Weekly Record Book Term 2, Week 5 (2017)

English Language and Literature Department

Name: Mr Timothy Joshua Ong

Term 2, Week 5 (ODD WEEK) :

Subject Monday Tuesday Wednesday Thursday Friday Remarks

Class 17th April 18th April 19th April 20th April 21st April
Time: 1130 – 1210h Time: 0950 – 1030h Time: 0750 – 0850h Time: 1010 – 1130h
English
205 Focus: Focus: Focus: Focus:

- Formal Letting - Feedback for - Listening - Non-narrative

Writing Task Narrative Comprehension for CA Comprehension and
(continued) Comprehension (Timed Assessment) Summary
Practice (Paraphrasing) Timed
- Spelling Test Lesson Objectives: Practice (Feedback
Lesson Objectives: and Corrections)
Lesson Objectives: 1. To assess
1. To highlight specific students’ ability to Lesson Objectives:
1. To assess errors made by Ss listen attentively
students’ ability to in their answers to 1. To highlight
and respond
write 1-2 more specific errors
Section B: accurately to
paragraphs made by Ss in
comprising formal Narrative various questions
Comprehension their answers to
writing (with on different texts
appropriate and to guide the non-narrative
structure) in students in Teaching Strategies/ comprehension
response to a task sharpening their Activities: and to teach
prompt inferential skills students how to
 Students to attempt paraphrase
2. To assess a full Listening relevant points
students’ ability to Teaching Strategies/ Comprehension
spell various Activities: paper for practice Teaching
words (Verbs and  T to administer the Strategies/
 T to distribute Ss’
 Adjectives) marked narrative assessment, Activities:
comprehensions distributing papers,
Teaching back to them playing the audio  Ss to attempt a
Strategies/  T to then go clips, then timed practice
Activities: through questions
collecting the comprising non-
on the narrative
 T to distribute assessments narrative
text, drawing Ss
marked formal attention to sheets back for comprehension
letters back to contextual clues marking questions
students for where necessary (excluding
continued work  T to also guide Ss AoL/ AfL: summary)
(Process Writing) in answering  T to go through
 Ss to then “Language Impact” Term 2 (Week 5) questions on the
continue with their questions in Listening
written practice on non-narrative text,
addition to Comprehension
formal letter explanation Assessment Package drawing Ss
writing by questions attention to
producing a pertaining to contextual clues
written response figurative language where necessary
of 1-2 more  Ss to do  Ss to do
paragraphs to a corrections for the
stipulated task corrections for the
open-ended
prompt open-ended
questions
 Ss to complete accordingly questions
their scripts in  T to type out accordingly
class and T to suggested answers  T to then guide Ss
collect the scripts consisting of verbal in the
back for a second responses from the paraphrasing of
round of marking class
 various content
T to also  Ss to do
administer a points in the
corrections by
spelling test for Ss noting down the summary through
comprising 10 correct answers for joint construction
verbs and the comprehension  T to type out
questions instantiations of
adjectives
 T to read out the paraphrased
AoL/ AfL:
 definitions of the points with input
word, and Ss to Term 2 Narrative consisting of
spell out the word Comprehension verbal responses
Practice
accordingly from the class
 T to then go  Ss to note down
through the points and write
spelling of each out their
work as Ss peer responses to the
mark summary question
as homework
AoL/ AfL:
AoL/ AfL:
Formal Letter Writing
Task Prompt Term 2 Non-narrative
comprehension
Spelling list practice (with
comprising 10 Summary)
verbs/adjectives
Subject Monday Tuesday Wednesday Thursday Friday Remarks
Class 17th April 18th April 19th April 20th April 21st April
Time: 1250 – 1410h Time: 0850 – 0930h Time: 1350 – 1430h Time: 0750 – 0850h
English
306 Focus: Focus: Focus: Focus:

- Feedback for Speech - Term 2 Class Test: Speech Writing - Feedback for
Writing Practice Summary Writing Practice (Making Visual Text and
Emotional Appeals, Narrative
- Feedback for Lesson Objectives: Use of rhetorical Comprehension
Summary Writing questions) practice
Practice 1. To assess Ss’
ability to write a Lesson Objectives: Lesson
Lesson Objectives: summary (80 Objectives:
1. To guide Ss in
words) in response
1. To highlight specific writing 1. To highlight
errors/areas for to a non-narrative specific errors
instantiations of
improvements text prompt made by Ss in
emotional appeals
made by Ss in their their answers for
situational writing Teaching Strategies/ and effective P2 Section A-
(speeches) in Activities: rhetorical questions Visual text, and
relation to PACC (in response to to teach students
 Ss to take their particular themes) how to pay
2. To highlight specific Summary Writing attention to
errors/areas for Class Test (Term Teaching Strategies/ contextual clues
improvements in 2) – 30 minutes Activities:
terms of summary  T to administer the 2. To highlight
writing (Selecting assessment and  Ss to view videos specific errors
relevant points and collect all scripts on exemplary made by Ss in
accurate back for marking speeches made by their answers to
paraphrasing) real-life individuals
AoL/ AfL: Section B:
 Ss to note down
Teaching Strategies/ Narrative
instances of prior
Activities: Term 2 Summary persuasion Comprehension
Writing Class Test techniques (Rule of and to guide
 Ss to read through 3, Parallelism, and students in
their individual Antithesis) sharpening their
 feedback on their  T to then explicitly inferential skills
situational writing instruct Ss on
(speeches) and making emotional Teaching
note down relevant appeals and how to Strategies/
points accordingly use rhetorical Activities:
 T to revise questions
Persuasive Writing  Ss to then pair up  T to discuss the
Techniques with Ss and write down Visual Text
whilst eliciting instances of (i) (image) and ask
responses from the Emotional Appeals Ss questions to
class on and (ii) Rhetorical check for
appropriate questions in understanding
sequencing and response to  T to then provide
using language particular feedback on
signals topics/themes areas for
 Ss exemplars will  T to facilitate a improvement for
be shown on the class discussion students in their
visualizer for class and invite written
discussion responses from Ss responses
 T to then recap in accessing the pertaining to the
Summary skills for effectiveness of visual text
“Dealing with the their written  T to draw
Question” and instantiations attention to
“Selecting relevant accuracy of
points” AoL/ AfL: answering
 T to also briefly “purpose” vs
recap with Ss on Videos of sample “effect”
the paraphrasing speeches questions. Ss to
techniques of clarify doubts
changing the word Collaborative Learning accordingly.
form and altering  T to then go
sentence structure Speech Writing through
 T to then elicit Themes and Topics questions on the
responses from Ss narrative text,
and guide them in Eg. drawing Ss
completing the https://literary attention to
summary question devices.net/antithesis/ contextual clues
 in their non- where necessary
narrative  Ss to do
comprehension corrections for
practice the open-ended
 T to type out questions
instantiations of accordingly
paraphrased points  T to type out
with input suggested
consisting of verbal answers
responses from the consisting of
class verbal responses
 Ss to do from the class
corrections by  Ss to do
noting down the corrections by
paraphrased points noting down the
for their summary correct answers
writing for the
comprehension
AoL/ AfL: questions

Marked Situational AoL/ AfL:

Writing Practices
(Speeches) Term 2 Section A
and B
Marked Summary Comprehension
Writing Practices Practice
 Subject Monday Tuesday Wednesday Thursday Friday Remarks
Class 17th April 18th April 19th April 20th April 21st April
Time: 1150 – 1250h Time: 1210 – 1310h Time: 1210 – 1330h
Mathematics
107 Focus: Focus: Focus:

Revision for Algebra Revision for MYE Revision for MYE

(Chapters 5 and 6)
Lesson Objectives: Lesson Objectives:
Lesson Objectives:
 For Ss to revise  For Ss to revise
 For Ss to recap Mathematical Mathematical
prior learnt concepts acquired concepts acquired
concepts related to from chapters 1 to 6 from chapters 1 to
Algebra through in- to prepare for MYE 6 to prepare for
class practice MYE
Teaching Strategies/
Teaching Strategies/ Activities: Teaching
Activities: Strategies/
 T to administer a Activities:
 T to administer a timed practice for Ss
timed practice (in-class)  T to administer a
(Sprint Task)
 T to then go through class practice for
comprising
various questions all Ss where Ss
questions from
Chapters 5 to 6 that Ss experience will craft questions
 Ss to attempt the difficulties in in groups for one
timed practice  Ss to note down another
individually under learning points and  T to assign
test conditions to also jot down members of the
 T to subsequently class to form
missing parts of their
go through the
answers groups of 4
questions with Ss
 Ss will clarify  Ss to do their  Ss will get
doubts and also corrections as well together and “set”
 note down proper and raise any 3 questions using
workings shown in queries to T for their textbook
full. further clarification  They will write the
question on
AoL/ AfL:
fullscap paper
AoL/ AfL:  T to then collect
Sprint Task
(Comprising questions the questions and
Practice Paper: MYE
from Chapters 5 to 6) showcase them
2012 DYSS
on the visualiser
for all classmates
to view
 Ss will then take
turns to solve the
shown questions
in-class

