A Strategy Plan for Literature
Content: World Literature
Salazar, Janie
I.
Objectives
and Rationale
A.
Objectives
At the end of lesson, students should be
able to:
1. identify
the parts of the plot in a short story by filling out a graphic organizer;
2. infer
and make judgments about character’s action and behaviour through class
discussion;
3. discuss
the relevance of the selection in the present situation specifically in
relations to social issues and;
4. express
agreement or disagreement on a topic about social problems through a formal
debate.
II.
Subject
Matter
A. “The
Lottery Ticket” by Anton Chekhov
B. Study
of themes and imagery presented in Russian Literature
III.
Assumption
A. Students
will read the text in class
IV.
Activity
Sequence
|
Activity
Purpose
|
Expected
Student Behavior
|
Planned
Teacher Behavior
|
Materials
|
Time Frame
|
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|
1.
Allow the students to answer the pre-test.
|
Students
answer the pre-test in the sheet provided by the teacher.
|
Teacher
tells the students to think of the things they would want to do/buy if ever
they win in a lottery.
Teacher
explains the directions before she distributes the answer sheet.
|
Paper
containing the triadic diagram.
|
3
mins
|
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|
2.
Acquaint the students to the author of the story.
|
The
students will be shown a biographical montage of the author.
They
class will discover the salient points of the life of the author.
|
The
teacher presents a biographical montage to the students.
The
teacher discusses the montage with the class.
|
Biographical
montage of Anton Chekhov
|
10
mins
|
|||
|
3.
Have the students read the text silently.
|
Students
read the text silently.
|
Teacher
distributes the copy of the text to the students.
|
Copy
of the text
|
10
mins
|
|||
|
4.
Have the students relate to the characters and the
situation presented in the story.
|
Students
compare what they have written in the triadic diagram given to them earlier
to the actions of the characters in the story.
|
The
teacher discusses the story with the class.
The
teacher asks the students to relate themselves to the characters presented in
the story.
|
Copy
of the text
|
15
mins
|
|||
|
5.
Allow students to evaluate the story.
|
Students
make critical comments or judgments about the story.
|
The
teacher asks students to relate the text to the present.
|
Whiteboard,
marker
|
5
mins
|
|||
|
6.
Allow the students to identify the divisions of
the plot using the text.
|
Students
will recall/identify the divisions of the plot in a short story.
After
sometime, the students fill in the graphic organizer.
|
The
teacher presents and discuss the divisions of the plot in a short story to
the class.
After
sometime, the teacher gives the students the worksheet containing the graphic
organizer. She asks the students to answer the worksheet by using the short
story discussed earlier.
|
Projector,
computer, worksheet
|
10
mins.
|
|||
|
7.
Assess student’s learning.
|
Students
work individually to write a short essay discussing the relevance of the
selection to the present situation.
|
The
teacher asks the students to write an essay which discusses the relevance of
the selection to the present situation.
|
Pen,
paper
|
10
mins
|
|||
|
8.
Introduce the students to a formal debate.
|
The
students will be given a handout discussing the format of a formal debate.
The
class reads the contents of the hand out.
|
The
teacher provides the hand outs to the students.
The
teacher discusses to the class the content of the hand out.
|
handout
|
15
mins
|
|||
|
9.
Allow students to draw out the opposite
sides(affirmative and negative) of a given
issue.
|
The
students work with their respective groups.
|
The
teacher divided the class into four groups.
The
teacher explains the directions written in the worksheet.
The
teacher allows the students to go to their respective groups.
The
teacher gives the students time to answer the worksheet.
|
Hand-out
|
15
mins
|
|||
10.
Allow the students to practice the formal British
Parliamentary debate.
|
The
students perform the debate.
|
The
teacher facilitates the debate.
|
|
1
hour
|
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