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Term 1 week 2.2010 Term 1 week 2.2010 Presentation Transcript

  • 2010 A record of lessons actually carried out by Yeo Yam Hwee at St. Hilda’s Secondary School TERM 1 WEEK2 Based on Timetable issued on 03012010 No From Class Lesson Focus Remarks / Reflections and Other things to note Attend/ of when Abs Pds to Each when Lesson Mon 2 0815 - 4E Novel: The Curious Incident of the Dog in the Night-time I am extremely happy to report that the students – all 26 26/26 1101 0915 Lit of them - have settled down in my class and ready to go Elect Students presented two files: through the challenges with me for the rest of the year. C = Curious Incident U = Unseen I have appointed Joel Chan as the Literature Representative. 1. Students were invited to consider thinking about Christopher – the main character in the novel, I have prepared a set of notes based on each and every purportedly as the “writer” of “the murder mystery chapter of the book – The Curious Incident of the Dog in book”. the Night-time and in this session, I have distributed handouts of the following chapters to the students: 2. Clarification of the following terms: Speaker = Persona = Narrator = Voice Chapter 2 – Christopher’s narrative account of how he And discovers the death of Wellington, the big black poodle Narrator is not necessarily the writer. which belongs to Mrs. Shears. The narrator in the case of The Curious Incident of the Chapter 3 – Christopher’s inability to read, understand or Dog is a teenager called Christopher who is afflicted with interpret another person’s facial expressions or Autism. We are all looking at other people and the events expressions of mood. that take place in the novel from his point of view. Chapter 5 – Christopher’s unique way of reasoning – The writer or author is Mark Haddon. flawed or otherwise. We may see it as “flawed” but he exudes a great deal of self-confidence and authority 3. Teacher challenged the students to consider: when he explains his reasoning to us. How different are you from Christopher? Chapter 7 – Christopher explains why he writes “The How similar are you to Christopher? Curious Incident of the Dog in the Night-time”. Truth is: Christopher is no different from any ordinary teenager safe for the fact that he is afflicted with autism. Chapter 11 – Christopher’s interesting conversation with Our challenge: the police who has arrived at the crime scene.  Learn to see the world from Christopher’s perspective. Chapter 13 – Christopher tells us that he cannot tell  Understand why he sees the world the way he jokes. He also says he cannot understand jokes. He does. reassures us that his novel “will not be a funny book” as  What is it that Christopher can teach us about a result. life?  What is it that we may be able to learn from Chapter 17 – Christopher reveals to us his macabre idea
  • him? of the eventual and absolute extinction of humankind.  What is it that through Christopher, we may be able to learn about ourselves and the way we Chapter 19 – Christopher tells us that he thinks “prime relate to others? numbers are like life” and “they are very logical but you could never work out the rules, even if you spent all your 3. Students were strongly urged to challenge any time thinking about them.” assumptions or interpretations made by the teacher-reader. Other Chapters will follow in due course as the lessons come along. 1 0915 - 4D 1189 – 1127 CLZ 1 Thank You, SIA 35/36 0945 EL Diagnostic Results of the Round 2 CLZ test Marcus 1. Teacher returned the scripts of their first test to the Maximum Score: 15/15 Lee students. 1 Amanda 10.5 19 Kenneth 13 2. Students sat the CLZ test the second round. They 2 Arella 10 20 Kenny Yeo 11 had to pay close attention to accuracy and apply 3 Vivian 5 21 Samuel 9 their knowledge of grammar and parts of speech to 4 Jazreel 13 22 Danvin 9 have them in this assessment. 5 Jia QI 9 23 Leon Lin 12 6 Ummairah 10 24 Marcus AB 7 Abdullah 12 25 Mervin 10 8 Alphonsus 12 26 Brian Ong 11 9 Benjamin 10 27 Eleazar 12.5 10 Joshua 11 28 Viknarajah 11 11 Gabriel 11 29 Brendan 11 12 Wien Chua 7 30 Sean Ng 10.5 13 Daryl Neo 15 31 Stanley 12 14 Desmond 10 32 Daniel Tan 9 15 Rong Gui 8 33 Kai Xiang 10 16 Jeevanjot 8 34 Daniel Tay 12 17 Nathanael 8 35 John W 8 18 Joel Yeo 12 36 Zuo Wei 12 2 1015 - 4B 1189 – 1127 Summary Writing 39/40 1115 EL Lydia Pavlo – The Marmoset Monkey Kek 20/20 CONTENT POINTS = 15/15 USE OF ENGLISH = 5/5 It was very important for Pavlo to be kept warm.
