Lesson plan Subject: English (Literature Component) Title: One is One and All Alone by Nicholas Fiske.

Class: Mixed proficiency students (Co-ed boarding school) Date/day: 02.02.2010, Tuesday Time: 8.00am 9.10am Language Use: Language for aesthetic use (3.1 a, b, c iii, iv, vi) Theme/Topic: Science & Technology Focused Skill: Writing Integrated Skill: Speaking Curriculum Specifications: 3.0 LANGUAGE FOR AESTHETIC USE 3.1 Listen to, read, view and respond to literary works by iii) Retelling the story or poem in ones own word iv) Giving the sequence of events vi) Talking about characters in a story ix) Telling how characters in the text is similar to ones life

Lesson Objectives: Students should be able to: 1. Verbally summarize the story using their own words. 2. List out the main characters in the story. 3. Describe the characteristics of each character in the story. 4. Write a short paragraph that requires higher order thinking skills. (If you were Trish, would you have made a clone of yourself? Why or why not?) Educational Emphases: 1. Thinking skills 2. Learning how to learn 3. Preparation for the real world Language Content: 3. Adjective (i, ii, ii) sequence connectors Teaching Aids: - White board, word box Previous Knowledge: They have learnt the plot and themes of the short story, One is One and All Alone. Anticipated problems: 1. Students do not fully understand the story line. 2. Students lack of knowledge of vocabulary.

Stage/Time First Encounter / Set Induction 5 minutes

Content Sequence connectors

Teaching-learning activity 1. Tcr checks asks a volunteer to summarize the story for the whole class (The ss were asked to read the story before coming to this lesson)

Rationale To check the ss understanding of the story To check whether the ss have read the story or not

Remarks/Materials The verbal summary was intended to revisit the previous lesson (plot, theme) and to refresh the ss memories of the story

Understanding & Familiarization / Introduction 10 minutes

Adjectives Physical traits Personal traits

2. Tcr chooses another volunteer to come to the front of the class. 3. Students are to describe the volunteered student. Tcr writes the responses on the smart board. 4. Tcr classifies the list of characteristics into 2 categories; physical and personal traits. 5. Tcr brainstorms the list of characters found in the story. Then, tcr makes 4 columns on the board (out of the 4 main characters in the story) 6. Tcr hands out a small word box containing pieces of paper with physical/personal traits written on them. 7. Selected students will take one piece of paper and paste them on the board, according to the characteristics of the character. 8. Tcr checks the answers on the board with the whole class and correct any mistakes. 9. Tcr gives out an exercise sheet containing crossword puzzle containing information about the characters and characteristics, for the ss to complete.

To relate the elements of characteristics in literature to ss real lives

Smart board

Analysis & Interpretation / Development 10 minutes

Adjective Synonym

To engage ss in a more interactive learning session.

White board Word box Crossword sheets

15 minutes

Personal Reaction / Closure 20 minutes 10 minutes

Requires ss CCTS

10. Ss check the answers with their partner. 11. Ss are to write a short composition (100 words) -If you were Trish, would you have made a clone of yourself? Why or why not? 12. Tcr choose 2 ss (1 boy and 1 girl) to read aloud their essay to the class.

To stimulate ss critical thinking