Daily Lesson Plan Form 2 Bi - Copy

DAILY LESSON PLAN ENGLISH FORM 2

DATE/DAY

7.01.2014

CLASS

2 ABU BAKAR

SMAN TOH PUAN HAJAH RAHMAH

TIME SUBJECT

English

UNIT

Icebreaking

TOPIC

-

LEARNING

At the end of the lesson, lesson, students should should be able to: to:

OBJECTIVES

a) prepare 2 exercise books for English b) prepare text for an English oral test

LEARNING

Explanation

EMPHASIS INSTRUCTIONAL

a) Teacher gets to know the students

PROCEDURES

b) She informs the students of what to expect in the English language class for the year in terms of tests and books that they should prepare

REFLECTION REFLECTIO N

This lesson is aimed at getting to know the students first before the teacher can begin a proper lesson


DATE/DAY

9.01.2014

CLASS

2 ABU BAKAR


TIME SUBJECT

ENGLISH

UNIT

Grammar

TOPIC

Revision on simple present tense and simple past tense

LEARNING OBJECTIVES

At the end of the lesson, lesson, students should should be able to: to: a) match singular nouns with singular present tense verbs b) match plural nouns with plural present tense verbs c) change simple present tense verbs into simple past tense verbs

LEARNING EMPHASIS

Mastery learning

INSTRUCTIONAL a) As this is the t he teacher‟s first lesson with the 2I/2J class, she does an PROCEDURES ice-breaking ice-breaking session in class in order to know the students‟ names. b) Then, she distributes papers for them to write two exercises. These exercises will be a quiz to determine their grammar knowledge. knowledge. c) The teacher writes these two exercises on the board and tells the students to copy them down. She gives them 20 minutes to do this on their own. d) At the end of the time, the teacher collects students‟ work. e) Before the class ends, the teacher reminds them to bring their writing books on Thursday for another grammar lesson REFLECTION

After marking the students‟ work, the teacher found out out that they are very weak in their grammar. The highest mark is 8 out of 20 questions and only 2 students scored this mark out of 24 students who came to school on that day. More grammar remedial work is needed in order to help them to write better in class.


DATE/DAY

14.01.2014

CLASS

2 ABU BAKAR


TIME SUBJECT

ENGLISH

UNIT

Grammar

TOPIC

Revision of Grammar Quiz

LEARNING OBJECTIVES

At the end of the lesson, students should be able to: a) match singular nouns with singular present tense verbs b) match plural nouns with plural present tense verbs c) change simple present tense verbs into simple past tense verbs

LEARNING EMPHASIS

Mastery learning

INSTRUCTIONAL a) The teacher returns students‟ answer scripts f or the quiz on Monday. PROCEDURES She comments on the students‟ answer s and why they made a lot of mistakes. b) She illustrates on the board how simple present tense and simple past tense is used in sentences. For this, the teacher shows sentences where plural nouns are matched with plural verbs or singular nouns are matched with singular verbs. She also shows what present tense or past tense means in those sentences. c) She gives the students a fill-in-the blank exercise where they are to use verbs in the present or past tense. d) Before the class ends, the teacher asks the students to answer 2 questions in order to make sure that they know what is being taught in class. REFLECTION

This lesson was completed. When illustrated on the board and after listening to the teacher‟s explanation, the students were able to answer the questions orally in class. However, the t eacher did not have the time to give them another exercise before the lesson ended. This exercise will be given during Friday‟s lesson.


DATE/DAY

16.01..2014

CLASS

2 ABU BAKAR


TIME SUBJECT

ENGLISH

UNIT

Grammar

TOPIC

Writing simple sentences using simple present tense

LEARNING OBJECTIVES

At the end of the lesson, students should be able to: a) construct sentences that have 5 words b) construct sentences that use simple present tense c) use action verbs that describe actions

LEARNING EMPHASIS

Language for writing simple sentences

INSTRUCTIONAL a) The teacher asks the students what they have learned yesterday in PROCEDURES Thursday class. The students are expected to say that they have learned about simple present tense and simple past tense. b) The teacher checks the students work based on the exercise given yesterday. If there are mistakes, the teacher corrects them on the board. c) Next, the teacher draws a simple table that divides the noun, the verb and the subject parts of a sentence. The teacher gives examples of sentences where each sentence will have 5 words. She also stresses on the function of noun, verbs and the subject of each sentence. d) When the students have finished copying this table, the t eacher asks them to fill in blanks with proper nouns, verbs and subjects. e) Then, when the students can do this, the teacher moves on to getting the students to construct simple sentences with 5 words. All of the sentences will be using simple present tense. This will t est their understanding of the lesson before the class ends. REFLECTION

The students could fill in the blanks for the first exercise. But they were very slow when it came to constructing sentences with 5 words. Most of the time, they only knew the nouns but not the verbs and the objects part of sentences. The teacher will have to give more exercises on constructing sentences with 5 words next week.

