 Can communicate simple information clearly by providing a lot of relevant details. 6 Can communicate simple information with a lot of relevant details clearly and confidently.
6 Writing Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media 4.2.4 Describe people and objects using suitable statements Write sentences to describe about any celebration in Malaysia. 1 Can communicate basic and personal information as well as describe people and objects using fixed phrases with a lot of support. 2 Can communicate basic and personal information as well as describe people and objects using basic statements with a lot of support. 3 Can communicate basic and personal information as well as describe people and objects using suitable statements adequately. 4 Can communicate basic and personal information as well as describe people and objects using suitable statements with very few relevant details. 5 Can communicate basic and personal information as well as describe people and objects using suitable statements with some relevant details. 6 Can demonstrate excellent ability to plan, produce and display creative works using a variety of media.
7 Overall Performance Level for Project • Teacher uses this rubric to determine the pupil’s level of performance. • Teacher uses the checklist form and the self-assessment tool to determine the pupil’s level of performance. Performance Level Criteria Description 1 (Very Limited) • I am able to gather information or material from very limited sources that are not related to the project. • The project I produce does not meet the given time frame. • I have no clear goals and no plan for producing this project. • The project I created is incomplete. • I rarely think of improving the project quality. • I rarely improve the way I learn. • I rarely ask teachers, friends or family members when completing this project. • I rarely practice good manners when completing this project. 2 (Limited) • I am able to collect information or materials from limited sources. • The project I produce uses less time to complete from the given time frame. • I have ambiguous goals with incomplete plan of action to produce this project. • The project I produce is incomplete and less tidy. • I improve a little of the way I learn. • I do not always ask my teacher, friend or family members when completing this project. • I have a less of a good attitude when completing this project. 3 (Satisfactory) • I am able to collect information or materials from limited sources. • I am able to carry out this project activity within a specified time period. • I have a clear goal, comprehensive planning plan to produce this project. • The project I created is complete and neat. • I sometimes improve the way I learn. • I always ask teachers, friends or family members when completing this project. • I have a good attitude when completing this project.
8 4 (Good) • I can collect information and materials from various sources. • I am able to carry out the project activity within a specified time period. • I have a clear goal, a clear and comprehensive planning plan to produce this project. • My project is complete and creative. • I always try to improve the way I learn. • I often ask teachers, friends or family members to better understand how to complete this project. • I always have a good attitude when completing this project. 5 (Very Good) • I am able to collect information or materials from a variety of reliable sources. • I am able to carry out the project activity within a specified time period. • I have a very clear goal, a clear, complete and achievable planning plan to produce this project. • The project I create is original, creative and impactful and appropriate to others. • I am constantly improving the way I learn. • I regularly ask teachers, friends or family members in the correct and civilized language when completing this project. • I have a good attitude all the time while completing this project. 6 (Excellent) • I am able to collect information or materials from a variety of reliable and true sources. • I am able to carry out the project activity within a specified time period. • I have very clear goals, a clear, complete, achievable, wellorganized and exemplary plan of action. • The project I create is original, creative and has a high impact on others and can be exemplary. • I am constantly improving the way I learn. • I always ask teachers, friends or family members in the right and effective language, with confidence and civilization when completing this project. • I practice excellent manners consistently and can be an exemplary.
