1.

0 INTRODUCTION

During my previous School-Based Experience programme in Sekolah Kebangsaan Cherang

Ruku, I had conducted an interview with a few teachers regarding the implications of cultural
diversity towards classroom. From the interview, it helps me to understand better about the
multicultural-friendly classroom and its importance so that the students can appreciate and respect
the uniqueness of Malaysian multicultural elements. Students should be exposed with the diversity
of differences at a young age so that they can understand better to strengthen their national identity
as a whole. Thus, teacher must use good lesson plan that instil appropriate moral values and use
suitable learning tools to interact with the students in their teaching and learning process. The
example can be seen in the lesson plan that has been made during the school-based experience.

2.0 LESSON PLAN

LESSON PLAN
Subject : English
Year : 4 Ikhlas (Mixed ability)
Enrolment : 30 pupils
Date / Day : 5th March / Thursday
Time : 8:45 AM – 9:45 AM
Theme : World of Knowledge
Topic : Unit 7: Helping Out
Focused Skill : Reading
Previous Knowledge : Pupils are already introduced with some of the
vocabularies.
Content Standard : 3.2. By the end of 6-year primary schooling, pupils will be
able to demonstrate understanding of variety of linear and
non-linear texts in the form of print and non-print materials
using a range of strategies to construct meaning.
Learning Standard : 3.2.1. Able to understand the main ideas of simple texts
of one or two paragraphs.
: 3.2.2 Able to understand specific information and details
of simple texts of one or two paragraphs.
Learning Objectives : By the end of the lesson, pupils should be able to:
1.
 2.
3.

Vocabulary :

Cross Curriculum Elements : Environmental Sustainability

Educational Emphases :

i) Moral Values : Always help others in need

ii) Thinking Skills : Generating ideas, understanding, creating

iii) Multiple Intelligences : Interpersonal, visual-spatial, intrapersonal

iv) Entrepreneurship : Creativity

Resources/Teaching Aids :

Stages / Content Activities Remarks

Time

Set  To arouse - Teacher shows a picture Preparation

Induction pupils’ about a bank robbery Phase
interests by scene using LCD.
(5 minutes)
showing a
- Teacher asks some
robbery scene 1. Picture about a
question related to the robbery scene at a
picture to the bank
picture.
students 2. Powerpoint slide

PAK 21:
- Discussion
- ICT

Hots:
- Analysis

 Example of
questions:

1) What can you

 see from the
pictures?

2) Do you have
any
experience
about it?

3) If you were
there, what
can you do to
help other
people?

Presentation  To introduce 1. Teacher shows a picture

the topic by of short story on the
(20 minutes) 1. Reading text
showing the whiteboard.
short story to 2. Teacher reads the short PAK 21:
- Discussion
the pupils. story to the pupils. - Traffic light
3. Teacher uses variety of
Hots:
Example of short tone when reading the - Understandi
story: story to attract pupils’ ng
attention.
4. Teacher asks the students
to read aloud the
paragraphs together with
guidance.
5. Teacher then asks the
pupils to read after him to
correct the pronunciation
of a certain words.
6. Teacher asks their
Example of questions: understanding of the text.
- What is the
7. Teacher asks the words
text all about?
- Do you know that they are unfamiliar of.
what is plot?
8. Teacher explains the
- Any words
meaning of the unfamiliar
that you do
words.
not know the
meaning?
9. Teacher introduces them
about plot in a short story
using simple words.
- beginning (introduction)
- what happened next
(rising action)
-the most exciting part
(climax)
- how does it end (falling
action)
- ending (resolution)

10. Teacher asks their

understanding by raising
the ‘traffic light’
*Green – able to
understand
Red – fail to understand

11. Teacher further explains if

there are pupils who do
not understand.
Practice  To strengthen 1. Teacher asks pupils to be
pupils’ in five group and were
(45 minutes) 1. Reading text
understanding numbered from 1 to 5. 2. A4 paper
3. Envelope
about the
2. Teacher will distribute an 4. plot strip
short story
A4 paper and an envelope PAK 21:
and familiarize
to each group that - Discussion
the concepts - Student-
contains plot strip such as
of plot. centred
introduction, rising action,
climax, falling action and Hots:
- Applying
resolution.

3. Teacher gives 10 minutes Multiple

for the students in group Intelligences:
discuss with each other.
- intraperson
al
4. Teacher introduce the
- Interperson
game called “Little Drama”
al
after the allocated 10
minutes is over.

- Teacher picks any

number of the
groups from the
magic box.
- The chosen group
must go to the
front and act out
according to the
plot that they got.
- All of the group
members must
participate.
- The rest of the
 class must guess
which plot that they
had act out and
write in the A4
paper provided.
- The game will be
play for few rounds
until all the group
had their turn.
- Every right answer
will be rewarded
with 5 marks.

5. Pupils check the answer

with guidance from the
teacher.

Production  To assess 1. Teacher groups the

pupils’ students into three
(15 minutes)
understanding different groups according
of the text. to their ability: 1. Question
worksheets
- Group A – advanced
students
PAK 21:
- Group B – intermediate
-Critical thinking
students
- Group C – weak students
Hots:
-Applying
-Creating
2. Teacher distributes a set
of exercise to the pupils
according to their group
level.
- Group A: yellow paper
To rewrite any paragraph
of the text according to the
chosen plot from the
worksheet given.

- Group B: Pink paper

To determine the plot
correctly from the jumble
up paragraphs based on
the worksheet given.

- Group C: Blue paper

To match the plot with the
correct paragraph based
on the given box in the
worksheet.

3. The instructions of the

questions will be
explained to the different
level of pupils (advanced,
intermediate, weak)

4. Each pupil will be given a

worksheet.

5. The pupils read the

questions carefully and
answer the question on
the worksheet given.
 6. Teacher monitor and
facilitate the pupils.

7. Teacher checks the pupils

answer.

8. Teacher ask pupils to

copy the sentences from
the worksheet to their
exercise book.
Closure  To recap the 1. Teacher recaps the
lesson lesson.
(5 minutes)
 To give
2. Teacher explains the
reinforcement
moral value.

3.0 CONCLUSION

In conclusion, the elements culture plays a big role in making the lesson
delivery meaningful especially in multicultural classroom. Teachers should be aware
with their students to ensure that all pupils would feel comfortable and free to share
ideas during the teaching and learning process without any discrimination. Thus,
teachers will have to be more sensitive when preparing teaching materials. As a result,
it will create a harmonious environment in the classroom that will be resulted into a
conducive learning environment.
APPENDICES