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Lesson records t2 w1 odd

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Hai Sing Catholic School - Secondary Two and Three

Hai Sing Catholic School - Secondary Two and Three

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  • 1. LESSON RECORDS of YEO YAM HWEE FOR T2W ( 1 ) - English & Literature in English TERM 2.2012Term 2.2012 1 2 3 4 5 6 7 8 9 10WEEK ONE 0800- 0840- 0920- 1000- 1040- 1120- 1200- 1240- 1320- 1400-19 MAR TO23 MAR 0840 0920 1000 1040 1120 1200 1240 1320 1400 1440Odd MON LITERATURE IN LITERATURE IN LITERATURE IN 19 MAR ENGLISH ENGLISH ENGLISH 2E2 2E1 2N1 SCHOOL WIDE INTERNAL ORAL EXAMINATIONS - ENGLISH AND MOTHER TONGUE (Scheduled in Calendar) FORM CLASS TEMPERATURE TAKING (conducted: all cleared. ) REFLECTIONS ATTENDANCE 1 LITERATURE IN ENGLISH with 2E2 37/39 1190/02 Section B Narrative Text The students were generally very focused in reading and Absentees: ABE (Normal Academic) Language to Entertain (Creative Use of English) spotting the relevant areas of the text and putting down the Mao Hao Nan Reading Progress Assessment for Short Story - Adeline Ng Ai Choo read in Term 1. correct answer to each question. They had to be familiar with Isaiah Pang the text by now but there would still be a handful who did not [A] Teacher checked students reading of short story - Adeline Ng Ai Choo through classroom assignment - quite have the patience to put themselves through the process Assessment - Adeline Ng Ai Choo by Catherine Lim with 50 questions of TRUE or FALSE set by Yeo Yam Hwee of close and careful reading. SKILLS to learn S How to read the given short story - Adeline Ng Ai Choo written by Although a TRUE or FALSE format was self-limiting in itself, it did Catherine Lim carefully, avoiding misreading, miscomprehension test the students ability to ask themselves questions as they (and misinterpretation) by doing meaningful cross-referencing and moved along the list of questions. It was this skill of questioning making assumptions based on textual evidence. without making unsupported assumptions which set the serious STRATEGIES to encourage learning S Using TRUE or FALSE statements to find out about students reading literature students apart from the others. ability and level of understanding of the short story. Desired ATTITUDES of Learners A To achieve patience and confidence through interaction between the given text and the questions from the teacher. Desired BEHAVIOUR of Learners B To attempt and complete 50 TRUE OR FALSE questions within 20-30 minutes. [B] Teacher explained the scope which was to be covered in Term 2 Weeks 1 -2 on the short story - The Merchant of Venice - retold by Leon Garfield. Students were informed to pay close attention to the following: FOCUS 1 - Shylock 1 FOCUS 2 - Portia Page FOCUS 3 - Antonio whereby we were going to pay attention to THEMES/ CHARACTERISATION / RELATIONSHIPSLessons planned and taught by Yeo Yam Hwee Page 1
  • 2. LESSON RECORDS of YEO YAM HWEE FOR T2W ( 1 ) - English & Literature in English TERM 2.2012 [C] Students were informed to read pages 65-66 of the textbook for the next lesson. Teacher asked the students to ponder the role of Shylock in the short story . REFLECTIONS ATTENDANCE 6 LITERATURE IN ENGLISH 2E1 39/40 [A] Teacher checked students reading of short story - Adeline Ng Ai Choo through classroom assignment. This was a less "problematic" class (I am saying this because it is Assessment - Adeline Ng Ai Choo by Catherine Lim with 50 questions of TRUE or FALSE set by Yeo Yam Hwee already TERM 2) as compared with 2E2 because the students Absentee: actually read the given instructions before they began and they Carrie Wong SKILLS to learn S How to read the given short story - Adeline Ng Ai Choo written by were actually patient enough to listen for any extra explanation Catherine Lim carefully, avoiding misreading, miscomprehension provided by the teacher when a fellow classmate raised any (and misinterpretation). question during the course of the assessment. They somehow STRATEGIES to encourage learning S Using TRUE or FALSE statements to find out about students reading