Weekly Record Book Term 1, Week 6 (2017)

English Language and Literature Department

Name: Mr Timothy Joshua Ong

Term 1, Week 6 (EVEN WEEK) :

Subject Monday Tuesday Wednesday Thursday Friday Remarks

th th
Class 6 February 7 February 8th February th
9 February th
10 February
Time: 0750 – 0850h Time: 1210 – 1310h Time: 1110 – 1230h
English
205 Focus: Focus: Focus:

- Vocabulary - Understanding - Term 1 Class Test:

(Adjectives and Characterisation Visual Text and
Verbs) Narrative
- Oral Communication Comprehension
Lesson Objectives: Skills (IBET) for Paper 2 Sections A
Spoken Interaction and B (Timed
1. To introduce new Assessment for CA)
adjectives and Lesson Objectives:
verbs to widen - Reflective Writing
Ss’ repertoire of 1. For Ss to practise
vocabulary items crafting sentences Lesson Objectives:
that depict clear
Teaching and effective 1. To assess
Strategies/ characterisation students’ ability to
Activities: produce written
2. To revise the use responses to a
 T to showcase a of IBET as a visual task prompt
video entitled strategy for
“The Power of speaking (in 2. To assess
Words” to frame response to a students’ ability to
students’ sample task read and
understanding of prompt) synthesise a
the nuances of narrative text and
different Teaching respond to literal
 adjectives and Strategies/ and inferential
verbs Activities: questions in writing
 Ss to also
volunteer  T to facilitate a 3. For students to
responses in hands-on activity hone their
terms of involving various introspection skills
suggesting how fairy tales/ Disney and produce a
the elements in animated film short piece of
the video used characters to reflective writing
the technique of groups of students
‘show but not tell’  T to explicitly Teaching Strategies/
(T to draw a link introduce the idea Activities:
to descriptive of a “character
writing) nucleus” in  Ss to attempt a
 T to then descriptive writing timed Paper 2:
introduce Ss to a  Ss are to then Sections A and B
range of draw a given class test
vocabulary items character card (Duration: 60 mins)
through a series from a bag of pre-  T to administer the
of pictorial cut “Passport assessment and
powerpoint slides photographs” collect the papers
 Ss to note down  Ss to write 5 for marking
the meanings of sentences  Ss to then fill in
unfamiliar words describing their coloured Post-its in
and complete the characters the shape of apples
“See/Look, Break  Ss to present their with a short
and Throw” work using the paragraph in
sections of the visualizer if time response to a
Vocabulary permits reflective writing
Worksheet  T to then prompt (The Secret
 Ss may discuss in showcase a to becoming
pairs on how to sample Spoken Mentally Strong –
match suitable Interaction Task video played in
adjectives/verbs prompt to Ss previous lesson)
to their  Ss to silently  Ss to write down a
corresponding prepare their small step that they
sentences. verbal responses can take in order to
 T to finally  T to then call on become mentally
consolidate selected students strong
learning through to present their
a class views using the AoL/ AfL:
discussion IBET strategy for
Spoken Coloured post-it
Interaction Stickers
AoL/ AfL:  Ss to finally watch
a short video on Term 1 Week 6 Class
Vocabulary package ‘The Secret to Test: Visual Text and
(Another way of Becoming Narrative
saying ‘See/Look’, Mentally Strong’ Comprehension
‘Break’ and ‘Throw’) Paper 2 Sections A
AoL/ AfL: and B

Worksheets pictures
of various fairy tales/
Disney characters

Collaborative learning
Subject Monday Tuesday Wednesday Thursday Friday Remarks
th th
Class 6 February 7 February 8th February th
9 February th
10 February
Time: 1310 – 1410h Time: 0750 – 0910h Time: 1230 – 1310h Time: 1050 – 1130h
English
306 Focus: Focus: Focus: Focus:

- Providing feedback - Term 1 Class Test: - Continuous Writing - Oral Communication

