RANCANGAN PENGAJARAN HARIAN
MATA PELAJARAN: B.INGGERIS, GEOGRAFI & P.MORAL
MINGGU 4
| TARIKH | 21.01.2013 (ISNIN) |
| KELAS | 2F/2G |
| MASA | 12.50 – 2.00 PM |
| SUBJEK | PENDIDIKAN MORAL |
| TAJUK | NILAI-NILAI YANG BERKAITAN DENGAN PERKEMBANGAN DIRI (Hemah Tinggi) |
| TUJUAN | Mengetahui bahawa hemah tinggi mencerminkan keperibadian individu |
| BBM | Buku teks |
| OBJEKTIF P&P | Membanding bezakan tutur kata dan tingkah laku yang sesuai dan tidak sesuai dalam pergaulan seharian |
| HASIL P&P | Pelajar boleh menyenaraikan tutur kata dan tingkah laku yang sesuai dan tidak sesuai dalam pergaulan seharian |
| PENERAPAN NILAI | Nilai Harga Diri |
| AKTIVITI | a) Guru memberikan satu situasi di mana seorang remaja berjalan di hadapan orang yang lebih tua tanpa menundukkan badan dan meminta pelajar memberikan komen mengenai kelakuan remaja tersebut. b) Guru mendengar jawapan pelajar dan membawa mereka melihat kelakuan orang ramai semasa menunggu giliran di stesen komuter, memasuki lif, membuang sampah dari kereta, mengucapkan terima kasih apabila menerima pemberian dan memohon maaf apabila melakukan kesalahan. Guru meminta pelajar mengenal pasti nilai yang ingin ditonjolkan dalam gambar-gambar tersebut. c) Kemudian, guru meminta pelajar menyenaraikan perlakuan dan tutur kata yang menunjukkan nilai hemah tinggi. Jawapan pelajar diberi komen dan guru menjelaskan lebih lanjut mengenai nilai ini berpandukan jawapan pelajar. |
| REFLEKSI | Pelajar boleh memberikan perlakuan dan tutur kata yang menunjukkan nilai hemah tinggi. Kefahaman mereka ialah kira-kira 80% |
| DATE/DAY | 21.01.2013 (MONDAY) |
| CLASS | 3E |
| TIME | 3.25 – 4.35 PM |
| SUBJECT | ENGLISH |
| UNIT | WRITING & GRAMMAR |
| TOPIC | NOTE EXPANSION – WAYS TO RELIEVE STRESS : DISCUSSION OF ERRORS WRITING SIMPLE SENTENCES USING SIMPLE PAST TENSE |
| 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 d) write simple sentences using verbs that end with ‘ed’ |
| LEARNING EMPHASIS | Mastery learning |
| INSTRUCTIONAL PROCEDURES | a) Teacher distributes students’ exercise books and writes down some of their errors on the board. b) She gets some students to correct the sentences. She checks and comments on the errors and why the students shouldn’t repeat the same mistake c) Next, she gives a sample essay for this note expansion exercise. Students copy this essay into their exercise books d) Then, the teacher moves on to the grammar lesson. She asks them to give them examples of sentences that use simple past tense. Some students are called to give these sentences and the teacher checks. She comments on the errors and asks a few more students to give the correct sentences. No homework is given as this is done in class. |
| REFLECTION | The students essays were mostly uncreative work where they depended heavily on ideas given by the teacher. They made gross mistakes when using simple present tense as they often used present tense and BM structures. They also made gross mistakes when they couldn’t identify verbs in the simple past. So, the teacher needs to give more remedial lesson on grammar. |
| TARIKH | 22.01.2013 (SELASA) |
| KELAS | 2F/2G |
| MASA | 12.50 – 2.00 PM |
| SUBJEK | PENDIDIKAN MORAL |
| TAJUK | NILAI-NILAI YANG BERKAITAN DENGAN PERKEMBANGAN DIRI (Toleransi) |
| TUJUAN | Menjelaskan sikap bertoleransi dalam mengekalkan hubungan yang baik |
| BBM | Buku teks |
| OBJEKTIF P&P | Mengenalpasti perlakuan yang menunjukkan sikap bertoleransi atau tidak berdasarkan situasi yang diberikan dan menjelaskan tindakan bertoleransi yang sepatutnya ditunjukkan |
| HASIL P&P | Pelajar boleh menjelaskan situasi yang ada menunjukkan sikap bertoleransi |
