WEEK 9

WEEKLY LESSON PLANS

          SUBJECT: ENGLISH

WEEK 9

DATE/DAY	2.03.2015 (Monday)
CLASS	3B
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Essay writing
TOPIC	Message writing
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) write a 50-word message b) use simple present tense in their sentences c) answer comprehension questions using points from a short passage d) skim and scan for details
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher introduces a question on message writing from a PT3 formatted exam paper. She distributes the question on worksheets to each student and gets them to read the short passage which the students will use to write a short message. b) After that, she tells them to read the instruction on the assigned task. She also explains what they must do before attempting to write the message, which is to read and reread the instruction, to identify the tense and the key words, to determine the vocabulary to be used, to organise the points for the message and to write the message in one short paragraph. c) Once this is done, she shows to them how to begin the first sentence as an introduction. She also gets them to write down a sentence that will use the first major idea and to elaborate it appropriately. Once the students understand how to do it, she lets them complete the rest of the message on their own. d) Next, she tells the students to attempt the comprehension questions. They are given 15 minutes to do this on their own. At the end of this time, the teacher discusses the answers with them. e) Before the end of this lesson, the teacher asks the students to explain briefly how a message should look like for a task which they have completed.
REFLECTION	This lesson was completed. The students were only given a sample for the first lesson. However, the teacher could not get them to do the comprehension questions as the students needed more time to learn how to write the message.

DATE/DAY	2.3.2015 (Monday)
CLASS	2E
TIME	3.25 – 4.00 pm
SUBJECT	English
UNIT	Unit 4: Earth In Our Hands
TOPIC	Stimulus
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) explain what the title of the lesson means b) identify the kinds of pollution in our world c) identify one reason that leads to a certain type of pollution d) identify one solution to a certain type of pollution
LEARNING EMPHASIS	Verbal intelligence, intrapersonal
INSTRUCTIONAL PROCEDURES	a) The teacher draws students’ attention to the title of the lesson. She asks them to read it and explain what it means. She listens to their answers and adds to their comments. b) Next, the teacher tells them to identify the environmental issues in the pictures. She asks them questions that will get them to tell her the types of pollution in the pictures and the reasons that lead to these types of pollution. c) After this, the teacher will get them to talk further on ways they can help to reduce pollution. d) Before the end of the lesson, the teacher repeats some of the useful terms that the students have learned during this lesson.
REFLECTION	This lesson was completed.

DATE/DAY	2.03.2015 (Monday)
CLASS	2L
TIME	5.45 – 6.20 pm
SUBJECT	English
UNIT	Unit 4: Earth In Our Hands
TOPIC	Having Fun
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) share and talk about ways to help protect the environment b) use the targeted sentence patterns in their presentation
LEARNING EMPHASIS	Verbal linguistic, interpersonal interaction
INSTRUCTIONAL PROCEDURES	a) The teacher directs students’ attention to a picture in their textbooks. She asks them to identify what they can see in their picture and gets them to discuss the types of pollution as well as ways to solve them. b) Next, the teacher gets the students to sit in 6 groups. She explains what they are to do in the group, where each member is to take turn to show and tell what people should do to help maintain the cleanliness of park. c) Before they begin the group work, the teacher drills them on the kinds of sentence patterns to be used in the group work. Once they understand what to do, the teacher tells them to discuss for about 10 minutes. d) At the end of this time, the students carry out this work. The teacher monitors and makes sure that everyone takes part. e) Before the end of the lesson, the teacher comments on their presentation and if there are any errors, she tells them how to improve their sentences.
REFLECTION	This lesson was completed.

