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Timothy Ong TRB t1 Week5
Timothy Ong TRB t1 Week5
Timothy Ong TRB t1 Week5
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 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:
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
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.
Date: _______________________