on Term 1 Visual Text and (Sequencing Skills: Reading Aloud
Comprehension Editing Information and Analysis
Section B Practice (Timed Assessment Identifying Good
(Narrative for CA) Supporting Lesson Objectives:
Comprehension) Sentences)
- Topic Sentences 1. Ss to
- Editing Practices 4 (Additional Pointers - Oral Communication collaboratively
and 5 (Prepare for ‘O’ on Paragraph Skills: Revision on learn strategies of
Levels Booklet) Development IBET for Spoken
good reading
[Notes: ‘The Topic Interaction
Lesson Objectives: Sentence]) through an
Lesson Objectives: analysis of sample
1. To highlight Lesson Objectives: 1. To guide Ss in audio tracks
specific errors revising through
1. To assess Teaching
made by Ss in the proper
students’ ability to Strategies/
their answers to techniques Activities:
produce written
the narrative responses to a needed to
comprehension visual task prompt sequence  T to go through
practice and to information the marking rubric
teach students 2. To assess coherently for the Reading
how to make students’ ability to Aloud component
read an editing  T to guide Ss in
inferences based 2. To assess
assessing sample
on contextual text carefully and students’ ability to audio clips and
clues produce written reread a written determining the
responses to paragraph and score for each
2. To assess various errors in identify sentences sample
students’ ability to the text that digress from  Ss to offer verbal
read an editing responses
 text carefully and 3. To guide Ss in the main topic pertaining to why
produce written revising through each sample
responses to the notions of 3. To revise IBET, would deserve the
and go through a attendant grades
various errors in effective topic
spoken  Ss to then
the text sentences and to
interaction practice Reading
provide Ss with practice Aloud in pairs,
Teaching additional writing
Strategies/ using a sample ‘O’
Activities: practice Teaching Level Reading
Strategies/ Passage
Teaching Activities:  T to finally jointly
 T to discuss the Strategies/
narrative consolidate
Activities:  T to guide Ss learning points
comprehension
passage with Ss through Activity 6 with Ss
 Ss to attempt a (Building better
and asks Ss
timed Class Test: sentences, page AoL/ AfL:
questions to
Visual Text and 88) by eliciting
check for
Editing (Duration: responses from Reading aloud
understanding
30 mins) Ss on the most sample audio clips +
 Ss to engage in
 T to administer appropriate way Worksheet
peer marking as T
the assessment to sequence the
goes through the
and collect the sentences
comprehension
papers for  Ss to then do
questions
marking Activity 9 in which
 T to elicit verbal
 Ss to then receive they have to
responses from
additional notes identify and
Ss, drawing Ss
on the crafting of explain why their
attention to
effective topic chosen sentences
contextual clues
sentences do not add value
where necessary
 Ss to highlight to sample
 Ss to do
important sections paragraphs
corrections for the
as T goes through  T to then elicit
open-ended
notes verbal responses
questions
 T to elicit from Ss to revise
accordingly
responses from through the IBET
 T to then discuss
Ss in relation to speaking strategy
editing practices 4
Activities 1 and 2 for spoken
and 5 with Ss in
 order to check for “Topics, Correct interaction
understanding Organisational  T to go through
 Ss to volunteer Structure, Use of Band 1
responses, Connecters etc.” descriptors with
identifying the (pages 44-47) Ss
types of errors  Ss to then apply  Ss to pair up and
along with learnt steps and respond to a
suggestions on structures to an visual stimulus:
the correct word activity on “Crowded MRT
forms identifying topic train” and 2
sentences and accompanying
AoL/ AfL: irrelevant prompt questions
sentences  T to then call on
Term 1: Sec 3 (Activity 6, pages selected pairs of
Express Narrative 51-53) Ss to present
Comprehension their responses
practice AoL/ AfL: using the IBET
framework to the
Prepare for O Level Term 1 Week 6 Class class
Editing Booklet Test: Visual Text and
Editing (P1 and P2) AoL/ AfL:

Notes on “The Topic Continuous Writing

Sentence” (Chapter Notes Package
3)
IBET Powerpoint
slides and Worksheet
 Subject Monday Tuesday Wednesday Thursday Friday Remarks
th th
Class 6 February 7 February 8th February th
9 February th
10 February
Time: 1030 – 1150h Time: 1230 – 1330h Time: 0850 – 0950h
Mathematic
s 107 Focus: Focus: Focus:

