RANCANGAN
PENGAJARAN HARIAN
MATA PELAJARAN: B.INGGERIS & GEOGRAFI
MINGGU
39
|
DATE/DAY
|
23.09.2013
(MONDAY)
|
|
CLASS
|
2I/2J
|
|
TIME
|
12.50-2.00
PM
|
|
SUBJECT
|
ENGLISH
|
|
UNIT
|
Grammar
|
|
TOPIC
|
Learning
how to use verbs that end with ‘ed’
|
|
LEARNING
OBJECTIVES
|
At
the end of the lesson, students should be able to:
a)
construct simple sentences using verbs that end with ‘ed’
|
|
LEARNING
EMPHASIS
|
Mastery
learning
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher distributed worksheets that contained 1 picture that shows people
doing certain activities.
b)
She tells the students to study the picture for 1 minute.
c)
Then, she asks them to list down the people’s activities using verbs that end
with ‘ing’. The students only need to read out their answers and the teacher
writes them down on the board.
d)
Next, she shows how to change verbs that end with ‘ing’ into verbs that end
with ‘ed’ on the board using the examples that the students have given.
e)
She explains that they are going to learn how to write simple sentences using
verbs that end with ‘ed’ as Thursday and Friday lessons will be about writing
essays that will use most of this kind of verb.
f)
After that, she gives 2 examples of simple sentences that use these verbs.
The first will be for a singular noun and the second will be on a plural
noun. These examples are to help the students to see that there will be no
use for ‘was’ and ‘were’ in sentences that used ‘ed’ ending verbs.
g)
Next, she tells the students to construct their own simple sentences using
the ‘ed’ ending verbs that are written on the board. She gives them 15
minutes to do this on their own.
h)
At the end of this time, she calls several students to volunteer to write
their sentences on the board until all of the ‘ed’ ending verbs are used.
i)
She checks each student’s sentence and identifies any errors.
j)
Before the lesson ends, she gives them another simple task where they are to
fill in blanks with the correct ‘ed’ ending verbs. This will be their
homework which will be discussed on Wednesday.
|
|
REFLECTION
|
The
teacher completed this lesson but did not give any homework to the students.
The reason was the teacher had asked them to construct 10 sentences based on
two pictures. This task was not easy at all as most of them needed a lot of
help when it came to identifying which verb to be used in the sentence. One
of the reasons for this weakness is they have very limited knowledge of words
in English in order to describe verbs. Most of the students also tended to
give verbs that end with ‘ing’ when asked to give the past tense form of
verbs that end with ‘ing’.
|
|
TARIKH
|
23.09.2013
(ISNIN)
|
|
KELAS
|
1H
|
|
MASA
|
2.00
– 3.10 PM
|
|
SUBJEK
|
GEOGRAFI
|
|
TAJUK
|
Bab
15: Kesan Kegiatan Manusia Terhadap Tumbuh-Tumbuhan Semula Jadi dan Hidupan
Liar
|
|
TUJUAN
|
Mengetahui
kesan negatif daripada kegiatan pertanian, pembalakan dan petempatan
|
|
BBM
|
Buku
teks Geografi Tingkatan 1
|
|
OBJEKTIF
P&P
|
Pada
akhir pembelajaran, pelajar akan dapat:
a)
memberikan 2 kesan daripada aktiviti pertanian, pembalakan dan petempatan
manusia terhadap tumbuh-tumbuhan semula jadi dan hidupan liar
|
|
PENERAPAN
NILAI
|
Menyayangi
tumbuh-tumbuhan semula jadi dan hidupan liar
|
|
AKTIVITI
|
a)
Untuk memulakan pengajaran, guru bertanya kepada pelajar sekiranya aktiviti
pembalakan ada keburukan selain daripada kebaikannya yang banyak. Guru akan
mendengar respon daripada pelajar dan mereka pula dijangka akan memberikan
jawapan seperti kepupusan hidupan liar dan hakisan tanah.
b)
Setelah itu, guru membawa pelajar untuk melihat muka surat 167 dalam buku
teks di mana pelajar akan mempelajari bab baru. Muka surat tersebut akan
memberikan 2 lagi aktiviti manusia selain pembalakan iaitu pertanian dan
petempatan serta kesan-kesannya dalam bentuk satu jadual.
c)
Guru membacakan kesan-kesan 3 aktiviti yang diberikan dalam jadual tersebut.
