THEME: CONSUMERISM AND FINANCIAL AWARENESS | MAIN SKILL(S) FOCUS: Reading | TYPE OF LESSON: Non-Textbook-

Based (Lesson 3)
MODEL LESSON #3 | DESCRIPTION: This lesson is the teacher’s third introduction to the 5E Inquiry Process I TOPIC: MONEY
SUBJECT: Bahasa Melayu English ✓ Mathematic Science Geography History DURATION: 60 minutes
O CONTENT STANDARD M To prepare:
B MAIN SKILL A
J 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning. T 1. Word Wall
E E 2. Worksheet 1 (F1_BI_SP_L3_ R1_ Table)
C COMPLEMENTARY SKILL R 3. Reading passage: Candy Shopping Trip
T 3.1 Understand a variety of texts by using a range of appropriate reading strategies to construct meaning. I (F1_BI_SP_L3_R2_PASSAGE)
I A 4. List of brand names (F1_BI_SP_L3_R3_ LIST OF BRAND
V LEARNING STANDARD L NAMES)
E MAIN SKILL S 5. Situation Cards (F1_BI_SP_L3_R4)
S 3.1.2 Understand specific details and information in simple longer texts. 6. Mahjong paper
7. Marker pens
COMPLEMENTARY SKILLS 8. Exit Ticket (F1_BI_SP_L3_R5_Exit Ticket)
3.1.3 Guess the meaning of unfamiliar words from clues provided by other known words and by context.

SUCCESS CRITERIA

GLOBAL GLOBAL
GLOBAL CONCEPT:
TREND(S) SKILL(S):

Causation Change Continuity Function Identity Structure Systems Perspective Relationship Citizenship Technology, Media
& Communication
✓ (TMC)
Information literacy
GLOBAL IDEA: Your value system influences your purchasing choices

GUIDING QUESTIONS:

1
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Factual:
● What makes branded goods more expensive than non-branded goods?
Innovation &
✓ Learning & ✓
HOTS: Entrepreneurship
Systems, models,
Innovation
● How important are branded goods to you? methods; products,
● How do brands influence people’s lifestyle? processes and solutions
● Why do some people prefer branded goods?
● What are the things that influence people’s purchasing decisions?

Sustainability
Consumption,
✓ Life & Career skills
conservation, natural
resources and public
goods

INQUIRY PROCESS TEACHING LEARNING MATERIALS

To motivate or grab pupils’ interest in the Pupils are engaged using their prior knowledge of the topic and are
learning to follow and engage their curiosity. curious to learn more.

Teacher reminds pupils they are exploring

the Global Idea of perspective and how that
influences our daily decisions, especially on
how we spend money.

Pass the Paper 1. Worksheet 1

1. Teacher explains the steps of the Pupils work in groups of 4. (F1_BI_SP_L3_ R1_ Table)
10 minutes ‘Pass the Paper’ activity.

Remind pupils to use the correct capital

letters when using proper nouns.

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 2. Teacher distributes worksheets to
all pupils and tells them to start the Pupils complete the table with one shop name and one item they
activity (2 minutes). can buy from the shop. Pass the paper on in a clockwise direction.

No Shop Items
3. Teacher takes feedback from a few 1 Bata Shoes
pupils. 2 Giant Groceries

Pupils add to their list.

To allow pupils to explore the topic by Pupils use their existing knowledge on the topic to explore the themes
encouraging them to work together with little further as well as to investigate into the Global Concept and Idea.
direct instructions in order to have experiences
with the Global Concept and Global Idea of the
lesson.
Pupils read silently and underline unfamiliar words or phrases. 1. Reading passage: Candy
1. Teacher distributes the reading Shopping Trip
passage and gives the pupils 2 Pupils complete the given task for example: (F1_BI_SP_L3_R2_PASS
minutes reading time. i. We first visited a shoe shop AGE)
2. Remind pupils to be active readers, We first visited Bata
and to underline unfamiliar words or ii. Mother bought some provisions
10 minutes Mother bought some potatoes and milk
phrases.
2. List of brand names
(F1_BI_SP_L3_R3_ LIST
3. Teacher instructs pupils to change
OF BRAND NAMES)
the:
i. name of shops.
ii. name of products

Note: Teachers can use the brand name

list as a resource to support the pupils. Pupils take turns to read and praise each other.

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 4. Teacher now ask pupils to take turns
with their face partners to read their
revised passages aloud.
To explain their Ideas in their own words
through justification and clarification.
1. Teacher distribute a situation
card for each group. The group
responds to the situation cards.
2. The teacher reminds pupils to
consider the implication of their
choices on the environment
10 minutes
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Learning & Innovation
Pupils practice their creativity by generating as many ideas as possible.
Pupils build upon their knowledge on the topic and attempt to build
definitions and explanations.
Pupils work in groups of 4 to make a decision based on the 1. Situation Cards
situation given. (F1_BI_SP_L3_R4)
2. Mahjong paper
Pupils will prepare a poster on which they will write their 3. Marker pens
response and be prepared to defend their choice
Perspective
Pupils become engaged in beginning to understand that perspectives
are simply peoples’ different ideas, opinions, or ways at looking at
something.
Sustainability
Pupils consider the impact of their purchases on the environment
e.g. pollution, animal testing.
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 To apply labels, definitions, explanations, and With clearer understanding of the topic, pupils demonstrate their
skills in other situations in order to elaborate on knowledge and skills through application and problem solving.
what they have learned.

Circle the Guru (CLS)

1. Teacher tells pupils that they are 3 pupils from each group will move to comment on other displays
going to rotate in a clock wise order and 1 will remain to explain/defend their choices.
to read, and the different responses
Pupils return to their groups to discuss the feedback received and
20 minutes prepared by other groups. One what they have learnt.
person in the group will remain and
defend their ideas.

Depending on class size, teacher will

decide how many rotations will be done
by each group.
Pupils respond by giving reasons for their choices, for example:
2. Teacher takes feedback from the i. I bought Avon because they are against animal testing.
ii. I bought Bodyshop products because I can refill the containers.
pupils and could use the guiding
questions (refer to the guiding
questions on page 1)

5
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 To evaluate pupils’ knowledge and/or skills, Pupils are evaluated on their understanding and application of the topic
through formal and informal assessment through self, peer or teacher assessment.
strategies to look for evidences.

Exit Ticket - 3, 2 and 1

1. Exit Ticket
Teacher gives each pupil an Exit ticket as Pupils complete the exit ticket before the lesson ends. (F1_BI_SP_L3_R5_EXI
self-assessment and reflection for the T TICKET)
lesson.

10 minutes 3 things that you learnt from today’s lesson

2 things that you want to find out more
1 thing that you still don’t understand

ASSESSMENT
Circle the Guru activity - Pupils’ ability to defend and justify their choices
Exit Ticket - Pupils assess their own understanding by using Exit Ticket

REFLECTION

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