DAILY LESSON PLAN

Subject : English Language

Form : 2 Bestari (Intermediate Level)

No. of students : 32 students

Date : 14
th
May 2013

Time : 7.10 8.30 a.m (80 minutes)

Theme : Social Issues

Topic : Short Story (One is One and All Alone)

Learning Outcomes : 1.0 Language for interpersonal use
1.2 take part in social interaction by:
a. carrying out a variety of language functions;
b. participating in conversations and discussions; and
c. making plans and arrangements.

2.0 Language for informational use
2.2 process information by:
d. getting explicit meaning of the text

2.3 presenting information to different audience by:
d. reading about written materials clearly and fluently.

3.0 Language for aesthetic use
3.1 Listening to, read, view and respond to literary works by:
a. understanding and telling in ones own words the story and poem heard and/or read, and giving
ones opinion of the text
b. recognising elements in a story such as characters and setting
c. explaining the message the writer is trying to convey and discussing how this relates to ones life

General Objectives : Students will be able to understand main events in the story

Specific Objectives : By the end of the lesson, students will be able to:

1. elicit personal responses about the short story orally;
2. write the correct sequence of events that happen in the short story within 20 minutes; and
3. write an e-mail of not more than 150 words in length

Moral Values (Character Building) :

Rationale
Appreciation

CCTS (Thinking Skills) :

Providing idea
Making assumptions
Organising
Identifying main ideas
Identifying a flow
Making concept map
Reasoning


Pedagogical Strategies (Cross-Curricular Elements) : Values across curriculum

Teaching Aids :

LCD projector
A set of pictures (Famous twins)
Mahjong papers
Worksheet 1 Story Map
Worksheet 2 E-mail to mum

Previous Knowledge : Students have learned about the short story in previous lesson

Teaching Method : Communicative Language Teaching (CLT)

Content : Grammar Tenses (Present Tense)

References : Nicholas Fisk (2009). One is one and all alone. In A collection of poems, short stories and drama for form 1 to
form 3 (pp. 40-56). Shah Alam, Selangor: Ministry of Education Malaysia.









Stages Teachers Activity Students Activity Materials/Notes
Pre-Reading
(15 minutes)

Rationale:
1. Teacher shows the pictures of
famous twins to start off the lesson.
2. Teacher generates questions to
the students about the pictures.

1. Students respond to the teachers
questions about the pictures


PowerPoint presentation

Interactive learning

Thinking skills:
- Providing idea
- Making assumptions
While-Reading
(45 minutes)

Rationale:
1. Teacher introduces the short
story, One is One and All Alone to
the students.
2. Teacher generates discussion
about the short story using WH-
questions technique.
3. Teacher asks what is the name of
Trishs twin?
4. Teacher asks when does Trish
decide to clone herself?
5. Teacher asks who provides the
information about cloning to Trish?
6. Teacher asks where does the
story take place?
7. Teacher asks why does Trish
decide to clone herself?
8. Teacher asks how does Trish plan
to kill Clo?
1. Students listen and respond to
the teachers questions.
2. Students listen to their
classmates response.
3. Students discuss the whole story
in groups and to fill in the
Worksheet 1 with relevant details.
4. Students transfer the answers in
the Worksheet 1 into graphic
organisers.
5. Students present their findings to
their classmates.
Worksheet 1 Story Map

WH-questioning technique

Mahjong papers

Group Work

Thinking Skills:
- Providing idea
- Organising
- Identifying main ideas
- Identifying a flow
- Making concept map


9. Teacher selects several students
to respond to the questions orally.
10. Teacher distributes Worksheet
1 to students.
11. Teacher divides students into
groups of four.
12. Teacher asks students to
complete Worksheet 1 with
important events from the short
story in 10 minutes.
13. After students complete the
worksheet given, teacher asks
students to transfer the answers in
the worksheet to a mahjong paper
in 10 minutes.
14. Teacher asks each group to
present their findings in front of the
class.
15. Teacher provides feedback to
students.
16. Teacher summarises the story.
Post-Reading
(20 minutes)

Rationale:
1. Teacher distributes Worksheet 2
to students as homework.

2. Teacher asks students to assume
Trishs role and write an e-mail to
her mother about the problems that
1. Students complete the Worksheet
2 individually and submit it during
the next lesson.
2. Students take note of the
feedbacks provided as a guideline
to complete Worksheet 2.
Worksheet 2 E-mail to Mum

Thinking Skills:
- Making predictions
- Reasoning
- Making conclusion
she faces on the spaceship.
3. Teacher generates discussion
with students.
4. Teacher asks students to suggest
possible problems that Trish faces
on the spaceship and provides
feedback.
5. Teacher informs the students that
the homework should be submitted
during the next lesson.
6. Teacher facilitates students on
highlighting the key events of the
short story.
7. Teacher leads students to discuss
the moral values learnt from the
lesson.

3. Students respond to the teachers
questions.