9 Text from the Year 4 Get Smart Plus 4 student’s book Page 37
10 Page 43
11 Presentation of Learning Day 1 (Introduction to celebrations) - Singing a song and completing the tree map of Special Days - Listing down celebrations Day 2 (Gawai Dayak Celebration) - Watching Gawai Dayak video - Completing the infographic
12 Day 3 (Birthday Celebration) - Reading ‘Sabrina’s Birthday’ - Decorating a birthday party Day 4 (Wedding Celebration) - Kite-making activity - Reflection writing
13 Day 5 (Mother’s Day) - Making fruit salad
14 Day 6 to 10 (Brainstorming ideas, making PowerPoint slides and presentation) Brainstorming ideas Transforming ideas Group Presentation
15
16 Artifacts PowerPoint Slides
17
18 Benefits • My pupils show interest in learning. They do all the activities wholeheartedly. They give their best in completing the project. • My pupils learn to incorporate technology into their learning. They learn how to make a PowerPoint presentation, learn how to download pictures from the web and insert them in their slides. • My pupils are able to communicate and collaborate better with one another. They help each other, especially during the presentation. • All pupils are given chances to present. This help to boost their confidence level to speak in front of their teacher and friends. Aspects to be Improved Aspect Improvement • Some of the groups had difficulties writing sentences. • Teacher provides them with guidance on how to write the sentences. They only need t follow the pattern provided. e.g.: We can ……………………………. These are …………………………. • Encourage them to use the dictionary to help them in writing better sentences. • There are some pupils that barely contribute to the group. • Teacher assigns specific roles to each member. • Change the roles every day, everyone is given chances to experience different roles. • Low English proficiency of pupils (They tend to be left out by the other pupils) • Teacher may group them together as one and allow them to do the project by themselves like the other group. • Teacher needs to provide extra guidance to that group in terms of writing sentences and presenting their task. If they have difficulties presenting, the teacher could just say the words and they repeat after. • We would see better results in learning if we give them chances to learn by themselves.
19 Project-Based Learning Plan 2 School SK Fajar Harapan Teacher Farrahnaz Syezadiah binti Md. Husin Year 4 Alpha Theme World of Knowledge Topic Module 4 - Celebrations Title Celebrating Special Days Curriculum Content Main Skill Complementary Skill Content Standard: 2.1 Communicate simple information intelligibly Learning Standard: 2.1.5 Describe people, and objects using suitable statements Content Standard: 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Learning Standard: 4.2.4 Describe people and objects using suitable statements Learning Objectives: By the end of the project, pupils should be able: 1. list down at least 10 celebrations in Malaysia. 2. talk about any celebration in Malaysia. 3. write sentences to describe any celebration in Malaysia. Cross-curricular Elements Patriotism Creativity and Innovation Moral Values Respect others Cooperation Duration 13 – 21 June 2022 (1 week) Resources Get Smart Plus 4, Modul Praktis PBD English Year 4 Curriculum Questions Essential Question Do you enjoy yourself when celebrating special days? Unit Question How do you celebrate special days? Content Questions 1. What are ‘special days’ for you? 2. What are the special days that you celebrate? 3. What do you do during the celebration of special days? 4. How is the preparation before the celebration? 5. Why do you need to celebrate special days? 6. Whom do you celebrate the special days with? 7. How do you feel when celebrating special days?
20 Project Timeline No. Date Activities 1 13 June 2022 Introduction of the topic: 1. Teacher plays a firework sound. Pupils guess the sound and share when they usually hear that sound. 2. Pupils find the meaning of ‘celebrations’ and ‘special days’ in the dictionary. 3. Listen to a song entitled “Special Days” and sing the song with actions. Pupils refer to their textbook on page 37. Source: https://www.youtube.com/watch?v=NWc5F8neAKo 4. Pupils find some meaning of the words in the song in the dictionary. 5. People rewrite the song in cursive writing. 6. In groups, pupils think of other celebrations that we celebrate in Malaysia and around the world. 2 14 June 2022 1. Pupils watch a video of the Sports Day celebration and read a text about Sports Day. Source: https://www.youtube.com/watch?v=SyWAIvH9MHc 2. Pupils create a bubble map. 3 15 June 2022 1. Pupils read about Sabrina’s special day. 2. Pupils find out when is Sabrina’s birthday and what is she going to do on that day. Source: Get Smart Plus 4 – Page 43 3. Pupils think of how they want to decorate their house for their birthday party. Pupils draw a picture of how they want the decoration to be. 4 16 June 2022 1. Pupils read ‘The King of Kites’. 2. They answer a few questions about the story: • What did they celebrate in the story? • What did they do for wedding preparation? • What did they learn from the story? 3. Pupils watch a TikTok video on how to make a simple kite. They follow the steps and make their own kite. Source: https://vt.tiktok.com/ZSRjBw9Y8/?k=1 4. Pupils write a reflection for the kite-making activity. 5 17 June 2022 1. Pupils watch a short film: Mother’s Day Short Film – I’ll love you forever. Source: https://youtu.be/Pk4XUWcK9a8 2. Pupils share what they have learned from the short film and list down things they could do for Mother’s Day celebration.
