RANCANGAN PENGAJARAN HARIAN

MATA PELAJARAN: B.INGGERIS, GEOGRAFI & P.MORAL

 

MINGGU 5

 

TARIKH	28.01.2013 (ISNIN)
KELAS	2F/2G
MASA	12.50 – 2.00 PM
SUBJEK	PENDIDIKAN MORAL
TAJUK	NILAI-NILAI YANG BERKAITAN DENGAN PERKEMBANGAN DIRI (Berdikari)
TUJUAN	Mengetahui bahawa nilai berdikari adalah penting untuk membentuk individu yang matang
BBM	Buku teks
OBJEKTIF P&P	Mengetahui kepentingan berdikari sebagai seorang pelajar di sekolah
HASIL P&P	Boleh menyenaraikan sikap berdikari yang boleh diamalkan oleh seorang pelajar sekolah
PENERAPAN NILAI	Nilai Berdikari
AKTIVITI	a) Guru menyoal pelajar jika mereka pernah melakukan tugas seperti menyapu rumah, mencuci pinggan mangkuk, mengelap meja, menjemur pakaian, memberi makanan kepada haiwan peliharaan dan membantu ibu bapa membuang sampah di rumah. Pelajar memberi respon sama ada pernah atau tidak pernah. b) Kemudian, guru menyoal pelajar kenapa mereka tidak pernah melakukan aktiviti-aktiviti yang telah dibincangkan pada awal perbincangan. c) Guru membawa pelajar mendengar petikan dalam buku teks yang akan dibaca oleh guru. Kemudian guru meminta pelajar menyatakan kepentigan sikap berdikari berpandukan petikan yang telah dibaca. d) Seterusnya, guru meminta pelajar menyenaraikan sikap berdikari yang boleh diamalkan oleh seorang pelajar sekolah. Guru meminta mereka menulis jawapan di hadapan kelas e) Guru memberi komen terhadap setiap jawapan pelajar. f) Guru memberikan beberapa soalan untuk menguji kefahaman pelajar. Pelajar diminta menulis jawapan di papan hitam dan kemudian disemak oleh guru. g) Sebelum kelas ditamatkan, guru meminta pelajar memberikan maksud nilai berdikari sekali lagi.
REFLEKSI	Pelajar mempunyai masalah untuk memberikan lebih dari 1 jawapan apabila diminta menyenaraikan sikap berdikari yang boleh diamalkan oleh pelajar sekolah. Guru terpaksa membantu. Pelajar mungkin tidak sedar bahawa mereka perlu lebih berdikari di sekolah dan tidak selalu mengharapkan guru untuk mengingatkan mereka mengenai tanggungjawab mereka.

 

 

DATE/DAY	28.01.2013 (MONDAY)
CLASS	3E
TIME	3.25 – 4.35 PM
SUBJECT	ENGLISH
UNIT	WRITING
TOPIC	Speech: Stress Among Students
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) write sentences using simple present tense b) write the essay in 6 paragraphs c) use sequence connectors such as Firstly, Secondly, Thirdly, Fourthly to signal the main ideas and phrases such as This is because, For example/For instance and Hence/Thus/So/Therefore to signal the elaboration, example and concluding sentence respectively
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) Teacher begins the lesson by asking the students what they have learned in the previous lesson about writing a speech. She listens as the students respond.   b) Then, she distributes worksheets that contain the exercise that the students need to do. She gets them to read the instruction before she explains what they need to prepare. c) Next, she asks the students to give her a sample introduction. She calls out two students to do this and she writes down their sentences. She gets the rest of the class to check for any errors. Then, she writes the correct introduction which the students are to copy. d) After that, she gives them a sample paragraph for the first main idea. She stresses on the importance of having 4 sentences for each paragraph. She shows how to write the topic sentence, the elaboration, the example and the conclusion for the paragraph. She also stresses on the usage of simple present tense and sequence connectors. e) Next, she gets some students to write sentences for the second main idea together with its elaboration, example and conclusion. She calls out 4 students after giving them 10 minutes to discuss. f) Their sentences are corrected and the before the class is ended, the rest of the essay is assigned as homework to be done at home. It will be handed in on Thursday.
REFLECTION	The students had no problem writing the introduction for the speech. However, they took a long time to work on the second main idea. They had problems thinking of ideas to write the elaboration and the example. The teacher had to take some time to illustrate on the board. The 4 students did an average job as they were reluctant to make mistakes on the board. More practice is needed.

