DAILY LESSON PLAN

Subject : English Language

Form : 2 Bestari (Intermediate Level)

No. of students : 32 students

Date : 14th May 2013

Time : 7.10 – 8.30 a.m (80 minutes)

Theme : Social Issues

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

Learning Outcomes : 1.0 Language for interpersonal use

1.2 take part in social interaction by:
a. carrying out a variety of language functions;
b. participating in conversations and discussions; and
c. making plans and arrangements.

2.0 Language for informational use

2.2 process information by:
d. getting explicit meaning of the text

2.3 presenting information to different audience by:

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

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

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

1. elicit personal responses about the short story orally;

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

Moral Values (Character Building) :

 Rationale
 Appreciation

CCTS (Thinking Skills) :

 Providing idea
 Making assumptions
 Organising
 Identifying main ideas
 Identifying a flow
 Making concept map
 Reasoning
Pedagogical Strategies (Cross-Curricular Elements) : Values across curriculum

Teaching Aids :

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

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

Teaching Method : Communicative Language Teaching (CLT)

Content : Grammar – Tenses (Present Tense)

References : Nicholas Fisk (2009). One is one and all alone. In A collection of poems, short stories and drama for form 1 to

form 3 (pp. 40-56). Shah Alam, Selangor: Ministry of Education Malaysia.

Stages Teacher’s Activity
Pre-Reading 1. Teacher shows the pictures of
(15 minutes) famous twins to start off the lesson.
2. Teacher generates questions to
Rationale: the students about the pictures.
While-Reading 1. Teacher introduces the short
(45 minutes) story, “One is One and All Alone” to
the students.
Rationale: 2. Teacher generates discussion
about the short story using WH-
questions technique.
3. Teacher asks what is the name of
Trish’s twin?
4. Teacher asks when does Trish
decide to clone herself?
5. Teacher asks who provides the
information about cloning to Trish?
6. Teacher asks where does the
story take place?
7. Teacher asks why does Trish
decide to clone herself?
8. Teacher asks how does Trish plan
to kill Clo?
9. Teacher selects several students
to respond to the questions orally.
Students’ Activity Materials/Notes
1. Students respond to the teacher’s PowerPoint presentation
questions about the pictures
Interactive learning
Thinking skills:
- Providing idea
- Making assumptions
1. Students listen and respond to Worksheet 1 – Story Map
the teacher’s questions.
2. Students listen to their WH-questioning technique
classmates’ response.
3. Students discuss the whole story Mahjong papers
in groups and to fill in the
Worksheet 1 with relevant details. Group Work
4. Students transfer the answers in
the Worksheet 1 into graphic Thinking Skills:
organisers. - Providing idea
5. Students present their findings to - Organising
their classmates. - Identifying main ideas
- Identifying a flow
- Making concept map
 10. Teacher distributes Worksheet 1
to students.
11. Teacher divides students into
groups of four.
12. Teacher asks students to
complete Worksheet 1 with
important events from the short
story in 10 minutes.
13. After students complete the
worksheet given, teacher asks
students to transfer the answers in
the worksheet to a mahjong paper
in 10 minutes.
14. Teacher asks each group to
present their findings in front of the
class.
15. Teacher provides feedback to
students.
16. Teacher summarises the story.
Post-Reading 1. Teacher distributes Worksheet 2 1. Students complete the Worksheet Worksheet 2 – “E-mail to Mum”
(20 minutes) to students as homework. 2 individually and submit it during
the next lesson. Thinking Skills:
Rationale: 2. Teacher asks students to assume 2. Students take note of the - Making predictions
Trish’s role and write an e-mail to feedbacks provided as a guideline to - Reasoning
her mother about the problems that complete Worksheet 2. - Making conclusion
she faces on the spaceship.
3. Teacher generates discussion 3. Students respond to the teacher’s
with students. questions.
4. Teacher asks students to suggest
possible problems that Trish faces
on the spaceship and provides
feedback.
5. Teacher informs the students that
the homework should be submitted
during the next lesson.
6. Teacher facilitates students on
highlighting the key events of the
short story.
7. Teacher leads students to discuss
the moral values learnt from the
lesson.