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T1 w2.2011 lesson records by yyh
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T1 w2.2011 lesson records by yyh T1 w2.2011 lesson records by yyh Presentation Transcript

  • COMPOSITE Lesson Records by Yeo Yam Hwee SEMESTER 1.2011 Secondary N Level 1189 40% 60/60 marks N Level 1189 40% 80/80 marks N Level 1189 20% 40/40 marksTerm One Week Two Three NORMAL O Level 1127 40% 60/60 marks O Level 1127 40% 50/50 marks O Level 1127 20% 40/40 marks ACADEM English English English IC Paper 1 (both N/O levels) Paper 2 (1189) Paper 3 (both N/O levels) Class Periods Free Choice Composition 30/30 CLOZE 15/15 Reading Aloud 12/12 Situational Writing 30/30 Reading Comprehension 40/40 Picture Discussion 12/12 Vocabulary 5/5 Conversation 16/16 Summary Writing 20/20 Paper 2 (1127) Reading Comprehension 20/20 Vocabulary 5/5 Summary Writing 25/25Mon 3D 2 PAPER 3 – PICTURE DISCUSSION EXECUTION RESPONSE10 Jan FOCUS 1 To help students understand and appreciate the 1. Students individually showed teacher their The whole idea was to make sure that the construction of a reasonably relevant, work – they should all have written 10 short students understood the importance of keeping structurally sound and original response to sentences in response to Question 1: What do their focus when managing PICTURE Question 1: What do you think is going on in you think is going on in the photograph. DISCUSSION type of questions. I was glad to the photograph? via the teacher’s model. 2. Selected students once again presented their see the surprised look on some of their faces as sentences to the class. they took in the framework of IDENTITY – FOCUS 2 3. That went on for a few rounds until those who ACTIVITY – PURPOSE – COMMON SENSE To guide the students to construct their own did not catch on earlier finally caught on. – POSITIVE. RESPONSE model similar to the teacher’s 4. Teacher introduced the teacher’s answer to model based on the framework: the class. Some students were faster than others when 5. Teacher identified the specific elements of grappling with the framework. The teacher will IDENTITY – ACTIVITY – PURPOSE – be repeating the approach in Question 2 and IDENTITY COMMON SENSE – POSITIVE found in the Question 3. ACTIVITY teacher’s answer. 6. Studetnts took down the model answer to PURPOSE Question 1. COMMON SENSE POSITIVE 1
  • 3B 2 PAPER 3 – PICTURE DISCUSSION As detailed above in 3D Similar response from the students in this class. As detailed above in 3D 3C 2 PAPER 3 – PICTURE DISCUSSION As detailed above in 3D Similar response from the students in this class. As detailed above in 3DTues 3D 2 PAPER 3 – PICTURE DISCUSSION EXECUTION RESPONSE11 Jan FOCUS 1: 1. Teacher explained format of PICTURE I have always felt the importance of giving To introduce and impress on the students the DISCUSSION questions. students time to ask questions and helping them format of PICTURE DISCUSSION questions: 2. Teacher reiterated the importance of to clarify any misunderstanding or 1. Why do you think these people are planning. misconception concerning any aspects of their gathered here? 3. Teacher fielded questions raised by language acquisition process. 2. What do you think a particular students. character in the picture might be 4. Teacher revised FRAMEWORK of thinking, doing and feeling at the IDENTITY / ACTIVITY / PURPOSE / moment? COMMON SENSE / POSITIVE 3. What do you think is going to 5. Teacher checked students’ assumptions happened next? concerning Question 1 and Picture Discussion (and other spin-off questions in each of the three in general. main categories) FOCUS 2: To reinforce the students’ understanding of the framework IDENTITY ACTIVITY PURPOSE COMMON SENSE POSITIVE 2
  • 3B 2 PAPER 3 – PICTURE DISCUSSION EXECUTION RESPONSE As detailed above in 3D As detailed above. As detailed above. 3C 2 PAPER 3 – PICTURE DISCUSSION EXECUTION RESPONSE As detailed above in 3D As detailed above. As detailed above.Wed 3D 2 PAPER 3 – PICTURE DISCUSSION EXECUTION RESPONSE12 Jan FOCUS 1 1. Teacher guided the students in the The students were slowly but surely responding To help students craft their response in 10 short construction of sentences through the use to the I.A.P.C.P approach to PICTURE sentences to QUESTION 2 – What do you think of the I.A.P.C.P framework. DISCUSSION. the man holding the umbrella is thinking at the 2. Teacher checked students’ understanding moment? through sentence by sentence check using the teacher’s model answer. FOCUS 2 To help students craft their response in 10 short sentences to QUESTION 3 – What do you think had happened five minutes BEFORE this picture was taken? 3B 2 PAPER 3 – PICTURE DISCUSSION EXECUTION RESPONSE As detailed above in 3D As detailed above in 3D As detailed above in 3D 3C 2 PAPER 3 – PICTURE DISCUSSION EXECUTION RESPONSE As detailed above in 3D As detailed above in 3D As detailed above in 3DThurs 3C 2 PAPER 2 – Reading Comprehension and EXECUTION RESPONSE13 Jan Summary Writing 1. Teacher issued test paper individually to FOCUS – Diagnostic Part 1 students. Students displayed varying degrees of 2. Teacher invigilated actively providing competence in managing time. Some, however, feedback in the way the students present may not be able to complete given task on time. their answers. The teachers did not provide any answers to the students. 3. Teacher took the opportunity to correct any “bad” habits such as the indiscriminate use of correction fluid or tape or untidy scratching away of mistakes by the students. 3