| PENERAPAN NILAI | Nilai Toleransi |
| AKTIVITI | a) Guru membacakan beberapa situasi yang diberikan dalam buku teks dan meminta pelajar menyatakan tindakan yang seharusnya mereka ambil jika berada dalam situasi berkenaan. b) Guru kemudian membawa pelajar untuk menghayati maksud nilai toleransi berdasarkan situasi yang telah dibincangkan. c) Selepas itu, guru meminta pelajar menyenaraikan perlakuan yang menunjukkan nilai toleransi dan perlakuan yang tiada nilai toleransi. Pelajar diberikan masa selama 5 minit untuk memikirkan jawapan mereka sebelum guru menyoal mereka. Pada akhir masa, guru memanggil beberapa orang pelajar untuk berkongsi dengan seluruh kelas. d) Kemudian, guru meminta pelajar melihat dua kategori perlakuan yang ada sikap toleransi dan tiada sikap toleransi. e) Sebelum kelas ditamatkan, pelajar diberikan soalan latihan dan jawapan dibincangkan di dalam kelas. |
| REFLEKSI | Pelajar boleh memberikan perlakuan yang menunjukkan sikap toleransi. Soalan kefahaman juga dijawab dengan baik. Kefahaman pelajar dalam linkungan 80% |
| DATE/DAY | 22.01.2013 (TUESDAY) |
| CLASS | 3B |
| TIME | 3.25 – 4.35 PM |
| SUBJECT | ENGLISH |
| UNIT | WRITING |
| TOPIC | REPORT WRITING : DISCUSSION OF ERRORS TALK : STRESS AMONG STUDENTS |
| 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, Then, Later, Next to signal the main ideas and phrases such as This activity/This event , For example/For instance and Hence/Thus/So/Therefore to signal the elaboration, example and concluding sentence respectively d) write simple sentences using simple past tense by using verbs that end with ‘ed’ |
| LEARNING EMPHASIS | Mastery learning |
| INSTRUCTIONAL PROCEDURES | a) Teacher distributes students’ exercise books and writes down some of their errors on the board. b) She gets some students to correct the sentences. She checks and comments on the errors and why the students shouldn’t repeat the same mistake c) Next, she gives a sample essay for this report writing exercise. Students copy this essay into their exercise books d) Then, the teacher moves on to the next writing exercise. She asks them to read the question silently before the teacher reads out the question and explains what it means e) Then, she gives the layout of the essay and how to organize the ideas into paragraphs. She gives examples on how to write the introduction and the second paragraph for the first main idea. The teacher explains how to write 4 sentences for each paragraph. f) The rest of the essay is assigned as homework which is to be submitted on Friday. |
| REFLECTION | Students’ understanding of how to write a report is average particularly on their mastery of simple past tense. Gross mistakes are still apparent especially their usage of BM structures. Overall understanding is about 60%. |
| TARIKH | 23.01.2013 (RABU) |
| KELAS | 1H |
| MASA | 12.50 – 2.00 PM |
| SUBJEK | GEOGRAFI |
| TAJUK | BAB 1 : KEDUDUKAN DAN BAB 2: ARAH |
| TUJUAN | Menyalin nota untuk bab 1 dan bab 2 |
| BBM | Buku teks |
| OBJEKTIF P&P | Pelajar dapat menyiapkan nota yang diberikan oleh guru untuk bab 1 dan bab 2 |
| PENERAPAN NILAI | Bertanggungjawab |
| AKTIVITI | a) Guru memberikan nota untuk bab 1 dan bab 2 untuk disalin oleh pelajar. b) Guru menyoal pelajar sekali lagi mengenai kefahaman mereka mengenai menggunakan lajur dan baris untuk menentukan koordinat dan penggunaan arah mata angin untuk menentukan kedudukan sesuatu tempat pada peta |
| REFLEKSI | Pelajar menunjukkan pemahaman yang positif untuk dua kemahiran dalam bab 1 dan bab 2. Kefahaman dianggarkan pada 60%. |
| DATE/DAY | 23.01.2013 (WEDNESDAY) |
| CLASS | 3E |
| TIME | 4.35 – 5.45 PM |
| SUBJECT | ENGLISH |
