Digital PortfolioLesson PlanEDUP3123i PedagogyFernanda ChristianusPISMP TESL SK 23/ 28050419-12-11582024062440096
3E (Engage, Enhance, Extend)The lesson applies the 3E model to enhance learning and promotedeep understanding. In the Engage stage, students pick a foodpicture from a box and describe it using known adjectives, whilean interactive Canva slide introduces the Malaysian food pyramidthrough combined visuals and text to activate prior knowledge andcuriosity. During Enhance, technology supports deeperunderstanding by presenting content efficiently with images andtext, allowing students to analyze, compare, and apply informationduring both the presentation and production stages. Finally, inExtend, students create a group food book, drawing foods,selecting adjectives, and writing descriptive sentences, whichreinforces learning, fosters creativity, and encourages criticalthinking, reflection, and meaningful application of knowledge(Kolb, 2013).Inquiry CycleThe Inquiry Cycle is integrated throughout the lesson to guide students inactively exploring questions, applying knowledge, and reflecting onlearning, encouraging understanding rather than rote memorization. Thiscycle structures learning, motivates students, and helps them graduallybuild understanding by producing meaningful work (Pedaste et al., 2015).The teacher prompts why the food pyramid is structured theway it is and connects it to descriptive adjectives.Students respond to divergent questions during the presentationand practice stages, applying what they have learned andreceiving feedback to clarify misunderstandings.Students produce a group food book, using adjectives to describefoods and constructing their own sentences.Students collaborate in groups, share ideas, and present their foodbooks to the class for feedback.Students complete exit tickets, recalling and evaluating whatthey have learned.InvestigateAskCreateDiscussReflectPEDAGOGICAL CAPACITY FOR DEEP LEARNING
PEDAGOGICAL CAPACITY FOR DEEP LEARNINGEngagement ModeLThe Engagement Model fosters a learning environment where studentsactively participate rather than passively receive information. Itemphasizes purposeful and meaningful tasks that make learningrelevant to students’ experiences (Han, 2021). Throughout the lesson,students are encouraged to share their ideas through teacherquestioning, promoting thinking and participation. Collaboration isemphasized during the practice and production stages, where studentswork in groups, discuss ideas, and build teamwork skills. The lessonbecomes personally meaningful as students create their own foodbook, integrating new knowledge with prior understanding. Finally,reflection allows students to recall, evaluate, and consolidate theirlearning, supporting deeper understanding, motivation, and ongoinggrowth. This model ensures learners are engaged cognitively, socially,and creatively.INTEGRATION OF 6C’S COMPETENCIESThe 6 Competencies are crucial as they promote holistic development,enabling students to gain knowledge while balancing thinking,communication, application, creativity, and values (Bulkis, 2025). Whenintegrated into the lesson, the 6Cs encourage students to move beyondmemorization to understand, apply, and create knowledge. In thislesson, five competencies are emphasized: Critical Thinking, asstudents apply knowledge by connecting it to real life, such as creatinga food book; Communication and Collaboration, as they work ingroups, share ideas, and appreciate diverse perspectives; Creativity,as they produce their own product; and Citizenship, as they learnabout the Malaysian food pyramid, fostering social and personalresponsibility and understanding healthy eating habits.
PEDAGOGICAL APPROACH AND RATIONALEApproachThe lesson employs an integrated approach, where English iscombined with Health Education through the food pyramid to introduceadjectives. This allows students to see connections between knowledgeareas and everyday life, making learning more meaningful. As studentsare already familiar with food tastes and textures, understanding andusing adjectives becomes easier (MOE Singapore, 2025).StrategyThe lesson also follows a material-centred strategy, where learning isguided by structured resources such as worksheets in the practicestage and the food book in the production stage. This ensures essentialcontent is covered and provides clear guidance for students.Learning StyleFinally, blended learning is integrated, combining face-to-faceinstruction with digital tools. During practice, students complete aninteractive online worksheet, dragging answers to fill in blanks.Immediate feedback from the platform reinforces understanding,promotes engagement, and supports independent learning (KarolinskaInstitute Staff Portal).
RATIONALE FOR TECHNOLOGY USETPACK FrameworkThe lesson demonstrates the TPACK framework, integrating content,pedagogy, and technology to enhance learning. The choice oftechnology, such as the Smart TV, Canva interactive food pyramid,Genially storybook, and AnyFlip e-book, supported the integratedapproach, allowing English and Health Education content to connectmeaningfully. It also reinforced the material-centred strategy, providingstructured resources for practice and production, guiding studentsstep-by-step. Additionally, technology enabled blended learning,combining face-to-face instruction with digital tools that offeredimmediate feedback, interactive engagement, and collaborativeopportunities. By aligning technology with pedagogy and content, thelesson effectively deepened understanding, encouraged creativity, andpromoted active, meaningful learning experiences (Qasem &Viswanathappa, 2016).
