WEEK 10

WEEKLY LESSON PLANS

          SUBJECT: ENGLISH

WEEK 10

DATE/DAY	9.03.2015 (Monday)
CLASS	3B
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Literature
TOPIC	Essay writing based on the novel: The character that I like
LEARNING OBJECTIVES	At the end of this lesson, the students should be able to: a) identify 3 reasons why they like Phileas Fogg b) identify 3 elaborations for each of the 3 major ideas c) identify 3 evidence for each of the 3 major ideas d) identify the 4 types of sentences needed to write each content paragraph
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students who their favourite character is based on the discussion of the first 6 chapters in the novel earlier on. The students are expected to say that they like Phileas Fogg. b) Next, the teacher writes down the question for the discussion. She asks them to read it aloud. Then, she gets them to reread the question and to highlight the key words. After that, she tells them to identify the tense and the format of the essay, which is to always write it using simple present tense and in 5 paragraphs. c) Once this is done, she guides them on how to organise the points. Before that happens, the students are asked to identify reasons why they like Phileas Fogg. Each point is analysed as to whether it contains any evidence from the novel which can be used to support it. When the students understand that they are to select the best 3 major ideas with at least one evidence from the novel, the teacher moves on to the mind map. d) For the mind map, the teacher will illustrate how each major idea is supported with an elaboration which will answer the question “Why?” and is also supported by one evidence from the novel where the students need to answer the question “How?”. The teacher will show how the elaboration is written and how one evidence from the novel is chosen. The mind map is completed by the teacher and the students are to take this down into their exercise books. e) Next, the teacher shows to the students how the essay is written using information on the mind map. She guides them how to write the introduction which is only 2 sentences. f) Then, the teacher illustrates how the second, third and fourth paragraphs are written in 4 sentences. Here, the students are once again stressed on the importance of writing the topic sentence, the elaboration, the example and the mini-conclusion. She uses the mind map in order to complete the content paragraphs. g) Once this is done, the teacher tells the students that it is important to conclude the whole paragraph. This is done by summarizing all of the three major ideas as to why the students like Phileas Fogg. h) The students take down the sample essay into their exercise books. Before the lesson ends, the teacher asks the students to read the sample essay before their English paper examination on Thursday.
REFLECTION	This lesson could not be conducted. The teacher was involved with Choral Speaking Competition at SMK Balai Ringin. She was the team manager and head trainer for a team of 34 students.

DATE/DAY	9.03.2015 (Monday)
CLASS	2E
TIME	3.25 – 4.00 pm
SUBJECT	English
UNIT	Unit 4: Earth In Our Hands
TOPIC	Language In Use
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about environmental issues and ways to solve them
LEARNING EMPHASIS	Verbal intelligence, pair work
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to look at pictures in their textbooks. She asks them to identify the type of pollution in the picture and 1 solution to reduce the pollution. b) Then, she gets the students to work in pairs. She explains that each student is to choose 1 type of pollution and 1 solution to solve the problem. She explains how to describe the pollution and its solution in 2 sentences which she drills the students to repeat after her. c) Once they understand the kinds of sentences to be used, she gives them 10 minutes to prepare their sentences. d) At the end of this time, she gets pairs of students to present their ideas. e) Before the end of this lesson, the teacher asks them to repeat the targeted sentence patterns.
REFLECTION	This lesson could not be conducted. The teacher was involved with Choral Speaking Competition at SMK Balai Ringin. She was the team manager and head trainer for a team of 34 students.

