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.