WEEK 4

WEEKLY LESSON PLANS

          SUBJECT: ENGLISH

WEEK 4

DATE/DAY	26.01.2015 (Monday)
CLASS	3B
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Writing
TOPIC	Learning how to write content paragraphs
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) expand notes using simple past tense b) use adjectives to describe nouns c) compose three sentences for each content paragraph
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students what they have learned during the previous Friday lesson. The students are expected to say that they learned how write a content paragraph (second paragraph) in class. b) The teacher asks volunteers to read their first sentence for the third paragraph which they were told to complete at home. The teacher wrote a few examples on the board and shows how to improve the sentences. Then, she shows to them how to expand the given notes for picture number 3 so that they can form the second and third sentences. c) The teacher stresses on the use of synonyms and adjectives in these sentences. d) Next, she gives them 15 minutes to expand notes for the fourth paragraph using picture number 4. They are to discuss among each other. e) At the end of the time, she reads a few examples and writes down these paragraphs on the board. She corrects them and lets the students choose the best paragraph as the fourth paragraph for the essay. f) The same procedure is used to complete the fifth paragraph in the class. g) As for the conclusion, the teacher shows how to write only one sentence for the conclusion as this saves time during an examination. h) Before the lesson ends, the teacher reminds the class to bring their writing books on Thursday again.
REFLECTION	This lesson was completed. The students were instructed to complete paragraph 5 at home. This paragraph will be discussed on Thursday. The teacher found out that most of the students were able to construct 3 sentences for a content paragraph. They were also able to use synonyms and had asked for more help from the teacher in terms of vocabulary. This lesson will be continued on Thursday.

DATE/DAY	26.01.2015 (Monday)
CLASS	3D
TIME	3.25 – 4.00 pm
SUBJECT	English
UNIT	Writing
TOPIC	Learning how to write content paragraphs
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 Thursday last week 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 last week. The teacher continues her instruction on how to compose an introduction using 5 techniques. The students are given sample introduction for each technique. The teacher also stresses on the usage of synonyms and adjectives in the introduction. d) Next, the teacher directs their attention to the board by illustrating how the notes are expanded to create at least 3 sentences that contain a topic sentence, an elaboration, an example and a conclusion. 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 third 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 remaining two paragraphs will be continued again on Tuesday.
REFLECTION	This lesson was not completed. The students were taught on the 5 techniques to writing a better introduction. However, due to visits to the dentist, most of the lesson plan was not carried out thoroughly. The teacher was only able to do an exposition of samples for all of the 5 techniques. This lesson plan will be continued again on Tuesday.

DATE/DAY	27.01.2015 (Tuesday)
CLASS	3D
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Writing
TOPIC	Imaginative short essays
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) compose an introduction using 2 sentences b) compose a content paragraph using 3 sentences c) expand notes using simple past tense d) use adjectives to describe nouns
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher continues Monday lesson by getting the students to work for about 15 minutes to construct three sentences for the fifth paragraph for the previous essay. b) At the end of this time, the teacher writes a few of the students’ paragraphs and corrects them on the board. She asks them to take down the best paragraph into their books. c) Then, the teacher moves to the conclusion and shows to them how to write one sentence for a conclusion. She stresses on the inclusion of one moral value for the story. d) Once this is done, the teacher distributes another essay writing task on worksheets which she distributes to everyone in the class. e) She drills them to follow the 7 steps to writing better essays. So, she begins by getting the students to read the instruction once and then for the second time, to highlight or underline the key words. After that, she gets them to identify the tense and 6 useful words for the essay. f) After that, she gets them to organise the ideas for the essay. She shows a layout of ideas for all 6 paragraphs for the essay. g) Then, she asks them to identify possible ways to begin an introduction. For the purpose of this lesson, the five ways are to talk about the weather, about snakes, about the benefit of helping other people, to begin a sentence with a remembrance or to use an idiom. The students are told to construct two sentences for the introduction. h) The teacher reads a few examples from the students and improves them further on the board. i) Then, she moves to the second paragraph by illustrating how to write the required three sentences. Once more, the teacher stresses on the usage of synonyms, sequence connectors and adjectives. j) Once this is done, she gives them 15 minutes to complete the third paragraph on their own. k) At the end of this time, she reads two paragraphs from the students and improves the sentences further if there are any errors. The students are to take this down into their books. l) Before the lesson ends, the teacher assigns homework for the students to do at home, which is to complete the fourth and fifth paragraphs as well as the conclusion at home. They are to submit their books on Friday to the teacher. The teacher also reminds them to bring their Form 3 novel on Wednesday for a lesson on literature.
REFLECTION	This lesson was not thoroughly completed. The students were only able to complete the third and fourth paragraphs of the first essay. The fifth paragraph and the conclusion will be continued on Monday next week. The teacher has not begun distributing a new worksheet as they have not completed the first worksheet. The teacher found out that most of the students used sequence connectors such as “after that”, “then” and “next” in order to begin the first sentence of a content paragraph. The teacher made it a must to teach them a variety of words which they can use to begin their content paragraphs. The students showed some enthusiasm by asking for more help from the teacher.