  • Using your own words as far as possible, summarise the means by which both the family and Pavlo himself made sure that he was always as warm as possible. USE ONLY THE MATERIAL FROM PARAGRAPHS 5 TO 9. Your summary, which must be in continuous writing, not note form, must not be longer than 160 words, including the ten words given below. Begin your summary as follows: It was important for Pavlo to be warm and so… [20 marks] for 1189 / [25 marks] 1127 [A] What did the family do to keep Pavlo warm? From Paragraph 5 1. Turned up the central heating in the house to its highest temperature, trying to imitate the jungles of South America. 2. Massaged his small body with warm olive oil in his special diet, which included such delicacies as grapes and pears. 3. Placed him on a cushion, wrapped in cotton wool. 4. Took turns to look after him. 5. Carried it round the garden every time the sun shone, carefully placing his cushion in every patch of sunlight that appeared. From Paragraph 6 Gave him a drawer in a cabinet in the narrator’s room to be his warm bed. Spread a towel in the drawer and the hot-water bottle wrapped in it Pushed the drawer closed for extra warmth, except for a crack to allow for air. From Paragraph 7 wrapped in a baby blanket by the narrator’s sister. From Paragraph 8 provided plenty of heating downstairs. provided an electric lamp in the sitting room. provided a cushion by the fire. had his meals with the family. provided with warm milk. made sure windows were closed in winter. [B] What did Pavlo do to keep himself warm? Paragraph 6 1. he would only go to bed with a hot water bottle, even in summer. 2. he curled up in a fur blanket Paragraph 7 he scampered across the floor and climbed into the narrator’s bed. he burrowed under the pillow for extra heat. he moved from one family member’s bed to the next until the last person got up.
  • Paragraph 8 he crawled inside the shade of the electric lamp and sit next to the bulb. in spring he ventured out into the garden. he lay under green plants in the garden. 2 1215 - 5B 1127 Summary Writing Some students did not attempt the weekend homework. 22/25 1315 EL As above. Sean Ong Macric Kai Jie 2 1315 - 5NA No lesson because students had to adjourn to the hall for the NIL NA 1415 Lit release of the O level results. Elect Tues 2 0915 - 4D CLZ 1 Post-morterm on Thank You SIA Mr. Yeo’s additional comments on CLOZE 1 35/36 1201 1015 EL Lesson: T1W1.2010 Marcus 1. We have reached an understanding that in order to One flight attendant, I believe his name is Vincent, was Lee work on both N and O level English Language [particularly, exceptionally, especially] attentive and checked papers effectively and successfully, the key lies in with me many times, making [sure / certain] the meals met increasing our vocabulary power. my dietary needs. He was so [ accommodating / attentive / efficient / concerned ] that even the passengers around 2. Teacher made use of cloze passage practice / me [commented] on his service and attention to details. assessment for three-fold purposes during English: Let us pay attention to this underlined sentence. [a] As a USE-YOUR-OWN word contextual platform [a] He was so accommodating that even the passengers [b] As a CONTENT based learning resources for around me [commented] on his service and attention to improving written expressions in Free Composition details. and Situational Writing Initially, I mentioned in class that I did not accept [c] As a READING ALOUD material on a class basis “commented” because the better word was “commended”. so that as many students as possible get to read in a That was because, in this context, Vincent, the air steward, single session. Reading aloud as a conscious had done a good job in providing a good service to his practice makes the students memorize and passengers. So he deserved the praises showered on him internalize new sentence structures, e.g. by the passengers. Not ….. but …… Let us be more careful in the use of these two words [commented] and [commended]. Let me modify the original And commonly used expressions such as sentence slightly in the following ways: I brace myself for …… [b] He was so accommodating that even the passengers around me commented favourably on his service and [d] As a current discussion topic for attention to details. CONVERSATION for Paper 3 Oral Communication