DATE/DAY

21.01.2014


CLASS


2 ABU BAKAR

TIME SUBJECT

ENGLISH

UNIT

Grammar

TOPIC


LEARNING OBJECTIVES

At the end of the lesson, students should be able to: a) fill in the blanks with correct nouns, verbs and objects for sentences with 5 words b) identify singular forms of nouns and verbs in order to fill in the blanks

LEARNING EMPHASIS

Mastery learning

INSTRUCTIONAL a) The teacher asks the students to explain the 2 rules that t hey have PROCEDURES learned last week about subject verb-agreement. The students are expected to say that plural nouns are matched with plural verbs while singular nouns are matched with singular verbs. b) Then, the teacher explains the objective of that day‟s lesson by giving 5 more sentences that have 5 words in a table that will divide each sentence into 3 parts – the noun, the verb and the object. c) She explains again what nouns, verbs and objects mean in each sentence. d) Next, she tells the students to construct sentences on their own on the blackboard by referring to the examples. She calls some students to write their sentences on the board. The purpose is to train them to write sentences with only 5 words and to get them to be familiar with the first rule of subject verb-agreement: singular nouns with singular verbs e) Before the class ends, the teacher checks their sentences and shows how to improve any mistakes. She reminds them to bring their Grammar books on Thursday. REFLECTION

This lesson did not achieve the two objectives. Almost all of them had trouble to write a sentence with 5 words as they made major errors in using singular and plural nouns or verbs and had very little vocabulary as in words concerning verbs or nouns. They mostly used names of people as the main nouns in their sentences. The teacher will have to drill them more on this on Thursday.

DATE/DAY

23.01.2014

CLASS

2 ABU BAKAR



TIME SUBJECT

ENGLISH

UNIT

Grammar

TOPIC


LEARNING OBJECTIVES

At the end of the lesson, students should be able to: a) fill in the blanks with correct nouns, verbs and objects for sentences with 5 words b) identify plural forms of nouns and verbs in order to fill in the blanks

LEARNING EMPHASIS

Mastery learning

INSTRUCTIONAL a) The teacher asks the students to explain the 2 rules t hat they have PROCEDURES learned last week about subject verb-agreement. The students are expected to say that plural nouns are matched with plural verbs while singular nouns are matched with singular verbs. b) Then, the teacher explains the objective of that day‟s lesson by giving 5 more sentences that have 5 words in a table that will divide each sentence into 3 parts – the noun, the verb and the object. c) She explains again what nouns, verbs and objects mean in each sentence. d) Next, she tells the students to construct sentences on their own on the blackboard by referring to the examples. She calls some students to write their sentences on the board. The purpose is to train them to write sentences with only 5 words and to get them to be familiar with the second rule of subject verb-agreement: plural nouns with plural verbs. e) Before the class ends, the teacher checks their sentences and shows how to improve any mistakes. REFLECTION

The students did a lot of mistakes in their sentences. They mismatched plural nouns with singular verbs. The teacher called 6 students to try and only 1 student wrote a grammatically correct sentence. Therefore, the teacher decided to give 8 sentences that differentiate singular nouns with plural nouns. They only needed to fill in the blanks with correct nouns and verbs. However, they only managed to fill in 3 blanks correctly while the other 5 sentences needed the teacher to fully assist them. This class will require more grammar drilling on the item of subject verb-agreement.

DATE/DAY

28.01.2014


CLASS


2 ABU BAKAR

TIME SUBJECT

ENGLISH

UNIT

Grammar

TOPIC

Verbs

LEARNING OBJECTIVES

At the end of the lesson, students should be able to:

LEARNING EMPHASIS


a) give at least 10 verbs that appear in the singular and in the present tense

INSTRUCTIONAL a) Teacher explains the objective of the day‟s lesson which is to learn PROCEDURES about verbs that appear in the singular and in the present tense b) So, the teacher proceeds to tell the students to prepare a t able with 2 columns – present and past tenses. c) The teacher only fills in the column for the present tense as she will only teach verbs in the past in another lesson. d) She gives them about 25 verbs which the students fill into their own table in their exercise books e) Then, she explains to their meanings in Bahasa Melayu. f) After that, the teacher tells them to read the verbs silently for about 10 minutes. g) At the end of this time, the teacher does a verb quiz where the students are to write down 10 verbs that they have copied. They are given 10 minutes to do this on their own. h) At the end of the time, the teacher collects their exercise books to be marked. REFLECTION

This lesson had to be postponed. This is because the teacher needed to start teaching a poem entitled, “I Wonder”. The teacher recited the poem and gave its meaning. The students could guess some of the poem‟s meanings as the words used were easy and they had some prior knowledge of its contents. This literature lesson will be continued on Friday next week.