 

 

TARIKH	29.01.2013 (SELASA)
KELAS	2F/2G
MASA	12.50 – 2.00 PM
SUBJEK	PENDIDIKAN MORAL
TAJUK	NILAI-NILAI YANG BERKAITAN DENGAN PERKEMBANGAN DIRI (Kerajinan)
TUJUAN	Menjelaskan kepentingan mengamalkan sikap kerajinan dalam kehidupan
BBM	Buku teks
OBJEKTIF P&P	Mengenalpasti perlakuan yang menunjukkan sikap rajin atau tidak berdasarkan situasi yang diberikan
HASIL P&P	Pelajar boleh menjelaskan situasi yang ada menunjukkan sikap kerajinan
PENERAPAN NILAI	Nilai Kerajinan
AKTIVITI	a) Guru membacakan beberapa situasi yang diberikan dalam buku teks dan meminta pelajar menyatakan tindakan yang seharusnya mereka ambil jika berada dalam situasi berkenaan. b)  Selepas itu, guru meminta pelajar menyenaraikan perlakuan yang menunjukkan nilai kerajinan dan perlakuan yang tiada nilai kerajinan. Pelajar diberikan masa selama 10 minit untuk memikirkan jawapan mereka sebelum guru menyoal mereka. Pada akhir masa, guru memanggil beberapa orang pelajar untuk berkongsi dengan seluruh kelas. c) Sebelum kelas ditamatkan, pelajar diberikan soalan latihan dan jawapan dibincangkan di dalam kelas.
REFLEKSI	Pelajar boleh memgenalpasti perlakuan yang ada sikap kerajinan. Soalan kefahaman juga dijawab dengan baik. Kefahaman pelajar dalam linkungan 80%

 

 

DATE/DAY	29.01.2013 (TUESDAY)
CLASS	3B
TIME	3.25 – 4.35 PM
SUBJECT	ENGLISH
UNIT	WRITING
TOPIC	Speech: Stress Among Students
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) write sentences using simple present tense b) write the essay in 6 paragraphs c) use sequence connectors such as Firstly, Secondly, Thirdly, Fourthly to signal the main ideas and phrases such as This is because, For example/For instance and Hence/Thus/So/Therefore to signal the elaboration, example and concluding sentence respectively
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) Teacher begins the lesson by asking the students what they have learned in the previous lesson about writing a speech. She listens as the students respond.  b) Then, she distributes worksheets that contain the exercise that the students need to do. She gets them to read the instruction before she explains what they need to prepare. c) Next, she asks the students to give her a sample introduction. She calls out two students to do this and she writes down their sentences. She gets the rest of the class to check for any errors. Then, she writes the correct introduction which the students are to copy. d) After that, she gives them a sample paragraph for the first main idea. She stresses on the importance of having 4 sentences for each paragraph. She shows how to write the topic sentence, the elaboration, the example and the conclusion for the paragraph. She also stresses on the usage of simple present tense and sequence connectors. e) Next, she gets some students to write sentences for the second main idea together with its elaboration, example and conclusion. She calls out 4 students after giving them 10 minutes to discuss. f) Their sentences are corrected and the before the class is ended, the rest of the essay is assigned as homework to be done at home. It will be handed in on Thursday.
REFLECTION	Students remember how to write an introduction. However, they needed the teacher to give them some key words before being able to write the elaboration and the example for the second main idea. There were also major grammatical errors such as subject verb-agreement. Understanding is still at 60%.