21 3. Teacher asks the pupils, “Had you prepared a meal for your mother before?”. Pupils share the meal they had prepared for their mother. 4. Teacher introduces a fruit salad recipe to the pupils and reads the recipe together. They made a fruit salad based on the given recipe. 5. Teacher asks a few questions: • How does it taste? • What do you feel after making the fruit salad? • Would you make it for their mother? Is she going to like it? 6 20 June 2022 Creating a Birthday Invitation Card: 1. Pupils create an invitation card for their chosen celebration. Teacher may guide the pupils on how to create the invitation card. 2. Pupils transfer all the information from their bubble map into the card. 7 21 June 2022 Presentation Day: 1. Pupils present their invitation cards in front of the class. 2. During the presentation, a question and answer session will be conducted. Whether the teacher or the pupils, both sides can ask and answer questions. 3. Pupils share their thoughts on this project: • How do you feel after finishing the card? • Was it easy or difficult? What are the challenges? • What would you like to improve? Teacher congratulates everyone for giving their best in completing the project. Teacher selects the best presentation among all the pupils and gives rewards to all the pupils.
22 PBL Rubrics Speaking Rubric Content Standards Learning Standards Learning Objectives Performance Standard Performance Level Descriptors 2.1 Communicate simple information intelligibly 2.1.5 Describe people, and objects using suitable statements Talk about any celebration in Malaysia. 1 Can communicate simple information using fixed phrases with a lot of support. 2 Can communicate simple information with a lot of support. 3 Can communicate simple information clearly. 4 Can communicate simple information clearly by providing some relevant details. 5 Can communicate simple information clearly by providing a lot of relevant details. 6 Can communicate simple information with a lot of relevant details clearly and confidently.
23 Writing Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media 4.2.4 Describe people and objects using suitable statements Write sentences to describe about any celebration in Malaysia. 1 Can communicate basic and personal information as well as describe people and objects using fixed phrases with a lot of support. 2 Can communicate basic and personal information as well as describe people and objects using basic statements with a lot of support. 3 Can communicate basic and personal information as well as describe people and objects using suitable statements adequately. 4 Can communicate basic and personal information as well as describe people and objects using suitable statements with very few relevant details. 5 Can communicate basic and personal information as well as describe people and objects using suitable statements with some relevant details. 6 Can demonstrate excellent ability to plan, produce and display creative works using a variety of media.
24 Overall Performance Level for Project • Teacher uses this rubric to determine the pupil’s level of performance. • Teacher uses the checklist form and the self-assessment tool to determine the pupil’s level of performance. Performance Level Criteria Description 1 (Very Limited) • I am able to gather information or material from very limited sources that are not related to the project. • The project I produce does not meet the given time frame. • I have no clear goals and no plan for producing this project. • The project I created is incomplete. • I rarely think of improving the project quality. • I rarely improve the way I learn. • I rarely ask teachers, friends or family members when completing this project. • I rarely practice good manners when completing this project. 2 (Limited) • I am able to collect information or materials from limited sources. • The project I produce uses less time to complete from the given time frame. • I have ambiguous goals with incomplete plan of action to produce this project. • The project I produce is incomplete and less tidy. • I improve a little of the way I learn. • I do not always ask my teacher, friend or family members when completing this project. • I have a less of a good attitude when completing this project. 3 (Satisfactory) • I am able to collect information or materials from limited sources. • I am able to carry out this project activity within a specified time period. • I have a clear goal, comprehensive planning plan to produce this project. • The project I created is complete and neat. • I sometimes improve the way I learn. • I always ask teachers, friends or family members when completing this project. • I have a good attitude when completing this project.
