96 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, places and objects using suitable statements Describe the best places in Lahad Datu. 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 communicate basic and personal information as well as describe people, places and objects with a variety of relevant details.
97 Rubric for project Criteria 1 – Needs Improvement 2 - Adequate 3 - Good 4 – Excellent Content ● Have only a basic understanding of content. ● Not well organised. ● Show a basic understanding of content. ● Not so well organised. ● Demonstrate a good understanding of the content. ● Quite organised. ● Demonstrate an in-depth understanding of content. ● Very organised ● Interesting. Language ● Contain many grammar and spelling errors. ● Contain some grammar and spelling errors. ● Contain some grammar and minor spelling errors. ● No grammar and spelling errors.
98 Rubric for POL Criteria 1 – Needs Improvement 2 - Adequate 3 - Good 4 – Excellent Delivery ● No eye contact with the audience. ● Entire information is read from notes. ● Speaks in low volume and/or monotonous tone. ● Not confident. ● Minimal eye contact with the audience. ● Reading information from the notes most of the time. ● Speaks in uneven volume with little or no inflection. ● Not so confident. ● Consistent use of direct eye contact with the audience. ● Still read information from the notes for some parts. ● Speaks with a satisfactory variety of volume and inflection. ● Quite confident. ● Holds the attention of the entire audience with the use of direct eye contact. ● Seldom look at information from the notes while presenting. ● Speaks with fluctuation in volume and inflection to maintain audience interest. ● Very confident. Content/ Organisation ● Does not know much about the information presented. ● Lack of details. ● Know some of the information presented. ● Attempts to define subject but still lack in details. ● Understand and be able to explain the information presented. ● Has a somewhat clear subject with some details. ● Demonstrates full knowledge of the information presented. ● Provides clear elaboration details. Communicative ability ● Not fluent. ● Very insecure and uneasy. ● Message is largely unclear. ● Moderately fluent. ● Insecure and uneasy. ● Message is somewhat clear. ● Fluent. ● Does not look insecure or uneasy. ● Message is clear. ● Very fluent. ● Message is very clear. ● Very confident and enthusiastic.
99 Pictures Looking for information Generating ideas `
100 Presentation of Learning
101 Artifacts Scrapbook
102 Printed Slides (PowerPoints)
103
104 Benefits Aspects to be improved Aspect Improvement • Certain pupils have problems understanding the instructions • Use simpler instructions and give extra time to weaker pupils. • May facilitate or cater for the weaker pupils about the project • Time constraints due to school activities and during the lesson time • Facilitates the pupils to complete the task efficiently • Low English proficiency • Give extra time to rehearse • Add extra note / guidance for weaker pupils • Teacher and pupils gain new experience during the making of the PBL • Pupils learn how to gather information and work as a group. • Pupils can widen their vocabulary and boost their self-confidence especially during the POL
105 Project-Based Learning Plan 9 School SK Lahad Datu IV Teacher Maha Dewi Binti Chaggah Year 5 Theme World of Knowledge Topic Unit 3: Wildlife Title Unique and Rare Animals Curriculum Content Main skill Complementary skill Content Standard: 2.1 Communicate simple information intelligibly Learning Standard: 2.1.4 Ask about and describe future plans 2.1.5 Describe people, places 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, places and objects using suitable statements Learning Objectives: By the end of the project, pupils will be able to: 1. talk about unique and rare species of animals. 2. describe some of the uniqueness of rare animals. 3. explain and give reasons for simple opinions. Cross-curricular Elements Environment Sustainability, Language and Value Moral Values Kindheartedness, love, cooperation, diligence, gratitude and courage Duration 15 August 2022 – 26 August 2022 (2 weeks) Resources SBELC document, Textbook, PBL Compilation Curriculum Questions Essential Question If you were to live in only a homo sapiens environment, is it going to be as exciting as your life now? Unit Question How to have a better world to live in the future? Content Questions 1) What is the definition of wild animals? 2) What are some examples of unique and rare wild animals? 3) Where do they live?