 

 

TARIKH	30.01.2013 (RABU)
KELAS	1H
MASA	12.50 – 2.00 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 1: Kedudukan, Bab 2: Arah dan Bab 3: Skala dan Jarak
TUJUAN	PBS untuk Bab 1 dan Bab 2 Bab 3: Mengenali maksud jarak dan skala
BBM	Buku teks
OBJEKTIF P&P	Pelajar dapat : a) menulis koordinat menggunakan lajur dan baris b) menulis kedudukan relatif menggunakan perkataan di belakang, di hadapan, di kiri dan di kanan c) melabel kedudukan tempat menggunakan 4 arah mata angin utama dan 4 arah mata angin perantaraan d) menentukan kedudukan tempat di dalam peta menggunakan 4 arah mata angin utama dan 4 arah mata angin perantaraan e) memberikan maksud skala dan jarak
PENERAPAN NILAI	Menggunakan kemahiran yang telah diajar dan menjawab soalan dengan yakin
AKTIVITI	a) Guru memastikan pelajar duduk di tempat masing-masing dan mempunyai alat tulis. b) Guru mengedarkan latihan yang perlu dibuat untuk PBS. Mula-mula guru menyuruh pelajar menyiapkan latihan untuk bab 1. Setelah siap, guru mengutip kertas pelajar. Langkah ini diulang untuk bab 2. c) Setelah PBS selesai, guru beralih ke bab 3. Guru menyoal pelajar untuk memberikan unit yang sesuai untuk mengukur panjang buku dan jarak sekolah dari Kuching. Guru mendengar jawapan pelajar. d) Kemudian, guru menjelaskan bahawa untuk bab 3, pelajar akan mempelajari bagaimana menentukan jarak sesuatu tempat menggunakan unit km dan juga menggunakan skala. e) Guru menerangkan maksud jarak dan skala berpandukan petikan dalam buku teks. Guru memberikan contoh skala dan bagaimana membaca skala. f) Sebelum kelas ditamatkan, guru meminta pelajar memberikan maksud jarak dan skala sekali lagi.
REFLEKSI	Pelajar boleh memberikan maksud jarak tetapi lupa maksud skala. Mereka tidak pernah menggunakan skala. Guru akan menunjukkan masalah yang memerlukan penggunaan skala pada hari Sabtu.

 

 

 

DATE/DAY	30.01.2013 (WEDNESDAY)
CLASS	3E
TIME	4.35 – 5.45 PM
SUBJECT	ENGLISH
UNIT	LITERATURE
TOPIC	POEM : LEISURE – comprehension work
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) fill in blanks to complete a synopsis of the poem b) solve a simple crossword puzzle using words from the poem
LEARNING EMPHASIS	Using contextual clues to determine meaning of a sentence
INSTRUCTIONAL PROCEDURES	a) Students are asked what they have learned last week about the poem, “Leisure”. The teacher calls several students to explain the meaning of couplets 1 to 7. Students respond. The teacher listens and corrects students if they make any mistakes. b) Then, she gives them an exercise where they are to fill in blanks with given words. After this exercise is completed, she discusses the answers with them. c) Next, she gives them another exercise where they are to solve a crossword puzzle by using words from the poem. This exercise is also discussed once they have completed it. d) Before the class ends, the teacher asks the students to state the main message of the poem.
REFLECTION	Most of the students did not remember the meanings of couplets 1 to 7. Their understanding is still about 60%. It is obvious to the teacher that the students do not revise their notes although these were already given last week. The teacher did not give the second exercise as she used a lot of time to explain the meaning of the poem once again to the class.