25 4 (Good) • I can collect information and materials from various sources. • The information or materials I collect fit into the subject line to help plan the project well. • This project has something to do with my real life. • I have a clear goal, a clear and comprehensive planning plan to produce this project. • My project is complete and creative. • I am able to carry out the project activity within a specified time period. • I follow the steps correctly and solve problems well when creating the project. • I will consider improving the quality of the project I produce. • I try to improve the way I learn. • I often ask teachers, friends or family members to better understand how to complete this project. • I always have a good attitude when completing this project. 5 (Very Good) • I am able to collect information or materials from a variety of reliable sources. • The information or materials I have collected are relevant to the subject matter to help me plan this project effectively and efficiently. • This project has something to do with my real life. • I have a very clear goal, a clear, complete and achievable planning plan to produce this project. • The project I create is original, creative and impactful and appropriate to others. • I am able to carry out the project activity within a specified time period. • I follow the steps exactly and correctly and solve problems well and properly. • I am always thinking of improving the quality of the project I produce. • I am constantly improving the way I learn. • I regularly ask teachers, friends or family members in the correct and civilized language when completing this project. • I have a good attitude all the time while completing this project. 6 (Excellent) • I am able to collect information or materials from a variety of reliable and true sources. • The information or materials I gather fit the subject matter to help me plan the project effectively and efficiently. • This project has something to do with my real life.
26 • I have very clear goals, a clear, complete, achievable, wellorganized and exemplary plan of action. • The project I create is original, creative and has a high impact on others and can be exemplary. • I am able to carry out the project activity within a specified time period. • I follow the steps accurately, correctly and systematically and solve problems efficiently and effectively. • I can think deeply about improving the quality of the project I produce. • I am constantly improving the way I learn. • I always ask teachers, friends or family members in the right and effective language, with confidence and civilization when completing this project. • I practice excellent manners consistently and can be an exemplary.
27 Text from the Year 4 Get Smart Plus 4 student’s book Page 37
28 Page 43
29 Presentation of Learning A pupil presenting his work to his classmates in front of the class. Pupils collaborate in making sandwiches.
30 Artifacts Bubble map Cursive writing
31 Making kites Making sandwiches
32 Benefits • Teachers and pupils enjoy themselves during the learning process. • All pupils gain new experiences inside and outside of the classroom. • Pupils can enhance their confidence skill in delivering their feedback. • Parents show their support for their children’s learning. Aspects to be Improved Aspect Improvement • Some pupils faced problems understanding the instructions. • Use simple English to explain the projects to the weak pupils. • Explain the projects in small chunks so that the pupils do not feel overwhelmed. • Pupils felt down whenever they couldn’t present well or speak with minimal usage of English words with other friends. • Guide pupils to give feedback using simple words and easy to be memorized. Low English proficiency during the POL. • Provide guidance and speaking templates for weak pupils. Ask a good speaker in the group to mentor the weak pupils. Conduct rehearsal among themselves first before presenting in front of teachers and classmates.
33 Project-Based Learning Plan 3 School SK Fajar Harapan Teacher Nur Faraheka Abdullah Year 4 Cerdik Theme World of Knowledge Topic Module 4 - Celebrations Title Celebrating Special Days Curriculum Content Main Skill Complementary Skill Content Standard: 2.1 Communicate simple information intelligibly Learning Standard: 2.1.5 Describe people, and objects using suitable statements Content Standard: 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media Learning Standard: 4.2.4 Describe people and objects using suitable statements Learning Objectives: By the end of the project, pupils should be able: 1. list down at least 10 celebrations in Malaysia. 2. talk about any celebration in Malaysia. 3. write sentences to describe any celebration in Malaysia. Cross-curricular Elements Patriotism Creativity and Innovation Moral Values Respect others Cooperation Duration 5 – 20 July 2022 (2 weeks) Resource Get Smart Plus 4 Curriculum Questions Essential Question Do you enjoy yourself when celebrating special days? Unit Question How do you celebrate special days? Content Questions 1. What are ‘special days’ for you? 2. What are the special days that you celebrate? 3. What do you do during the celebration of special days? 4. How is the preparation before the celebration? 5. Why do you need to celebrate special days? 6. Whom do you celebrate the special days with? 7. How do you feel when celebrating special days?