106 4) What are some of their basic features? 5) What makes them unique? (Choose a few as examples) 6) Why do they often expose to the danger of extinction? What can you do to help protect them (endangered species)? Project Timeline No. Date Activities 1. WEEK 1 [Planning & Implementation] 15 August 2022 - 19 August 2022 • Brainstorm with pupils on the essential and unit questions of the PBL. • Discuss related vocabulary and content questions to get pupils to think deeply about the topic (Year 5, Students Book Page: 34). • Divide pupils into groups (4-6 pupils in a group). • Pupils plan their next steps to get answers for the content questions listed for the PBL. • Pupils divide tasks between members • Pupils plan and decide their medium of presentation (diorama, scrapbook, Power Point Presentation etc). • Pupils are given the rest of the week to gather information and materials for their project (Our Mini Ocean / Our Mini Jungle). 2. WEEK 2 [Implementation & Presentation of Learning (POL)] 22 August 2022 - 26 August 2022 • Pupils do some simple research through the internet and get sufficient information about unique and rare animals to complete their tasks. • Pupils produce the model of their project. • They also refer to the rubric provided by the teacher to assess their own project. • Pupils prepare for Presentation of Learning (POL) by referring to the rubric. • Pupils do a rehearsal of the presentation. • Pupils do some corrections and finalization of their project. • Pupils do POL.
107 PBL Rubrics Speaking Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 2.1 Communicate simple information intelligibly 2.1.5 Describe people, places and objects using suitable statements 1. Talk about unique and rare species of animals. 2. Explain and give reasons for simple opinions. 1 Can describe people, places and objects using fixed phrases with a lot of support. 2 Can describe people, places and objects using basic statements with a lot of support. 3 Can describe people, places and things using suitable statements adequately. 4 Can describe people, places and things clearly using suitable statements with very few relevant details. 5 Can describe people, places and things clearly using suitable statements with some relevant details. 6 Can describe people, places and things creatively using suitable statements.
108 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, places and objects using suitable statements Describe some of the uniqueness of rare animals. 1 Can communicate basic and personal information as well as describe people, places and objects using fixed phrases with a lot of support. 2 Can communicate basic and personal information as well as describe people, places and objects using basic statements with a lot of support. 3 Can communicate basic and personal information as well as describe people, places and objects using suitable statements adequately. 4 Can communicate basic and personal information as well as describe people, places and objects using suitable statements with very few relevant details. 5 Can communicate basic and personal information as well as describe people, places and objects using suitable statements with some relevant details. 6 Can communicate basic and personal information as well as describe people, places and objects with a variety of relevant details.
109 Rubric for project Criteria 1 – Needs Improvement 2 - Adequate 3 - Good 4 – Excellent Content • Have only a basic understanding of content. • Not well organised. • Show a basic understanding of content. • Not so well organised. • Demonstrate a good understanding of the content. • Quite organised. • Demonstrate an in-depth understanding of content. • Very organised • Interesting. Quality • Model is not clear. • Model is clear but not all relevant to the content. • Model is clear and relevant to the content. • Model is clear and very relevant to the content. Language • Contain many grammar and spelling errors. • Contain some grammar and spelling errors. • Contain some grammar and minor spelling errors. • No grammar and spelling errors.
