RPH MINGGU 14

RANCANGAN PENGAJARAN HARIAN

            MATA PELAJARAN: BAHASA INGGERIS

 

MINGGU 14

 

DATE/DAY	31.03.2014 (Monday)
CLASS	3A
TIME	1.25 – 2.35 pm
SUBJECT	English
UNIT	Literature
TOPIC	Around The World In 80 Days – The character that I like: Passepartout
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify 3 reasons as to why Passepartout is a favourable character by using adjectives to describe his qualities b) identify the most suitable evidence from the novel to support an elaboration for a major idea (reason) c) explain why a certain quality is given to Passepartout
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students to identify which of the three major characters that they like the most. They are expected to say either Phileas Fogg, Jean Passepartout and Aouda. Then, she asks them to explain why they like their chosen character. She listens and notes down their answers on the board. b) Next, she writes the essay question for discussion on the board. Students are told to take it down into their books. After that, the teacher reads the question aloud in the class and stresses that it is the kind of question that they will find in a PMR formatted examination paper 2. c) After that, she asks them to identify the key words in the question in order to help them better understand the requirements of the question. The students are to note down that they are to write an essay on a favourate character by using the novel to support their answer. d) Then, she tells them to identify the correct tense and useful vocabulary for the essay. For this, she brings their attention again to the adjectives that they have used to describe Passepartout. She asks them to analyse each quality and to ask themselves if they can find evidence from the novel which proves that those qualities are present in Passepartout. This is to help them to fine tune the 3 best qualities of Passepartout. e) Next, she presents a layout for the essay which contains 5 paragraphs – 1 introduction paragraph, 3 content paragraphs and 1 concluding paragraph. She tells the students that each content paragraph must have 4 sentences – a topic sentence, an elaboration, an example, which must contain evidence from the novel and a concluding sentence. The teacher stresses to the students that they must always use the most accurate evidence from the novel to write their example as students are not allowed to use their imagination or write something which is not described in the novel. f) The teacher uses the remaining lesson time to illustrate how to write the introduction and the second paragraph that contains the first major idea, which is obedient. She stresses on targeted sentence structure for the introduction and the content paragraph which must have sequence connectors to signal the different types of sentences that they must use. g) Before the end of the lesson, she asks the students to bring their books again on the next lesson as the essay writing will be continued.
REFLECTION	This lesson was completed. The students have never written an essay on the literature component based on the given layout. However, they were quick to identify that some qualities that they have brainstormed were repetitious. With the help of the teacher, they could identify 3 strong qualities of Passepartout which are loyal, obedient and caring. This lesson will be continued again on Tuesday.

 

DATE/DAY	31.03.2014 (Monday)
CLASS	1L
TIME	5.10 – 5.45 pm
SUBJECT	English
UNIT	Unit 6: Reduce, Reuse, Recycle
TOPIC	Having Fun
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) share and talk about the process of recycling a waste item b) practise the vocabulary learned and its pronunciation c) practise the sentence patterns related to describing the process of     recycling a waste item
LEARNING EMPHASIS	Multiple intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The students are asked to look at the given picture in their textbooks. She asks them to describe what they see in it. They are expected to say that a girl is explaining something to her friends. b) Next, she asks them what they can see on the white board behind the girl. The students are expected to say that they can see a bracelet, pencil holders, a photo frame, a bookmark and box files. c) After that, the teacher tells them that they are going to talk about their recycled product individually. They are given 10 minutes to choose an item that they will like to recycle and the processes that are involved in recycling the chosen item into something new. d) The teacher tells the students that they are to sit in their own group. Each student in the group is to take turns to tell about their chosen item and the recycling process. Other students are to ask questions during the show and tell session. This is to ensure that all students are actively involved during the show and tell activity. e) Before the class ends, the teacher calls for some students to share with the whole class about their presentation.
REFLECTION	This lesson was not completed. The students were only able to choose an item for their group presentation. The teacher wanted them to discuss in their groups how to present their work on Tuesday.

