Page 224 - SoW Form 4

SCHEME OF WORK: TEXTBOOK BASED LESSON (UNIT 7)
LESSON 86 (Writing 13) MAIN SKILL(S) FOCUS: Writing THEME: Health and Environment

WEEK: __ TOPIC: Mother Nature CROSS CURRICULAR ELEMENT(S): Environmental LANGUAGE/GRAMMAR FOCUS: descriptive language
Sustainability
describing places; language of persuasion; rhetorical
questions

CONTENT LEARNING LEARNING OUTLINE MATERIALS / DIFFERENTIATION
STANDARD STANDARD REFERENCES STRATEGIES
Pre-lesson Full Blast Plus 4 You could pair fast finishers
Main Skill Main Skill Activate prior knowledge in this lesson by asking pupils to work with a Student’s Book, with average proficiency
talk partner to discuss the following questions: Can they name the p103 pupils. Similarly pair up less
Writing 4.1 Writing 4.1.3 nature reserves (or national parks) of Malaysia. Why do countries Teacher’s Book, proficient pupils with average
Communicate Explain the main create nature reserves? Are they important? Why? Why not? When p103 proficiency pupils.
intelligibly through points of an idea or ready, collect responses.
print and digital argument Alternatively you could pair
media on familiar Lesson delivery yourself with less proficient
topics This lesson focuses on Activities C and D (A and B have been pupils if possible. Give them
given as homework at the end of lesson 85). See the Teacher’s support and guide them as
Book for detailed guidance. Allow pupils some time to discuss their they write their articles.
answers to Activities A and B with a talk partner(s). Place those who
Complementary Complementary have not completed their homework with those who have so they can Support can be given to less
Skill Skill catch up with everyone else. Go through Activity C and ask pupils to proficient pupils during
find examples of where the writer applied 1-4 writing techniques in their Activity D, depending on their
Reading 3.1 Reading 3.1.6 article. As part of working on Activity D, i.e. writing the article, ask pupils needs. For example, by
Understand a Recognise with to create their own plans with a brief explanation of the ideas they will providing vocabulary or
variety of texts by support typical include in each paragraph. Monitor this activity and refer pupils back to model sentence constructions
using a range of features at word, the plan in the Student’s Book if necessary. When pupils are satisfied to help the pupil produce
appropriate sentence and text with their plans, they can write their articles. Ask them to focus on their sentences.
reading strategies levels of an ideas and check spelling and punctuation later on. Monitor pupils’
to construct increased range of writing as they work and support when necessary. If necessary, pupils For additional differentiation
meaning genres can complete Activity D for homework. strategies, please refer to the
provided list of differentiation
Activity D addresses the main skill. Activity C focuses on developing the strategies and select
complementary skill. appropriate strategy
/strategies based on the
Post-lesson needs of the pupils.
Choose some volunteers to read out their articles, or if unfinished, to
read what they have written so far. Get the rest of the class to give
feedback (using two stars and a wish or medals and missions models).

Secondary Form 4 Scheme of Work 112