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IEP For SEN

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27 views

IEP For SEN

hoyeahhhhhhhhhhhhh

Uploaded by

paehbain
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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INDIVIDUAL EDUCATION PLAN (IEP)

SEKOLAH KEBANGSAAN RAWANG JAYA


SUBJECT: ENGLISH

Name: Faris Ahmad bin Hj. Mat Date of birth: 6.5.2009 Starting date: 14.9.2021 Review date: 16.9.2021
Special needs category: Diagnose: Attention Deficit Hyperactive Disorder
Learning Disabilities
Age: 12 years old

Main issue: The pupil is having difficulty in understanding the concept of preposition of place and time.

Previous knowledge: The pupil is having prior knowledge on steps of writing formal letters.

Long-term goal: At the end of the 6-year primary schooling, the pupil will be able to apply the understanding
on preposition of place and time during the final examination (UPSR examination).
Strengths/Interest: Visual-Spatial Intelligence

Teaching aids: Short video on preposition of place and time, PowerPoint, Google Classroom, StoryJumper
‘AIO’ digital book, textbook, mah-jong paper, flashcards, marker pens, LCD projector &
speaker.

Objective Teaching and Learning Strategy

By the end of this Content Learning Strategies Assessment Reflection/


lesson, pupils will be Standards Standards Notes
able to: Main: Main: Cooperative Formative
By the end of the 6- By the end of the 6- Learning: Assessment:
1. Differentiate year primary year primary Group presentation, ‘Fill in the blanks’
the usage of schooling, pupils will schooling, pupils will ‘One stay, Three questions, I-Think map
prepositions be able to: be able to: stray’.
‘at’, ‘in’ and
‘on’ orally. 5.1 Use different 5.1.5 Able to use Digital Learning
word classes prepositions (Visualization):
2. Answer ‘Fill in correctly and correctly and PowerPoint, Google
the blanks’ appropriately appropriately. Classroom,
questions by StoryJumper digital
matching the Complimentary: Complimentary: book.
answers By the end of the 6- By the end of the 6-
using year primary year primary Direct Instruction:
flashcards 7 schooling, pupils will schooling, pupils will I-Think Map.
out of 12 be able to: be able to:
correctly.
1.1 Pronounce 1.1.2 Able to listen to
3. Create I-think words and speak and respond
map confidently with the confidently to a given
regarding the correct stress, stimulus by using
topic learnt rhythm and appropriate words,
and present intonation. phrases and
in front of the expressions with the
class. correct stress and
intonation.
Day: Tuesday Week: 32 Date: 14.9.2021 Time: 9:00 a.m.
Year 6 Bestari

Duration 1 hour

Theme World of Self, Family and Friends

Topic Unit 10 (Be Aware, Take Care!)


M: Grammar
Focus skill (L / S / R / W / LA)
C: Listening & Speaking
Language / Grammar focus Preposition
Content standard Main:
By the end of the 6-year primary schooling, pupils will be able to:

5.1 Use different word classes correctly and appropriately

Complimentary:
By the end of the 6-year primary schooling, pupils will be able to:
1.1 Pronounce words and speak confidently with the correct stress, rhythm and intonation.

Learning standard Main:


By the end of the 6-year primary schooling, pupils will be able to:

5.1.5 Able to use prepositions correctly and appropriately.

Complimentary:
By the end of the 6-year primary schooling, pupils will be able to:

1.1.2 Able to listen to and respond confidently to a given stimulus by using appropriate words,
phrases and expressions with the correct stress and intonation.

Learning objective (s) By the end of this lesson, the pupil will be able to:

1. Differentiate the usage of prepositions ‘at’, ‘in’ and ‘on’ orally.

2. Answer ‘Fill in the blanks’ questions by matching the answers using flashcards 7 out of
12 correctly.

3. Create I-think map regarding the topic learnt and present in front of the class.
Cross curricular elements Information Communication Technology (ICT), Creativity and Innovation.

21st Century Learning Strategies

Skills No. Act Skills No. Act

I-think mind maps 1 Jigsaw reading -

Inner circle, Outer circle - 3 strays, 1 stay 1

Think pair share - Hot seat -

Round table, round robin - Group work/ Presentation 1

Chunk reading - Gallery walk -

Activities
a) Pre lesson 1. The teacher brings the pupils to the Computer Lab for the lesson.
(4 minutes)
2. The teacher gives the pupils with several clues and hints to arouse them to think of the topic of the
lesson.
3. The teacher plays a short video (Appendix 1) on Preposition of Time and Place and display it on the
screen in front of the class via LCD projector.
4. The teacher asks the pupils to stand up and follow to the song lyrics with body movements.
5. The teacher introduces Preposition of Time and Place as the topic of the lesson of the day.
b) Lesson 1. The teacher asks the pupils to look at the screen in front.
delivery
2. The teacher display PowerPoint slides (Appendix 2) regarding the Preposition of Time and Place.
(15 minutes)
3. The teacher explains in detail on the Preposition of Time and Place using sentences.
4. The pupils raise up their hand to ask for questions to clear their doubt on the topic.
5. The teacher calls out the pupils to answer some questions to test their understanding orally.

c) Post lesson Practice (20 minutes):


(40 minutes)
1. The teacher divides the pupils into a group of 4 (each group has an ADHD learning disability student).
2. The teacher instructs the pupils to open the PC and get into the Google Classroom platform of their
class.
3. The teacher displays the instructions in the screen as a guidance and also provide individual guidance.
4. The teacher asks the pupils to open ‘AIO Digital Book’ on StoryJumper (Appendix 3) as uploaded in the
stream.
5. The teacher instructs the pupils to read the book together in their group.
6. The teacher pastes mah-jong paper written with ‘Fill in the blanks’ questions on the whiteboard.
7. The teacher provides three different flashcards written “at”, “in” and “on” to each group.
8. Each group will take turn to answer the questions by pasting the correct flashcard on the blanks.
9. Teacher discusses the answers with the pupils.
Production (20 minutes):
1. The group divided by the teacher initially for the practice session to be maintained for this activity.
2. The teacher distributes a mah-jong paper to each group, also with different colour of marker pens.
3. The teacher instructs the pupils to create an I-Think map by constructing a sentence for each preposition
of time and place.
4. After creating the I-think map, the teacher introduces the next activity which is ‘One Stay, Three Stray.’
5. One pupil from the group (mainstream pupil) will stay at their place and present their work to the other
pupils visiting, while the other two group members (one mainstream and one ADHD pupil) will visit the group
representatives to listen to the presentations.
7. The teacher guides the pupils throughout the activity by correcting the mistakes in the sentences
constructed.
8. After the activity, the teacher gives remarks to the pupils on their presentation.

Closure (2 minutes):
1. The teacher concludes the lesson by recalling what was being taught throughout the teaching and
learning.
2. The pupils clear their doubts with the teacher before ending the lesson.
Teacher’s reflection
Appendices

Appendix 1: Short video on preposition of place and time


Appendix 2: PowerPoint slides
Appendix 3: StoryJumper ‘AIO’ digital book

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