Short Story Sample Lesson Plan

Akenyele Jones-Short Story Module Page 1
Short Story Module

The Secret Sharer by Joseph Conrad

Designed for Reading and Writing EFL course
Target levels intermediate to advance EFL learners in a Preparatory Course
Program in Arar, Saudi Arabia


Introduction:
Historically literature in an L2 learning environment was actually the primary focus of
the grammar translation approach (Brown, 2007, p.16). Literatures concerning religious
or philosophical books were taught base reason for learning another language. However,
the main method of learning in this classical method was to translate literature from the
target language to the L1 language. Grammar was also explained from in the native
language (Lightbrown & Spada, 2006, p. 112). Brown (2007) explains that there was a
period of time he describes as the changing winds and shifting sands (p.18). Changing
winds and shifting sands describe every quarter century a new method would come
about such as the Audiolingual Method. Audiolingual Method (ALM) concentrates on
conditioning drills such as mimicry drills. The main similarity between grammar
translation and audiolingual method is the effort of memorization that has to be used for
both (p 21). On the other hand, literature was the primary focus of grammar translation
in the past, whereas dialogue is the main focus of ALM. Through time the trends
changed and Grammar translation arose again with less emphasis on literature.
Even as various methods and approaches came through the changing winds and
shifting sands in the process literature became neglected even in the current trend of
integrated pedagogy for ESL/EFL. Gajdusek (2008) points this out the importance of
literature for L2 learners. Gajdusek shows that literature should be a valuable tool for
teachers since it can open more doors for integrative learning. She not only explains the
importance of literature in ESL learning she describes vividly how it can be use in an
ESL classroom effectively by using four step approach to literary text. To apply the four
step approach, Joseph Conrads short story The Secret Share will be explored.

