RPH MINGGU 25

RANCANGAN PENGAJARAN HARIAN

MATA PELAJARAN: B.INGGERIS & GEOGRAFI

 

MINGGU 25

 

 

DATE/DAY	17.06.2013 (MONDAY)
CLASS	2I/2J
TIME	12.50-2.00 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Revision of guided writing section in Paper 2: Informal Letter
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) write an informal letter using the correct format b) construct sentences using simple present tense c) elaborate each main ideas in a paragraph with at least 2 sentences
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher gets the students to read the question on the guided writing section. She asks the students to explain the meaning of the question. The students are expected to say that they are supposed to write an informal letter to a friend. b) Next, the teacher writes a simple layout for the informal letter on the board and explains how to organise the given points in different paragraphs. c) Then, the teacher gets the students to give ideas on how to write the introduction, the 4 content paragraphs and the conclusion of the letter. This is done by the teacher asking the students to give sentences in the Malay language before the teacher translates them into English. d) The completed essay is copied by the students into their exercise books. e) Before the class ends, the teacher reminds the students to bring their Literature booklet for a lesson on a drama entitled, “Rumpelstiltskin”.
REFLECTION	The essay is completed. However, the students had very little understanding of the points. This is because they did not know the meaning of a lot of words. The teacher had to explain a lot of things in the Malay language before the students could understand and respond accordingly.

 

 

TARIKH	17.06.2013 (ISNIN)
KELAS	1H
MASA	2.00 – 3.10 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 9:
TUJUAN	Mengenali kesan putaran bumi pada paksinya dan peredaran bumi mengelilingi matahari pada orbitnya
BBM	Buku teks Geografi tingkatan 2
OBJEKTIF P&P	Pada akhir pembelajaran, pelajar akan dapat: a) menamakan 3 kesan yang berlaku akibat putaran bumi pada paksinya b) menamakan 3 kesan yang berlaku akibat peredaran bumi pada orbitnya
PENERAPAN NILAI	Menghargai kejadian semulajadi di alam semesta
AKTIVITI	a) Guru memulakan pengajaran dengan meminta pelajar untuk memberikan bilangan planet yang terdapat dalam sistem suria serta nama-nama planet tersebut. Pelajar dijangkakan akan menjawab bahawa terdapat 8 planet dalam sistem suria dan terdiri daripada planet-planet Uranus, Zuhal, Marikh, Bumi, Utarid, Musytari, b) Guru kemudian menjelaskan bahawa bab 9 akan lebih berfokus kepada bumi serta kejadian semula jadi yang terjadi akibat peranan Bumi dalam sistem suria. c) Kemudian guru meminta pelajar untuk mendengar penjelasan guru mengenai Bumi iaitu putaran bumi pada paksinya dan peredaran bumi mengelilingi Matahari pada orbitnya. Pelajar diminta membaca huraian lebih lanjut dalam buku teks. d) Selepas itu, guru meminta 2 orang pelajar untuk digunakan sebagai contoh bagi menunjukkan bagaimana bumi berputar dan beredar. e) Apabila pelajar faham 2 konsep ini, guru menyoal pelajar sekali lagi untuk memastikan mereka faham mengenai 3 kejadian yang akan berlaku apabila bumi berputar pada paksinya dan 3 lagi kejadian yang akan berlaku sekiranya bumi beredar mengelilingi matahari pada orbitnya. f) Sebelum kelas ditamatkan, guru mengingatkan pelajar untuk membawa buku nota pada hari Khamis kerana nota akan diberikan.
REFLEKSI	Bab 9 ditamatkan. Pelajar hanya dapat memberikan 2 kesan untuk setiap fenomena. Ini adalah kerana mereka hanya baru pertama kali mendengar mengenai perkataan-perkataan seperti biasan angin dan kedudukan matahari yang berlainan pada waktu tengah hari.

