Weekly Record Book Term 1, Week 4 (2017)

English Language and Literature Department

Name: Mr Timothy Joshua Ong

Term 1, Week 4 (EVEN WEEK) :

Subject Monday Tuesday Wednesday Thursday Friday Remarks

Class 23rd January 24th January 25th January 26th January 27thJanuary
Time: 0750 – 0850h Time: 1210 – 1310h Time: 1110 – 1230h
English
205 Focus: Focus: Focus:

- Visual Text 1 - Introduction to - Descriptive Writing

Practice + Peer ‘Personification’ in the (Introduction:
marking (Feedback English Language Describing People and
and Corrections) (Extracts from ‘The Using the 5 senses)
Gathering’)
- Narrative Lesson Objectives:
Comprehension - Oral Communication 1. To guide students
Practice (Feedback Skills (Reading Aloud in applying the
and Corrections) in-class Practice and steps to write a
IBET for Spoken
descriptive essay
Lesson Objectives: Interaction)
with a focus on the
1. To assess Lesson Objectives: introduction and
students’ ability to descriptive
read/ view a 1. For Ss to identify components
and explain
visual text
instances of 2. To guide students
carefully and personification
produce written in the practice of
responses to 2. To revise writing a short
various questions techniques of paragraph using
good the technique of
2. To highlight pronunciation and ‘show but not tell’
enunciation
 specific errors
made by Ss in 3. To revise the use Teaching Strategies/
their answers to of IBET as a Activities:
strategy for
the narrative
speaking  T to guide students
comprehension
in understanding
practice Teaching the tenets of a
Strategies/ descriptive essay
Teaching Activities: through textbook
Strategies/ activities (pp. 178-
Activities:  Ss to watch a 183, 263-265)
short video on  Ss to note down
 T to screen a ‘What is pointers as T goes
short video for Ss personification?’ through various
on ‘The Power of  T to then explicitly segments
Photography’ to instruct students  T to instruct
frame Ss’ on aspects of students on the
understanding of personification in elements needed in
Visual Images the English a descriptive essay
 Ss to engage in a Language using a hands-on
class discussion  Ss to then engage visual activity
related to the in a hands-on involving
purposes of activity of forming “Emoticons”
visual images in up into different  Ss to then practice
association with groups with writing a sample
written text (TB various slips of paragraph on a
pp.46-47) paper detailing particular emotion
 Subsequently, T different stanzas in their Descriptive
to discuss the of the Poem Writing packages
visual text “Dramatis  Ss to then present
practice and asks Personae” their written
Ss questions to  Once Ss are in paragraphs using
check for their groups, they the visualizer for in-
understanding are to arrange class discussion
 Ss to engage in their slips of paper  T to highlight
peer marking as in the right order various
T goes through corresponding to instantiations of
 Visual text 1 their given stanza exemplary phrases/
 T to then go  T to reveal correct sentences/
through questions order of the paragraphs for the
on the narrative stanzas for Ss class to take note
text, drawing Ss  Ss to then write  Ss to then fill in
attention to down and read blanks or jot down
contextual clues through their notes in their
where necessary stanza and T to descriptive writing
 Ss to do call upon Ss to packages
corrections for the read aloud their pertaining to
open-ended stanzas in class attendant points
questions  T to give pointers highlighted by T
accordingly and also elicit  T to jointly
responses from consolidate the
Ss on ways to day’s learnings with
AoL/ AfL: improve their own verbal responses
reading from the class
Sec 2 Exp EL  T to then revise  Ss to then
Textbook IBET with Ss undertake a writing
 Ss to then pair up practice on
Term 1 Visual Text and respond to a describing the
Practice 1 (Section A Sample Task sights and sounds
of Nan Chiau Paper) Prompt (Past Year of a regular school
O level SI) day in their journals
Term 1 narrative
comprehension AoL/ AfL: AoL/ AfL:
practice (Section B of
above paper) Hardcopies/snippets Descriptive writing
of ‘Dramatis package
Personae’ from The
Gathering Ss journal books

