RPH MINGGU 36

RANCANGAN PENGAJARAN HARIAN

MATA PELAJARAN: B.INGGERIS & GEOGRAFI

 

MINGGU 36

 

 

DATE/DAY	02.09.2013 (MONDAY)
CLASS	2I/2J
TIME	12.50-2.00 PM
SUBJECT	ENGLISH
UNIT	Grammar
TOPIC	Checking of students’ exercise books Revision of verbs-to be, pronouns and ‘don’t, doesn’t and didn’t
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct simple sentences with 4 or 5 words b) use second and third person pronouns to construct simple sentences c) use ‘doesn’t’ with singular pronouns and ‘don’t’ with plural pronouns d) use ‘didn’t’ to describe events that have passed
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher some of the time to review students’ work by commenting on its quality. She uses some time to explain what the students must do in order to do well in English. b) Then, she asks the students to recap what they have learned in the past two weeks. The students are supposed to say that they have learned how to use pronouns and the forms ‘doesn’t’, ‘don’t’ and ‘didn’t’. c) Next, the teacher illustrates some examples of these forms that they have learned on the board. d) After explaining these sentences, the teacher asks the students to come to the front and construct simple sentences that contain at least 4 or 5 words using the forms that they have learned. e) The teacher checks each student’s sentence and comments on any errors as well how to improve those errors. f) Before the class ends, the teacher informs the students that they will learn the past tense forms of verbs-to be such as ‘is’ and ‘are’ on Thursday.
REFLECTION	The teacher took one period to check students’ exercise books. She found out that the students did not complete most of the exercise that they have done in the month of June, July and August. Most of the male students have poor concentration in class which led to them not wanting to complete the exercises that the teacher has told them to do. The exercise on sentence construction was also not working well as only 9 students volunteered to write their sentences, Most of them have not understood how to use ‘doesn’t’, ‘don’t’ and ‘didn’t’ correctly. The teacher may need to repeat this topic at another time.

 

 

TARIKH	02.09.2013 (ISNIN)
KELAS	1H
MASA	2.00 – 3.10 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 13: Faktor Yang Mempengaruhi Tumbuh-tumbuhan semula jadi dan hidupan liar
TUJUAN	Menjawab soalan pbs: B3D5E1
BBM	Buku teks Geografi Tingkatan 1
OBJEKTIF P&P	Pada akhir pengajaran, pelajar akan dapat: a) menghuraikan faktor yang mempengaruhi taburan tumbuh-tumbuhan semula jadi di Malaysia
PENERAPAN NILAI	Menghargai keunikan hutan di Malaysia
AKTIVITI	a) Guru menerangkan kepada pelajar bahawa pentaksiran PBS akan dibuat untuk bab 13. Oleh itu, guru memberikan masa selama 10 minit kepada pelajar untuk membaca nota mengenai bab ini sebelum pentaksiran dimulakan. b) Pada akhir masa, guru mengulangkaji isi-isi penting untuk mengukuhkan lagi kefahaman pelajar. c) Kemudian, guru mengedarkan soalan-soalan PBS ini kepada setiap pelajar dan membacakan arahan. Setiap soalan PBS ini dikutip apabila pelajar telah siap menjawab. d) Sebelum kelas ditamatkan, guru mengingatkan pelajar untuk membawa buku teks pada hari Khamis kerana pelajaran mengenai Bab 13 akan dimulakan.
REFLEKSI	Dua orang pelajar tidak hadir ke sekolah pada hari ini. Semua 31 orang pelajar yang hadir telah menguasai band ini.

