AINA MADIA BINTI OMAR

LGA 3102

920206-02-5556

DAILY LESSON PLAN

Subject

: Language Arts

Date/Day

: 18 Mac 2013/Monday

Time/Duration

: 8.00-9.00 am (1 Hour)

Class

: 3 Innovative

Number of Students

: 30

Students Level

: Advanced

Theme

: World of Story

Topic

: Its Story Time

Focused Skill

: Reading

Integrated Skills

: Listening, Speaking, Writing

Curriculum Specifications

: 1.1.2 Able to listen to and enjoy stories

1.1.3 Able to listen to, say aloud and recite rhymes, tongue
twisters and sing songs paying attention to pronunciation,
rhythm and intonation.
2.3.1 Able to read for information and enjoyment with
guidance: (a) fiction
4.2.1 Able to respond to: (a) characters in stories with
guidance.
4.3.2 Able to perform with guidance based on: poems.

General Objective

: By the end of the lesson, pupils should be able to read poem

and enjoy the tongue twister.

AINA MADIA BINTI OMAR

LGA 3102
Specific Objectives

920206-02-5556

: By the end of the lesson, pupils should be able to read and

enjoy the poem, respond to the character in the poem and
enjoy performing the tongue twister.

Educational Emphasis
CCTS

: Generating ideas, identifying, drawing mental pictures.

Grammar

: Wh questions

Vocabulary

: Batter, butter, better, bitter.

Teaching Aids

: Video Clip, Power Point Slide, text of Betty Botter, text of Betty
Botter with illustration, worksheet, LCD Projector, cue cards.

Moral Values

: Courage accountablity, diligence dedicated to work,

cooperation.

Previous Knowledge

: Pupils have learnt about reading aloud and nursery rhymes in

the previous lesson.

AINA MADIA BINTI OMAR

LGA 3102
STEP

920206-02-5556

TEACHING & LEARNING ACTIVITIES

REMARKS

1. Teacher shows the pictures of batter

o

Teaching Aids
PPT Slides pictures of

are going to learn based on the

batter and batter.

LCD Projector

pictures shown.
3. Teacher then explain that they are

and butter to the pupils.

2. Pupils are asked to guess what they

Pictures
(i)
batter

going to learn about poem that is

related to the pictures presented.
(ii)

Set

butter

Induction
5 Minutes
Aesthetic, open-ended

questions e.g.
(i)
What is this?
(ii)
Have you ever seen
(iii)

them before?
Can you guess what

(iv)

will we learn today?

Are we going to learn
about food?

Pre
reading

1. Teacher explains that they are going

15

to listen to a poem.
2. Next, teacher plays the video clip of

Minutes

the nursery rhyme, and pupils are

Teaching Aids
PPT Slide text of Betty

o
o

Botter
LCD projector
Video clip Nursery rhyme

asked to listen to the poem song.

3. Teacher then sing the poem together
4.

with the pupils.

Afterwards, pupils are asked to sing

the poem themselves.

5. Then, teacher will ask questions to
the pupils based on the poem of
Betty Botter they have just read and
sung.
6. Lastly, teacher will explain briefly
about the poem.

of Betty Botter
o

Teacher will read aloud the

poem.
o Example of Wh-questions
(i)
Who is in the poem?
(ii)
What is she doing?
(iii)
What happened to her
(iv)

butter?
What she needs for her

(v)

batter?
Why did she need

(vi)

better butter?
What did she do to

AINA MADIA BINTI OMAR

LGA 3102

920206-02-5556
make her batter
better?
o Teachers explanation:
(i)
main idea of the poem
e.g. Betty needs
some better butter in
order to make her
batter taste better.
Name of the poem

(ii)

nursery rhyme.
While
reading
20
Minutes

1. Teacher shows the text of Betty

Botter from the Power Point slide to
the pupils.
2. Teacher reads the poem with correct
enjambement.
3. Teacher guides pupils to read the
text line by line.
4. Then, pupils are asked to read again
together with the teacher.
5. Teacher distributes the text of Betty
Botter to each pupil.
6. Teacher divides the class into six
groups.
7. Teacher explains to the class that
they are going to play tonguetwister game, and pupils need to

o
o

Teaching Aids
Texts of Betty Botter.
Cue cards with letters A,
B, C, D, E, and F.