Collaborative learning HW: Comprehension

Exercises + Editing
practice 3 and 4
Subject Monday Tuesday Wednesday Thursday Friday Remarks
Class 23rd January 24th January 25th January 26th January 27thJanuary
Time: 1310 – 1410h Time: 0750 – 0910h Time: 1230 – 1310h
English CNY
306 Focus: Focus: Focus: Festivities in School
- Prepare for O Level - Listening - Continuous Writing (Half Day)
Editing Exercises Comprehension notes
(Practices 1-3) Assessment (CA) (Establishing clear
thesis statements)
- Class Discussion on - Class Discussion on
Corporal Punishment Corporal Punishment - Writing Practice
(Pros and Cons) (Pros and Cons) (1 Paragraph using
PEEL)
Lesson Objectives: Lesson Objectives:
1. To assess 1. To assess Lesson Objectives:
students’ ability to students’ ability to 1. Ss to identify
read an editing listen attentively irrelevant
and respond sentences and
text carefully and
accurately to
produce written practice
various questions
responses to on different texts coherence in
various errors in writing through
the text 2. Ss to share their proper language
[Focus on Tenses, research findings sequencing
SVA and with the class to
sharpen their 2. Ss to practice
Prepositions]
analysis and
writing 1
reasoning skills
2. Ss to brainstorm paragraph (in
and plan for an Teaching accordance with
argumentative Strategies/ PEEL) in
essay (Coming up Activities: response to a
with points ‘for’  Students to Continuous
and ‘against’ a attempt a full
topic) Writing Task
Listening
Prompt
Comprehension
Teaching paper for practice
Strategies/ Teaching
Activities:  T to administer Strategies/
 T to discuss the the assessment, Activities:
editing practice distributing  T to elicit
passages 1 to 3 papers, playing responses from
with Ss in order to the audio clips, Ss as to which
check for then collecting the sentences do not
understanding assessments add value to
 Ss to volunteer sheets back for sample
verbal responses marking paragraphs
for the solutions to  Ss to present their  Ss to then engage
the various research findings in a sequencing
grammatical to the class (With task to organise
errors in the concrete sentences into a
passages supporting coherent
 Ss to note down evidence and paragraph
occasional examples)  Subsequently, T
pointers made by  T to consolidate to the go through
T in in with how to pointers from the the exercise with
spot for various class and elicit Ss
types of errors responses from  Ss to then pen
using contextual Ss, leading them down a paragraph
clues / to comment on utilising their
observations of each other’s research findings
word form pieces of on Corporal
 T to provide supporting Punishment
feedback on areas evidence  Ss to produce a
for improvement written response
for students in AoL/ AfL: to the task
their written prompt: “Should
responses Term 1 Week 4 corporal
pertaining to these Listening punishment be
editing texts Comprehension allowed in
 T to then Assessment package schools?”
showcase an  Ss to write the
introductory video paragraph and
on Writing an finish it in class
Argumentative  T to subsequently
 Essay collect their
 Ss to then view a paragraphs at the
stimulus video on end of the lesson
Corporal for marking (or to
Punishment in do as homework if
schools time does not
 T to facilitate a permit)
brainstorming
writing practice AoL/ AfL:
task in class on
pointers pertaining Continuous Writing
to the pros and Notes Package
cons of Corporal
Punishment HW: Comprehension
 Ss to continue Section A and B
doing research on Practice
the points
discussed and to
also find
supporting
evidence for the
points (Real-world
examples,
Verifiable facts,
professional
testimonies and
personal
observations)

AoL/ AfL:
Prepare for O Level
Editing Booklet

Videos on
Argumentative
Essays and Corporal
Punishment
 Subject Monday Tuesday Wednesday Thursday Friday Remarks
Class 23rd January 24th January 25th January 26th January 27thJanuary
Time: 1030 – 1150h Time: 1230 – 1330h Time: 0850 – 0950h
Mathematics
107 Focus: Focus: Focus:
Idea of Negative Rational Numbers Real Numbers
Numbers and The
Number Line, The Lesson Objectives: Summary of the Use
Four Operations of  Ss to identify of Calculators
Integers rational numbers
and perform the Lesson Objectives:
Lesson Objectives:  Identify Real
four operations on
 Ss to represent Numbers and
them
numbers on a perform the four
number line Teaching operations on
 Ss to identify Strategies/ them
integers, and Activities:  Ss to use the
perform addition,  T to explain the functions of a
relationship
subtraction, calculator to carry
between fractions
multiplication and and rational out operations
division on them numbers
Teaching
 Ss to practice
Teaching Strategies/
some guided
Strategies/ Activities:
questions
Activities: involving the four  T to introduce
 T to recap with Ss operations of concept of Real
the concept of rational numbers Numbers to Ss
adding and  T to then facilitate  T to further
subtracting guided discovery explain what is
negative numbers for exploring the meant by
using a video with relationship terminating and
number line between rational recurring decimals
illustrations numbers and  Ss to then
 Ss to draw out decimals practice
some number  Ss to then attempt representing
lines and practice some example rational numbers
 some sample questions and real numbers
questions pertaining to on the number
 Ss to then attempt Rational Numbers line
practice questions from Ex 2.4  Ss to then
from Ex 2.2 while without the use of practice typing in
T walks around to calculators first the functions of
supervise and  T to walk around operations on
attend to any to attend to their calculators
queries queries with T’s
 T to then bridge  Ss to then finish supervision
Ss’ understanding up the practice  Ss to then try
to operations of exercises with the further in-class
Multiplication and use of calculators practice questions
Division later on related to Rational
 Ss to try further  T to consolidate Numbers and Use
practice questions the day’s learning of Calculators
from Ex 2.3 through a class  Ss to do up these
 T to go through discussion with Ss questions with
selected proper workings
examples whilst AoL/ AfL: while T walks
eliciting Ss Exercise questions around to
responses from chapter 2.4 supervise and
 Ss to complete Discovering attend to any
questions from Mathematics queries should
both exercises Textbook 1A they arise
(To be finished as (practice
homework if time (1c-1j, 2d, 2e, 2f questions to be
does not permit) Without calculators completed as
homework if time
AoL/ AfL: 3d, 3e, 3f, 4, 5 and 8 does not permit)
Exercise questions With calculators)
from chapter 2.2 and
2.3 Discovering AoL/ AfL:
Mathematics Exercise questions
Textbook 1A from chapter 2.5
Discovering
Ex 2.2 Mathematics
 (1b, 1f, 1g, 1h, 2a-h, Textbook 1A
3a-f, 4b, c, d, e, 5
and 8) (1a, 1b, 1c, 1d, 2a-
2n, 3, 4a-4f))
Ex 2.3
(1a, 1b, 1g, 1h, 2b, HW: Lesson Package
2d, 2f, 2h, 3a-3j, 4, 7, on Real Numbers
and 9)

