literature module for lower secondary schools
TRANSCRIPT
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LITER TURE MODULE
FOR LOWER
SECOND RY SCHOOLS
Prepared by:
English Language Teachers of
Jempol & Jelebu
Secondary Schools
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CONTENTS
1.0 PREFACE
2.0 ACKNOWLEDGEMENT
3.0 THE WRITERS
4.0 GROUP 1 HOW I MET MYSELF
-MORAL VALUES
5.0 GROUP 2 HOW I MET MYSELF
-CHARACTERS
6.0 GROUP 3 ONE IS ONE AND ALL ALONE
-CHARACTERS
7.0 GROUP 4 THE BOSCOMBE VALLEY MYSTERY
-CHARACTERS
8.0 GROUP 5 FLIPPING FANTASTIC
-CHARACTERS
9.0 GROUP 6 RUMPELSTILTSKIN
-MORAL VALUES
10.0 GROUP 7 RUMPELSTILTSKIN
-CHARACTERS
11.0 CONCLUSION
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Preface
This module is aimed at helping teachers with their lesson plans for their literature
classes.
It was co-produced by teachers who are teaching lower secondary students. These
lesson plans are based on three levels of proficiency; lower achiever, intermediate and
high achiever.
Teachers can take this opportunity to make use of the lesson plans for their literature
classes. Hopefully, this will help to enhance the English Language results for allsecondary schools in Jempol & Jelebu.
Most importantly, the lesson plans will be a guideline for all English teachers regardless
whether they are experienced or less experienced teachers.
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cknowledgements
A sincere and heartfelt gratitude to all English teachers whocontributed their lesson plans in this module.
As one says ‘Two heads are better than one’. Therefore, with the
help from all the teachers involved, this module has become areality.
A special note of thanks to Cik Norshahida bt. Shaarim
( Jempol & Jelebu English Language Officer) for her guidanceand assistance throughout the project.
To all English Language panel members of SMK Seri
Jempol, your help and co-operation throughout the course ishighly appreciated.
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The Writers
Group 1 (How I Met Myself)1. Zaharuddin b. Abdul Rahman (SMK Bahau 2)
2. Raja Muhammad Hazmin b. Raja Mansor (SMK Lui Barat)
3. Muhammad Ikram b. Mustafa (SMK Palong 2)
4. Mohd Isa b. Ibrahim (SMK Serting Hilir Kompleks)
5. Mariappan s/o Kattaiyan (SMK Pertang)
Group 2 (How I Met Myself)1. Soh Yong Hui (SMK Triang Hilir)
2. Sharizad b. Abdul Samad (SMK Triang Hilir)
3. Che Norhamira bt. Che Mohd (SMK Seri Jempol)
4. Nurullail bt. Md. Siban (SMK Seri Jempol)
Group 3 (One is One and All Alone)
1. Puvaneswari d/o Mutusamy (SMK Bahau 2)2. Mardiah Ali (SMK Batu Kikir Model Khas)
3. Deva Nasam a/p Manickam (SMK Bahau )
4. Chong Moy Chin (SMK Chi Wen)
5. Noraidah Jamaludin (SMK Pertang)
Group 4 (The Boscombe Valley Mystery)
1. Norfizah bt. Mohd Salleh (SMK Bandar Baru Serting)
2. Nur Balqis bt. Razuan (SMK Bahau)
3. Norshuhaila bt. Zahari (SMK Palong 11 (F))
4. Siti Aida bt. Ahmad (SMK Pasoh 2)
5. Rozana bt. Mohd Yunus (SMK Pasoh 2)
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Group 5 (Flipping Fantastic)1. Norhaslina bt. Manap (SMK Palong 11)
2. Fifi Safia bt. Adnan (SMK Dato‟ Haji Tan Ahmad)
3. Noor Sheila bt. Abdullah (SMK Palong 7)
4. Suaslinawati bt. Md Shuid (SMK Palong 7)
5. Leo @ Leon s/o Mariadass (SMK Batu Kikir Model Khas)
Group 6 (Rumpelstiltskin)1. Juliana bt. Ali (SBPI Jempol)
2. Suzana bt. Md Zukri (SMK Datuk Mansor)
3. Noor Raihan Fatin bt. Ruslan (SMA Hj. Muhamad)
4. Robiah bt. Nordin (SMK Lui Barat)
5. Peramalatha N. Sreenivasan (SMK Datuk Mansor)
Group 7 (Rumpelstiltskin)1) Norhazita bt. Che Hasan (SMK Dato‟ Hj Mustafa)
2) Yusmawati bt. Hj Mohd Yunus (SMK Dato‟ Hj Mustafa)
3) Norfaridahanim bt. Pendek (SMA Hj Muhamad)
4) Zuraida bt. Zakaria (SMK Undang Jelebu)
5) Aziratulsyida bt. Mohd Razli (SMK Undang Jelebu)
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GROUP 1
HOW I MET MYSELF- DAVID A. HILL
SCHOOL: SMK PALONG 2 (F)
CLASS: 3 ILTIZAM
ENROLLMENT: 20 Students
DATE: 4th April 2014
TIME: 9.40 a.m. – 10.20 a.m.
TOPIC: How I Met Myself (Moral Values)
THEME: People
GENERAL OBJECTIVE: to enable students to identify the moral values in the novel (How I
Met Myself)
LEARNING OBJECTIVES: by the end of the lesson students should be able to:
1. Identify the moral values and match it with the correct textual
evidence from the novel
2. Describe about one of the moral values (courage and
perseverance) portrayed in the novel and give textual evidence.
3. Complete the crossword puzzle regarding the novel.
FOCUSED SKILLS: Writing and reading
OTHER SKILLS: Listening and Speaking
Stages Content Teaching/Learning Activities
Notes
Set Induction Sample Questions:1) What can you see
from the pictures?2) How can you
describe aboutthese pictures?
3) Why do you sayso?
Whole-class activity1) Students identify 4
pictures shown bythe teacher.
2) Students answerthe questionsgiven orally andvoluntarily.
3) Teacher relatesthe activity to thelesson today.
