RANCANGAN PENGAJARAN HARIAN

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

 

MINGGU 6

 

TARIKH	04.02.2013 (ISNIN)
KELAS	2F/2G
MASA	12.50 – 2.00 PM
SUBJEK	PENDIDIKAN MORAL
TAJUK	NILAI-NILAI YANG BERKAITAN DENGAN PERKEMBANGAN DIRI (Kasih Sayang)
TUJUAN	Mengamalkan tingkah laku tidak memusnahkan haiwan dan tumbuhan
BBM	Buku teks
OBJEKTIF P&P	Mengetahui kesan-kesan positif yang boleh didapati sekiranya manusia mengamalkan sikap kasih sayang
HASIL P&P	Boleh menyenaraikan aktiviti manusia ke atas manusia dan alam sekitar di sekelilingnya yang tiada sikap kasih sayang serta langkah penyelesaian
PENERAPAN NILAI	Nilai Kasih Sayang
AKTIVITI	a) Guru meminta pelajar melihat gambar kemusnahan ke atas bangunan yang ditunjukkan dalam buku teks sebelum menerangkan nilai kasih sayang b) Guru meminta pelajar menjelaskan punca yang menyebabkan bangunan tersebut musnah. Guru mendengar jawapan pelajar. Guru memilih jawapan yang berkaitan dengan peperangan dan meminta pelajar memberikan beberapa kesan peperangan terhadap manusia dan alam sekitar. c) Kemudian, guru membacakan petikan dalam buku teks. Pada akhir pembacaan, guru meminta pelajar memberikan contoh-contoh lain yang menunjukkan perlakuan manusia yang tidak ada sikap kasih sayang dengan berpandukan gambar yang menunjukkan kepupusan flora dan fauna serta langkah-langkah penyelesaian yang boleh mengurangkan kesan aktiviti manusia ke atas alam sekitar dan manusia. d) Setelah itu , guru meminta pelajar menjawab 3 soalan kefahaman sebagai tugasan individu yang akan disemak pada hari Selasa.
REFLEKSI	Pelajar boleh memberikan kegiatan manusia yang mendatangkan kesan buruk kepada alam sekitar dan manusia lain. Kefahaman ialah sebanyak 70%

 

 

DATE/DAY	04.02.2013 (MONDAY)
CLASS	3E
TIME	3.25 – 4.35 PM
SUBJECT	ENGLISH
UNIT	WRITING
TOPIC	Speech: The importance of following school rules and regulations
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 to list down some of the school rules and regulations at SMK Serian. Teacher listens to the students’ responses.    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 of what they know of writing a speech. So, while listening to their responses, the teacher lays out the format for a speech that includes greeting, purpose of the speech, body of the speech and the conclusion. d) After that, she gives them a sample paragraph for the introduction and 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 10 minutes to them 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 could state the words to be used for a topic sentence, an elaboration, an example and a concluding sentence. But, they only knew how to construct a sentence for the topic sentence. They had difficulties building their own sentences for the elaboration and example. The main problem is they were not sure what an elaboration and an example must contain. Therefore, the teacher has to illustrate on the board how to write the paragraph for the second main idea. The essay is to be handed in on Friday.

 

 