 

DATE/DAY	17.06.2013 (MONDAY)
CLASS	3B
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Guided writing: Article – Ways Teenagers Exert Independence
LEARNING OBJECTIVES	At the end of the lesson, students would be able to: a) organise points given in the essay by classifying them according to paragraphs and according to whether they are for topic sentences, elaboration or examples. b) write the article in six paragraphs c) construct sentences using simple present tense
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) Teacher gives another writing assignment on another article. She writes the question on the board and gets them to underline important details, to identify suitable tense and the format for an article. b) Next, she asks them to organise the given points as to which points will be used in the six paragraphs c) After that, she gets them to share with her their answers. The teacher comments if their organization is inappropriate. d) Next, she moves on to the classification of points as to whether the points can be used in the topic sentence, elaboration or in the example. e) Then, when the students have understood as to which points to use in different paragraphs, she gives them 15 minutes to work on the introduction of the article. f) At the end of the time, she calls out 2 students to write their introduction on the board. g) The teacher checks their work for any errors. She writes the correct introduction by using ideas on the board. h) The students are to copy this sample introduction i) Before the class ends, the teacher tells the students to work on the second paragraph which is the first content paragraph at home. This homework is to be completed for Wednesday lesson in class.
REFLECTION	The teacher did not get to discuss the ways to do the introduction for this article. This is because she had to check students’ last week homework and give them the correct paragraphs. The teacher had to assign the students to do this introduction and the second paragraph as homework which will be discussed on Wednesday class.

 

 

DATE/DAY	18.06.2013 (TUESDAY)
CLASS	3E
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Guided writing – Article : The importance of taking  care of personal hygiene
LEARNING OBJECTIVES	At the end of the lesson, students would be able to: a) organise points given in the essay by classifying them according to paragraphs and according to whether they are for topic sentences, elaboration or examples. b) construct sentences using simple present tense c) construct at least 4 sentences for each paragraph where each paragraph must contain a topic sentence, an elaboration, an example and a conclusion
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher checks students’ last week’s homework on the third and fourth paragraphs as students have trouble forming correct and meaningful sentences especially for their elaboration and example. b) The teacher calls 2 students to write each of paragraphs 3 and 4 on the board. She checks students’ work by underlining their errors. She explains how to correct their errors and gives sample answers for paragraphs 3 and 4. c) Bore the class ends, she assigns them another homework where they are to complete paragraphs 5 and 6 at home. This work will be discussed during the Wednesday lesson.
REFLECTION	The teacher had used most of the time to check every single exercise book. The students did a lot of structural errors. Most of them failed to write meaningful sentences as they did not understand the requirement of each paragraph. Two students failed to finish their homework. The teacher has decided to motivate the students without scolding them.

 

 

DATE/DAY	19.06.2013 (WEDNESDAY)
CLASS	3B
TIME	2.00 – 3.10 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Directed Writing: Article – Ways Students Exert Their Independence
LEARNING OBJECTIVES	At the end of the lesson, students would be able to: a) identify points for topic sentences b) identify points for elaborations c) identify points for examples d) identify which points can be used in the introduction and in the 4 content paragraphs
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher introduced another question on article writing. She writes the question on the board while the students copy it down. b) Next, she gets the students to underline key words, identify the most appropriate tense and the format for an article. c) Then, she tells them to organise the points by identifying which points belong to a topic sentence, an elaboration and an example. d) Later on, she asks the students to label the points on the board which will classify the points according to which type of sentence and which paragraph. e) Once the students have understood how to organise the points correctly, the teacher reminds them to complete the introduction and the second paragraph (content paragraph) at home as homework. f) Before the class ends, she reminds the students to bring their work again which will be discussed in class during Thursday lesson.
REFLECTION	The students had successfully identified the correct points for topic sentences, elaborations and examples. The teacher will check their work on Thursday.

 

 

DATE/DAY	19.06.2013 (WEDNESDAY)
CLASS	3E
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Directed Writing: Article- The Importance of Taking Care of Personal Hygiene
LEARNING OBJECTIVES	At the end of the lesson, students would be able to: a) construct at least 4 sentences for each paragraph where each paragraph must contain a topic sentence, an elaboration, an example and a conclusion
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher continues the article writing exercise which was not completed on previous Tuesday. She checks students’ last week’s homework on the fifth and sixth paragraphs. b) The teacher calls 2 students to write each of paragraphs 5 and 6 on the board. She checks students’ work by underlining their errors. She explains how to correct their errors and gives sample answers for paragraphs 5 and 6. c) Bore the class ends, she reminds them to bring their writing exercise books as they will be given another article writing exercise on Friday.
REFLECTION	This article was completed in class. There were some students who had wrongly written their elaboration and example. They had switched their second and third sentences into the wrong places which made their paragraphs sound awkward when read. Most of them also did not write the conclusion for their fifth and sixth paragraphs as they had trouble writing the conclusion. More exercise is needed to improve this weakness.