DATE/DAY

29.01.2014

CLASS

2 ABU BAKAR



TIME SUBJECT

ENGLISH

UNIT

PBS

TOPIC

Listening and reading

LEARNING OBJECTIVES

At the end of the lesson, students should be able to: a) identify initial and final consonants, long and short vowels and dipthongs – B1DL1E1 b) scan a text for details to complete a given task – B1DB1E1

LEARNING EMPHASIS

Listening for correct pronunciation and learning reading skill

INSTRUCTIONAL a) The teacher begins the lesson by informing the students once PROCEDURES again that they will be sitting for a “PBS” test. T he teacher distributes PBS worksheets that will test band 1 which are B1DL1E1 and B1DB1. b) For the first worksheet, the teacher reads out the instruction for the students to understand. Then, she tells them to do the first worksheet as she pronounces each word slowly. c) Once this first worksheet is done, she moves on to the second worksheet. The students are to listen to her reading a short text. T he teacher explains each sentence to the students as they have a lot of difficulty to understand English words. d) Then, the teacher reads each of the 4 objective questions that they have to answer. She explains the meaning of each question before they answer the questions. e) When the students have answered all of the questions, the teacher collects their answer scripts. f) Before the lesson ends, the teacher reminds them to bring their writing exercise books on Thursday. REFLECTION

Only 2 students failed B1DB1E1 while all of the students passed B1DL1E1.

DATE/DAY

04.02.2014


CLASS


2 ABU BAKAR

TIME SUBJECT

ENGLISH

UNIT

Grammar

TOPIC

Constructing sentences with 5 words using simple present tense and plural forms of verbs and nouns

LEARNING OBJECTIVES

At the end of the lesson, students should be able to: a) construct a sentence with 5 words b) use plural nouns and plural verbs correctly in a sentence

LEARNING EMPHASIS

Mastery learning

INSTRUCTIONAL a) The teacher asks the students to explain the meaning of plural PROCEDURES nouns and verbs by giving some examples. The students are expected to give plural nouns such as people, flowers or books and plural verbs such as wear, study and write to name a few. b) Then, she tells them to construct 5 sentences where only the main verb and the object are given. They are asked to complete the sentences. c) The teacher gives one example how to complete this exercise. d) She gives them 15 minutes to do this on t heir own. e) At the end of the time, she calls some students to write their sentences. Then, she corrects their sentences and explains why they make mistakes. f) Before the class ends, she asks the students to give examples of plural nouns and plural verbs once again in order to test their comprehension of the exercise. REFLECTION

This lesson could not be completed. The students have written down this exercise but the teacher could not check their work yet. This is because she needed the time to help 2 students to answer 2 PBS questions on Band 1. This lesson will be continued on Friday.

DATE/DAY

06.2.2014


CLASS


2 ABU BAKAR

TIME SUBJECT

ENGLISH

UNIT

Grammar and Literature

TOPIC

a) Constructing sentences with 5 words using simple present tense and plural forms of verbs and nouns b) Comprehension questions on the poem “I Wonder”

LEARNING OBJECTIVES

At the end of the lesson, students should be able to: a) construct a sentence with 5 words b) use plural nouns and plural verbs correctly in a sentence c) identify true and false statements based on the poem “I Wonder”

LEARNING EMPHASIS


INSTRUCTIONAL a) The teacher continues the lesson on writing simple sentences with 5 PROCEDURES words by concentrating on plural nouns and plural verbs. b) She gives them 10 minutes to do this on their own before she calls some of them to write their sentences on the board. c) Then, she checks for any mistakes and comments on how to improve their sentences. d) Next, the teacher tells them to tell her what they have learned for the poem “I Wonder” last week. The students are expected to describe about the questions that a child asks to his father. e) She gives them 1 simple exercise where they are to identify true or false statements based on the poem. f) She gives them 10 minutes to do this on their own. At the end of the time, she calls some students to read out their answers. g) The answers are checked h) Before the lesson ends, the teacher reminds the students to come on Monday for a PBS assessment. REFLECTION

The teacher couldn‟t carry out the lesson on sentence construction. The students didn‟t bring their books. Hence, the teacher decided to continue to Literature where the students could only answer 3 or 4 correct statements out of 10 statements.


DATE/DAY

11.02,2014

CLASS

2 ABU BAKAR


TIME SUBJECT

ENGLISH

UNIT

PBS

TOPIC

Listening and reading

LEARNING OBJECTIVES

At the end of the lesson, students should be able to: a) write a message or an email – B1DT1E1 b) complete an application form – B1DT2E1

LEARNING EMPHASIS

Language for writing simple messages

INSTRUCTIONAL a) The teacher begins the lesson by informing the students once PROCEDURES again that they will be sitting for a “PBS” test. T he teacher distributes PBS worksheets that will test band 1 which are B1DT1E1 and B1DT2E1. b) For the first worksheet (B1DT1E1), the teacher reads out the instruction for the students to understand. Then, she tells them to do the first worksheet as she explains the meanings of words in the application form. c) Once this first worksheet is done, she moves on to the second worksheet (B1DT2E1). The students are to listen to her reading a short text. The teacher explains each sentence to the students as they have a lot of difficulty to understand English words. d) Then, the teacher explains how to write a short message. She gives them some blanks to fill in with words that they have to find from the given short text. e) When the students have answered all of the questions, the teacher collects their answer scripts. f) Before the lesson ends, the teacher reminds them to bring their writing exercise books on Thursday. REFLECTION

All of the students passed on both worksheets.