TARIKH	05.02.2013 (SELASA)
KELAS	2F/2G
MASA	12.50 – 2.00 PM
SUBJEK	PENDIDIKAN MORAL
TAJUK	NILAI-NILAI YANG BERKAITAN DENGAN PERKEMBANGAN DIRI (Keadilan)
TUJUAN	Mengetahui bahawa keadilan adalah hak semua orang
BBM	Buku teks
OBJEKTIF P&P	Mengenal pasti perlakuan dan tindakan yang adil dan tidak adil
HASIL P&P	Memberi contoh perlakuan dan tindakan yang adil dan tidak adil di rumah dan di sekolah
PENERAPAN NILAI	Nilai Keadilan
AKTIVITI	a) Guru memberikan satu situasi kepada pelajar sebelum memulakan P&P. Situasi tersebut berkaitan dengan nilai keadilan. Pelajar diminta memberikan jawapan iaitu mengenalpasti sama ada nilai keadilan telah diamalkan atau tidak. b) Guru menggunakan situasi ini untuk menerangkan bahawa keadilan adalah hak semua individu. b) Seterusnya, guru meminta pelajar menyenaraikan contoh-contoh perlakuan dan tindakan tidak adil yang mereka pernah lihat atau alami di sekolah dan di rumah. Guru menulis jawapan pelajar di papan hitam. Berpandukan jawapan pelajar, guru membincangkan kesan tindakan tidak adil dan tindakan wajar yang perlu dilakukan untuk setiap tindakan yang tidak adil. c) Untuk mengukuhkan kefahaman pelajar, guru meminta pelajar untuk menyenaraikan tingkah laku yang diberikan ganjaran dan dikenakan hukuman di sekolah. Mereka juga ditanya untuk memberikan cara untuk seorang pelajar untuk membela diri jika dituduh melakukan kesalahan di sekolah. d) Sebelum kelas ditamatkan, guru meminta pelajar menyatakan maksud keadilan secara ringkas
REFLEKSI	Pelajar boleh memberikan contoh perlakuan dan tindakan yang tidak adil di rumah dan di sekolah. Mereka boleh juga memberikan jawapan yang betul untuk perlakuan yang diberikan ganjaran dan hukuman di sekolah. Kefahaman pelajar ialah kira-kira 80%

 

 

DATE/DAY	05.02.2013 (TUESDAY)
CLASS	3B
TIME	3.25 – 4.35 PM
SUBJECT	ENGLISH
UNIT	WRITING
TOPIC	Report: A report on tips for jungle trekking
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 if they have ever been on a jungle trekking and what a person must prepare before going into a jungle. She listens to students’ responses. b) Then, she gets them to copy down the question for class discussion. c) Next, she asks the students to explain the layout for a report. So, the teacher outlines the format for the report as she continues to ask the students to organize the ideas for each paragraph in the report. d) Then, the teacher explains how each main idea is elaborated beginning from the topic sentence, elaboration, example and conclusion. Students are called to the front to write their sentences for the first main idea as part of class discussion. Their sentences are checked and improved on the board. The students copy this down as a sample paragraph for the first main idea. e) The rest of the essay is to be done as an individual work and to be submitted on Friday.
REFLECTION	Students responses were almost similar to the points given in the exercise. They could give the topic sentence and the concluding sentence for the first main idea but had difficulties writing down the elaboration and the example. So, the teacher had to explain how to write the elaboration and the example. Students’ understanding is about  60%.

 

 

TARIKH	06.02.2013 (RABU)
KELAS	1H
MASA	12.50 – 2.00 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 3: Skala dan Jarak
TUJUAN	PBS untuk bab 3
BBM	Buku teks, soalan PBS
OBJEKTIF P&P	Pelajar dapat : a) menyatakan jarak mutlad dan jarak relatif b) mengenalpasti skala lurus c) melukis skala lurus d) mengukur jarak menggunakan skala
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 bagi menguji bab 3. Pelajar diberikan masa untuk menjawab. Setiap latihan dikutip setelah pelajar siap menjawab. c) Sebelum kelas ditamatkan, guru mengingatkan pelajar untuk membaca muka surat 22 dan 23 untuk Bab 4 untuk kelas Geografi pada keesokan hari. Ini adalah kerana guru akan menyoal pelajar sebelum memulakan kelas.
REFLEKSI	PBS untuk Bab 3 siap dijalankan di dalam kelas.

 

 

 

DATE/DAY	06.02.2013 (WEDNESDAY)
CLASS	3E
TIME	4.35 – 5.45 PM
SUBJECT	ENGLISH
UNIT	LITERATURE: The novel – Around the world in 80 days
TOPIC	Chapter 1: Phileas Fogg finds a new butler
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	Students were able to explain some of the things that they see on the cover of the novel. They also could guess some things about Phileas’ character using some adjectives. They understood the main idea in Chapter 1.

