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Manhood by John Wain

Manhood by John Wain

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Personal Project on a short story by John Wain
Personal Project on a short story by John Wain

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Published by: Jonathan Frederick Lee Ching on Jun 07, 2014
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Jonathan Lee Ching

S207040881
PMEP 101
Dr L. Athimoolan
15 April 2014

- 1 -







Assignment 1: Short Story – “Manhood”
by John Wain
Jonathan Lee Ching (S207040881)
Dr L. Athimoolman

Jonathan Lee Ching
S207040881
PMEP 101
Dr L. Athimoolan
15 April 2014

- 2 -

Question 1
a) I would introduce “Manhood” by John Wain by giving each of the students an
opportunity to read a paragraph in class. After the entire short story had been read, I
would divide the class into groups of four, and pose a few guiding questions. The
purpose of these question would be to contextualise the short story so that the
learners have an opportunity to engage and resonate with the material. The following
questions would be shared for discussion:
 What do you want to be when you grow up?
 What do your parents feel about this?
 Has this changed over the years? If so why?
 Why do you think that Rob continued to hide the tuth behind the boxing team?
 Have you ever done something to please your parents eventhough you knew
it did not feel like it was right for you? Discuss.
After the discussion had taken place each group would report back in both oral and
written form.
b) Detailed outline:
Plot: “Manhood” takes place in the Willison family setting and functions as a
comment on the awkwardness that can occur between father and son. Mr Willison is
ambitious and hope that his son will be like him and wants to make an athlete out of
Rob. Most of this stems from Mr Willison’s upbringing, having been unable to be a
sportsmen due to the need to study out of fear of unemployment.
Mr Willis and Rob goes out for an hour ride aiming to cover 26 miles or an equivalent
of about 42km. The two some to a point to rest, however there is no time for rest as
Mr Wilson wants to help Rob break through his “fatigue barrier”. It turns out that the
real reason Mr Willison takes Rob out on a cycle tour is to distract him while an
installer comes in to install a punching bag for Rob. When father and son reach
home, it is clear that Rob is tired, he instantly retires to his room. Mrs Willison is
upset because she feels that the amount of exercise for her fourteen year old is
excessive.
When Rob makes it known to his father that he does not get into the football team,
his father is very disappointed, however when he tells him that he has made the
boxing team, Mr Willison is very happy. Mrs Willison is still very unhappy as she feels
Jonathan Lee Ching
S207040881
PMEP 101
Dr L. Athimoolan
15 April 2014

- 3 -

that Rob could get seriously injured through head blows. Rob’s parents finally come
to an agreement that Rob may box in the tournament, but must discontinue
thereafter.
On the day of the match rob gets ill, it is thought that he may have appendicitis due to
a pain in his side. Rob’s father decides to phone the boxing coach, Mr Granger about
Rob not being able to make the match. Mr Granger assures Mr Willis that there is in
fact no boxing team or tournament for that matter.
Theme: Society dictates certain scripts to a certain image about what manhood is.
Communication between parents break down and in this case it results in a troubled
relationship between father and son.
Characters:
 Rob Willison – Rob Willison is a fourteen year old boy with heart problems.
He is a very passive and resigned character. Though he is not as ambitious
or as strong as his father, his one aim is to keep his father satisfied by being a
good son according to his father’s standards despite his own desires.
Unfortunately this constant need to satisfy his father leads to deceiving his
parents about being in the school boxing team.

 Mr Willison – Mr Willison is a strong and ambitious man that only wants the
best for his son, granting him those privileges that he never had as a child.
Due to a false impression of who his son really is after forcing his preferences
on him, he gets frustrated when Rob does not perform according to his
standard. Mr Willison comes across as rather strict and insensitive at times.

 Mrs Willison – Mrs Willison is worried about the health of her son due to the
strain he is taken due to Mr Willison’s expectations. She is not interested in
having an athlete as a son, just a happy, intelligent, healthy son. Mrs Willison
comes across as being over protective of Rob.

