Weekly Record Book Term 1, Week 9 (2018)

English Language and Literature Department

Name: Mr Timothy Joshua Ong

Term 1, Week 9 (ODD WEEK) :

Subject Monday Tuesday Wednesday Thursday Friday Remarks

Class 26th February 27th February 28th February 1st March 2nd March
Time: 0750 – 0910h Time: 0850 – 0950h Time: 0950 – 1030h
English
306 3E Common Test Focus: Focus:
Science (Chemistry)
or Pure Chemistry Listening Descriptive Words
Comprehension
Continual Assessment Lesson Objectives:
(Timed Assessment)
<< Summary Writing 1. To introduce new
Practice (if time Lesson Objectives: vocabulary for Ss
permits) >> to widen their
1. To assess students’ repertoire in terms
ability to listen of descriptive
attentively and words
respond accurately
to various questions Teaching
on different texts Strategies/
Activities:
Teaching Strategies/
Activities:  T to distribute
word lists
 Students to attempt worksheets to Ss
a full Listening  Ss to
Comprehension circle/highlight
paper for their CA1 new and novel
component words from each
 T to administer the category
assessment,  T to guide Ss in
 distributing papers, crafting sample
playing the audio sentences using
clips, then collecting the newly
the assessments acquired
sheets back for vocabulary
marking  Ss to obtain one
 T to compute and small piece of
tally marks of this LC coloured Paper
to be keyed in as a from T and jot
CA1 component down 5 novel
words that are
AoL/ AfL: new to them whilst
accompanied with
Term 1 Listening a sentence each
Comprehension  Ss will then
Continual Assessment publish their
(Week 9) finished work on
the working wall

AoL/ AfL:

Vocabulary
Handout on
Adjectives
Subject Monday Tuesday Wednesday Thursday Friday Remarks
Class 26th
February 27th February 28th February 1st March 2ndMarch
Time: 1250 – 1410h Time: 0850 – 0930h Time: 1150 – 1230h Time: 1110 – 1210h
English
406 Focus: Focus: Focus: Focus:

