RPH MINGGU 38

RANCANGAN PENGAJARAN HARIAN

MATA PELAJARAN: B.INGGERIS & GEOGRAFI

 

MINGGU 38

 

 

DATE/DAY	16.09.2013 (MONDAY)
CLASS	2I/2J
TIME	12.50-2.00 PM
SUBJECT	ENGLISH
UNIT
TOPIC
LEARNING OBJECTIVES
LEARNING EMPHASIS
INSTRUCTIONAL PROCEDURES
REFLECTION	The school is closed due to Malaysia Day public holiday

 

 

TARIKH	16.09.2013 (ISNIN)
KELAS	1H
MASA	2.00 – 3.10 PM
SUBJEK	GEOGRAFI
TAJUK
TUJUAN
BBM
OBJEKTIF P&P
PENERAPAN NILAI
AKTIVITI
REFLEKSI	Sekolah ditutup kerana cuti umum sempena sambutan Hari Malaysia

 

DATE/DAY	09.09.2013 (MONDAY)
CLASS	3B
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT
TOPIC
LEARNING OBJECTIVES
LEARNING EMPHASIS
INSTRUCTIONAL PROCEDURES
REFLECTION	The school is closed due to Malaysia Day public holiday

 

 

DATE/DAY	17.09.2013 (TUESDAY)
CLASS	3E
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Literature: Around The World In 80 Days
TOPIC	Describe an event that makes you happy
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct topic sentences, elaboration, examples and conclude a content paragraph using ideas brainstormed in the mind map b) use simple present tense in their sentence construction c) give at least two examples in their third sentence in a content paragraph
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher introduces the lesson by asking the students to list down happy events in the novel. The teacher writes down students’ answers. b) Then, she guides them to choose the best event which has 3 major supporting details. The details will function as reasons as to why a student chooses a particular event. She does this by asking the students to try to list at least 3 supporting details for each of the event that they consider as a happy event. c) Then, the teacher helps them to choose the best event with the 3 most strong supporting details and she will use this event as an example to be used in the essay. d) Next, she illustrates on the board how to complete a mind map that will show the 3 major ideas with an elaboration and an evidence each. She asks the students to answer the question “Why” in order to construct the elaboration. She also gets them to look for an evidence from the novel which will become the example for each elaboration. e) After completing this mind map, the teacher guides the students to construct the introduction, the 3 content paragraphs and the conclusion. She does this by calling some students to give sentences for the topic sentence, the elaboration, the example and the mini conclusion for each content paragraph. f) Once this is done, the teacher tells the students to copy this sample essay into their exercise books. g) Before the class ends, the teacher reminds the students to get ready for another writing exercise on the novel on Wednesday.
REFLECTION	This lesson was completed. The students could list down 6 happy events but they could only give at least 1 or 2 major ideas for each of the event. Therefore, the teacher had to provide her answers. Discussion on the mind map did not flow smoothly as the students could not think of suitable elaborations for each main idea. The teacher also intervened during this stage. However, they did much better when asked to provide sentences as they had ideas to use from the mind map. Before the class ends, the teacher reminded the students that they are to always refer to the mind map when doing revision for this question.

 

 

DATE/DAY	18.09.2013 (WEDNESDAY)
CLASS	3B
TIME	2.00 – 3.10 PM
SUBJECT	ENGLISH
UNIT	Literature: Around The World In 80 Days
TOPIC	Describe an event that makes you happy
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct topic sentences, elaboration, examples and conclude a content paragraph using ideas brainstormed in the mind map b) use simple present tense in their sentence construction c) give at least two examples in their third sentence in a content paragraph
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher introduces the lesson by asking the students to list down happy events in the novel. The teacher writes down students’ answers. b) Then, she guides them to choose the best event which has 3 major supporting details. The details will function as reasons as to why a student chooses a particular event. She does this by asking the students to try to list at least 3 supporting details for each of the event that they consider as a happy event. c) Then, the teacher helps them to choose the best event with the 3 most strong supporting details and she will use this event as an example to be used in the essay. d) Next, she illustrates on the board how to complete a mind map that will show the 3 major ideas with an elaboration and an evidence each. She asks the students to answer the question “Why” in order to construct the elaboration. She also gets them to look for an evidence from the novel which will become the example for each elaboration. e) After completing this mind map, the teacher guides the students to construct the introduction, the 3 content paragraphs and the conclusion. She does this by calling some students to give sentences for the topic sentence, the elaboration, the example and the mini conclusion for each content paragraph. f) Once this is done, the teacher tells the students to copy this sample essay into their exercise books. g) Before the class ends, the teacher reminds the students to get ready for another writing exercise on the novel on Wednesday.
REFLECTION	This lesson was completed. The students still had difficulty to provide suitable elaborations for each main idea. When asked by the teacher on how they can construct an elaboration, only 1 out of 28 students could provide the correct answer, which is to answer the question Why. The teacher had to explain how the Why question can help them to write a suitable elaboration. The students also asked why some sentences appear to have past tense structure. So, the teacher explained that if the main verb is still in the present tense, a sentence is still using present tense such as this: Phileas is proven not guilty. The main verb ‘is’ still in the present and not in the past although the action verb appears to be in the past participle. Other than that, the teacher also reminded the students not to memorise the essay. Instead, they are to study the mind map and remember the main ideas as well as all of the supporting details.