DATE/DAY	9.03.2015 (Monday)
CLASS	2L
TIME	5.45 – 6.20 pm
SUBJECT	English
UNIT	Unit 5: Different Strokes
TOPIC	Stimulus
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) explain the meaning of the title of the unit b) explain how they are different from their classmates c) explain how people with special needs differ from them d) explain how people with special needs overcome their disabilities
LEARNING EMPHASIS	Verbal intelligence, intrapersonal communication
INSTRUCTIONAL PROCEDURES	a) The teacher begins this unit by guiding all of the students to understand the meaning of the title, “Different Strokes”. She asks them to explain what “different” means, what the title means and how each person is similar or different from other people. The students are to respond appropriately and the teacher listens or adds to their comments. b) Next, she draws their attention to the pictures. She asks them to look at pictures of people with special needs and the activities that they do. She gets them to identify their disabilities and how they overcome these disabilities. c) After that, she asks them to identify anyone in their family, relatives or circle of friends who have disabilities. She gets them to describe what they do and how they lead their lives. d) Before the end of this lesson, the teacher gets them to repeat words that describe the different kinds of disabilities as taught during the lesson.
REFLECTION	This lesson could not be conducted. The teacher was involved with Choral Speaking Competition at SMK Balai Ringin. She was the team manager and head trainer for a team of 34 students.

DATE/DAY	10.3.2015 (Tuesday)
CLASS	3D
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Literature
TOPIC	Essay writing based on the novel: The character that I like
LEARNING OBJECTIVES	At the end of this lesson, the students should be able to: a) identify 3 reasons why they like Phileas Fogg b) identify 3 elaborations for each of the 3 major ideas c) identify 3 evidence for each of the 3 major ideas d) identify the 4 types of sentences needed to write each content paragraph
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students who their favourite character is based on the discussion of the first 6 chapters in the novel earlier on. The students are expected to say that they like Phileas Fogg. b) Next, the teacher writes down the question for the discussion. She asks them to read it aloud. Then, she gets them to reread the question and to highlight the key words. After that, she tells them to identify the tense and the format of the essay, which is to always write it using simple present tense and in 5 paragraphs. c) Once this is done, she guides them on how to organise the points. Before that happens, the students are asked to identify reasons why they like Phileas Fogg. Each point is analysed as to whether it contains any evidence from the novel which can be used to support it. When the students understand that they are to select the best 3 major ideas with at least one evidence from the novel, the teacher moves on to the mind map. d) For the mind map, the teacher will illustrate how each major idea is supported with an elaboration which will answer the question “Why?” and is also supported by one evidence from the novel where the students need to answer the question “How?”. The teacher will show how the elaboration is written and how one evidence from the novel is chosen. The mind map is completed by the teacher and the students are to take this down into their exercise books. e) Next, the teacher shows to the students how the essay is written using information on the mind map. She guides them how to write the introduction which is only 2 sentences. f) Then, the teacher illustrates how the second, third and fourth paragraphs are written in 4 sentences. Here, the students are once again stressed on the importance of writing the topic sentence, the elaboration, the example and the mini-conclusion. She uses the mind map in order to complete the content paragraphs. g) Once this is done, the teacher tells the students that it is important to conclude the whole paragraph. This is done by summarizing all of the three major ideas as to why the students like Phileas Fogg. h) The students take down the sample essay into their exercise books. Before the lesson ends, the teacher asks the students to read the sample essay before their English paper examination on Thursday.
REFLECTION	This lesson was completed.