DATE/DAY	3.03.2015 (Tuesday)
CLASS	3D
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Essay writing
TOPIC	Message writing
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) write a 50-word message b) use simple present tense in their sentences c) answer comprehension questions using points from a short passage d) skim and scan for details
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher introduces a question on message writing from a PT3 formatted exam paper. She distributes the question on worksheets to each student and gets them to read the short passage which the students will use to write a short message. b) After that, she tells them to read the instruction on the assigned task. She also explains what they must do before attempting to write the message, which is to read and reread the instruction, to identify the tense and the key words, to determine the vocabulary to be used, to organise the points for the message and to write the message in one short paragraph. c) Once this is done, she shows to them how to begin the first sentence as an introduction. She also gets them to write down a sentence that will use the first major idea and to elaborate it appropriately. Once the students understand how to do it, she lets them complete the rest of the message on their own. d) Next, she tells the students to attempt the comprehension questions. They are given 15 minutes to do this on their own. At the end of this time, the teacher discusses the answers with them. e) Before the end of this lesson, the teacher asks the students to explain briefly how a message should look like for a task which they have completed.
REFLECTION	This lesson was completed. The teacher gave them a sample message after explaining the technique for writing a 50-word message. However, the second task which is on answering comprehension questions was postponed as most of the time was used to illustrate the technique on how to write the short message.

DATE/DAY	3.03.2015 (Tuesday)
CLASS	3B
TIME	3.25 4.35 pm
SUBJECT	English
UNIT	Essay writing
TOPIC	Message writing
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) write a 50-word message b) use simple present tense in their sentences c) answer comprehension questions using points from a short passage d) skim and scan for details
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher continues teaching the students on how to answer a question on postcard writing from a PT3 formatted exam paper. She distributes the question on worksheets to each student and gets them to read the short passage which the students will use to write a message for a postcard. b) After that, she tells them to read the instruction on the assigned task. She also explains what they must do before attempting to write the message, which is to read and reread the instruction, to identify the tense and the key words, to determine the vocabulary to be used, to organise the points for the message and to write the message in one short paragraph. c) Once this is done, she shows to them how to begin the first sentence as an introduction. She also gets them to write down a sentence that will use the first major idea and to elaborate it appropriately. Once the students understand how to do it, she lets them complete the rest of the message on their own. d) Next, she tells the students to attempt the comprehension questions. They are given 15 minutes to do this on their own. At the end of this time, the teacher discusses the answers with them. e) Before the end of this lesson, the teacher asks the students to explain briefly how a message should look like for a task which they have completed.
REFLECTION	This lesson was completed. The teacher gave them a sample message after explaining the technique for writing a 50-word message. The teacher had enough time to get them to write their own postcard message after that. They were able to write a simple 50-word postcard message even if they made a lot of grammatical mistakes. The second task will be postponed to another day.

DATE/DAY	3.03.2015 (Tuesday)
CLASS	2L
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	Unit 4: Earth In Our Hands
TOPIC	Fun In Sharing
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) present their ideas on a cleanup project for the school b) use the targeted sentence patterns in their presentation
LEARNING EMPHASIS	Verbal intelligence, intrapersonal
INSTRUCTIONAL PROCEDURES	a) The teacher draws students’ attention to a picture in their textbooks. She asks them to identify what students in a picture are doing. b) Then, she asks them to suggest several ways to help the school look clean and beautiful. In order to get them to think, the teacher begins by giving her own suggestions such as drawing murals on walls, planting flowers and painting classrooms. c) After this, she gets them to sit in groups. Each group may have 4 or 5 students and students are to choose what kind of green project they would like to do for their school. They are to think of how they are going to carry it out. Each student is to describe the project using 1 sentence. For this, the teacher tells them to choose 1 out of 3 green projects. d) Next, she drills them on the targeted sentence patterns which they will use in their presentation. e) Once the students know what to do, the teacher gives 10 minutes for them to prepare their sentences. f) At the end of this time, every group is to present 1 green project for the school. g) Before the lesson ends, the teacher comments on their presentation and repeats the targeted sentence patterns which they have used.
REFLECTION	The first task was completed. However, the second task will be continued on Wednesday as the students needed a lot of time to prepare the sentences for the group work.