 

DATE/DAY	01.04.2014 (Tuesday)
CLASS	3N
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	a) Literature b) Winter Wonderland
TOPIC	a) Around The World In 80 Days –     Chapter 10: The Voyage from India to Hong Kong     Chapter 11: Passepartout Takes Too Great An Interest In Phileas                         Fogg and What Comes Of It b) Learning about words on winter
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify Passepartout’s suspicion of Detective Fix b) identify the name of the steamer that the group will use to travel to Yokohama, Japan c) identify what happens to Passepartout in a restaurant d) identify if Phileas and Aouda manage to board the ship to Japan e) rearrange words into meaningful sentences b) define the meaning of words related to winter
LEARNING EMPHASIS	Multiple intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher begins the first period by asking the students to tell her again what they have learned in Chapters 8 and 9 of the novel. The students are expected to say that they learned that Phileas gives Kiouni to Ali and that Phileas pays two thousand pounds to release Passepartout from a jail sentence in Calcutta. b) Next, the teacher gets the students to be ready to listen to her read Chapters 10 and 11 in the class. She reads certain paragraphs that contain the major ideas and explains any new words for them. At the end of the reading, she asks the students to identify Passepartout’s suspicion of Detective Fix, to identify the name of the steamer that the group use to travel to Yokohama, to identify what happens to Passepartout in a restaurant and also to identify if Phileas as well as Aouda manage to board the ship to Japan. c) After that, the teacher and the ETA, Cikgu James begin the second period by getting the students to guess the season in the United States. They are expected to say that it is already winter. Cikgu James asks the students to describe how winter will look like based on what they have seen on the television or read in books. The teacher and the ETA listen to their responses. d) After that, they get the students to sit nearer to the front of the class as Cikgu James readies his laptop. The students will watch a video of winter back at Cikgu James’ home in New York. While watching the video, Cikgu James will explain the images in the video. He will also introduce new words related to winter and will get the students to repeat the words. e) Once this is done, the students are told to return to their own places. The teacher will call out for 9 student volunteers to come to the front of the class. Each student will be given a card with a word on it. They are to hold each card up so that the rest of the class can read it. Cikgu James will ask the students to identify if the sentence is correct or not. If the answer is not, then the 9 students will have to rearrange themselves once more so that they get the sentence correct. This exercise might take some time as the teacher expects that the students will have to figure out where a subject, verb and object in a sentence are placed in a sentence. This process of error checking might be repeated until the 9 students have gotten a correct sentence. If it is correct, the teacher will explain the reason for having the exercise and how to understand which part of a sentence is a subject, a verb and an object. f) Cikgu James calls out other students to volunteer for this exercise. Similar process is repeated in the class until the students have ample opportunity to revise on how to rearrage subjects, verbs and objects in sentences. g) Before the end of the class, the students are to tell the teacher what they have learned in Cikgu James’ class. They are expected to say that they have learned how to arrange subjects, verbs and objects in sentences.
REFLECTION	This lesson was completed. The teacher managed to complete the reading of Chapters 10 and 11. The students were able to answer 4 out of 5 questions asked. They were also able to rearrange the word cards correctly after a few trial and errors.

 

DATE/DAY	01.04.2014 (Tuesday)
CLASS	1L
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Unit 5: Reduce, Reuse, Recycle
TOPIC	Fun In Sharing
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) actively involve all students to use the language learned in this topic confidently b) practise the vocabulary learned and its pronunciation c) practise the sentence patterns related to describing a recycling process
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher draws students’ attention to the given picture in their textbooks. She asks some questions which will get them to describe what they see in the picture. b) Next, the teacher tells them that they are going to make a product from old newspapers. She gets them to sit in 6 groups. c) She distributes the old newspapers to each group and gives them 30 minutes to complete their group work. d) At the end of this time, she calls each group to present their work at the front of the class. Each student in the group must describe 1 process involved in the making of the item. e) The teacher awards the best group with gifts of food. Before the class ends, she asks the students what they have learned from the activity.
REFLECTION	This lesson will be carried out on Wednesday as the students needed to carry out their presentation of Monday lesson. Not all of the groups were able to confidently present as they were unable to describe the processes involved in the making of their recyclable product.

