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DATE: 5/12/15
TIME: 9:30-10:45

CLASS: Sec. 1 English

DURATION: 75 minutes

& Cross-curricular


SCHOOL: Centennial Regional

High School
MELS Competency 1. Uses language/talk to communicate and learn
MELS Competency 3. Reads and listens to written, spoken and media
Cross-curricular competency 1. Uses information
Cross-curricular competency 4. Uses creativity
Cross-curricular competency 8. Cooperates with others

Students will read together and share ideas about fear with one
o Students will be assessed on their comprehension
o The assessment will be done through Worksheet A
Students will write a short response paper (1-2 paragraphs)
about fear
o Students will be assessed on the depth of their writing
and how much thought was put into the work
Students will be able to work together to write a rough draft of a
news article
o Students will be assessed in two criteria, the news article
as a whole through worksheet E and the individual
sections that they are responsible for (Worksheets B, C,
or D).

GROUP SIZE ; Group Size: ~21

LOCATION & Location: in classroom
Materials: Short story Escape, Worksheets (See Appendix A, B, C, D,
and E)

1. To act as a professional inheritor, critic, and interpreter of knowledge or
culture when teaching students.
2. To communicate clearly in the language of instruction, both orally and in
writing, using correct grammar, in various contexts related to teaching.
4. To pilot teaching/learning situations that are appropriate to the students
concerned and to the subject content with a view to developing the

competencies targeted in the program of study.

6. To plan, organize, and supervise a class in such a way as to promote
students learning and social development.
10. To cooperate with the members of the teaching team in carrying out tasks
involving the development and evaluation of the competencies targeted in
the programs of study, taking into account the students concerned.
During this lesson, the teacher should:
Be able to discuss the story with students and connect the story to their
own lives
Read the story with the students using proper diction and pronunciation
Provide activities that lets students connect the themes of the story to the
Group students in a way that provide them with opportunities to complete
the activities to the maximum efficiency
Cooperate with one another to enact this lesson plan



1 min

Inform the students what todays activities will be:

o Reading a short story and sharing opinions about the themes of the story
o Writing a response paper on a theme of the story
o Writing a rough draft of a news article about the short story
o At the end of the class, they are expected to hand in a response paper.

1 min
20 min

Hand out the short story and inform students that it will be read as a class
Read the short story The Escape with the students. Hand out a worksheet to
work on after reading the story to check for comprehension (see Appendix A)
o Students and/or teacher will be reading out loud
o At certain points in the story, stop and check for understanding with visual
signals and basic questions about the story
o Ask students questions regarding what they think is happening
Who is the main character?
Where is the story taking place?
What did he find?
What is he afraid of?


15 min

1 min

15 min
5 min

1 min
15 min

o Ask students questions to further provoke interest in the story
Why do you think he is so scared of rats?
Did you know rats have super strong teeth that can bite through
rock and concrete?
o Ask students to share some of their ideas of the story
What is your worst fear?
Would you take a risk of facing your worst fear if it means a
chance at freedom?
Do you think hope is a good thing or a bad thing?
After reading the short story, ask students to think-pair-share
o Think about what happened at the end of the story, how do you feel or
what would you have done differently? Write it down. Let them know that
there is no right answer. All answers are justified as long as they support
o Pair up and share what they thought about to their partner.
o Ask the students to share their ideas to the class
Let the students know they have 15 minutes to write a response about their worst
fears. Some guiding questions are:
o What is your worst fear?
o What about it makes it your worst fear?
o What did you do to conquer it or how to you plan to face it?
o If you get to choose between a chance of freedom but fighting your worst
fear, or stuck in solitude but ensured survival which one would it be?
Let the students work on their response papers. Go around the classroom and
assist any students that need help.
Assign students into groups of 3, assign each student a role in the group and
explain the roles. Each role will have their own worksheets that they have to
o One is a role of the detective who will receive the worksheet B
o One is a role of the journalist who will receive worksheet C
o One is a role of the photographer who will receive worksheet D
o Students will work together to put together a news article to present to the
class using worksheet E.
Let them know they have 15 minutes to complete their respective worksheets and
put them together.
Let the students work on the worksheet. Go around the classroom and assist any
groups that need assistance.



1 min

Rally the students attention back as a class

Collect students response papers
Inform the students what the objective of next class would be:
o Finish their news articles
o Presenting their news articles to the class

Evaluation of lesson:
This lesson plan had a few problems before. One of the activities in the original lesson plan
was to create a wanted poster for the main character. The goal was for students to imagine
what the main character in the story looked like before he was caught. However, that
activity did not connect well with the theme of the short story. The short story focused on
the theme of fear and hope, while the wanted poster did not address any of those themes in
the short story, focusing more on imagination, escape and capture. This disconnect did not
allow students to connect the theme of the story and the activity that followed it. As a result,
the lesson did not flow properly from one activity to another. Another problem was that
students were not given enough time to work on both the wanted poster and the news
article. More time is needed for students to present their work to the class as well.
Additional time should be made for students to complete their work and present it to the

Follow up:
The lesson plan has been changed to remove the misalignment between the short story and
the activities that followed up. The wanted poster activity is modified and the focus is on
what happened after the story has concluded. The short writing assignment focuses upon
the students response to themes addressed in the story and allows students to demonstrate
what they felt about the story. This allows the students to explore their own fears after
reading a short story about fear and hope. Additional time has also been given to the class
after to allow students to work on and present their news articles to the class.

Lesson Plan 1

Reflection of my lesson: My lesson enactment proceeded smoothly. The reading of the

short story proceeded extremely well and the students were all interested in the story.
Some students also voiced out their opinions on the story after the reading. Although
there was a form of disconnect between the theme of the story and the activity that

followed up (the wanted poster), students were able to remain on task and focused on the
activity. Many of them were extremely motivated to work on their wanted posters and
remained on task the entire time. However, my lesson plan had to be shifted to connect
the activity and the theme of the story. The introduction of the reflection activity solves
the problem. Additionally, the two activities brought a rapid shift in activities. The
wanted poster focused on the main character before the story, while the news article
focused on the main character after the story. Combining the two and focusing on the
main character after the short story would be better and allow for a smoother transition
between the two activities. Overall, this lesson plan required a lot of adjustments and
revisions to make this lesson a meaningful lesson for the students. However, this problem
was an extremely important lesson for me to learn about writing lesson plans. All lesson
plans should have the idea of what students should know at the end in the class. The goal
of lesson planning is not the superficial knowledge, but the emotional and impactful
knowledge that students will have learned at the end of the lesson. The exploration of
deeper level knowledge should have more emphasis compared to the development of
superficial knowledge.
Appendix A
The Escape Question Sheet
1. Who is Boris?
2. Why was he going to solitary?
3. What are three reasons why solitary is so terrible?
4. What made Boris hopeful while he was in there?
5. Why could he not turn back?
6. What happened to N.G?
7. How did the author describe the rats? Did it make the rats scary?
8. What do you think happened to Boris at the end?