DATE/DAY

13.02,2014


CLASS


2 ABU BAKAR

TIME SUBJECT

ENGLISH

UNIT

PBS

TOPIC

Reading and vocabulary

LEARNING OBJECTIVES


LEARNING EMPHASIS

Language for informational use

a) identify words of the same meaning (synonyms) – B2DB1E1

INSTRUCTIONAL a) Before starting the lesson, the teacher explains the meaning of the PROCEDURES word „synonyms‟ to the students as the lesson for the day will be about looking for synonyms from a text. She gives an example of synonyms for „stupid‟ such as brainless, slow, foolish and unintelligent to name a few. b) Next, the teacher moves on the PBS question by distributing the worksheets to the students. There will be a long text entitled, “Flood Woes” which the teacher has to read and explain what it means. c) After that, she moves on to Activity 1 where the students are to study the words and look for other words with the same meanings to replace the given words as they are used in the text. The teacher guides them how to do this as they may have difficulty understanding what the given words mean. d) This activity may take up as much as 30 minutes to do as the teacher anticipate some comprehension difficulty on the part of the student.s e) When they have finished this, the teacher collects students‟ answer scripts. f) Before the lesson ends, the teacher reminds them that they will have to do Activity 2 and Activity 3 during Friday lesson as this worksheet will be continued. REFLECTION

DATE/DAY

The students did not understand the meaning of all 5 of the given words in Activity 1. The teacher had to intervene by reading out some sentences which have synonyms for the given words. W hat they did was they had to guess which of the words are synonyms. They had to write their own answer as the teacher stopped giving any assistance at this point. It is found out that only

18.02,2014


CLASS


2 ABU BAKAR

TIME SUBJECT

ENGLISH

UNIT

PBS

TOPIC

Reading and vocabulary

LEARNING OBJECTIVES


LEARNING EMPHASIS

Language for informational use

a) identify words that are opposite in meaning (antonyms) – B2DB1E1

INSTRUCTIONAL a) The teacher continues the PBS question for B2DB1E1. This time PROCEDURES she firstly informs the students on the meaning of antonyms as this will be the theme for Activity 2. She gives an example for other words with the opposite meaning for „stupid‟ such as intelligent and sensible to name a few. b) Then, she moves on to Activity 2 where there will be 5 given words. The teacher explains the meaning of each word and reads out a sentence from the text where the opposite of the given word can be found. She also explains what the sentence means before the students are supposed to identify which is the correct answer. This process is repeated for the rest of the given words in Activity 2 until the students complete it. c) Once they are done, the teacher moves on to Activity 3. For this activity, the teacher explains that they have to give words or phrases that represent the groups of words given in Activity 3 or hypernyms. She gives an example such as the word fruit that represent words such as apple, banana, rambutan and durian to name a few. d) In order to assist the students who have limited knowledge of words or phrases useful to complete this activity, the teacher gives them a list of possible answers which the students will have to choose from. f) Once all of these 2 activities are completed, the teacher collects students‟ answer scripts. g) Before the lesson ends, the teacher asks them what they have learned in class about synonyms, antonyms and hypernyms. REFLECTION


DATE/DAY

20.02,2014

CLASS

2 ABU BAKAR


TIME SUBJECT

ENGLISH

UNIT

Grammar

TOPIC

Writing simple sentences using 5 words (simple present tense)

LEARNING OBJECTIVES

At the end of the lesson, students should be able to: a) elaborate notes using simple present tense b) match singular nouns with singular verbs c) match plural nouns with plural verbs d) identify suitable verbs to complete a sentence

LEARNING EMPHASIS


INSTRUCTIONAL a) Teacher continues with grammar remedial exercise by getting the PROCEDURES students to elaborate notes using simple present tense. She reminds them again of the two rules of subject verb-agreement. b) Next, she writes down 10 short notes where the students need to identify suitable verbs or objects to complement the short notes. They also need to rewrite the notes into complete sentences. c) The teacher explains what each short note means. Then, she gives them 15 minutes to do this on their own. d) At the end of the time, the teacher calls out a few students to read out their answers. The teacher writes t he answers on the board and asks the rest of the students to check if it contains any errors. e) If the student‟s sentence has any errors, the teacher will edit it on the board and the corrected version is copied by the students. f) The teacher repeats this process with the rest of the 9 short notes until they are all done. g) Before the class ends, the teacher asks the students to repeat the two rules of subject verb-agreement and reminds them to bring their books again on Thursday. REFLECTION

Most of the students couldn‟t do the exercise on their own. The teacher found out that they did not even try to attempt writing their own answers in their exercise books.


