RPH MINGGU 40

RANCANGAN PENGAJARAN HARIAN

            MATA PELAJARAN: BAHASA INGGERIS

MINGGU 40

DATE/DAY	29.09.2014 (Monday)
CLASS	3N
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Revision for PT3
TOPIC	Error identification and information transfer
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify errors and correct the errors by using contextual clues and grammar knowledge b) transfer information from a text to a graphic organizer by identifying examples for different categories
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher gets the students ready for revision in the class by asking them to look at questions 1 and 2 of Set 3 in the PT3 revision workbook. b) She tells them to work on these two questions on their own for 20 minutes before they discuss the answers with the teacher. c) She explains how to do these two exercises to the students. d) At the end of the time, she gets them to read out their answers. The teacher helps the students if they identify the wrong error or cannot answer on their own. The answers are written on the board for the students to check. e) Before the class ends, the teacher reminds the students to bring their Literature novel for a revision on the novel during Wednesday class.
REFLECTION	This lesson was completed. More than half of the students could not identify the errors in question 1. However, question 2 was quite easy for them as they could identify the correct answers from the given text. More exercises will be done in this class for these two kinds of questions.

DATE/DAY	29.09.2014 (Monday)
CLASS	1L
TIME	2.35 – 3.10 pm
SUBJECT	English
UNIT	Literature
TOPIC	Short story: Flipping Fantastic
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify what happens to Tristan who does not want to enter Chesterlea Grange b) identify what happens to Jams who does not want to study at Highfields
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher continues previous week’s lesson that could not be completed by reading the short story in the class. This is done by simplying the story for the students. b) At the end of the reading, the teacher asks the students to identify how Tristan and James solve their problem. c) Before the class ends, the teacher gives some notes on the short story for the students to take down into their exercise books.
REFLECTION	This lesson was not complete. The teacher could not give any notes yet as she used a lot of time reading important parts in the short story to the students and making them understanding the main characters’ problems. This will be continued on Tuesday.

DATE/DAY	29.09.2014 (Monday)
CLASS	1A
TIME	5.10 – 5.45 pm
SUBJECT	English
UNIT	Literature
TOPIC	Short story: Flipping Fantastic
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify the moral values in the story b) identify the theme in the story
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to show her the essays that they have completed during the weekend. The teacher reads out a few examples of synopsis and then points out any information that is lacking in their work. b) Next, the teacher gives a sample synopsis for the short story and tells the students to take it down. Then, she compares some of their work with her sample in order to help the students remember how to write a synopsis. c) Next, she gives them a few more notes on the moral values and the themes in the short story. d) Before the class ends, she asks them to identify the moral values and themes of the short story.
REFLECTION	This lesson was not completed. The teacher found out that more than half of the students have not completed their synopsis. Hence, they were told to use the one period to work on their synopsis before the teacher can show them a sample synopsis. This lesson will be carried out on Tuesday.

DATE/DAY	29.09.2014 (Monday)
CLASS	3A
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	Literature: The novel
TOPIC	The synopsis of the novel
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify the main events of the novel b) identify characters that affect Phileas’ journey c) identify the changes in the novel
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher comments on students’ work after marking their essays. She highlights the pros and cons detected in their synopsis. b) To help them write a better synopsis in preparation for the coming PT3 exams, she gives them a sample synopsis which the students will take down into their exercise books. c) Before the end of the lesson, the teacher highlights the three major ideas in the synopsis and reminds the students to look at the perspective of the time line in the story which covers aspects of before, during and after the journey.
REFLECTION	This lesson was not completed yet. The reason for this is the Form 3 block was in total blackout and the classroom was dark. The teacher could not write anything on the blackboard. This lesson will be continued on the following Tuesday. Nevertheless, the teacher commented on some of the essays that she has marked.

DATE/DAY	30.09.2014 (Tuesday)
CLASS	1L
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Literature
TOPIC	Short story: Flipping Fantastic
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify what happens to Tristan who does not want to enter Chesterlea Grange b) identify what happens to Jams who does not want to study at Highfields
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher continues yesterday’s lesson by asking the students to identify how Tristan and James solve their problem. b) Then, the teacher gives some notes on the short story for the students to take down into their exercise books. c) Before the class ends, the teacher also gives them a short synopsis of the story for the students to take down into their exercise books.
REFLECTION	This lesson was completed. The students could identify only 1 way how the twin brothers solve their problem. The synopsis was also given to the students.

