WEEKLY
LESSON PLANS
SUBJECT: ENGLISH
WEEK 3
|
DATE/DAY
|
19.01.2015
(Monday)
|
|
CLASS
|
3B
|
|
TIME
|
2.00
– 3.10 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Literature
|
|
TOPIC
|
Poem:
A Fighter’s Lines
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
identify one moral value of the poem
b)
identify one theme of the poem
|
|
LEARNING
EMPHASIS
|
Appreciation
of poem, vocabulary development, Patriotism (moral value)
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher asks the students if they have seen how soldiers fight in a war.
Students are expected to say yes or no. If their answer is yes, the teacher
asks how they feel when they see such an image on the television. The teacher
expects that the students will share their feelings or emotion.
b)
Next, the teacher plays them a YouTube video that shows a scene from a war
movie entitled, “The Pacific” where soldiers fight near a beach.
c)
After that, she asks them if they would like to sacrifice their lives for
their country as a soldier. Students are expected to say either yes or no.
The teacher asks for a reason for their answers.
d)
Then, she moves on to the poem in their literature texts. She asks them what
they know of the poem as students were already told to read in the weekend
prior to this lesson. After that, she explains the objectives of the lesson
on the poem.
e)
The teacher recites the poem. Students are to listen.
f)
Next, the teacher tells the students to ask if there are any new words from
the poem. If there are, she will explain the meaning.
g)
Then, she gives them a table with two columns. One column is the line number
while the other is for the corresponding meaning of each line from the poem.
The teacher explains the meaning of the poem using this table.
h)
Before the end of the lesson, the students are asked to identify one moral
value and one theme of the poem.
|
|
REFLECTION
|
This lesson was completed. The students were
given notes on the poem. They were able to identify 1 moral value and 1 theme
|
|
DATE/DAY
|
12.01.2015
(Monday)
|
|
CLASS
|
3D
|
|
TIME
|
3.25
– 4.00 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Essay
writing
|
|
TOPIC
|
An
essay with four pictures
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
identify the tense for the essay
b)
describe a layout for an essay of about 120 words
c)
describe the kinds of sentences for the introduction, the body of content and
the conclusion
d)
compare an interesting introduction with a simple unattractive introduction
|
|
LEARNING
EMPHASIS
|
Learning
how to learn
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher explains the learning objectives for the lesson to the students
and asks what they know about writing an essay. This is to identify prior
knowledge and what they students have not known yet.
b)
Then, the teacher distributes worksheets that contain an essay question. The
essay is imaginative in nature and pictures are also given.
c)
The teacher asks the students to study the worksheet for a minute before
telling them that they will need to follow 8 steps to writing an essay
effectively.
d)
The teacher begins with the first step which is instructing the students to
read the question or the given rubric.
e)
After that, she continues to the second step where the students are to read
the instruction again for the second time. This time, she tells them to
underline or highlight the key words in the question and explain what they
mean. If students face any problem in explaining, the teacher will take over.
She stresses that they need to read the question twice or more than that in
order to find out the requirement of the task, which is to write an essay of
about 120 words, to write an essay of what happen to the boy on his way home
from school and to use the given pictures and notes.
f)
Next, she asks them to identify the tense for the story. The students are
expected to say that they are to use simple past tense. The teacher stresses
that they are to only use 1 type of tense throughout the essay.
g)
Then, she asks them to tell her the kinds of words that they will need to use
in the story writing. This is the vocabulary list that the teacher will build
as the students respond with appropriate words. The list is written on the
board and the students are reminded to do this too before they start writing.
h)
Next, the teacher asks them to identify the format for an imaginative essay.
If the students do not know of any specific format (an assumption), the
teacher will draw a simple layout that shows 6 paragraphs. The teacher
stresses that an introduction is compulsory but they only need to write 2
sentences the most. Then, followed by 4 content paragraphs where each paragraph
is to have at least 4 sentences. Finally a conclusion only needs 1 sentence.