Subject Monday Tuesday Wednesday Thursday Friday Remarks

23rd January 24th January 25th January 26th January 27th January
CCE/ Sexuality NA CCE 205 @ Hall : NA CCE 205 @ Hall: NA
Ed / PWE Assembly Assembly

CCA/ OTHER CCA: Drama CCA: Drama Club ALP Meeting CCA: Drama Club NA
MATTERS Club Teacher – in – Mi-ke-mon follow National Story
Additional Charge up and tracking + Challenge
Practice Preparation for Registration
3.00pm – 5.30pm following week Deadline (To
3.00pm – complete and attend
5.30pm briefing)
 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 really wanted to incorporate lesson elements that would infuse the joy of learning for my students. I came across
a thought-provoking quote from John Dewey (1938) that had me thinking. He stated "What avail is it to win prescribed
amounts of information about Geography and History, to win the ability to read and write, if in the process the individual
loses his own soul? If the experience of "doing school" destroys children's spirit to learn, their sense of wonder, their
curiosity about the world, and their willingness to care for the human condition, have we succeeded as educators, no matter
how well our students do on standardised tests? (p.49)” Hence, I put together a video comprising compelling photographs
that have captured the attention of the world. Photography is something close to my heart and I believe that visual images
are a huge part of language and communication as well. I screened this video in both my secondary 2 and secondary 3
English classes as a precursor for visual text and this yielded tremendous effects. Students were asking me questions on
where these photographs were taken and I facilitated class discussions on why these images were particularly captivating.
Students watched in awe and there was complete silence as the video played on. Students were extremely engaged and as
I elicited responses from them. Many students were eager to comment on the photographs and even shared what emotions
these images conjured. In addition, I used a particularly stirring poem entitled ‘Dramatis Personae’ to teach personification.
Group work was the name of the game as students worked together to arrange various stanzas of the poem within a
stipulated time. Students then competed in a mini competition to read out their poems dramatically. This was entertaining as
students had to personify ‘death’, ‘beauty’ and ‘hope’ etc. Finally, as I introduced descriptive writing to my Secondary 2
students this week, I decided to use pictorial representations of ‘feelings’ in the form of paper cut-outs of emoticons. I
created 40 unique emoticons and each student received one. They were then tasked to write examples of ‘Actions’, ‘Facial
Expressions’ and ‘Physical Symptoms’ for their particular emotion. After which, students would showcase their work via the
visualizer and present their written sentences to the class. This activity worked exceedingly well as students were eager to
find out what emotions their classmates had and since each student had a unique emotion, lively class discussions ensued.
These 3 instances showed me that my students do indeed possess a keen spirit to learn and are eager to contribute in
class. Sometimes, little adjustments to “curriculum” are all it takes to pique their curiosity about the world or inculcate a
sense of wonder. Below are snapshots documenting my teaching and learning process this week. I certainly hope to
continue this endeavour to rekindle the joy of learning for my students and the joy of teaching for myself as well.

Reporting Officer Signature: _______________________

Date: _______________________