The story of an hour lesson plan Brenda Brenes

1. Activity 2 Topic: Mortality / Target Content: Language and assertive communication.
Level B2
Learning
Goal
Understanding the importance of language and assertive communication through a story
Technique Scanning and inferring
Objective
After providing students with The Story of an Hour in a written form, they will able to identify the
importance of language and assertive communication in specific circumstances, with 100%
accuracy.
Values Happiness, freedom and Sadness
Segment Time Instructor’s Task
Participants
Learning Tasks
Rationale
Schema activation 5 min - T will show the Ss. a
picture of a person having a
heart attack and ask them
to think about possible
causes of this condition.
- T will provide extra
information about the
importance of language and
assertive communication
with people with this
condition as Ss. share their
opinions.
- Ss are given the
opportunity to
express what they
already know about
this condition.
- This part of the
class will allow
students to
activate their prior
knowledge and be
prepared for the
further reading.
Identifying the parts of the plot. 15 min - T will distribute a handout
with the story for them to
read it in pairs.
-T will provide the Ss. with
a handout with the
- Ss will read the
story in pairs.
-Ss will complete the
storyboard with the
- This section of
the class will
enable Ss to
recognize each of
the parts of the

2. storyboard for them to
complete it with the
summary of each part of
the plot and a picture to
represent it.
- T will review their
storyboards.
-T will ask the Ss if the
language and
communication was
assertive during the plot of
the story.
corresponding
summary of the plot.
-Ss will draw a picture
to represent each
part.
-Ss will share their
storyboards with
other pairs.
-Ss will reflect on the
use of assertive
language and
communication
during the plot of the
story.
plot and recognize
whether the
language and
communication
during the plot
was assertive or
not.
Describing the characters. 15 min -T will distribute a handout
with a character profile
template.
- T will ask the Ss to
complete a character profile
in groups.
-Ss will identify the
characters and create
their own personality
profile for each
character. (Ss will use
Padlet as an option)
- This section of
the class will
enable Ss
students to
identify the
characters of the
story and their
explicit and
implicit
characteristics and
traits.
Expansion activity 15 min - T will ask Ss to work think
about a different resolution
for the story.
- T will ask Ss to rewrite the
plot of the story with a
different ending assuming
- Ss will read the
story at home again if
necessary.
- Ss will write a
different version of
the plot of the story
- This section of
the class will
analyze the
importance of
assertive language
and

3. that Mrs. Mallard´s sister
would have told her the
news in a non-assertive
way.
answering the
question: What would
have happened if
Mrs. Mallard´s sister
would have been
non-assertive when
telling the news?
Ss will provide the
plot of the story with
a different climax,
falling action and
resolution.
communication in
life, especially in
specific cases
such as heart
conditions.

4. Handouts
Identifying the plot activity.

5. Character profile
Name:
PhysicalCharacteristics: Imagine howdoes
the characterlooklike.
Personality Traits:

6. Describing the Characters