This is illustrated on the board for the students to take down into their
exercise books.
i)
After that, based on the given layout, the teacher tells the students that
they need to organise their ideas for the story. Using the layout on the
board, the teacher shows to the students how each paragraph uses ideas given
in the picture. In short, the students will see how the content paragraphs
make use of the notes from the worksheet. The teacher also stresses that they
are to write their own introduction and conclusion as the notes in the 4
pictures are to be used exclusively for the content paragraphs.
j)
Next, the teacher gives them 2 sample introduction for the story. The first
is a very simple introduction which the students learned last year. The
second sample is written using a more interesting approach, which is by
giving a situation of the weather of the day. The students are to take this
down into their books.
k)
Then, the teacher stresses on the importance of using interesting ways to
begin the introduction in order to attract the examiner’s attention. For
this, she gives them the third sample introduction in order to better
illustrate to the students what she means.
l)
The lesson ends with a reminder to the students that the essay writing will
be continued again on Thursday. They will learn how to build a content
paragraph using the notes given in a task.
|
|
REFLECTION
|
This lesson was completed.
|
|
DATE/DAY
|
20.01.2015
(Tuesday)
|
|
CLASS
|
2L
|
|
TIME
|
2.35
– 3.10 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Unit
1: Uniquely You
|
|
TOPIC
|
Language
In Action
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
identify sentence patterns used to talk about oneself and one’s ability
b)
talk about oneself and one’s ability by using the targeted sentence patterns
|
|
LEARNING
EMPHASIS
|
Verbal
linguistic, interpersonal
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher draws students’ attention to a picture in their textbooks. She
asks them to describe what they can see in it and to guess what the video
will be about.
b)
Then, she plays the audio-video DVD. She gets them to watch the video and
listen to the sentence patterns.
c)
After playing the video once, the teacher tells the students to listen to
sentences that describe one’s talents, to complement a friend, plans for the
future and to express what one really likes something that one does.
d)
Next, she wants them to list down the sentences from the video for each type
of the sentence.
e)
The teacher adds to this by giving plenty of examples for each type of
sentence. The students are to take these down into their books.
f)
Before the end of the lesson, the teacher asks the students to choose the
best sentence when asked a certain question.
|
|
REFLECTION
|
This lesson was partially completed. The reason
for this is the teacher was not able to get the students to identify the
targeted sentence patterns from the audio-video DVD. The dialogue was long
and only 2 students seemed to understand what they were supposed to do. The
rest could not give suitable examples for the items requested by the teacher.
The first objective (a) could not be fully achieved. The second objective is
also not achieved as the teacher used most of the time to replay the DVD for
the students.
|
|
DATE/DAY
|
20.01.2015
(Tuesday)
|
|
CLASS
|
2E
|
|
TIME
|
3.25
– 4.35 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Unit
1: Uniquely You
|
|
TOPIC
|
Language
In Action
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
identify sentence patterns used to talk about oneself and one’s ability
b)
talk about oneself and one’s ability by using the targeted sentence patterns
|
|
LEARNING
EMPHASIS
|
Verbal
linguistic, interpersonal
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher draws students’ attention to a picture in their textbooks. She
asks them to describe what they can see in it and to guess what the video
will be about.
b)
Then, she plays the audio-video DVD. She gets them to watch the video and
listen to the sentence patterns.
c)
After playing the video once, the teacher tells the students to listen to
sentences that describe one’s talents, to complement a friend, plans for the
future and to express what one really likes something that one does.
d)
Next, she wants them to list down the sentences from the video for each type
of the sentence.
e)
The teacher adds to this by giving plenty of examples for each type of
sentence. The students are to take these down into their books.
f)
Before the end of the lesson, the teacher asks the students to choose the
best sentence when asked a certain question.
|
|
REFLECTION
|
This lesson was completed. The students were able
to identify 1 example from the audio-video DVD to fulfill the items requested
by the teacher. They were attentive and participated in the lesson. The
objectives of this lesson were achieved.