  • *This is due to the fact that usually when we “comment”, we ANSWER KEY TO CLOZE 1: THANK YOU SIA – FORMAL pass remarks on others. The things which we say can either LETTER WRITING be “favourable” or “unfavourable”. It should be better if the original sentence contained the word “favourably”. I was a [1] passenger on Singapore Airlines flight SQ025 from New York to Singapore, [2] arriving in Singapore on 7 November [c] He was so accommodating that even the passengers 2009. [3] Although/When I ordered special meals because I around me commended him for his service and attention to suffer from a long list of allergies, there was a miscommunication details. and the flight had orders only for gluten-free meals. These are the minor details but we have to use both words I braced [4] myself for a long and uncomfortable flight. To my correctly. [5]amazement, the flight attendants went out of their [6] way to accommodate me. They [7] took note of the long list of forbidden foods, and put together [8] not one meal but three, and more than one snack, so a passenger with multiple food allergies could be [9] fed nutritious in-flight meals. One flight attendant, I believe his name is Vincent, was [10] quite/ very / particularly / especially / exceptionally attentive and checked with me many times, making [11] certain / sure the meals met my dietary needs. He was so [12] efficient / attentive / concerned / responsible / dutiful / caring / accommodating that even the passengers around me [13] commented on his service and attention to details. The service during the long flight was the best I have encountered. In these days when many airlines are struggling to [14] cope/ survive, I am proud that SIA continues to [15] hold itself to the highest standards of excellence. Thank you, SIA, and thank you, Vincent. Maureen Chee (Ms) United States 2 1045 - 4B 1127 Summary Writing – The next step after coming up with Teacher supplied the following MY DRAFT 1 to the whole 39/40 1145 EL your Draft 1 class so that everybody began the SELF-EDITING Shakin session from a common reference point. ah 1. Students had completed their own DRAFT 2 for their Begum summary writing – Pavlo: The Marmoset Monkey November 2005. SOURCE MATERIAL: Pavlo-The Marmoset Monkey 1127 O level English Language November 2005 2. For today’s lesson, everybody made use of the Teacher’s “MY DRAFT 1”. MY DRAFT 1 (written by Yeo Yam Hwee) 3. Using the marking scheme provided to them in the It was important for Pavlo to be warm and so / the family
  • last lesson, they marked out the content points turned up the central heating in the house / 1 to its highest based on the two important question requirements: temperature, trying to imitate the jungles of /2 South America. They massaged his small body with warm olive / 3 [A] What did the family to keep Pavlo warm? oil in his special diet, which included such delicacies as /4 grapes and pears. They placed him on a cushion, wrapped Inside the marking scheme, I have A1 to A15 points. /5 in cotton wool and took turns to look after him. / 6 They carried him round the garden every time the sun / 7shone, [B] What did Pablo do to keep warm? carefully placing his cushion in every patch of sunlight / 8 that appeared. The narrator used a cabinet drawer as Pavlo’s / 9 Inside the marking scheme, I have B1 to B8 points. warm bed by spreading a towel which contained a hot / 10 water bottle. The draw was kept closed except for a /11 crack for ventilation. Pavlo slept with the hot water bottle, / 12 curled up in a fur blanket. He moved from one / 13 family member’s bed to the next until the last person / 14 woke up, buried under the pillow. He was wrapped in / 15 [a baby blanket by the narrator’s sister. The family provided / plenty of heating, with a electric lamp in the sitting / 16 room. They gave him a fireside cushion. They let him / 17 dined with them by providing him with warm milk. They / 18 closed the windows in winter. Pavlo crawled inside the shade / 19 of the electric lamp and sit next to the bulb./ 20 In spring he ventured into the garden and lay under / 21 green plants.] 