110 Rubric for POL Criteria 1 – Needs Improvement 2 - Adequate 3 - Good 4 – Excellent Delivery • No eye contact with the audience. • Entire information is read from notes. • Speaks in low volume and/or monotonous tone. • Not confident. • Minimal eye contact with the audience. • Reading information from the notes most of the time. • Speaks in uneven volume with little or no inflection. • Not so confident. • Consistent use of direct eye contact with the audience. • Still read information from the notes for some parts. • Speaks with a satisfactory variety of volume and inflection. • Quite confident. • Holds the attention of the entire audience with the use of direct eye contact. • Seldom look at information from the notes while presenting. • Speaks with fluctuation in volume and inflection to maintain audience interest. • Very confident. Content/ Organisation • Does not know much about the information presented. • Lack of details. • Know some of the information presented. • Attempts to define subject but still lack in details. • Understand and be able to explain the information presented. • Has a somewhat clear subject with some details. • Demonstrates full knowledge of the information presented. • Provides clear elaboration details. Communicative ability • Not fluent. • Very insecure and uneasy. • Message is largely unclear. • Moderately fluent. • Insecure and uneasy. • Message is somewhat clear. • Fluent. • Does not look insecure or uneasy. • Message is clear. • Very fluent. • Message is very clear. • Very confident and enthusiastic.
111 Scoring Sheet for POL: CLASS : GROUP : CRITERIA SCORE FOR PROJECT SCORE FOR POL OVERALL SCORES Content Quality Language Delivery Content / Organisation Communicative ability TOTAL SCORES Table of conversion: PERFORMANCE LEVEL SCORES 1 1-4 2 5-8 3 9-12 4 13-16 5 17-20 6 21-24
112 Artifacts PLANNING IMPLEMENTATION Pupils plan their next steps to get answers for the content questions listed for the PBL & start dividing tasks between group members. Pupils decide their theme and medium of presentation (Our Mini Ocean / Our Mini Jungle).
113 IMPLEMENTATION Pupils gather information and produce the model of their project. IMPLEMENTATION Pupils prepare for Presentation of Learning (POL) by referring to the rubric provided by the teacher.
114 POL Pupils do rehearsal of presentation. POL Pupils present their final product for assessment.
115 Benefits Aspects to be Improved Aspect Improvement HOTS - Pupils tend to imitate and apply the same medium of presentation (diorama) with other groups. The teacher should have prompted pupils to think outside the box and be more creative by sharing ideas of the final products that can actually be produced for the PBL (PowerPoint, Posters, Scrap Book & etc.) Time constraints - Pupils faced problems completing the project during lesson time Guide people to use the time efficiently such as doing group discussions through online group chat and allocating tasks based on their individual strength and ability. Free-riding - One or several members of a group contribute so little to the project Include qualitative peer feedback in grading system to stimulate pupils’ awareness • Help pupils develop their teamwork and problem-solving skill in more fun meaningful lesson • Inculcate pupils’ communicative skill with others through presentation of project • Boost pupils’ confidence in using the language effectively • Provide a platform for the pupils to elevate their levels of performance • Foster creativity among pupils
116 Project-Based Learning Plan 10 School SK Lahad Datu II Teacher Niehazatulusnah Hamid Isnin Year 6 Theme World of Knowledge Topic Unit 1: It’s an emergency! Title Coping with Natural Disasters Curriculum Content Main skill Complementary skill Content Standards: 3.3 Read independently for information and enjoyment 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media Learning Standards: 3.3.1 Read and enjoy A2 fiction/non-fiction print and digital texts of interest 4.3.2 Spell most high frequency words accurately in independent writing Content Standards: 1.2 Understand the meaning in a variety of familiar contexts 2.3 Communicate appropriately to a small or large group Learning Standards: 1.2.1 Understand with little or no support the main idea of longer simple texts on a range of familiar topics. 2.3.1 Narrate short basic stories, events and experiences. Learning Objectives: By the end of the project, pupils will be able to: 1) listen for information to complete tasks given. 2) communicate actively using appropriate parts of speech. 3) read for information in non-fiction materials 4) write in linear and/or non-linear ways to convey information using a range of media. 5) analyse, evaluate and create an appropriate model/plan for the topic chosen using appropriate media. Cross-curricular Elements STEM, Arts, Moral Moral Value Take responsibility towards improving the living quality of the society Duration 1 – 19 August 2022 (3 weeks)
117 Resources Academy Star Textbook, Y6 DSKP, Y6 S.O.W, YouTube, MalayMail etc Curriculum Questions Essential Question How to prepare for a natural disaster? Unit Question How can you help in living daily life with natural disasters? Content Questions 1. What is a natural disaster? 2. What is natural disaster-resistant construction? 3. What type of disaster do we have locally? 4. What preparation can we make before a disaster? 5. What is the effect of disaster to an/a i. individual ii. society 6. What is the best way to minimise the effect of natural disasters? 7. How can we live peacefully in a prone to natural disaster environment?