|
|
DATE/DAY
|
21.01.2015
(Wednesday)
|
|
CLASS
|
2L
|
|
TIME
|
2.00
– 3.10 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Unit
1: Uniquely You
|
|
TOPIC
|
Having
Fun : B2DL1E1
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
present to their partners in a pair work on what they are good at
b)
use the targeted vocabulary and sentence patterns learned
|
|
LEARNING
EMPHASIS
|
Verbal
linguistic, interpersonal, creating, interacting
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher directs students’ attention to a picture in their textbooks. She
asks them to identify what a boy is doing in front of a group of students.
b)
Next, she tells them to do a pair work. The teacher provides a sample short
dialogue for several situations as most of the students like playing games
and cooking. The teacher explains what each sentence means and how to fill in
the blanks.
c)
The students discuss in pairs and are given 10 minutes to do this. The
teacher monitors their work.
d)
At the end of this time, she tells them to present in pairs. She listens as
they ask and answer each other.
e)
Next, the teacher calls some volunteers to present his or her work. The rest
of the class is invited to ask questions to the student.
f)
Before the end of the lesson, the teacher tells the students to bring their Literature
booklets on Thursday for a lesson on a poem.
|
|
REFLECTION
|
This lesson was completed. The teacher found out
that only several students were able to carry out the task confidently in the
class. Most of them were not able to pronounce certain words and also some
difficulties in using the correct grammar in their sentences. The teacher
corrected this by explaining how to use the words “can”, “at” and “to”. The
students were told to take down the teacher’s important notes into their
exercise books.
|
|
DATE/DAY
|
21.01.2015
(Wednesday)
|
|
CLASS
|
3D
|
|
TIME
|
4.00
– 5.10 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Literature
|
|
TOPIC
|
Poem:
A Fighter’s Lines
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
identify one moral value of the poem
b)
identify one theme of the poem
|
|
LEARNING
EMPHASIS
|
Appreciation
of poem, vocabulary development, Patriotism (moral value)
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher asks the students if they have seen how soldiers fight in a war.
Students are expected to say yes or no. If their answer is yes, the teacher
asks how they feel when they see such an image on the television. The teacher
expects that the students will share their feelings or emotion.
b)
Next, the teacher plays them a YouTube video that shows a scene from a war
movie entitled, “The Pacific” where soldiers fight near a beach.
c)
After that, she asks them if they would like to sacrifice their lives for
their country as a soldier. Students are expected to say either yes or no.
The teacher asks for a reason for their answers.
d)
Then, she moves on to the poem in their literature texts. She asks them what
they know of the poem as students were already told to read in the weekend
prior to this lesson. After that, she explains the objectives of the lesson
on the poem.
e)
The teacher recites the poem. Students are to listen.
f)
Next, the teacher tells the students to ask if there are any new words from
the poem. If there are, she will explain the meaning.
g)
Then, she gives them a table with two columns. One column is the line number
while the other is for the corresponding meaning of each line from the poem.
The teacher explains the meaning of the poem using this table.
h)
Before the end of the lesson, the students are asked to identify one moral
value and one theme of the poem.
|
|
REFLECTION
|
This lesson was completed. The students were
given notes. They were able to identify one moral value and one theme of the
poem. The objectives were achieved.
|
|
DATE/DAY
|
21.01.2015
(Wednesday)
|
|
CLASS
|
2E
|
|
TIME
|
5.45
– 6.20 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Unit
1: Uniquely You
|
|
TOPIC
|
Fun
In Sharing
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
use the vocabulary and sentence patterns learned to promote a talent show
|
|
LEARNING
EMPHASIS
|
Verbal
linguistic, interpersonal, team-work
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher distributes drawing papers to five groups. Each group will have 5
or 6 students. The students are to sit in their own groups.
b)
The teacher explains that each group will produce a poster on a talent show.
The talents shows can vary such as a singing contest, essay writing contest,
drawing contest, eating contest and spelling bee contest to name a few. Each
group is to produce 1 poster on a talent contest of their choice.
c)
Each group’s task is to design the poster and prepare a script where each
member in the group will present their poster.
d)
The students are reminded that the poster presentation will take place on
Tuesday next week during lesson.
|
|
REFLECTION
|
This lesson was partially completed. The teacher
only managed to divide the students into 6 groups and to explain the task.
