RPH MINGGU 27

RANCANGAN PENGAJARAN HARIAN

MATA PELAJARAN: B.INGGERIS & GEOGRAFI

 

MINGGU 27

 

 

DATE/DAY	01.07.2013 (MONDAY)
CLASS	2I/2J
TIME	12.50-2.00 PM
SUBJECT	ENGLISH
UNIT	Literature: Drama-Rumpelstiltskin
TOPIC	Characteristics and Moral Value Answering comprehension questions
LEARNING OBJECTIVES	At the end of the lesson, students should be able to” a) give 2 adjectives to describe the 5 main characters in the drama b) give 2 moral values in the drama c) answer comprehension questions using information from the drama
LEARNING EMPHASIS	Language for informational use
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students to describe the plot of the drama as they have already been taught on week 25. This is done to activate their knowledge of previous lesson. Students are expected to describe the events according to the correct sequence. b) Then, she gives them some notes on moral values and characteristics for 5 main characters in the drama. The students copy this into their literature note books. c) After this, she gives them some comprehension questions that test students’ understanding of the plot. The students are given 15 minutes to answer this on their own. d) At the end of this time, she calls some students to read out their answers. The teacher checks for any errors before writing down the correct answers. e) Before the class ends, the teacher asks the students to give two adjectives that describe the 5 characters and 2 moral values that they have learned from the drama. f) She reminds them to bring their literature booklets in order to read a short story entitled,”One is One and All Alone”
REFLECTION	Students failed to remember some of the events in the drama when asked to describe the plot. The teacher had to give them cues to help them remember. Most of the students could only give at least 1 adjective to describe the 5 main characters. They could only give 1 moral value but didn’t know how to explain the moral value. The teacher had to explain it to them again.

 

 

TARIKH	01.07.2013 (ISNIN)
KELAS	1H
MASA	2.00 – 3.10 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 9: Pergerakan Bumi Dalam Sistem Suria
TUJUAN	Mengenali Cuaca dan Iklim Malaysia
BBM	Buku teks Geografi Tingkatan 1
OBJEKTIF P&P	Pada akhir pembelajaran, pelajar akan dapat: a) menyatakan faktor-faktor yang mempengaruhi cuaca dan iklim negara Malaysia b) menjawab soalan band 1 (B1D3E1) dan band 2 (B2D4E1)
PENERAPAN NILAI	Menghargai keunikan iklim Khatulistiwa di Malaysia
AKTIVITI	a) Guru bertanya kepada pelajar jika mereka boleh mengenalpasti jenis iklim di Malaysia. Pelajar dijangka memberi jawapan iklim Khatulistiwa. b) Kemudian guru membawa pelajar untuk melihat buku teks iaitu satu peta yang menunjukkan taburan kawasan di dunia yang mengalami iklim Khatulistiwa. Guru menerangkan mengenai ciri-ciri iklim ini berpandukan huraian tentang 3 faktor utama iaitu suhu, hujan dan angin dalam buku teks. Pelajar mendengar sambil melihat gambarajah-gambarajah yang dilukis oleh guru untuk membantu pemahaman mereka. c) Setelah siap penerangan, guru memberikan nota mengenai 3 faktor ini kepada pelajar. d) Guru memberikan pelajar masa selama 5 minit untuk membaca nota semula sebelum guru menguji kefahaman pelajar dalam bentuk penilaian PBS. e) Guru mengedarkan lembaran soalan B1D3E1 dan B2D4E1 kepada setiap pelajar pada akhir masa ini. Pelajar diberikan masa selama 30 minit untuk menjawab soalan-soalan ini. f) Guru mengutip kertas jawapan pelajar setelah tamat masa. g) Sebelum kelas bersurai, guru meminta pelajar untuk menyatakan 3 faktor yang merupakan ciri-ciri iklim Khatulistiwa.
REFLEKSI	Semua 33 orang pelajar menguasai soalan-soalan B1D3E1 dan B2D4E1. Mereka juga boleh menyatakan 3 faktor yang merupakan ciri-ciri iklim Khatulistiwa.