 

DATE/DAY	01.04.2014 (Tuesday)
CLASS	1A
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	Unit 5: Reduce, Reuse, Recycle
TOPIC	Having Fun
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) share and talk about the process of recycling a waste item b) practise the vocabulary learned and its pronunciation c) practise the sentence patterns related to describing the process of     recycling a waste item
LEARNING EMPHASIS	Multiple intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The students are asked to look at the given picture in their textbooks. She asks them to describe what they see in it. They are expected to say that a girl is explaining something to her friends. b) Next, she asks them what they can see on the white board behind the girl. The students are expected to say that they can see a bracelet, pencil holders, a photo frame, a bookmark and box files. c) After that, the teacher tells them that they are going to talk about their recycled product individually. They are given 10 minutes to choose an item that they will like to recycle and the processes that are involved in recycling the chosen item into something new. d) The teacher tells the students that they are to sit in their own group. Each student in the group is to take turns to tell about their chosen item and the recycling process. Other students are to ask questions during the show and tell session. This is to ensure that all students are actively involved during the show and tell activity. e) Before the class ends, the teacher calls for some students to share with the whole class about their presentation.
REFLECTION	This lesson was completed. The students were able to present about their chosen item in their own groups. Most of them chose similar topics while a few came up with very good description of products from their chosen items.

 

DATE/DAY	01.04.2014 (Tuesday)
CLASS	3A
TIME	5.45 – 6.20 pm
SUBJECT	English
UNIT	Literature
TOPIC	Around The World In 80 Days – The character that I like: Passepartout
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) elaborate on the second major idea by constructing the topic sentence, elaboration, example and its mini conclusion b) use adjectives and synonyms in their sentences c) identify the best evidence from the novel to support the second major idea
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher continues previous Monday lesson by asking the students what they have learned on that day. She listens to their answers and expects to hear that they have learned how to write an introduction and the first content paragraph for an essay on character. b) Next, she asks them to give her the second favourable quality of Passepartout. The students are expected to say that he is a loyal butler. c) With this, she illustrates on the board how to write the second content paragraph. She gets some students to give her ideas to write the topic sentence and the elaboration.  She calls some of them to share with the class before correcting their sentences on the board. d) After that, she guides them how to carefully select the best evidence from the novel in order to write the example, which is the third sentence. e) Before the end of the class, the teacher assigns homework for the students to do before Wednesday’s lesson. They are to write the third content paragraph by using the third major idea, which is caring.
REFLECTION	This lesson was completed. The students still needed a lot of help in writing their elaboration and selecting the best evidence from the novel. They still need more exercises to improve.

 

DATE/DAY	02.04.2014 (Wednesday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Food
TOPIC	Restaurant food
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify specific food items for different ethnic restaurant b) use the targeted vocabulary related to food and drinks
LEARNING EMPHASIS	Multiple intelligence, vocabulary development
INSTRUCTIONAL PROCEDURES	a) The teacher and Cikgu James (ETA) begin the lesson by asking the students if they like to eat eggs. They listen to the students’ answers and comment on their answers. b) Then, Cikgu James introduced a game called “Don’t Scramble Your Egg” to the students. They are to play the game by passing the egg from one person to another and to say a word. The theme of the game is food. There is a rule for the players to obey, which is to only use English words. They must play the game quick before the egg produces a sound which signals that it has broken. The person who srambles his or her egg has to leave the game. c) Once only 2 players survive the game, Cikgu James gives rewards to the winners of this game. d) After that, the teacher and Cikgu James tell the students to draw a simple table where the students are to fill in each ethnic restaurant with 3 food items. The students are to do this individually but they can discuss with their friends. e) When students have completed this table, the teacher and Cikgu James call several students to list down food or drinks that they know for each ethnic restaurant. The teachers discuss the spelling of the food and also explain if students are not familiar with the food items. f) Before the lesson ends, the teachers remind the students that this lesson will be continued next week as they will need to design their own restaurant in groups. The students can choose any one of the ethnic restaurants in the given table and to come up with a slogan and food items for their restaurant. They are to discuss this before the lesson next week.
REFLECTION	This lesson was completed. The students enjoyed playing the game. Two girls won and were given stickers that glow in the dark. The next activity has also taught students some new food items such as guacamole and gimbab. This lesson will be continued again next week.