34 Project Timeline No. Date Activities 1 5 July 2022 Introduction of the topic: 1. Teacher plays a firework sound. Pupils guess the sound and share when they usually hear that sound. 2. Pupils find the meaning of ‘celebrations’ and ‘special days’ in the dictionary. 3. Listen to a song entitled “Special Days” and sing the song with actions. Pupils refer to their textbook on page 37. Source: https://www.youtube.com/watch?v=NWc5F8neAKo 4. Pupils complete the tree map with the names and the dates of the celebration based on the song. 5. In groups, pupils think of other celebrations that we celebrate in Malaysia and around the world. 2 6 July 2022 1. Pupils watch a video of Christmas celebration and read a text about Christmas. Source: https://www.youtube.com/watch?v=k620f8tV5PI 2. Pupils answer comprehension questions about Christmas and complete Celebration comprehension questions. 3 7 July 2022 1. Pupils read about Sabrina’s special day. 2. Pupils find out when is Sabrina’s birthday and what is she going to do on that day. Source: Get Smart Plus 4 – Page 43 3. Pupils think of how they want to decorate their birthday cake and invitation card for their birthday party. Pupils draw a picture of how they want the cake and party invitation would be. 4 8 July 2022 1. Pupils read ‘The King of Kites’. 2. They answer a few questions about the story: • What did they celebrate in the story? • What did they do for wedding preparation? • What did they learn from the story? 3. Pupils watch a TikTok video on how to make a simple kite. They follow the steps and make their own kite. Source: https://vt.tiktok.com/ZSRjBw9Y8/?k=1 4. Pupils write a reflection for the kite-making activity. 5 12 July 2022 1. Pupils watch a short film: Mother’s Day Short Film – I’ll love you forever. Source: https://youtu.be/Pk4XUWcK9a8
35 2. Pupils share what they have learned from the short film and list down things they could do for Mother’s Day celebration. 3. Teacher asks the pupils, “Had you prepared a meal for your mother before?”. Pupils tell the class the name of the meal/food they had prepared for their mother. 4. Teacher introduces a sandwich recipe to the pupils and reads the ingredients in the sandwich. Teacher tells the pupils they can add the ingredients of the sandwich based on their discussion in their own group. 5. Teacher asks a few questions: • How does it taste? • What do you feel after making the sandwich? • Would you make it for their mother? Is she going to like it? 6 13 July 2022 Brainstorming the ideas: 1. In groups, pupils choose a celebration. 2. Pupils brainstorm activities they can do during that celebration and transfer the information into a bubble map. 3. Teacher may help the pupils in writing correct sentences to describe about the celebration. Pupils draw pictures to match the descriptions. 7 14 – 15 July 2022, 19 July 2022 Making PowerPoint slides: 1. Pupils create a PowerPoint presentation for their chosen celebration. Teacher may guide the pupils on how to create the PowerPoint slides. 2. Pupils transfer all the information from their bubble map into a PowerPoint presentation. They may add more information about their chosen celebration if they were able to find any new information on the internet. 8 20 July 2022 Presentation Day: 1. Pupils present their PowerPoint presentation. 2. During the presentation, a question and answer session will be conducted. Questions asked are based on the content of their presentation slides. 3. Pupils share their thoughts on this project: • How do you feel after finishing the slides? • Was it easy or difficult? What are the challenges? • What would you like to improve?
36 PBL Rubrics Speaking Rubric Content Standards Learning Standards Learning Objectives Performance Standard Performance Level Descriptors 2.1 Communicate simple information intelligibly 2.1.5 Describe people, and objects using suitable statements Talk about any celebration in Malaysia. 1 Can communicate simple information using fixed phrases with a lot of support. 2 Can communicate simple information with a lot of support. 3 Can communicate simple information clearly. 4 Can communicate simple information clearly by providing some relevant details. 5 Can communicate simple information clearly by providing a lot of relevant details. 6 Can communicate simple information with a lot of relevant details clearly and confidently.