 

DATE/DAY	02.09.2013 (MONDAY)
CLASS	3B
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 5 main ideas on how to use credit cards for online purchase b) paraphrase the identified main ideas by changing active sentences into passive sentences and vice versa c) write a 60-word summary
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher decides to use PMR Paper 2 examination paper in 2012 and chooses the summary writing exercise for revision in the class. b) She reads the text in the class while the students listen. Once the reading is done, she asks the students what the text means before she explains further its meaning. c) Next, the teacher gives the students 5 minutes to identify 5 main ideas from the text. At the end of the time, she calls 5 students to read out the main ideas while she fills in a table that will compare the main ideas and their paraphrased counterparts. d) Then, the teacher gives them another 10 minutes to try to paraphrase the main ideas. At the end of this time, she calls another 5 students to write their answers on the board before she can check their work. c) If the students make any errors, the teacher corrects their mistakes. She writes the corrected sentences and fills a table that compares the main ideas and their paraphrased versions. d) The students copy this into their exercise books. e) Once this exercise is completed, the teacher introduces the second exercise where the students are to summarise another text which the teacher takes from PMR Paper 2 f) The teacher repeats the same process where the teacher reads the story and asks the students to identify 5 main ideas. g) Next, she asks them to prepare a table in order to compare the main ideas and their paraphrased versions. The students are to try paraphrasing when the teacher calls them randomly in class. h) The teacher writes down the answers and students fill in their table. i) Before the class ends, the teacher reminds the students of the processes of identifying and paraphrasing of main ideas where they need to change sentence structures without changing their meanings and also by using word substitution through the usage of synonyms.
REFLECTION	This lesson was completed. The two summary writing exercises were completed. But students still need to master paraphrasing skills as they were very dependent on the teacher. This was seen when they could not change sentence structures. However, they still managed to find synonyms to replace some words.

 

 

DATE/DAY	27.08.2013 (TUESDAY)
CLASS	3E
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Summary writing
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify 5 main ideas on how to prevent dengue feger b) paraphrase the identified main ideas by changing active sentences into passive sentences and vice versa or by substituting nouns or verbs with its synonyms or by changing adverbial phrases into noun phrases and vice versa c) write a 60-word summary
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher decides to use PMR Paper 2 examination paper in 2012 and chooses the summary writing exercise for revision in the class. b) She reads the text in the class while the students listen. Once the reading is done, she asks the students what the text means before she explains further its meaning. c) Next, the teacher gives the students 5 minutes to identify 5 main ideas from the text. At the end of the time, she calls 5 students to read out the main ideas while she fills in a table that will compare the main ideas and their paraphrased counterparts. d) Then, the teacher gives them another 10 minutes to try to paraphrase the main ideas. At the end of this time, she calls another 5 students to write their answers on the board before she can check their work. c) If the students make any errors, the teacher corrects their mistakes. She writes the corrected sentences and fills a table that compares the main ideas and their paraphrased versions. d) The students copy this into their exercise books. e) Once this exercise is completed, the teacher introduces the second exercise where the students are to summarise another text which the teacher takes from PMR Paper 2 in 2011. f) The teacher repeats the same process where the teacher reads the story and asks the students to identify 5 main ideas. g) Next, she asks them to prepare a table in order to compare the main ideas and their paraphrased versions. The students are to try paraphrasing when the teacher calls them randomly in class. h) The teacher writes down the answers and students fill in their table. i) Before the class ends, the teacher reminds the students of the processes of identifying and paraphrasing of main ideas where they need to change sentence structures without changing their meanings and also by using word substitution through the usage of synonyms.
REFLECTION	The students only managed to complete the first summary writing exercise. However, the second summary exercise will be done next week. This is because the teacher needed the students to really understand how to paraphrase the main ideas so that they will not lift any sentences from the given text. The teacher found out that the 3E students could find the synonyms but they still could not change the structure of the original sentence. Only 4 out of 34 students could rewrite a sentence using a different structure. The teacher will need to give more paraphrasing exercise for these students.

