Literature Module for Lower Secondary Schools

8/9/2019 Literature Module for Lower Secondary Schools

1/70

1 | P a g e

LITER TURE MODULE

FOR LOWER

SECOND RY SCHOOLS

Prepared by:

English Language Teachers of

Jempol & Jelebu

Secondary Schools


2/70

2 | P a g e

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


3/70

3 | P a g e

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.


4/70

4 | P a g e

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.


5/70

5 | P a g e

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)


6/70

6 | P a g e

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)


7/70

7 | P a g e

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


8/70

8 | P a g e

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


9/70

9 | P a g e

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


10/70

10 | P a g e

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


11/70

11 | P a g e

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.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________ ____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________


12/70

12 | P a g e

(Post-Activity) – Intermediate Sample Answer:


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.


13/70

13 | P a g e

Enrichment Exercise – Intermediate



14/70

14 | P a g e

Enrichment Exercise – Intermediate Sample Answer



15/70

15 | P a g e

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


16/70

16 | P a g e

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


17/70

17 | P a g e

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.


18/70

18 | P a g e

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


19/70

19 | P a g e

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


20/70

20 | P a g e

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


21/70

21 | P a g e

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!”


22/70

22 | P a g e

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 :……………………………………………………………………………………

……………………………………………………………………………………

…………………………………………………………………………………….

…………………………………………………………………………………....

.......................................................................................


23/70

23 | P a g e

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


24/70

24 | P a g e

JOHN TAYLOR

- a little deaf

- friendly

- helpful woman

- observant

- concern

- a loving wife

- accommodating

PAUL HARRIS


25/70

25 | P a g e

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


26/70

26 | P a g e

JOHN TAYLOR


27/70

27 | P a g e

ANDREA


28/70

28 | P a g e

ZSOLT


29/70

29 | P a g e

PAUL HARRIS


30/70

30 | P a g e

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:


31/70

31 | P a g e

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



1. Identify the characters,

2. Describe the characters

Activities:

Activities:

1. Set Induction:


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.



32/70

32 | P a g e

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



1. Identify the characters,

2. Describe the characters,

3. Compare and contrast two characters

Activities:

1. Set Induction:


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.



33/70

33 | P a g e

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


34/70

34 | P a g e

List down the differences found between Trish and Clo.

Trish Clo

The character that I like most is…….


35/70

35 | P a g e

I like …………………….. because…………


36/70

36 | P a g e

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.


37/70

37 | P a g e

(25 minutes)

Closure

(10 minutes)

- Teacher explains the task.

- Teacher shows picture of the

characters and students respond

4. Enrichment

5. Objective achievement


38/70

38 | P a g e

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


39/70

39 | P a g e

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


40/70

40 | P a g e

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

-


41/70

41 | P a g e

WORKSHEET

WEAK STUDENT


42/70

42 | P a g e

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


43/70

43 | P a g e


44/70

44 | P a g e


45/70

45 | P a g e

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


46/70

46 | P a g e

whereabouts plus ____________ father‟s plans for the afternoon as _________ meets

___________ on ______________ way to Boscombe Pool to shoot rabbit.


47/70

47 | P a g e

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.


48/70

48 | P a g e

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.


49/70

49 | P a g e

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.


50/70

50 | P a g e

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


51/70

51 | P a g e

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


52/70

52 | P a g e

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


53/70

53 | P a g e

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


54/70

54 | P a g e

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


55/70

55 | P a g e

CHARACERISTICS

5. OBJECTIVEACHIEVEMENT


56/70

56 | P a g e

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


57/70

57 | P a g e

ENRICHMENT

1) TEACHER SUMS UP THE LESSON

2) TEACHER DISTRIBUTES WORKSHEETS FOR HOMEWORK

OBJECTIVE ACHIEVEMENT:


58/70

58 | P a g e

CLASS: FORM TWO


LEVEL OF STUDENTS: AVERAGE

TIME: 2.30-3.40 P.M.PERIOD: DOUBLE

LEARNING OUTCOME:





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





59/70

59 | P a g e

CLASS: FORM TWO


LEVEL OF STUDENTS: LOW

TIME: 2.30-3.40 P.M.PERIOD: DOUBLE

LEARNING OUTCOME:





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





60/70

60 | P a g e

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.


61/70

61 | P a g e

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


62/70

62 | P a g e

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


63/70

63 | P a g e

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.


64/70

64 | P a g e

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.


65/70

65 | P a g e

Choose the words from the box to match the characters in the story. You should write two adjectives for

each character.

--------------------------, -----------------------------

--------------------------, -----------------------------

--------------------------, -----------------------------

--------------------------, -----------------------------

--------------------------, -----------------------------


greedy dishonest boastful hardworking sensible

playful ruthless clever caring hot-tempered


66/70

66 | P a g e

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


67/70

67 | P a g e

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

.



68/70

68 | P a g e

Characters


69/70

69 | P a g e

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.


70/70

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.

Literature Module for Lower Secondary Schools

Documents