 

DATE/DAY	01.07.2013 (MONDAY)
CLASS	3B
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT	Writing – Guided Writing
TOPIC	Report writing based on a pie chart
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) organise points according to paragraphs b) write 4 sentences for the first content paragraph c) write 2 sentences for an introduction d) use simple present tense to write sentences for a report based on a pie chart
LEARNING EMPHASIS	Mastery learning, Language for informational use
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students their favourite after-school activities. Students are expected to say that they love playing games, watching television, reading and surfing the Internet to name a few. b) Then, she tells them to copy down a question to be discussed as classroom work. The discussion will be on how to write a report based on a pie chart. c) Next, she guides the students using the six steps to writing a better essay that has been taught a number of times in the class. She asks them to read silently before underlining the key words. She also gets them to identify the tense, useful vocabulary and the format of a report. Then, she tells them to think of how to organise 8 different types of after-school activities into 6 paragraphs for the report. She gives them 5 minutes to discuss among themselves before she asks them to present. d) At the end of the time, she gets some students to share their answers on how to organise the ideas. e) After listening to the students’ answers, she comments on their ideas. Then, she points out how to organise the report in a more proper way. The students are asked to copy this into their exercise books. f) Next, she guides them how write the introduction and the second paragraph which is the content paragraph. She asks a few students to contribute ideas to the blackboard. g) Once this is done, the students are asked to take these down into their books. The teacher reminds the students to work on the third paragraph on their own at home as this lesson will be continued on Wednesday.
REFLECTION	This lesson on how to write the introduction and the first content paragraph was completed. The students did not know how to organise the points correctly. None of them got it right. This is their first time writing a report based on a pie chart. More writing exercises will be given on this topic.

 

 

DATE/DAY	02.07.2013 (TUESDAY)
CLASS	3E
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Writing – Guided Writing
TOPIC	Report writing based on a pie chart
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) organise points according to paragraphs b) write 4 sentences for the first content paragraph c) write 2 sentences for an introduction d) use simple present tense to write sentences for a report based on a pie chart
LEARNING EMPHASIS	Mastery learning, Language for informational use
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students their favourite after-school activities. Students are expected to say that they love playing games, watching television, reading and surfing the Internet to name a few. b) Then, she tells them to copy down a question to be discussed as classroom work. The discussion will be on how to write a report based on a pie chart. c) Next, she guides the students using the six steps to writing a better essay that has been taught a number of times in the class. She asks them to read silently before underlining the key words. She also gets them to identify the tense, useful vocabulary and the format of a report. Then, she tells them to think of how to organise 8 different types of after-school activities into 6 paragraphs for the report. She gives them 5 minutes to discuss among themselves before she asks them to present. d) At the end of the time, she gets some students to share their answers on how to organise the ideas. e) After listening to the students’ answers, she comments on their ideas. Then, she points out how to organise the report in a more proper way. The students are asked to copy this into their exercise books. f) Next, she guides them how write the introduction and the second paragraph which is the content paragraph. She asks a few students to contribute ideas to the blackboard. g) Once this is done, the students are asked to take these down into their books. The teacher reminds the students to work on the third paragraph on their own at home as this lesson will be continued on Wednesday.
REFLECTION	This lesson was completed. The students made errors in organising their essay. The teacher pointed out the correct way as this is also their first time writing a report based on a pie chart. Hence, more exercises of this kind will be given next week.

 

 

DATE/DAY	03.07.2013 (WEDNESDAY)
CLASS	3B
TIME	2.00 – 3.10 PM
SUBJECT	ENGLISH
UNIT	Writing – Guided writing
TOPIC	Report writing – based on a pie chart
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) construct 4 sentences for each content paragraph b) construct sentences using simple present tense
LEARNING EMPHASIS	Mastery learning, Language for informational use
INSTRUCTIONAL PROCEDURES	a) The teacher continues the lesson on previous Monday. She gets the students to work on the third paragraph which is the second content paragraph. b) She gives them 20 minutes to do this in pairs. At the end of this time, she calls 2 students to write their paragraphs on the blackboard. When they are done, the teacher calls another 2 students to check their classmates’ work. Once they are done, the teacher asks the whole class to check if there are any more mistakes in the two paragraphs. If there are no more errors, the teacher finally checks the two paragraphs. She explains why students have missed any errors in terms of punctuation, spelling, tenses, word usage and sentence structure. c) The students are to choose 1 out of 2 corrected paragraphs. They are to copy this into their exercise books. d) The teacher repeats the same technique with the fourth paragraph. The students are heavily involved while the teacher facilitates the discussion. e) Before the class ends, the teacher asks them to bring their exercise books again on Thursday in order to complete the report.
REFLECTION	The students only managed to complete the third paragraph. The 2 students who were asked to check the paragraphs were only able to identify 1 or 2 errors. However, more errors surfaced when the whole class was asked to identify the errors. The teacher found out that students needed time to really identify the errors. There was no response yet whether it helped them to write better sentences but there was some amount of active learning on the part of the students. The fourth paragraph will be continued on Thursday. Similar technique will be employed in the classroom in order to determine its effectiveness.