DATE/DAY	10.03.2015 (Tuesday)
CLASS	3B
TIME	3.25 4.35 pm
SUBJECT	English
UNIT	Literature
TOPIC	Essay writing based on the novel: The character that I like
LEARNING OBJECTIVES	At the end of this lesson, the students should be able to: a) identify 3 reasons why they like Phileas Fogg b) identify 3 elaborations for each of the 3 major ideas c) identify 3 evidence for each of the 3 major ideas d) identify the 4 types of sentences needed to write each content paragraph
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students who their favourite character is based on the discussion of the first 6 chapters in the novel earlier on. The students are expected to say that they like Phileas Fogg. b) Next, the teacher writes down the question for the discussion. She asks them to read it aloud. Then, she gets them to reread the question and to highlight the key words. After that, she tells them to identify the tense and the format of the essay, which is to always write it using simple present tense and in 5 paragraphs. c) Once this is done, she guides them on how to organise the points. Before that happens, the students are asked to identify reasons why they like Phileas Fogg. Each point is analysed as to whether it contains any evidence from the novel which can be used to support it. When the students understand that they are to select the best 3 major ideas with at least one evidence from the novel, the teacher moves on to the mind map. d) For the mind map, the teacher will illustrate how each major idea is supported with an elaboration which will answer the question “Why?” and is also supported by one evidence from the novel where the students need to answer the question “How?”. The teacher will show how the elaboration is written and how one evidence from the novel is chosen. The mind map is completed by the teacher and the students are to take this down into their exercise books. e) Next, the teacher shows to the students how the essay is written using information on the mind map. She guides them how to write the introduction which is only 2 sentences. f) Then, the teacher illustrates how the second, third and fourth paragraphs are written in 4 sentences. Here, the students are once again stressed on the importance of writing the topic sentence, the elaboration, the example and the mini-conclusion. She uses the mind map in order to complete the content paragraphs. g) Once this is done, the teacher tells the students that it is important to conclude the whole paragraph. This is done by summarizing all of the three major ideas as to why the students like Phileas Fogg. h) The students take down the sample essay into their exercise books. Before the lesson ends, the teacher asks the students to read the sample essay before their English paper examination on Thursday.
REFLECTION	This lesson was completed.

DATE/DAY	10.03.2015 (Tuesday)
CLASS	2L
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	Unit 5: Different Strokes
TOPIC	Stimulus
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) explain the meaning of the title of the unit b) explain how they are different from their classmates c) explain how people with special needs differ from them d) explain how people with special needs overcome their disabilities
LEARNING EMPHASIS	Verbal intelligence, intrapersonal communication
INSTRUCTIONAL PROCEDURES	a) The teacher begins this unit by guiding all of the students to understand the meaning of the title, “Different Strokes”. She asks them to explain what “different” means, what the title means and how each person is similar or different from other people. The students are to respond appropriately and the teacher listens or adds to their comments. b) Next, she draws their attention to the pictures. She asks them to look at pictures of people with special needs and the activities that they do. She gets them to identify their disabilities and how they overcome these disabilities. c) After that, she asks them to identify anyone in their family, relatives or circle of friends who have disabilities. She gets them to describe what they do and how they lead their lives. d) Before the end of this lesson, the teacher gets them to repeat words that describe the different kinds of disabilities as taught during the lesson.
REFLECTION	This lesson could not be carried out. The teacher was not feeling well and had trouble speaking as she was experiencing sore throat. She could only get the students to identify the kinds of disabilities. The students were drilled on spelling of words related to disabilities.

DATE/DAY	11.03.2015 (Wednesday)
CLASS	3D
TIME	1.25 – 2.35 pm
SUBJECT	English
UNIT	None
TOPIC	None
LEARNING OBJECTIVES	There are no learning objectives on this day
LEARNING EMPHASIS	None
INSTRUCTIONAL PROCEDURES	a) The students sit for their Bahasa Melayu exam from 12.50 – 2.50 pm. b) The teacher does not enter this class as she is involved with the Drama Competition at the school hall
REFLECTION	There is no lesson for this class as the Form 3 students are involved with the first semester examination.

