1) The lesson plan is for a Form 1 class and focuses on analyzing the plot of the short story "Flipping Fantastic". 2) Students will participate in group activities to identify events from the story and arrange them in the proper sequence of the plot. 3) The lesson aims to teach students how to understand and discuss the elements of a story, including its events, characters, and resolution.

1. 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.

2. 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
marker
Vocabulary List :
1. Flipping
2. Fantastic
3. Brilliant
4. Depressed
5. Persuades
6. Live-wire
7. Collywobbles
8. Grump
9. Paralympics
10. Awkward

3. STAGE/ CONTENT/ SKILL TEACHER/PUPIL AVA/
DURATION ACTIVITY RATIONALE
SET- Whole class 1. Teacher writes the Rationale
INDUCTION title of the story
Question: entitled ‘Flipping To create interest
(5 MINUTES) 1. Have you read the Fantastic’ on the in the topic of the
story? whiteboard lesson by eliciting
their feedback.
2. Can you still 2. Teacher asks
remember what the students questions To determine
story is all about? related to the whether students
events which had already read
3. Who are the main occurred in the the story or not
characters? story.
Skills
Speaking
PRE- Whole class 1. Teacher exposes Rationale
READING students with the
Questions: framework of plot. To reinforce
(10MINUTES) 1. How did the starts? students
2. Teacher distributes a understanding
2. Where did James handout containing the of the story.
and Tristan study four essential parts of
for their primary plot. (Appendix 1)
education? Which
school?
3. Teacher asks students
3. What happened to read the handout AVA
after they ended given.
their primary Appendix 1
education? 4. Teacher defines the
term and explains to
students on how to
Skills group the events in a
Reading drama into these
Speaking elements.
5. Teacher discusses the
events with students.

4. WHILE- Whole class Task One: Rationale
READING
Vocabulary List 1. Teacher pastes a To help
(25MINUTES) number of events taken students
Flipping from the story, identify and
Fantastic ‘Flipping Fantastic’ on match the event
Brilliant the white board. with the story.
Depressed
Persuades 2. Teacher discusses the Allow students
Live-wire events with students to think
and also asks students imaginatively
Collywobbles
to identify any difficult and write
Grumpy
words to be discussed. creatively.
Paralympics
3. Teacher asks students
to explain further on
the story which
Skills occurred based on the
Reading event taken.
Speaking
4. Teacher discusses the
events with students.
Group work Task Two Rationale
Skills 1. Teacher distributes To persuade
Reading worksheet to all students to
Speaking students. work together
Writing (Appendix 2) and establish
team work by
2. Students are asked to completing
answer the worksheet group task.
in groups.
3. Students are asked to AVA
look into the event
cards and rearrange Appendix 2
them according to the
sequence of the story.
4. Teacher then discusses
the sequence together
with all students.

5. POST- Whole class 1. Student remains in Rationale
READING their same group.
Skills To make the
(20MINUTES) Listening 2. Teacher draws an class more
Reading empty plot framework interesting and
on the white board. to involve the
students in the
3. Teacher also provides a class itself.
collection of events
written on cards.
4. Students will have to AVA
organize the events of
the drama by pasting Plot framework
the event cards on the Even cards
plot framework Whiteboard
accordingly. Marker
Mahjong paper
5. The group which
completes the task
quickest and correctly
wins the challenge.
6. The winner will be
praised.
CLOSURE Whole class 1. Teacher will recap and Rationale
review the lesson with To ensure the
(10MINUTES) Skills the students. students learn
Speaking some values
2. Teacher discusses on from the
the moral values lesson.
attained from the story.
AVA
Homework
Evaluation :

6. 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 :

7. Appendix 1
Plot
The plot is the sequence of events in a story or play. There are five parts in a
plot:
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?
2. Conflict - This is where
the events in the story
become complicated and the 5. Resolution/ Ending-
conflict in the story is
This is the final outcome or
revealed.
untangling of events in the story
1. Exposition/ Starting - The
beginning of the story where the characters
and the setting is revealed.

8. Tritan and James
have completed
primary
schooling in
Peter Hill
Primary.

9. After the summer
holidays, they
will be attending
different schools.
Tristan tells
mother that he

10. does not want to
go to Chesterlea
Grange.
Tristan goes to
Chesterea Grange
and he finds it
flipping fantastic.

11. James loves
Highfield and
finds it brilliant.