Factorisation By Simple Linear Rounding Off

Using Common Equations Numbers to Decimal
Factors places and Significant
Lesson Objectives: Figures
Lesson Objectives:  Understand the
 Factorise a linear concepts of Estimation
algebraic equations and the
expression by Lesson Objectives:
solution of an
 Round off
using common equation
numbers to a
factors
Teaching required number
Teaching Strategies/ of significant
Strategies/ Activities: figures
Activities:  Estimate
 T to introduce the quantities to an
 T to firstly concept of
introduce the equations to Ss appropriate
concept of factors  Ss to volunteer degree of
of algebraic responses whilst accuracy
expression by T shows the
drawing an various Teaching
analogy between differences Strategies/
numerical factors between an Activities:
and algebraic expression and an
factors equation  Ss to volunteer
 T to then  T to also highlight responses
demonstrate the the importance of pertaining to the
steps in the self-check concept of
simplifying linear question “What is rounding off
expressions, x?” for Ss to ask numbers to a
including themselves as required number
 removing brackets they attempt of decimal places
 Ss to practice these questions  After this revision,
various sample  T to then explicitly
questions, introduce the idea
completing the of Significant
working in their Figures to Ss
notebooks AoL/ AfL:  Ss to note down
 T to then the techniques of
demonstrate the Exercise questions rounding off a
technique of from chapter 3.1 number to a
factorising Discovering specific number of
algebraic Mathematics significant figures,
expressions by Textbook 1A showing whether
common factors a zero is a place
 Ss to then attempt (Questions 1, 2, 4, 5, holder or has
practice questions 7, 9, 10 and 17) significant value
pertaining to  Ss to then try out
Factorisation By Additional Worksheet in-class practice
using Common on Chapter 3.1 questions related
Factors from Ex to Significant
5.4 Figures
 T to walk around  Ss to do up these
to attend to questions with
queries proper workings
 T to consolidate while T walks
the day’s learning around to
through a class supervise and
discussion with Ss attend to any
queries should
AoL/ AfL: they arise
(practice
Exercise questions questions to be
from chapter 5.4 completed as
Discovering homework if time
Mathematics does not permit)
Textbook 1A
 (Questions 1b, 1d, 1f, AoL/ AfL:
1h, 1j, 2c, 2f, 2g, 2i, Exercise questions
4) from chapter 3.2
Discovering
Mathematics
Textbook 1A

(Questions 7, 8, 10,
12 and 14)

Subject Monday Tuesday Wednesday Thursday Friday Remarks

6th February 7th February 8th February 9th February 10th February
CCE/ Sexuality NA CCE 205 @ CD NA CCE 205 @ NA
Ed / PWE Shelter : YSEP Classroom: Total
Defence Day Lesson
Package

CCA/ OTHER NA CCA: Drama Club ALP Meeting CCA: Drama Club EL Consultation
MATTERS Teacher – in – Mi-ke-mon follow National Story 1300-1345
Charge up and tracking + Challenge Briefing (Students from 306)
Preparation for to selected students
3.00pm – 5.30pm following week 3.00pm outside
Drama Room
 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
What about the “What”? about . . . ?
Reflective  Which activities/actions do you think fostered high engagement?

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
Now what? them?
Decisional  What are your next steps?  What actions/ideas has this triggered for you?

My Reflections

A particularly memorable lesson I conducted this week was that of an English Language vocabulary lesson with 205. Instead of adopting the
usual “teacher talk” methodology of verbal dictation and explanations pertaining to the various adjectives and verbs, I decided to incorporate the
use of multimodal elements such as real-world photographs and moving images (GIFs) to teach vocabulary. This was very successful as
students were able to better visualise the contexts in which the attendant words would be used. In addition, the moving images also allowed me
to elaborate a little more on the differing nuances of various words that seemed rather similar. Some photographs were directly indexing a certain
word such as “crumble” in the case of a cookie “crumbling” in one’s hands. However, the GIFs provided the ability to explain the case of a
building “crumbling” to the ground. Students were thoroughly engaged and even urged me to move on at a quicker pace so that they can see the
next picture/moving image. Earlier on in the week, I came across an article on Edutopia.org entitled “Using Photographs with English Language
Learners”. A strategy mentioned in this article detailed an activity called “Image Detective” in which students are presented with a photograph,
and the teacher would pose probing questions or facilitate a class discussion before revealing what the picture depicts. This approach concurs
with my classroom activity with 205 and I managed to relate these images to adjectives/verbs needed to complete sentences in my students’
worksheets. I also drew links to how the English Language is not simply limited to written texts, but include visual or pictorial texts as well. I
sensed that students were beginning to see the relevance of the Visual Text assessment component in our EL syllabus a little more as well.
Below are some screenshots of the Powerpoint slides that I used during the lesson. How I can improve is perhaps in the facilitation of these
types of visual activities as a small handful of students may be overly excited and volunteer responses most of the time. I tried to circumvent this,
by calling on the quieter students from time to time too. I also had to consciously hold back certain more vocal individuals from shouting out the
answers. All in all, I hope to continue utilising ICT meaningfully in my teaching practice in order to better engage my students in acquiring and
mastering a stronger command of English.

Reporting Officer Signature: _______________________

Date: _______________________