 

 

DATE/DAY	20.06.2013 (THURSDAY)
CLASS	3B
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Directed Writing: Article – How Teenagers Exert Their Independence
LEARNING OBJECTIVES	At the end of the lesson, students would be able to: a) construct sentences using simple present tense b) use points as elaborations to construct the second sentence in a paragraph (body of the essay) c) use points as examples to construct the third sentence in a paragraph (body of the essay)
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to show her their completed homework where they were supposed to write the first two paragraphs (introduction and second paragraph) for the article entitled, “Ways Teenagers Exert Their Independence”. b) She comments on their work and chooses two students to write their paragraphs on the board. She then checks and points out any errors. She also shows to the students how to correct those errors. After this, the teacher rewrites the students’ paragraphs. They are to copy this into their exercise books. c) Next, the teacher assigns 10 minutes for the students to write the third paragraphs. She points out the importance of referring to the sample essay on the first article in order to write this third paragraph. d) At the end of this time, the teacher calls another two students to write their paragraphs on the board. e) She checks and points out the errors if there are any. She also rewrites these paragraphs by giving the students the correct sentences. f) The remaining two paragraphs, which are paragraphs 4 and 5 are to be completed by the students at home as homework during the weekend. Their work will be discussed on Monday next week during the writing lesson.
REFLECTION	This lesson was held for only 1 period. The first half was used to organise Gawai celebration at the school hall. Therefore, the teacher did not get to guide the students how to write the third content paragraph. However, she managed to check each student’s work on the introduction and the second paragraph. She found out that students did not fully understand the meaning of the essay as to what each paragraph talks about. Therefore they had made major errors in their sentences as each sentence did not look coherent and related to each other.

 

 

DATE/DAY	20.06.2013 (THURSDAY)
CLASS	2I/2J
TIME	2.35 – 3.10 PM
SUBJECT	ENGLISH
UNIT	Literature
TOPIC	Drama: Rumpelstiltskin – characters and plot
LEARNING OBJECTIVES	At the end of this lesson, students would be able to: a) name 5 main characters in the drama b) identify 1 characteristic for each of the 5 main characters c) identify the reason why Lisa’s father boasts about Lisa to the King d) identify 1 outcome of Lisa’s father being boastful
LEARNING EMPHASIS	Reading for informational use
INSTRUCTIONAL PROCEDURES	a) The teacher gets the students to name objects before the first page of the drama and to guess the plot of the drama based on these pictures. Students are expected to name objects such as a spinning wheel, some dry grass and some gold thread. They are also expected to guess that the drama might be a story on using a spinning wheel to make cloth that is made from gold. But at this point, the teacher suspects that the students have not heard of this drama before. b) Next, she tells them to look at the first page where a list of main characters together with their character traits. She explains what each character trait means. c) Then, she tells them to listen to her as she reads the drama to them. She also explains any difficult words to the students while doing this. d) The teacher ends her reading of the drama at the point where the King orders Lisa to come back to the palace in order to spin some straw into gold. e) Before the class ends, she asks the students to name 5 main characters and to give at least 1 character trait for each character. She also tells them to identify 1 reason why Lisa’s father boasts about her to the King and 1 more outcome for his boasting. She reminds them to bring their literature booklet again for Friday lesson.
REFLECTION	The teacher completed reading the drama until the part where the King orders Lisa to come back to the palace. However, the students only remembered 4 characters and could only give 2 traits out of 5 expected traits. They also forgot why Lisa’s father boasts about Lisa but they remembered the 1 outcome for the father’s boasting. This drama will be continued again on Friday.

 

 