DATE/DAY	27.01.2015 (Tuesday)
CLASS	2L
TIME	2.35 – 3.10 pm
SUBJECT	English
UNIT	Unit 2: Reach For The Stars
TOPIC	Stimulus
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about famous personality in the picture b) talk about other famous personalities and their achievements
LEARNING EMPHASIS	Verbal linguistic, interpersonal
INSTRUCTIONAL PROCEDURES	a) The teacher guides the students to talk about the title, “Reach for the Stars”. She asks them to explain what it means being a star and the meaning of the title of the unit. b) Then, she gets them to identify the things that they can see in the picture, why the people are giving the woman a homecoming and why there are so many people around her. c) After that, she asks them to name some famous personalities in Malaysia. She also asks them to identify other famous personalities and their contributions to Malaysia. d) Before the end of the lesson, the teacher asks them again on the meaning of the word “star” in the title.
REFLECTION	This lesson was completed. The students could talk about the given picture and about other famous personalities.

DATE/DAY	27.01.2015 (Tuesday)
CLASS	2E
TIME	3.25 4.35 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) present a poster on a talent contest using the targeted sentence patterns
LEARNING EMPHASIS	Verbal linguistic, interpersonal, creating, interacting
INSTRUCTIONAL PROCEDURES	a) The teacher gets the students to sit in their own groups. She explains the requirement of the task where they are to discuss a certain talent contest and to promote their talent contest to their classmates. Each student is to describe at least 1 aspect of the talent contest. Once each member completes his or her part, the other students in other groups can ask questions. b) The teacher gives each group 20 minutes to get their ideas finalized and to assign roles to each group member. c) At the end of this time, a leader from each group takes votes in order to determine their group’s turn in the presentation. d) The first group presents their talent contest. Once done, students from other groups can ask at least 1 question on their talent contest. e) The rest of the groups take turns to present and this is repeated until all of the 6 groups complete the class presentation. f) Before the lesson ends, the teacher reminds the students to bring their OPS-E textbooks for a lesson on a new unit.
REFLECTION	The lesson was completed. To help students present a clearer poster, the teacher has brought some old newspapers where the students cut out pictures which they used to create posters on talent contests. The students enjoyed this activity as they could choose suitable pictures. The

DATE/DAY	28.01.2013 (Wednesday)
CLASS	2L
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Unit 2: Reaching for the stars
TOPIC	Building Blocks
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) pronounce the targeted vocabulary b) identify and name indoor and outdoor co-curricular activities carried out in the school
LEARNING EMPHASIS	Verbal linguistic, active listening, direct attention
INSTRUCTIONAL PROCEDURES	a) The teacher directs students’ attention to the picture in their textbooks. She asks them to name the activities shown in the collage. She asks them to identify which of those activities are carried out as indoor and outdoor activities. She also asks the name of other co-curricular activities in the school. b) Next, the teacher plays the audio-video DVD to allow students to listen and practise saying aloud the targeted vocabulary. She pauses after each vocabulary to allow them all to internalise the targeted vocabulary. c) After that, the teacher asks the students to describe the kinds of activities that they do in the co-curricular activities that they are involved in. d) Before the end of the lesson, the teacher asks them to repeat some of the words that they have learned from the DVD.
REFLECTION	This lesson was completed. The students were able to pronounce the targeted vocabulary. However, not all of them were able to identify which co-curricular activities that are classified as indoor or outdoor activities. The teacher gave some hints in order to facilitate understanding.