 

 

DATE/DAY	03.07.2013 (WEDNESDAY)
CLASS	3E
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT	Writing – Guided writing
TOPIC	Report writing – based on a pie chart
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) construct 4 sentences for each content paragraph b) construct sentences using simple present tense
LEARNING EMPHASIS	Mastery learning, Language for informational use
INSTRUCTIONAL PROCEDURES	a) The teacher continues the lesson on previous Monday. She gets the students to work on the third paragraph which is the second content paragraph. b) She gives them 20 minutes to do this in pairs. At the end of this time, she calls 2 students to write their paragraphs on the blackboard. When they are done, the teacher calls another 2 students to check their classmates’ work. Once they are done, the teacher asks the whole class to check if there are any more mistakes in the two paragraphs. If there are no more errors, the teacher finally checks the two paragraphs. She explains why students have missed any errors in terms of punctuation, spelling, tenses, word usage and sentence structure. c) The students are to choose 1 out of 2 corrected paragraphs. They are to copy this into their exercise books. d) The teacher repeats the same technique with the fourth paragraph. The students are heavily involved while the teacher facilitates the discussion. e) Before the class ends, the teacher asks them to bring their exercise books again on Thursday in order to complete the report.
REFLECTION

 

 

DATE/DAY	04.07.2013 (THURSDAY)
CLASS	3B
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Writing – Guided writing
TOPIC	Report writing – based on a pie chart
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) construct 4 sentences for each content paragraph b) construct sentences using simple present tense
LEARNING EMPHASIS	Mastery learning, Language for informational use
INSTRUCTIONAL PROCEDURES	a) The teacher continues the lesson on previous Wednesday. She gets the students to work on the fourth paragraph which is the third content paragraph. b) She gives them 20 minutes to do this in pairs. At the end of this time, she calls 2 students to write their paragraphs on the blackboard. When they are done, the teacher calls another 2 students to check their classmates’ work. Once they are done, the teacher asks the whole class to check if there are any more mistakes in the two paragraphs. If there are no more errors, the teacher finally checks the two paragraphs. She explains why students have missed any errors in terms of punctuation, spelling, tenses, word usage and sentence structure. c) The students are to choose 1 out of 2 corrected paragraphs. They are to copy this into their exercise books. d) The teacher repeats the same technique with the fifth paragraph. The students are heavily involved while the teacher facilitates the discussion. e) Before the class ends, the teacher gives them the conclusion to the report and reminds them to bring their novel on Monday.
REFLECTION	The students could only complete paragraph 3. This is because they needed a lot of time to identify their classmates’ errors. They managed to complete the pair work in 20 minutes time. However, when asked to correct their classmates’ paragraphs, they were unable to identify structural error which occurred in 1 of the 2 paragraphs. They still had some problem giving examples for their paragraph. The teacher gave them the answer for the fourth paragraph. This essay will be continued in future lessons.

 

 

DATE/DAY	04.07.2013 (THURSDAY)
CLASS	2I/2J
TIME	2.35 – 3.10 PM
SUBJECT	ENGLISH
UNIT	Literature
TOPIC	Short Story: One is One and All Alone
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify the 2 main characters in the short story b) identify 1 reason why the main character decides to clone herself c) identify 1 consequence of cloning in the story d) identify 1 moral value of the short story
LEARNING EMPHASIS	Thinking before one acts
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students if they like to have a clone that looks and behaves just like them. She asks them to give a reason for their answers. The students will respond with either a yes or no and with a reason for their answers. b) Then, the teacher gets the students to look at the page where a picture of the main character is shown. She explains that the story is told by the main character in the form of a diary. She explains what a diary is. c) She reads the story for them as the students have problem in reading and understanding English words. She pauses at important paragraphs in order to explain difficult words or phrases. d) When the teacher has finished reading the short story, she asks them to identify 2 main characters, 1 reason for the cloning, 1 consequence of cloning oneself and 1 moral value in the story. e) Before the class ends, the teacher gives some notes on characterization and moral values.
REFLECTION	The story could not be completed. The teacher did not have the time to ask the students any questions. The story will be continued on Friday.

 

 

TARIKH	04.07.2013 (KHAMIS)
KELAS	1H
MASA	4.35 – 5.45 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 9: Pergerakan Bumi di dalam Sistem Suria
TUJUAN	Menentukan Faktor Yang Mempengaruhi Cuaca dan Iklim Di Malaysia
BBM	Buku teks Geografi Tingkatan 2
OBJEKTIF P&P	Pada akhir pembelajaran, pelajar akan dapat: a) menyatakan 4 faktor yang mempengaruhi cuaca dan iklim di Malaysia b) menjawab soalan-soalan PBS iaitu band 3 (B3D3E1)
PENERAPAN NILAI	Menghargai keunikan cuaca dan iklim Khatulistiwa
AKTIVITI	a) Guru meminta pelajar untuk memberikan 3 faktor yang merupakan ciri iklim Khatulistiwa. Pelajar akan memberikan cuaca, hujan dan suhu sebagai jawapan. b) Kemudian guru menjelaskan bahawa terdapat 4 lagi faktor yang mempengaruhi cuaca dan iklim di Malaysia. c) Guru menerangkan faktor-faktor ini berpandukan penerangan dalam buku teks. Guru juga melukis peta Malaysia untuk membantu pelajar lebih memahami. d) Pada akhir penerangan ini, guru memberikan nota untuk disalin oleh pelajar. e) Kemudian, guru memberikan masa selama 10 minit untuk membaca nota sekali lagi sebelum guru memberikan soalan-soalan PBS untuk dijawab. f) Pada akhir masa, guru mengedarkan soalan PBS dan memberikan masa selama 20 minit untuk mereka menjawab secara individu. g) Guru mengutip kertas jawapan pelajar setelah mereka tamat menjawab.
REFLEKSI	RPH ini tidak dapat dijalankan. Ia akan ditunda ke hari Isnin minggu depan. Perhimpunan sekolah diadakan pada pukul 4.35 – 6.20 petang sempena perasmian Bulan Membaca dan sambutan Hari Koperasi Kebangsaan.

 

DATE/DAY	05.07.2013 (FRIDAY)
CLASS	2I/2J
TIME	4.00 – 5.10 PM
SUBJECT	ENGLISH
UNIT	Literature
TOPIC	Short Story: One is One and All Alone
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify the 2 main characters in the short story b) identify 1 reason why the main character decides to clone herself c) identify 1 consequence of cloning in the story d) identify 1 moral value of the short story
LEARNING EMPHASIS	Thinking before one acts
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students to identify the name of the main character, the year in which she lives and the name of the machine that becomes her best friend. The students are expected to say that her name is Trish, she lives in the year 2045 and VoicePrinter or VP is the name of the machine. b) Next, she continues reading the short story after getting the students ready to learn. c)  She gets the students to look at the page where the story was ended yesterday c) She reads the story for them as the students have problem in reading and understanding English words. She pauses at important paragraphs in order to explain difficult words or phrases. d) When the teacher has finished reading the short story, she asks them to identify 2 main characters, 1 reason for the cloning, 1 consequence of cloning oneself and 1 moral value in the story. e) Before the class ends, the teacher gives some notes on characterization and moral values.
REFLECTION	The teacher completed the reading of the short story. Only 1 student remembered the name of the main character and the year in which the character lives. None of them remembered VoicePrinter. However, they could give two main characters – Trish and Clo. Only 1 student remembered the reason for cloning Clo and only 2 students could give the correct moral value. However, none of them could give 1 effect of cloning. The students were mostly quiet except for a number of students who loved to answer the teacher’s questions. The teacher finds out that those who participate actively in classroom discussion were more likely to remember what has been taught and have higher comprehension ability compared to those who keep quiet and never give any active responses to the teacher’s questions.

 

 

DATE/DAY	05.07.2013 (FRIDAY)
CLASS	3E
TIME	5.10 – 6.20  PM
SUBJECT	ENGLISH
UNIT	Writing – Guided writing
TOPIC	Report writing – based on a pie chart
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) construct 4 sentences for each content paragraph b) construct sentences using simple present tense
LEARNING EMPHASIS	Mastery learning, Language for informational use
INSTRUCTIONAL PROCEDURES	a) The teacher continues the lesson on previous Wednesday. She gets the students to work on the fourth paragraph which is the third content paragraph. b) She gives them 20 minutes to do this in pairs. At the end of this time, she calls 2 students to write their paragraphs on the blackboard. When they are done, the teacher calls another 2 students to check their classmates’ work. Once they are done, the teacher asks the whole class to check if there are any more mistakes in the two paragraphs. If there are no more errors, the teacher finally checks the two paragraphs. She explains why students have missed any errors in terms of punctuation, spelling, tenses, word usage and sentence structure. c) The students are to choose 1 out of 2 corrected paragraphs. They are to copy this into their exercise books. d) The teacher repeats the same technique with the fifth paragraph. The students are heavily involved while the teacher facilitates the discussion. e) Before the class ends, the teacher gives them the conclusion to the report and reminds them to bring their novel on Monday.
REFLECTION	The students only managed to complete the fourth paragraph. This is because they needed more than 20 minutes to complete their paragraphs. However, students’ work contained a noticeably lesser number of errors compared to previous Wednesday. The students have tried to improve and the two pairs of students who were asked to write their answers on the board have somehow achieved the objective of this lesson which is they were able to write 4 meaningful sentences for a content paragraph. While doing this, they were able to differentiate how an elaboration and example will look like which is illustrated by their work on the board. The rest of the paragraphs will be continued in future lessons.