Teaching aid:ProjectorLaptopSlideshowSet of pictures
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Presentation Courage &Perseverance
Diligence
Rationality &
Moderation Cooperation
Whole-class activity1) Teacher givesexplanation on themoral values
portrayed in thenovel.2) Students findevidence from thenovel with teacher’s
guidance.
WhiteboardSlideshow powerpoint
Practice Match the moralvalues to the correct
textual evidences.
Pair-work activity1) Students receive a
worksheet from theteacher.2) Students matchthe given moralvalues to the correcttextual evidence.3) Students discussthe answers with theteacher.
Teaching aid:Worksheet, Exercise
book, whiteboard
Production Describe one of themoral values
(cooperation andperseverance) whichis portrayed in thenovel. Give textualevidence.
Individual Activity1) Students receive
another worksheetfrom the teacher.2) Students answerthe question in theirexercise book.3) Students discussthe answer with theirteacher.
Teaching aid:Worksheet, textbook,
exercise book.
Closure Whole-class activity1) Students get theirhomework from the
teacher.2) Students paste thehandouts given intheir exercise book.3) Students recall onthe lesson done.4) Students relate themoral values that
Teaching aid:Worksheet, exercisebook
Moral values:CooperationDiligencePerseveranceCourage
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they have learnt totheir daily life.
While Activity – Intermediate
(Pair Work Activity)
Match the correct moral values with its textual evidence.
Andrea work together with her husband
after he tells her about his first
encounter with the doppelganger. She
accompanies him to Felca Utca and helps
him questions the residence there. (pg
15-16)
Andrea, advises John to be cautious
when he first tells her about the
doppelganger as ‘I’m sure there’s a very
easy answer to this story’ (pg 13)
Despite his fears, uncertainty and the
warning of his friends Paul Harris, John is
determined to find out what important
message his doppelganger is trying to
give him.
John works long hours. Although it is a
30 minute walks each way, he walks to
and from work daily. (pg 3)
Cooperation
Diligence
Rationality & Moderation
Courage & Perseverance
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While Activity – Intermediate
(Pair Work Activity)
Match the correct moral values with its textual evidence.
Andrea work together with her husband
after he tells her about his first
encounter with the doppelganger. She
accompanies him to Felca Utca and helps
him questions the residence there. (pg
15-16)
Andrea, advises John to be cautious
when he first tells her about the
doppelganger as ‘I’m sure there’s a very
easy answer to this story’ (pg 13)
Despite his fears, uncertainty and the
warning of his friends Paul Harris, John is
determined to find out what important
message his doppelganger is trying to
give him.
John works long hours. Although it is a
30 minute walks each way, he walks to
and from work daily. (pg 3)
Cooperation
Diligence
Rationality & Moderation
Courage & Perseverance
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Post-Activity – Intermediate
(Individual Activity)
Describe about one of the moral values portrayed in the novel which is’ Courage and perseverance’.Give evidence from the novel to support your answer.
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(Post-Activity) – Intermediate Sample Answer:
(Individual Activity)
From the novel How I Met Myself by David A. Hill, I have learnt about the value of courage and
perseverance that is being showed by the main character John Taylor.
John demonstrates courage and perseverance when he pursues his doppelganger after the first
collision though shocked and afraid. This is because the person who has similar face just like him, has
left no footprints on the snow. John has followed him until he disappears into a doorway that leads to
Zsolt’s café at Gergely Utca. John investigates about the background of the doppelganger and
conducting some research on that man. Day by day passed by however he is now troubled with
insomnia, nightmares and his wife, Andrea’s objection but he keeps on going to find the truth and
determined to solve the mystery of his doppelganger.
The novel teaches me to be courageous at all times. Like John, I must be brave and persevere to
achieve what I want. I must not surrender to the setbacks and challenges. Courage and perseverance
will definitely help me to succeed in my life.
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Enrichment Exercise – Intermediate
(Individual Activity)
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Enrichment Exercise – Intermediate Sample Answer
(Individual Activity)
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GROUP 2
HOW I MET MYSELF – DAVID A. HILL
Class : 3 Arif
Topic : How I Met Myself (Characters)
Level of students : Advanced Achievers
Time : 09.00 a.m. – 10.20 a.m. (80 minutes)
Period : Double
Learning Objectives : At the end of the lesson, students will be able to:
(i) identify the characters in the novel
(ii) identify the characteristics of the characters
Content Activities Materials/ Moral
Values
Set
Induction
(7 minutes)
1. Recall back previous lesson- Identify characters in the novel by
using puzzle
2. Students need to find the name of thecharacters contained in the word puzzle
Materials :
Word Puzzle
Moral values :
Inquisitiveness
While
Activity
(33
minutes)
1. Students form groups (4 to 5 members).2. Each group chooses one character by
drawing lots.
3. Students discuss the characteristics of thecharacter chosen in their group.
4. Two Strays and Three Stays Game.- Students from other groups will go to
the other groups and ask questionsabout the characters.
5. Explanation from „stays‟ about the
characteristics of the character.
Materials :
Manila Card/ Marker
Pen/ Box with Lots
Moral values :
Cooperation/ Self
Confident
Post
Activity
(30
minutes)
1. Add on information about thecharacteristics by the other groups.
2. Each group will prepare questions and prizes (token) about the characters.
3. Every group member votes for the best
Materials :
Token by Students
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presentation. Moral values :
Cooperation
Enrichment
(10minutes)
1. Pick any students at random to talk aboutthe character that they admire most.
Materials :
Moral values :
Inquisitiveness
Objective
achievement
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CLASS: Form 3
TOPIC: Characters (How I Met Myself)
LEVEL OF STUDENTS: Intermediate
TIME: 1 hour 20 minutes
PERIOD: Double
LEARNING OBJECTIVES:
Students should be able to:
1. Name the characters.
2. Identify the characteristics of the characters.
1. SET INDUCTION (5 minutes) 1. Teacher chooses a student to reada dialogue.
2. Students guess which character
spoke the dialogue.
2. WHILE-ACTIVITY (40 minutes) 1. Form groups of 4 to 6 students.2. Each group is given a character.
3. Students in the group need toidentify and discuss thecharacteristics of the characters.
4. Presentation in front of the class.
3. POST-ACTIVITY (20 minutes) 1. Teacher asks students to sit in acircle.
2. Students will be given a box
containing strips of paper, withcharacteristics.