DATE/DAY	28.01.2015 (Wednesday)
CLASS	3D
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Literature
TOPIC	The novel: Around The World In 80 Days – Chapter 1
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify the physical traits of Phileas Fogg b) identify the personality traits of Phileas Fogg
LEARNING EMPHASIS	Character analysis, vocabulary enrichment
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students if they have travelled to another country and the kinds of modern transportation in the world today. b) Then, she asks them to look at the picture on the cover of their novels. They are expected to say that they can see 4 people riding on the back of an elephant. Some of the men are dressed in Western clothes while one man is wearing an Indian traditional costume. There is also an Indian woman. There is a large picture of a wrist watch. c) Next, the teacher asks them to comment on the title of the book, “Around The World In 80 Days”. She also asks them if it is possible to travel around the world in 80 days at a time where there is no air transportation. d) The teacher directs their attention to Chapter 1 and begins to read the first chapter. They are introduced to the main character, Phileas Fogg and his new French butler, Jean Passepartout. e) After the end of the reading, the teacher asks the students to describe Phileas Fogg in terms of physical and personality traits. She writes down their answers on the board. f) Before the end of the lesson, the teacher reminds the students to bring their novels on every Wednesday.
REFLECTION	This lesson was not carried out. The reason for this was the teacher had to attend the first PIBG meeting for committee members from 2.00 p.m until 4.40 p.m. This lesson plan will be carried out on Thursday next week.

DATE/DAY	28.01.2015 (Wednesday)
CLASS	2E
TIME	5.45 – 6.20 pm
SUBJECT	English
UNIT	Unit 2: Reach For The Stars
TOPIC	Stimulus
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about famous personality in the picture b) talk about other famous personalities and their achievements
LEARNING EMPHASIS	Verbal linguistic, interpersonal
INSTRUCTIONAL PROCEDURES	a) The teacher guides the students to talk about the title, “Reach for the Stars”. She asks them to explain what it means being a star and the meaning of the title of the unit. b) Then, she gets them to identify the things that they can see in the picture, why the people are giving the woman a homecoming and why there are so many people around her. c) After that, she asks them to name some famous personalities in Malaysia. She also asks them to identify other famous personalities and their contributions to Malaysia. d) Before the end of the lesson, the teacher asks them again on the meaning of the word “star” in the title.
REFLECTION	This lesson plan could not be completed. The students and teachers attended a school assembly from 5.10 p.m until 6.15 p.m. This lesson plan will be carried out on Thursday.

DATE/DAY	29.01.2013 (Thursday)
CLASS	3B
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Writing
TOPIC	Imaginative short essays
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) compose an introduction using 2 sentences b) compose a content paragraph using 3 sentences c) expand notes using simple past tense d) use adjectives to describe nouns
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher distributes another essay writing task on worksheets which she distributes to everyone in the class. e) She drills them to follow the 7 steps to writing better essays. So, she begins by getting the students to read the instruction once and then for the second time, to highlight or underline the key words. After that, she gets them to identify the tense and 6 useful words for the essay. f) After that, she gets them to organise the ideas for the essay. She shows a layout of ideas for all 6 paragraphs for the essay. g) Then, she asks them to identify possible ways to begin an introduction. For the purpose of this lesson, the five ways are to talk about the weather, about snakes, about the benefit of helping other people, to begin a sentence with a remembrance or to use an idiom. The students are told to construct two sentences for the introduction. h) The teacher reads a few examples from the students and improves them further on the board. i) Then, she moves to the second paragraph by illustrating how to write the required three sentences. Once more, the teacher stresses on the usage of synonyms, sequence connectors and adjectives. j) Once this is done, she gives them 15 minutes to complete the third paragraph on their own. k) At the end of this time, she reads two paragraphs from the students and improves the sentences further if there are any errors. The students are to take this down into their books. l) Before the lesson ends, the teacher assigns homework for the students to do at home, which is to complete the fourth and fifth paragraphs as well as the conclusion at home. They are to submit their books on Friday to the teacher. The teacher also reminds them to bring their Form 3 novel on Friday for a lesson on literature.
REFLECTION	This lesson was partially completed. The teacher had to leave during the second half of the lesson in order to attend a meeting to discuss the Drama Competition at committee level. The teacher only had the time to begin the introduction of the new essay.