 Minor character: Mr Granger – Mr Granger act as the one to inform Mr
Willison that there is no boxing team on the day the tournament would have
occurred launching the story into climax u to the implication of this news.
Jonathan Lee Ching
S207040881
PMEP 101
Dr L. Athimoolan
15 April 2014

- 4 -

Climax: The climax occurs after a series of events starting with Robs tiredness and
back pain, the disagreement between Mr and Mrs Willison building ultimately to the
point where the pains in Rob’s side. These pains may ultimately have been caused
by the excess exercise his father encouraged, or is due to feigned illness. Finally the
story climaxes because of the knowledge gained by Mr Willison from Mr Granger that
all along there had in fact been no tournament and shocking still that there had been
no boxing club to begin with.
Events: The main events include:
 The cycle trip with Mr Willison and Rob
 The disagreement between Rob’s parents about the trip
 The conversation about picking teams at breakfast
 The second parental disagreement at breakfast ending with an agreement
about tournament and finally the
 Night of the fight

c) I would motivate learners to be more involved in the lesson by trying to find ways to
apply the themes to the learner’s personal worlds using guiding questions, allow
learners space to construct some of these questions along with the teacher and allow
for group feedback on discussions of pertinent themes.

d) The story may be linked to the learner’s though questioning family life that they are
experiencing and whether they and their parents are able to truly communicate
effectively and how this communication could be improved.

The fears of choosing the right career path is more than enough without the added
stress of parent negativity or the lack of support, the may be used as a platform for
discussion. It may alternatively be discussed how their dreams and career choices
have changed from then to now.

Another more sensitive conversation could take place where learners share times
when parents have forced their will on them such as the case of Rob where they may
have had to take a particular activity that they did not want to take part in to keep the
peace or impress a parent.

Jonathan Lee Ching
S207040881
PMEP 101
Dr L. Athimoolan
15 April 2014

- 5 -


e) In this lesson I would make use of a power point slides to present the plot, themes,
characters and story line from beginning to climax and falling action and catharsis. I
would also use a music video that deals with dreams and self-worth such as Katy
Perry’s song, “Firework”.

f) Role play/drama exercise
 The first possible role play exercise would be the use of the short story to
create a freeze where members of the class would be able to see deeper into
the characters by asking probing questions about the feelings of the
characters in question.
The story could be divided to include the first scene where Mr Willison and
Rob are taking a break on the top of the hill, the second could be where Rob’s
parents are having an arguments, the third would be where Rob and his
father are discussing his rejection from the football team and selection for the
boxing team, the second upset between Rob’s parents, the night of the fight.

 Another possible role play would consist of a panel of learners being asked
questions about the details of the short story. After a set of 10 questions the
learners would rotate giving a new set of learners a chance to answer
questions as part of the panel. It does not matter if the same question is
asked as the new set of learners may shed new light on the question asked,
also some repetition would assist with memory.

 The short story may be divided up into groups to translate the short story into
a convincing dialogue or play. The learners would be given time to set parts
of the play to approximately 2-5 minutes of dialogue where the main events
are played out to assist with recall if assessed in an exam at the end of the
year.

g) Tasks to develop writing skills
 The learners may choose to write a letter to their past selves in Grade 1 in
which they warn themselves of some pitfalls they should avoid, certain people
and moments to appreciate more and what course they could alternatively
Jonathan Lee Ching
S207040881
PMEP 101
Dr L. Athimoolan
15 April 2014

- 6 -

take to life a little easier on them. They will remind themselves of all the
values that they hold dear and how they should handle certain situations with
parents better as they grow up.

Alternatively the may choose to write to their future selves about their current
dreams and ambitions, what they would like to see in their future horizons.
These letter would then be sealed and sent after they have reached the age
of post graduate studies. Here they will be able to compare there past and
future selves for example do they enjoy the same things, have the same
values, have the same issues or have they grown more mature etc.

 Learners may choose to create a one week journal for Rob where he
expresses himself regarding his 15-week training session with his father.
Things that may be included may be his feeling toward himself, his mother
and father. His desire to be a good son, but unable to be honest enough to
tell his father the truth about the tournament, alternative plans to break it to
his father gently that he is not in a team.

 Learners may alternatively choose to summarise the short story, highlighting
important themes, the roles of the characters a critical analysis of the father-
son relationship. An alternative ending could be written to show the father’s
realization or how the tournament would have turned out if there had been
one.

Jonathan Lee Ching
S207040881
PMEP 101
Dr L. Athimoolan
15 April 2014

- 7 -

Question 2
a) 3 contextual question (lower order)
1. How does the relationship differ at breakfast versus the beginning of the
story? Why do you think did Rob make up the story about being selected for
the boxing team?
2. How do Rob’s mother and father’s opinions differ and why? Which is worse
over-protective parents or neglectful parents?
3. Why do you think he chose boxing rather than another sport? What do you
think his father will say to him after this phone call to the schoolmaster?

b) 2 higher order contextual questions
1. Critically analyse the relationship between Rob and his mother and Rob and
his father
2. Critically analyse the meaning of Manhood in modern society and expressed
by Mr Willison. What does all this entail?