understood the idea of the assessment as a "learning process" ability and level of understanding of the short story. and a time for time to examine their own reading habits and Desired ATTITUDES of Learners A To achieve patience and confidence through interaction between take a quick reality check on just how well they could actually the given text and the questions from the teacher. read. Most importantly, except for one student, all of them Desired BEHAVIOUR of Learners B To attempt and complete 50 TRUE OR FALSE questions within 20-30 understood and managed the pressure of time-conditioned minutes. assessment effectively. [B] Teacher explained the scope which was to be covered in Term 2 Weeks 1 -2 on the short story - The Merchant of Venice - retold by Leon Garfield. Students were informed to pay close attention to the following: FOCUS 1 - Shylock FOCUS 2 - Portia FOCUS 3 - Antonio whereby we were going to pay attention to THEMES/ CHARACTERISATION / RELATIONSHIPS [C] Students were informed to read pages 65-66 of the textbook for the next lesson. Teacher asked the students to ponder the role of Shylock in the short story . REFLECTIONS ATTENDANCE 8 LITERATURE IN ENGLISH 2N1 42/43 [A] Teacher checked students reading of short story - Adeline Ng Ai Choo through classroom assignment. The class situation was not much improved because it was Assessment - Adeline Ng Ai Choo by Catherine Lim with 50 questions of TRUE or FALSE set by Yeo Yam Hwee subsequently revealed and informed to me that before the Absentee: Literature lesson came on, they had been "difficult" with their Anthony Chua SKILLS to learn S How to read the given short story - Adeline Ng Ai Choo written by Mathematics teacher, Mr. Rathman and earlier in the morning, Catherine Lim carefully, avoiding misreading, miscomprehension they had also experienced the usual "difficulties" settling down for lesson on their first day at school. I took all these into 2 (and misinterpretation). STRATEGIES to encourage learning S Using TRUE or FALSE statements to find out about students reading account and managed to be patient. We had to be very patient Page ability and level of understanding of the short story. when leading this particular class. It was gratifying when all ofLessons planned and taught by Yeo Yam Hwee Page 2
  • 3. LESSON RECORDS of YEO YAM HWEE FOR T2W ( 1 ) - English & Literature in English TERM 2.2012 Desired ATTITUDES of Learners A To achieve patience and confidence through interaction between them managed to settle down (some took more time than the given text and the questions from the teacher. others to do so, but it was all right then) and eventually Desired BEHAVIOUR of Learners B To attempt and complete 50 TRUE OR FALSE questions within 20-30 complete the given task. minutes. [B]] Teacher fielded any questions the students might have about the assessment. The students were reminded that they were being reminded [C] Students worked to complete the given task within timed condition. about the short story as they worked on it by attempting the questions. It was a way to help them build confidence in managing the text on their own with structural help provided by the teacher. The bigger challenge should come when they get themselves ready for the Mid Year Examinations in which they will have to work on the same short story without making reference to the text. They need to practise and hone their recalling skills. 3 PageLessons planned and taught by Yeo Yam Hwee Page 3
  • 4. LESSON RECORDS of YEO YAM HWEE FOR T2W ( 1 ) - English & Literature in English TERM 2.2012 TUES 1 2 3 4 5 6 7 8 9 10 20 MAR 0800- 0840- 0920- 1000- 1040- 1120- 1200- 1240- 1320- 1400- 0840 0920 1000 1040 1120 1200 1240 1320 1400 1440 ENGLISH ENGLISH LITERATURE IN LITERATURE IN LANGUAGE LANGUAGE ENGLISH ENGLISH 3N2 3N1 2E2 2N2 SCHOOL WIDE INTERNAL ORAL EXAMINATIONS - ENGLISH AND MOTHER TONGUE STUDENT LEADERS INVESTITURE (1530 - 1710) REFLECTIONS ATTENDANCE 3 ENGLISH LANGUAGE WITH 3N2 27/31 This was not a speed reading test. It was a "reality check" [A] As informed to the students, Teacher conducted Reading Progress Assessment 1: Short Stories - Adeline Ng Ai because