DATE/DAY	29.01.2013 (Thursday)
CLASS	2L
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Unit 2: Reaching for the stars
TOPIC	Language In Use
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) describe activities in a picture by identifying whether they are indoor or outdoor activities b) use the targeted sentence patterns in an interview
LEARNING EMPHASIS	Verbal linguistic, interpersonal
INSTRUCTIONAL PROCEDURES	a) The teacher draws students’ attention to a picture in their textbooks. She asks them to identify whether an activity is an outdoor or indoor activity. She also gets them to describe what the people are doing in each of the activity. b) Next, the teacher teaches the students sentences used to describe a student’s participation in a co-curricular activity. She writes these sentences on the board and explains their meanings. c) Then, she gets the students to work in pairs in order to carry out an interview. She gives them a sample dialogue but with blanks that the students will fill in with appropriate answers. d) The teacher models the sentence patterns that the students can use when conducting the interview. e) She gives them 15 minutes to get ready for the interview. f) At the end of the time, she asks them to present their interview. g) Before the end of the lesson, the teacher reminds them to choose a famous personality that they admire for Friday lesson.
REFLECTION	This lesson was completed. The students were able to conduct the short interview by using the targeted sentence patterns. However, the teacher had to teach them simplified sentences which the students used in the interview.

DATE/DAY	30.01.2013 (Friday)
CLASS	3B
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Literature
TOPIC	The novel: Around The World In 80 Days – Chapter 1
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify the physical traits of Phileas Fogg b) identify the personality traits of Phileas Fogg
LEARNING EMPHASIS	Character analysis, vocabulary enrichment
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students if they have travelled to another country and the kinds of modern transportation in the world today. b) Then, she asks them to look at the picture on the cover of their novels. They are expected to say that they can see 4 people riding on the back of an elephant. Some of the men are dressed in Western clothes while one man is wearing an Indian traditional costume. There is also an Indian woman. There is a large picture of a wrist watch. c) Next, the teacher asks them to comment on the title of the book, “Around The World In 80 Days”. She also asks them if it is possible to travel around the world in 80 days at a time where there is no air transportation. d) The teacher directs their attention to Chapter 1 and begins to read the first chapter. They are introduced to the main character, Phileas Fogg and his new French butler, Jean Passepartout. e) After the end of the reading, the teacher asks the students to describe Phileas Fogg in terms of physical and personality traits. She writes down their answers on the board. f) Before the end of the lesson, the teacher reminds the students to bring their novels on every Wednesday.
REFLECTION	This lesson was completed. The students were able to describe both Phileas’ physical and personal traits.

DATE/DAY	30.01.2013 (Friday)
CLASS	2E
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Unit 2: Reaching for the stars
TOPIC	Language In Use
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) describe activities in a picture by identifying whether they are indoor or outdoor activities b) use the targeted sentence patterns in an interview
LEARNING EMPHASIS	Verbal linguistic, interpersonal
INSTRUCTIONAL PROCEDURES	a) The teacher draws students’ attention to a picture in their textbooks. She asks them to identify whether an activity is an outdoor or indoor activity. She also gets them to describe what the people are doing in each of the activity. b) Next, the teacher teaches the students sentences used to describe a student’s participation in a co-curricular activity. She writes these sentences on the board and explains their meanings. c) Then, she gets the students to work in pairs in order to carry out an interview. She gives them a sample dialogue but with blanks that the students will fill in with appropriate answers. d) The teacher models the sentence patterns that the students can use when conducting the interview. e) She gives them 15 minutes to get ready for the interview. f) At the end of the time, she asks them to present their interview. g) Before the end of the lesson, the teacher reminds them to choose a famous personality that they admire for Friday lesson.
REFLECTION	This lesson was completed. The students were able to conduct the short interview by using the targeted sentence patterns.

DATE/DAY	30.01.2013 (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) answer comprehension questions on the poem
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students what they still remember about the poem, “I Wonder”. She asks them to identify who the persona is and what the persona says in the poem. b) Then, the teacher gives them 10 comprehension questions on the poem. She explains what they mean to the students and tells them to answer the questions on their own for about 15 minutes. c) At the end of this time, the teacher asks the students to read out their answers. She writes the answers on the board and the students take down these answers into their books. d) Before the end of the lesson, the teacher reminds them to bring their OPS-E textbooks on Tuesday.
REFLECTION	This lesson was partially completed. The teacher could not give all of the 10 questions as there was limited time to do so. The students only answered 6 questions. However, the students could not write full sentences for their answers. The teacher wrote full sentences on the board for the students to learn.