Jonathan Lee Ching
S207040881
PMEP 101
Dr L. Athimoolan
15 April 2014

- 8 -

Question 3
LESSON PLAN

LEARNING AREA: LANGUAGES
SUBJECT: ENGLISH
LESSON: Short Story – Manhood by John Wain
GRADE: 11
DURATION OF LESSON: 50 MINUTES
LESSON OUTCOMES/OBJECTIVES:
At the end of the lesson learners will be able to:
 Learners will be able to create a summary of the plot, themes, characters and events
that led up to the climax, antithesis and catharsis of the short story.
 Learners will know the various phases of the short story.
 Learners will be able to answer both higher and lower contextual questions from the
story.
 Learners will be able to apply themes from the short story to their personal worlds
 Learners will be able to translate the short story to a dramatic piece through creating
a freeze, create a rotating panel of learners to answer questions about the details of
the short story or the short story may be divided up into groups to translate the short
story into a convincing dialogue or play.
 Learners will improve their writing skills through writing a letter to their past selves,
their future selves or learners may choose to create a one week journal for Rob
where he expresses himself regarding his 15-week training session with his father or
learners may alternatively choose to summarise the short story including an
alternative ending.

LEARNING MATERIAL:
 Laptop
 Data projector
Jonathan Lee Ching
S207040881
PMEP 101
Dr L. Athimoolan
15 April 2014

- 9 -

 PowerPoint presentation
 Worksheets
OUTLINE OF CONTENT:
The content includes the plot, themes, character references as well as the development
curve of the short story in its in its various phases.
LESSON PHASES:
INTRODUCTORY PHASE:
First the music video “Firework” by Katy Perry would be played or an equally moving piece of
music about personal dreams or possibility. “Manhood” by John Wain would be introduced
by giving each of the students an opportunity to read a paragraph in class. After the entire
short story had been read, the class would divided into groups of four. A few guiding
questions would then be posed. The purpose of these question would be to contextualise
the short story so that the learners have an opportunity to engage and resonate with the
material. The following questions would be shared for discussion:
 What do you want to be when you grow up?
 What do your parents feel about this?
 Has this changed over the years? If so why?
 Why do you think that Rob continued to hide the truth behind the boxing
team?
 Have you ever done something to please your parents even though you knew
it did not feel like it was right for you? Discuss.
After the discussion had taken place each group would report back in both oral and written
form.
TEACHING AND LEARNING PHASE:
TEACHER ACTIVITY LEARNER ACTIVITY
 Teacher would introduce the
characters, plot, themes
 Teacher would facilitate guided
discussion on worksheet containing
both higher and lower contextual
 Learners would respond to
information by group discussion and
worksheet, responding both in oral
and written form
 Learners would take part in drama
Jonathan Lee Ching
S207040881
PMEP 101
Dr L. Athimoolan
15 April 2014

- 10 -

questions role play
 Learners would be assigned a
written assignment

ASSESSMENT PHASE AND TASKS
 Learners will be able to create a summary of the plot, themes, characters and events
that led up to the climax, antithesis and catharsis of the short story.
 Learners will know the various phases of the short story.
 Learners will be able to answer both higher and lower contextual questions from the
story.
 Learners will be able to apply themes from the short story to their personal worlds
 Learners will be able to translate the short story to a dramatic piece through creating
a freeze, create a rotating panel of learners to answer questions about the details of
the short story or the short story may be divided up into groups to translate the short
story into a convincing dialogue or play.
 Learners will improve their writing skills through writing a letter to their past selves,
their future selves or learners may choose to create a one week journal for Rob
where he expresses himself regarding his 15-week training session with his father or
learners may alternatively choose to summarise the short story including an
alternative ending.
ASSESSMENT TASKS (SPECIFIC)
Introductory Task – Introductory Questions and Group Discussion
 What do you want to be when you grow up?
 What do your parents feel about this?
 Has this changed over the years? If so why?
 Why do you think that Rob continued to hide the truth behind the boxing
team?
 Have you ever done something to please your parents even though you knew
it did not feel like it was right for you? Discuss.