 

 

DATE/DAY	31.01.2013 (THURSDAY)
CLASS	3B
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	LITERATURE
TOPIC	POEM : LEISURE – comprehension work
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) fill in blanks to complete a synopsis of the poem b) solve a simple crossword puzzle using words from the poem
LEARNING EMPHASIS	Using contextual clues to determine meaning of a sentence
INSTRUCTIONAL PROCEDURES	a) Students are asked what they have learned last week about the poem, “Leisure”. The teacher calls several students to explain the meaning of couplets 1 to 7. Students respond. The teacher listens and corrects students if they make any mistakes. b) Then, she gives them an exercise where they are to fill in blanks with given words. After this exercise is completed, she discusses the answers with them. c) Next, she gives them another exercise where they are to solve a crossword puzzle by using words from the poem. This exercise is also discussed once they have completed it. d) Before the class ends, the teacher asks the students to state the main message of the poem.
REFLECTION	Students’ understanding is about 60%. They were only able to explain the meanings for couplets 1 to 3. Only 2 students read their notes at home. Therefore, the teacher couldn’t give the second exercise to them as she needed to explain the meanings of couplets 4 to 7 once again in class.

 

 

TARIKH	31.01.2013 (KHAMIS)
KELAS	1H
MASA	2.00 – 3.10 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 2: Arah – pentaksiran PBS kali kedua untuk pelajar yang belum menguasai Bab 3: Skala dan jarak
TUJUAN	Menyalin nota mengenai skala dan jarak
BBM	Buku teks
OBJEKTIF P&P	a) Pelajar yang tidak menguasai band 3 untuk Bab 2 dapat menjawab soalan dengan tepat b) Pelajar menyalin nota untuk maksud jarak dan skala lurus
PENERAPAN NILAI	Menjawab soalan dengan yakin
AKTIVITI	a) Sebelum memberikan nota untuk bab 3, guru terlebih dahulu mengedarkan semula kertas pentaksiran untuk bab 3 bagi pelajar yang belum menguasai band 3. Guru terpaksa menerangkan semula kemahiran yang perlu dikuasai oleh pelajar. Masa diberikan dan apabila mereka selesai, guru mengutip kertas jawapan pelajar. b) Kemudian, guru beralih ke bab 3. Guru menyoal pelajar mengenai kefahaman mereka tentang skala dan jarak. Guru memberikan nota untuk disalin oleh pelajar.
REFLEKSI	Pelajar boleh memberikan maksud jarak dengan tepat tetapi masih tidak pasti untuk menerangkan maksud skala.

 

 

DATE/DAY	01.02.2013 (FRIDAY)
CLASS	3B
TIME	2.00 – 3.10 PM
SUBJECT	ENGLISH
UNIT	WRITING
TOPIC	Talk on the importance of following school rules and regulations - revision
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify grammatical mistakes concerning simple present tense and present continuous tense b) identify which sentence is the topic sentence, elaboration, example and conclusion
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) Students were asked to revise the previously completed essay on a talk on the importance of following school rules and regulations. The reason is the teacher found out that the essays were not done satisfyingly. b) The teacher begins the lesson by getting them to identify some sentences that the teacher has written down on the board. They are to say whether a sentence is a topic sentence, an elaboration, an example or a conclusion c) The teacher writes a sample essay for the talk by giving only the third main idea. She then calls out some students to help her construct the paragraph for the fourth main idea. She points out what is missing and their mistakes when writing. d) Before the class ends, she reminds the students to follow the layout that is given when writing an essay
REFLECTION	Students did very well in identifying the types of sentences. But they still make some grammatical mistakes when asked to construct sentences. Grammar understanding is still between 50-60%.