37 Writing Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media 4.2.4 Describe people and objects using suitable statements Write sentences to describe any celebration in Malaysia. 1 Can communicate basic and personal information as well as describe people and objects using fixed phrases with a lot of support. 2 Can communicate basic and personal information as well as describe people and objects using basic statements with a lot of support. 3 Can communicate basic and personal information as well as describe people and objects using suitable statements adequately. 4 Can communicate basic and personal information as well as describe people and objects using suitable statements with very few relevant details. 5 Can communicate basic and personal information as well as describe people and objects using suitable statements with some relevant details. 6 Can demonstrate excellent ability to plan, produce and display creative works using a variety of media.
38 Overall Performance Level for Project • Teacher uses this rubric to determine the pupil’s level of performance. • Teacher uses the checklist form and the self-assessment tool to determine the pupil’s level of performance. Performance Level Criteria Description 1 (Very Limited) • I am able to gather information or material from very limited sources that are not related to the project. • The project I produce does not meet the given time frame. • I have no clear goals and no plan for producing this project. • The project I created is incomplete. • I rarely think of improving the project quality. • I rarely improve the way I learn. • I rarely ask teachers, friends or family members when completing this project. • I rarely practice good manners when completing this project. 2 (Limited) • I am able to collect information or materials from limited sources. • The project I produce uses less time to complete within the given time frame. • I have ambiguous goals with an incomplete plan of action to produce this project. • The project I produce is incomplete and less tidy. • I improve a little in the way I learn. • I do not always ask my teacher, friend or family members when completing this project. • I have a less good attitude when completing this project. 3 (Satisfactory) • I am able to collect information or materials from limited sources. • I am able to carry out this project activity within a specified time period. • I have a clear goal, a comprehensive planning plan to produce this project. • The project I created is complete and neat. • I sometimes improve the way I learn. • I always ask teachers, friends or family members when completing this project. • I have a good attitude when completing this project.
39 4 (Good) • I can collect information and materials from various sources. • The information or materials I collect fit into the subject line to help plan the project well. • This project has something to do with my real life. • I have a clear goal, a clear and comprehensive planning plan to produce this project. • My project is complete and creative. • I am able to carry out the project activity within a specified time period. • I follow the steps correctly and solve problems well when creating the project. • I will consider improving the quality of the project I produce. • I try to improve the way I learn. • I often ask teachers, friends or family members to better understand how to complete this project. • I always have a good attitude when completing this project. 5 (Very Good) • I am able to collect information or materials from a variety of reliable sources. • The information or materials I have collected are relevant to the subject matter to help me plan this project effectively and efficiently. • This project has something to do with my real life. • I have a very clear goal, a clear, complete and achievable planning plan to produce this project. • The project I create is original, creative and impactful and appropriate to others. • I am able to carry out the project activity within a specified time period. • I follow the steps exactly and correctly and solve problems well and properly. • I am always thinking of improving the quality of the project I produce. • I am constantly improving the way I learn. • I regularly ask teachers, friends or family members in the correct and civilized language when completing this project. • I have a good attitude all the time while completing this project. 6 (Excellent) • I am able to collect information or materials from a variety of reliable and true sources. • The information or materials I gather fit the subject matter to help me plan the project effectively and efficiently. • This project has something to do with my real life.
40 • I have very clear goals, a clear, complete, achievable, wellorganized and exemplary plan of action. • The project I create is original, creative and has a high impact on others and can be exemplary. • I am able to carry out the project activity within a specified time period. • I follow the steps accurately, correctly and systematically and solve problems efficiently and effectively. • I can think deeply about improving the quality of the project I produce. • I am constantly improving the way I learn. • I always ask teachers, friends or family members in the right and effective language, with confidence and civilization when completing this project. • I practice excellent manners consistently and can be exemplary.
41 Text from the Year 4 Get Smart Plus 4 student’s book Page 37
42 Page 43
43 Presentation of Learning Pupils in their group sourcing for information, making slides and present their slides based on their favourite celebration.
44 Pupils in their group making sandwich for their mother for Mother’s Day celebration.
45 Artifacts Tree Map of the names of celebrations Reading Comprehension on Christmas