my TRUE and FALSE statements numbered 50 and Absentees: Choo with the class. (Teacher had previously in Term 1, read together this text and gone through line by line to challenged the students a fair bit (even though, there are limiting Romsie check the vocabulary items found in the text with the students.) constraints found in such a test). What did drive the slower Farah students was the fact that they were, I would like to believe, Marcus Oh "motivated" to persevere and read on to the end to complete the Syazwan SKILLS to learn S Pointing out what is "true" or "false" based on digging out relevant given assessment by their faster classmates. It was on the whole textual evidence a satisfying experience for the teacher because the students STRATEGIES to encourage learning S Close Reading for understanding and appreciate - Tying in with Unit behaviour and the ways in which they approached the text could Six of ABE Unit 6 - Language to Entertain which encompasses be carefully observed as they were working on it. I was very creativity in the writers craft. pleased because the day before had been a hectic day for the Desired ATTITUDES of Learners A Patience and confidence building student leaders in my class but they still worked hard to complete Desired BEHAVIOUR of Learners B Ability to work within given time to improve proficiency in reading the task. for understanding and appreciation The students also revealed to me that they had become better informed about what careful reading was all about. So hopefully they would remember to apply this to their own reading and also when working on the questions during examinations. 4 PageLessons planned and taught by Yeo Yam Hwee Page 4
  • 5. LESSON RECORDS of YEO YAM HWEE FOR T2W ( 1 ) - English & Literature in English TERM 2.2012 REFLECTIONS 4 RELIEVING KAREN FAH - 4E2 ENGLISH LANGUAGE [A] Teacher made the students aware of the need to do well in 1127 Paper 3 because it delivered 20% of the Nothing in particular. current English Language examinations. REFLECTIONS ATTENDANCE 6 ENGLISH LANGUAGE WITH 3N1 40/40 5 [A] As informed to the students, Teacher conducted Reading Progress Assessment 1: Short Stories - Adeline Ng Ai The students were rather on task because the routines set by me Page Choo with the class. (Teacher had previously in Term 1, read together this text and gone through line by line to with them have already been internalised to a great extent. Even check the vocabulary items found in the text with the students.) the late comers got down to working on the assessmentLessons planned and taught by Yeo Yam Hwee Page 5
  • 6. LESSON RECORDS of YEO YAM HWEE FOR T2W ( 1 ) - English & Literature in English TERM 2.2012 immediately. I think it was rather revealing to the students (particularly the slower readers) that they needed to adopt a SKILLS to learn S Pointing out what is "true" or "false" based on digging out relevant more selective approach when they picked up any book to read textual evidence during morning assembly. Slower readers are not always careful STRATEGIES to encourage learning S Close Reading for understanding and appreciate - Tying in with Unit readers. Picking up a dictionary is no longer second nature to Six of ABE Unit 6 - Language to Entertain which encompasses them. They need to be taught to use a dictionary to look up for creativity in the writers craft. unfamiliar words whenever necessary. Desired ATTITUDES of Learners A Patience and confidence building Desired BEHAVIOUR of Learners B Ability to work within given time to improve proficiency in reading for understanding and appreciation 6 PageLessons planned and taught by Yeo Yam Hwee Page 6