 

 

DATE/DAY	01.02.2013 (FRIDAY)
CLASS	3E
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT	WRITING
TOPIC	Report: Report on English Camp - revision
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify grammatical mistakes concerning simple present tense and present continuous tense b) use sequence connectors to signal topic sentence, elaboration, example and conclusion for each main idea
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) Students were asked to revise the previously completed essay on a report entitled, “Report on English Camp”. b) The teacher asks them to look at the points for each of the picture given in the question. c) She then calls out some students to help her construct the paragraph for the third main idea. She points out what is missing and their mistakes when writing. She does the same for the fourth main idea. d) Before the class ends, she reminds the students to follow the layout that is given when writing an essay
REFLECTION	The students’ essays were mostly very poorly done. Some did not even hand in their work. Therefore the teacher has decided to revise the essay in class so that they are well informed of what kind of sentences they should have for the essay. Students’ understanding is still 50%

 

DATE/DAY	02.02.2013 (SATURDAY)
CLASS	3B
TIME	11.40M – 12.40pm
SUBJECT	ENGLISH
UNIT	LITERATURE
TOPIC	Novel: Around the world in 80 days
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) describe the physical and personal attributes of the main character, Phileas Fogg, in the first chapter by using adjectives
LEARNING EMPHASIS	Identifying phrases that show a person’s characteristics
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students to identify things that they can see on the cover page of the novel. Students respond and teacher listens b) Then, she asks the students to make connection between the pictures and what they are going to learn as they read the book in class. The teachers asks questions such as the setting of the novel and how it will affect the novel’s story line as well as how different the places and the people in the novel with situation in the modern time c) The teacher begins to read the first chapter in class. She stops to ask the students on things such as Phileas’ physical and personal attributes. She also asks them to identify the characteristics of Jean Passepartout. d) Before the lesson ends, the teacher asks them again to briefly state the main idea of chapter 1.
REFLECTION	The teacher completed the reading of Chapter 1. The students could identify the physical attributes of Phileas Fogg but they knew very few adjectives to describe Phileas’ personality. Understanding of chapter 1 is about 70%.

 

TARIKH	02.02.2013 (SABTU)
KELAS	1H
MASA	2.00 – 3.10 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 3: Skala dan jarak
TUJUAN	Menentukan jarak mutlak dan jarak relatif
BBM	Buku teks
OBJEKTIF P&P	a) Mengira jarak mutlak menggunakan unit km b) Mengira kos apabila jarak mutlak telah diketahui
PENERAPAN NILAI	Menjawab soalan dengan yakin
AKTIVITI	a) Guru meneruskan pembelajaran mengenai skala dan jarak dengan memberikan pelajar 1 soalan mengenai pengiraan jarak mutlak. b) Guru menerangkan teknik penyelesaian soalan dan menunjukkan cara mengukur jarak di antara dua poin pada rajah yang diberikan dalam buku teks dengan menggunakan pembaris. Guru menunjukkan juga teknik mentafsir skala dan menukarkan unit cm kepada km berpandukan skala yang diberikan. Pelajar diberikan peluang untuk mencuba dahulu sebelum guru memberikan jawapan yang betul. Jika masih ada pelajar yang memberikan jawapan yang salah, guru menunjukkan semula. c) Guru beralih kepada 1 soalan mengenai jarak relatif iaitu mengira kos perjalanan. Guru menerangkan kehendak soalan dan menerangkan langkah penyelesaian kepada pelajar. Guru membimbing pelajar untuk mengukur jarak, menukarkan unit cm kepada km dan menentukan kos perjalanan berpandukan maklumat yang diberikan dalam soalan. d) Kemudian, guru memberikan 1 soalan untuk dicuba oleh pelajar. Guru memberikan mereka masa untuk menjawab sendiri sebelum jawapan yang betul dibacakan. Jika masih ramai yang tidak betul, guru menunjukkan semula langkah penyelesaian yang betul. e) Sebelum kelas tamat, guru meminta pelajar menjelaskan maksud jarak mutlak dan jarak relatif.
REFLEKSI	Kefahaman pelajar ialah di antara 50-60%. Mereka masih memerlukan latihan untuk bab ini kerana masih teragak-agak untuk mencari kos bagi soalan mengenai jarak relatif. Ini adalah kerana ia melibatkan operasi darab dan kebanyakan pelajar ada menghadapi masalah mengira.