118 Project Timeline No. Date Activities 1 1 August – 3 August • Listen to: https://youtu.be/mr3Hc6yOrhg • Pupils rearranged chunks of passage according to the disasters they randomly choose. • In groups of 3-4 pupils will discuss and create a circle map on their selected natural disasters. • Conduct gallery walk with 1 stay 2 stray presentation strategy. 2 4 August – 5 August • Read : https://www.malaymail.com/news/malaysia/2022/03/11/metmalaysiawarns-of-flash-floods-until-mid-may-as-malaysia-goes-throughmo/2046879 • Answer comprehension questions. • In groups of 3-4 discuss and create a mind map on preparation for disaster. • Present your discussions. (1 stays, 3 stray) 3 8 August – 9 August • Watch videos on natural resistant constructions. Flood resistant design: https://youtu.be/QcKRoGVo9Dk Tornado resistant design: https://youtu.be/BhbobLKsPTY • Complete a worksheet. • In groups, sketch a natural disaster resistant design for a natural • disaster of your choice. • Present the design and its features orally. (Gallery walk) 4 10 August – 12 August • Watch a short video on Japan Pagoda design: https://youtu.be/uG37gQSvrf4 • Discuss on what is the best shape as a base in building a tower. • Create an earthquake-resistant tower using spaghetti and marshmallow. • Test and revise the design and record as a group presentation. 5 14 August – 15 August • Step 1: Choose a natural disaster and do a short research 1. What causes the _____? 2. Where can it happen? 3. Search for information on how to prepare for it and how to minimise its impact. • Step 2: Record finding inappropriate i-Think maps. • Step 3: Transfer the information into the chosen artifact. Pupils may do it using traditional or digital mediums.
119 6 16 August – 19 August • Step 4: Create a suitable artefact for a natural disaster-resistant construction that pupils think may be beneficial for society. • Step 5: Conduct POL. Pupils will have to talk about the natural disaster they have chosen and how the model/plan can help minimise its impact on individuals/society. PBL Rubrics Listening Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 1.2 Understand meaning in a variety of familiar contexts 1.2.1 Understand with little or no support the main idea of longer simple texts on a range of familiar topics Pupils are able to listen for information to complete tasks given. 1 Can display a minimal understanding of the main idea, specific information and details of longer simple texts and narratives with a lot of support. 2 Can display some understanding of the main idea, specific information and details of longer simple texts and narratives with a lot of support 3 Can display understanding of the main idea, specific information and details of longer simple texts and narratives with little or no support. 4 Can understand the main idea, specific information and details of longer simple texts and narratives independently. 5 Can understand the main idea, specific information and details of longer simple texts and narratives independently. 6 Can display understanding of the main idea, specific information and details of longer simple texts and narratives independently
120 Speaking Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 2.3 Communicate appropriately to a small or large group 2.3.1 Narrate short basic stories, events and experiences Pupils are able to communicate actively using proper grammar . 1 Can narrate short stories, events and experiences with difficulty even with a lot of support. 2 Can narrate short stories, events and experiences with a lot of support 3 Can narrate short stories, events and experiences adequately. 4 Can narrate short stories, events and experiences clearly at an appropriate pace. 5 Can narrate short stories, events and experiences with clear diction and articulation. 6 Can display exemplary models of language use and guide others.
