Weekly Record Book Term 3, Week 9 (2017)

English Language and Literature Department

Name: Mr Timothy Joshua Ong

Term 3, Week 9 (ODD WEEK) :

Subject Monday Tuesday Wednesday Thursday Friday Remarks

Class 21st August 22nd Aug 23rd August 24th August 25thAugust
Time: 0750 – 0850h Time: 0950 – 1030h Time: 1030 – 1150h Time: 0850 – 0930h
English
205 Focus: Focus: Focus: Focus:

- Feedback for - Listening - News report Writing - Reading Articles

Common Test 2 Comprehension (Introduction)
(Visual Text and Non- (Feedback and Lesson Objectives:
Narrative corrections) Lesson Objectives:
Comprehension) 1. To guide Ss in
Lesson Objectives: 1. To explore reading for gist
Lesson Objectives: the structure and extracting
1. To assess of news stories
relevant content
1. To highlight students’ ability to
specific errors listen attentively 2. To identify pointers for P1
made by Ss in and respond diverse viewpoints writing
their answers for accurately to in news stories and
P2 Section A- various questions organise a news Teaching
Visual text, and to on different texts report Strategies/
teach students Activities:
how to pay Teaching Strategies/ Teaching Strategies/
attention to Activities: Activities:  Ss to then receive
contextual clues part 2 of their
 Ss to do  T to refer Ss to reading articles
2. To highlight corrections as T their EL textbook package for Term
goes through the (Chapters 5 and 3
specific errors
Listening 23) and lead Ss in  T to give
made by Ss in
Comprehension a class discussion instructions and
their answers to guide Ss in
(Term 3), to assess students’
 Section C: Non- highlighting various understanding of reading for gist
Narrative areas for the features of pertaining to
Comprehension improvement in news stories Articles 1 and 2
and to guide
terms of phrasing  Students to bring  Ss to read and
the written one article from an present various
students in responses and EL newspaper content points to
sharpening their spelling  Ss to get into their friends
paraphrasing  T to go through groups to analyse  T to subsequently
skills questions on the the lead paragraph facilitate a class
written portions of and overall discussion to
Teaching the LC and draw structure of the consolidate all
Strategies/ attention to spelling article learning points
Activities: issues observed  T to then facilitate a
 Ss to also learn class discussion of AoL/ AfL:
 T to discuss the and note down the the various
Visual Text importance of viewpoints Reading Articles
(image) and ask sequencing their presented in a Package
Ss questions to answers in relation news story [2nd edition: Month of
check for to the task prompts  T to guide Ss in August]
understanding / helping words coming to a deeper
 T to then provide given in the understanding of
feedback on areas infographics / the purpose and
for improvement graphic organisers features of
for students in headlines
their written  Ss to finally note
responses AoL/ AfL: down pointers on
pertaining to the the appropriate
visual text Term 3 Listening language features
 T to draw Comprehension found in a news
attention to Package article
accuracy of mere
descriptions vs AoL/ AfL:
inferences
 T to then go Collaborative Learning
through questions
on the non- Ss’ EL textbooks
narrative text,
 drawing Ss
attention to
contextual clues
where necessary
 Ss to do
corrections for the
open-ended
questions
accordingly
 T to type out
suggested
paraphrased
answers
consisting of
verbal responses
from the class for
the summary
question
 Ss to do
corrections by
noting down the
correct answers
for the
comprehension
questions and
summary pointers

AoL/ AfL:

Term 3 2E Common
Test: Section A and C
Subject Monday Tuesday Wednesday Thursday Friday Remarks
Class 21st August 22nd Aug 23rd August 24th August 25th August
Time: 1310 – 1410h Time: 0830 – 0910h Time: 1310 – 1430h
English
306 Focus: Focus: Focus:

- Report Writing - Editing Exercises - Editing Exercises

Practice
(Situational Writing) Lesson Objectives: - Listening
Comprehension
Lesson Objectives: 1. To assess students’ (Timed Practice)
ability to read an
1. To guide Ss in editing text carefully Lesson Objectives:
writing a report in and produce written
response to a  To assess
responses to various
sample task students’ ability to
errors in the text
prompt (paying read an editing text
close attention to Teaching Strategies/ carefully and
PACC Activities: produce written
requirements) responses to
 Ss to attempt an various errors in
Teaching Strategies/ Editing Timed the text
Activities: practice in class
comprising 3 editing
 To assess
 Ss to exchange practices from
Section 3 of their students’ ability to
scripts with one
“Editing for ‘O’ Level” listen attentively
another to check
for grammatical Booklets and respond
errors  T to administer the accurately to
 T to collaboratively timed practice and various questions
draw out salient go through the on different texts
points with Ss solutions as Ss
using the CRAFTS engage in peer
Teaching Strategies/
framework for assessment
Activities:
 planning subsequently
 Ss to then edit their  Ss to attempt an
introduction, body AoL/ AfL: Editing Timed
and conclusion practice in class
paragraphs for the Students’ Editing comprising 1
report Exercise books editing practice
 T to collect Ss’ from Section 3 of
work and provide their “Editing for ‘O’
feedback Level” Booklets
accordingly (Ss to  T to administer the
complete the task timed practice and
as Homework go through the
should Time not solutions as Ss
permit and submit it engage in peer
in the subsequent assessment
EL lesson) subsequently
 Students to then
AoL/ AfL: attempt a full
Listening
Collaborative Learning
Comprehension
Report Writing Task paper for practice
Prompt  T to administer the
assessment,
distributing papers,
playing the audio
clips, then
facilitating peer
marking in class

