WEEK 3

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.