Detailed Lesson Plan (Part 1)
Theme/Topic: Weather Date/Lesson No. 1 (Term 3 Week 1)
Main Subject: Language
Coordinating Subject/s: Environmental Science; Creative Arts
Lesson Title: Whether the Weather be Fine
- be familiar with the basic terms (author, illustrator, cover page and title) used with books
- use adjectives to describe the weather
- read sentences using pictorial cues
- understand and illustrate adjectival sentences
- practise the rhythm of English and pronounce words clearly
- be introduced to the physical characteristics of the environment - the different types of weather that affect the survival of a plant
- tongue-twister 'Whether the Weather' by John Bennett
- story book 'This is the Sunflower' by Lola M. Schaefer
- picture cards and activity sheet (Annex A and B)
- chart paper (or chart board) and marker
1. Let the children practise the tongue-twister (*Whether - pronounced like 'where the'; weather - pronounced like 'wear the'):
Whether the weather be fine
Or whether the weather be not
Whether the weather be cold
Or whether the weather be hot
We'll weather the weather
Whatever the weather
Whether we like it or not
2. Tell the children that you will read them a story that shows two different kinds of weather.
3. Show the storybook 'This is the Sunflower' by Lola M. Schaefer. Introduce the author and illustrator. Point to the flower and ask the children if they know the name of the flower. Point to and read the title of the story.
4. Read the story in a loud clear voice with a steady rhythm.
Suggested questions and answers:
- Where is the sunflower? (It is in the author's garden.)
- Who help to scatter the sunflower seeds? (The birds)
- What happens to the weather after the birds have scattered the seeds? (It starts to rain.)
- The weather changes again. What kind of weather is it now? (It is sunny now.)
- Do you think the rain and the sun are important to the sunflower? Why? (Yes. The rainwater and the sunlight help the sunflower and its seeds grow.)
5.Talk about the few types of weather in Singapore: Sunny, Windy, Cloudy, Rainy and Stormy. Let the children express how each type of weather makes them feel (hot / warm / cool / cold / sticky / dry / wet). Respond to children's questions of why there is no snow in Singapore when asked. Explain that the area where Singapore is situated has the sun shone directly on it (i.e. the hottest), and so it is too hot for snow to be formed.
6. With reference to the book, tell the children to describe:
- The blossom (flower)
- The seeds
- The beaks (of the birds)
- The birds
7. Write and read out the sentences on chart paper as they describe:
- The blossom is yellow and round.
- The seeds are black and brown.
- The beaks are sharp and strong.
- The birds are full of song.
8. Show the four picture cards. Distribute them to the children at random. Tell them to come up, one at a time (as you read each sentence), and match the pictures to the correct sentences. Read the sentences a few times with them, using a pointer to draw the children's attention to the words and the related pictures.
9. Give out the activity sheets and instruct the children to illustrate the sentences. Encourage them to read each sentence to understand what it is describing, before drawing the picture. They may refer to the picture cards, but encourage them to draw their own pictures.
10. Let the children have fun practising the tongue-twister from slow to fast speed.
Have the children work at the 'Word Study Centre' and build a word bank on Adjectives.
Reflection / Comments on lesson
(*Teachers' own observations and comments)
Copyright © 2008 Sim HL, Joyce. Permission to copy for private use.