Lesson Plan in British and American Literature


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Lesson Plan in British and American Literature

  1. 1. Lesson Plan in British and American Literature Intended for Grade 9 students Preparation and Evaluation of Instructional MaterialsI. Learning Objectives a. Define what a short story is b. Identify the elements of a short story c. Share personal thoughts in relation to the textII. 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 ChalkIV. Learning Activities Teacher’s Activity Students’ Activity The teacher assigns a student to lead the (Student prays) prayer before the class proper. The teacher greets the students and checks the attendance. Motivation: “Class, have you ever experienced meeting (Student answers) 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 (Student narrates a story) brief introduction about their personal experiences. Pre-reading “Class, we have been reading and hearing a (Student answers) lot of short stories since we were kid. Do you enjoy reading a short story? “Very good! Can you read the definition of (Student reads) a short story?” Thank you! According to Edgar Allan Poe, a (Student listens)
  2. 2. renowned American poet and writer, shortstories are literary materials that can beread in one sitting. It is relatively shorterthan a novel, consists of only a couple ofpage and has only one plot and number ofcharacters.“Class, our topic for today is a short story (Student listens)entitled, “Locomotive” by William Saroyan.It is a story about an encounter of a youngkid who came across a strange person. Butbefore we delve into that, let’s have theunlocking of vocabularies first.The teacher arranges the cut-out cartolina (Student answers)sheets and have the sheets pasted in theblackboard. The teacher instructs thestudents to match the given vocabulariesto the opposite column and give sentencesusing the word learned.Vocabularies: asylum institution shaken trembled wage salary automobile car jackrabbit hareThe teacher calls the assigned students to (Student reads)read the biography of the author.“Please, read the information about theearly life of our author,”“Thank you, please continue,” (Student reads)“Thank you, please read the information (Student reads)about his educational background,”“Thank you, who wants to read the (Student reads)information about the author’s writingcareer?”
  3. 3. “Thank you, and the last one, his ailing (Student reads)days, awards and works? Yes,”QuizMotive questionsClass, like what I have just mentioned, the (Students listen)story is about an encounter of a young kidto a stranger. I expect that at the end of thediscussion, you will be able to define ashort story and identify the elements of ashort story.The teacher pastes his character mappingin the blackboard.Class, I have here a character map. This (Students listen)map works like the usual graphicorganizer. The only thing is that thecharacters are the center and the circlesconnected to it will describe this certaincharacter.The first circle is “the physical description (Students listen)of the character”, the second one is “whatpeople say about him” and the last is “whathe thinks and feels including theidiosyncrasies he lives by”.“Who wants to describe the main character (Student answers)of the story?”“Thank you for that wonderful description. (Student answers)Who wants to take the next character?“Good job! Who wants to take the nextcharacter?“Very Good! And the last character? (Student answers)Great! Thank you. Let’s move on to the (Students group themselves)plot. I want you to group yourselves intofour. Written in these sheets is thesequence of the story. On the board is astory hill that we use to develop the plot ofthe story. You are going to paste what youhave after giving you the definition of each
  4. 4. stage, okay? Let’s start Climax Rising action Falling actionExposition Resolution“Exposition includes the introduction ofthe characters and some of theirdescriptions. It also tells where the storyhappened and the events that initially tookplace.” Now, look at your sheets and thinkif the descriptions fit the meaning I gave.“Who has the description? Please paste it (Student pastes his/her sheet)now.”“Thank you, do you like to read it?” Does (Student reads)the description fit the meaning ofexposition class?”“Yes, very good! Let’s go on with the rising (Students listen)action. The rising action tells about thesucceeding events prior to the earlierevents that took place. It reveals moreabout the character and the problem iscreated.”“Who has the description for the rising (Student pastes his/her sheet)action? Yes,”Thank you, do you like to read it? Does the (Student reads)description tell about the rising action?“Yes, brilliant! Let’s go on with the climax. (Students listen)The climax shows the result of the problemand what the characters did to solve it.This is the highest point of the story.“What part of the story is the climax?” Yes,” (Student pastes his/her sheet)“Do you like to read it? Is the statement (Student reads)correct, class?“Great job! Let’s move on with the falling (Students listen)
  5. 5. action. The falling action tells about thesucceeding events following the climax. Itshows the events that resulted from theactions that the characters made to solvethe problem.”“What part of the story is the falling action? (Student pastes his/her sheet)Yes,”Do you like to read it? Is the statement (Student reads)correct, class?“Very Good! And the last one is theresolution. It shows how the storyconcluded.”“What part concludes the story? Yes,” (Student pastes his/her sheet)Do you like to read it? Is the statement (Student reads)correct class?Good job! Class, as you have observed, the (Student answers)story was created by Aram, right?Class, in literature, we have this element (Students listen)called the Point-of-view that tells who thenarrator of the story is. In our selection,the Locomotive, the narrator uses thepronoun “I” and this Point-of-view is calledFirst person point-of-view.“Class, in the selection, there seems to have (Student answers)a problem about Locomotive 38. Cansomeone tell me about this problem?“Good! Can you read the lines suggesting (Student reads)that idea?”“Class, why do you think was Locomotive (Student answers)38 treated that way?”“That’s a good point! What do you think (Student answers)does Aram’s experience tell us?”Post-reading 1. What did Locomotive 38 and Aram (Student answers) have in common that made them friends?
  6. 6. 2. Who is a real friend? Is it necessary (Student answers) to have many friends? 3. Why do you think did Locomotive (Student answers) 38 easily trusted Aram? 4. If you were Aram, will you talk to a (Student answers) stranger like Locomotive 38? If you were Locomotive 38, will you also talk to a stranger like Aram? 5. Is physical appearance has a (Student answers) bearing in the humanity of a person why? 6. If Aram did not have the wealth he (Student answers) possessed, do you think Aram and Mr. Lewis will still entertain him? Generalization: Class, let’s wrap up our lesson. What is a (Student answers) short story? Yes? Very Good! Can you repeat that, (Student answers) Brilliant! How about its elements? Yes, (Student answers) Good job! Have you learned something (Students answer) today? Nice! Let’s all stand up. Please lead the (Student leads the prayer) closing prayer, Goodbye class! “Goodbye and thank you, Sir) V. EvaluationAssignment