2 1145 - 4D Hall Programme – Subject Dean’s Briefing by Mr. Ng Song NIL 35/36 1245 CD Seng and Mrs. Chan Boon Hwee Marcus Lee 2 1245 – 5B SPECIAL NOTE: The Hall Programme – Subject Dean’s Talk As above in 4B EL. 23/24 1345 EL with Secondary 4 and 5 ended only at 1300. Kai Jie O Level results – Lee Sze Yan 4C (2009) 1127: She scored a B3. Mohd Syahril 4C (2009) 1127: He scored a B3. 1. Syahril has decided not to retake the 1127 paper and he has contacted Mdm Caroline Wong with regard to his decision. So the number of students taking 1127 English Language Paper is down to 24 students. 1127 Summary Writing – The next step after coming up with your Draft 1
  • 1 1345 – 5NA Students were instructed to read a book and look out for any Tackling the Unseen. Students were strongly 18/18 1415 Lit interesting episode which they should extract by making a encouraged to read beyond the text book. Elect photocopy of an A4 size page. They were told specifically to make only one copy. They would then bring it to class the following week to present it to the teacher. Wed 2 0730 - UBD What are the critical units to be UBdised? 1301 0820 LS Personal Recount Oral Communication 1 0845 - 4D 1189 – 1127 Paper 2 Students attempted the following: 33/36 0915 Home Jia Qi Room CLZ 2 News Report – 19 November 2009 Heavy rain causes Joel knee-high floods in Bukit Timah Marcus 1 0915 - 4B 1127 Paper 2 Vocabulary and Using Your Own Words They must learn to work under very tight time 39/40 0945 EL constraints. Marvin Students were given 45 questions ( blanks) to attempt within 30 minutes to complete the following. CLZ 2 News Report – 19 November 2009 Heavy rain causes knee-high floods in Bukit Timah CLZ 3 A letter - 21 December 2009 Buy a needy stranger a meal this Christmas season CLZ 4 Letter of Recommendation – A national dental insurance plan 3 1215 - 4D 1189 – 1127 Process Writing (Modified) Teacher decided to intervene at this juncture because 33/36 1345 EL 1. Student-writers were instructed to look at their existing there were pockets of student-writers who needed the Jia Qi drafts closing to fine-tune the first paragraph of their essay to handle to continue with coming up with an enticing Joel make it interesting for the reader to want to read on further opening paragraph. Marcus into the body of the essay right to the end. So the teacher shared the following introduction 3. Teacher introduced his own opening paragraph to paragraph: the student (see right in the other column) and highlighted the following features: I suffered my first blow of disappointment when I learnt of my abysmal showing in the recently concluded Tense – past tense end-of-year examinations at school. I bti my lips and Spelling – use simple words / but impress reader with suitably stared in disbelief at the lifeless piece of results slip chosen words to showcase ability to use vocabulary in the bearing the bad news. My disappointment was a mixture context appropriately. of denial, anger and self-accusation. I regretted having Structure – sentence - one idea in each clause and correct neglected my studies by giving myself too little time to use of fullstops prepare sufficiently to tackle the difficult examinations. Meaning – How to use the first paragraph effectively to draw The sorrow and the misery were all mine alone to bear. I the reader’s attention to what is to follow in the subsequent did not dare look at my friends, my classmates and
