: 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
: 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
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”
: Students have learned about the short story in previous lesson
: Communicative Language Teaching (CLT)
: Grammar – Tenses (Present Tense)
: 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 Pre-Reading (15 minutes) Rationale:
While-Reading (45 minutes) Rationale:
Teacher’s Activity 1. Teacher shows the pictures of famous twins to start off the lesson. 2. Teacher generates questions to the students about the pictures.
1. Teacher introduces the short story, “One is One and All Alone” to the students. 2. Teacher generates discussion about the short story using WHquestions 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?
Students’ Activity 1. Students respond to the teacher’s questions about the pictures
1. Students listen and respond to the teacher’s questions. 2. Students listen to their classmates’ response. 3. Students discuss the whole story in groups and to fill in the Worksheet 1 with relevant details. 4. Students transfer the answers in the Worksheet 1 into graphic organisers. 5. Students present their findings to their classmates.
Thinking skills: - Providing idea - Making assumptions Worksheet 1 – Story Map WH-questioning technique Mahjong papers Group Work Thinking Skills: - Providing idea - Organising - Identifying main ideas - Identifying a flow - Making concept map
Post-Reading (20 minutes) Rationale:
9. Teacher selects several students to respond to the questions orally. 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. 1. Teacher distributes Worksheet 2 to students as homework. 2. Teacher asks students to assume Trish’s role and write an e-mail to her mother about the problems that
1. Students complete the Worksheet 2 individually and submit it during the next lesson. 2. Students take note of the feedbacks provided as a guideline to complete Worksheet 2.
Worksheet 2 – “E-mail to Mum” Thinking Skills: - Making predictions - Reasoning - 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.