3. Students pass along the box while
music is being played/ sung along.4. When the music or song stops,they will draw a strip from the
box.5. The student will have to identify
the character that matches thecharacteristics on the strip.
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4. ENRICHMENT (15 minutes) 1. Teacher divides students into 2large groups to play the gamecalled “Romeo and Juliet”.
2. The first group will become “Romeo” and the second groupwill be “Juliet”.
3. They will form 2 circles.4. Group “Romeo” will move in
clockwise direction while group
“Juliet” will move in anti-clockwisedirection.
5. When the music stops, each pair
“Romeo and Juliet” will take turnsasking questions about the best
characters and give their reason.5. OBJECTIVE ACHIEVEMENT
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Class : 3 Cemerlang
Topic : How I Met Myself (Characters)
Level of students : Lower Achievers
Time : 09.00 a.m. – 10.20 a.m. (80 minutes)Period : Double
Learning Outcomes :
Learning Objectives : At the end of the lesson, students will be able to:
(iii) identify the characters in the novel
(iv) identify the characteristics of the characters
Content Activities Materials/ Moral
Values
Set
Induction
(5 minutes)
1. Show pictures of the characters.2. Students guess the characters based on the
pictures.
Materials :
Pictures/ Picture
Slide Show
Moral values :
Inquisitiveness
While
Activity
(30
minutes)
1. Teacher prepares worksheet with wordsearch puzzle on characteristics
(example : brave/hardworking)
2. Students find the characteristics on theword search puzzle.
3. Students match the characteristics with thecharacters in the novel
4. Check answers (discussion).
Materials :
Worksheets (Word
Search Puzzle)
Moral values :
Hardworking/
Post
Activity
(30
minutes)
1. Teacher carries out an Explorace. Gamethat consists of four stations ( four main
characters)2. Students need to draw from a box that has
strips of paper with the characteristics ordialogue.
3. Students go to the stations and paste thecharacteristics or dialogue that they have
Materials :
Manila Card/ Box
with strips of paper/
Double Tape
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got from the box.
4. Check answer with teacher.Moral values :
Cooperation/
Enrichment
(15minutes)
1. Teacher gives a Spelling Bee and the nameof characters and characteristics.
2. Prizes are given to the best speller
Materials :
Moral values :
Hardworking
Objective
achievement
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WORKSHEETS
STUDENT’S WORKSHEET FOR ADVANCE ACHIEVER
TEACHER PREPARES STRIPS OF PAPER CONTAINING A DIALOGUE / QUOTE FOR EACH CHARACTER.
STUDENTS NEED TO IDENTIFY THE CHARACTER BASED ON THE DIALOGUE / QUOTE READ BY THEIR
FRIENDS.
“I’m nearly two metres tall, with light brown hair and eyes and I have a
moustache. I’m a computer programmer. Four years ago, my company in
Bristol became part of a very large multinational computer company.”
“John, you must tell me what’s happened. You’ve changed completely.
Please………………..”
“Did you find your friend, then?.”
“The man you were looking for last night, ”
“Did you find him?”
“But I remember one story from the magazine where the doppelganger
was trying to tell a woman not to drive her son to school one day. She
didn’t understand and that same day they had a car accident and her son
was killed.”
“Oh, the poor , poor man! He was never the same again. He stopped
wanting to live. In the end he died fighting in the streets in 1956. We all
thought he wanted to die. He had nothing left to live for.”
“Not daddy! Not daddy!”
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STUDENT’S WORKSHEET FOR ADVANCED ACHIEVER
Exercise : Complete the following descriptions
JOHN TAYLOR
Age : ………………………………………………….
Height : ………………………………………………….
Hair : ………………………………………………….
Eyes : ………………………………………………….
Wife : ………………………………………………….
Nationality : ………………………………………………….
Profession : ……………………………………………………………………………………………………………………
Original company : ………………………………………………………………………………………………. in England.
New office : ……………………………………………………………………………… in ………………………………
Task : To lead ……………………………………………………………………………………………………….
New language : ……………………………………………………………………………………………………………………
Transport to work : ……………………………………………………………………………………………………………………
Home in Budapest : ……………………………………………………………………………………………………………………
Office street : ……………………………………………………………………………………………………………………
Working hours : …………………………………………………………………………………………………………………...
ANDREA
Husband : ………………………………………………….
Hair : ………………………………………………….
Eyes : ………………………………………………….
Profession : ………………………………………………….
Characteristics :……………………………………………………………………………………
……………………………………………………………………………………
…………………………………………………………………………………….
…………………………………………………………………………………....
.......................................................................................
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STUDENT’S WORKSHEET FOR LOW ACHIEVER
MATCH CHARACTERS AND CHARACTERISTICS
- Friendly
- helpful
- successful businessman
- Closes with her mother
- Knows that the
doppelganger is not he
father
- an understanding
man
- a sympathetic
friend.
- conscientious husband
- protective family man
- stable and confident
- determined
KATI
ZSOLT
ANDREA
Mrs. FISCHER
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JOHN TAYLOR
- a little deaf
- friendly
- helpful woman
- observant
- concern
- a loving wife
- accommodating
PAUL HARRIS
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STUDENTS DRAW STRIP OF PAPER FROM BOX FOR EXPLORACE PUZZLE
DETERMINED CONSCIENTIOUS
PROTECTIVE LOVING
HELPFUL UNDERSTANDING
SYMPATHETIC CONCERN
FRIENDLY HELPFUL
CONCERN SUCCESSFUL
OBSERVANT VERSATILE
ACCOMMODATING HUMBLE
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JOHN TAYLOR
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ANDREA
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ZSOLT
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PAUL HARRIS
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GROUP 3
ONE IS ONE AND ALL ALONE – NICHOLAS FISK
Class : 2 GigihTopic : One is one and all alone
Level of students : weak
Time : 8.00 a.m- 8.40 a.m
Period : Single
Learning outcome : Describe characters in the story
Learning objectives : At the end of the lesson, the students should be able to:
1. Identify the characters,2. Describe the characters
Activities:
1. Set Induction:
Quiz on the previous lesson.
2. While-activity:
Students study the instruction given.