  • paragraphs 2 -6. worse, my teachers. 4. Student-writers began on another draft.  It is important for the student-writer to begin with the aftermath – the onslaught of “disappointment”.  Focus on the delivery of feelings and thoughts Thurs 2 0815 - 4B 1127 Paper 2: Reading Comprehension GCE O level Vocabulary List of Pavlo, November 2005 1401 0915 EL November 2005 1. curious ( from Paragraph 1 ) - Pavlo, the Marmoset Monkey 2. intensity (from Paragraph 2 ) 3. in profusion (from Paragraph 2 ) Vocabulary Questions 4. bundled( from Paragraph 3 ) Students discussed 5. imitate ( from Paragraph 5 )  general issues concerning vocabulary questions - 6. blissfully (from Paragraph 6 ) synonym – words and phrases 7. crack (from Paragraph 6 )  Parts of Speech – N / V / Adv / Adj 8. ferocious (from Paragraph 7 )  Verb forms – Vo / V1/ V2 / V3 / V4  How knowledge of the above can help us answer V0 = infinitive “to” + verb (dictionary) vocabulary questions accurately and relevantly. V1 = present tense V2 = past tense V3 = past participle V4 = present particple 2 1015 - 5B 1127 Paper 1: Essay Writing – Free Composition – Single Material used: 1115 EL Word Topic – “Disappoint. 1. Brainstorming with the help of pictures (Students visualize T1W1.5.1 .2010 what they wish to write about by focusing “feelings” and W “thoughts” Teacher led or guided students to probe deeper. The student –writer wrote down whatever  Words  Phrases  Expressions  Sentences which crossed them as quickly as they could during their individual brainstorming session. 3. Student-writers then handed their handouts (annotated with varying degree of success) to another student and they were instructed to read what other people had written and picked up the good words, phrases or expressions which they might have missed out in their very own worksheet.
  • They were then told by the teacher to write on their current worksheet as many words, expressions etc as they could to help their classmates with the task. Upon completion of task, the worksheets wee returned to the original writer. 4. Teacher instructed students to review the labour of their hard work during brainstorming and 1 1245 - 4E Tackling the Unseen – Using the Reading Aloud approach to Catherine Lim’s short stories such as The Teacher, come 26/26 1315 Lit help students appreciate the kinds of skills needed to work in handy for oral practice and dramatization. Elect through a piece of prose carefully without missing out on Dramatisation is a crucial key in helping students essential details. Based on Catherine Lim’s The Teacher examine closely the tone of voice and the choice of words – both conscious writing decisions made by the writer. 2 1315 - 4D 1127 Paper 1 Free Composition – Writing – DISAPPOINTMENT The following FOUR pieces of OPENING paragraphs were 35/36 1415 EL Very close analysis of examples of students’ work. used for the lesson: Marcus Lee Introduction paragraph by Student A: I suffered my first blow of disappointment when I learnt of my abysmal showing in the recently concluded end-of-year examinations at school. I hit my lips and stared in disbelief at the lifeless piece of results slip bearing the bad news. My disappointment was a mixture of denial, anger and self- accusation. I regretted having neglected my studies by giving myself too little time to prepare sufficiently to tackle the difficult examinations. The sorrow and the misery were all mine alone to bear. I did not dare look at my friends, my classmates and worse, my teachers. Co-written by John Wiskilver [4D] and Yeo Yam Hwee Introduction paragraph by Student B: I did not do well in my school examinations. I had to remain in Secondary Two for two years. The same time happened
  • to me in Secondary Three. I was two years older than the other students in my class. I was truly disappointed with myself. I thought my parents were upset too. I was too playful. I did not bother to study. I could not feel proud of myself. I did not know how to face my teachers and worse, my parents. Co-written by Nathaneal Jiang and Yeo Yam Hwee Introduction paragraph: Student C It was very unfortunate that I did not do well in my school examinations. I had to remain in Secondary Two for another year. The same thing happened to me again in Secondary Three. As a result, I was two years older than the other students in my class. I was also very frustrated with my failure to be selected as one of the first eleven players in the Tampines Rovers soccer team. The worst thing was I was no good at all in finding a true friend. I was truly disappointed with myself. Although they were not talking about my problems in front of me, I thought my parents were upset