Theme and Rationale:
The intention of using the text the Secret Sharer is to show the richness of classic
English literature and that such writings are not just confined to native English writers.
Joseph Conrad is evidence that non-native speakers can write phenomenal work in their
L2. The structure for the outline is arranged for one-hour classrooms.
The theme of the short story covers the personal struggles of a novice ship
captain. He is confronted with management issues on his boat, such as sailors
questioning his judgment to make decisions for his crew. Because he is new to his own
ship, he is also battling with feelings of isolation. This is where he begins to question
who he truly is and whether or not he can meet the demands of a ship's captain. He finds
a fugitive on his ship whom he sympathizes with, and hides the fugitive in his cabin. The
twist is the captain is harboring a murder of another sailor from a different ship. There is
a struggle between ethics and circumstance once the captain plots to help the fugitive
escape.
The book should be used for High Intermediate to Advanced students. The Secret
Sharer is extremely challenging due to the vocabulary, context and symbolism within the
story. It should also be pointed out that the idea of the L2 activities is not to cover the
deepness of literary content equivalent to a native speaking class (Hedgecock & Ferris,
2009, p. 244). Instead, the intention is to build activities that can provoke a genuine
interaction between the L2 learner and the short story. The activities will provide
opportunities for students to share their own personal experiences and opinions in
connection to the story. Because this story is dealing with making hard decisions and
moral dilemmas, it will most likely lead to multiple interpretations. This may be in
connection to cultural differences. It is possible for students who come from a
collectivist background may sympathize with the captain of the ship, whereas
individualist may hold a different view. Such differences could lead into further
exploration concerning deeper cultural issues (p.248).
Gajduseks (2008) four level sequence which are pre-reading activities, factual
in-class work, analysis, and extending activities should aim to achieve the following in
connection to The Secret Sharer.
Pre-Reading Activities: Day 1 (60 minutes)
Instead of focusing on extensive previewing, the short story will focus on vocabulary to
incite schema activation (Hedgecock & Ferris, 2009, p. 262). The activities will try to
instigate guessing and discussion among the students. A short overview will be given
about Joseph Conrad and who he is to English literature and a brief overview of famous
stories he has written outside of The Secret Sharer. While the students will eventually be
given a vocabulary list this will not happen with all potentially problematic vocabulary
in the pre-reading activities. Word meaning and context would be broke down through
cloze and clue dialogues. Folse (2006), points out that cloze exercise not only help
L2 learners retain words but help them to anticipate words in text (p. 275).
1. Present
a) Teacher will present a brief background history about the author
Joseph Conrad.
b) T will open dialogue concerning travel in the past by ship and
modern day travel, as well as its pros and cons. Emphasis on the
duration of time traveling from place to place and the dangers of
traveling by ship will also be discussed.
2. Vocabulary
a) T will write a short list of vocabulary words on the board that are
exclusive to the text. The students will also have the vocabulary
words along with pictures to understand the vocabulary words for
the ship on a handout sheet. Using a simple vocabulary lists can
yield better vocabulary retention than relying on a list with more
information (Folse, 2004, p. 3).
b) The teacher will have the class break up in groups to practice cloze
exercises from various sentences within the Secret Sharer similar to
the pattern Gadjusek (1988) has presented. Example: a hand bell
tinkled urgently under the __________________-deck. (Answer: poop)
3. Discussion
a) T will incite discussion concerning the time ships were a famous
means of travel and if it would be something they would have
enjoyed or not.
b) T will have the students brainstorm different problems that can
potentially happen while traveling on a ship (Hedgcock & Ferris,
2009, p.277). The words will be written on the board as the students
share their ideas. Example: S, A ship could get shipwrecked. T will
write shipwrecked on the board.
c) T will present a dialogue from the text on the board then ask the
students. To predict what it what is happening in the dialogue in
groups. Example: I suppose your captain's turned in?'
'I am sure he is not,' I said.
He seemed to struggle with himself, for I heard something like
the low, bitter murmur of doubt.
'What's the good?' His next words came out with a hesitating
effort.
'Look here, my man. Could you call him out quietly? (Conrad, 2011,
p.6).
The teacher will ask the students the possible reason of this dialogue.
4. Homework
a) Read the text The Secret Sharer. It really helps students assume
responsibility for in-class work if they have been given some fairly
factual questions to answer (on paper) during a second, at-home
reading and before they come to class (Gadjusek, 1988, p.238).
Factual In-Class Work: Day 2 (60 minutes)
Since the students read the text for homework, the teacher will insure the text is
fully comprehended by reading the reading aloud, answering specific questions
concerning characters in the text, the plot of the story, and purpose. During the
reading it will be a good opportunity to ask questions while the students are
working through the text using Guide-o-Rama (Hedgcock & Ferris, 2009, p.173).
This could be a powerful way for students to get clarification on any assumptions
they might have had about the reading as well as provide meaningful dialogue
about the text.

1. Point of View
a) Teacher will insure they did their homework by asking questions
concerning who is telling the story. Then the teacher will ask if the
person tell the story is telling the story in first person, omniscient
third person or limited third person narrator. T will provide
examples through demonstrations (Gadjusek, 1988, p.239).
2. Characters
a) T will question who is the main character of the story and how is
he represented in the story.
b) Questions will be asked to create discussions about the characters
in the short story. Example: Who escaped from the Sephora?
(Answer: Legatt).
3. Setting, Time, Place
a) Teacher will explain the time as for as what was happening as a
historical context when The Secret Sharer was written. When
necessary, the teacher may need to step in as cultural informant and
provide a very brief comment (Gadjusek, 1988, p.242).
b) T will ask questions to the possible route the ship was taking and
what area was Legatt found.
c) A review concern the parts of the ship will be done on an overhead
along with vocabulary worksheets with pictures.
4. Action
a) Through timelines of the story the T will ask students to identify
events in a chronological sequence (Gadjusek, 1988, p.244). The
students should be able to identify when the Captain starts to feel
confident based on his decisions he is making with Legatt.
5. Homework
a) Students will be given a worksheet assignment that will deal with
Identifying vocabulary words through a matching exercise (see
appendix).
b) The Secret Sharer was written as if the captain was reading his
journal. The students will write one journal entry concerning
qualities of a leader.