Teachers instructions on

(i)

how to play the game:

We are going to play

(ii)

tongue-twister.
Teacher will put you all

(iii)

in six groups.
All groups will have to
send a representative

(iv)

get a letter, and your

read their lines according to the

group will read the

letters that have been marked in the

lines that marked with

text given.
8. Then, each group is asked to send a

the same letter you

got while drawing the

representative to draw vote to

determine which letters they will
get.
9. Each group will be given two lines

to draw vote.
Each of your group will

(v)

vote.
While playing, the
group that teacher
finds the most fluent,

from the nursery rhyme to play the

tongue-twister.
10.After that, teacher shows how to

not stutter and alert

read the poem as tongue-twister.

11.Teacher begins with the first round

considered as the

game, and then proceed with the

with their turns

winner.
Every two lines of the

AINA MADIA BINTI OMAR

LGA 3102

920206-02-5556

second round.
12.The second round is played twice.
13.The fastest, and the non-stammer

poem has been marked

with the letters A, B, C, D,

group will win the game.

14.To finish, teacher will ask pupils to

E and F.
These letters will be the

do tongue-twister as a whole class.

15.Next, teacher will ask questions

name for each group.

These group will play

tongue-twister game.
Each group will read their

about whether the pupils realize

about the existence of the rhyming

lines based on the cue

words in the poem.

16.Pupils are then asked to circle the
rhyming words in their own text
which has been given earlier.
17.In the same group, teacher will

cards raised by the

o

will raised the cards

following the sequence

check whether the pupils circle the

correct word.
18.Lastly, teacher will explain that the
similar sound words are rhyme.

teacher.
First round the teacher

A to F
Second round A, D, B, E,

C and F.
Example of teachers

(i)

questions:
Do you realize that
there are few words
with similar sound?
Can you identify the

(ii)

words?
Post
reading
15 Minutes

1. Teacher distributes the illustrated

text of Betty Botter to each pupil.
2. Teacher explains that they are going

the illustrations.

to do an activity which is related to

the previous poem by using the
illustrated text given.
3. Pupils are asked what they can see
from the illustration of the text.
4. Next, teacher will ask pupils to circle
the things that they feel needed by
Betty.
5. Once done, teacher will randomly
select a few pupils to present what
they have circled.
6. Teacher will asked why they choose
the thing they have circled.

Teaching Aid
Text of Betty Botter with

o Example of questions:
(i)
What can you see from
the picture?
Who do you think is the

(ii)
(iii)
o

lady with the bowl?

What is she doing?
Example of teachers
questions after they
done circling the things
needed by Betty:
(i)
Can you show to
the class what

AINA MADIA BINTI OMAR

LGA 3102

920206-02-5556

7. Lastly, teacher will discuss with

you have

pupils about the things that Betty

circled?
Why do you

(ii)

has on the table by asking them

think those you

questions before teacher gives

have circled are

appropriate answers that suits the

needed by

things.

Betty?
o

Example of teachers
questions during
discussion:
(i)
What do you
think is in the
(ii)

bottle?
What is probably

(iii)

in the jar?
What is in the
bowl held by

(iv)

Betty?
What did she use
to stir the
batter?

Closure
5 Minutes

1. Teacher discusses moral values

of the story before the class

Teaching Aid
o Worksheet fill in
the blanks of the

ends.
2. Teacher gives homework.
3. The answers of the homework

missing words in the

story of Betty

will be discussed in the next

lesson.

Botter.
Example of moral
values discussed:
(i)
We have to
be earnest in
anything we
(ii)

do.
We must be
accountable
of what we
are working

AINA MADIA BINTI OMAR

LGA 3102

920206-02-5556
on, do not
take things
for granted
e.g. if the
butter is
bitter, it is our
responsibility
to change it
with the
better one.