- Figurative Language Reading Practice Reading Practice - Comprehension

in Comprehension (Guided Timed)
Speaking practice Speaking practice Practice
Lesson Objectives: using IBET strategy using IBET strategy
and past year visual and past year visual Lesson Objectives:
1. To explicitly instruct stimuli stimuli
students on the 1. To assess
various types of Lesson Objectives: Lesson Objectives: students’ ability
figurative language to read a
found in 1. To assess 3. To assess passage carefully
comprehension students’ ability to students’ ability to and produce
passages read a given text read a given text written responses
to various
with good with good
2. To assess questions
students’ ability to enunciation and enunciation and
explain the tone, whilst tone, whilst Teaching
underlying showing a depth of showing a depth Strategies/
meanings of understanding in of understanding Activities:
various types of terms of PAC in terms of PAC
literary devices (Purpose, (Purpose,  T to guide Ss in
(metaphors, annotating a
Audience, Context) Audience,
similes, past-year O’Level
personification etc.) Context) comprehension
2. To revise IBET, passage in order
Teaching Strategies/ and go through a 4. To revise IBET, to engage with
Activities: spoken interaction and go through a the passage in a
practice spoken interaction more in-depth
 T to play 2-3 videos manner
 of pop songs using practice  Ss to then
figurative language Teaching Strategies/ attempt the
to activate Activities: accompanying
students’ schema Teaching questions whilst
on the various  Ss to pair up and Strategies/ T walks around to
types of literary take turns to read Activities: clarify any doubts
devices sample passages  T to emphasise
 T to guide Ss in the  Ss to pair up and on strategies
from Past Year
reading and take turns to read such as TTTT
answering of Examinations
sample passages and Visualisation
various questions (using their O Level as Ss complete
from Past Year
testing on Oral the questions
Examinations
explanations Communication  T to go through
pertaining to (using their O
Book) the answers with
various literary Level Oral Ss through
 T to walk around to
devices found in Communication eliciting
facilitate pair work
excerpts of Book) responses from
passages and provide
 T to walk around Ss as well
 Ss to type out feedback to the
to facilitate pair
suggested answers pairs of Ss AoL/ AfL:
work and provide
on T’s laptop while  T to then show
T leads the class to feedback to the ‘O’ Level Past Year
visual stimuli from
discuss on the pairs of Ss EL Paper 2 (with a
past year papers
accuracy of the  T to then show focus on Section B)
suggested answer  Ss to pair up and
visual stimuli from
 T to finally respond to 2
past year papers
consolidate accompanying
 Ss to pair up and
learning through a prompt questions
class discussion on respond to 2
 Ss to take turns to
the various types of accompanying
be speakers and
literary devices and prompt questions
examiners
their functions and  Ss to take turns to
uses (questioner)
be speakers and
 T to facilitate pair
examiners
AoL/ AfL: work
(questioner)
 T to finally call on
Figurative Language  T to facilitate pair
selected pairs of Ss
Notes to present their work
responses using to  T to finally call on
Comprehension the class selected pairs of
Questions involving
 Other Ss to Ss to present their
figurative language
(Term 1 respond to the responses using
comprehension selected pairs of Ss to the class
questions package) and suggest  Other Ss to
additional points for respond to the
improvement selected pairs of
Ss and suggest
additional points
AoL/ AfL:
for improvement
O Level Oral
Communication
AoL/ AfL:
Booklet
O Level Oral
Communication
Booklet
Subject Monday Tuesday Wednesday Thursday Friday Remarks
Class 26th
February 27th February 28th February 1st March 2nd March
Time: 1110 – 1210h Time: 1310 – 1430h Time: 1030 – Time: 1150 – 1250h
English 1110h
201 Focus: Focus: Focus:
(SBB) PROJECT
Visual Text 5 & 6 2NA (SBB) Common MOTION for 201 Non-Narrative
Practice + Peer marking Test Feedback Students ComprehensionText
(Feedback and (Narrative Writing) (Summary Skills)
Corrections)
Non-narrative Lesson
Lesson Objectives: Comprehension (Guided Objectives:
Practice)
1. To assess students’ 1. To revise
ability to read/ view a Lesson Objectives: summary writing
visual text carefully skills through an
1. To highlight various in-class Non-
and produce written
errors made by Ss in Narrative Text
responses to various practice
questions the writing of their
Narrative Essays and Teaching
Teaching Strategies/ to go through some Strategies/
Activities: exemplars for Activities:
consolidation of
 T to discuss the visual learning  T to facilitate a
text practices and revision of
asks Ss questions to summary writing
2. To guide Ss in
check for skills whilst
reading strategies to eliciting
understanding process a Non- responses from
Ss to engage in peer narrative Ss
marking as T goes Comprehension  Ss to then
through Visual text attempt the
Passage
exercises summary
Teaching Strategies/ question in-class
Activities: under timed
AoL/ AfL: conditions
Term 1 Visual Text  T to distribute the  T to then go
Practices 5 & 6 marked scripts to through the
students suggested
answers using
 Ss to do corrections
joint construction
for various with Ss (Ss to
grammatical errors complete the
first rest of the
 T to then highlight questions as
and explain some homework)
common
AoL/ AfL:
misconceptions/
writing instantiations Term 1 Non-
(eg. not using slang Narrative Text
or short Practice + Summary
forms/spelling issues/ Writing Notes
tense consistency..)
 Ss to note down
these pointers
accordingly
 T to also showcase
various positive
exemplars to the
class as a
consolidation activity
 Ss to notice and jot
down good phrases/
sentences as T goes
through these scripts
 T to then guide Ss
through annotating a
non-narrative
comprehension
passage
  Ss to jot down
meanings of words
that are unfamiliar to
them
 Ss to attempt some
of the questions
subsequently as T
clarifies doubts with
Ss individually during
class work

AoL/ AfL:

Term 1 Common Test:

Narrative Writing

Non-narrative compre
practice (Term 1 2018)

Subject Class Monday Tuesday Wednesday Thursday Friday Remarks

26th February 27th February 28th February 1st March 2nd March
CCE/ Sexuality NA CCE 306 (Classroom) NA CCE: 306 (Hall)  NA
Ed / PWE  ECG Lesson : A Aesthetics Assembly
Face In The Crowd

CCA/ OTHER NA DRAMA CLUB NA DRAMA CLUB NA

MATTERS Teacher-In-Charge Teacher-In-Charge
1500-1730h 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

This week I would like to reflect on the Sharing Session pertaining to Deyi’s ALP initiatives with Naval Base
Secondary School. The sharing session was informal and casual yet there was a keen sense of open sharing which
allowed me to also take stock of all the activities and programmes planned in the past academic year.
The infographic above aptly captures my sentiments as I found that sharing session a tremendous learning
experience for me. I found myself reflecting on our own practices here in Deyi. As the two teachers asked
questions, I found myself articulating my thoughts in a way that I had never done before. It was a great ‘mental
consolidation’ exercise for me and allowed me to sharpen my thoughts too.

The following thoughts were elucidated:

- An enthusiastic core team of teachers is pivotal to driving any new applied learning activity/idea
- Teachers leading by example increases students’ buy-in, especially in terms of more journalistic assignments
- Empowering students and directing them toward a targeted goal grants them the confidence to venture out
and apply their skills and improve their language development

Moving forward, I would want to continue building upon our past work to bring our students’ learning to a higher
level. My hope is that in Deyi, we would continue to generate creative ideas in terms of how to structure
activities/curriculum initiatives to cater to print, broadcast and journalism skills. A further thought would be how to
incorporate relevant/real-world content that appeals to our students in all our dealings.

Reporting Officer Signature: _______________________

Date: _______________________