The completion of the poster and the presentation will take place on another
chosen date. However, discussion prior to the grouping task had produced some
very good output especially words associated with talent contest which the
students will use in their presentation.
|
|
DATE/DAY
|
22.01.2015
(Thursday)
|
|
CLASS
|
3B
|
|
TIME
|
12.50
– 2.00 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Essay
writing
|
|
TOPIC
|
An
essay with four pictures
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
identify the tense for the essay
b)
describe a layout for an essay of about 120 words
c)
describe the kinds of sentences for the introduction, the body of content and
the conclusion
d)
compare an interesting introduction with a simple unattractive introduction
|
|
LEARNING
EMPHASIS
|
Learning
how to learn
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher explains the learning objectives for the lesson to the students
and asks what they know about writing an essay. This is to identify prior
knowledge and what they students have not known yet.
b)
Then, the teacher distributes worksheets that contain an essay question. The
essay is imaginative in nature and pictures are also given.
c)
The teacher asks the students to study the worksheet for a minute before
telling them that they will need to follow 8 steps to writing an essay
effectively.
d)
The teacher begins with the first step which is instructing the students to
read the question or the given rubric.
e)
After that, she continues to the second step where the students are to read
the instruction again for the second time. This time, she tells them to
underline or highlight the key words in the question and explain what they
mean. If students face any problem in explaining, the teacher will take over.
She stresses that they need to read the question twice or more than that in
order to find out the requirement of the task, which is to write an essay of
about 120 words, to write an essay of what happen to the boy on his way home
from school and to use the given pictures and notes.
f)
Next, she asks them to identify the tense for the story. The students are
expected to say that they are to use simple past tense. The teacher stresses
that they are to only use 1 type of tense throughout the essay.
g)
Then, she asks them to tell her the kinds of words that they will need to use
in the story writing. This is the vocabulary list that the teacher will build
as the students respond with appropriate words. The list is written on the
board and the students are reminded to do this too before they start writing.
h)
Next, the teacher asks them to identify the format for an imaginative essay.
If the students do not know of any specific format (an assumption), the
teacher will draw a simple layout that shows 6 paragraphs. The teacher stresses
that an introduction is compulsory but they only need to write 2 sentences
the most. Then, followed by 4 content paragraphs where each paragraph is to
have at least 4 sentences. Finally a conclusion only needs 1 sentence. This
is illustrated on the board for the students to take down into their exercise
books.
i)
After that, based on the given layout, the teacher tells the students that
they need to organise their ideas for the story. Using the layout on the
board, the teacher shows to the students how each paragraph uses ideas given
in the picture. In short, the students will see how the content paragraphs
make use of the notes from the worksheet. The teacher also stresses that they
are to write their own introduction and conclusion as the notes in the 4
pictures are to be used exclusively for the content paragraphs.
j)
Next, the teacher gives them 2 sample introductions for the story. The first
is a very simple introduction which the students learned last year. The
second sample is written using a more interesting approach, which is by
giving a situation of the weather of the day. The students are to take this
down into their books.
k)
Then, the teacher stresses on the importance of using interesting ways to
begin the introduction in order to attract the examiner’s attention. For
this, she gives them the third sample introduction in order to better
illustrate to the students what she means.
l)
The lesson ends with a reminder to the students that the essay writing will
be continued again on Friday. They will learn how to build a content
paragraph using the notes given in a task.
|
|
REFLECTION
|
This lesson was not fully completed. The reason
is because the teacher took some time to complete all 7 steps. She only
managed to get them to write their own introduction of two sentences.
However, there was not enough time to get them to take down the teacher’s own
sample introduction. This will be continued on Friday. However, the teacher
found out that the students have been taught on several things related to the
writing steps as they were able to respond when asked.
|
|
DATE/DAY
|
22.01.2015
(Thursday)
|
|
CLASS
|
3D
|
|
TIME
|
2.00
– 3.10 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Writing
|
|
TOPIC
|
An
essay writing
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
elaborate points in a content paragraph
b)
expand notes using simple past tense
c)
write 3 sentences for a content paragraph
|
|
LEARNING
EMPHASIS
|
Learning
how to learn
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher begins the lesson by asking the students what they have learned
on Wednesday during the writing lesson. The students are expected to say that
they learned about how to write an essay using 7 steps and how to write an
introduction for an imaginative essay.
b)
The teacher explains the objectives of the lesson for the day where the
students will learn how to expand notes for a content paragraph.
c)
The students are given the same worksheets that they used on previous Monday.