d)
Kemudian, guru memberikan nota berpandukan jadual ini. Pelajar menyalin nota
ini.
e)
Sebelum kelas tamat, guru meminta pelajar menyenaraikan 2 kesan negatif untuk
setiap aktiviti yang telah diberikan dalam nota tadi.
|
|
REFLEKSI
|
Bab
ini selesai diajar. Tetapi guru tidak sempat menguji kefahaman pelajar
mengenai nota yang disalin kerana telah diminta pergi ke dewan untuk sesi
fotografi kelas.
|
|
DATE/DAY
|
23.09.2013
(MONDAY)
|
|
CLASS
|
3B
|
|
TIME
|
5.10
– 6.20 PM
|
|
SUBJECT
|
ENGLISH
|
|
UNIT
|
Writing:
Guided writing
|
|
TOPIC
|
Informal
letter: SBP (Fully Residential School) Trial PMR Exam English Paper 2 2013
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
write an informal letter using the correct format
b)
organise main ideas into four content paragraphs
c)
construct sentences using simple present tense
|
|
LEARNING
EMPHASIS
|
Mastery
learning, Revision for PMR Exam
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher distributes samples of the recent SBP Trial PMR Exam Paper for
English Paper 2. She directs students’ attention to the guided writing
question where they are to write an informal letter that will advise a friend
on precautionary steps to follow in the event of a haze.
b)
Next, she guides them step by step which will start by the students reading
the question, identifying the key words in the rubric, identifying the
suitable tense as well as useful vocabulary for the letter and its format.
c)
Then, she also guides them to organise the main ideas. As there will be 5
major ideas from the question, the students will learn to combine two major
ideas that are similar to each other into 1 major idea. Hence, they will need
to construct each content paragraph using the details provided in the question
paper. This is done by making sure that the students remember that each
content paragraph will need to have a topic sentence, an elaboration, an
example and a mini conclusion.
d)
After that, she asks a group of students to think of two sentences for the
introduction and four different groups to think of 4 sentences for each
paragraphs 2, 3, 4 and 5. Each group is given 10 minutes to do this.
e)
At the end of this time, each group is called to read out their sentences for
the 5 different paragraphs for the informal letter. The teacher writes their
sentences on the board and corrects any errors before finalizing the most
grammatically correct sentences to be used in the essay.
f)
When each group has finished reading out their sentences and the teacher has
completed editing the students’ sentences, the students an now take down the
sample essay for the informal letter.
g)
Before the class ends, the teacher reminds the students to remember that they
can either combine two major ideas that are similar into one major idea so
that they will have four content paragraphs. In cases when five major ideas
are given and each one is different from each other, the students are to have
five content paragraphs. This will lead to seven paragraphs for an essay
which is accepted. She also reminds them to bring their literature books on
Wednesday’s revision on how to write on setting of the novel.
|
|
REFLECTION
|
This
lesson was completed. The students could construct the topic sentences and
the examples but they had difficulties to construct their elaborations.
Moreover, most of the students did not conclude their content paragraphs and
made serious grammatical mistakes such as structural errors. The teacher had
to edit almost all of their sentences. More exercise is needed before they
sit for PMR next week.
|
|
DATE/DAY
|
24.09.2013
(TUESDAY)
|
|
CLASS
|
3E
|
|
TIME
|
12.50
– 2.00 PM
|
|
SUBJECT
|
ENGLISH
|
|
UNIT
|
Writing:
Guided writing
|
|
TOPIC
|
Informal
letter: SBP (Fully Residential School) Trial PMR Exam English Paper 2 2013
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
write an informal letter using the correct format
b)
organise main ideas into four content paragraphs
c)
construct sentences using simple present tense
|
|
LEARNING
EMPHASIS
|
Mastery
learning, Revision for PMR Exam
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher distributes samples of the recent SBP Trial PMR Exam Paper for
English Paper 2. She directs students’ attention to the guided writing
question where they are to write an informal letter that will advise a friend
on precautionary steps to follow in the event of a haze.
b)
Next, she guides them step by step which will start by the students reading
the question, identifying the key words in the rubric, identifying the
suitable tense as well as useful vocabulary for the letter and its format.
