Weekly Record Book Term 1, Week 5 (2018)

English Language and Literature Department

Name: Mr Timothy Joshua Ong

Term 1, Week 5 (ODD WEEK) :

Subject Monday Tuesday Wednesday Thursday Friday Remarks

Class 29th January 30th January 31st January 1st January 2ndJanuary
Time: 0750 – 0910h Time: 0850 – 0950h Time: 0950 – 1030h
English
306 Focus: Focus: Focus:

Visual Text Practices + Term 1 Class Test Descriptive Words

Peer marking (Editing + Visual Text –
Timed Assessment for Lesson Objectives:
Argumentative Writing CA)
(Introduction) 1. To introduce new
Lesson Objectives: vocabulary for Ss
Lesson Objectives: to widen their
1. To assess students’ repertoire in terms
1. To assess students’ ability to produce of descriptive
ability to read/ view written responses to words
a visual task prompt
a visual text carefully
Teaching
and produce written 2. To assess students’ Strategies/
responses to various ability to read an Activities:
questions editing text carefully
and produce written  T to distribute
2. To allow Ss to word lists
responses to various
practise crafting worksheets to Ss
errors in the text  Ss to
arguments and
circle/highlight
counter-arguments Teaching Strategies/
new and novel
(and rebuttals) Activities:
words from each
through a spoken category
 Ss to attempt a
 T to guide Ss in
 and written practice timed Class Test: crafting sample
Visual Text and sentences using
Teaching Strategies/ Editing (Duration: 30 the newly
Activities: mins) acquired
 T to administer the vocabulary
 Ss to attempt 2 assessment and  Ss to obtain one
Visual Text collect the papers for small piece of
Practices in class marking coloured Paper
 T to then discuss  T to complete from T and jot
both visual text Vocabulary down 5 novel
practices and asks Worksheet on words that are
Ss questions to Confusing words new to them whilst
check for with Ss accompanied with
understanding in  Ss to contribute a sentence each
preparation for suggestions as T  Ss will then
Wed’s Class Test goes through the publish their
 Ss to engage in peer exercise finished work on
marking as T goes  T to highlight the use the working wall
through Visual text of pair words in their
Exs associated contexts AoL/ AfL:
 T to facilitate a  T to engage the
hands-on activity class in a verbal pop Vocabulary
entitled “The quiz on the words Handout on
Apocalypse Games” acquired Adjectives
where students will
be grouped into 8-10 AoL/ AfL:
groups according to
their CCAs Vocab worksheet on
 In their groups, Ss confusing words
will come up with
arguments FOR Term 1: Class Test:
their CCA in terms of Visual Text and Editing
positive survival
skills needed in an
Apocalyptic World
 Subsequently, Ss
will present their
 arguments and T will
issue a counter
argument to each
group
 Groups then have
30 seconds to
improvise and
produce a rebuttal to
the T’s CA
 Finally, all groups
will vote and the top
3 teams will be
“chosen” to survive
after the Apocalypse

AoL/ AfL:

VT Practices 3 and 4

Butcher Paper +
Markers
Subject Monday Tuesday Wednesday Thursday Friday Remarks
Class 29th January 30th January 31st January 1st January 2nd January
Time: 1250 – 1410h Time: 0850 – 0930h Time: 1150 – 1230h Time: 1110 – 1210h
English
406 Focus: Focus: Focus: Focus:

- Vocabulary - In-Class Oral - In-Class Oral - Comprehension

(Adjectives to describe Presentations Presentations (Guided Timed)
feelings) Practice
Lesson Objectives: Lesson Objectives:
- Paper 1 Writing Lesson Objectives:
Practice 1. To assess 1. To assess
students’ ability to students’ ability to 1. To assess
Lesson Objectives: speak clearly and speak clearly and students’ ability
to read a
present effectively present effectively
1. To boost Ss’ passage carefully
repertoire of on a particular on a particular and produce
vocabulary items subject/theme subject/theme written responses
used for paper 1 using powerpoint using powerpoint to various
writing slides (optional) slides (optional) questions