 

 

DATE/DAY	18.09.2013 (WEDNESDAY)
CLASS	3E
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT	Literature: Around The World In 80 Days
TOPIC	Describe an event that you would like to change its outcome so that it becomes better
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct topic sentences, elaboration, examples and conclude a content paragraph using ideas brainstormed in the mind map b) use simple present tense in their sentence construction c) give at least two examples in their third sentence in a content paragraph
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher continues the lesson on another essay writing exercise on the novel. She writes the question on the board and asks the students to copy it down. b) Then, she guides them to underline the key words, identifying the tense and also useful vocabulary for the essay. c) After that, she tells them to identify an event which they would like to change for the better. She lists all of their answers on the board and guides them to choose the best event with the strongest reasons. d) Once this is done, she gets the students to prepare a mind map that will have all of the main ideas together with all of the elaboration and examples. She does this by asking the students to answer the question Why when constructing the elaboration and to look for the evidence from the novel. e) Then, she asks different students to construct sentences for the introduction, the 4 content paragraphs and the conclusion. Students are to refer to the mind map when asked to give sentences. The teacher in return identifies any errors before using the students’ sentences in the sample essay. f) The students are to copy this sample essay into their exercise books. g) Before the class ends, the teacher reminds the students to read this essay at home again as part of revision.
REFLECTION	This lesson was postponed to Friday. The reason for this is there was a school assembly during this time in conjunction with Malaysia Day celebration.

 

 

DATE/DAY	19.09.2013 (THURSDAY)
CLASS	3B
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Literature: Around The World In 80 Days
TOPIC	Describe an event that you would like to change its outcome so that it becomes better
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct topic sentences, elaboration, examples and conclude a content paragraph using ideas brainstormed in the mind map b) use simple present tense in their sentence construction c) give at least two examples in their third sentence in a content paragraph
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher continues the lesson on another essay writing exercise on the novel. She writes the question on the board and asks the students to copy it down. b) Then, she guides them to underline the key words, identifying the tense and also useful vocabulary for the essay. c) After that, she tells them to identify an event which they would like to change for the better. She lists all of their answers on the board and guides them to choose the best event with the strongest reasons. d) Once this is done, she gets the students to prepare a mind map that will have all of the main ideas together with all of the elaboration and examples. She does this by asking the students to answer the question Why when constructing the elaboration and to look for the evidence from the novel. e) Then, she asks different students to construct sentences for the introduction, the 4 content paragraphs and the conclusion. Students are to refer to the mind map when asked to give sentences. The teacher in return identifies any errors before using the students’ sentences in the sample essay. f) The students are to copy this sample essay into their exercise books. g) Before the class ends, the teacher reminds the students to read this essay at home again as part of revision.
REFLECTION	This lesson was completed. The students were able to give all of the 3 reasons as to why they choose a certain event. The teacher found out that they could give 2 out of 3 elaborations for 2 of the 3 main ideas.

 

 

DATE/DAY	19.09.2013 (THURSDAY)
CLASS	2I/2J
TIME	2.35 – 3.10 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Learning how to write sentences based on pictures
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct simple sentences using ‘was’ and ‘were’
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher continues the last week’s lesson on Friday by distributing worksheets that contain 6 pictures. She tells them to study the pictures quietly. b) Then, she asks them to identify the be-verbs that they learned last week in class. The students are expected to say that they learned how to use ‘was’ and ‘were’. c) Next, she gives them 15 minutes to think of 5 sentences on their own. At the end of this time, she calls each student to write 1 sentence of their own on the board. d) Once each student has written his or her sentence, the teacher checks each sentence and rewrites any sentences with errors. The teacher tells them to take down the corrected sentences. e) Before the class ends, the teacher tells them to bring their books again for a writing exercise in class tomorrow.
REFLECTION	This lesson was postponed. The reason for this is the teacher scolded two students who behaved rudely in the class. The students did not bring their books and answered the teacher inappropriately when the teacher told them to keep quiet and to stop eating in the class. One of the students apologized while the other one only kept quiet. This lesson will be continued tomorrow.