too. I was totally unable to help myself solve my own problems. What a hopeless person I was! Co-written by Nathanael Jiang [4D] and Yeo Yam Hwee Introduction Paragraph by Student D: In the school band, I played the clarinet and enjoyed making music with my fellow band members. We knew we were good. We often won prestigious awards at inter-school competitions. However, we suffered the biggest setback in one of the most important national events of the year – the Singapore Youth Festival Band Competition. I remember the disappointment written on our tired faces when we were slapped with the bad news that we did not receive the much coveted gold medal. We had thought we deserved it after we had thrown in so much time and effort to polish and perfect our performance at the competition. Some of us broke down and cried inconsolably while others tried in vain to make sense of the judges’ decision. However their verdict was final. We had to bear with the fact that we were not good enough for them. The judges thought we only deserved a silver medal and that was it. Personally it was such a devastating blow to me. Co-written by Daniel Tay and Yeo Yam Hwee
  • Fri 2 0815 - 4B 1127 Reading Comprehension 40/40 1501 0915 EL Continuation of Post-mortem on Pavlo. 1 0915 - 4D 1189 – 1127 Students worked under timed conditions. They needed to be 35/36 0945 EL CLZ 3 – Letter – Buy a needy stranger a meal this season constantly reminded of the need to work faster than the given Marcus CLZ 4 - Letter of Recommendation: A national dental time. Lee insurance plan 2 1145 - 5B 1127 Paper 1 Free Composition – Single Word Topic – The following students did not submit their essay on 24/24 1245 EL “Disappointment” “Disappointment”: Special note: The way I pitched this lesson to 5B was a little Mulhaimin different from 4D because the 5B students were not so Ibrahim familiar with process writing. Yeo Kai Jie Sean Ong 1. Students reacquainted themselves with Lee Sze Yan [a] Personal Recount – “I”: First person singular subject Bryan Loh pronoun is used as the springboard to lead the reader into the Daniel Tan world which “I’ dwell in. In Personal Recount, the student- Neo Siew Hui (in complete) writer makes use of personal experience in his writing. However, it does not mean that he needs to have the The following students handed in their completed essays: prerequisite experience in order to be able to write about any specific topic. The whole idea is to let the reader into the Shehan world of the writer through the use of “I”. Ng Say Kiat Dinie Fahmie [b] Narrative - The use of first and third person singular / Stamford Lee plural subject pronoun – even at times, second subject Terence Chew pronoun in story telling. Tan Shi Hui Chong Jia Jun * the line between personal recount and narrative is Joleen Tan sometimes blurred. All the students need to do is to be Ain focused in their terms and points of reference. Kaiser Lee Macric Koh [c] An essay is not a short story although a short story can Abel Yeo be told in the form of an essay. An essay is useful in helping Kenny Tan us encapsulate an episode of significance or anecdotal Png Cheng XIang interest. Aldrich Chew 2. Students refreshed their understanding on the anatomy of the Single Word Topic - [a] Opening Paragraph - get to the point. What is the
  • MAIN event / TRIGGER which gives way to the GIVEN TOPIC – in this case – “disappointment”? What caused the disappointment? How did it make you feel when you were thrown into the throes of disappointment? [b] Body Paragraphs – BP 1 / BP 2 / BP 3 / BP 4? [depending on the requirement]. Recount the episode from which the sense of disappointment sprang. Action + Sequence + Flow + Feelings + Thoughts. [c] Concluding Paragraph – How did you feel afterwards? How had the episode and the feelings and thoughts changed you? Did you become worse off or better off? Final thoughts. 3. Students studied two separate OPENING paragraphs by 4D students and worked out their misunderstanding of T.S.S.M. Opening Paragraph 1 – by Nathanael Opening Paragraph 2 - by John Wilskiver 4. Students handed in their Draft 1 for Teacher-Reader’s review.