  • 7. LESSON RECORDS of YEO YAM HWEE FOR T2W ( 1 ) - English & Literature in English TERM 2.2012 REFLECTIONS ATTENDANCE 7 LITERATURE IN ENGLISH WITH 2E2 35/39 [A] Teacher checked students understanding and comprehension of THE MERCHANT OF VENICE Many students turned up late for this lesson because they had to retold in the form of prose by Leon Garfield ( extracted from the textbook: Six Shakespeare Stories) by pack up their things and clear up the mess in the Home Absentees: conducting a FILL IN THE BLANKS quiz in class. Originally timed for completion : 10 minutes. Economics room which was the immediate lesson before. They Ma Hao Nan were still unfamiliar with the text. To help them along, I changed Timothy Ho [B] Teacher went through FOCUS 1: Shylock / FOCUS 2: Portia / FOCUS 3: Antonio with the class and my decision by allowing them to open their books to work on the Isaiah Pang fielded any questions from the students. quiz so that they could work more meaningfully on the given Wei Yuan [C] Homework - to those who have yet to read up the complete story, to do so right away at home. To task. This was undesirable but time was not on their side so I had be submitted to the teacher in Term 2 Week 2 - 27 March 2012 (Tuesday) had to exercise flexibility in this matter. SKILLS to learn S Reading the extended short story for overview to gain general understanding STRATEGIES to encourage learning S Filling in the blanks of the overview of the story provided to check individual understanding in this lesson FIRST before anything else - for example, paired discussion or group work) may take place Desired ATTITUDES of Learners A Patience and confidence building Desired BEHAVIOUR of Learners B Demonstrating ability to keep ones focus when working on the given task. REFLECTIONS ATTENDANCE 8 LITERATURE IN ENGLISH WITH 2N2 [A] Teacher checked students reading of short story - Adeline Ng Ai Choo through classroom assignment. The students settled down quickly enough to complete the task. Sherwyn Assessment - Adeline Ng Ai Choo by Catherine Lim with 50 questions of TRUE or FALSE set by Yeo Yam Hwee They were actually quite on task because the TRUE or FALSE Eleanor Go [B] Teacher collected scripts from all students for marking and grading purposes. questions really tested their patience and understanding of the text. 2N2 has been, so far, ironically, the better of the two SKILLS to learn S How to read the given short story - Adeline Ng Ai Choo written by Normal Academic classes. Catherine Lim carefully, avoiding misreading, miscomprehension (and misinterpretation). STRATEGIES to encourage learning S Using TRUE or FALSE statements to find out about students reading ability and level of understanding of the short story. Desired ATTITUDES of Learners A To achieve patience and confidence through interaction between the given text and the questions from the teacher. 7 Desired BEHAVIOUR of Learners B To attempt and complete 50 TRUE OR FALSE questions within 20-30 minutes. PageLessons planned and taught by Yeo Yam Hwee Page 7
  • 8. LESSON RECORDS of YEO YAM HWEE FOR T2W ( 1 ) - English & Literature in English TERM 2.2012 8 PageLessons planned and taught by Yeo Yam Hwee Page 8
  • 9. LESSON RECORDS of YEO YAM HWEE FOR T2W ( 1 ) - English & Literature in English TERM 2.2012 WED 1 2 3 4 5 6 7 8 9 10 21 MAR 0730- 0840- 0920- 1000- 1040- 1120- 1200- 1240- 1320- 1400- 0830 0920 1000 1040 1120 1200 1240 1320 1400 1440 STAFF LITERATURE IN ENGLISH ENGLISH ASSEMBLY ASSEMBLY ENGLISH ENGLISH CONTACT TIME ENGLISH LANGUAGE LANGUAGE LANGUAGE LANGUAGE 2E1 3N1 3N1 3N2 3N2 SCHOOL WIDE INTERNAL ORAL EXAMINATIONS - ENGLISH AND MOTHER TONGUE (as scheduled in calendar) REFLECTIONS ATTENDANCE 2 LITERATURE IN ENGLISH WITH 2E1 40/40 [A] Teacher issued handout on FOCUS 1: Shylock / FOCUS 2: Portia / FOCUS3: Antonio / Pages 64-66 Al Pacinos performance held the attention of the students and Shylocks famous lashing out at the Christians for racism - "Have Jews no eyes". probably left an impression - should be capitalised upon. No absentees. [B] Students watch DVD on The Merchant of Venice - Special Features: The Merchant of Venice - Shakespeare through the Lens [C] Students to work on assignment on the PLOT of Merchant of Venice as homework to be submitted to the teacher on 26 March 2012 (Monday, T2W2). SKILLS to learn S Students learnt to pay attention to important "scenes" in the short story and how to link the rising actions leading to the climax and then to the denouement and end of the story. STRATEGIES to encourage learning S Students watched a video clip segment of Shylocks outburst at the Christians for the injustice he faces