This document contains a lesson plan on analyzing Benjamin Franklin's short story "The Whistle". The lesson plan outlines learning objectives for students to understand word meanings from context, identify themes, evaluate arguments and purpose, and analyze how literature reflects societal values. It includes the full text of the story divided into sections. The lesson also involves students working collaboratively in groups on appreciation activities related to the story's message about not spending too much for trivial things.

1. Good Morning
SILVER-nation !

2. 1. formulate predictions in the literary text;
2. identify word meanings based on context
clues;
3. deduce recurring theme and subthemes
underscored in the essay;
At the end of the lesson, the students shall
be able to:

3. 4. judge the relevance and worth of ideas,
soundness of author’s reasoning, and the
effectiveness of the presentation;
5. determine the author’s purpose in
writing essay; and
6.analyze literature as a means of
understanding unchanging values in a changing
world.

4. FLIP IT !

9. The Whistle
Benjamin Franklin

10. Born on
January 17,
1706
Family of
artisans
Scientist,
Philanthropist,
Humorist

12. WORD MATCH

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41. When I was a child of seven years old, on a holiday,
filled my pocket with coppers, I went directly to a shop
where they sold toys for children, and being charmed with
the sound of a whistle, that I met by the way in the hands
of another boy, I voluntarily offered and gave all my
money for one. I then came home, and went whistling all
over the house, much pleased with my whistle, but
disturbing all the family.
First Chunk
Magic Cases

42. My brothers, and sisters, and cousins, understanding
the bargain I had made, told me I had given four times as
much for it as it was worth; put me in mind what good
things I might have bought with the rest of the money; and
laughed at me so much for my folly, that I cried with
vexation; and the reflection gave me more chagrin than the
whistle gave me pleasure.
Second Chunk

43. This, however, was afterward of use to me, the
impression continuing on my mind; so that often, when I
was tempted to buy some unnecessary thing, I said to
myself, don't give too much for the whistle; and I met
with many, very many, who gave too much for the
whistle.
Magic Cases

44. Third Chunk
When I saw one too ambitious of court favor,
sacrificing his time in attendance on leeves, his
repose, his liberty, his virtue, and perhaps his
friends, to attain it, I have said to myself, this man
gives too much for his whistle.

45. When I saw another fond of popularity, constantly
employing himself in political bustles, neglecting his own
affairs, and ruining them by that neglect, he pays indeed,
said I, too much for his whistle.

46. If I knew a miser, who gave up every, kind of
comfortable living, all the pleasure of doing good to
others all the esteem of his fellow-citizens and the joys of
benevolent friendship, for the sake of accumulating
wealth, poor man, I said I, you pay too much for your
whistle.

47. When I met with a man of pleasure, sacrificing
every laudable movement of the mind, or of his fortune,
to mere corporeal sensations, and ruining his health in
their pursuit, mistaken man, said I, you are providing pain
for yourself, instead of pleasure, you give too much for
your whistle.

48. If I see one fond of appearance, or fine clothes, fine
houses, fine furniture, fine equipages, all above his
fortune, for which he contracts debts, and ends his career
in a prison. Alas! say I, he has paid dear, very dear, for
his whistle.

49. When I see a beautiful, sweet-tempered girl married
to an ill-natured brute of a husband. What a pity, say I,
that she should pay so much for a whistle.
Magic Cases

50. In short, I conceive that great part of the miseries of
mankind are brought upon them by the false estimates
they had of the value of things, and by their giving too
much for their whistles.
Fourth Chunk

52. Collaborative Task
Task: Showing appreciation to the essay through
Small Group Differentiated Activities.
Task Context: In the essay, false estimation of the
value of things was greatly emphasized. It was
the child who mistakenly spend all of his money
for an instant gratification that brought lessons
in his life. How are you going to apply these
concepts in your life?

53. Task Instructions:
1.Work in four groups.
2.Choose the leader and a scribe.
3.Brainstorm on the given task.
4.Prepare for 8 minutes.
5.Perform/present the task/output in two
minutes.
6.Be guided with the given criteria.

54. Group IV: Problem Solved
Task: Discuss among your members on how to fit all
the items in the jar without removing any item.
Be guided with the following representation:
Pebbles – family
Sand – luxuries
Beverages – hobbies

55. Group III: Hash Tag
Compose at least two hash tags that best
explain your learning on the literary text.

56. Group II: Message Sent
Adopt a song that clearly gives the
message of the essay. Choreograph your
presentation.

57. Group I. “Lights, Camera, Action”
Pantomime some important scenes or
descriptions in the essay.

58. Follow-up
Directions: On a whole sheet of paper, write a reflective
essay about your understanding of this statement “In my
opinion, we might all draw more good from it (the world)
than we do, and suffer less evil, if we would take care not
to give up too much for whistles.”
Advance
Instructions: Read the text, “A Martian Sends a Postcard
Home by Craig Raine on pages 426-431 and work on
tasks 5 and 6 to be placed on a whole sheet of paper.

59. Thank You Ma’am
Jane, and Grade 10
MAXWELL Students !