DAILY LESSON PLAN (ONLINE)
DAILY LESSON PLAN
TEACHING &
LEARNING
STRATEGIES
Cooperative Learning
DATE/DAY
TIME/CLASS
CROSSCURRICULAR
ELEMENTS
P&C
ENROLMENT
SUBJECT
ENGLISH LANGUAGE
LiA
DOMAIN
PERSONAL / PUBLIC /
EDUCATION / OCCUPATIONAL
THEME
P&C / S&T / H&E / CFA / LiA
TOPIC
Listening and Speaking (5-pointed
star)
21st CENTURY
SKILLS/ iTHINK
ACRONYM
P&C - People & Culture
S&T - Science & Te
chnology
SKILL
Listening
Speaking
Reading
Writing
Literature in Action
Tick √ where applicable
√
√
H&E - Health
Environment
&
CFA - Consumerism &
Financial Awareness
LiA Action
Literature
in
AOT - Action-Oriented
Task
Listening and Speaking
CONTENT
STANDARDS
LEARNING
STANDARDS
1.1 Listen to and use correct pronunciation, stress, rhythm, and
intonation patterns to communicate
1.2 Listen to, engage, and interpret meaningful conversations
Listening and Speaking
HOTS
Knowledge
√
1.1.2 Speak with correct intonation,
Understanding √
stress and sentence rhythm
Application
√
Analysis
√
1.2.1 Listen to and respond to
directions,
procedures
instructions,
and
Evaluation
Synthesis
People & Culture
5.2.4 Engage in a conversation where
the students get to know each other
Tick √ where applicable
By the end of this lesson, students
should be able to:
LEARNING
OBJECTIVES
(EXPECTATION)
1. To be able to pronounce some
words in English accurately.
2. To be able to construct sentences.
3. To be able to produce a short story.
1. Produce a 5-pointed star and write
a word or at every point of the star.
SUCCESS CRITERIA
(Where are we going)
2. Students will have to create a short
story telling based of one of the
words given.
FEEDBACK
REFERENCE/SOURCE
REFLECTION
√
√
√
√
3. Converse in targeted language with
Tick √ where applicable
their peers.
4. Show their creativity through short
story telling session.
ACTIVITIES
FORMATIVE
ASSESSMENT
4 C’s
Communication
Collaborative
Creative
Critical
5. Enhance their critical thinking.
Refer to the next page
Refer to activities
TEACHING STAGES
STAGES
TEACHER’S ACTIVITY
STUDENT’S ACTIVITY
Set Induction
1. Share the Google Meet link
1. Join the Google Meet using
in the Google Classroom or
(3 minutes)
the class’s WhatsApp group.
2. Wait for the students to join
the meeting.
the
link
interactive
system
2. Greet the teacher and settle
down.
3. Join the Google Jamboard
3. Greets the students.
4. Share
the link provided.
using the link provided.
for
the
4. Look at what the teacher has
whiteboard
shown and answer teacher’s
called
Google
question.
Jamboard.
5. Attach the picture of a star
6. Asks students to guess the
topic of today’s lesson.
Presentation
1. Write/type one keyword at 1. Look at what the teacher has
each point of the star.
(10 minutes)
2. Demonstrate
activity is
shown and wrote/typed.
how
going
the 2. Listen to the instruction and
to
be
conducted.
build sentences based on the
given keywords.
3. Asks some of the students to
build a sentence based on the
keywords.
Practice
1. Ask students to listen to the 1. Listen to teacher’s instruction.
instruction clearly.
(8 minutes)
2. Ask one volunteer to give a
new word that is related to
the original keyword before.
3. Ask one student to construct a
sentence and choose another
student to create a new
2. Voluntarily give a word that is
related to the original keyword
before.
3. Construct one sentence based
on the new word.
sentence using the remaining
words.
Production
1. Groups
the
students
randomly.
(15 minutes)
1. Listen
to
teacher’s
instruction.
2. Each group consist of 4 to 5
members.
2. Contribute ideas of the
words that will be written
3. Every group will be called
out randomly.
on the pointed star.
3. Present their ideas to the
4. Ask some students to give
some words and write/type
them at the end of each of
whole class.
4. Listen attentively to their
friends’ short stories.
the star’s point.
5. Give time for each group to
choose one word from the 5pointed star (some groups
would have the same word).
6. Calls out group by group and
asks them to produce a short
story based on the chosen
word within one minute per
group.