121 Reading Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 3.3 Read independently for information and enjoyment 3.2.2 Understand specific information and details of simple longer texts Pupils are able to read for information and enjoyment in non-fiction materials. 1 Can read A2 fiction or nonfiction print and digital texts of interest haltingly with a lot of support. 2 Can read A2 fiction or nonfiction print and digital texts of interest at a slower pace with a lot of support. 3 Can read and understand a range of A2 fiction or non-fiction print and digital texts of interest by responding adequately to given tasks. 4 Can read and understand a range of A2 fiction or non-fiction print and digital texts of interest by responding clearly to given tasks most of the time. 5 Can read and understand a range of A2 fiction or non-fiction print and digital texts of interest by responding clearly to given tasks with ease. 6 Can read fluently and understand a range of A2 fiction or nonfiction print and digital texts of interest.
122 Writing Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media 4.3.2 Spell most high frequency words accurately in independent writing Pupils are able to write in linear and/or nonlinear ways to convey information using a range of media. 1 Can display minimal ability to spell words and use punctuations in independent writing as well as connect sentences into two paragraphs with a lot of support 2 Can spell words and use punctuations in independent writing as well as connect sentences into two paragraphs with a lot of support 3 Can spell words accurately and use punctuations in independent writing as well as connect sentences into two coherent paragraphs or more 4 Can spell words accurately and use punctuations in independent writing as well as connect sentences into two coherent paragraphs or more with very few relevant details. 5 Can spell words accurately and use punctuations in independent writing as well as connect sentences into two coherent paragraphs or more with some relevant details 6 Can produce and modify a plan or draft of two paragraphs or more in response to feedback with a variety of relevant details.
123 Learning Process Gallery Walk
124 Artifacts Sketch a natural disaster-resistant design
125 Earthquake-resistant tower using spaghetti and marshmallow
126 Presentation of Learning Classroom presentation on the design of Natural Disaster Resistance Design in Minecraft
127 Video Presentation on the design of Natural Disaster Resistance Design in Roblox
128 Benefits ● Encourages HOTs in pupils in finding solutions to issues in society. ● Inculcating interest in STeMs through games. ● Fostering independent learning through project research. ● Creating an open learning environment. Aspects to be Improved Aspect Improvement The audio for the topic introduction is lengthy. Shortened the audio by cutting and limiting the number of disasters introduced. Pupils are not familiar with i-Think maps. Provide a template and introduce the function of the i-Think map which will be used before conducting the activity. Some pupils find the time for the project is too short. Provide extra time for pupils that require it and suggest simpler project outcomes so as not to burden the pupils.
129 Project-Based Learning Plan 11 School SK Silabukan Teacher Valendretta Sandhu Year 6 Theme World of Knowledge Topic Unit 1: It’s an emergency! Title Coping with Natural Disasters Curriculum Content Main skill Complementary skill Content Standards: 3.3 Read independently for information and enjoyment 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media Learning Standards: 3.3.1 Read and enjoy A2 fiction/non-fiction print and digital texts of interest 4.3.2 Spell most high frequency words accurately in independent writing Content Standards: 1.2 Understand the meaning in a variety of familiar contexts 2.3 Communicate appropriately to a small or large group Learning Standards: 1.2.1 Understand with little or no support the main idea of longer simple texts on a range of familiar topics. 2.3.1 Narrate short basic stories, events and experiences. Learning Objectives: By the end of the project, pupils will be able to: 1) listen for information to complete tasks given. 2) communicate actively using appropriate parts of speech. 3) read for information in non-fiction materials 4) write in linear and/or non-linear ways to convey information using a range of media. 5) analyse, evaluate and create an appropriate model/plan for the topic chosen using appropriate media. Cross-curricular Elements STEM, Arts, Moral Moral Value Took responsibility towards improving the living quality of the society Duration 1 – 19 August 2022 (3 weeks)
130 Resources Academy Star Textbook, Y6 DSKP, Year 6 S.O.W, YouTube, Malay Mail Curriculum Questions Essential Question How to prepare for a natural disaster? Unit Question How can you help in living daily life with natural disasters? Content Questions 1. What is a natural disaster? 2. What is natural disaster-resistant construction? 3. What type of disaster do we have locally? 4. What preparation can we make before a disaster? 5. What is the effect of disaster to an/a i. individual ii. society 6. What is the best way to minimise the effect of natural disasters? 7. How can we live peacefully in a prone to natural disaster environment?