AoL/ AfL:
Term 3 (Week 8-9)
Listening
Comprehension
Practice Package
 Subject Monday Tuesday Wednesday Thursday Friday Remarks
Class 21st August 22nd Aug 23rd August 24th August 25th August
Time: 1210 – 1310h Time: 0850 – 0950 Time: 1130 – 1250
Mathematics
107 Focus: Focus: Focus:

Number Patterns Common Test 2 Perimeters and Areas

(Feedback and of Plane Figures
Lesson Objectives: corrections)
Lesson Objectives:
 For Ss to recognise Lesson Objectives:
number patterns  For Ss to find the
and sequences  To provide area and perimeter
feedback on Term of a Parallelogram
 For Ss to be able to 3 Common Test
find the terms of a  For Ss to find the
Teaching
sequence and the Strategies/ area and perimeter
formula for the Activities: of a Trapezium
general term of a
 T to distribute the Teaching Strategies/
sequence Activities:
marked common
Teaching Strategies/ test scripts to Ss
Activities:  T to then go  T to recap the
through questions formulae of areas
and perimeters of
 T to introduce the from the common
test with students squares,
concept of number
rectangles,
patterns and to  T to highlight and
triangles and
explicitly instruct Ss emphasise the
circles
on how to importance of
recognise some of showing their  Ss to then solve
these patterns Mathematical one or two
examples involving
 T to then guide Ss workings in full in
addition to proper the above formulae
in discussing what
labelling of units to consolidate their
is meant by a
 general term of a  Ss to note down understanding
sequence as an important pointers  T to guide Ss in
outcome of finding related to the making a
the rule of a intermediate steps connection
sequence in questions between the area
 Ss to then explore consisting of more of a parallelogram
number patterns marks and the area of a
including those  Ss to also note rectangle to derive
from real-world down key the formula of the
situations and indicators that will area of a
practise writing help them check parallelogram
algebraic their working  Subsequently, T to
expressions to progressively link this to derive
represent the  Ss to do the area formula of
patterns corrections on ta trapezium
 Ss to then attempt their scripts  Ss to then attempt
practice questions accordingly practice questions
from Ex 11.1 and from Ex 14.1 and
Ex 11.2 (to be AoL/ AfL: Ex 14.2 (to be
completed as
completed as
Common test scripts homework should
homework should time not permit)
time not permit)
AoL/ AfL:
AoL/ AfL:
Exercise questions
Exercise questions from chapter 14.1 and
from chapter 11.1 and 14.2 from Discovering
11.2 from Discovering Mathematics Textbook
Mathematics Textbook 1B
1B
(Ex 14.1: 2, 4, and 8
(Ex 11.1: 4,7,11 & 12 ; Ex 14.2: 3, 5 and 6)
Ex 11.2: 6, 8, 10, 11
and 12)
 Subject Monday Tuesday Wednesday Thursday Friday Remarks
21st August 22nd Aug 23rd August 24th August 25th August
CCE/ Sexuality NA CCE 205 NA CCE 205 NA
Ed / PWE (Classroom)  (Classroom)  Stand
Keep Calm and Stay Up. Listen. Speak Up.
Clear

CCA/ OTHER DRAMA CLUB DRAMA CLUB

MATTERS Teacher’s Dance Teacher’s Dance Teacher’s Dance
Prac Teacher-in-charge Prac Teacher-in-charge Prac
1500-1730 1500-1730

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

The past two weeks were eventful in terms of both academic and non-academic related activities. Anchoring a
teacher’s sing-along session for the school on National Day was quite an experience indeed! The warm reception
and the students’ participation really made the event that much more memorable.

In addition, I had a hand in setting my first full EL paper 2 for the Secondary 3 Express level. I learnt so much
during the process. I sourced for my texts early on and took time to think through my questions in terms of what
elements of language I wanted to assess. The vetting process was also tremendously insightful as I got to hear
from teachers first-hand on their perspectives related to various questions I had set.

I learnt about appropriate pitching and how to better balance out the difficulty level in my paper. I initially set quite
a number of inferential and ‘language for impact’ questions. Subsequently, after various rounds of review with my
colleagues, I realised that literal and simpler vocabulary questions were also a necessity in the EL paper 2.
Moreover, I also learnt that the answer scheme ought to be ‘razor-like’ in terms of specificity of phrasing and
allotment of the attendant marks. These are skills I would like to hone in the months ahead as I gather more
experience with setting examination papers.

All in all, I began to reflect on my own practice in terms of the design of appropriate assessment tasks as I was also
vetting my colleague’s papers for both my CS’s: English Language and Mathematics. Aside from surfacing various
questions and helping my colleagues sharper their own papers, I was also able to see how my colleagues
approached the ‘Setting process’ and learnt helpful tips in terms of how to scope papers and even practical
aspects such as formatting and alignment. These are but some of the quintessential skills that I endeavour to
develop as I continue in my journey as an educator.

Reporting Officer Signature: _______________________

Date: _______________________