Students sit in groups of three.
Students discuss and find the answers for the task given, identify whether the statementsgiven are true or false.
3. Post-activity:
A representative from each group read aloud the statement and gives the answer to the class.
4. Enrichment :
Students copy the false statements and correct them.
5. Objective achievement:
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Lesson plan 2
Class : 2 Cekal
Topic : One is one and all alone
Level of students : intermediateTime : 8.00 a.m- 8.40 a.m
Period : Single
Learning outcome : Describe characters in the story
Learning objectives : At the end of the lesson, the students should be able to:
1. Identify the characters,
2. Describe the characters
Activities:
Activities:
1. Set Induction:
Quiz on the previous lesson.
2. While-activity:
Students study the instruction given. ( Read pages 40-42 from the original text)
Students sit in groups of five.
Students discuss and brainstorm ideas for the task given, construct a diagram to introduce the
main character.
3. Post-activity:
A representative from each group presents the diagram built to the class.
4. Enrichment :
Each student writes at least three sentences describing the character discussed.
5. Objective achievement:
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Lesson plan 3
Class : 2 Dedikasi
Topic : One is one and all alone
Level of students : AdvanceTime : 8.00 a.m- 8.40 a.m
Period : Single
Learning outcome : Describe characters in the story
Learning objectives : At the end of the lesson, the students should be able to:
1. Identify the characters,
2. Describe the characters,
3. Compare and contrast two characters
Activities:
1. Set Induction:
Quiz on the previous lesson.
2. While-activity:
Students study the instruction given, compare and contrast the two characters given (Trish
and Clo)
Students sit in groups of four.
Students discuss and brainstorm ideas for the task given, students list down the similarities
and differences found between the two characters.
3. Post-activity:
A representative from each group read aloud the description or answers to the class.
4. Enrichment :
Students choose their favourite character and write a brief description on why they favor that
character.
5. Objective achievement:
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Answer key:
Lesson plan 1:
Worksheet
Write whether the statements are true or false.1. Trish travels with her mother to Trion. ( )
2. She is eleven years old. ( )
3. Her father is the captain of the spaceship. ( )
4. Her best friend is the Voice Printer. ( )
5. Her favourite drink is Coco-Cola. ( )
6. Her favourite game is Pop Star. ( )
Write whether the statements are true or false.
1. Trish travels with her mother to Trion. ( F )
2. She is eleven years old. ( T )
3. Her father is the captain of the spaceship. ( F )
4. Her best friend is the Voice Printer. ( T )
5. Her favourite drink is Coco-Cola. ( F )
6. Her favourite game is Pop Star. ( T )
Lesson plan 2
Accept any logical or suitable answer.
Lesson plan 3
Accept any logical or suitable answer.
Similarities between Trish and Clo
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List down the differences found between Trish and Clo.
Trish Clo
The character that I like most is…….
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I like …………………….. because…………
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GROUP 4
THE BOSCOMBE VALLEY MYSTERY
CLASS : 1 A
TOPIC: CHARACTERS
LEVEL OF STUDENTS : HIGH
TIME: 7.30 AM – 8.50 AM
PERIOD : DOUBLE
LEARNING OUTCOME(S)
- Recognizing elements in a story such as characters
- Talking about characters in a story and writing a simple paragraph on one or two
characters.
LEARNING OBJECTIVE (S) :
AT THE END OF THE LESSON. THE STUDENTS SHOULD BE ABLE TO:
1) identify the characters in a story
2) match the following descriptions to the characters
1. Set Induction(5 minutes)
- Teacher shows a picture of DetectiveConan and elicits information about
the picture from students.
- E.g : Who is this?
What does he do?
2. While-activity
(40 minutes)
- Teacher shows the power point
presentation about the characters.
- Students are asked to give the name
of the characters after teacher gives
the characters traits.
3. Post-activity - Teacher distributes worksheet.
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(25 minutes)
Closure
(10 minutes)
- Teacher explains the task.
- Teacher shows picture of the
characters and students respond
4. Enrichment
5. Objective achievement
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CLASS : 1 B
TOPIC : THE BOSCOMBE VALLEY MYSTERY (CHARACTERS)
LEVEL OF STUDENTS : INTERMEDIATE
TIME : 7.30 a.m – 8.50 a.m
PERIOD : DOUBLE
LEARNING OUTCOMES : (HSP)
(i) Recognizing elements in a story such as characters.
(ii) Talking about characters in a story.
LEARNING OUTCOMES : AT THE END OF THE LESSON, THE STUDENTS SHOULD BE
ABLE TO:
(i) Identify the characters in a story.
(ii) Match the characters to the correct information.
1. SET INDUCTION
( 5 MINUTES)
(i) Teacher shows a picture of Detective Conan and elicits
information about the picture from students.
(ii) E.g; Who is this?
What does he do?
2. WHILE – ACTIVITY
(40 MINUTES)
(i) Teacher shows the power point presentation about the
characters.
(ii) Teacher shows the picture of the characters and asks students
to name the characters.
(iii) Students sit in the group.
(iv) Leader of each group picks up one picture and each member
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of the group must give at least five characters traits of each
characters.
(v) Leaders have to present to the class.
3. POST-ACTIVITY
(25 MINUTES)
(i) Teacher distributes worksheets
(ii) Teacher explains the task.
(iii) Teacher asks students to complete the worksheet.
4. CLOSURE
( 10 MINUTES)
(i) Teacher shows the picture of characters and students respond.
5. ENRICHMENT
6. OBJECTIVE
ACHIEVEMENT
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CLASS : 1 C
TOPIC : Boscombe Valley - Characters
LEVEL OF STUDENTS : Weak
TIME : 7.40 – 9.00
PERIOD : DOUBLE
LEARNING OUTCOME(S) / (HSP) : - recognizing elements in a story such as characters
- Talking about characters in a story
LEARNING OBJECTIVE(S) :
AT THE END OF THE LESSON, THE SYUDENTS SHOULD BE ABLE TO :
1) Identify the characters in a story
2) Label the pictures with the name of the characters.
1. Set Induction Teacher shows a picture of Detective Conan and elicits information about
the picture from students.
For example : Who is this?
What does he do?