c)
Then, she also guides them to organise the main ideas. As there will be 5
major ideas from the question, the students will learn to combine two major
ideas that are similar to each other into 1 major idea. Hence, they will need
to construct each content paragraph using the details provided in the
question paper. This is done by making sure that the students remember that
each content paragraph will need to have a topic sentence, an elaboration, an
example and a mini conclusion.
d)
After that, she asks a group of students to think of two sentences for the
introduction and four different groups to think of 4 sentences for each
paragraphs 2, 3, 4 and 5. Each group is given 10 minutes to do this.
e)
At the end of this time, each group is called to read out their sentences for
the 5 different paragraphs for the informal letter. The teacher writes their
sentences on the board and corrects any errors before finalizing the most
grammatically correct sentences to be used in the essay.
f)
When each group has finished reading out their sentences and the teacher has
completed editing the students’ sentences, the students an now take down the
sample essay for the informal letter.
g)
Before the class ends, the teacher reminds the students to remember that they
can either combine two major ideas that are similar into one major idea so
that they will have four content paragraphs. In cases when five major ideas are
given and each one is different from each other, the students are to have
five content paragraphs. This will lead to seven paragraphs for an essay
which is accepted. She also reminds them to bring their literature books on
Wednesday’s revision on how to write on setting of the novel.
|
|
REFLECTION
|
This
lesson will be continued. The teacher and the students could not complete the
fifth and the sixth paragraphs as the students needed more time to think of
how to construct four sentences for paragraphs 2, 3 and 4. The teacher
decided not to divide them into groups as it was better to get all of them to
learn how to write the informal letter. The teacher found out that they have
forgotten how to organise the given points as to which ideas can be used in
the topic sentence, the elaboration and the mini conclusion. Hence, more time
was used to do this with them. It will be continued on Wednesday.
|
|
DATE/DAY
|
25.09.2013
(WEDNESDAY)
|
|
CLASS
|
3B
|
|
TIME
|
2.00
– 3.10 PM
|
|
SUBJECT
|
ENGLISH
|
|
UNIT
|
Writing:
Guided writing
|
|
TOPIC
|
Article:
Terengganu Trial PMR Exam English Paper 2 2013
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
write an article using the correct format
b)
organise main ideas into four content paragraphs
c)
construct sentences using simple present tense
|
|
LEARNING
EMPHASIS
|
Mastery
learning, Revision for PMR Exam
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher distributes samples of the recent Terengganu Trial PMR Exam Paper
for English Paper 2. She directs students’ attention to the guided writing
question where they are to write an article entitled, “What We Can Do To Save
The Environment”.
b)
Next, she guides them step by step which will start by the students reading
the question, identifying the key words in the rubric, identifying the
suitable tense as well as useful vocabulary for the article and its format.
c)
Then, she also guides them to organise the main ideas. As there will be 5
major ideas from the question, the students will learn to combine two major
ideas that are similar to each other into 1 major idea. Hence, they will need
to construct each content paragraph using the details provided in the
question paper. This is done by making sure that the students remember that
each content paragraph will need to have a topic sentence, an elaboration, an
example and a mini conclusion.
d)
After that, she asks a group of students to think of two sentences for the
introduction and four different groups to think of 4 sentences for each
paragraphs 2, 3, 4 and 5. Each group is given 10 minutes to do this.
e)
At the end of this time, each group is called to read out their sentences for
the 5 different paragraphs for the artilce. The teacher writes their
sentences on the board and corrects any errors before finalizing the most
grammatically correct sentences to be used in the essay.
f)
When each group has finished reading out their sentences and the teacher has
completed editing the students’ sentences, the students can now take down the
sample essay for the article.
g)
Before the class ends, the teacher reminds them to bring their Literature
exercise books on Thursday.
|
|
REFLECTION
|
This
lesson was completed. However, the students’ attention was poor as they
failed to participate actively in the class. Hence, the teacher decided not
to divide them into groups. Instead, the students were called individually.
