Tuesday, March 24, 2015

4A WEEK 1 WRITING JOURNAL


DATE
17/02/2015 TUESDAY
TIME
9:00 - 10:20 (80 min)
CLASS
4A
PLACE
Class

THEME/TOPIC : JOURNAL

OBJECTIVE : Students will be able to:
i.              write an entry of a journal
ii.             edit and revise other people’s writing

CONTENT : Journal writing

ACTIVITIES :
1.      Tell the class they are going to be reading excerpts from 3 diaries. 2 of the  diary is the real-life record and one of it is from a popular book.
  • Anne Frank's diary is the record of the German-Jewish teenager's experiences in the Netherlands from 1942 to 1944 during World War II.
  • Zlata Filipovic's diary is the 11-year-old's record of her changing life in her native country of Sarajevo during a much later war.
2.      As they read to themselves, have them note the personal details that the writer includes in the diary.
3.      Next, have students discuss the following questions about the writer and her work:

    • What questions do you have about the writer?
    • What do you and the writer have in common?
4.      Next, tell students they will be writing their own journals – discuss about the themes that have been distributed to the form 4 classes.

5.      To give students ideas for their first journal entries, present the following writing prompts and tell students they will have 10 minutes to write. Direct them to try to write nonstop and avoid erasing. Most students will be comfortable beginning with short, sustained writing times, building up to longer times as their fluency increases. The prompts are:

    • Freedom
    • Surprises
    • Being honest
    • The fight
6.      Give the theme to the students randomly- students will write their entry.

7.      Instruct the students with the same theme to sit in a group – tell them that they can opt to read each other journal or share with selected few.

8.      Choose the best entry – or students can nominate their own entry to be the best – they can read it to their group or class (if time permits)

9.      You can help motivate students to write in their journals by writing in your own journal and sharing your writing.

 
MATERIALS: hand out on excerpt of journals , personal journal

EVALUATION: Students' ability to write a self-reflection and to express their feelings

REFLECTION:


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Excerpts from Zlata's Diary: A Child Life In Sarajevo By Zlata Filipovic
Monday, June 29, 1992
That’s my life! The life of an innocent eleven-year-old schoolgirl!! A schoolgirl without school, without the fun and excitement of school. A child without games, without friends, without the sun, without birds, without nature, without fruit, without chocolate or sweets, with just a little powdered milk. In short, a child without a childhood. A wartime child. I now realize that I am really living through a war, I am witnessing an ugly, disgusting war. I and thousands of other children in this town that is being destroyed, that is crying, weeping, seeking help, but getting none. God, will this ever stop, will I ever be a schoolgirl again, will I ever enjoy my childhood again? I once heard that childhood is the most wonderful time of your life. And it is. I loved it, and now an ugly war is taking it all away from me.
Monday, December 28, 1992
...I look over at Mommy and Daddy. ... Somehow they look even sadder to me in the light of the oil lamp. ... God, what is this war doing to my parents? They don’t look like my old Mommy and Daddy anymore. Will this ever stop? Will our suffering stop so that my parents can be what they used to be cheerful, smiling, nice-looking?
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Excerpts from:
Anne Frank. The Diary of a Young Girl
Tuesday, 22 December 1942
Oh, I'm becoming so sensible! We've got to be reasonable about everything we do here; studying, listening, holding our tongues, helping others, being kind, making compromises and I don't know what else! I'm afraid my common sense, which was in short supply to begin with, will be used up too quickly and I won't have any left by the time the war is over.
Wednesday, 13 January 1943
Terrible things are happening outside. At any time of night and day, poor helpless people are being dragged out of their homes. They're allowed to take only a rucksack and a little cash with them, and even then, they're robbed of these possessions on the way. Families are torn apart; men, women and children are separated. Children come home from school to find that their parents have disappeared. Women return from shopping to find their houses sealed, their families gone. The Christians in Holland are also living in fear because their sons are being sent to Germany. Everyone is scared. Every night hundreds of planes pass over Holland on their way to German cities, to sow their bombs on German soil. Every hour hundreds, or maybe even thousands, of people are being killed in Russia and Africa. No one can keep out of the conflict, the entire world is at war, and even though the Allies are doing better, the end is nowhere in sight.
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Excerpt from 'Diary of a Wimpy Kid” by Jeff Kinney
SEPTEMBER
Tuesday
First of all, let me get something straight: This is a JOURNAL, not a diary. I know what it says on the cover, but when Mom went out to buy this thing I SPECIFICALLY told her to get one that didn't say "diary" on it. Great. All I need is for some jerk to catch me carrying this book around and get the wrong idea.
The other thing I want to clear up right away is that this was MOM's idea, not mine. But if she thinks I'm going to write down my "feelings" in here or whatever, she's crazy. So just don't expect me to be all "Dear Diary" this and "Dear Diary" that.
The only reason I agreed to do this at all is because I figure later on when I'm rich and famous, I'll have better things to do than answer people's stupid questions all day long. So this book is gonna come in handy. Like I said, I'll be famous one day, but for now I'm stuck in middle school with a bunch of morons.