 

 

DATE/DAY	04.09.2013 (WEDNESDAY)
CLASS	3B
TIME	2.00 – 3.10 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Essay on opinion: Where would you like to spend your holidays – at Manzu Highlands or at Zinga Islands?
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) organise points for a descriptive essay by writing four sentences for each content paragraph where there will be a topic sentence, an elaboration, an example and a mini conclusion for each content paragraph b) construct compound and complex sentences by using simple present tense c) write a descriptive essay in 6 paragraphs
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher writes the question for revision. It will be on writing an essay on opinion. The teacher reads the question to the class. She asks the students to identify the key words in the question. b) Then, she asks them to identify the tense and useful vocabulary which can be used in the essay later on. She asks the students to give her those words which she writes on the board. c) Next, the teacher tells the students to identify the format for a descriptive essay. She illustrates a brief layout for the essay based on what the students’ responses. d) After that, she gets them to draw a mind map where she wants the students to participate in filling in the mind map with the given points as well as supporting ideas so that each major idea has its own elaboration and examples. e) Then, when the mind map is completed, she gets some students to give her examples of sentences for the introduction. The teacher listens and corrects any mistakes before writing the introduction on the board. f) Next, she illustrates on the board how to use the first main idea together with all of its supporting details from the mind map in order to construct the first content paragraph. The teacher stresses on the importance of writing a topic sentence, an elaboration, an example and a mini conclusion for each content paragraph. g) Then, the teacher assigns each pair of students to use 10 minutes to construct the second content paragraph by using the second main idea. h) At the end of this time, she calls two students from two pairs of students to write their paragraph on the board. The teacher checks their work and identifies any problems before rewriting the correct paragraph based on the students’ ideas. i) The same procedure is used to construct the third and the fourth content paragraphs in the class. The teacher gives each pair of students another 10 minutes to complete each paragraph and calls different students to write their work on the board for editing. The teacher rewrites the corrected paragraphs before the students copy this sample essay. j) Before the class ends, the teacher gives the conclusion for this descriptive essay and reminds the students to always follow this technique when writing future essays in the coming second trial examination.
REFLECTION	The essay was completed in the class. The teacher discussed with the students on how to write an essay on opinion. This lesson was meant to illustrate the techniques and give a sample essay which the students will refer to when they do another essay on opinion tomorrow.

 

 

DATE/DAY	04.09.2013 (WEDNESDAY)
CLASS	3E
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Essay on opinion: Where would you like to spend your holidays – at Manzu Highlands or at Zinga Islands?
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) organise points for a speech by writing four sentences for each content paragraph where there will be a topic sentence, an elaboration, an example and a mini conclusion for each content paragraph b) construct compound and complex sentences by using simple present tense c) write a descriptive essay in 6 paragraphs
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher writes the question for revision. It will be on writing an essay on opinion essay. The teacher reads the question to the class. She asks the students to identify the key words in the question. b) Then, she asks them to identify the tense and useful vocabulary which can be used in the essay later on. She asks the students to give her those words which she writes on the board. c) Next, the teacher tells the students to identify the format for a descriptive essay. She illustrates a brief layout for the essay based on what the students’ responses. d) After that, she gets them to draw a mind map where she wants the students to participate in filling in the mind map with the given points as well as supporting ideas so that each major idea has its own elaboration and examples. e) Then, when the mind map is completed, she gets some students to give her examples of sentences for the introduction. The teacher listens and corrects any mistakes before writing the introduction on the board. f) Next, she illustrates on the board how to use the first main idea together with all of its supporting details from the mind map in order to construct the first content paragraph. The teacher stresses on the importance of writing a topic sentence, an elaboration, an example and a mini conclusion for each content paragraph. g) Then, the teacher assigns each pair of students to use 10 minutes to construct the second content paragraph by using the second main idea. h) At the end of this time, she calls two students from two pairs of students to write their paragraph on the board. The teacher checks their work and identifies any problems before rewriting the correct paragraph based on the students’ ideas. i) The same procedure is used to construct the third and the fourth content paragraphs in the class. The teacher gives each pair of students another 10 minutes to complete each paragraph and calls different students to write their work on the board for editing. The teacher rewrites the corrected paragraphs before the students copy this sample essay. j) Before the class ends, the teacher gives the conclusion for this essay and reminds the students to always follow this technique when writing future essays in the coming second trial examination.
REFLECTION	The essay was not completed. The students and the teacher could not complete their discussion on the fifth and the sixth paragraphs. This is because the teacher needed more time to make sure the students know what to write for each content paragraph as this was their first time writing an essay on opinion. This essay will be continued on Friday class where the teacher will also give another similar essay to be done by the students.

