Republic of the Philippines

Eastern Visayas State University

Burauen, Leyte
Burauen Campus

Semi -Detailed Lesson Plan in Introduction to Literature

VIEWING SKILLS

Subject Area: Introduction to Literature

Grade: BSED SCIENCE 2A
Name: CONDE, RUTH ANN C.
Section: BSEd ENGLISH 4A

I. OBJECTIVE
At the end of the lesson, the students will be able to:
 Understand the story of the Princess and the Tin Box.
 Identify the elements of the short stories
(setting, theme, characters, conflict, point of view)

I. SUBJECT MATTER
TOPIC: STORY OF “THE PRINCESS AND THE TIN BOX”
by JAMES THORBER
MATERIALS: VISUAL AID
REFERENCES: AN EASY JOURNEY TO LITERATURE

II. PROCEDURE

A. Preliminary Activities
 Greetings
 Prayer
 Checking of attendance
 Review

- what are the topics that we tackled last meeting?

-What was the poem of to my sister is all about?
 B. MOTIVATIONAL ACTIVITY
PUZZLE PICTURE!!

1. 2.

3. 4

C. ACTIVITY
“OBSERVE THE PICTURE”
The teacher will ask the students about their observations on the picture.

D. ANALYSIS
1. What have you observed on the picture?

LESSON PROPER

THE PRINCESS AND THE TIN BOX by JAMES THURBER

The Princess and the Tin Box, a short story by James Thurber, ends in an ironic way,
leaving the readers surprised by the conclusion. The story is about a truly wealthy
princess who must choose her prince based on what gift they deliver to her. The first
four princes brought the princess astounding treasures, but the last prince was different.
He was a strong and handsome prince, but was poor also. Therefore, his present was
far inferior compared to the others. The readers are led to thinking that the princess.
The princess, “was not permitted to have wooden blocks or china dolls or rubber dogs
or linen books, because such materials were considered cheap for the daughter of a
king,” (Thurber 2). Her possessions confirm that her wealth is very important to her, and
nothing inexpensive should ever be owned by her. The fifth prince approached the
princess and, “brought her a small tin box filled with mica and feldspar and hornblende
which he had picked up along the way,” (Thurber 6). This gift was nothing like the
 others. It was very unique, and possessed little to no value at all. Even though the
present was quite different, the princess, “examined it with great interest and squealed
with delight,” (Thurber 9) because she had never seen anything like that before. The
princess’s excitement leads the readers to assuming that she will choose this special
gift and prince. Later on, in the story though, the readers’ predictions are incorrect.
Unlike the majority of assumptions, the princess, “smiled and walked up to the table and
picked the present she liked the most. It was the platinum-and-sapphire jewel box, the
gift from the third prince,” (Thurber 9). This displays irony, because the most obvious,
yet unexpected choice was made. The princess, married the third prince that very day in
the midst of great merriment and high revelry. And the princess was thrown by a
hundred thousand pearls and she loved it.

E. ABSTRACTION

The teacher will ask the students the following questions.

1. What have you observed from the story?

2. Who can tell the moral lesson of the princess and the tin box?

F. APPLICATION
“MATCHING TYPE”
Direction: Match the correct meaning of words.
 Cartier’s window A. Well-known upscale jewelry store.
 Lyre of gold B. cheap and showy
 Disdainful C. types of ordinary rock
 Mica, Feldspar, hornblende D. harp
 Tawdry E. showing arrogance
 revelry F. given more than what is needed
 Glutted G. celebration; noisy

G. EVALUATION
Direction: Identify the elements of the short stories in the story of the princess and the
tin box.
1. The characters
2. The setting
3. The point of view
4. Theme/main idea
5. Type of conflict

H. ASSIGNMENT
Direction: Give your reflection about the story of the princess and the tin box.