| UNIT | LITERATURE |
| TOPIC | POEM : LEISURE |
| LEARNING OBJECTIVES | At the end of the lesson, students should be able to: a) explain at least 2 main meanings of the poem b) give at least 2 moral values in the poem |
| LEARNING EMPHASIS | Appreciation of nature in poetry |
| INSTRUCTIONAL PROCEDURES | a) Teacher asks the students to give examples of objects in nature that they can see around them. Students respond and the teacher respond by asking some students to share the importance of nature. b) She asks them if people take time to appreciate nature. She asks the students to share their opinions on this topic. c) Then, she gets the students to look at the poem and listen to her reciting it in class. d) Next, she explains the meanings of the poem based on the couplets. She also gets some students to give some moral values. She listens and comments on students’ response. |
| REFLECTION | Students gave relevant answers in the set induction in order to begin the class discussion. They could also guess the right moral values in the poem. |
| DATE/DAY | 24.01.2013 (THURSDAY) |
| CLASS | 3B |
| TIME | 12.50 – 2.00 PM |
| SUBJECT | ENGLISH |
| UNIT | |
| TOPIC | |
| LEARNING OBJECTIVES | |
| LEARNING EMPHASIS | |
| INSTRUCTIONAL PROCEDURES | |
| REFLECTION | School is closed due to public holiday for Maulidur Rasul |
| TARIKH | 24.01.2013 (KHAMIS) |
| KELAS | 1H |
| MASA | 2.00 – 3.10 PM |
| SUBJEK | GEOGRAFI |
| TAJUK | |
| TUJUAN | |
| BBM | |
| OBJEKTIF P&P | |
| PENERAPAN NILAI | |
| AKTIVITI | |
| REFLEKSI | Sekolah ditutup sempena cuti umum untuk Maulidur Rasul |
| DATE/DAY | 25.01.2013 (FRIDAY) |
| CLASS | 3B |
| TIME | 2.00 – 3.10 PM |
| SUBJECT | ENGLISH |
| UNIT | LITERATURE |
| TOPIC | POEM : LEISURE |
| LEARNING OBJECTIVES | At the end of the lesson, students should be able to: a) explain at least 2 main meanings of the poem b) give at least 2 moral values in the poem |
| LEARNING EMPHASIS | Appreciation of nature in poetry |
| INSTRUCTIONAL PROCEDURES | a) Teacher asks the students to give examples of objects in nature that they can see around them. Students respond and the teacher respond by asking some students to share the importance of nature. b) She asks them if people take time to appreciate nature. She asks the students to share their opinions on this topic. c) Then, she gets the students to look at the poem and listen to her reciting it in class. d) Next, she explains the meanings of the poem based on the couplets. She also gets some students to give some moral values. She listens and comments on students’ response. |
| REFLECTION | Students gave relevant answers in the set induction in order to begin the class discussion. But, they could only give 1 moral value from the poem. |
| DATE/DAY | 25.01.2013 (FRIDAY) |
| CLASS | 3E |
| TIME | 5.10 – 6.20 PM |
| SUBJECT | ENGLISH |
| UNIT | LITERATURE |
| TOPIC | POEM : LEISURE |
| LEARNING OBJECTIVES | At the end of the lesson, students should be able to: a) explain at least 2 main themes of the poem b) give at least 2 moral values in the poem |
| LEARNING EMPHASIS | Appreciation of nature in poetry |
| INSTRUCTIONAL PROCEDURES | a) Teacher asks the students what they have learned in the previous lesson about the poem. Students respond and she listens. Teacher comments if students have forgotten about what they have learned in class. b) Then, she gives them notes on the meaning, moral values and themes of the poem. |
| REFLECTION | Students remembered that the poem teaches about the importance to appreciate nature and to take time to enjoy life. But they could only give 1 moral value of the two values that have been taught. |
