Lesson plan

Subject: English (Literature Component)

Title: ‘One is One and All Alone’ by Nicholas Fiske.

Class: Mixed proficiency students (Co-ed boarding school)

Date/day: 02.02.2010, Tuesday

Time: 8.00am – 9.10am

Language Use: Language for aesthetic use (3.1 a, b, c – iii, iv, vi)

Theme/Topic: Science & Technology

Focused Skill: Writing

Integrated Skill: Speaking

Curriculum Specifications:

3.0 LANGUAGE FOR AESTHETIC USE

3.1 Listen to, read, view and respond to literary works by

iii) Retelling the story or poem in one’s own word

iv) Giving the sequence of events

vi) Talking about characters in a story

ix) Telling how characters in the text is similar to one’s life

Lesson Objectives:

Students should be able to:

1. Verbally summarize the story using their own words.2. List out the main characters in the story.3. Describe the characteristics of each character in the story.4. Write a short paragraph that requires higher order thinking skills. (If you were Trish, would you have made a clone of yourself? Why or why not?)

Educational Emphases:

1. Thinking skills2. Learning how to learn3. Preparation for the real world

Language Content:

3. Adjective (i, ii, ii) sequence connectors

Teaching Aids: - White board, word box

Previous Knowledge: They have learnt the plot and themes of the short story, One is One and All Alone.

Anticipated problems:

1. Students do not fully understand the story line.2. Students lack of knowledge of vocabulary.

Stage/Time Content Teaching-learning activity Rationale Remarks/MaterialsFirst Encounter / Set Induction

5 minutes

Sequence connectors

1. Tcr checks asks a volunteer to summarize the story for the whole class (The ss were asked to read the story before coming to this lesson)

To check the ss understanding of the storyTo check whether the ss have read the story or not

The verbal summary was intended to revisit the previous lesson (plot, theme) and to refresh the ss memories of the story

Understanding & Familiarization / Introduction

10 minutes

Adjectives Physical traits Personal

traits

2. Tcr chooses another volunteer to come to the front of the class.

3. Students are to describe the volunteered student. Tcr writes the responses on the smart board.

4. Tcr classifies the list of characteristics into 2 categories; physical and personal traits.

To relate the elements of characteristics in literature to ss real lives

Smart board

Analysis & Interpretation / Development

10 minutes

15 minutes

Adjective Synonym

5. Tcr brainstorms the list of characters found in the story. Then, tcr makes 4 columns on the board (out of the 4 main characters in the story)

6. Tcr hands out a small word box containing pieces of paper with physical/personal traits written on them.

7. Selected students will take one piece of paper and paste them on the board, according to the characteristics of the character.

8. Tcr checks the answers on the board with the whole class and correct any mistakes.

9. Tcr gives out an exercise sheet containing crossword puzzle containing information about the characters and characteristics, for the ss to complete.

To engage ss in a more interactive learning session.

White board Word box Crossword sheets

10. Ss check the answers with their partner.Personal Reaction / Closure

20 minutes

10 minutes

Requires ss CCTS

11. Ss are to write a short composition (100 words)-If you were Trish, would you have made a clone of yourself? Why or why not?

12. Tcr choose 2 ss (1 boy and 1 girl) to read aloud their essay to the class.

To stimulate ss critical thinking