TARIKH	20.06.2013 (KHAMIS)
KELAS	1H
MASA	4.35 – 5.45 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 9: Pergerakan Bumi di dalam Sistem Suria
TUJUAN	a) Menyalin nota untuk bab 9 b) Menjawab lembaran PBS iaitu B2D3E1
BBM	Buku teks Geografi
OBJEKTIF P&P	Pada akhir pembelajaran, pelajar akan dapat: a) menyatakan kesan pergerakan bumi dalam sistem suria terhadap cuaca dan iklim
PENERAPAN NILAI	Menghargai kejadian semulajadi di alam semesta yang mempengaruhi kehidupan manusia di bumi
AKTIVITI	a) Guru memulakan pengajaran dengan memberikan nota untuk disalin oleh pelajar. b) Setelah pelajar siap menyalin nota untuk bab 8, guru meminta mereka mengulangkaji nota itu selama 5 minit. Setelah tamat masa, guru mengedarkan lembaran PBS kepada setiap pelajar. Mereka dikehendaki menjawab secara individu. c) Setelah siap, pelajar menghantar kertas jawapan untuk dikutip oleh guru. Guru mengingatkan pelajar untuk membawa buku teks dan bersedia untuk kemungkinan mereka akan menjawab soalan PBS untuk band 1 pada hari Isnin minggu seterusnya selepas karnival sukan dan kejohanan sukan tahunan sekolah.
REFLEKSI	Lembaran PBS pelajar siap dikutip dan didapati seorang pelajar tidak menguasai. Pelajar ini akan diminta untuk menjawab soalan ini sekali lagi pada minggu selepas karnival sukan.

 

DATE/DAY	21.06.2013 (FRIDAY)
CLASS	2I/2J
TIME	4.00 – 5.10 PM
SUBJECT	ENGLISH
UNIT	Literature
TOPIC	Drama: Rumpelstiltskin - plot
LEARNING OBJECTIVES	At the end of this lesson, students would be able to: a) name 3 things that Lisa has to give to Rumpelstiltskin in order for him to help her spin straw into gold b) identify what happens to Lisa after she spins straw for the third time c) explain one solution that Lisa’s parents take in order to find out about the little man’s real name d) name 1 lesson from the drama
LEARNING EMPHASIS	Reading for informational use
INSTRUCTIONAL PROCEDURES	a) The teacher continues reading the drama to the students in the class. But before reading it again, she asks them to identify what happens to Lisa at the end of the reading yesterday. The students are expected to say that Lisa has to go to the palace to spin straw into gold. b) She continues reading until the end of the drama with pauses at certain paragraphs in order to explain any difficult words. c) At the end of the reading, she asks them to name 3 things that Lisa has to give to Rumpelstiltskin, to identify what happens to her after the third attempt at turning straw into gold, to give 1 solution to Lisa’s problem of trying to guess the little man’s true name and to give 1 moral value of the drama. d) Before the class ends, the teacher reminds the students to bring their Literature exercise books on Monday the following week after the Sports Carnival.
REFLECTION	The teacher completed the reading of this drama in the class. The students could name the 3 things that Lisa has to give to Rumpelstiltskin. They could also explain what happens to her after the successful third attempt to turn straw into gold. But they were unable to explain what Lisa’s parents did to help Lisa. Only 1 student was able to name 1 moral value in the drama, which is a person must never boast.

 

 

DATE/DAY	21.06.2013 (FRIDAY)
CLASS	3E
TIME	5.10 – 6.20  PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Guided writing: Article – Ways Teenagers Exert Independence
LEARNING OBJECTIVES	At the end of the lesson, students would be able to: a) organise points given in the essay by classifying them according to paragraphs and according to whether they are for topic sentences, elaboration or examples. b) write the article in six paragraphs c) construct sentences using simple present tense
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) Teacher gives another writing assignment on another article. She writes the question on the board and gets them to underline important details, to identify suitable tense and the format for an article. b) Next, she asks them to organise the given points as to which points will be used in the six paragraphs c) After that, she gets them to share with her their answers. The teacher comments if their organization is appropriate or not. d) Next, she moves on to the classification of points as to whether the points can be used in the topic sentence, elaboration or in the example. e) Then, when the students have understood as to which points to use in different paragraphs, the teacher divides the class into 2 groups. The first group will work on the introduction while the second group will write the second paragraph. She gives them 15 minutes to work on these two paragraphs. f) At the end of the time, she calls out 2 students to write the introduction and the second paragraph on the board. g) The teacher checks their work for any errors. She writes the correct paragraphs by using ideas on the board. h) The students are to copy this sample introduction i) Before the class ends, the teacher tells the students to work on the third and fourth paragraphs. They are to complete this two paragraphs at home during the weekend and to submit their exercise books next week.
REFLECTION	This writing assignment is postponed until Week 27. The reason being is the teacher felt that the students need her guidance in completing the essay. Week 26 will be fully dedicated to running the Sports Day and there will be no lessons on next week. Hence, this new assignment will be given on Week 27. The teacher presented a motivational talk to the students in order to help them understand the importance of doing the best for themselves especially in the English class as motivation is still low and students have not shown good response in their school work.