Tuesday, March 10, 2015

3A WEEK6 POWERPOINT FIGHTER'S LINES


DATE
22/02/2015 SUNDAY
TIME
9:00 - 10:40 (80 min)
CLASS
3A
PLACE
SEEDS room

THEME/TOPIC: A FIGHTER’S LINES - PARAPHRASE

OBJECTIVE: Students will be able to    get at least 10 out of 13 correct paraphrases

CONTENT: poem – a fighter’s lines

ACTIVITIES:

1.    Public speaking for 3 students – theme social issues (current)
 
10 minutes
2.    Teacher discusses the answer with the students and choose group to write the correct answer on board – 20 stars for all correct answers
 
30 minutes
 
3.    Show students the powerpoint presentation for Fighter’s Lines through LCD
4.    Go through the meaning of each lines in the poem by using the presentation – ask students to refer to the paraphrase exercise that they have done.
5.    Conclude the presentation and tell students they will have short answer questions for next lesson (after activity week)
 
35
minutes
6.    Conclude the lesson – homework; copy the poem and its paraphrases - line by line in exercise book.
 
5 minutes

MATERIALS: LCD & laptop, powerpoint presentation “a Fighter’s lines”
 
EVALUATION: Students' ability to identify the meaning of the poem for each stanza

REFLECTION:

 

 

 

 

3A WEEK5 FIGHTER'S LINES PARAPHRASE


DATE
18/02/2015 WEDNESDAY
TIME
10:40 - 12:00 (80 min)
CLASS
3A
PLACE
Class

THEME/TOPIC: A FIGHTER’S LINES - PARAPHRASE

OBJECTIVE: Students will be able to:

i.              get at least 10 out 15 correct answer on exercise matching words & phrases to its meaning

ii.             get at least 10 out of 13 correct paraphrases

 

CONTENT: poem – a fighter’s lines

 

ACTIVITIES:   

1.    Public speaking for 3 students – theme social issues (teenagers)
 
10 minutes
2.    Check previous homework given on contextual clues for the poem
 
5 minutes
3.    Explain to students what a paraphrase is in a poem – test the students what do we call a character of a poem (answer: persona)
4.    Teacher asks the students to form a group of 3 (student A- stanza 1, B- stanza 2, C stanza 3&4) – work individually
5.    Match the poem with its paraphrases  – 20 minutes
6.    Explain to students that it is not line by line – give how many paraphrases each stanzas should have – 13 jumble up lines – stanza 1: 3 lines, stanza 2: 5 lines, stanza 3: 3 lines, stanza 4: 2 lines
7.    After they have tried to look for the meaning – they regroup and then discuss in group whether their answer is correct – 20 minutes
 
40 minutes
8.    Teacher discusses the answer with the students and choose group to write the correct answer on board – 20 stars for all correct answers
 
20 minutes
 
9.    Conclude the lesson – homework; copy the poem and its paraphrases - line by line in exercise book.
 
5 minutes

MATERIALS: 1 hand out on paraphrasing Fighter’s lines (use any paraphrase from credible source on Fighter's lines)

EVALUATION: Students' ability to identify the meaning of the poem for each stanza

REFLECTION:



Sample:

 


  • He wants them to unite and fight for justice.
  • The personas says nobody will listen to him because he is old and powerless now.
  • He tells them to protect this country from threats and problems like corruption.
  • He was a soldier who fought for independent.
  • He sacrificed and suffered a lot for his country’s independence.
  • The persona is in a wheelchair. Maybe he was badly wounded and crippled when he fought for independence.
  • The Persona is now old, tired and weak.
  • Nobody listens to him.
  • He cannot fight anymore because he is powerless.
  • The persona wants the younger generations to be Brave and stand up for their freedom.
  • Now, he is worried about challenges and deceit like cheating & corruption in his country
  • But he can only sit and watch what is going on around him,
  • He demands that the young generations speak up for justice and freedom.






 

3A WEEK5 FIGHTER'S LINES INTRO


DATE
17/02/2015 MONDAY
TIME
11:20 - 12:40 (80 min)
CLASS
3A
PLACE
Class

THEME/TOPIC: A FIGHTER’S LINES - VOCABULARY

OBJECTIVE: Students will be able to:
i.   get at least 9 out of 11 correct answers on “fishermen” exercises 
ii. get at least 10 out 15 correct answer on exercise matching words & phrases to its meaning

CONTENT: contextual clues

ACTIVITIES:
1.    Public speaking for 3 students – theme social issues (teenagers)
 
10 minutes
2.    Discuss on previous contextual clues exercise – “the fisherman”
-       Ask students to find a partner and discuss their answers
-       Remind the students on the lesson they have had on contextual clues- replace the answer that they have chosen into the text and decide if it make sense or not
-       Tell students not to use any dictionary
-       Discuss the answer in a group of 4 and ask them if they have any words they are unsure of
 
30 minutes
3.    Teacher shows the pictures and images regarding Malaysia’s history in fighting for independence.
4.    Teacher asks the students opinion about the pictures.
5.    Teacher introduces the topic of the day – A Fighter’s Lines poem by Marzuki Ali.
 
40 minutes
 
6.    Teacher distributes the poem hand out to each of the students and asks them to read silently and then read loudly together.
7.    Ask students to volunteer and read out aloud the text – followed by the class (award Star)
8.    Teacher asks students on their opinion what the poem is about and what do they feel about independence.
9.    Teacher distributes hand out on matching word & phrases and its meaning in 20 minutes – pair work
10. Students use the contextual clues knowledge to discover the answer.
11. Discuss the answer – conclude the lesson
12. Homework – write the words and the answers in the exercise book
 

MATERIALS:  previous exercise on “fisherman” and 1 hand out on Fighter’s lines FROM Kementerian book

EVALUATION: Students' ability to identify the meaning of word by using contextual clues

REFLECTION: