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Secondary School Lesson Plan
Date : 3rd February 2012
Time/Duration : 80 minutes (double period)
Class : Form 1 Epsilon
No. of student : /
Proficiency level : Low Intermediate
Background knowledge: Students had already been told to read the story ‘Flipping
Fantastic’ a day before the lesson starts.
Theme : Literature component
Topic : Flipping Fantastic by Jane Langford (extraordinary superb)
Language skill focus : Writing (70%)
Integrated skills : Reading, Speaking and Listening (30%)
Language focus : Synopsis and the plot of a story.
Learning outcomes : By the end of Form 2, students should be able to:
1.0 LANGUAGE FOR INTERPERSONAL USE
1.1b Take part in conversation and discussion iii. responding appropriately to questions. vi. participating in teacher-guided class discussions by giving one’s opinion.
2.0 LANGUAGE FOR INFORMATIONAL USE
2.2c Following sequence of ideas. iii. following sequence of ideas.
3.0 LANGUAGE FOR AESTHETIC USE
3.1b Recognizing elements in a story such as plot. iv. giving the sequences of events.
Learning objectives : By the end of the lesson, students should be able to:
1. interact and participate actively in class. (Observable)
2. answer at least 6 out of 10 lines correctly based on the illustration provided in the worksheet.(Measureable)
3. match and rearrange the events according to the five essential parts of plot in groups. (Achievable)
Educational emphasis: a) Thinking skills b) Preparing for real world c) Multiple Intelligence
Moral values : Helpful, cooperative, respecting one and another.
Resource Materials : Pictures, handouts, worksheet, whiteboard, mahjong paper and markerVocabulary List :
1. Flipping2. Fantastic3. Brilliant4. Depressed5. Persuades6. Live-wire7. Collywobbles8. Grump9. Paralympics10. Awkward
STAGE/DURATION
CONTENT/ SKILL TEACHER/PUPILACTIVITY
AVA/RATIONALE
SET-INDUCTION
(5 MINUTES)
Whole class
Question:1. Have you read the
story?
2. Can you still remember what the story is all about?
3. Who are the main characters?
SkillsSpeaking
1. Teacher writes the title of the story entitled ‘Flipping Fantastic’ on the whiteboard
2. Teacher asks students questions related to the events which occurred in the story.
Rationale
To create interest in the topic of the lesson by eliciting their feedback.
To determine whether students had already read the story or not
PRE- READING
(10MINUTES)
Whole class
Questions:1. How did the starts?
2. Where did James and Tristan study for their primary education? Which school?
3. What happened after they ended their primary education?
SkillsReadingSpeaking
1. Teacher exposes students with the framework of plot.
2. Teacher distributes a handout containing the four essential parts of plot. (Appendix 1)
3. Teacher asks students to read the handout given.
4. Teacher defines the term and explains to students on how to group the events in a drama into these elements.
5. Teacher discusses the events with students.
Rationale
To reinforce students understanding of the story.
AVA
Appendix 1
WHILE- READING
(25MINUTES)
Whole class
Vocabulary List
Flipping Fantastic Brilliant Depressed Persuades Live-wire Collywobbles Grumpy Paralympics
Skills ReadingSpeaking
Group work
SkillsReadingSpeakingWriting
Task One:
1. Teacher pastes a number of events taken from the story, ‘Flipping Fantastic’ on the white board.
2. Teacher discusses the events with students and also asks students to identify any difficult words to be discussed.
3. Teacher asks students
to explain further on the story which occurred based on the event taken.
4. Teacher discusses the events with students.
Task Two
1. Teacher distributes worksheet to all students.
(Appendix 2)
2. Students are asked to answer the worksheet in groups.
3. Students are asked to look into the event cards and rearrange them according to the sequence of the story.
4. Teacher then discusses the sequence together with all students.
Rationale
To help students identify and match the event with the story.
Allow students to think imaginatively and write creatively.
Rationale
To persuade students to work together and establish team work by completing group task.
AVA
Appendix 2
POST- READING
(20MINUTES)
Whole class
SkillsListeningReading
1. Student remains in their same group.
2. Teacher draws an empty plot framework on the white board.
3. Teacher also provides a collection of events written on cards.
4. Students will have to organize the events of the drama by pasting the event cards on the plot framework accordingly.
5. The group which completes the task quickest and correctly wins the challenge.
6. The winner will be praised.
Rationale
To make the class more interesting and to involve the students in the class itself.
AVA
Plot framework Even cards Whiteboard Marker Mahjong paper
CLOSURE
(10MINUTES)
Whole class
SkillsSpeaking
1. Teacher will recap and review the lesson with the students.
2. Teacher discusses on the moral values attained from the story.
Rationale To ensure the
students learn some values from the lesson.
AVA
Homework
Evaluation :
Follow-up Activity : Students are asked to use their own creativity to write a short
Paragraph less than 30 words on how they think the resolution of the story should had ended.
Self-Reflection :
Supervisor’s comment :
Appendix 1
Plot
The plot is the sequence of events in a story or play. There are five parts in a plot:
1. Exposition/ Starting - The beginning of the story where the characters and the setting is revealed.
2. Conflict - This is where the events in the story become complicated and the conflict in the story is revealed.
3. Climax - This is the highest point of interest and the turning point of the story. The reader wonders what will happen next; will the conflict be resolved or not?
5. Resolution/ Ending- This is the final outcome or untangling of events in the story
Tritan and James have completed primary schooling in Peter Hill Primary.
After the summer holidays, they will be attending different schools.
Tristan tells mother that he
does not want to go to Chesterlea Grange.
Tristan goes to Chesterea Grange and he finds it flipping fantastic.
James loves Highfield and finds it brilliant.
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