DATE/DAY	11.03.2015 (Wednesday)
CLASS	2L
TIME	3.25 – 4.35 pm
SUBJECT	English
UNIT	Unit 5: Different Strokes
TOPIC	Stimulus
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) explain the meaning of the title of the unit b) explain how they are different from their classmates c) explain how people with special needs differ from them d) explain how people with special needs overcome their disabilities
LEARNING EMPHASIS	Verbal intelligence, intrapersonal communication
INSTRUCTIONAL PROCEDURES	a) The teacher begins this unit by guiding all of the students to understand the meaning of the title, “Different Strokes”. She asks them to explain what “different” means, what the title means and how each person is similar or different from other people. The students are to respond appropriately and the teacher listens or adds to their comments. b) Next, she draws their attention to the pictures. She asks them to look at pictures of people with special needs and the activities that they do. She gets them to identify their disabilities and how they overcome these disabilities. c) After that, she asks them to identify anyone in their family, relatives or circle of friends who have disabilities. She gets them to describe what they do and how they lead their lives. d) Before the end of this lesson, the teacher gets them to repeat words that describe the different kinds of disabilities as taught during the lesson.
REFLECTION	This lesson was a continuation of Tuesday’s lesson. As the teacher could not speak loud in the class due to her sore throat, the students were told to find ways how people with special needs can learn to communicate. The students could only state one of the answers which is to use sign language. The other answer is reading Braille. The students were told to give examples how the handicapped can contribute to the society. They were able to give examples like taking part in sports and singing.

DATE/DAY	11.03.2015 (Wednesday)
CLASS	2E
TIME	5.10 – 6.20 pm
SUBJECT	English
UNIT	NILAM
TOPIC	NILAM
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) write the first report for NILAM on an English book
LEARNING EMPHASIS	Book report
INSTRUCTIONAL PROCEDURES	a) The teacher brings the students to the library. b) Each student is to read a short English book where upon completion, they are to write a simple report in their NILAM books. c) The teacher monitors students’ activities in the library and helps with the report writing. d) Before the end of the class, the teacher reminds the students to complete the report at home if theirs are not completed yet and to bring their OPS-E books to class again.
REFLECTION	This lesson was completed.

DATE/DAY	12.03.2015 (Thursday)
CLASS	3B
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	None
TOPIC	None
LEARNING OBJECTIVES	There are no learning objectives on this day
LEARNING EMPHASIS	None
INSTRUCTIONAL PROCEDURES	a) The students sit for their English test from 12.50 – 2.00 pm b) The teacher invigilates in the class during the examination.
REFLECTION	The teacher is given a sick leave on this day.

DATE/DAY	12.03.2015 (Thursday)
CLASS	2L
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	NILAM
TOPIC	NILAM
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) write the first report for NILAM on an English book
LEARNING EMPHASIS	Book report
INSTRUCTIONAL PROCEDURES	a) The teacher brings the students to the library. b) Each student is to read a short English book where upon completion, they are to write a simple report in their NILAM books. c) The teacher monitors students’ activities in the library and helps with the report writing. d) Before the end of the class, the teacher reminds the students to complete the report at home if theirs are not completed yet and to bring their OPS-E books to class again.
REFLECTION	The teacher is given a sick leave on this day.

DATE/DAY	12.03.2015 (Thursday)
CLASS	2E
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	Unit 4: Earth In Our Hands
TOPIC	Language In Use
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about environmental issues and ways to solve them
LEARNING EMPHASIS	Verbal intelligence, pair work
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to look at pictures in their textbooks. She asks them to identify the type of pollution in the picture and 1 solution to reduce the pollution. b) Then, she gets the students to work in pairs. She explains that each student is to choose 1 type of pollution and 1 solution to solve the problem. She explains how to describe the pollution and its solution in 2 sentences which she drills the students to repeat after her. c) Once they understand the kinds of sentences to be used, she gives them 10 minutes to prepare their sentences. d) At the end of this time, she gets pairs of students to present their ideas. e) Before the end of this lesson, the teacher asks them to repeat the targeted sentence patterns.
REFLECTION	The teacher is given a sick leave on this day.

DATE/DAY	13.03.2015 (Friday)
CLASS	3D
TIME	2.35 – 3.45 pm
SUBJECT	English
UNIT	None
TOPIC	None
LEARNING OBJECTIVES	There are no learning objectives on this day
LEARNING EMPHASIS	None
INSTRUCTIONAL PROCEDURES	a) The students do their own revision for KHB paper which will begin at 4.15 – 6.15 pm. b) The teacher stays in the class to make sure that students revise.
REFLECTION	There was no lesson in the class for this day.