DATE/DAY

25.02,2014

CLASS

2 ABU BAKAR


TIME SUBJECT

ENGLISH

UNIT

Grammar

TOPIC

Learning how to write simple sentences with only 5 words

LEARNING OBJECTIVES

At the end of the lesson, students should be able to: a) construct a simple sentence using 5 words b) use simple present tense in their sentences c) use singular nouns with singular verbs d) use plural nouns with plural verbs

LEARNING EMPHASIS

Language for interpersonal use, Mastery learning

INSTRUCTIONAL a) The teacher informs the students that they are going to carry out a PROCEDURES grammar quiz in the class. She divides the class into two groups – group A and group B. b) Then, she does a bit of revision of subject verb-agreement rules before writing an exercise where they are to construct 5 simple sentences using simple present tense. c) Next, she begins the quiz by inviting group A to start. Each group is given 3 minutes to think of the answer. A representative is to read out the sentence so that the teacher will write the answers on the board. Then, she also will check for errors. The group with the less number of errors will be given 2 marks. d) This process is repeated with each question until the final winner is determined. e) The teacher gives some chocolate wafers to the winners. f) Before the lesson ends, the teacher reminds the students to bring their Literature books for Friday lesson. REFLECTION

The teacher found out that as the students progressed to complete the exercise, they made less mistakes as they noticed their mistakes on the board. There was motivation to outdo each other as the teacher has promised to give prizes for the winners. The teacher has decided to do this again in class in order to help them master the skill of writing simple sentences.


DATE/DAY

27.02,2914

CLASS

2 ABU BAKAR


TIME SUBJECT

ENGLISH

UNIT

Literature

TOPIC

Poem: Heir Conditioning

LEARNING OBJECTIVES

At the end of the lesson, students will be able to: a) explain the meanings of the poem by giving examples of questions by the persona b) compare the lives of people before and after modern inventions

LEARNING EMPHASIS

Language for interpersonal use

INSTRUCTIONAL a) The teacher begins the lesson by asking the students to give some PROCEDURES of the advantages of having modern inventions like television, computers and toaster. She also asks t hem if they prefer living in modern times or during a time where modern inventions were very few or non existent. b) After listening to students‟ respond, she gets them to be ready for a new poem which the teacher will recite in class. She will do this by reading out loud each line in the poem and explaining them in using simple English. She also asks them to give their opinions as she discusses the meaning of each line. c) Once the teacher completes the poem recitation, she asks them what they have understood from the poem. She asks them to give at least 3 main ideas in the poem. d) Then, the teacher gives them some notes on the complete meaning of the poem. The students are to copy this down into their exercise books. e) Before the lesson ends, the teacher asks them to give some of the questions that the persona asks to his grandparents and also reminds them to bring their Literature books again on Friday next week. REFLECTION

The poem is completed in class. The students could give 2 out of 3 questions and 2 responses found in the poem. They were given the meaning of the poem. They will be further tested again on Friday next week.


DATE/DAY CLASS


04.03,2014 2 ABU BAKAR

TIME SUBJECT

ENGLISH

UNIT

Writing

TOPIC

Revision on guided writing essay: A recount (based on 6 pictures)

LEARNING OBJECTIVES

At the end of the lesson, students should be able to: a) elaborate notes using simple past tense b) write in 6 paragraphs c) write at least 2 sentences for each paragraph

LEARNING EMPHASIS


INSTRUCTIONAL a) The teacher distributes worksheets containing the exercise for the PROCEDURES lesson. The exercise is about a guided writing essay whereby the students are to write a recount based on 6 pictures. b) She explains what the instruction means and guides the students to comprehend the situation in the question by looking at the meaning of notes given underneath each picture. c) Then, she gives a layout for the essay so that the students will know how to organize the points for the essay. d) Next, the teacher moves on to getting the students to t ry to elaborate points for each picture. She does this by explaining the meaning of the words in the Malay language and how the sentence will look like in the Malay language. e) This process is repeated for each picture until the whole essay is completed in class. f) Before the class ends, the teacher reminds the students to bring their literature exercise books for a r evision on the literature component. REFLECTION

The essay is completed. However, this is just the first exercise on how to write a guided writing essay. The teacher aimed at improving the students‟ grammar as they do not know how to write meaningful and grammatically correct sentence. The technique used to get them to understand how to use the given notes is by translating the intended sentence into the Malay language. Then the students understood what kind of sentences they must construct.


DATE/DAY

6.03.2014

CLASS

2 ABU BAKAR


TIME SUBJECT

ENGLISH

UNIT

Summary

TOPIC

Summary writing – Revision for the examinations

LEARNING OBJECTIVES

At the end of the lesson, students should be able to: a) identify 5 main ideas from a given text b) write a 60-word summary c) use own words by paraphrasing a sentence

LEARNING EMPHASIS

Language for informational use, Mastery learning

INSTRUCTIONAL a) The teacher distributes worksheets containing the exercise for PROCEDURES summary writing. She explains what the students must do before and while writing a summary. b) She proceeds to read the text and explain what the summary requires in terms of points that must be included. c) The teacher guides the students as to which points are used and how to fill in a 10x6 grid. The students are instructed to also prepare this grid before they fill it in with the 5 main ideas from the text. d) The teacher also teaches how to reduce the length of long sentences if they cannot fit the grid. e) Before the class ends, the teacher asks the students to copy the sample summary into their exercise books. f) The teacher also reminds the students to bring their Literature books for Friday lesson. REFLECTION

The summary writing exercise couldn‟t be completed. The teacher only managed to help the students to identify 1 main idea. This exercise will be continued tomorrow during Friday lesson. However the students relied heavily on the teacher in order to understand the passage. The teacher had to explain every single word. T his consumed a lot of time.