DATE/DAY	30.09.2014 (Tuesday)
CLASS	1A
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Literature
TOPIC	Short story: Flipping Fantastic
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify the moral values in the story b) identify the theme in the story
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to show her the essays that they have completed during the weekend. The teacher reads out a few examples of synopsis and then points out any information that is lacking in their work. b) Next, the teacher gives a sample synopsis for the short story and tells the students to take it down. Then, she compares some of their work with her sample in order to help the students remember how to write a synopsis. c) Next, she gives them a few more notes on the moral values and the themes in the short story. d) Before the class ends, she asks them to identify the moral values and themes of the short story.
REFLECTION	This lesson was completed. The students could identify two moral values and two themes in the novel.

DATE/DAY	30.09.2014 (Tuesday)
CLASS	3A
TIME	4.35- 5.10 pm
SUBJECT	English
UNIT	Literature: The novel
TOPIC	The synopsis of the novel
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify the main events of the novel b) identify characters that affect Phileas’ journey c) identify the changes in the novel
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) In this lesson, the teacher gives them a sample synopsis which the students will take down into their exercise books. b) Before the end of the lesson, the teacher highlights the three major ideas in the synopsis and reminds the students to look at the perspective of the time line in the story which covers aspects of before, during and after the journey.
REFLECTION	This lesson was not thoroughly completed. The reason is the teacher did not have enough time to write the sample essay on the board. The students will have to take it down again during Thursday lesson. From the teacher’s observation of students’ work, almost all of them attempted the question and had submitted their essays. Most of them were able to illustrate what happens in the novel from the beginning to the end.

DATE/DAY	01.10.2014 (Wednesday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Error identification
TOPIC	Learning how to identify errors and correct the errors
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify errors in a given text b) correct the identified errors
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher distributes worksheets that contain a question on error identification. She explains how this task is completed and how marks are awarded. b) Once the students understand the explanation, she guides them to do the exercise in the class. c) The students are taught how to identify errors using some guidelines that the teacher gives on the board. d) Once this exercise is completed, she gives them another worksheet on error identification. Similar process is repeated until the students are familiar with question 1 of the test paper. e) Before the lesson ends, she reminds them to bring their exercise books on Friday for a lesson on writing short messages or emails.
REFLECTION	This lesson was completed. The students mastered the given exercises. They were able to correct errors in the given short texts. However, they need not identify any errors as this has been simplified. They will answer a simplified text where the errors have already been identified for them.

DATE/DAY	01.10.2014 (Wednesday)
CLASS	1L
TIME	3.25 – 4.00 pm
SUBJECT	English
UNIT	Error identification
TOPIC	Learning how to identify errors and correct the errors
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify errors in a given text b) correct the identified errors
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher distributes worksheets that contain a question on error identification. She explains how this task is completed and how marks are awarded. b) Once the students understand the explanation, she guides them to do the exercise in the class. c) The students are taught how to identify errors using some guidelines that the teacher gives on the board. d) Once this exercise is completed, she gives them another worksheet on error identification. Similar process is repeated until the students are familiar with question 1 of the test paper. e) Before the lesson ends, she reminds them to bring their exercise books on Friday for a lesson on writing short messages or emails.
REFLECTION	This lesson was not completed. The teacher has decided to do revision on the poem, “Mr. Nobody”. The students were given 10 comprehension questions to answer. Most of them could give the correct answers.

DATE/DAY	01.10.2014 (Wednesday)
CLASS	3N
TIME	4.00 - 5.10 pm
SUBJECT	English
UNIT	Literature: The novel
TOPIC	The synopsis of the novel
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify the main events of the novel b) identify characters that affect Phileas’ journey c) identify the changes in the novel
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) In this lesson, the teacher gives them a sample synopsis which the students will take down into their exercise books. b) Before the end of the lesson, the teacher highlights the three major ideas in the synopsis and reminds the students to look at the perspective of the time line in the story which covers aspects of before, during and after the journey.
REFLECTION	This lesson was completed. The students could not write their own synopsis. Hence, the sample essay was given. The teacher also gave them another sample essay on the theme of love.