( 5 mins )
2. While - activity Teacher shows the power point presentation about the characters.
( 20 mins )
Teacher shows the picture of the characters and asks students to namethe characters.
( 10 mins )
Students are required to paste the characters traits prepared by teacher.
( 10 mins )
3. Post- activity Teacher distributes worksheet.
Teacher explains the task.
Teacher asks students to complete the worksheets.
( 25 mins )
4. Closure Teacher shows pictures of the characters and students respond.
( 10 mins )
5. Enrichment -
6. Objective
achievement
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WORKSHEET
WEAK STUDENT
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INTERMEDIATE STUDENTS
Match the characters to the correct information.
A medical
doctor
A detective A widower daughter A gambler Unsociable
Boscombe
Valley
London A rich
landowner
Australia son An introvert
Likes to assist
Holmes
Holmes‟ good
friend
18 years old Liked horse
racing
Likes staying
at home
Married-wife
of Dr Watson
Has few
friends
Dr Watson‟s
partner
The murdered
victim
22, Baker
Street,
London
Assists
Scotland Yard
in
investigation
The main
suspect in the
murder case
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EXCELLENT/ ADVANCED STUDENTS
Match the following descriptions to the characters
Fill in the blanks.
Sherlock Holmes John Watson Alice Turner
James McCarthy Moran Dinah
1. _____________ is polite. _____________ returns ___________ young master‟s greetings and
readily gives him the information he needs. _______________ remembers the message
____________ has to relay to the son from the father. _____________ is hardworking and does
_____________ work well.
2. _______________ is soft-hearted and kind-hearted. ______________ believed in the innocence
of a friend and sends a telegram to a famous detective to reinvestigate a murder case
_____________ is willing to meet _____________ to give him further details of the case to help
____________ prove the innocence of ___________ friend.
3. ____________ is the gamekeeper on the Turner Estate. _____________ is in charge of the wild
game and animals on the estate. ____________ the one who meets Young James on
___________ way to Boscombe Pool. _____________ is polite and friendly towards Young
James. ____________ knows that James has _________ gun with _________ that fateful day
and __________ is going rabbit shooting. Bes ides that, _________ also knows that James‟ father
is out of the house.
4. ____________ is a teenager who has been accused of murder. However, __________ has a
friend who believes in ____________ innocence. At the trial, _________ informs the court of the
events on that fateful day. _____________ servant informs __________ of ________ father‟s
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whereabouts plus ____________ father‟s plans for the afternoon as _________ meets
___________ on ______________ way to Boscombe Pool to shoot rabbit.
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NOTES
SHERLOCK HOLMES
CHARACTER TRAITS
He was a famous detective from 22B Baker Street, London.
He was an intelligent and a good detective.
He was observant of his surroundings.
He was accurate in finding and explaining evidence.
He was patient in explaining evidence.
He was analytical; he analysed physical clues and related them to the case.
He had compassion and understanding.
He was a loner He loved long walks and spent house in silence.
He did not patronize parties and he was quite unfriendly.
He loved playing with his violin.
He liked botany and could name many plants and animals.
He could speak four languages.
APPEARANCES
He was very tall and thin, standing well over his six feet.
His hair was black and his eyes grey.
His long and thin nose gave him an imposing appearance.
He loved smoking with a pipe, keeping the tobacco in his shoe.
He loved wearing his peaked cap.
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DR JOHN WATSON
He was medical doctor with a medical practice in London.
He was Holmes‟ good friend and companion.
He usually accompanied and assisted Holmes on his cases.
He helped Holmes to solve his cases.
JOHN TURNER
He was a rich gentleman-landowner who owned an estate in Boscombe Valley, near Ross-
onWye.
As Black Jack in Ballarat, Australia, he committed a stagecoach robbery.
He returned to England as a rich man.
He was recognized by Charles McCarthy who then blackmailed him.
He killed Charles McCarthy because McCarthy continued to demand more money.
He was rather introverted.
He was not sociable. He liked staying at home.
He was a kind father.
He had a conscience.
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CHARLES McCARTHY
He liked horse-racing and gambled a lot.
He was greedy and demanding.
He was murdered by John Turner. He was murdered victim.
He put his financial needs before the needs of his son.
He did not know his son was already married to a barmaid in Bristol.
He liked hunting game in Boccombe Valley.
He was eighteen years old.
He was the murdered victim‟s son.
He was the prime suspect.
He was honourable.
When he was found innocent at his retrial, he married Alice Turner.
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ANSWER SCHEME
INTERMEDIATE STUDENT
1. Dr John WatsonLondon
A medical doctor
Holmes‟ good friend, likes to assist Holmes.