in the Venetian Christian community. To avoid unnecessary embarrassment, I Desired ATTITUDES of Learners A Students paid attention to the scene of Shylock lashing out at the caution that Al Pacinos motion picture Christian merchants at the Rialto to understand and appreciate the version to be used with care. For example, I frustration, disappointment and hatred which have culminated in the only screen a brief excerpt of it featuring feelings and thoughts of Shylock against the Christians of his time. Shylock (Al Pacino) lashing out his famous Desired BEHAVIOUR of Learners B As above. They should be motivated to work on the given homework "Have the Jews no eyes?" speech at his and get it ready for handing in - Term 2 Week 2 on 26 March 2012. Christian adversaries. Students are advised to see the feature film with their parents if 9 they are interested. PageLessons planned and taught by Yeo Yam Hwee Page 9
  • 10. LESSON RECORDS of YEO YAM HWEE FOR T2W ( 1 ) - English & Literature in English TERM 2.2012 REFLECTIONS ATTENDANCE 3-4 ENGLISH LANGUAGE WITH 3N1 38/40 The students understood the importance of reading and how they [A] Teacher attended to the following matters in terms of priority: should honestly and earnestly make use of the reading time Absentees: 1. students revised 1190/01 Section 1 with a new assessment worksheet "A" within TIMED CONDITION of 5 accorded to time by the school. They still needed to be more Benjamin minutes. selective in their respective choice of books. On the part of the Wong 2. students given time to put together any holiday homework for submission for grading. teacher, there was definitely the need to think of a more effective 3. students updated contents page of their R and W files. way to monitor the reading habits and reading preferences and Tan Kah Wee 4. students attempted Reading Progress Assessment on [a] Short Story - Monster by Catherine Lim patterns of the students of the class. 5. students attempted Reading Progress Assessment on [b] Short Story - The Teacher by Catherine Lim 6. Teacher worked with students one by one as the students worked on the given task. 10 SKILLS to learn S To work within timed condition accurately and swiftly by focusing on Page the given task STRATEGIES to encourage learning S Timing by the teacher to help students keep track of time and need toLessons planned and taught by Yeo Yam Hwee Page 10
  • 11. LESSON RECORDS of YEO YAM HWEE FOR T2W ( 1 ) - English & Literature in English TERM 2.2012 submit COMPLETE work, leaving on questions unattempted. Desired ATTITUDES of Learners A To be focused on task with self-confidence and patience Desired BEHAVIOUR of Learners B To be focused on task without resorting to communication with classmates. REFLECTIONS ATTENDANCE 6-7 UPPER SECONDARY ASSEMBLY Nothing in particular to report. REFLECTIONS ATTENDANCE 8-9 ENGLISH LANGUAGE WITH 3N2 29/31 [A] Teacher attended to the followin g matters in terms of priority: The students who were resistant to persuasion to correct their Syazwan 1. students revised 1190/01 Section 1 with a new assessment worksheet "A" within TIMED CONDITION of 5 reading habits were beginning to realise that their slowness to minutes. respond to the teachers advice to select books for reading wisely Nicholas 2. students given time to put together any holiday homework for submission for grading. was costing them dearly. Many now understood the importance Gabriel Lim 3. students updated contents page of their R and W files. of reading and how they should honestly and earnestly make use 4. students attempted Reading Progress Assessment on [a] Short Story - Monster by Catherine Lim of the reading time accorded to time by the school. They still 5. students attempted Reading Progress Assessment on [b] Short Story - The Teacher by Catherine Lim needed to be more selective in their respective choice of books. 6. Teacher worked with students one by one as the students worked on the given task. On the part of the teacher, there was definitely the need to think of a more effective way to monitor the reading habits and reading preferences and patterns of the students of the class. SKILLS to learn S To work within timed condition accurately and swiftly by focusing on the given task STRATEGIES to encourage learning S Timing by the teacher to help students keep track of time and need to submit COMPLETE work, leaving on questions unattempted. Desired ATTITUDES of Learners A To be focused on task with self-confidence and patience Desired BEHAVIOUR of Learners B To be focused on task without resorting to communication with classmates. 11 PageLessons planned and taught by Yeo Yam Hwee Page 11