131 Project Timeline No. Date Activities 1 1 August – 3 August • Listen to: https://youtu.be/mr3Hc6yOrhg • Pupils rearranged chunks of passage according to the disasters they randomly choose. • In groups of 3-4 pupils will discuss and create a circle map on their selected natural disasters. • Conduct gallery walk with 1 stay 2 stray presentation strategy. 2 4 August – 5 August • Read: https://www.malaymail.com/news/malaysia/2022/03/11/metmalaysiawarns-of-flash-floods-until-mid-may-as-malaysia-goes-throughmo/2046879 • Answer comprehension questions. • In groups of 3-4 discuss and create a mind map on preparation for disaster. • Present your discussion. (1 Stays, 3 Stray) 3 8 August – 9 August • Watch videos on natural resistant constructions. Flood-resistant design: https://youtu.be/QcKRoGVo9Dk Tornado-resistant design: https://youtu.be/BhbobLKsPTY • Complete a worksheet. • In groups, sketch a natural disaster-resistant design for a natural • disaster of your choice. • Present the design and its features orally. (Gallery walk) 4 10 August – 12 August • Watch a short video on Japan Pagoda design: https://youtu.be/uG37gQSvrf4 • Discuss what is the best shape as a base in building a tower. • Create an earthquake-resistant tower using spaghetti and marshmallow. • Test and revise the design and record it as a group presentation. 5 14 August – 15 August • Step 1: Choose a natural disaster and do a short research 1. What causes the _____? 2. Where can it happen? 3. Search for information on how to prepare for it and how to minimise its impact. • Step 2: Record finding inappropriate i-Think maps. • Step 3: Transfer the information into the chosen artifact. Pupils may do it using traditional or digital mediums.
132 6 16 August – 19 August • Step 4: Create a suitable artefact for a natural disaster-resistant construction that pupils think may be beneficial for society. • Step 5: Conduct POL. Pupils will have to talk about the natural disaster they have chosen and how the model/plan can help minimise its impact on individuals/society. PBL Rubrics Listening Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 1.2 Understand meaning in a variety of familiar contexts 1.2.1 Understand with little or no support the main idea of longer simple texts on a range of familiar topics Pupils are able to listen for information to complete tasks given. 1 Can display minimal understanding of the main idea, specific information and details of longer simple texts and narratives with a lot of support. 2 Can display some understanding of the main idea, specific information and details of longer simple texts and narratives with a lot of support 3 Can display an understanding of the main idea, specific information and details of longer simple texts and narratives with little or no support. 4 Can understand the main idea, specific information and details of longer simple texts and narratives independently. 5 Can understand the main idea, specific information and details of longer simple texts and narratives independently. 6 Can display understanding of the main idea, specific information and details of longer simple texts and narratives independently
133 Speaking Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 2.3 Communicate appropriately to a small or large group 2.3.1 Narrate short basic stories, events and experiences Pupils are able to communicate actively using proper grammar . 1 Can narrate short stories, events and experiences with difficulty even with a lot of support. 2 Can narrate short stories, events and experiences with a lot of support 3 Can narrate short stories, events and experiences adequately. 4 Can narrate short stories, events and experiences clearly at an appropriate pace. 5 Can narrate short stories, events and experiences with clear diction and articulation. 6 Can display exemplary models of language use and guide others.