2. Sherlock Holmes
228, Baker Street, London
A detective
Assist Scotland Yard in crime investigation
3. James McCarthy
18 years old
The main suspect or the accused in the murder case
Boscombe Valley
Son
4. Charles McCarthy
AustraliaThe murdered victim
Liked horse racing, a gambler
Boscombe Valley
5. John Turner
Boscombe Valley
Australia
A rich andowner
WidowerIntroverted, unsociable
6. Alice Turner
Boscombe Valley
18 years old
Daughter
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7. Mrs Watson
Married-wife of Dr Watson
8. Dr AnstrutherLondon
A medical doctor
Dr Watson‟s partner
WEAK STUDENT
1. Moran
2. Police sergeant
3. Police sergeant4. James McCarthy
5. Watson
6. Watson
7. Holmes
8. Holmes
9. Watson
10. Holmes
EXCELLENT
1. Dinah, she, her, she, she, she, her
2. Alice Turner, she, she, him, him, her
3. Moran, he, he, the, he, he, a, him, he, he
4. James McCarthy, he, his, he, the, him, his, his, his, he, him
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GROUP 5
FLIPPING FANTASTIC
CLASS: FORM 1
TOPIC:FLIPPING FANTASTIC
LEVEL OF STUDENTS: INTERMEDIATE
TIME: 80 MINUTES
PERIOD: DOUBLE
LEARNING OUTCOME: 3.1 LISTEN TO, READ AND VIEW AND RESPOND TO LITERARY
WORKS BY RECOGNISING ELEMENTS IN A STORY SUCH AS CHARACTERS SETTING AND
EXPLAINING THE MESSAGE THE WRITER IS TRYING TO CONVEY AND DISCUSSING HOW
THIS RELATES TO ONE‟S LIFE
LEARNING OBJECTICVE:
AT THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
1. NAME THE MAIN CHARACTERS IN THE SHORT STORY
2. DESCRIBE ONE OF THE CHARACTERS IN THE STORY
3. WRITE A SIMPLE PARAGRAPH OF ONE OF THE CHARACERS IN THE STORY
1. SET INDUCTION i. DISPLAY AN INORGANIZED PICTURE OF
TRISTANii. STUDENTS GUESS THE CHARACTERSSHOWN IN THE PICTURE
2. WHILE ACTIVITY i. DISPLAY THE PICTURES OF THE MAINCHARACTER IN THE SHORT STORY:
NAMING THE CHARACTERSii. STUDENTS ARE DIVIDED INTO GROUPS OF
4 AND ARE GIVEN AN ENVELOPECONTAINING THE DESCRIPTION OF
CHARACTERSiii. STUDENTS PASTE THE DESCRIPTION TOTHE CHARACTERS
iv. SELECTED GROUP REPRESTATIVESPRESENT THEIR GROUPS‟ WORK
v. IN GROUPS, STUDENTS DRAW A MIND-MAP OF THE CHARACTERS IN POSTER
PAPER
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3. POST-ACTIVCITY i. DRAW A CHARACTER BASED ON THEDESCRIPTION
ii. WRITING A SIMPLE PARAGRAPH OF ACHARACTER
iii. EXPLAINING THE MESSAGE THE WRITER
IS TRYING TO CONVEY TO US
4. ENRICHMENT TALK ABOUT THE PEOPLE AROUND US
WHO HAVE SIMILAR CHARACTERISTICS
AS IN THE SHORT STORY
5. OBJECTIVEACHIEVEMENT
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CLASS: FORM 1
TOPIC:FLIPPING FANTASTIC
LEVEL OF STUDENTS: BELOW AVERAGE
TIME: 80 MINUTESPERIOD: DOUBLE
LEARNING OUTCOME: 3.1 LISTEN TO, READ AND VIEW AND RESPOND TO LITERARY
WORKS BY RECOGNISING ELEMENTS IN A STORY SUCH AS CHARACTERS SETTING.
LEARNING OBJECTICVE:
AT THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
1. IDENTIFY THE MAIN CHARACTERS AND CHARACERISTICS
2. COMPARE THE CHARACTERISTICS OF TWO MAIN CHARACTERS
1. SET INDUCTION THE STUDENTS WILL HAVE TO
REARRANGE THE PLOT OF THE STORY ON
THE WHITE BOARD
2. WHILE ACTIVITY i. 3 STUDENTS WILL BE SELECTED TO PLAYTHE MAIN CHARACTERS-TRISTAN,
JAMES AND MUMii. THEY WILL SIT IN FRONT OF OTHERSTUDENTS. THE OTHER STUDENTS
WILL DEVELOP QUESTIONS FOR EACHCHARACTER AND ASK THE
CHARACERS LATER ONiii. THE SESSION IS DONE ONCE HERE ARE
NO QUESTIONS ASKED
3. POST-ACTIVCITY i. THE STUDENTS ARE GIVEN AWORKSHEET ON THECHARACTERISTICS OF RISTAN AND
JAMESii. THEY NEED TO COMPARE BOTHCHARACTERS IN THE WORKSHEET
iii. AFTER THE TASK IS COMPLETED,THEY WILL HAVE A DISCUSSION
4. ENRICHMENT THE STUDENTS ARE GOING TO HAVE A
POPQUIZ ON THE CHARACTERS AND
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CHARACERISTICS
5. OBJECTIVEACHIEVEMENT
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GROUP 6
RUMPELSTILTSKIN
CLASS: FORM TWO
TOPIC: RUMPELSTILTSKIN - VALUES
LEVEL OF STUDENTS: ADVANCED
TIME: 2.30-3.40 P.M.
PERIOD: DOUBLE
LEARNING OUTCOME:
3.1 LISTEN TO, READ AND RESPOND TO LITERARY WORKS BY:
C. EXPLAINING THE MESSAGE THE WRITER IS TRYING TO CONVEY AND DISCUSSING
HOW THIS RELATES TO ONE'S LIFE
LEARNING OBJECTIVES:-
AT THE END OF THIS LESSON, STUDENTS SHOULD BE ABLE TO:
I) LIST THREE EVENTS FOR THE THREE MORAL VALUES STATED
2) IDENTIFY POSITIVE AND NEGATIVE VALUES
SET INDUCTION:
1) TEACHER INTRODUCED ADJECTIVES
2) TEACHER ASKS THEM TO DIFFERENTIATE BETWEEN POSITIVE AND NEGATIVE
ADJECTIVES
3) TEACHER ASKS THE REASONS FOR THEIR CHOICES
WHILE ACTIVITY
1) PUPILS DISCUSS IN PAIR
2) PUPILS PRESENT THEIR ANSWERS
3) TEACHER AND PUPILS DISCUSS THE ANSWERS
POST ACTIVITY
1) PUPILS IDENTIFY NEGATIVE AND POSITIVE VALUES
2) PUPILS STATE THE REASONS FOR EACH CHOICE
3) PUPILS SUGGEST SOLUTION FOR EACH NEGATIVE VALUES
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ENRICHMENT
1) TEACHER SUMS UP THE LESSON
2) TEACHER DISTRIBUTES WORKSHEETS FOR HOMEWORK
OBJECTIVE ACHIEVEMENT:
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CLASS: FORM TWO
TOPIC: RUMPELSTILTSKIN - VALUES
LEVEL OF STUDENTS: AVERAGE
TIME: 2.30-3.40 P.M.PERIOD: DOUBLE
LEARNING OUTCOME:
3.1 LISTEN TO, READ AND RESPOND TO LITERARY WORKS BY:
C. EXPLAINING THE MESSAGE THE WRITER IS TRYING TO CONVEY AND DISCUSSING
HOW THIS RELATES TO ONE'S LIFE
LEARNING OBJECTIVES:-
AT THE END OF THIS LESSON, STUDENTS SHOULD BE ABLE TO:I) STATE 3 MORAL VALUES
II) TALK ABOUT THE MORAL VALUES
SET INDUCTION:
1) TEACHER ASKS QUESTIONS:-
HAVE YOU EVER BROKEN A PROMISE?