 

 

TARIKH	19.09.2013 (KHAMIS)
KELAS	1H
MASA	4.35 – 5.45 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 14: Kepentingan Tumbuh-Tumbuhan Semula Jadi
TUJUAN	Menjawab soalan PBS: B4D2E4
BBM	Buku teks Geografi Tingkatan 1
OBJEKTIF P&P	Pada akhir pembelajaran, pelajar akan dapat: a) menghuraikan 4 kepentingan tumbuhan semulajadi di Malaysia
PENERAPAN NILAI	Menghargai tumbuh-tumbuhan semula jadi di Malaysia
AKTIVITI	a) Guru menerangkan kepada pelajar bahawa pentaksiran PBS akan dibuat untuk bab 14. 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 Isnin minggu hadapan kerana pelajaran mengenai Bab 15 akan dimulakan.
REFLEKSI	Semua 33 orang pelajar menguasai band ini.

 

DATE/DAY	20.09.2013 (FRIDAY)
CLASS	2I/2J
TIME	4.00 – 5.10 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Learning how to write an essay with 6 pictures
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct simple sentences using simple past tense b) write an essay in 6 paragraphs
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by distributing worksheets that contain an essay on 6 pictures. She tells them to study the pictures and the question for the essay. b) Then, she asks them to identify the kind of essay that they will learn how to write. The students are expected to say that they will learn to write an essay with 6 pictures. c) Next, she guides them to identify the key words that will guide them to understand what they need to write about before asking them to explain what each picture means as well as the notes d) After that, the teacher asks them to identify which tense is suitable. For this lesson, the teacher will expect the students to say that they are to use simple past tense as the events have already occurred. e) Then, the teacher reminds them that they will use verbs-to be in the past tense when writing this essay. She also illustrates on the board how many paragraphs they will need to write for an essay with 6 paragraphs. f) The teacher needs to illustrate on the board how to construct sentences for the introduction, the 4 content paragraphs and the conclusion. She also gets some students to give some sentences for each of the paragraph. g) Once the essay is completed, the students are to copy this essay into their exercise books. h) Before the class ends, the teacher asks the students to give the number of paragraphs that they must write for an essay with 6 pictures.
REFLECTION	This lesson had to be modified as the teacher has decided to teach the students how to write sentences that use ‘was’ and ‘were’ together with verbs that end with ‘ing’. The teacher guided them by using 4 different pictures that show people doing various activities. Most of them know how to use verbs with ‘ing’ endings but have very limited vocabulary especially with ‘ing’ ending verbs. This lesson will be repeated on Thursday next week.

 

 

DATE/DAY	20.09.2013 (FRIDAY)
CLASS	3E
TIME	5.10 – 6.20  PM
SUBJECT	ENGLISH
UNIT	Literature: Around The World In 80 Days
TOPIC	Describe an event that you would like to change its outcome so that it becomes better
LEARNING EMPHASIS	At the end of the lesson, students should be able to: a) construct topic sentences, elaboration, examples and conclude a content paragraph using ideas brainstormed in the mind map b) use simple present tense in their sentence construction c) give at least two examples in their third sentence in a content paragraph
LEARNING OBJECTIVES	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher continues the lesson on another essay writing exercise on the novel. She writes the question on the board and asks the students to copy it down. b) Then, she guides them to underline the key words, identifying the tense and also useful vocabulary for the essay. c) After that, she tells them to identify an event which they would like to change for the better. She lists all of their answers on the board and guides them to choose the best event with the strongest reasons. d) Once this is done, she gets the students to prepare a mind map that will have all of the main ideas together with all of the elaboration and examples. She does this by asking the students to answer the question Why when constructing the elaboration and to look for the evidence from the novel. e) Then, she asks different students to construct sentences for the introduction, the 4 content paragraphs and the conclusion. Students are to refer to the mind map when asked to give sentences. The teacher in return identifies any errors before using the students’ sentences in the sample essay. f) The students are to copy this sample essay into their exercise books. g) Before the class ends, the teacher reminds the students to read this essay at home again as part of revision.
REFLECTION	This lesson was completed. However, the teacher had to give a sample essay first before explaining how it is done due to heavy rain that caused noise disruption in the class.