  • 12. LESSON RECORDS of YEO YAM HWEE FOR T2W ( 1 ) - English & Literature in English TERM 2.2012 THURS 1 2 3 4 5 6 7 8 9 10 22 MAR 0800- 0840- 0920- 1000- 1040- 1120- 1200- 1240- 1320- 1400- 0840 0920 1000 1040 1120 1200 1240 1320 1400 1440 ENGLISH ENGLISH LITERATURE IN ENGLISH LANGUAGE LANGUAGE ENGLISH LANGUAGE 3N1 3N1 2N1 3N2 SCHOOL WIDE INTERNAL ORAL EXAMINATIONS - ENGLISH AND MOTHER TONGUE (As scheduled in calendar) REFLECTIONS ATTENDANCE 1-2 ENGLISH LANGUAGE WITH 3N1 38/40 Students responded well to these two assessments. [A] Teacher read the following list of 100 words (Table 1) and students spelled these words out on Benjamin Wong paper. Yao Da Table 1: Spelling List 1 Scenario 34 Championship 67 Quadrangle 2 A swimming practice 35 Discrimination 68 Equation 3 An interesting rehearsal 36 Prejudiced against 69 Inquisitive 4 Whispering quietly 37 Biased 70 Questionable 5 Persevere 38 Legislation 71 Conquest 6 inspiration 39 Productivity 72 Investiture 7 Adaptable 40 Impeccable manners 73 Ceremonious 8 Adorable 41 Impersonate 74 Racial harmony 9 Accommodation 42 An auspicious occasion 75 Intoxication 10 Incredible 43 Accidental 76 Stupidity 11 Inevitably 44 Intertwine 77 Simultaneous 12 12 Benefit 45 Interview 78 Continuous 13 Facilities 46 Permissible 79 Simulation Page 14 An engaging discussion 47 Picturesque 80 Replica 15 A nourishing meal 48 Racism 81 ImpatienceLessons planned and taught by Yeo Yam Hwee Page 12
  • 13. LESSON RECORDS of YEO YAM HWEE FOR T2W ( 1 ) - English & Literature in English TERM 2.2012 16 A novice teacher 49 Ridiculous 82 Inference 17 An inaugural 50 Successor 83 Temptation performance 18 January 51 Gratitude 84 Negative 19 September 52 Familiar 85 Spontaneous 20 February 53 Cyberspace 86 Implementation 21 Anniversary 54 Surgery 87 The weather is inclement. 22 Separation 55 Assembly 88 Cliche 23 A lot of people 56 Unforeseen 89 A rewarding experience circumstances 24 Catalogue 57 Forefather 90 An explosive experiment 25 Efficiency 58 Judgement 91 Illogical 26 Effectiveness 59 Photography 92 Regulatory 27 Creatively 60 Contextual 93 Imagination 28 Surprisingly 61 Legitimate 94 Superseded by 29 Effusive 62 Occupation 95 Substitution 30 Illegible handwriting 63 Obedient 96 Incomprehensible 31 Severe injuries 64 Generosity 97 Horrendous 32 Illegal immigrants 65 Humility 98 Replacement 33 Ignorance 66 Obtuse 99 Consumption 100 Opportunity [B] 1190 / 03 Listening - Teacher dictated a short passage and students were given time to jot down what the teacher had said. The passage was read a total of four times for the students to write it out on paper. Dictation (Tying in with Listening Paper 3 of 1190) I felt totally downcast. The joy was knocked out of my work. I had signed on to work for three years 13 with this third-rate organisation, and I had two years still to go. I could not afford to buy myself out. It would cost at least eight hundred pounds to repay my year at the Ministry of Education at the expense Page of the Government Service, and that to me then was an unattainably large sum. Viewed in retrospect,Lessons planned and taught by Yeo Yam Hwee Page 13