2) STUDENTS ASNWER THE QUESTION
WHILE ACTIVITY
1) PUPILS CHOOSE ONE SCENE FROM THE DRAMA
2) THEY ACT OUT THE SCENE RELATED TO THE MORAL VALUES
POST ACTIVITY
1) PUPILS AND TEACHER DICUSS ON THE MORAL VALUES FOR EACH SCENE
ENRICHMENT
1) TEACHER SUMS UP THE LESSON
2) TEACHER DISTRIBUTES WORKSHEETS FOR HOMEWORK
OBJECTIVE ACHIEVEMENT:
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CLASS: FORM TWO
TOPIC: RUMPELSTILTSKIN - VALUES
LEVEL OF STUDENTS: LOW
TIME: 2.30-3.40 P.M.PERIOD: DOUBLE
LEARNING OUTCOME:
3.1 LISTEN TO, READ AND RESPOND TO LITERARY WORKS BY:
C. EXPLAINING THE MESSAGE THE WRITER IS TRYING TO CONVEY AND DISCUSSING
HOW THIS RELATES TO ONE'S LIFE
LEARNING OBJECTIVES:-
AT THE END OF THIS LESSON, STUDENTS SHOULD BE ABLE TO:I) TALK ABOUT VALUES FOUND IN A TEXT
SET INDUCTION:
1) STUDENTS HAVE BEEN TAUGHT THE PLOT AND THE CHARACTERS IN PREVIOUS
LESSON.
2) STUDENTS ANSWER SHORT ANSWER QUESTIONS
3) TEACHER ASKS STUDENTS ON THE VALUES THEY HAVE FOUND IN THE SEQUENCE
OF THE EVENTS
WHILE ACTIVITY
1) PUPILS CHOOSE THE MOST SIGNIFICANT VALUES FORM THE DRAMA
2) PUPILS CHOOSE LINES FROM THE TEXT THAT SHOWS THE VALUES THEY HAVE
HIGHLIGHTED
3) PUPILS WILL WRITE THE LINES ON THE WHITEBOARD
POST ACTIVITY
1) PUPILS ROLEPLAY THE LINES CHOOSEN
2) THE OTHER PUPILS WILL GUESS THE MORAL VALUES
ENRICHMENT
1) TEACHER SUMS UP THE LESSON
2) TEACHER DISTRIBUTES WORKSHEETS FOR HOMEWORK
OBJECTIVE ACHIEVEMENT:
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GROUP 7
RUMPELSTILTSKIN
CLASS : 2 IBNU SINA
TOPIC : RUMPELSTILTSKIN
LEVEL OF STUDENTS : GOOD
TIME : 8.10am – 9.20 am
PERIOD : DOUBLE (70 MINUTES)
LEARNING OUTCOME(S):
1. Dramatizing texts and role playing characters.
LEARNING OBJECTIVE(S): AT THE END OF THE LESSON, THE STUDENTS SHOULD BE
ABLE TO:
1. Talk about characters in a story; and
2. Write a simple paragraph on one or two characters.
1. Set induction(5 minutes)
i. Teacher shows a picture of a witch on the screen.ii. Students give ideas about the character. (e.g.: how the character
looks like)iii. Students are given a few letters written on cards.iv. Students have to rearrange the letters to form the name of
Rumpelstiltskin.
v. The first student who gives correct answer is the winner.
2. While-activity(30 minutes) i. Students are divided into 5 groups.ii. Each group is given one main character.iii. Students are given 10 minutes to discuss about the characters.iv. Each group role plays the characters by dramatizing the text
given.
v. Other classmates guess the name of the character.
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3. Post-activity(25 minutes)
i. Each group lists down the characteristics of the character onmahjong paper (i-think map).
ii. The groups present their i-think map.iii. All students write a simple paragraph about the character given.iv. Teacher discusses the paragraph and does correction
individually.
4. Enrichment(10 minutes)
Students are given an exercise.
5. Objective
achievement
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Practice 1
Narrator : It is night. In a room high in the tower, Lisa is crying. There is a spinning wheel beside her
and a big heap of straw.
Lisa : Oh, dear. I can‟t possibly make gold out of straw, and when the King finds out, he will cut of myhead.
Narrator : Suddenly, there is a scratching noise and a strange little man with a pointed nose climbs
through the window.
Rumpelstiltskin : Why are you crying?
Lisa : Because my father told the king I could spin straw into gold. Now the King will cut off my head.
Rumpelstiltskin : That‟s nothing to cry about. I‟ll help you if you give me something in exchange.
Lisa : But, I haven‟t got anything.
Rumpelstiltskin : What about that pretty necklace you are wearing.?
Lisa : This?
Narrator : The little man nods and Lisa unfastens the necklace and hands it to him.
Rumpelstiltskin : That‟s right. Now you go to sleep. By the time you wake up, your troubles will be
over.
1. What was Lisa instructed to do in the palace?
A. Make straw and gold
B. Make golden clothes
C. Spin straw into gold*
D. Spin gold into straw
2. What did Lisa give Rumpelstiltskin in return for his favour?
A. gold
B. ring
C. necklace*
D. straw
3. Why is Lisa crying because …
A. she hates her parents
B. she is the victim of her parents lies.*
C. her parents are evil
D. the king is evil and tortures her
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Practice 2
Narrator : In a cottage in a village in a small country, Lisa has been baking. Her mother and father are
very proud of her. They are always telling people how clever she is and all the wonderful things she can
do.Mother : Oh Lisa. What lovely things you have made. You‟re really brilliant. Twenty currant buns,
twenty jam tarts, and one apple pie. All fit for a King to eat.
Father : When the King comes to the village today, I‟m going to tell him how clever you are.
Narrator : At that moment there is the sound of cheering outside.
Mother : Quick Lisa. See if that‟s the King coming. I hope he visits us so I show him all the wonderful
things you have made.
Narrator : Lisa goes to the window and looks out.