 

 

DATE/DAY	07.02.2013 (THURSDAY)
CLASS	3B
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Literature: Novel – Around the world in 80 days
TOPIC	Chapter 2: Phileas Fogg says something that he might regret Chapter 3: Phileas Fogg shocks his new butler
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify the reason for Phileas’ agreement to travel around the world by naming an event that takes place at the Reform Club b) list the things that Phileas brings for his journey
LEARNING EMPHASIS	Skimming and scanning for main points
INSTRUCTIONAL PROCEDURES	a) Before the teacher begins the lesson, she asks the students to explain what they learnt in Chapter 1. Students respond and the teacher listens. b) Then, she brings the students to Chapter 2 and later on to Chapter 3 by reading the pages and explaining important things such as who Phileas meets at the Reform Club, what his friends talk about, how they start to place a bet on the idea that a person can travel around the world in 80 days and what Phileas brings for his long journey. c) When the reading is done, she tests the students’ understanding of the two chapters. d) Before the class ends, she asks the students to explain again the main ideas in chapters 2 and 3.
REFLECTION	The two chapters were completed. Students could identify the reason for the betting but they did not remember the complete list of items that Phileas brings. They were also able to explain the main ideas of the two chapters. Students’ understanding is about 80%.

 

 

TARIKH	07.02.2013 (KHAMIS)
KELAS	1H
MASA	2.00 – 3.10 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 3: Skala dan jarak – pentaksiran PBS kali kedua untuk pelajar yang belum menguasai Bab 4: Graf
TUJUAN	Mengenali graf dan mentafsir graf
BBM	Buku teks
OBJEKTIF P&P	a) Pelajar yang tidak menguasai band 3 untuk Bab 3 dapat menjawab soalan dengan tepat b) Pelajar dapat memberikan nama jenis graf yang dipelajari dan mentafsir maklumat daripada graf bar mudah
PENERAPAN NILAI	Menjawab soalan dengan yakin Memberi perhatian dan mengambil bahagian dalam perbincangan kelas
AKTIVITI	a) Sebelum memulakan bab 4, 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 4. Guru menerangkan teknik mengumpul data, jenis-jenis graf dan cara mentafsir graf bar. c) Guru menyoal pelajar mengenai kefahaman mereka tentang graf bar seperti membaca maklumat yang terdapat pada graf bar dan menjawab soalan kefahaman secara lisan apabila mereka disuruh untuk mentafsir graf bar. d) Sebelum kelas ditamatkan, guru meminta pelajar menjelaskan sekali lagi teknik mengumpul data dan jenis graf yang telah dipelajari.
REFLEKSI	Pelajar boleh mentafsir graf bar mudah dan menamakan jenis graf yang telah dipelajari. Tetapi mereka lupa mengenai teknik pengumpulan data. Kefahaman pelajar ialah kira-kira 70%.

 

 