 

 

DATE/DAY	02.04.2014 (Wednesday)
CLASS	3A
TIME	3.25 – 4.00 pm
SUBJECT	English
UNIT	Literature
TOPIC	Around The World In 80 Days – The character that I like: Passepartout
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) elaborate on the third major idea by constructing the topic sentence, elaboration, example and its mini conclusion b) use adjectives and synonyms in their sentences c) complete the essay by writing the concluding paragraph
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher continues last Tuesday’s lesson by asking the students to show their third content paragraph. She calls a few students to read their work. Then, she comments on any errors and chooses the best paragraph to be shared with the whole class by writing it down on the board. She tells them to take it down into their exercise books. b) Next, she illustrates on the board how to write the conclusion for the essay. c) After that, the teacher writes the second question for discussion which is to write on Phileas as a favourable character. She tells the students to take it down into their exercise books. d) Then, she reads the question aloud to them before getting them to identlfy the key words. She also tells them to identify the tense and the vocabulary for the essay. For this, she asks them to identify 3 major ideas that will be the characteristics of Phileas. Their answers are written on the board for all to see. e) Before assigning this question as homework, the teacher gets the students to analyse each quality of Phileas in order to prevent repeatition and difficulty to look for evidence to support it. She guides them to do this by asking them to identify which quality does not have ample evidence in the novel. f) This lesson ends with the students completing the introduction and the first content paragraph at home before discussion on the coming Friday lesson.
REFLECTION	This lesson was completed. The teacher found out that most of the students did not know how to write their example which contains the evidence from the novel. The teacher had to illustrate on the board which sentence in Chapter 14 can be used to support their third major idea. The teacher also did not get to introduce a new exercise which is writing on the character of Phileas Fogg. This will be done during Friday lesson.

 

DATE/DAY	02.04.2014 (Wednesday)
CLASS	1L
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Unit 6: Reduce, Reuse, Recyle
TOPIC	Fun In Sharing
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) actively involve all students to use the language learned in this topic confidently b) practise the vocabulary learned and its pronunciation c) practise the sentence patterns related to describing a recycling process
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher draws students’ attention to the given picture in their textbooks. She asks some questions which will get them to describe what they see in the picture. b) Next, the teacher tells them that they are going to make a product from old newspapers. She gets them to sit in 6 groups. c) She distributes the old newspapers to each group and gives them 30 minutes to complete their group work. d) At the end of this time, she calls each group to present their work at the front of the class. Each student in the group must describe 1 process involved in the making of the item. e) The teacher awards the best group with gifts of food. Before the class ends, she asks the students what they have learned from the activity.
REFLECTION	This lesson was completed. The students managed to produce new items from the old newspapers such as baskets, origami, kites and paper guitars. The teacher has not given the best group any rewards as there were two groups that produced two neat items.

 

DATE/DAY	03.04.2014 (Thursday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Unit 6: Reduce, Reuse, Recyle
TOPIC	Fun In Sharing
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) actively involve all students to use the language learned in this topic confidently b) practise the vocabulary learned and its pronunciation c) practise the sentence patterns related to describing a recycling process
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher draws students’ attention to the given picture in their textbooks. She asks some questions which will get them to describe what they see in the picture. b) Next, the teacher tells them that they are going to make a product from old newspapers. She gets them to sit in 6 groups. c) She distributes the old newspapers to each group and gives them 30 minutes to complete their group work. d) At the end of this time, she calls each group to present their work at the front of the class. Each student in the group must describe 1 process involved in the making of the item. e) The teacher awards the best group with gifts of food. Before the class ends, she asks the students what they have learned from the activity.
REFLECTION	This lesson was completed. The students were able to produce a lot of origami work as well as items such as baskets and snowflakes using the old newspapers. The teacher also selected 6 students to describe the processes of making the crafts.