AoL/ AfL:

Collaborative
Learning
 Subject Monday Tuesday Wednesday Thursday Friday Remarks
17th April 18th April 19th April 20th April 21st April
CCE/ Sexuality NA CCE 205 (Hall)  NA CCE 205 (Classroom) NA
Ed / PWE Lower Secondary CW Lesson 4: About
Assembly the Cyberworld 2 –
[Safety and Handling Online
Graciousness Talk] Content and
Behaviour

CCA/ OTHER NA Drama CCA NA Drama CCA EL Consultation

MATTERS Teacher – In – Teacher – In – Charge 1300-1345
Charge Duty Duty (Students from
1500-1730h 1500-1730h 306)

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
What about the “What”? about . . . ?
Reflective  Which activities/actions do you think fostered high engagement?

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
Now what? them?
Decisional  What are your next steps? What actions/ideas has this triggered for you?

My Reflections

For this week’s reflection, I will be penning down some thoughts on my Lesson Observation with the Yunnan
Principals during one of my EL lessons with 205 in the media centre (at the Cybrary).

In terms of classroom management, I knew that holding lessons in the media centre warranted some re-jigging in
terms of their seating arrangement. This was when I devised a plan to structure the seating dynamic in a manner
that was most conducive for class (grouping a mixture of quieter and more vocal students together at the same
table for 4). I indexed this, by placing their journal books at their specific seats one period before the class started.
This worked brilliantly! As students streamed into the room, they were rather excited to find out where they were
going to sit. Of course, not all students were satisfied with where they were allocated, but with some urging and
coaxing, everyone took their places and class was ready to begin.

I began the lesson by playing a thought-provoking video titled “Can we auto-correct humanity”? I chose this video
as it spoke about technology and this is an issue that is close to most, if not all, teenagers’ hearts. The style of the
video featured a man verbalising a rhyme in a “rap” style with fascinating visuals and rather dramatic music in
accompaniment. My students from 205 were very engaged in viewing the video.

This was followed up with a class discussion on some words that they caught during the video. Students
responded with “self-worth”, “digital insanity”, “Anti-social network” and even abbreviations like “srs, lol and
smh”. This was fodder for rich discussion as I quizzed students on what these words meant to them and whether
they agreed or disagreed with the sentiments presented in the video.

The Yunnan principals left after about 15 minutes and class continued with a journal writing activity. Subsequently,
I received feedback that the principals found the lesson very engaging and smooth-going. They were also rather
taken with how comfortable the students were even as they were being observed. They were also impressed with
the standard of English that we have here in Singapore and were marvelling at how we manage to acquire both
English and Mandarin (for Chinese students).

In an online periodical on education, a feature article by Riedel (2014), titled “10 Major Technology Trends in
Education” ranked ‘Use for Videos for Classwork’ as number 3 out of 10 new tech trends. I was then acquainted
with the term “Khan Academy Effect” (coined by professionals working in Pixar animation film studios). This
described how the use of videos by teachers would inspire students to search up videos of similar content on their
own. This was quite insightful for me, as the power of motion pictures do indeed bear much significance in the
teaching and learning of the English Language. It also does much to spur self-directed learning in students.

The EL syllabus comprises skills such as viewing, listening, speaking and writing etc , with the former 2 skills
being receptive skills. I will endeavour to continue using videos as a teaching tool and will hone my craft in the
appropriate selection and editing of constructive videos to accrue the most beneficial learning outcomes for my
students.

The link to the aforementioned video and a screenshot is appended below for easy reference.

https://www.youtube.com/watch?v=dRl8EIhrQjQ

Reporting Officer Signature: _______________________

Date: _______________________