The teacher tells them to tell her what is described in the first picture
which will become the basis for the second paragraph. The students are also
asked to give a brief idea what happens in the first picture using the given
notes under the picture.
d)
Next, the teacher directs their attention to the board by illustrating how
the notes are expanded to create at least 3 sentences. She stresses on the
usage of sequence connectors and words from the vocabulary list. She also
reminds them that there must be a smooth flow of ideas between the sentences.
e)
After this, she guides them to share with her how to construct sentences for
the third paragraph by using the second picture.
f)
When this is done, she tells them to work in pairs where they are to
construct 3 more sentences for the fourth paragraph by looking at the third
picture. They are given 15 minutes to do this on their own before the teacher
discusses the sentences.
g)
At the end of this given time, the teacher calls for volunteers to write
their answers on the board. She checks for grammar and structural errors.
Then she rewrites the correct sentences and explains the corrected versions.
h)
Students are given the options to choose the best paragraph and to take it
down into their exercise books.
i)
The fifth paragraph is assigned as homework which the students are to
complete at home before the essay is discussed again on Wednesday next week.
|
|
REFLECTION
|
This lesson was partially completed. The teacher
only managed to explain the remaining 2 steps of writing an essay. Then, she
also taught them how to write an introduction using samples for 5 different
ways to begin an introduction. However, the students did not manage to
complete the required two sentences. This lesson will be continued on Monday
next week.
|
|
DATE/DAY
|
22.01.2015
(Thursday)
|
|
CLASS
|
2L
|
|
TIME
|
4.00
– 5.10 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Literature
|
|
TOPIC
|
Poem:
I Wonder
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
identify the persona in the poem
b)
identify one moral value in the poem
c)
identify one theme in the poem
|
|
LEARNING
EMPHASIS
|
Vocabulary
enrichment,
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher asks the students a few simple questions that will get the
students ready to learn about the poem, “I Wonder”. She asks them what makes
the leaves green or why the clouds look fluffy like cotton candy. Students
are expected to respond with their own answers. If they are able to answer,
the teacher strengthens their answers by giving further facts. If they are
unable to provide any answers, the teacher will explain by giving the
answers.
b)
Next, she plays them a video that shows the poem being recited accompanied by
colourful pictures. She asks them to identify things that are mentioned in
the poem. They are to say that there are pictures, birds, clouds, lightning
and seasons to name a few.
c)
Then, she tells them to listen to her as she recites the poem. She pauses
after each line to explain what it means.
d)
After that, she gives them some notes to take down into their exercise books.
e)
The teacher explains the notes and later asks the students to identify the
persona in the poem, the reason for his questions, one moral value and also
one theme.
f)
Before the end of the lesson, the teacher reminds them to bring their
Literature exercise books again on Friday.
|
|
REFLECTION
|
This lesson was completed. However, the students
could not identify 1 moral value and 1 theme of the poem. The teacher had to
explain what the moral value and theme are for the poem.
|
|
DATE/DAY
|
23.01.2015
(Friday)
|
|
CLASS
|
3B
|
|
TIME
|
2.00
– 3.10 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Writing
|
|
TOPIC
|
An
essay writing
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
elaborate points in a content paragraph
b)
expand notes using simple past tense
c)
write 3 sentences for a content paragraph
|
|
LEARNING
EMPHASIS
|
Learning
how to learn
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher begins the lesson by asking the students what they have learned
on Monday during the writing lesson. The students are expected to say that
they learned about how to write an essay using 6 steps and how to write an
introduction for an imaginative essay.
b)
The teacher explains the objectives of the lesson for the day where the
students will learn how to expand notes for a content paragraph.
c)
The students are given the same worksheets that they used on previous Monday.