  • 3D 1 PAPER 3 – Reading Aloud Meaningfully via the EXECUTION RESPONSE modified Readers’ Theatre Approach 1. Teacher revisited “A Happy Tailor” with selected students for reading aloud Students responded well to my approach but meaningfully to the class. they needed a lot of handholding to understand 2. Students were monitored for articulation, fully the concept of READING ALOUD pronunciation and pace of delivery. MEANINGFULLY. 3B 3 PAPER 2 – Reading Comprehension and EXECUTION RESPONSE Summary Writing 1. Teacher issued test paper individually to FOCUS – Diagnostic Part 1 students. Students attempted the test but most fell behind 2. Teacher invigilated actively providing and might not be able to complete task on time. feedback in the way the students present their answers. The teachers did not provide any answers to the students.Fri 3D 2 PAPER 2 – Reading Comprehension and EXECUTION RESPONSE14 Jan Summary Writing 1. Teacher issued test paper individually to As above. FOCUS – Diagnostic Part 1 students. 2. Teacher invigilated actively providing feedback in the way the students present their answers. The teachers did not provide any answers to the students. 3C 1 PAPER 3 – Reading Aloud Meaningfully via the EXECUTION RESPONSE modified Readers’ Theatre Approach 1. Teacher revisited “A Happy Tailor” with Students responded well but still required a lot selected students for reading aloud of guidance from the teacher. meaningfully to the class. 2. Students were monitored for articulation, pronunciation and pace of delivery. 4
  • Secondary 2 NA Literature 3 NA Character Development Class 3D Home RoomTerm One Week Two Class Periods Genre: Play Text: Emily of Emerald Hill Unseen Prose Unseen PoemMon 2B 1 LITERATURE EXECUTION RESPONSE10 Jan FOCUS 1: Preparing the class for Literature 1. Teacher led lesson so as to establish a 2B students were generally responsive and FOCUS 2: Establishing understanding of the basis for text discussion in the responsible students. I think they have got the Genre – Play / Drama subsequent lessons. idea of ANNOTATING and are beginning to 2. Students were instructed to annotate on make notes on their own. foolscap paper and update where necessary on their content pages. 3.Tues 2C 2 LITERATURE EXECUTION RESPONSE11 Jan FOCUS 1: Preparing the class for Literature 4. Teacher led lesson so as to establish a 2C students were not uniformly responsive and FOCUS 2: Establishing understanding of the basis for text discussion in the responsible students. However I think they have Genre – Play / Drama subsequent lessons. got the idea of ANNOTATING and are Students were instructed to annotate on foolscap beginning to make notes on their own. paper and update where necessary on their content pages.Wed 3D 1 HOMEROOM EXECUTION RESPONSE12 Jan FOCUS 1 CCA Monitoring 3D responded very well to the Little Blue Book. To consolidate paperwork and any other matters Confirmation of Key Appointment Holders in 3D They answered to two questions: still pending with regard to classroom or class Class Motto: Be Me, Be Strong Q1: What went right and what went wrong for administration. Little Blue Book Session with 3D me in 2010? (Social and Emotional Need Monitoring by Form Q2: Qualities which define “ME”. 5
  • FOCUS 2 Teacher) To get students started on the Little Blue Book to establish a form of STUDENT-TEACHING sharing on personal, social and emotional matters. 3D 1 CHARACTER DEVELOPMENT EXECUTION RESPONSE FOCUS CCA Monitoring 3D responded very well to the Little Blue Book. Appointment of Class Key Personnel Holders Confirmation of Key Appointment Holders in 3D They answered to two questions: Formalization of Class Seating Arrangement Class Motto: Be Me, Be Strong Q1: What went right and what went wrong for Continuation of Little Blue Book Session with Little Blue Book Session with 3D me in 2010? 3D (Social and Emotional Need Monitoring by Form Q2: Qualities which define “ME”. (Social and Emotional Need Monitoring by Form Teacher) Teacher)Thurs 2C 1 LITERATURE EXECUTION RESPONSE13 Jan Emily of Emerald Hill 1. Teacher led reading for text Slow and steady amidst the interruptions by comprehension. rowdy students. 2. Student annotated wherever applicable.Fri 2B 2 LITERATURE EXECUTION RESPONSE14 Jan Emily of Emerald Hill As above As above but 2B is a more serious class than 2C. 6