DATE/DAY	08.02.2013 (FRIDAY)
CLASS	3B
TIME	2.00 – 3.10 PM
SUBJECT	ENGLISH
UNIT	WRITING
TOPIC	Summary writing
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify the main ideas in short paragraphs by scanning for ideas b) paraphrase the main ideas by using own words c) use sequence connectors such as ‘then’ and ‘but’ as well as conjunction such as ‘and’
LEARNING EMPHASIS	Mastery learning: a) Scanning for main ideas b) Paraphrasing sentences – from passive to active and vice versa
INSTRUCTIONAL PROCEDURES	a) Firstly, the teacher gets the students to look at two short paragraphs which she writes on the board. She reads the paragraphs and asks them to identify the main ideas in the paragraphs. If students are able give the correct answers, she writes their answers on the board. If students don’t get it right, she gives them clues as to what is important in the paragraphs and reminds them that examples of things that belong to a larger group of things must not be included. b) If students’ answers are identical to some of the sentences in the paragraphs, she tells them to paraphrase the sentence. If they can do it, she stresses that it is a form of rewriting the same sentence into another form but with the meaning still intact. But if the students can’t get it right, the teacher shows how to rewrite the sentence in a different way and explains why it must be paraphrased. c) When this is done, the teacher explains that they are going to learn how to identify main ideas, paraphrase longer sentences and write a summary. d) Then, she distributes handouts to the students. The handouts will contain several short texts that require students to summarise. e) The teacher begins with one text. She gets them to identify 5 main ideas in the text. Then, she lists down the 5 main ideas on the board. Next, she illustrates how to rewrite the first main idea on the board.  The repeats the same process with the second main idea. She stresses that active sentences can be rewritten in passive sentences. f) The rest of the sentences are to be done by the students. They are given 10 minutes to do this on their own. At the end of the time, the teacher calls 3 students to the front. She checks and corrects any errors g) Then, the students are asked to work on the second text. They are to identify 5 main ideas and to paraphrase the main ideas. They are given another 10 minutes to do this on their own. h) At the end of this time, the teacher calls out several more students to write their answers on the board. She checks and corrects any errors. i) Before the class ends, the teacher asks them to list the process of writing a summary. Students are to respond and she listens. j) She reminds the students that they will be given more summary writing exercises after the Chinese New Year break as their writing books are to be handed in after the end of the class.
REFLECTION	Students did not have the time to try the exercise in the handouts as the teacher required some time to get the students to think how to shorten and paraphrase the examples given on the board. The handouts will be given again the week after Chinese New Year holidays.

 

 

DATE/DAY	08.02.2013 (FRIDAY)
CLASS	3E
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT	WRITING
TOPIC	Summary writing
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify the main ideas in short paragraphs by scanning for ideas b) paraphrase the main ideas by using own words c) use sequence connectors such as ‘then’ and ‘but’ as well as conjunction such as ‘and’
LEARNING EMPHASIS	Mastery learning: a) Scanning for main ideas b) Paraphrasing sentences – from passive to active and vice versa
INSTRUCTIONAL PROCEDURES	a) Firstly, the teacher gets the students to look at two short paragraphs which she writes on the board. She reads the paragraphs and asks them to identify the main ideas in the paragraphs. If students are able give the correct answers, she writes their answers on the board. If students don’t get it right, she gives them clues as to what is important in the paragraphs and reminds them that examples of things that belong to a larger group of things must not be included. b) If students’ answers are identical to some of the sentences in the paragraphs, she tells them to paraphrase the sentence. If they can do it, she stresses that it is a form of rewriting the same sentence into another form but with the meaning still intact. But if the students can’t get it right, the teacher shows how to rewrite the sentence in a different way and explains why it must be paraphrased. c) When this is done, the teacher explains that they are going to learn how to identify main ideas, paraphrase longer sentences and write a summary. d) Then, she distributes handouts to the students. The handouts will contain several short texts that require students to summarise. e) The teacher begins with one text. She gets them to identify 5 main ideas in the text. Then, she lists down the 5 main ideas on the board. Next, she illustrates how to rewrite the first main idea on the board.  The repeats the same process with the second main idea. She stresses that active sentences can be rewritten in passive sentences. f) The rest of the sentences are to be done by the students. They are given 10 minutes to do this on their own. At the end of the time, the teacher calls 3 students to the front. She checks and corrects any errors g) Then, the students are asked to work on the second text. They are to identify 5 main ideas and to paraphrase the main ideas. They are given another 10 minutes to do this on their own. h) At the end of this time, the teacher calls out several more students to write their answers on the board. She checks and corrects any errors. i) Before the class ends, the teacher asks them to list the process of writing a summary. Students are to respond and she listens. j) She reminds the students that they will be given more summary writing exercises after the Chinese New Year break as their writing books are to be handed in after the end of the class.
REFLECTION	The students did not get to attempt the exercise in the handouts as the school ended at 5.45 pm. The teacher only had the chance to explain to them how to shorten and paraphrase short texts using examples on the board. More summary exercises will be given after the Chinese New Year holidays.