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LESSON PLAN (17) English
Subject
Form 1
Time
Theme 9:00am-9:15am
Topic
Focus Skill : People and Culture
L/S/R/W/Law/Lia
Complementary Skill Poem- News Break

Content Standard Literature in Action

Learning Standard Speaking 2.1 (content standard)
Communicate information, ideas, opinions and feelings
Learning Objectives intelligibly on familiar topics
Speaking 2.1.5 (learning standard)
Ask about and describe personality

Literature in Action 5.1
Engage with, respond to and interpret a variety of literary
text types

Literature in Action 5.1.1
Describe in simple language a character’s actions or
feelings and explain the reasons for them

At the end of the lesson, pupils should be able to :
1. Identify the action verbs in the poem.
2. Explain the main reason behind the actions shown
by the child in the poem.

Cross Curricular Elements Language

Teaching Materials 1. Poster A
2. Poster B
3. Poster C
4. Worksheet A
5. Markers
6. Literature component textbook
7. White board

Activities : Pre-Lesson (5 minutes)

i. Pre-Lesson ● Teacher greets the students and makes sure they
ii. Lesson Development are seated and ready to start.
iii. Post-Lesson
● Teacher takes out a picture ​and shows it to the
class ​(a picture of a boy reading his report
card)​(poster A)

● Teacher asks question about the picture-
- Do you know what the boy is reading?
- Why does he look scared?

● Teacher then takes out another picture ​(a picture
of a monster looking report card)​(poster B)

● Teacher asks questions about what they felt when
they needed to give their report cards to their
parents.

● Teacher introduce them the literature text,

“There’s a poem about this exact situation in your
literature component book, take it out and turn to
page 19. This poem is interesting because instead
of being scary, it is actually funny”

Lesson Development (10 minutes)

● Teacher reads the poem with the right intonations
and facial expression. While doing so, the teacher
must also mimic the actions that are present in the
poem.

● Teacher asks students to mimic her actions and
read the poem together.

● Teacher introduces the meaning of the poem and
tells them why the persona is suddenly so well
behaved. ​(the plot twist of the poem)

● Teacher introduce them to the phrase ​(t​ here is a
motive behind a good deed)

● Teacher hints that aside from the meaning of the
poem, the poem itself contains a lot of action
words.

● Teacher explains what action words are to the
students.

● Teacher asks the students to read the poem on
their own.

● Teacher gives the students ​worksheet A
● Students complete worksheet A.

Post-lesson (5 minutes)

● Discuss the answers for worksheet A. Teacher
gives feedback on students’ answers.

● Teacher concludes the lesson by asking students
about the list of verbs that they have extracted
from the poem ​(worksheet A).

● Teacher asks the students if their personality is
like the child in the poem.

● Lastly, the teacher motivates the students that
report cards shouldn’t be something to be scared
of. Report cards can help them keep track of their
performance and help them improve.

● Teacher shows a picture of a comic where
showing report cards to parents isn't a scary thing.

(poster C)

● Teacher bids farewell.

Differentiation Strategies
Teacher’s Reflection

POSTER A

POSTER B

POSTER C

WORKSHEET A