2. To allow Ss to Teaching Strategies/ Teaching Teaching

practice continuous Activities: Strategies/ Strategies/
writing pertaining to Activities: Activities:
a task prompt of  Ss to present their
their choice findings on their  Ss to present their  T to guide Ss in
findings on their annotating a
assigned
Teaching Strategies/ past-year O’Level
topic/theme with assigned
Activities: comprehension
the use of topic/theme with passage in order
 T to issue a powerpoint slides the use of to engage with
vocabulary  T to assess each powerpoint slides the passage in a
worksheet to Ss student accordingly  T to assess each more in-depth
 Ss to find meaning manner
 T and Ss may also student
of words they are accordingly  Ss to then
pose questions to
 unsure of or clarify one another  T and Ss may attempt the
with T on the  Ss to also offer also pose accompanying
definitions personal opinions questions to one questions whilst
 Ss to attempt the T walks around to
when questioned another
worksheet in class clarify any doubts
 T to subsequently  Ss to also offer  T to emphasise
go through the personal opinions on strategies
AoL/ AfL:
answers with Ss when questioned such as TTTT
 T to also guide Ss Ss’ individually and Visualisation
in coming up with prepared powerpoint as Ss complete
synonyms for each AoL/ AfL: the questions
slides
of the vocabulary  T to go through
options in the Ss’ individually the answers with
worksheet prepared powerpoint Ss through
 T to then issue a slides eliciting
continuous writing responses from
Task Prompt Ss as well
(A Sample P1
Section C) for Ss to AoL/ AfL:
practise in-class
 Ss to apply ‘O’ Level Past Year
acquired words in EL Paper 2 (with a
their writing focus on Section B –
Year 2015 EL Paper
AoL/ AfL: 2)

Vocabulary Worksheet
on Adjectives for
feelings
Subject Monday Tuesday Wednesday Thursday Friday Remarks
Class 29th January 30th January 31st January 1st January 2nd January
Time: 1110 – 1210h Time: 1310 – 1430h Time: 1030 – 1110h Time: 1150 – 1250h
English
201 Focus: Focus: Focus: Focus:
(SBB)
EL Filing Editing Practices 5 & 6 Editing Practice 7 & Term 1 Class Test
8 (Editing Assessment
Narrative Relative Pronouns for CA)
Comprehension Exercise Lesson
Lesson Objectives: Objectives: Visual Text 5
Lesson Objectives:
1. To assess students’ 1. To assess Lesson
1. To guide Ss in ability to read an students’ ability Objectives:
completing content editing text carefully to read an
pages for their EL 1. To assess
and produce written editing text
Files + Items check students’ ability
responses to carefully and
to read an
various errors in the produce written
2. To guide Ss through a editing text
text responses to
shortened narrative carefully and
various errors in
passage with an produce written
2. To guide Ss in the text
emphasis on responses to
applying the use of
annotation and Teaching various errors in
four main relative
contextual clues Strategies/ the text
pronouns in terms Activities:
of their linguistic Teaching
Teaching Strategies/
Activities:
function in sample  T to discuss 2 Strategies/
sentences editing practice Activities:
 T to go through a passages with
Teaching Strategies/ Ss in order to  Ss to attempt a
round of filing with Ss Activities: timed Class
check for
 Ss to receive and fill Test: Editing
understanding
up their content  T to discuss 2
pages  Ss to volunteer (Duration: 20
editing practice verbal mins)
 T to then guide Ss passages with Ss in  T to administer
responses for
through a Narrative order to check for the assessment
the solutions to
 Comprehension understanding the various and collect the
Practice focussing on  Ss to volunteer grammatical papers for
annotating and verbal responses errors in the marking
paying attention to for the solutions to passages  T to guide Ss
contextual clues the various  Ss to note down through a Visual
 Ss to attempt the grammatical errors occasional Text exercise
questions on their in the passages pointers made  Ss to attempt the
own as T walks  Ss to note down by T in relation VT prac as a
around to clarify any occasional pointers to how to spot timed
doubts made by T in for errors either assessment and
 Ss to complete the relation to how to through word T to go through
rest of the exercise as spot for errors form and/or the answers
homework should  T to then guide Ss function subsequently
time not permit. through a  T to provide  Ss to volunteer
worksheet on the feedback on responses as T
AoL/ AfL: use of Relative areas for works through
Pronouns improvement in the VT questions
Ss’ EL Files  Ss to attempt the Ss’ written
worksheet whilst T responses AoL/ AfL:
The Great Mouse Plot: attends to any drawing
Narrative queries, should attention to Term 1: Class Test:
Comprehension Practice they arise. appropriate Editing
grammatical
AoL/ AfL: categories used Visual Text Practice
in context 5
Editing Practice
Exercises 5 & 6 AoL/ AfL:

2NA Worksheet on Editing Practice

Relative Pronouns Exercises 7 & 8
 Subject Class Monday Tuesday Wednesday Thursday Friday Remarks
29th January 30th January 31st January 1st January 2nd January
CCE/ Sexuality NA CCE 306 (Classroom) NA CCE: 306 (Classroom) NA
Ed / PWE  SERVE planning /  SERVE Planning
Class Bonding

CCA/ OTHER NA DRAMA CLUB NA DRAMA CLUB NA

MATTERS Teacher-In-Charge Teacher-In-Charge
1500-1730h 1500-1730h

ORID elements Focus Guiding Questions

Facts, Data  What were the key points you noted about the lessons?
 What did the students actually do during . . . ?
O What?  What did you observe during the . . . ?
Objective  What were the student behaviors you observed?

Reflective questions, Reactions  As you look at the students’ works, what concerns/pleases you?
 How did you feel as you were . . . ?
R  As you reflect on the lessons, what was exciting, surprising, or frustrating about . . . ?
What about the “What”?  Which activities/actions do you think fostered high engagement?
Reflective
Interpretive questions, critical thinking:  What could you have done/could you do to increase . . .?
 What could you have done/could you do to minimize the undesirable . . . .?
I  What other ways could you check for students understanding?
So What?  What did you learn about yourself through this experience?
Interpretive

Decision questions:  What things will you do differently?

 What things will you do the same in future . . . ?
D  Which of your skills will you further develop? And what will you do to develop them?
Now what?  What are your next steps? What actions/ideas has this triggered for you?
Decisional

My Reflections
This week I would like to reflect on T&L in my Sec 2 NA (NT SBB) class. As I am writing this, I have had one week of
classes with 201 thus far. It has been very rewarding to engage with the students and all of them are willing to
learn. Their attitudes have been very positive towards me so far and I hope that this continues on in the weeks to
come. I have also noticed that many of them have limited attention spans and perhaps would require that one or
two hands-on activities to keep them engaged each lesson. I have also come to a realisation that most of them
have very weak foundations in English and are struggling in terms of their Grammatical accuracy, spelling and
sentence construction.

Another issue that intrigued me was how I needed to have a major overhaul in my T&L approaches when it came to
teaching this class. Strategies that prove effective in my upper sec Express classes cannot be replicated for this
class and for good reason. I started to seat them further apart from one another, and as I would come round and sit
in between students during class work. This precious one-on-one time spent with each student not only
encouraged them to ask more questions, it also served as an excellent platform for building positive TSR.

A research study by Dunne and Dyson (2007) entitled “Effecting Teaching and Learning for Pupils in Low Attaining
Groups” spoke of providing more guided scaffolding and sustaining learner motivation as strategies to address the
learning needs of L-A students. These are strategies that I would like to continue to hone especially in my T&L with
201. I could do this by giving out more stepwise instructions at a slower pace, more practical and interactive
activities and using personal anecdotes/photographs/visual stimuli to bring across various teaching points related
to EL.

I endeavour to make English Language Learning an enjoyable and inspiring process for them and to show the
students that they can be proficient in their linguistic ability in terms of how they apply their acquired knowledge to
actual exercises and/or various forms of EL assessment. At the end of the week, one student mumbled “I think my
U for English is going to disappear!” casually to her friend. This caught my attention and certainly brought a smile
to my face.

Reporting Officer Signature: _______________________

Date: _______________________