 

DATE/DAY	03.04.2014 (Thursday)
CLASS	3N
TIME	3.25 – 4.35 pm
SUBJECT	English
UNIT	Literature: The novel – Around The World In 80 Days
TOPIC	Chapter 10: The Voyage From India To Hong Kong Chapter 11: Passpartout Takes Too Great An Interest In Phileas Fogg, and What Comes Of It
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) give 2 main ideas from these two chapters
LEARNING EMPHASIS	Vocabulary development, Moral values
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students what they still remember about Chapters 8 and 9 of the novel. She listens to their responses and helps them if they have any difficulties in explaining their answer.  b) Once the students have finished answering the questions, she  continues the lesson by moving on to Chapter 10. She reads out the title for them and asks them to explain the meaning of the words in the title She listens to their answers and explains clearly if they can’t explain. She reads the chapter by concentrating on important paragraphs that contain the main events and also important words for them to learn. c) At the end of this reading, she asks the students to relate to her again what they have learned by getting them to identify
REFLECTION	This lesson was completed. The students also completed taking down notes for these two chapters into their exercise books. However, the only remember a few incidents from the chapters such as the incident where Passepartout passes out after being knocked down by a man in the restaurant and trip on a ship called the Carnatic from Hong Kong to Yokohama, Japan.

 

DATE/DAY	03.04.2014 (Thursday)
CLASS	IL
TIME	5.45- 6.20 pm
SUBJECT	English
UNIT	Unit 7: Healthy Eating
TOPIC	Stimulus
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) activate background knowledge on a balanced diet by getting students to talk about balanced diet b) identify and talk about the components of a healthy diet c) talk about the kinds of food that people should eat in order to be healthy
LEARNING EMPHASIS	Multiple intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The lesson begins by the teacher getting the students to talk about the title, “Healthy Eating”. She asks them questions that will get them to define the meaning of the title and healthy food as well as the kinds of food that people must eat to be healthy. b) After that, she tells them to look at the given picture. She also asks them questions that will get them to describe the food items in the picture. c) Then, she asks them to discuss the proportions of the food items in the picture by getting them to answer questions on the type of food that people should eat the most and the less. d) She also asks them to tell her their favourite food based on the picture. She models the question and the answer. She listens to the students as they answer her question. e) After that, she tells them to go around the class and ask at least five friends their favourite food. They are also to identify two friends who like the same food as themselves. f) Before the end of the lesson, the teacher asks them to tell her what they have learned in class. They are expected to say that they learn words associated with food classes and food items.
REFLECTION	This lesson was completed. The students only gave 1 answer from the expected 3 reasons as to why healthy eating is important. The students used the targeted sentence structure when they asked their friends. A few even knew how to describe their favourite food when asked by the teacher. This exercise is an easy task as the topic on food is familiar to the students.

 

DATE/DAY	04.04.2014 (Friday)
CLASS	1A
TIME	2.35 – 3.10 pm
SUBJECT	English
UNIT	Unit 7: Healthy Eating
TOPIC	Stimulus
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) activate background knowledge on a balanced diet by getting students to talk about balanced diet b) identify and talk about the components of a healthy diet c) talk about the kinds of food that people should eat in order to be healthy
LEARNING EMPHASIS	Multiple intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The lesson begins by the teacher getting the students to talk about the title, “Healthy Eating”. She asks them questions that will get them to define the meaning of the title and healthy food as well as the kinds of food that people must eat to be healthy. b) After that, she tells them to look at the given picture. She also asks them questions that will get them to describe the food items in the picture. c) Then, she asks them to discuss the proportions of the food items in the picture by getting them to answer questions on the type of food that people should eat the most and the less. d) She also asks them to tell her their favourite food based on the picture. She models the question and the answer. She listens to the students as they answer her question. e) After that, she tells them to go around the class and ask at least five friends their favourite food. They are also to identify two friends who like the same food as themselves. f) Before the end of the lesson, the teacher asks them to tell her what they have learned in class. They are expected to say that they learn words associated with food classes and food items.
REFLECTION	This lesson was completed. The students talked about the kinds of food that people should eat in order to be healthy and gave reasons as to why healthy eating should be practiced. They also used the targeted sentence structure.