Still, many could not focus in the class and did not manage to give any
constructive answers. The reason for this is the classroom was very warm and
it hindered their attention on the lesson. However, the teacher gave most of
the answers for the sample essay. The teacher found out that the students
remembered to use linkers and could distinguish which ideas should be used in
their topic sentences, elaboration and examples.
|
|
DATE/DAY
|
25.09.2013
(WEDNESDAY)
|
|
CLASS
|
3E
|
|
TIME
|
5.10
– 6.20 PM
|
|
SUBJECT
|
ENGLISH
|
|
UNIT
|
Writing:
Guided writing
|
|
TOPIC
|
Article:
Terengganu Trial PMR Exam English Paper 2 2013
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
write an article using the correct format
b)
organise main ideas into four content paragraphs
c)
construct sentences using simple present tense
|
|
LEARNING
EMPHASIS
|
Mastery
learning, Revision for PMR Exam
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher distributes samples of the recent Terengganu Trial PMR Exam Paper
for English Paper 2. She directs students’ attention to the guided writing
question where they are to write an article entitled, “What We Can Do To Save
The Environment”.
b)
Next, she guides them step by step which will start by the students reading
the question, identifying the key words in the rubric, identifying the
suitable tense as well as useful vocabulary for the article and its format.
c)
Then, she also guides them to organise the main ideas. As there will be 5
major ideas from the question, the students will learn to combine two major
ideas that are similar to each other into 1 major idea. Hence, they will need
to construct each content paragraph using the details provided in the question
paper. This is done by making sure that the students remember that each
content paragraph will need to have a topic sentence, an elaboration, an
example and a mini conclusion.
d)
After that, she asks a group of students to think of two sentences for the
introduction and four different groups to think of 4 sentences for each
paragraphs 2, 3, 4 and 5. Each group is given 10 minutes to do this.
e)
At the end of this time, each group is called to read out their sentences for
the 5 different paragraphs for the artilce. The teacher writes their
sentences on the board and corrects any errors before finalizing the most
grammatically correct sentences to be used in the essay.
f)
When each group has finished reading out their sentences and the teacher has
completed editing the students’ sentences, the students can now take down the
sample essay for the article.
g)
Before the class ends, the teacher reminds them to bring their Literature
exercise books on Friday.
|
|
REFLECTION
|
This
lesson was completed. Before beginning this essay, the teacher had finished
last Tuesday’s essay. The teacher found out that the students have trouble
when it comes to writing a variety of sentences that have similar meanings.
They were also very slow in thinking of the elaboration for each main idea.
The teacher had to illustrate on the board how to write sentences of
different varieties.
|
|
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 incident that shows thoughtfulness
|
|
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 incident which they think depict
thoughtfulness. She lists all of their answers on the board and guides them
to choose the best incident 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
essay was completed but one of the students confessed to the teacher that the
essay question on the novel is a very difficult question to answer. Hence,
the teacher has to stop the discussion and explains how to answer the
question again.
|
|
DATE/DAY
|
26.09.2013
(THURSDAY)
|
|
CLASS
|
2I/2J
|
|
TIME
|
2.35
– 3.10 PM
|
|
SUBJECT
|
ENGLISH
|
|
UNIT
|
Grammar
|
|
TOPIC
|
Revision
on verbs that end with ‘ed’
|
|
LEARNING
OBJECTIVES
|
At
the end of the lesson, students should be able to:
a)
fill in the blanks with the correct verbs that end with ‘ed’
|
|
LEARNING
EMPHASIS
|
Mastery
learning
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher revises previous Monday’s lesson by asking the students to give
examples of verbs that they have learned to use in their exercise. The
teacher listens to students’ responses and lists down some of the correct
verbs.
b)
Next, she gives them a simple exercise where they are to fill in blanks with
the correct verbs that end with ‘ed’. The answers are given in a box where the
students are to choose from it when filling in the blanks.
c)
She gives them 10 minutes to do this on their own. At the end of this time,
she calls the students to write their answers on the board. The teacher
checks for any errors and writes the correct answers if any of it is wrong.
d)
Before the class ends, the teacher asks them to identify which sentences use
verbs that end with ‘ed’ correctly as she writes a few sentences that use
‘was’ and ‘were’ as well as those that use ‘ed’ ending verbs.
|
|
REFLECTION
|
The
teacher decided not to give a fill-in-the-blanks exercise. The reason for
this is she wanted the students to have more exercises on constructing
sentences before she gives them essay writing exercise on Friday. The teacher
found out that the students could use certain common verbs in the past but
when more difficult verbs were introduced, they would ask the teacher to
explain how to use them. Only a handful was willing to read out their
sentences in the class. The rest only copied their friends’ work.