Subject EnglishTopic Eating RightDate 13 November 2025Time 7.30 AM - 8.30 AMYear 4 AbagosNumber of Students 36Language Focus Grammar: AdjectivesLanguage SkillMain: ReadingComplimentary: WritingIntegrated SubjectHealth Education(Unit 12: Healthy Eating)Lesson Plan
Stage ExplanationSetInduction(± 5 Minutes)1.Teacher displays the adjective word bank on the SmartTV.2.Teacher plays the song “Blue” by Yung Kai.3.While the song plays, students pass around the MysteryFood Box.4.When the song stops, the student holding the box takesout one picture card.5.The student will name the food aloud and choose twoadjectives from the word bank to describe the food.6.The teacher confirms or corrects the adjectives. Correctanswers earn a candy.7.The activity will be repeated five times.8.After the activity, the teacher clearly explains the lessonobjectives.Technological Integration:Smart TV, Canva, YoutubeApplication:Word Bank on CanvaBlue by Yung Kai on Youtube:https://www.youtube.com/watch?v=4adZ7AguVcw&list=RD4adZ7AguVcw&start_radio=1
Stage ExplanationPresentation(± 15Minutes)1.Teacher opens a Canva interactive Malaysian FoodPyramid on the Smart Tv.2.Teacher explains the meaning of adjective.3.Each level is clickable and reveals three foods withadjectives describing them (e.g., rice – chewy, apple –juicy, chicken – tender).4.Teacher invites students to read along the sentencescontaining adjectives.5.Teacher ask students to identify the adjectives in thesentences.6.Teacher explains the meaning of the adjectives in thesentences.7.Teacher writes down all the adjectives on the whiteboardaccording to the level in the food pyramid.8.Pupils then are encouraged to give their own examples offoods and adjectives (e.g.,“banana – sweet,” “bread –soft”).9.Teacher ask the students to read all the adjectives on theboard and briefly explain the meaning.6Cs Integration:Citizenship, Communication, Critical ThinkingTechnology Integration:Canva Sites and Smart TVAssessment As Learning Tool:Questioning Checklisthttps://docs.google.com/document/d/1rIU3vvdcOo6ZucSpxKBNbkPnuX5WdUxum_MMOoNfdkM/edit?usp=sharingTeaching Materials:Malaysian Food Pyramidhttps://sitimuhaljamaluddin.my.canva.site/malaysian-foodpyramid
Stage ExplanationPractice(± 15Minutes)1.Pupils work in groups of eight.2.Each group receives a storybook showing the four levelsof the Malaysian Food Pyramid.3.Pupils fill in the blanks in the storybook using threeadjectives written on the board for each level (e.g., rice –soft, apple – juicy).4.After completing the storybook, the teacher displays aninteractive digital version on the smartboard.5.Pupils are asked to read their answers in groups. Theycheck and discuss their answers together while theteacher reveals the correct adjectives.6Cs Integration:Collaboration, communication, critical thinkingTechnology Integration:Smart TV, Interactive Storybook using Genially platform,Online timerAssessment As Learning Tool:Fill in the blanks questionsTeaching Materials:Interactive Storybook on Genially:https://view.genially.com/69134d32b52aa7aefbdc5c2a/interactive-content-aminas-day-with-foodOnline Timer:: https://www.onlinestopwatch.com/eggtimer-countdown/
Stage ExplanationProduction(± 20Minutes)1.The teacher divides the class into eight groups. Eachgroup receives one blank “Food Book” template:2.Students work together to add more food items thatmatch the given adjectives.3.They draw the food items in the Food Book and writesentences using the adjectives correctly (e.g.,“The appleis sweet and juicy.”).4.The teacher displays a completed sample Food Bookuploaded in AnyFlip on the SmartTV to guide students onhow to organise their drawings and sentences.5. The teacher sets an online timer and displays it on theSmartTV. Students use the timer to manage their workand stay focused.6.When time is up, each group presents their completedFood Book with the class, briefly explaining their drawingsand sentences.6C inclusion:Creativity, Collaboration, Communication, Critical thinkingTechnological integration:SmartTV, Anyflip E-Book, Online TimerAssessment as Learning Tool:Food Book (Adjective sentence booklet)Application:Anyflip E-Book: https://anyflip.com/bunwq/orwu/Online Timer: https://www.onlinestopwatch.com/sensory-timers/sunset/full-screen/#Materials:Food Book Printable Template:https://www.canva.com/design/DAG4f35wO2c/pDHaUmEhQ0Rei9dEiBzYUQ/edit?utm_content=DAG4f35wO2c&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
Stage ExplanationClosure(± 5 Minutes)1.Each student receives an exit ticket containing thefollowing questions:What food did you talk about today?What adjectives did you use to describe that food?Write one sentence about your favourite food using anadjective.Do you understand adjectives now?2.Students complete the exit ticket individually beforeleaving the class.3.After everyone has finished, the teacher invites a fewstudents to stand and share their answers, highlightingwhat they learned about using adjectives to describefood.Materials:Exit Ticket Template:https://www.canva.com/design/DAG4f6pzwl0/juzPTMcCdlUhw8lNy8q7ag/edit?utm_content=DAG4f6pzwl0&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
References