 

DATE/DAY	04.04.2014 (Friday)
CLASS	3N
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Literature
TOPIC	Around The World In 80 Days – The character that I like: Passepartout
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify 3 reasons as to why Passepartout is a favourable character by using adjectives to describe his qualities b) identify the most suitable evidence from the novel to support an elaboration for a major idea (reason) c) explain why a certain quality is given to Passepartout
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students to identify which of the three major characters that they like the most. They are expected to say either Phileas Fogg, Jean Passepartout and Aouda. Then, she asks them to explain why they like their chosen character. She listens and notes down their answers on the board. b) Next, she writes the essay question for discussion on the board. Students are told to take it down into their books. After that, the teacher reads the question aloud in the class and stresses that it is the kind of question that they will find in a PMR formatted examination paper 2. c) After that, she asks them to identify the key words in the question in order to help them better understand the requirements of the question. The students are to note down that they are to write an essay on a favourate character by using the novel to support their answer. d) Then, she tells them to identify the correct tense and useful vocabulary for the essay. For this, she brings their attention again to the adjectives that they have used to describe Passepartout. She asks them to analyse each quality and to ask themselves if they can find evidence from the novel which proves that those qualities are present in Passepartout. This is to help them to fine tune the 3 best qualities of Passepartout. e) Next, she presents a layout for the essay which contains 5 paragraphs – 1 introduction paragraph, 3 content paragraphs and 1 concluding paragraph. She tells the students that each content paragraph must have 4 sentences – a topic sentence, an elaboration, an example, which must contain evidence from the novel and a concluding sentence. The teacher stresses to the students that they must always use the most accurate evidence from the novel to write their example as students are not allowed to use their imagination or write something which is not described in the novel. f) The teacher uses the remaining lesson time to illustrate how to write the introduction and the second paragraph that contains the first major idea, which is obedient. She stresses on targeted sentence structure for the introduction and the content paragraph which must have sequence connectors to signal the different types of sentences that they must use. g) Before the end of the lesson, she asks the students to bring their books again on the next lesson as the essay writing will be continued.
REFLECTION	This lesson was not completed. The reason being was the teacher had to use the double periods of English lesson to carry out a choral speaking practice at Meeting Room 4. This lesson will be postponed to Wednesday next week.

 

 

DATE/DAY	04.04.2014 (Friday)
CLASS	3A
TIME	5.10 – 6.20 pm
SUBJECT	English
UNIT	Literature
TOPIC	Around The World In 80 Days – The character that I like: Phileas
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) elaborate on the second major idea by constructing the topic sentence, elaboration, example and its mini conclusion b) use adjectives and synonyms in their sentences c) identify the best evidence from the novel to support the second major idea
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher continues previous Wednesday lesson by getting them to show her their work on the introduction and the first content paragraph. She reads a few paragraphs and chooses the best paragraphs to be edited on the board. She writes a sample introduction and first content paragraph based on the edited student’s work. b) Next, she asks them to give her the second favourable quality of Phileas based on what they have brainstormed on previous Wednesday. The students are expected to say that he is also a punctual person apart from being organised. c) With this, she illustrates on the board how to write the second content paragraph. She gets some students to give her ideas to write the topic sentence and the elaboration.  She calls some of them to share with the class before correcting their sentences on the board. d) After that, she guides them how to carefully select the best evidence from the novel in order to write the example, which is the third sentence. e) Before the end of the class, the teacher assigns homework for the students to do. They are to write the third content paragraph by using the third major idea, which is caring and to complete the conclusion. The essay must be handed in on Monday next week.
REFLECTION	This lesson was completed. The teacher has decided not to read students’ previous essay writing exercise. Instead, she guided them to do the first and second paragraphs of the second essay question. She guided them on how to prepare a mind map which showed all of the 3 major ideas together with their elaborations. She also showed how to select the best evidence for the first major idea. Students also asked questions on how to elaborate the second major idea and the way to rewrite their topic sentence for the fourth sentence in every content paragraph. The teacher will give more writing exercises on the novel on the third week of this month.