DATE/DAY	02.10.2014 (Thursday)
CLASS	3N
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Literature: The novel
TOPIC	Do you like  or don’t like the novel?
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) give two reasons why they like or don’t like the novel b) identify one evidence from the novel to support each main idea
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students if they like or do not like the novel that they have read. If their answer is yes, she asks them to tell her two reasons for their answer. b) She writes down their reasons and asks them to identify one evidence from the novel to support their answer. If the students respond, she helps them to identify the best evidence from the novel. c) Once this is done, she gives them a sample essay for this question. d) Before the lesson ends, the teacher points out the main ideas and the evidence from the novel, which the students must use if they are asked to compose an essay on this topic.
REFLECTION	This lesson was completed. The sample essay was given to them. Once this was done, the teacher moved on to do revision on comprehension questions and 50-word essay (question 4) of the PT3 English paper. Revision was conducted well. Students were taught how to identify answers from a text using contextual clues and also to simplify sentences for the 50-word essay.

DATE/DAY	02.10.2014 (Thursday)
CLASS	3A
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Literature: The novel
TOPIC	Do you like or do you not like the novel that you have read?
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) give two reasons why they like or don’t like the novel b) identify one evidence from the novel to support each main idea
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students if they like or do not like the novel that they have read. If their answer is yes, she asks them to tell her three reasons for their answer. b) She writes down their reasons and asks them to identify one evidence from the novel to support their answer. If the students respond, she helps them to identify the best evidence from the novel. c) Once this is done, she gives them a sample essay for this question. d) Before the lesson ends, the teacher points out the main ideas and the evidence from the novel, which the students must use if they are asked to compose an essay on this topic.
REFLECTION	This lesson was completed. This question was posed to the students on Monday. Therefore, some of the students have completed their essays. It was only a matter of defining the most appropriate reasons and evidence from the novel for them.

DATE/DAY	02.10.2014 (Thursday)
CLASS	1L
TIME	4.35 – 5.45 pm
SUBJECT	English
UNIT	Error identification
TOPIC	Learning how to identify errors and correct the errors
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify errors in a given text b) correct the identified errors
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher distributes worksheets that contain a question on error identification. She explains how this task is completed and how marks are awarded. b) Once the students understand the explanation, she guides them to do the exercise in the class. c) The students are taught how to identify errors using some guidelines that the teacher gives on the board. d) Once this exercise is completed, she gives them another worksheet on error identification. Similar process is repeated until the students are familiar with question 1 of the test paper. e) Before the lesson ends, she reminds them to bring their exercise books on Tuesday for a lesson on writing short messages or emails.
REFLECTION	This lesson was completed. Most of the students could not correct the errors that the teacher has identified for them. This exercise proved to be the most difficult after essay writing for these students.

DATE/DAY	03.10.2014 (Friday)
CLASS	1A
TIME	3.10 - 3.45 pm
SUBJECT	English
UNIT	Revision for the final year English paper
TOPIC	Comprehension questions and 50-word message
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) answer comprehension questions using contextual clues b) compose a 50-word message using main ideas from a given text
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher informs the students that they will revise on Question 3 of the exam paper. The questions comprise of a set of comprehension questions and a 50-word message on a given text. b) The students are told to take down the exercise on the board. Once they are done, she guides them how to complete it as they are not familiar at all with the format. c) She first starts with reading the short text and guiding them how to give short but straight to the point answers using contextual clues found from the text. Then, she moves on to help them identify the main ideas which the students need to use in order to write the 50-word message. They are also reminded to paraphrase ideas from the text before using them in the message. d) A sample message is given to them. Before the class is dismissed, the students are reminded that similar revision will be continued on Tuesday next week.
REFLECTION	This lesson was completed. The comprehension questions were easy for them but they seem to need another revision on the 50-word essay.

DATE/DAY	03.10.2014 (Friday)
CLASS	3A
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Revision for PT3 English paper
TOPIC	Error identification and 50-word letter
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify the correct errors b) correct the identified errors c) write a 50-word letter to a friend on ways to celebrate Mother’s Day and reasons for the suggestions
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher instructs the students to open their PT3 English workbooks and to complete the error identification exercise for Module 4. She tells them that they are only given 10 minutes to do this on their own. At the end of the time, the teacher reads out the correct answers and tells them to count their own scores. b) The second exercise is given to them in the form of a 50-word letter to a friend on ways to celebrate Mother’s Day. They are only given 15 minutes to do this. At the end of this time, the teacher asks them to share with her their ideas and reasons for the suggestions. c) Finally, the teacher gives them a sample essay for this question and points out how the suggestions are laid out together with the reasons. d) Before the class ends, the teacher reminds the students to bring their workbooks on Tuesday for another revision session.
REFLECTION	This lesson was completed. Students reported that they were able to complete the two exercises within the allocated time. The teacher also found out that most of them were able to compose a reasonably good short essay but some still found it difficult to score higher marks for the error identification exercise.