Analysis: Day 3 (60 minutes)
At this point the students should have the ability to comprehend the story in its
entirety. Having established the facts, students can now begin to ask why and to
develop their own attitudes toward the characters, values, and situations of the
story, in short, to move beyond information to involvement an experience
(Gadjusek, 1988, p.244). This is where students should be able to identify the plot,
conflict, and climax (p.246). The teacher will also play the audiobook version of the
book to highlight certain parts of the book.
1) Review of vocabulary: The teacher will have a part of the short story on
an overhead. Some of the vocabulary words they had in prior lesson will be
highlighted. The students will be asked to identify and define them in
context.
2) Discussion:
a) Stages
T will ask the students how the author describes the captains feelings when
he first boarded the ship. In connection to the question, the students will
also be asked about their own experiences embarking on new challenges.
Other questions for discussion:
How does the author use symbolism to describe the captains feelings?
What does the captain mean by feeling like he is the odd man out?
What is the name of the nearby ship described to the main officers of the
ship and how is it significant?

When the captain discovers a rope ladder over the edge of the ship where
are the rest of the ship crew?
What conversation takes place between Leggatt and the captain when they
first meet?
How does Leggatt describe is incident on the Saphora?
What efforts does the captain take to hide Leggatt and was he justified in
doing so?
The skipper of the Sephora enters the ship looking for Leggatt, how does the
captain handle the situation?
Homework:
The students will have to answer the following questions in an essay for
using at least 40 words for each question.
1. What plan do Legatt and the captain make for Legatts escape?
2. What does the captain give to Legatt as they part ways? What is the
significance of the item?
3. The author gives the reader one example of the captains determination
and ability to stand his ground when making a decision. What is it?

Extending Activities:
The purpose of extending activities is to go beyond the text. Some activities that can
be helpful to EFL students are word recognition and role-playing. Word recognition
is important because many EFL students' dont have a lot of access to spoken
English language. Role-playing will allow the students to practice speaking using
proper pronunciation and intonation. The extended activities may take longer than
a day because it requires preparation from the students for the role-playing
activity.
In-Class:
1) Writing script for role play
a) Students will work in-group to create a scripted dialogue between
the captain and Leggatt. They will have to choose one of the three
incidents.
-The captain meeting Leggatt for the first time.
-The captain and Leggatt planning the escape.
-The conversation between the captain and Leggatt.
b) The students will act out the scripts through role playing.
2) Word recognition
a) T will play the audiobook version of The Secret Sharer.
b) The students will be given a worksheet with words that have a
similar sound. Example: Nay/ May
The students will have to choose the right word. This maybe simple
to some students, but the pace of the reader may difficult even a
intermediate student to catch in the first listening.
Conclusion:
Using literature in an EFL/ESL classroom clearly increases the L2 learners
knowledge of various language features. Outside of reading comprehension,
integrated language skills can also be developed through using literature as shown
in this module. Unlike past methods such as Grammar Translation, the proper use
of literature recognizes what reading can bring to the EFL/ESL classroom.
According to Gadjusek (1988), Reading is an active, two-way process of matching
incoming data with our existing knowledge, not only of language system, but of the
world (p. 231). Gadjuseks four-level sequence provides a great format to ensure
that literature can be used practically.