DATE/DAY

11.03.2014

CLASS

2 ABU BAKAR


TIME SUBJECT

ENGLISH

UNIT

Summary

TOPIC

Summary writing – Revision for the examinations Literature – Revision on the poems : “I Wonder” and “Heir Conditioning”

LEARNING OBJECTIVES

At the end of the lesson, students should be able to: a) identify 5 main ideas from a given text b) write a 60-word summary c) use own words by paraphrasing a sentence d) answer comprehension questions about the poems “I Wonder” and “Heir Conditioning”

LEARNING EMPHASIS

Language for informational use, Mastery learning

INSTRUCTIONAL a) The teacher continues with the summary writing exercise by PROCEDURES getting the students to identify 4 more main ideas from the passage as the first was already done yesterday during the Thursday lesson. b) d) The teacher also teaches how to reduce the length of long sentences if they cannot fit the grid. e) Then, the teacher asks the students to copy the sample summary into their exercise books. f) Next, the teacher gives them some comprehension exercises for the poems “I Wonder” and “Heir Conditioning”. She tells the students to copy the questions on the board. g) Once they are done, the teacher explains what each of the questions mean and writes down the answer. She does this for all of the questions so that she drills them on the answers to some of the possible questions during the coming examinations. h) The students copy down these answers into their exercise books. REFLECTION

The revision on the summary writing as well as the 2 poems were completed in the class.


DATE/DAY

13.03,2014

CLASS

2 ABU BAKAR


TIME SUBJECT

ENGLISH

UNIT

Writing

TOPIC

Revision on guided writing essay: A recount (based on 5 pictures)

LEARNING OBJECTIVES

At the end of the lesson, students should be able to: a) elaborate notes using simple past tense b) write in 6 paragraphs c) write at least 2 sentences for each paragraph

LEARNING EMPHASIS


INSTRUCTIONAL a) The teacher distributes worksheets containing the exercise for the PROCEDURES lesson. The exercise is about a guided writing essay whereby the students are to write a recount based on 6 pictures. b) She explains what the instruction means and guides the students to comprehend the situation in the question by looking at the meaning of notes given underneath each picture. c) Then, she gives a layout for the essay so that the students will know how to organize the points for the essay. d) Next, the teacher moves on to getting the students to t ry to elaborate points for each picture. She does t his by explaining the meaning of the words in the Malay language and how the sentence will look like in the Malay language. e) This process is repeated for each picture until the whole essay is completed in class. f) Before the class ends, the teacher reminds the students to bring their literature exercise books for a r evision on the literature component. REFLECTION

The essay is completed. This is the second exercise on how to write a guided writing essay. However, the teacher is unsure whether the students have understood how to construct the sentences. They only did quite well in guessing suitable words to begin each sentence. The good thing is they seem to remember that they have to construct 2 sentences for each paragraph. So, when they saw that some paragraphs have 3 sentences, they immediately inquired.


DATE/DAY

18.03,2014

CLASS

2 ABU BAKAR


TIME SUBJECT

ENGLISH

UNIT

None

TOPIC

Distribution of sample of middle year English test paper

LEARNING OBJECTIVES

At the end of the lesson, students would be able to:

LEARNING EMPHASIS

Mastery learning

a) identify the correct answers for Paper 1 – the multiple-choice questions

INSTRUCTIONAL a) Teacher distributes students‟ test papers-Paper 1 and 2. PROCEDURES b) She gets them to look at Paper 1 which is the multiple-choice questions. c) She revises each question with them by explaining what each question means and gets them to identify the correct answer. c) Before the end of the lesson, she reminds them to bring their Paper 2 for revision in class during Thursday lesson REFLECTION

Revision for Paper 1 is not done yet. It will be continued on Thursday. The students‟ major problem is their inability to comprehend difficult words. Hence, their failure to answer confidently and score a better mark.


DATE/DAY

1.4.2014

CLASS

2 ABU BAKAR


TIME SUBJECT

ENGLISH

UNIT

Literature

TOPIC

Drama: – characters and plot

LEARNING OBJECTIVES

At the end of this lesson, students would be able to: a) name 5 main characters in the drama b) identify 1 characteristic for each of the 5 main characters c) identify the reason why Lisa‟s father boasts about Lisa to the King d) identify 1 outcome of Lisa‟s father being boastful

LEARNING EMPHASIS

Reading for informational use

INSTRUCTIONAL a) The teacher gets the students to name objects before the first page PROCEDURES of the drama and to guess the plot of the drama based on these pictures. Students are expected to name objects such as a spinning wheel, some dry grass and some gold thread. They are also expected to guess that the drama might be a story on using a spinning wheel to make cloth that is made from gold. But at this point, the teacher suspects that the students have not heard of this drama before. b) Next, she tells them to look at the first page where a list of main characters together with their character traits. She explains what each character trait means. c) Then, she tells them to listen to her as she reads the drama to them. She also explains any difficult words to the students while doing this. d) The teacher ends her reading of the drama at the point where the King orders Lisa to come back to the palace in order to spin some straw into gold. e) Before the class ends, she asks the students to name 5 main characters and to give at least 1 character trait for each character. She also tells them to identify 1 reason why Lisa‟s father boasts a bout her to the King and 1 more outcome for his boasting. She reminds them to bring their literature booklet again for Friday lesson. REFLECTION