  • 14. LESSON RECORDS of YEO YAM HWEE FOR T2W ( 1 ) - English & Literature in English TERM 2.2012 I can now see clearly what I should have done - sent off a stinging letter and carried on as I saw best. The Education Department would never have been able to replace me - certainly not at short notice - whereas I should have been able to get a job anywhere in the world. SKILLS to learn S To listen to what was being read out aloud and write out as quickly and accurately as one could. STRATEGIES to encourage learning S To read out aloud to students the 100 words at suitable intervals of 10 seconds to see how students respond to the teachers words and how quickly they write down what they have heard. Desired ATTITUDES of Learners A To be on task and ready to build their self-confidence and patience Desired BEHAVIOUR of Learners B To be on task in writing out all the words read to them, whether they could spell correctly or otherwise. REFLECTIONS ATTENDANCE 7 LITERATURE IN ENGLISH WITH 2N1 42/43 [A] Teacher let the students attempt assessment on short story - Monster - to monitor their understanding and Students needed a lot more self-discipline to cultivate the habit appreciation of the text. of close and careful reading. Absentees: [B] Students worked individually on the given task - they first read the questions and then the text. Because of Alfie the way the questions were structured, they were soon flipping front and back - going to and fro between covers to look for the correct answers to the questions. SKILLS to learn S How to read the given short story - Monster written by Catherine Lim carefully, avoiding misreading, miscomprehension (and misinterpretation). STRATEGIES to encourage learning S Using TRUE or FALSE statements to find out about students reading ability and level of understanding of the short story. Desired ATTITUDES of Learners A To achieve patience and confidence through interaction between the given text and the questions from the teacher. Desired BEHAVIOUR of Learners B To attempt and complete 50 TRUE OR FALSE questions within 20-30 minutes. 14 REFLECTIONS ATTENDANCE 8 ENGLISH LANGUAGE WITH 3N2 28/31 [A]Teacher conducted Housekeeping Matters on Updates of Contents Pages of both R and W files. Students generally did a good job updating the contents page of Page [B] Differentiated learning on a small scale - internal arrangements made for a stronger student - Pang Yun Lung their files. They also brought their files to class without fail. Absentees: to work with a new student (who has joined HSC only in the last week of T1W10), called Elfy. They also needed time to get used to updating the Reading Log Zhen RongLessons planned and taught by Yeo Yam Hwee Page 14
  • 15. LESSON RECORDS of YEO YAM HWEE FOR T2W ( 1 ) - English & Literature in English TERM 2.2012 [C] Teacher give extra time to students like Adam / Syazwan and Nicholas Gabriel Lim to complete their T1W10 with information on the books, magazines and newspaper they Marcus Oh homework. had read. Andric [D] Updating of the Reading Log for Term 1.2012 SKILLS to learn S To update contents page and keep track of the materials and handouts collected so far STRATEGIES to encourage learning S To monitor by checking through each and every one of the students files. Desired ATTITUDES of Learners A Ownership of the learning materials. Desired BEHAVIOUR of Learners B Proper maintenance of the learning materials. FRI 1 2 3 4 5 6 7 8 9 10 23 MAR 0800- 0840- 0920- 1000- 1040- 1120- 1200- 1240- 1320- 1400- 0840 0920 1000 1040 1120 1200 1240 1320 1400 1440 ENGLISH FORM TEACHER LANGUAGE CONTACT TIME 3N1 3N2 SCHOOL WIDE SPORTS CARNIIVAL AND CROSS COUNTRY (all lessons scratched) REFLECTIONS ATTENDANCE 2 ENGLISH LANGUAGE WITH 3N1 Nothing in particular to report. NO LESSON SKILLS to learn S STRATEGIES to encourage learning S Desired ATTITUDES of Learners A Desired BEHAVIOUR of Learners B 15 REFLECTIONS ATTENDANCE 7 FORM TEACHER CONTACT TIME Page Nothing in particular to report.Lessons planned and taught by Yeo Yam Hwee Page 15
  • 16. LESSON RECORDS of YEO YAM HWEE FOR T2W ( 1 ) - English & Literature in English TERM 2.2012 NO LESSON SKILLS to learn S STRATEGIES to encourage learning S Desired ATTITUDES of Learners A Desired BEHAVIOUR of Learners B 16 PageLessons planned and taught by Yeo Yam Hwee Page 16
  • 17. LESSON RECORDS of YEO YAM HWEE FOR T2W ( 1 ) - English & Literature in English TERM 2.2012 17 PageLessons planned and taught by Yeo Yam Hwee Page 17
  • 18. LESSON RECORDS of YEO YAM HWEE FOR T2W ( 1 ) - English & Literature in English TERM 2.2012 18 PageLessons planned and taught by Yeo Yam Hwee Page 18

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