Lesson Plan in British and American LiteratureIntended for Grade 9 students

Preparation and Evaluation of Instructional Materials

I. Learning Objectives

a. Define what a short story isb. Identify the elements of a short storyc. Share personal thoughts in relation to the text

II. Subject Matter : Literary Focus: Locomotive by William Saroyan. Communication Arts and Skills through Anglo-American and Filipino Literature (2nd Edition)

III. Materials :Manila Paper, Cartolina and Chalk

IV. Learning Activities

Teacher’s Activity Students’ Activity

The teacher assigns a student to lead the prayer before the class proper.

The teacher greets the students and checks the attendance.

Motivation:

“Class, have you ever experienced meeting a strange person? Or have you come across someone you don’t know and had conversations with you?

The teacher calls two students to narrate a brief introduction about their personal experiences.

Pre-reading

“Class, we have been reading and hearing a lot of short stories since we were kid. Do you enjoy reading a short story?

“Very good! Can you read the definition of a short story?”

Thank you! According to Edgar Allan Poe, a

(Student prays)

(Student answers)

(Student narrates a story)

(Student answers)

(Student reads)

(Student listens)

renowned American poet and writer, short stories are literary materials that can be read in one sitting. It is relatively shorter than a novel, consists of only a couple of page and has only one plot and number of characters.

“Class, our topic for today is a short story entitled, “Locomotive” by William Saroyan.It is a story about an encounter of a young kid who came across a strange person. But before we delve into that, let’s have the unlocking of vocabularies first.

The teacher arranges the cut-out cartolina sheets and have the sheets pasted in the blackboard. The teacher instructs the students to match the given vocabularies to the opposite column and give sentences using the word learned.

Vocabularies:

The teacher calls the assigned students to read the biography of the author.

“Please, read the information about the early life of our author,”

“Thank you, please continue,”

“Thank you, please read the information about his educational background,”

“Thank you, who wants to read the information about the author’s writing career?”

(Student listens)

(Student answers)

(Student reads)

(Student reads)

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(Student reads)

asylum

institution

shaken

trembled

wage salary

automobile

car

jackrabbit

hare

“Thank you, and the last one, his ailing days, awards and works? Yes,”

Quiz

Motive questions

Class, like what I have just mentioned, the story is about an encounter of a young kid to a stranger. I expect that at the end of the discussion, you will be able to define a short story and identify the elements of a short story.

The teacher pastes his character mapping in the blackboard.

Class, I have here a character map. This map works like the usual graphic organizer. The only thing is that the characters are the center and the circles connected to it will describe this certain character.

The first circle is “the physical description of the character”, the second one is “what people say about him” and the last is “what he thinks and feels including the idiosyncrasies he lives by”.

“Who wants to describe the main character of the story?”

“Thank you for that wonderful description. Who wants to take the next character?

“Good job! Who wants to take the next character?

“Very Good! And the last character?

Great! Thank you. Let’s move on to the plot. I want you to group yourselves into four. Written in these sheets is the sequence of the story. On the board is a story hill that we use to develop the plot of the story. You are going to paste what you have after giving you the definition of each

(Student reads)

(Students listen)

(Students listen)

(Students listen)

(Student answers)

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(Students group themselves)

stage, okay? Let’s start

“Exposition includes the introduction of the characters and some of their descriptions. It also tells where the story happened and the events that initially took place.” Now, look at your sheets and think if the descriptions fit the meaning I gave.

“Who has the description? Please paste it now.”

“Thank you, do you like to read it?” Does the description fit the meaning of exposition class?”

“Yes, very good! Let’s go on with the rising action. The rising action tells about the succeeding events prior to the earlier events that took place. It reveals more about the character and the problem is created.”

“Who has the description for the rising action? Yes,”

Thank you, do you like to read it? Does the description tell about the rising action?

“Yes, brilliant! Let’s go on with the climax. The climax shows the result of the problem and what the characters did to solve it. This is the highest point of the story.

“What part of the story is the climax?” Yes,”

“Do you like to read it? Is the statement correct, class?

“Great job! Let’s move on with the falling

(Student pastes his/her sheet)

(Student reads)

(Students listen)

(Student pastes his/her sheet)

(Student reads)

(Students listen)

(Student pastes his/her sheet)

(Student reads)

(Students listen)

Exposition

Rising action

Climax

Falling action

Resolution

action. The falling action tells about the succeeding events following the climax. It shows the events that resulted from the actions that the characters made to solve the problem.”

“What part of the story is the falling action? Yes,”

Do you like to read it? Is the statement correct, class?

“Very Good! And the last one is the resolution. It shows how the story concluded.”

“What part concludes the story? Yes,”

Do you like to read it? Is the statement correct class?

Good job! Class, as you have observed, the story was created by Aram, right?

Class, in literature, we have this element called the Point-of-view that tells who the narrator of the story is. In our selection, the Locomotive, the narrator uses the pronoun “I” and this Point-of-view is called First person point-of-view.

“Class, in the selection, there seems to have a problem about Locomotive 38. Can someone tell me about this problem?

“Good! Can you read the lines suggesting that idea?”

“Class, why do you think was Locomotive 38 treated that way?”

“That’s a good point! What do you think does Aram’s experience tell us?”

Post-reading

1. What did Locomotive 38 and Aram have in common that made them friends?

(Student pastes his/her sheet)

(Student reads)

(Student pastes his/her sheet)

(Student reads)

(Student answers)

(Students listen)

(Student answers)

(Student reads)

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(Student answers)

2. Who is a real friend? Is it necessary to have many friends?

3. Why do you think did Locomotive 38 easily trusted Aram?

4. If you were Aram, will you talk to a stranger like Locomotive 38? If you were Locomotive 38, will you also talk to a stranger like Aram?

5. Is physical appearance has a bearing in the humanity of a person why?

6. If Aram did not have the wealth he possessed, do you think Aram and Mr. Lewis will still entertain him?

Generalization:

Class, let’s wrap up our lesson. What is a short story? Yes?

Very Good! Can you repeat that,

Brilliant! How about its elements? Yes,

Good job! Have you learned something today?

Nice! Let’s all stand up. Please lead the closing prayer,

Goodbye class!

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(Student leads the prayer)

“Goodbye and thank you, Sir)

V. Evaluation

Assignment