 

 

DATE/DAY	05.09.2013 (THURSDAY)
CLASS	3B
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Essay on opinion: If given a choice, where would you like to live – in a town or in the countryside?
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) organise points for a descriptive essay by writing four sentences for each content paragraph where there will be a topic sentence, an elaboration, an example and a mini conclusion for each content paragraph b) construct compound and complex sentences by using simple present tense
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher writes the question for revision. It will be on writing the second essay on opinion. The teacher reads the question to the class. She asks the students to identify the key words in the question. b) Then, she asks them to identify the tense and useful vocabulary which can be used in the essay later on. She asks the students to give her those words which she writes on the board. c) Next, the teacher tells the students to identify the format for a descriptive essay. She illustrates a brief layout for the essay based on what the students’ responses. d) After that, she gets them to draw a mind map where she wants the students to participate in filling in the mind map with the given points as well as supporting ideas so that each major idea has its own elaboration and examples. e) Then, when the mind map is completed, she gets some students to give her examples of sentences for the introduction. The teacher listens and corrects any mistakes before writing the introduction on the board. f) Next, she illustrates on the board how to use the first main idea together with all of its supporting details from the mind map in order to construct the first content paragraph. The teacher stresses on the importance of writing a topic sentence, an elaboration, an example and a mini conclusion for each content paragraph. g) Then, the teacher assigns each pair of students to use 10 minutes to construct the second content paragraph by using the second main idea. h) At the end of this time, she calls two students from two pairs of students to write their paragraph on the board. The teacher checks their work and identifies any problems before rewriting the correct paragraph based on the students’ ideas. i) The same procedure is used to construct the third and the fourth content paragraphs in the class. The teacher gives each pair of students another 10 minutes to complete each paragraph and calls different students to write their work on the board for editing. The teacher rewrites the corrected paragraphs before the students copy this sample essay. j) Before the class ends, the teacher gives the conclusion for this essay and reminds the students to always follow this technique when writing future essays in the coming second trial examination.
REFLECTION	The teacher managed to give sample paragraphs for the introduction and the second paragraphs. Some of the students showed confidence when they could give suitable sentences for the topic sentence and the elaboration. However, most of them needed guidance when it came to writing the example. The teacher found out that they remembered how to conclude each paragraph by stating the comparison between the two places by relating them to the main idea. The students completed the third paragraph in class and the teacher found out that their weakness is mainly focused on writing correct sentence structure and giving strong examples to support their elaborations. The teacher has assigned the fourth and the fifth paragraphs as homework which will be corrected in class on Monday next week.

 

 

DATE/DAY	05.09.2013 (THURSDAY)
CLASS	2I/2J
TIME	2.35 – 3.10 PM
SUBJECT	ENGLISH
UNIT	Grammar
TOPIC	Learning how to use the past tense form of verbs-to be ‘is’ and ‘are’ which are ‘was’ and ‘were’
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct simple sentences with 4 or 5 words b) use second and third person pronouns to construct simple sentences c) use ‘is’ with singular pronouns and ‘are’ with plural pronouns d) use ‘was’ and ‘were’  to describe events that have passed
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher introduces the lesson by asking the students to identify when to use the verbs-to be ‘is’ and ‘are’. The students are expected to say that ‘is’ is used with singular nouns while ‘are’ is used with plural nouns. This has been taught to them earlier in the year. b) Then, the teacher further explains that these are verbs-to be in the present tense forms. In order to use these verbs in the past, students must learn their forms in the past tense which are  ‘was’ to signifiy singularity and ‘were’ to signify plurality. c) The teacher gives some examples to differentiate between verbs-to be in the present and in the past on the board. She asks the students to identify which sentence is in the past and which is in the present. d) Next, she gives them a fill-in-the-blank exercise where students must use only ‘was’ and  ‘were’. e) She calls some students to write the answers on the board before checking for any errors. If the students make any mistakes, she explains why it is wrong. f) Before the class ends, the teacher asks the students to give the past tense forms of ‘is’ and ‘are’.
REFLECTION	The teacher has decided to test students’ understanding of ‘is’ and ‘are’ orally in class by asking them to indentify whether a noun is singular or plural. She found out that more than half of them have forgotten. Therefore, the teacher has decided not to introduce ‘was’ and ‘were’ into this lesson as she gave them an exercise on using ‘is’ and ‘are. From this exercise, she found out that most of them remembered again when they attempted the exercise.

 

 

TARIKH	05.09.2013 (KHAMIS)
KELAS	1H
MASA	4.35 – 5.45 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 13: Faktor Yang Mempengaruhi Tumbuh-tumbuhan Semula Jadi dan Hidupan Liar
TUJUAN	Mengenalpasti jenis tumbuh-tumbuhan semula jadi dan hidupan liar yang terdapat di negara lain
BBM	Buku teks Geografi Tingkatan 2
OBJEKTIF P&P	Pada akhir pembelajaran, pelajar akan dapat: a) menamakan sekurang-kurangnya 2 jenis tumbuh-tumbuhan semula jadi di hutan monson tropika di Thailand, hutan mediteranean di Turki, hutan tundra di Siberia dan gurun panas di Sahara. b) menamakan sekurang-kurangnya 2 haiwan di hutan monson tropika di Thailand, hutan mediteranean di Turki, hutan tundra di Siberia dan gurun panas di Sahara. c) memberikan 2 ciri daun dan akar tumbuh-tumbuhan yang tumbuh di hutan monson tropika di Thailand, hutan mediteranean di Turki, hutan tundra di Siberia dan gurun panas di Sahara d) memberikan 2 ciri hutan di Thailand, Turki, Sahara dan Siberia
PENERAPAN NILAI	Menghargai ciptaan Tuhan
AKTIVITI	a) Guru meminta pelajar meneka jenis tumbuh-tumbuhan semula jadi dan hidupan liar yang terdapat di gurun. Pelajar dijangka akan memberikan jawapan seperti kaktus dan unta. b) Setelah mendengar jawapan pelajar, guru menjelaskan bahawa gurun panas sangat berbeza daripada hutan hujan tropika di Malaysia dan ini dapat dilihat daripada jenis haiwan dan tumbuh-tumbuhan yang ada di gurun. c) Guru menjelaskan lebih lanjut bahawa pelajar akan belajar mengenai hutan-hutan lain di negara lain seperti hutan monson tropika di Thailand, hutan tundra di Siberia dan hutan mediteranean di Turki. Guru meminta pelajar membuka buku teks untuk melihat gambar-gambar yang menunjukkan haiwan dan tumbuh-tumbuhan di negara lain sambil mendengar guru membacakan penerangan lebih lanjut untuk topik ini. d) Setelah tamat penjelasan guru, pelajar diberikan nota untuk disalin. e) Sebelum kelas bersurai, guru menyoal pelajar sekali lagi dengan meminta mereka memberikan 2 perkara untuk ciri hutan, jenis tumbuh-tumbuhan semulajadi, hidupan liar, ciri daun serta ciri akar bagi hutan-hutan yang telah dipelajari dalam subtopik ini.
REFLEKSI	Guru mendapati bahawa pelajar hanya boleh memberikan sekurang-kurangnya 1 jenis tumbuh-tumbuhan semuajadi dan hidupan liar. Mereka masih belum dapat mengingati fakta-fakta lain yang telah dipelajari. Nota lengkap telah diberikan dan guru meminta pelajar untuk membaca nota ini sekali lagi sebelum pentaksiran PBS untuk subtopik ini dijalankan pada hari Isnin minggu hadapan.