DATE/DAY

3.4.2014

CLASS

2 ABU BAKAR


TIME SUBJECT

ENGLISH

UNIT

Literature

TOPIC

Drama: - plot

LEARNING OBJECTIVES

At the end of this lesson, students would be able to: a) name 3 things that Lisa has to give to Rumpelstiltskin in order for him to help her spin straw into gold b) identify what happens to Lisa after she spins straw for the third time c) explain one solution that Lisa‟s parents take in order to find out about the little man‟s real name d) name 1 lesson from the drama

LEARNING EMPHASIS

Reading for informational use

INSTRUCTIONAL a) The teacher continues reading the drama to the students in the PROCEDURES class. But before reading it again, she asks them to identify what happens to Lisa at the end of the reading yesterday. The students are expected to say that Lisa has to go to the palace to spin straw into gold. b) She continues reading until the end of the drama with pauses at certain paragraphs in order to explain any difficult words. c) At the end of the reading, she asks them to name 3 things that Lisa has to give to Rumpelstiltskin, to identify what happens to her after the third attempt at turning straw into gold, to give 1 solution to Lisa‟s problem of trying to guess the little man‟s true name and to give 1 moral value of the drama. d) Before the class ends, the teacher reminds the students to bring their Literature exercise books on Monday the following week after the Sports Carnival. REFLECTION


DATE/DAY

8.04.2014

CLASS

2 ABU BAKAR


TIME SUBJECT

ENGLISH

UNIT

Grammar

TOPIC

Revision on simple future tense and past perfect tense

LEARNING OBJECTIVES

At the end of the lesson, students should be able to: a) fill in the blanks with correct nouns, verbs and objects for sentences with 5 words b) identify plural forms of nouns and verbs in order to fill in the blanks

LEARNING EMPHASIS

Mastery learning

INSTRUCTIONAL a) The teacher asks the students to explain the 2 rules that t hey have PROCEDURES learned last week about subject verb-agreement. The students are expected to say that plural nouns are matched with plural verbs while singular nouns are matched with singular verbs. b) Then, the teacher explains the objective of that day‟s lesson by giving 5 more sentences that have 5 words in a table that will divide each sentence into 3 parts – the noun, the verb and the object. c) She explains again what nouns, verbs and objects mean in each sentence. d) Next, she tells the students to construct sentences on their own on the blackboard by referring to the examples. She calls some students to write their sentences on the board. The purpose is to train them to write sentences with only 5 words and to get them to be familiar with the second rule of subject verb-agreement: plural nouns with plural verbs. e) Before the class ends, the teacher checks their sentences and shows how to improve any mistakes. REFLECTION

The students did a lot of mistakes in their sentences. They mismatched plural nouns with singular verbs. The teacher called 6 students to try and only 1 student wrote a grammatically correct sentence. Therefore, the teacher decided to give 8 sentences that differentiate singular nouns with plural nouns. They only needed to fill in the blanks with correct nouns and verbs.


DATE/DAY

15.04.2014

CLASS

2 ABU BAKAR


TIME SUBJECT

ENGLISH

UNIT

Grammar

TOPIC

Revision of Grammar Quiz

LEARNING OBJECTIVES

At the end of the lesson, students should be able to: a) match singular nouns with singular present tense verbs b) match plural nouns with plural present tense verbs c) change simple present tense verbs into simple past tense verbs

LEARNING EMPHASIS

Mastery learning

INSTRUCTIONAL a) The teacher returns students‟ answer scripts f or the quiz on PROCEDURES Monday. She comments on the students‟ answers and why they made a lot of mistakes. b) She illustrates on the board how simple present tense and simple past tense is used in sentences. For this, the teacher shows sentences where plural nouns are matched with plural verbs or singular nouns are matched with singular verbs. She also shows what present tense or past tense means in those sentences. c) She gives the students a fill-in-the blank exercise where they are to use verbs in the present or past tense. d) Before the class ends, the teacher asks the students to answer 2 questions in order to make sure that they know what is being taught in class. REFLECTION

This lesson was completed. When illustrated on the board and after listening to the teacher‟s explanation, the students were able to answer the questions orally in class. However, the teacher did not have the time to give them another exercise before the lesson ended. This exercise will be given during Friday‟s lesson.