7. The teacher will control the
game’s duration.
Closure
(2 minutes)
1. Asks
feedbacks
and
1. Give
feedbacks
comments from the students
comments
on today’s lesson.
lesson.
2. Concludes
on
what
students have learned.
3. Dismisses class.
the
on
and
today’s
2. Listen attentively to the
conclusion
and
recall
what they have learned
throughout the lesson.
Reflection:
Relation with Bloom’s Taxonomy
There are a few thinking skills that are going to be focused on in this lesson plan which are
Knowledge, Understanding (Comprehension), Application, and Analysis. These four skills
are categorised under Bloom’s Taxonomy (Isaacs, 1996).
The first level is knowledge. According to Bloom, Engelhart, Furst, Hill, & Krathwohl (1956)
this level focuses on the skills of remembering through the process of recognition or
recalling. This means that students need to have the ability to recall the knowledge that have
been presented to them or knowledge that is learned in their daily life. In this lesson plan, we
ask the students to create a sentence using one of the words from the 5-pointed star. They can
recall the events that happened in their everyday life because the words are related to
themselves.
Next is Comprehension/Understanding. This level involves the students to develop
communication skills where students are able to use skills such as translating the information
into other terms (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956). Students need to try to
describe and interpret using their own understanding, in other words-paraphrasing (Brame,
2019). This skill is evident during the second activity where the students are asked to give a
new word that is similar with the previous words from the 5-pointed star.
Application is the third level in Bloom’s Taxonomy. It involves the learners to use their
knowledge and understanding and implement it in a new situation (Wilson, 2016). During the
lesson, students need to listen to the demonstration given by the teacher on how to create
sentences using the words given from the 5-pointed star. Then, during the practice stage,
students need to apply what they have been exposed by the teacher which is, they need to
give their own words and produce a sentence using the words that they have given. They use
the method that is taught by teacher and apply it during the practice stage.
Lastly, students would also need to acquire analysis skills. This skill allows the students to
organize and create a relationship between the information that they have acquired. This is
because, analysing involves the students’ ability to determine how the information relates to
one another (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956). For example, one of the
students will use one of the words in the 5-pointed star and create a sentence. Then, another
student will continue to create a new sentence using other remaining words in the 5-pointed
star to make a short story. The students need to think, organize, and analyse how he/she is
going to create a flow of the short story in order for it to make sense.
Appendix 1: Google Meet platform
Appendix 2: Google Jamboard
Appendix 3: Practice Stage
Instructions:
The teacher asks one volunteer to give a new word that is related to the keywords before.
Another student will construct one sentence using the keywords. Then he/she will choose
another student to create another sentence using the next keyword. Students will take turns to
create sentences using the words given.
Appendix 4: Practice Stage
Instructions:
The students are divided into several groups consisting of 4-5 people in one group. Each
member of the group needs to contribute one keyword and write/type it on each points of the
star. Next, they would have to prepare a short story using the keywords that they have given.
References
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956).
Taxonomy of Educational Objectives: The Classification of Educational Goals. London.
Retrieved
from
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sa806ftAhUxgYKHW_ABvIQFjADegQIJhAC&url=https%3A%2F%2Fwww.uky.edu%2F~rsand1%2Fchi
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9xVCytS5nwBrame, C. J. (2019). Spotlight 1. Writing Learning Objectives Using Bloom’s Taxonomy. In
C. J. Brame, Science Teaching Essentials (pp. 29-34). Academic Press. Retrieved from
https://doi.org/10.1016/B978-0-12-814702-3.00025-1
Isaacs, G. (1996). Bloom’s taxonomy of educational objectives. The University of
Queensland.
Teaching
and
Educational
Development
Institute.
Retrieved
from
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwiEy
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%2Fassets%2F137952%2Fbloom.pdf&usg=AOvVaw1xCDGt-rUCN2nKoBAXOEOh
Wilson, L. O. (2016). Anderson and Krathwohl Bloom's Taxonomy Revised. Retrieved from
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwjV
v6fizKftAhVAIbcAHUWLCiEQFjAAegQIAhAC&url=https%3A%2F%2Fquincycollege.ed
u%2Fcontent%2Fuploads%2FAnderson-and-Krathwohl_Revised-BloomsTaxonomy.pdf&usg=AOvVaw2KGM5XeyTchIrJBVSCm1uk