DATE/DAY	4.03.2015 (Wednesday)
CLASS	3D
TIME	1.25 – 2.35 pm
SUBJECT	English
UNIT	Essay writing
TOPIC	Writing a postcard
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) write a 50-word message b) use simple present tense in their sentences
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) This lesson will involve the teacher and the ETA, Cikgu John who will continue  teaching the students on how to answer a question on postcard writing from a PT3 formatted exam paper. She distributes the question on worksheets to each student and gets them to read the short passage which the students will use to write a message for a postcard. b) After that, she tells them to read the instruction on the assigned task. She also explains what they must do before attempting to write the message, which is to read and reread the instruction, to identify the tense and the key words, to determine the vocabulary to be used, to organise the points for the message and to write the message in one short paragraph. c) Once this is done, the ETA takes over the lesson by introducing interesting vocabulary associated with the topic. He will write the words on the board and gets the students to try to explain what they mean. Then, he will get them to try to write sentences using the interesting words. d) After this, the students are to use these sentences in their postcard message. They are given 5 minutes each to write the sentence for an introduction, for the first major idea and its elaboration, the second major idea and its elaboration and finally the conclusion. e) When the students have completed the 4 sentences, the ETA invites the students to write their sentences on the board. He corrects them and invites the students to rewrite the correct sentences. f) Before the lesson ends, the ETA gets the students to take down the examples on the board into their exercise books as a sample essay for the postcard.
REFLECTION	This lesson was completed. The students took part actively in the activities. They behaved well during the ETA’s instruction even when the teacher has to leave the class in order to attend a meeting for all teacher advisors of choral speaking teams at SMK Balai Ringin from 2.30 until 3.30 pm.

DATE/DAY	4.03.2015 (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 postponed. The reason is because the teacher decided to continue previous Tuesday’s lesson on designing a green project under Unit 4. The students were told to do a group work and to present a specific green project for the school. However, the task was not completed as the students found it difficult to describe the green project on their own. This lesson will be continued during Thursday lesson.

DATE/DAY	4.03.2015 (Wednesday)
CLASS	2E
TIME	5.10 – 6.20 pm
SUBJECT	English
UNIT	Unit 4: Earth In Our Hands
TOPIC	Building Blocks
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify and name the environmental issues in the pictures b) listen and practise saying aloud the targeted vocabulary after listening to an Audio-Video DVD c) spell the targeted vocabulary correctly
LEARNING EMPHASIS	Verbal intelligence, intrapersonal, vocabulary development
INSTRUCTIONAL PROCEDURES	a) This lesson begins when the teacher gets the students to look at some environmental issues shown in page. She asks them questions that will get them to identify the issues. b) Next, the teacher plays an audio-video DVD to allow the students to listen and practise saying aloud the targeted vocabulary related to the topic on environmental issues. She pauses after each word to help them to internalise the targeted vocabulary. c) After this, the teacher gets the students to play a simple game. They are divided into groups of 5. The teacher explains how the game is played. She will select a picture at random from the audio-video DVD. Each group takes turn to spell out the words related to the chosen picture. The group that spells correctly more often will be given some prizes.
REFLECTION	This lesson was partially completed. The teacher had some difficulty with the speakers for listening to the DVD. She could not get the students to play the simple game. The students will carry out this activity on Thursday.