 

DATE/DAY	06.09.2013 (FRIDAY)
CLASS	2I/2J
TIME	4.00 – 5.10 PM
SUBJECT	ENGLISH
UNIT	Grammar - Revision
TOPIC	Learning how to use ‘is’ and ‘are’ in the present and ‘was’ and ‘were’ in the past
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) use ‘is’ with singular pronouns and ‘are’ with plural pronouns b) use ‘was’ and ‘were’  to describe events that have passed
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher continues last Thursday’s lesson by revising important differences between verbs-to be in the present and verbs-to be in the past tense. b) After making sure that the students understand some of the key differences, the teacher gives them 2 exercises with the first exercise is a fill-in-the-blank where the students do another revision on when to use ‘is’ and ‘are’. The second exercise is also a fill-in-the-blank exercise where students are to use either ‘was’ or ‘were’. c) The teacher gives the students 20 minutes to do this on their own. At the end of the time, she calls a few of them to write their answers on the board. d) The teacher checks their work and correct any mistakes as well as clarifying anything that the students don’t seem to clearly understand. e) Before the lesson ends, the teacher asks a few more students to explain when to use ‘was’ and ‘were’ in sentences.
REFLECTION	This lesson was completed. However, only 2 students managed to answer almost all of the blanks correctly. The rest of the class was still making mistakes with ‘was’ and ‘were’ as they always mismatch ‘was’ with plural nouns and ‘were’ with singular nouns. The teacher will repeat this lesson on Monday to make sure the students can use these verbs-to-be correctly when writing essays next week.

 

 

DATE/DAY	06.09.2013 (FRIDAY)
CLASS	3E
TIME	5.10 – 6.20  PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Essay on opinion 1: Where would you like to spend your holidays – at Manzu Highlands or at Zinga Islands? Essay on opinion 2: If given a choice, where would you like to live – in a town or in the countryside?
LEARNING EMPHASIS	Mastery learning
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) organise points for a descriptive essay by writing four sentences for each content paragraph where there will be a topic sentence, an elaboration, an example and a mini conclusion for each content paragraph b) construct compound and complex sentences by using simple present tense
INSTRUCTIONAL PROCEDURES	a) The teacher continues last Wednesday’s lesson by getting the students to start working on the fifth paragraph in pairs. They are to refer to the mind map where all of the details for that paragraph have been brainstormed on Wednesday. b) The teacher gives them 10 minutes to do this before calling out two students to write their group’s work. The teacher checks their paragraphs, identifies the mistakes and rewrites the correct paragraph. c) The students copy this into their exercise books. d) The teacher gives them the conclusion for this essay as the teacher wants to remember how the conclusion is written for an essay on opinion. e) Next, the teacher gives the students the second essay on opinion.  The teacher writes the question for revision. She reads the question to the class. She asks the students to identify the key words in the question. f) Then, she asks them to identify the tense and useful vocabulary which can be used in the essay later on. She asks the students to give her those words which she writes on the board. g) Next, the teacher tells the students to identify the format for a descriptive essay. She illustrates a brief layout for the essay based on what the students’ responses. h) After that, she gets them to draw a mind map where she wants the students to participate in filling in the mind map with the given points as well as supporting ideas so that each major idea has its own elaboration and examples. i) Then, when the mind map is completed, she gets some students to give her examples of sentences for the introduction. The teacher listens and corrects any mistakes before writing the introduction on the board. j) Next, she illustrates on the board how to use the first main idea together with all of its supporting details from the mind map in order to construct the first content paragraph. The teacher stresses on the importance of writing a topic sentence, an elaboration, an example and a mini conclusion for each content paragraph. k) Then, the teacher assigns each pair of students to use 10 minutes to construct the second content paragraph by using the second main idea. l) At the end of this time, she calls two students from two pairs of students to write their paragraph on the board. The teacher checks their work and identifies any problems before rewriting the correct paragraph based on the students’ ideas. m) Before the class ends, the teacher assigns homework for the   students to do during the weekend which is to complete the third and fourth content paragraphs at home. This work will be checked on Tuesday next week.
REFLECTION	The first essay on opinion was completed. The teacher followed the lesson plan closely where the students were assigned to do the rest of the second essay on opinion at home. The teacher found out that the students remembered to use suitable linkers to begin their content paragraphs and tried to use some phrases that the teacher has given in the first essay on opinion. However, there were still mistakes in their sentence structures and in the vagueness of their elaboration and examples. The teacher needs to see some improvement in students’ work when she checks their work next Tuesday.