Lisa : Look the King has stopped at our gate.
Father : I bet he can smell all this lovely food! I am sure the King would want to marry a girl as clever as
you.
Narrator : Just then the King puts his head through the window.
King : I can smell apple pie. My favourite.
Mother : Of please, Your majesty. Come and try a slice.
1. Why are Lisa‟s parents eager to impress the King?
A. So that the King will invite them to the palace
B. So that the King will want to marry Lisa*
C. To show off how clever Lisa is.
D. They have nothing much to do.
2. The King loves to eat…
A. tarts
B. currant buns
C. apple pie*
D. everything
3. Why was there a sound of cheering outside the gate?
A. Lisa was getting married
B. The King stopped by the house*
C. Lisa‟s parents invited the King
D. The people wanted to eat the food.
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CLASS : Form 2
TOPIC : DRAMA – RUMPELSTILTSKIN
LEVEL OF STUDENTS : INTERMEDIATE
TIME : 40 MINS.PERIOD : SINGLE
LEARNING OUTCOMES(S): (HSP)
3.0 Recognizing elements in a story such as characters and setting.
LEARNING OBJECTIVE (S): AT THE END OF THE LESSON, THE STUDENTS SHOULD BE
ABLE TO:
i) give the names of characters in the drama
ii) find the meaning of unfamiliar words by using contextual clues and/or the dictionary.
1. Set Induction
( 5 mins)
1. The teacher display picture cards of the
characters in Rumpelstiltskin and students
name the characters.
2. While-activity
( 10 mins)
1. Students are divided into five groups.
2. Each group is given one character.
3. The groups are given a list of words to
describe the characters.
4. Group members discuss and decide the best
adjectives to describe the character assigned
to them.
3. Post – activity
(20min.)
1. A representatives of each group would be
asked to present their findings.
2. All the students answer the worksheet given
by the teacher.
4. Enrichment
(5 mins.)
1. The teacher asks the students to make
sentences from the adjectives learned in the
lesson orally.
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Choose the words from the box to match the characters in the story. You should write two adjectives for
each character.
--------------------------, -----------------------------
--------------------------, -----------------------------
--------------------------, -----------------------------
--------------------------, -----------------------------
--------------------------, -----------------------------
5. Objective achievement
greedy dishonest boastful hardworking sensible
playful ruthless clever caring hot-tempered
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CLASS : Form 2
TOPIC : DRAMA – RUMPELSTILTSKIN
LEVEL OF STUDENTS : WEAK
TIME : 40 MINS.PERIOD : SINGLE
LEARNING OUTCOMES(S): (HSP)
3.0 Recognizing elements in a story such as characters and setting.
LEARNING OBJECTIVE (S): AT THE END OF THE LESSON, THE STUDENTS SHOULD BE
ABLE TO:
i) Identify the charactersii) Match the characters with the correct traits.
1. Set Induction
( 5 mins)
1. Teacher shows a few posters or story book
cover for a few fairy tales stories.
2. Students try to guess the title of the posters/
story book covers.
3. Teacher asks students to describe the fairy
tales story they know briefly
4. Teacher introduces Rumplestiltskin through
one of the poster/ story book cover
2. While-activity
( 10 mins)
1. Students read the simplified synopsis of the
drama.
2. Students name the characters they have
found from the synopsis given.
3. The groups are given a list of words
describing the characters.
4. Teacher arranges a few pictures of random
characters.
5. Students choose any picture related to the
synopsis given to them.
6. Students come out and paste the pictures on
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the board.
3. Post – activity
(20min)
1. Students extract all the traits related to all
the characters.
2. Students match the traits with the pictures
they put up on the board.
3. Teacher gives handouts for the students to
complete.
4. Students – teacher discuss for the correct
answers.
4. Enrichment
(5 mins.)
1.Teacher describes the traits of random
characters verbally and the students guess the
characters based on the description given
.
5. Objective achievement
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Characters
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Synopsis
Once there was a miller who was very poor and very boastful. He had a beautiful daughter
named Lisa. The miller lied to the King about Lisa who could turn straw into gold. The King was
so delightful and took Lisa to the tower room which full of straw and a spinning wheel. The Kingdemanded Lisa to turn the straw into gold in three days or else she would be sentenced to death.
Lisa was very sad as she would not able to grant the King’s whishes. Then, a stranger appeared
suddenly and offered Lisa a help. The stranger was known as Rumpelstiltskin who spun straw
into gold and in return Lisa gave him her necklace and ring. The King became so greedy and
wanted more gold. Then, the King asked his servant to search for every last wisp of straw in the
countryside so that Lisa could turn the straw into gold and promised her that she would become
his queen if she granted his wishes or else he cut off her head. As Lisa was sitting sadly on the
floor, Rumpelstiltskin appeared for the third time and offered his last help to Lisa. In return, Lisa
had nothing to reward him. Rumpelstiltskin spun the straw into gold and for a promise Lisa
would give her first-born child to him after she became a queen. After a year, the King and Lisahad a baby son. Rumpelstiltskin returned to claim his reward. The queen was frightened and
offered him all the wealth she had if she could keep the child. Rumpelstiltskin refused and finally
agreed to give up his claim to the child if the queen could guess his name in three days. At first she
failed, but before the final night, her parents followed Rumpelstiltskin to the woods and they
overheard him singing. While he was singing and hopping around the fire, they discovered his
name as Rumpelstiltskin. When the dwarf came to the queen on the third day and she revealed his
name, Rumpelstiltskin lost his bargain. He was so angry and stamped thefloor so hard and
vanished in a puff of smoke. Lisa’s father learnt his lesson and he promised her that he would
never boast again.
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Conclusion
This collection of lesson plans shows that teachers from Jempol and Jelebu can work hand in
hand in order to come out with great ideas for the development of English Language. Hence, with fun
activities to do during the literature lessons as shown in the lesson plans, this will trigger students‟
interests in class.
Thus, “It is the supreme art of the teacher to awaken joy in creative expression and knowledge”-
Albert Einstein. Therefore, more collaboration between teachers from Jempol and Jelebu is to be carriedout from time to time in order to produce more creative lesson plans that will be used in the classrooms.
Thank for your support.