134 Reading Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 3.3 Read independently for information and enjoyment 3.2.2 Understand specific information and details of simple longer texts Pupils are able to read for information and enjoyment in non-fiction materials. 1 Can read A2 fiction or nonfiction print and digital texts of interest haltingly with a lot of support. 2 Can read A2 fiction or nonfiction print and digital texts of interest at a slower pace with a lot of support. 3 Can read and understand a range of A2 fiction or non-fiction print and digital texts of interest by responding adequately to given tasks. 4 Can read and understand a range of A2 fiction or non-fiction print and digital texts of interest by responding clearly to given tasks most of the time. 5 Can read and understand a range of A2 fiction or non-fiction print and digital texts of interest by responding clearly to given tasks with ease. 6 Can read fluently and understand a range of A2 fiction or non-fiction print and digital texts of interest.
135 Writing Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media 4.3.2 Spell most high frequency words accurately in independent writing Pupils are able to write in linear and/or nonlinear ways to convey information using a range of media. 1 Can display minimal ability to spell words and use punctuations in independent writing as well as connect sentences into two paragraphs with a lot of support 2 Can spell words and use punctuations in independent writing as well as connect sentences into two paragraphs with a lot of support 3 Can spell words accurately and use punctuations in independent writing as well as connect sentences into two coherent paragraphs or more 4 Can spell words accurately and use punctuations in independent writing as well as connect sentences into two coherent paragraphs or more with very few relevant details. 5 Can spell words accurately and use punctuations in independent writing as well as connect sentences into two coherent paragraphs or more with some relevant details 6 Can produce and modify a plan or draft of two paragraphs or more in response to feedback with a variety of relevant details.
136 Learning Process Gallery Walk
137 Artifacts Sketch a natural disaster-resistant design Earthquake-resistant tower using spaghetti and marshmallow
138 Natural disaster-resistant design using games apps
139 Benefits • Teachers and pupils enjoy themselves during the learning process. • All pupils are given equal chances to take part in the PBL. • Pupils can expand their communication outside the classroom by using game apps. 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. • Not enough time in doing the artifacts during the lesson time. • Guide pupils to produce the artifacts after school hours. • Guide pupils to work and collaborate with each other to increase their efficiency. • 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.
140 Project-Based Learning Plan 12 School SK Jeroco Teacher Wan Shafika Binti Omar Year 6 Amanah Theme World of Self, Family & Friends Topic Unit 1: It’s an Emergency Title Survival Skills Curriculum Content Main Skill Complementary Skill Content Standards: 4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media 2.3 Communicate appropriately to a small or large group Learning Standards: 4.3.3 Produce a plan or draft of two paragraphs or more for a familiar topic and modify this appropriately in response to feedback 2.3.1 Narrate short stories, events, and experience Content Standards: 1.2 Understand meaning in a variety of familiar contexts 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Learning Standards: 1.2.2 Understand with little or no support specific information and details of longer simple texts on a range of familiar topics 3.2.2 Understand specific information and details of simple longer texts Learning Objectives： By the end of the project, pupils will be able to: 1) plan, produce and display their products using suitable media 2) tell the sequence of events during a natural disaster 3) answer stimulus-related questions correctly 4) transfer information into i-Think maps/ mind maps Cross-curricular Elements Environmental Sustainability, Values, Science & Technology, ICT, Creativity and Innovation Moral Value Be prepared to handle emergency Duration 28 June – 14 July 2022 (3 weeks) Resources Academy Stars, English Year 5 Textbook, Year 6 SOW, DSKP, YouTube Curriculum Questions Essential Question Can we survive natural disasters? Unit Question How can we survive natural disasters?
141 Content Questions 1. What are natural disasters? 2. In what way do natural disasters affect our life? 3. How do you feel if you are involved in a natural disaster? 4. How do you cope with the result of a natural disaster? 5. Are natural disasters man-made? 6. How do you prevent a natural disaster from happening? 7. What skill(s) do you think are important for you to survive a natural disaster?
