Weekly Record Book Term 1, Week 7 (2018)

English Language and Literature Department

Name: Mr Timothy Joshua Ong

Term 1, Week 7 (ODD WEEK) :

Subject Monday Tuesday Wednesday Thursday Friday Remarks

Class 12thFebruary 13th February 14th February 15th February 16thFebruary
Time: 0750 – 0910h Time: 0850 – 0950h
English CNY Celebrations CNY Holiday
306 Focus: Focus:

- Connectives: Using - Term 1 Common Test

Language signals to (Continuous Writing):
help readers to follow Argumentative Writing
development of ideas Essay
(Timed Assessment for
- Using valid supporting CA)
materials
Lesson Objectives:
Lesson Objectives:
1. To assess students’
1. To guide Ss in the ability to produce a
correct usage of written response to a
Connectives for their continuous writing
essay writing task prompt in the
form of an
2. To substantiate prior Argumentative
revision on Essay
discursive writing
skills with detailed Teaching Strategies/
model paragraphs Activities:

Teaching Strategies/  Ss to attempt a

Activities: timed Common Test
comprising the
 T to highlight the writing of an
importance of using Argumentative
connectives in Essay (Duration: 50
writing mins)
 Ss to note down  T to administer
good examples of Common Test and
connectives for 4 collect scripts for
categories: For marking and
comparison and tabulation
contrast, addition,
sequence and AoL/ AfL:
cause-effect
 T to then elicit Term 1, Week 7
responses from Ss Common Test: Paper 1
in terms of Section C Continuous
constructing Writing
example sentences (Argumentative Essay)
using these learnt
connectives
 Subsequently, T to
guide Ss in the
discussion and
identification of good
instantiations of
supporting evidence
from model
paragraphs, namely:
Real-world
examples, verifiable
facts, professional
testimonies and
personal
observations

AoL/ AfL:
Sec 3 EL Textbook
List of connectives
Subject Monday Tuesday Wednesday Thursday Friday Remarks
Class 12th February 13th February 14th February 15th February 16th February
Time: 1250 – 1410h Time: 0850 – 0930h Time: 1150 – 1230h
English CNY Celebrations CNY Holiday
406 Focus: Focus: Focus:

- Report Writing - In-Class Oral - In-Class Oral

Practice (Situational Presentations Presentations
Writing)
Lesson Objectives: Lesson Objectives:
Lesson Objectives:
1. To assess 1. To assess
1. To guide Ss in students’ ability to students’ ability to
writing a report in speak clearly and speak clearly and
response to a
present effectively present effectively
sample task
prompt (paying on a particular on a particular
close attention to subject/theme subject/theme
PACC using powerpoint using powerpoint
requirements) slides (optional) slides (optional)

Teaching Strategies/ Teaching Strategies/ Teaching

Activities: Activities: Strategies/
Activities:
 Ss to receive a  Ss to present their
sample task prompt findings on their  Ss to present their
on writing a report findings on their
assigned
(5YS – Section B
topic/theme with assigned
Paper 1 from 2013)
 T to collaboratively the use of topic/theme with
draw out salient powerpoint slides the use of
points with Ss  T to assess each powerpoint slides
using the CRAFTS student accordingly  T to assess each
framework for
 T and Ss may also student
planning accordingly
pose questions to
 Ss to then attempt one another  T and Ss may
writing an  Ss to also offer also pose
introduction, body personal opinions questions to one
and conclusion
when questioned another
paragraph for the
report  Ss to also offer
 T to collect Ss’ AoL/ AfL:
personal opinions
work and provide when questioned
feedback Ss’ individually
accordingly (Ss to prepared powerpoint
complete the task AoL/ AfL:
slides
as Homework
should Time not Ss’ individually
permit) prepared powerpoint
slides
AoL/ AfL:

Collaborative Learning

Report Writing Task

Prompt
Subject Monday
Class 12th February 13th February
Time: 1110 – 1210h
English
201 Focus:
(SBB)
Personal Recount /
Narrative Writing
Lesson Objectives:
1. To revise through
narrative writing
techniques, and have
Ss engage in written
practice pertaining to
a Personal Recount /
Narrative essay
Teaching Strategies/
Activities:
 T to return Ss’
marked essays for
corrections and
feedback
 Ss to write out
sentences with errors
as T walks around to
clarify any doubts
 T to then revise
previously taught
writing techniques
Tuesday Wednesday Thursday Friday Remarks
14th February 15th February 16th February
Time: 1310 – 1430h
CNY Celebrations CNY Holiday
Focus:
- Term 1 Common Test
(Continuous Writing):
Narrative / Personal
Recount Essay
(Timed Assessment for
CA)
Lesson Objectives:
1. To assess students’
ability to produce a
written response to
a continuous writing
task prompt in the
form of a Narrative /
Personal Recount
Essay
Teaching Strategies/
Activities:
 Ss to attempt a
timed Common
Test comprising the
writing of a
Narrative / Personal
Recount Essay
(Duration: 60 mins)
 T to administer
 related to Narrative Common Test and
writing collect scripts for
 T to showcase Ss’ marking and
tabulation
samples of
Homework Task AoL/ AfL:
 Ss may pair up to
further discuss Term 1, Week 7
effective vocabulary Common Test: Paper 1
items for Ss’ Section C Continuous
Writing
respective stories
(Narrative Essay)
 Subsequently, Ss to
complete writing at
least 2 paragraphs by
the end of the lesson
for submission to T

AoL/ AfL:

Writing Task #2

Students’ marked essays

for Writing Task #1

Subject Class Monday Tuesday Wednesday Thursday Friday Remarks

12th February 13th February 14th February 15th February 16th February
CCE/ Sexuality NA CCE 306 (Hall)  NA CCE: 306 (Hall)  NA
Ed / PWE Total Defence Day CNY Celebrations

CCA/ OTHER NA DRAMA CLUB NA NIL (CNY NA

MATTERS Teacher-In-Charge Celebrations)
1500-1730h
 ORID elements Focus Guiding Questions
Facts, Data  What were the key points you noted about the lessons?
 What did the students actually do during . . . ?
O What?  What did you observe during the . . . ?
Objective  What were the student behaviors you observed?

Reflective questions, Reactions  As you look at the students’ works, what concerns/pleases you?
 How did you feel as you were . . . ?
R  As you reflect on the lessons, what was exciting, surprising, or frustrating about . . . ?
What about the “What”?  Which activities/actions do you think fostered high engagement?
Reflective
Interpretive questions, critical thinking:  What could you have done/could you do to increase . . .?
 What could you have done/could you do to minimize the undesirable . . . .?
I  What other ways could you check for students understanding?
So What?  What did you learn about yourself through this experience?
Interpretive

Decision questions:  What things will you do differently?

 What things will you do the same in future . . . ?
D  Which of your skills will you further develop? And what will you do to develop them?
Now what?  What are your next steps? What actions/ideas has this triggered for you?
Decisional

My Reflections

One highlight of the past week has certainly been the Sec 4E/5NA EL Narrative Comprehension Common Test that
was administered during ASP on Wednesday. I took the opportunity to do the examination alongside my students
to really get a taste of the rigour of the comprehension passage and to get acquainted with the question demands
as well. The passage was a thoroughly enjoyable read with vivid imagery. As I annotated the passage, my first
thought was for my foreign students in 406 and the potential difficulties they must have encountered while tackling
the passage and the subsequent questions.

I pushed ahead and willed myself to keep my focus. It was a rather humid afternoon and I had first-hand experience
in terms of the cognitive load my students had to bear whilst battling temptations of sleep and even physical
fatigue. I soldiered on and penned down short phrases throughout the text. Practising what I preached in terms of
the ‘TTTT’ reading strategy, I gamely approached the passage and engaged with it as best as I could. I found that
short, punchy phrases really helped me to process the text as I read on. I also noted that proper time management
was key, as I did not want to run into the situation where I would spend too long annotating such that I had little or
no time for the questions.

Speaking of questions, as I began answering them, I realised that my students had to possess strong visualisation
skills in order to adequately address the required points. Having to constantly refer back to the passage to obtain
the proper context for certain phrases was also tedious but the written phrases I penned down earlier directed my
attention to the relevant portions.

All in all, answering the questions proved to be more challenging than I previously envisaged. I also learnt that
having a good grasp of the nuances of words is pivotal in tackling the final ‘flowchart’ / ‘organisation of text’
question. Taking a macroscopic view of the entire narrative is also another learning point I gleaned through this
experience. The options presented were tricky in that they were, semantically, rather similar.

I look forward to going through the questions with my students as many of them stayed back after the test on
Wednesday to contend with one another on the accuracy of their answers. This was heartening for me as it showed
that my students were really beginning to take ownership of their language learning, and I truly hope that this
newfound zest would continue to endure in the weeks and months to come.

Reporting Officer Signature: _______________________

Date: _______________________