The teacher tells them to tell her what is described in the first picture
which will become the basis for the second paragraph. The students are also
asked to give a brief idea what happens in the first picture using the given
notes under the picture.
d)
Next, the teacher directs their attention to the board by illustrating how
the notes are expanded to create at least 3 sentences. She stresses on the
usage of sequence connectors and words from the vocabulary list. She also
reminds them that there must be a smooth flow of ideas between the sentences.
e)
After this, she guides them to share with her how to construct sentences for
the third paragraph by using the second picture.
f)
When this is done, she tells them to work in pairs where they are to
construct 3 more sentences for the fourth paragraph by looking at the third
picture. They are given 15 minutes to do this on their own before the teacher
discusses the sentences.
g)
At the end of this given time, the teacher calls for volunteers to write
their answers on the board. She checks for grammar and structural errors.
Then she rewrites the correct sentences and explains the corrected versions.
h)
Students are given the options to choose the best paragraph and to take it
down into their exercise books.
i)
The fifth paragraph is assigned as homework which the students are to
complete at home before the essay is discussed again on Wednesday next week.
|
|
REFLECTION
|
This lesson was partially completed. She only
managed to show to the students how to write the topic sentence, elaboration,
example and conclusion for the second paragraph. The students took down the
given sample. The teacher found out that the students have limited knowledge
of how to use synonyms and adjectives as they told her that they very rarely
used these language items in their essays. The lesson had exposed them to a
variety of new words in the form of synonyms and adjectives.
|
|
DATE/DAY
|
23.01.2053
(Friday)
|
|
CLASS
|
2E
|
|
TIME
|
4.00
– 5.10 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Unit
1: Uniquely You
|
|
TOPIC
|
Language
In Use : B2DL1E1
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
interview each other in a pair work
b)
ask and answer a variety of questions related to each other’s talents
c)
use the targeted sentence patterns in their interview
|
|
LEARNING
EMPHASIS
|
Verbal
linguistic, interpersonal
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher asks the students what they will carry out in the class for the
PBS assessment. The students have already been informed of this assessment on
Tuesday, which is to do a pair work where they will interview each other
using questions that the teacher gave on the board.
b)
The teacher gives the students time to prepare themselves before she calls
each pair of students to present their interview.
c)
At the end of the time, the teacher calls the first pair to present until all
pairs of students have presented. The teacher comments on their work and
gives suggestions how to improve their sentences. For this the teacher gives
them a sample dialogue.
d)
Before the end of the lesson, the teacher reminds them to bring their
Literature booklets and exercise books for a lesson on the poem, “I Wonder”
on Tuesday.
|
|
REFLECTION
|
This lesson was completed. Only 8 out of 29
students (present to school) were able to carry out this band 2 task
confidently. More practice is needed in the class as students were still shy
to talk spontaneously.
|
|
DATE/DAY
|
23.01.2015
(Friday)
|
|
CLASS
|
2L
|
|
TIME
|
5.45
– 6.20 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Literature
|
|
TOPIC
|
Poem:
I Wonder
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
choose the best answer for objective questions on the poem
|
|
LEARNING
EMPHASIS
|
Mastery
learning, revision
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher asks the students what they have learned on the poem, “I Wonder”
on Thursday. The students are expected to say that they learned about a boy
who asks his father questions on things that he does not know.
b)
The teacher distributes worksheets that contain objective questions on the
poem. They are to take down these questions and complete the answers on their
own. They are given some time to do this before the teacher discusses the
answers.
c)
At the end of the time, the teacher asks the students to read out answers for
each question. The teacher explains if the students answer wrongly.
d)
Before the end of the lesson, the teacher reminds the students that they will
learn the second unit for their listening and speaking class on Tuesday.
|
|
REFLECTION
|
This lesson was completed. Some of the students
were able to answer the objective questions confidently when asked. But most
of the students found it difficult to understand the meaning of the questions
and this hampered their ability to answer on their own. Most waited for the
teacher to give them the correct answers.
|
