Transcript Year 5 - Emmy Nadia : A Teacher E

LESSON PLAN

YEAR 5
INDUCTION
(2 MINUTES)

Teacher displays an image as an
introduction to the lesson.

Teacher asks the students what they
can see from the image displayed.

When students answer the question
(i.e.: plants or flowers), teacher will
lead them to another question.
What is the name of the flower?

Teacher asks student to guess the name of
the flower, with some clue provided.
WILLIAM WORDSWORTH
LEVEL
DEVELOPMENT
(26 MINUTES)
STEP 1
 STEP 2
 STEP 3

STEP 1
(5 MINUTES)

Teacher display the poem and
distribute the same poem to each and
every student

Teacher recites the poem out loudly
and clearly using correct pronunciation
and intonation students listen
attentively.
I wandered lonely as a cloud
That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
The waves beside them danced, but they
Out-did the sparkling leaves in glee;
A poet could not be but gay,
In such a jocund company!
I gazed—and gazed—but little thought
What wealth the show to me had brought:
Continuous as the stars that shine
And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
Or oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.

Teacher recites line by line the poem
and students need to repeat after the
teacher.

After that, students recite the poem
from the beginning until finish without
the aid of the teacher.
STEP 2
(12 MINUTES)


Teacher asks students to identify difficult
words and find the meaning of the words
from the dictionary. (which they bring on
their own, or borrowed from the library)
Students need to write the meaning of the
words on top of the words they are confused
of.

Teacher explains the meaning of the
poem to the students.
STEP 3
( 7 MINUTES)

Teacher asks students to refer to the poem
distributed at the beginning of the class and
find the synonym and antonym of the words
bolded in the poem.

Teacher calls out few students to give out
the antonym and synonym of the words.
Teacher will correct any mistakes and
confusions produced by students.
I wandered lonely as a cloud
That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
The waves beside them danced, but they
Out-did the sparkling leaves in glee;
A poet could not be but gay,
In such a jocund company!
I gazed—and gazed—but little thought
What wealth the show to me had brought:
Continuous as the stars that shine
And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
Or oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.
CLOSURE
(2 MINUTES)

For homework, teacher asks students
to write a 6 lines poem on plants.

Teacher gives an example of poem on
plants
This garden is eerie, with black roses taller than me,
The leaves are pink and at me they wink,
Instead of purple the periwinkle is brown,
Only then I noticed, they are not planted on the ground,
The roots are screeching and I sensed something wrong,
The garden is eerie and I shouldn’t stay long!!
Prepared by;
Alyaa’ Zahida
Azila
Intan Mariati
Nurul Farihan
Nur Hidayah
Nur Liyana Amirah
Shazlin Elaiza
Siti Sarah