Jonathan Lee Ching
S207040881
PMEP 101
Dr L. Athimoolan
15 April 2014

- 11 -

Task 1 – Worksheet and Group Discussion
1. What are the main themes?
2. Write a brief summary of the plot
3. Write a brief character sketch of all the characters involved in the short story
4. What are the various phases of the short story?
5. How does the relationship differ at breakfast versus the beginning of the
story? Why do you think did Rob make up the story about being selected for
the boxing team?
6. How do Rob’s mother and father’s opinions differ and why? Which is worse
over-protective parents or neglectful parents?
7. Why do you think he chose boxing rather than another sport? What do you
think his father will say to him after his phone call to the schoolmaster?
8. Critically analyse the relationship between Rob and his mother and Rob and
his father
9. Critically analyse the meaning of Manhood in modern society and expressed
by Mr Willison. What does all this entail?

a) Task 2 - Role play/drama exercise

 The first possible role play exercise would be the use of the short story to
create a freeze where members of the class would be able to see deeper into
the characters by asking probing questions about the feelings of the
characters in question.
The story could be divided to include the first scene where Mr Willison and
Rob are taking a break on the top of the hill, the second could be where Rob’s
parents are having an arguments, the third would be where Rob and his
father are discussing his rejection from the football team and selection for the
boxing team, the second upset between Rob’s parents, the night of the fight.

 Another possible role play would consist of a panel of learners being asked
questions about the details of the short story. After a set of 10 questions the
learners would rotate giving a new set of learners a chance to answer
Jonathan Lee Ching
S207040881
PMEP 101
Dr L. Athimoolan
15 April 2014

- 12 -

questions as part of the panel. It does not matter if the same question is
asked as the new set of learners may shed new light on the question asked,
also some repetition would assist with memory.

The short story may be divided up into groups to translate the short story into a convincing
dialogue or play. The learners would be given time to set parts of the play to approximately
2-5 minutes of dialogue where the main events are played out to assist with recall if
assessed in an exam at the end of the year.
Task 3 – Writing Exercise
 The learners may choose to write a letter to their past selves in Grade 1 in
which they warn themselves of some pitfalls they should avoid, certain people
and moments to appreciate more and what course they could alternatively
take to life a little easier on them. They will remind themselves of all the
values that they hold dear and how they should handle certain situations with
parents better as they grow up.

Alternatively the may choose to write to their future selves about their current
dreams and ambitions, what they would like to see in their future horizons.
These letter would then be sealed and sent after they have reached the age
of post graduate studies. Here they will be able to compare there past and
future selves for example do they enjoy the same things, have the same
values, have the same issues or have they grown more mature etc.

 Learners may choose to create a one week journal for Rob where he
expresses himself regarding his 15-week training session with his father.
Things that may be included may be his feeling toward himself, his mother
and father. His desire to be a good son, but unable to be honest enough to
tell his father the truth about the tournament, alternative plans to break it to
his father gently that he is not in a team.

 Learners may alternatively choose to summarise the short story, highlighting
important themes, the roles of the characters a critical analysis of the father-
son relationship. An alternative ending could be written to show the father’s
Jonathan Lee Ching
S207040881
PMEP 101
Dr L. Athimoolan
15 April 2014

- 13 -

realization or how the tournament would have turned out if there had been
one.


ASSESSMENT OF TASKS
CRITERIA 1 2 3 4 TOTAL(20)
Understands plot, themes and characters
Understands the phases of the short story
Able to apply themes to personal worlds
Able to translate through dramatic role play
Improved writing skills though written project
TOTAL (20)

1 2 3 4
Not achieved Achieved to a limited
extent
Achieved to a major
extent
Achieved with merit

EVALUATION OF LESSON
The lesson plan covers the bases fairly thoroughly, however the kinaesthetic sense should
have been more engaged. The helps to learning includes the use of PowerPoint
presentation, the use of a music video suited to the topic and the various methods of
engaging the learner with the material. Hindrance to learning may include spending too
much time on group discussion rather than getting fully acquainted with the text.
Jonathan Lee Ching
S207040881
PMEP 101
Dr L. Athimoolan
15 April 2014

- 14 -

References
Viljoen H. (Editor), van der Merwe (Editor) (2004). StoryScapes. South Africa: Peter
Lang International Academic Publishers. 330-341.
Jonathan Lee Ching
S207040881
PMEP 101
Dr L. Athimoolan
15 April 2014

- 15 -

Appendix A: Short Story
Jonathan Lee Ching
S207040881
PMEP 101
Dr L. Athimoolan
15 April 2014

- 16 -

Jonathan Lee Ching
S207040881
PMEP 101
Dr L. Athimoolan
15 April 2014

- 17 -

Jonathan Lee Ching
S207040881
PMEP 101
Dr L. Athimoolan
15 April 2014

- 18 -

Jonathan Lee Ching
S207040881
PMEP 101
Dr L. Athimoolan
15 April 2014

- 19 -

Jonathan Lee Ching
S207040881
PMEP 101
Dr L. Athimoolan
15 April 2014

- 20 -

Jonathan Lee Ching
S207040881
PMEP 101
Dr L. Athimoolan
15 April 2014

- 21 -

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