Subject

English

Class

4M

Time

8.45 a.m. 9.45. p.m. (Thursday)

Date

12th October 2016

Topic

Sounds

Title

Sounds like Magic by Celia Warren

Enrolment

40 pupils

Proficiency Level

Advanced

Theme

World of stories

Module

Language Arts

Content Standard

Learning Standard

4.1 By the end of the 6-year primary schooling, pupils will be

able to enjoy and appreciate rhymes, poems and songs.
4.3 By the end of the 6-year primary schooling, pupils will be able
to plan, organize and produce creative works for enjoyment.

Lesson Objectives

4.1.2 Able to sing songs and recite jazz chants and poems with
correct stress, pronunciation, rhythm and intonation
4.3.2 Able to plan, prepare and participate in a performance with
guidance based on literary works

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

i.
ii.

Produce 4 sounds using the materials that being mentioned inside the poem.
Create an orchestra of sounds using the materials that being stated inside the poem.

Educational emphasis:

Verbal Linguistic

Interpersonal

Musical

Higher Order Thinking Skills

Creativity, application and evaluation.

Values and citizenship

Be creative and imaginative.

Multiple intelligences

Language content

Nouns

Seashell, waves, eggshell, chick, teacup.

Verbs

Rushing, pecking, hatching, pounding, booming.

Previous knowledge : Pupils may have known the objects that being mention in the poem.
Anticipated problem : Pupils may not know the meaning of certain words in the poem.
Proposed solution

: Teacher shows the meaning of the words to the pupils using e-dictionary

Resources

: PowerPoint slides, pictures, speakers, task sheet and LCD projector

Stage/time
Set induction
(+5 minutes)

Content

Teaching-learning
Rationale
Remarks
activity
Guess the sounds activity
1. T plays the sounds To arouse pupils Recorded audio
and pupils are to
curiosity on the Speakers
1. Giant voice
guess
what
the
Laptop
lesson.
2. Thunder roar
sounds are.
To introduce the
3. Rushing waves
2.
T
prompts
questions
4. Horses hooves
lesson for the
to the pupils about the
day.
sounds
that
they
Questions:
heard earlier using
interrogative questions
1. What sound did you hear?
what
2. What was your feeling
st
when you heard the 1 and
the 2nd sound?
3. How about the 3rd and the
4th sound?

Presentation
(+10 minutes)

Vocabulary
-rushing
-pecking
-hollow
-hooves
Questions

1. T flashes the text on

the board and asks the
pupils to go through the
poem for few minutes
to find any difficult
words.

2. T
highlights
the
unfamiliar words found
in the text.

1. What were the objects that

3. T then shows the
the poet found?
meaning of each word
2. When the poet listened to
to the pupils using the
the objects, what were the
e-dictionary
sounds that he could
4.
T shows to the pupils
hear?
3. Do you think the sounds
on how to make the
that poet heard were real
sounds
using
the
or just his imagination?
materials stated in the
4. At where you can found:
poem.
5. T recites the poem with
(a) Seashell
the correct rhythm,
(b) Teacup
pronunciation
and
(c) Eggshell
intonation.
(d) Hollow coconut
5. What are the sounds that 6. Using the materials that
you can produce using the
being stated in the
materials?
poem, Pupils are to
repeat after the T while
making the sounds.
7. Once finished reading
the poem, T asks few
questions to the pupils

To
introduce
pupils
understanding of
the
new
vocabulary
To introduce the
poem to the
pupils.

a teacup
Seashell
Empty eggshell
Hollow coconut

regarding the poem.

Practice
(+20 minutes)

Lets do the sounds activity

Production
(+20 minutes)

Orchestra of sounds activity.

1. T divides pupils into 6 To

test
pupils
groups.
understanding of
2. T gives each group a
the text.
stanza of the poem.
To
allow
3. Each group is required
collaborative
to recite the poem and
learning
produce the sounds in
the given stanza using
the
materials
they
brought.
4. They are given 10
minutes to prepare.
5. After 10 minutes, T
calls up the groups to
present their stanza.
1. In their own respective To assess pupils
group, they are to
understanding on
produce an orchestra
what they have
of sounds using the

learnt.
materials that being
To

Empty eggshell
Seashell
Teacup
Hollow coconut

Closure
(+5 minutes)

stated in the poem.

allow
They are allowed to
collabo
adapt and change the
rative
poem.
learnin
2. T shows example to
g.
the pupils on how they
should
play
the
orchestra.
3. Pupils are given 12
minutes to prepare
their orchestra.
4. After 12 minutes, T
calls random group to
present their orchestra.
Poem hunt activity
1. T asks pupils to find To consolidate what
the poems entire the pupils have
Questions
stanzas that have learnt.
1. What have you learnt from
been hidden inside To end the lesson in
todays lesson?
the room.
a fun manner
2. What are the new words 2. Once the pupils have
that you have learnt today?
found the stanza,
they are to paste the
stanza on the board
according
to
the
original sequence.
3. Next pupils are to
recite the poem for
the last time.
4. T consolidates the
lesson by asking few
questions
and
regarding the poem.