|
|
TARIKH
|
26.09.2013
(KHAMIS)
|
|
KELAS
|
1H
|
|
MASA
|
4.35
– 5.45 PM
|
|
SUBJEK
|
GEOGRAFI
|
|
TAJUK
|
Bab
16: Pemeliharaan dan Pemuliharaan Tumbuh-Tumbuhan Semula Jadi dan Hidupan
Liar
|
|
TUJUAN
|
a)
Mengenalpasti kepentingan pemeliharaan dan pemuliharaan
b)
Mengenalpasti langkah-langkah pemeliharaan dan pemuliharaan
|
|
BBM
|
Buku
teks Geografi Tingkatan 1
|
|
OBJEKTIF
P&P
|
Pada
akhir pembelajaran, pelajar akan dapat:
a)
memberikan 4 kepentingan pemeliharaan dan pemuliharaan
b)
memberikan 4 langkah-langkah pemeliharaan dan pemuliharaan
|
|
PENERAPAN
NILAI
|
Menyokong
usaha pemeliharaan dan pemuliharaan
|
|
AKTIVITI
|
a)
Guru memberitahu pelajar bahawa mereka akan mempelajari bab baru dan terakhir
dalam sukatan Geografi Tingkatan 1. Guru memulakan dengan menyoal pelajar
tentang cara-cara untuk menyelamatkan tumbuh-tumbuhan semula jadi dan hidupan
liar di dalam hutan. Guru mendengar jawapan pelajar dan pelajar pula dijangka
akan memberikan jawapan-jawapan seperti tidak menebang hutan tanpa kawalan
dan tidak memburu haiwan secara haram.
b)
Kemudian guru membawa pelajar untuk melihat definisi perkataan pemeliharaan
dan pemuliharaan dalam buku teks. Guru membacakan maksud kedua perkataan ini
berpandukan penerangan dalam buku teks.
c)
Selepas itu, guru meminta pelajar melihat rajah yang menyenaraikan 8
kepentingan pemeliharaan dan pemuliharaan. Guru menerangkan setiap satu
berpandukan buku teks.
d)
Kemudian, guru menghuraikan dengan lebih lanjut bagaimana hendak memelihara
dan memulihara tumbuh-tumbuhan semula jadi dan hidupan liar. Sekali lagi guru
meminta pelajar untuk melihat rajah tadi dan mendengar guru menerangkan
dengan lebih lanjut mengenai 9 langkah-langkah pemeliharaan dan pemuliharaan.
e)
Selepas siap penerangan guru, pelajar diminta menyalin nota yang diberikan oleh
guru berpandukan rajah yang digunakan sebentar tadi untuk penerangan.
f)
Sebelum kelas tamat, guru menyoal pelajar sekali lagi untuk memberikan 4
kepentingan dan juga 4 langkah pemeliharaan dan pemuliharaan.
|
|
REFLEKSI
|
Guru
telah menukar RPH pada hari ini kerana pelajar telah diberikan soalan B4D3E1.
RPH ini akan diajar pada hari Isnin minggu hadapan. Didapati 4 orang pelajar
tidak dapat hadir semasa pentaksiran ini dijalankan. Kesemua 29 orang pelajar
yang hadir menguasai band ini.
|
|
DATE/DAY
|
27.09.2013
(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 was completed. However, the students were still confused with how to
use the verbs that end with ‘ed’. The teacher had to illustrate on the board
how to construct sentences using simple past tense but they still gave verbs that
end with ‘ing’. The teacher will give another essay writing exercise on
Monday next week.
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DATE/DAY
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27.09.2013
(FRIDAY)
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CLASS
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3E
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TIME
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5.10
– 6.20 PM
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SUBJECT
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ENGLISH
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UNIT
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Literature:
Around The World In 80 Days
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TOPIC
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Describe
an incident that shows thoughtfulness
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LEARNING
EMPHASIS
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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
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LEARNING
OBJECTIVES
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Mastery
learning
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INSTRUCTIONAL
PROCEDURES
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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 incident which they think depict
thoughtfulness. She lists all of their answers on the board and guides them to
choose the best incident 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.
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REFLECTION
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The
sample essay was given to the students. The students gave most of the
examples for each main idea. But they had trouble to give the most suitable
elaborations. Hence, the teacher had to give the elaborations before they
could find the correct evidence from the novel. This lesson was the last exercise
that the students will do in class as they will not have any lesson next
Tuesday.
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