DATE/DAY	5.03.2015 (Thursday)
CLASS	3B
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Literature
TOPIC	The novel: Chapter 7
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify one incident that took place in an Indian jungle b) identify the character traits of Phileas Fogg based on this incident
LEARNING EMPHASIS	Vocabulary development, character analysis
INSTRUCTIONAL PROCEDURES	a) Before the teacher begins the reading and discussion of a new chapter, she brings the students to revise the major points of Chapter 6. She asks them a few questions regarding the origins of Kiouni, the Indian elephant. b) Next, she gets them to guess what will happen to Fogg and Passepartout in Chapter 7. She listens to students’ answers and asks them reasons for their predictions. c) The teacher reads this chapter in the class while directing students’ attention to new words or phrases and also to important events that show the characters’ personality. d) At the end of the reading, the teacher tells the students to answer a few questions that will help them to better understand the chapter. She also gets them to describe the personality of Phileas Fogg based on what happened in Chapter 7.
REFLECTION	This lesson was postponed. The double periods were used by two OUM students to conduct a literature lesson for their final year assignment. The teacher taught the meaning of plot by using the short story, “Flipping Fantastic”. The students conducted group work where they were told to arrange events in the short story and to identify the relevance of each event according to the plot diagram, which the students have taught before the activity. The students also presented their work. It was completed and the students completed their assignments in the class.

DATE/DAY	5.03.2015 (Thursday)
CLASS	2L
TIME	2.00 – 3.10 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 was postponed. The teacher had used the double periods to complete the group work on Wednesday. The teacher had to assist the students most of the time from constructing the sentences to giving them proper vocabulary. The task proved very difficult for them as they have very limited vocabulary.

DATE/DAY	5.03.2015 (Thursday)
CLASS	2E
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	Unit 4: Earth In Our Hands
TOPIC	Building Blocks
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify and name the environmental issues in the pictures b) listen and practise saying aloud the targeted vocabulary after listening to an Audio-Video DVD c) spell the targeted vocabulary correctly
LEARNING EMPHASIS	Verbal intelligence, intrapersonal, vocabulary development
INSTRUCTIONAL PROCEDURES	a) This lesson begins when the teacher gets the students to look at some environmental issues shown in page. She asks them questions that will get them to identify the issues. b) Next, the teacher plays an audio-video DVD to allow the students to listen and practise saying aloud the targeted vocabulary related to the topic on environmental issues. She pauses after each word to help them to internalise the targeted vocabulary. c) After this, the teacher gets the students to play a simple game. They are divided into groups of 5. The teacher explains how the game is played. She will select a picture at random from the audio-video DVD. Each group takes turn to spell out the words related to the chosen picture. The group that spells correctly more often will be given some prizes.
REFLECTION	This lesson was completed. The first part of this lesson was already completed on Tuesday. The students also played the game. It was quite easy for them to spell the targeted vocabulary.

DATE/DAY	6.03.2015 (Friday)
CLASS	3D
TIME	2.35 – 3.45 pm
SUBJECT	English
UNIT	Literature
TOPIC	The novel: Chapters 2 and 3
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify the main reason for the wager at the Reform Club b) give the amount of money that Andrew and Phileas wager in the bet c) list the things that Phileas brings for the long journey
LEARNING EMPHASIS	Vocabulary development, Moral values - determination
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students what they still remember about Chapter 1. She listens to the students’ responses. b) Next, she tells the students to read the title of chapter 2. She tells them to guess what Phileas might say which makes him regretful. Students are expected to guess as it is assumed that they have not read the chapter yet. c) Then, the teacher reads chapter 2 but pauses at certain paragraphs in order to stress the main events and new words. When she is done with this chapter, she tells the students to look at the board and study an overview of chapter 2. The teacher stresses on the main events such as the role of members in the Reform Club and the wager. d) After that, the teacher moves on to chapter 3 and asks the students to share with her what they will bring in their overnight bag for a one night trip. After listening to them, she continues to read chapter 3. She pauses at certain paragraphs to stress on the list of items that Phileas brings for the long journey. e) When the chapter is done, she tells them to also study an overview of chapter 3 on the board. She points out to the list of items for the journey. f) Before the lesson finishes, the teacher asks the students to identify the main reason for the wager at the Reform Club, to give the amount of money that Andrew and Phileas wager in the bet as well as to list the things that Phileas brings for the long journey.
REFLECTION	This lesson was postponed. The teacher has decided to teach the students how to answer comprehension questions for the coming examination next week. This lesson will be taught after the school holidays.