tol+one+is+one+and+all+alone
DESCRIPTION
Form 2 literature.TRANSCRIPT
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