142 Project Timeline No Date Activities 1 28 June • Teacher elicits pupils’ responses based on the picture shown. • Pupils watch a video – Why do floods happen? • Teacher elicits responses and answers based on the video. Why do floods happen? • Teacher uses TPR activity to assess pupils’ answers. For example: Teacher asks questions related to videos and provides multiplechoice (2 or 3) answers. Pupils stand in line based on the answer chosen. Source: https://youtu.be/Qe350nm_odA 2 29 June • Teacher initiates the lesson with a riddle. • Teacher reviews previous lesson. • Teacher sets a purpose for reading the text. Pupils identify the definition, cause(s) and effect(s) of three natural disasters. • Pupils read and transfer the information into suitable i-Think maps/ mind maps. Source: Text adapted from KSSR English Textbook Year 5. 3 30 June – 5 July • Pupils select a natural disaster they wish to study. • Flipped Classroom – Pupils search for information regarding the disaster (sequence of events, cause, effect, ways to prevent or ways to manage etc.) to answer the curriculum questions. • Pupils complete a given template based on the information collected. • Teacher scaffolds pupils whenever necessary. 4 6 July – 8 July • Pupils transfer the information into a scrapbook, poster, PowerPoints, or other suitable artifacts. • Pupils are encouraged to use suitable i-Think maps. 5 12 July – 14 July • Pupils prepare for a Presentation of Learning (POL) of their chosen artifact(s). • Pupils execute POL and revise presentation based on feedback(s). 6 14 July • Pupils reflect on their learning content and experiences. • Pupils refine their POL. • Teacher provides final feedback(s).
143 PBL Rubrics Listening Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 1.2 Understand meaning in a variety of familiar contexts 1.2.2 Understand with little or no support specific information and details of longer simple texts on a range of familiar topics Understand specific details when listening to texts on familiar topics 1 Can display minimal understanding of the main idea, specific information and details of longer simple texts with a lot of support. 2 Can display some understanding of the main idea, specific information and details of longer simple texts and narratives with a lot of support. 3 Can display an understanding of the main idea, specific information and details of longer simple texts and narratives with little or no support. 4 Can understand the main idea, specific information and details of longer simple texts and narratives independently. 5 Can understand the main idea, specific information and details of longer simple texts and narratives independently. 6 Can display understanding of the main idea, specific information and details of longer simple texts and narratives independently.
144 Speaking Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 2.3 Communicate appropriately to a small or large group 2.3.1 Narrate short basic stories, events and experiences Communicate information, events and stories clearly to an audience 1 Can narrate events of natural disaster and personal experiences in completing the project with difficulty even with a lot of support. 2 Can narrate events of natural disaster and personal experiences in completing the project with a lot of support. 3 Can narrate events of natural disaster and personal experiences in completing the project adequately. 4 Can narrate events of natural disaster and personal experiences in completing the project clearly at an appropriate pace. 5 Can narrate events of natural disaster and personal experiences in completing the project with clear diction and articulation. 6 Can display exemplary model of language use and guide others.
145 Reading Rubric Content Standards Learning Standards Learning Objectives Performance Standards Performance Level Descriptors 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies 3.2.2 Understand specific information and details of simple longer texts Understand specific details in a variety of text types on familiar topics 1 Can display minimal understanding of the main idea, specific information and details of simple longer texts with a lot of support. 2 Can display some understanding of the main idea, specific information and details of simple longer texts with a lot of support. 3 Can understand the main idea, specific information and details of simple longer texts by responding adequately to given tasks. 4 Can understand the main idea, specific information and details of simple longer texts by responding clearly to given tasks most of the time. 5 Can understand the main idea, specific information and details of simple longer texts by responding clearly to given tasks with ease. 6 Can understand the main idea, specific information and details of simple longer texts by responding creatively to given tasks.