Appendix
Vocabulary Worksheet
Pre-Reading Practice
Recognize the words on and around ships. Study the following definitions and
try to find corresponding pictures or part(s) of the pictures.
foreyards - the lowest yards on the foremast (the mast nearest the bow, or front, of a
ship), from which the foresail is set. (A "yard" is a slender rod or spar, tapering
toward the ends and fastened at right angles across a mast to support a sail.)
"She's round" - the ship has passed around the land and is clear of danger.
the poop - on sailing ships, a raised deck at the stern, sometimes forming the roof of a
cabin.
taffrail - the rail around the stern of a ship. (The "stern" is the back end of a ship.)
mainyard - the lowest yard on the mainmast (the principal mast of a vessel),from which
the mainsail is set. (A "yard" is a slender rod or spar, tapering toward the ends
and fastened at right angles across a mast to support a sail.)
Sunda Straits - straits running between a group of islands in the Malay Archipelago,
consisting of two smaller groups; Greater Sunda Islands (Sumatra, Java,
Borneo, Sulawesi, and small nearby islands) and Lesser Sunda Islands (Bali
and islands stretching east through Timor).
unplayful cub - the second mate; a "cub" is an inexperienced, awkward youth.
Cochin-China - historic region and former French colony in Southeast Indochina; the southern
part of Vietnam.
Koh-ring - the prefix "Koh" connotes an island; the island of Koh-ring is Conrad's
creation.
Cambodge - Cambodian.
campstool - a lightweight, folding stool.
bo's'n - phonetic spelling of "boatswain," a ship's warrant officer or petty officer in
charge of the deck crew, the rigging, anchors, boats, and so on.
Bullock - a young bull.
Cain - in the Bible, the oldest son of Adam and Eve; he killed his brother Abel.
halter - hangman's noose.
Java Head - the westernmost point of Java, a large island of Indonesia, southeast of
Sumatra.
gimbals - a pair of rings pivoted on axes at right angles to each other so that one is free
to swing within the other; a ship's compass, pelorus, and so on, will remain
horizontal at all times when suspended in gimbals.
mizzen - the mast that is third from the bow of a ship with three or more masts. (The
"bow" is the front part of a ship.)
Gulf of Siam - "Siam" is the old name of Thailand; the Gulf of Siam is the arm of the South
China Sea, between the Malay and Indochinese peninsulas.
cuddy - the cook's galley on a small ship.
Cardiff - seaport in Southeast Wales, on the Bristol Channel; capital of Wales and
county seat of South Glamorgan.
Malay Archipelago - large group of islands between Southeast Asia and Australia, including
Indonesia, the Philippines, and sometimes New Guinea.
beyond my ken - beyond my range of knowledge.
binnacle - the upright, cylindrical stand holding a ship's compass, usually located near
the helm.
Conway boy - sailor who trained on the British battleship Conway.
Norfolk - county of East England, on the North Sea.
ratlines - any of the small, relatively thin pieces of tarred rope that join the shrouds of a
ship and serve as the steps of a ladder for climbing the rigging. "Shrouds" are
sets of ropes or wires stretched from a ship's side to a masthead to offset lateral
strain on the mast.
islet - a little island
block houses - small easily defended buildings for protection from enemy
fire
shore - the land bordering a usually large body of water
brusque - blunt in manner or speech often to the point of ungracious
harshness
murmurs - a half-suppressed or muttered complaint
nay - no

1 2 3
4 5 6
7 8 9
10 11 12
13 14 15 16



Pre-Reading Exercise
Chose the correct word for the blank using the vocabulary reference sheet.

1) a hand bell tinkled urgently under the _______________-deck.

2) To the left a group of barren ______________, suggesting ruins of the
stonewalls.

3) I inquired, in hardy audible ________________, we used, after he had
told me something more of the proceedings on the Sephora on the bad
weather was over.

4) The _________________ran round with a great noise amidst cheery
cries.

5) For some reason he too wished to look at the lighthouse, but his back
was toward the far ____________ and the waves were important.


A) Islet

B)Cuddy C)Campstool D)Bullock E)Mizzen
E) Shore

F)Halter G) Poop H) Java Head E)Gimbals

Match the words above with the proper definition.

1) _____the mast that is third from the bow of a ship with three or more masts.
(The "bow" is the front part of a ship.)
2)_______he cook's galley on a small ship.

3)______ on sailing ships, a raised deck at the stern, sometimes forming the
roof of a cabin.

4)________ a lightweight, folding stool.

5)_______ the upright, cylindrical stand holding a ship's compass, usually
located near the helm.

6)________ a little island


References
Brown H. D. (2007). Teaching by principles: An interactive approach to language
pedagogy. Pearson. White Plains, N.Y.

Conrad, J. (2008). Heart of darkness and The secret sharer. New York:
Penguin.

Folse, K. (2004). Myths about teaching and learning second language vocabulary:
What recent research says. TESL Reporter, 37 (2), 1-13

Ferris, D. & Hedgcock, J.S. (2009). Teaching readers of English: Students, texts, and
contexts. Routledge. New York, N.Y.

Gajdusek, L. (1988). Toward Wider Use of Literature in ESL: Why and How. TESOL
Quarterly, 22 (2), 227-257.

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Akenyele Jones-Short Story Module Page 1

Short Story Module

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