DATE/DAY

17.04.2014

CLASS

2 ABU BAKAR


TIME SUBJECT

ENGLISH

UNIT

Writing

TOPIC

Guided writing: Informal Letter

LEARNING OBJECTIVES

At the end of this lesson, students would be able to: a) construct sentences using simple present tense b) write an informal letter using the correct format c) construct 3 sentences for each content paragraph

LEARNING EMPHASIS

Revision of the test paper – Paper 2

INSTRUCTIONAL a) The teacher tells the students to read the question on the Guided PROCEDURES Writing section and asks them what they are supposed to write. The students are expected to write an informal letter to a friend. b) Then, she gets them to explain what the letter needs. The students are expected to say that they are to write about things that one needs to prepare before going on a camping trip in a jungle. c) If the students have some difficulties in explaining some of t he given points, the teacher can also help by explaining further. d) Next, she asks them to underline the key words in understanding the question, to identify the tense and to identify the format of an informal letter. e) Once this is done, the teacher shows how to organise the given points so that they will write 6 paragraphs for the letter and that each of the 5 given points can be equally divided into 4 content paragraphs. f) Next, she asks some students how to begin the introduction after writing the addresses of the writer, the date and the greeting. The students are expected to say that they are to ask t he question – How are you? and I hope you are doing well. The teacher stresses on the importance of these 2 sentences to begin an informal letter. Then, she illustrates how to write the third sentence which will bring the att ention of a reader to the main issue of the letter. g) Then, the teacher gets some students to give ideas how to begin the topic sentence and the elaboration for each content paragraph by using the given points which act as points for topic sentences. She also stresses on the importance of using sequence connectors such as „Firstly‟, „Secondly‟, „Thirdly‟ and „Fourthly‟ while „This is because‟ is to



be used to signal the elaboration. h) At the end of the content paragraph, the teacher shows how to use words like „Therefore‟, „Thus‟, „Hence‟ and „So‟ in order t o conclude the content paragraph. k) Before the class ends, the teacher reminds them to bring their writing books again on Monday for another lesson on grammar which is writing sentences using simple present tense. REFLECTION

This lesson could not be completed. The teacher only managed to get the students to describe the format for the informal letter and to work on the introduction. The students could not come up with the ideal sentences to begin the introduction as they have forgotten how to write an informal letter. The rest of the essay will be continued again on Friday lesson.


DATE/DAY

22.04.2014

CLASS

2 ABU BAKAR


TIME SUBJECT

ENGLISH

UNIT

Writing

TOPIC

Guided writing: Informal Letter

LEARNING OBJECTIVES

At the end of this lesson, students would be able to: a) construct sentences using simple present tense b) write an informal letter using the correct format c) construct 3 sentences for each content paragraph

LEARNING EMPHASIS

Revision of the test paper – Paper 2

INSTRUCTIONAL a) The teacher continues the unfinished lesson on writing the informal PROCEDURES letter with the students by getting them to move on to the second paragraph which is the content paragraph. g) The teacher gets some students to give ideas how to begin the topic sentence and the elaboration for each content paragraph by using the given points which act as points for topic sentences. She also stresses on the importance of using sequence conn ectors such as „Firstly‟, „Secondly‟, „Thirdly‟ and „Fourthly‟ while „This is because‟ is to be used to signal the elaboration. h) At the end of the content paragraph, the teacher shows how to use words like „Therefore‟, „Thus‟, „Hence‟ and „So‟ in order t o conclude the content paragraph. i) This process is repeated for the rest of the 3 remaining content paragraphs. The teacher also shows how to write the conclusion for the letter by stressing on the importance of using the word „hope‟ as in „I hope these tips will be helpful in helping you to prepare before going on a camping trip to the jungle‟. j) The sample essay is to be copied by the students into their writing books. k) Before the class ends, the teacher reminds them to bring their writing books again on Monday for another lesson on grammar which is writing sentences using simple present tense. REFLECTION

The sample essay was completed. However, the students did not participate actively as they were unsure how to construct SENTENCE


DATE/DAY

29.04,2014

CLASS

2 ABU BAKAR


TIME SUBJECT

ENGLISH

UNIT

Writing

TOPIC

Revision of guided writing section in Paper 2: Informal Letter

LEARNING OBJECTIVES

At the end of the lesson, students should be able to: a) write an informal letter using the correct format b) construct sentences using simple present tense c) elaborate each main ideas in a paragraph with at least 2 sentences

LEARNING EMPHASIS

Mastery learning

INSTRUCTIONAL a) The teacher gets the students to read the question on the guided PROCEDURES writing section. She asks the students to explain the meaning of the question. The students are expected to say that they are supposed to write an informal letter to a friend. b) Next, the teacher writes a simple layout for the informal letter on the board and explains how to organise the given points in different paragraphs. c) Then, the teacher gets the students to give ideas on how to write t he introduction, the 4 content paragraphs and the conclusion of the letter. This is done by the teacher asking the students to give sentences in the Malay language before the teacher translates them into English. d) The completed essay is copied by the students into their exercise books. e) Before the class ends, the teacher reminds the students to bring their Literature booklet for a lesson on a drama REFLECTION

The essay is completed. However, the students had very little understanding of the points. This is because they did not know the meaning of a lot of words. The teacher had to explain a lot of things in the Malay language before the students could understand and respond accordingly.

Daily Lesson Plan Form 2 Bi - Copy

Recommend Documents