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LP The Lumber Room Character&Chracteristics

Teaching of Literature sample lesson plan by MIss Thina
Course

Malaysian Literature (CLS 2113)

12 Documents
Students shared 12 documents in this course
Academic year: 2023/2024
Uploaded by:
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Thina Nadarajan
University of Selangor
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DAILY LESSON PLAN

WEEK 13 Tick ( √ )

Teaching Strategies

Inquiry Based Learning

Problem Based Learning /

Intergrating Technology

Project Based

21st Century Classroom

Teaching and Learning

Round Table

Think, pair, Share /

Hot Seat

Games

3 Stay and 1 Stray

Presentation /

Role Play

Gallery Walk

Plickers

Poem recitation / Singing

Entry card/ Exit card

Brainstorming

Combo Mat

KWHLAQ

Debate /

Others (State)

I-THINK MAP

Circle Map

Buble Map

Double Bubble Map

Brace Map

Tree Map

Flow Map

Multi Flow Map

Bridge Map

LEARNING DOMAIN / HOTS

Create

Evaluate /

Analyse /

Apply

Problem solving

Not Applicable

LEARNING STRATEGIES

Active

Enquiry

Problem solving

Future Research Based

Contextual

Constructivism

Project-Based

STEM Approach

Self-Access Learning

Thinking Skills /

ICT Based

DAY Friday Date: 1 February 2024

TIME 1 Hour Duration: 60 minutes

CLASS 2 Lotus

SUBJECT English Language

THEME People and Culture

TOPIC The Lumber Room by Saki (Character and Chracteristics)

GRAMMAR FOCUS

MAIN SKILL (><70%) Literature in Action

COMPLIMENTARY

SKILL (>< 30%)

Reading

CONTENT STANDARD

(CS)

Main Skills - Literature in Action

5 Engage with, respond to and interpret a variety of literary

text types

Complimentary Skills - Speaking

2 Communicate information, ideas, opinions and feelings

intelligibly on familiar topics

LEARNING STANDARD

(LS)

Main Skills - Literature In Action

5. 2 Identify and describe in simple language the key

characters and themes in a text

Complimentary Skills – Reading

2. 1. 5 Express opinions or feelings about character and

personality

LEARNING OBJECTIVE

(S)

(LO)

(General)

By the end of the lesson, students should be able to:

1. Fill in the worksheet with suitable responses

2. Justify the actions of the characters in the story;

3. Compose diary entries as the character from the story.

SUCCESS CRITERIA (SC)

(Specific: ABCD)

"A" is for audience, "B" is

for behavior, "C" for

conditions and "D" is for

degree of mastery needed.

By the end of the lesson, pupils/students can:

1. Individually, the students (A) will fill in the worksheet

(B) after watching the video (C) accurately (D).

2. In groups, justify the actions of the characters (B) by

providing 2-3 well-supported arguments (D) during

class discussion (C).

3. Individually (A), write a coherent and creative diary (B)

entry with at least three characteristics or actions (D)

from the story, showing deep understanding of the

character’s perspective (C).

DIFFERENTIATION

LEARNING STRATEGIES

(Mix-Ability Class)

High Mid Low

Fill in the

worksheet with

100% accuracy.

Present argument

with high level

criting thinking.

Write diary entry

on any chosen

chracters

independently.

Fill in the

worksheet with

85 % accuracy.

Present argument

with moderately.

Write diary entry

on any chosen

chracters

independently/pee

r guidance.

Fill in the

worksheet with

65 % accuracy.

Present argument

with teacher

guidance.

Write diary entry

on any chosen

chracters with

teacher guidance.

CROSS CURRICULAR

ELEMENTS:

Language /
Environment
Sustainability
Values
Science and Technology
Patriotism and Citzenship
Creativity and Innovation
Entrepreneurship
Information and
CommunicationTechnolog
y
Global Sustainability
Financial Education
ASSESSMENT
Written exercise
(eg)
Test / Exam
Report / Experiment /
Project-Based
Oral Presentation
Quiz
Worksheet /
Others (Pls. specify) :
Commenting others
answers
........................................
Not Applicable

MORAL VALUES

  • Fostering love between family members
  • Children needs care and love

FOCUS WORDS

(Vocabulary List)

rebel, defiant, authoritative, submissive

SENTENCE PATTERN

RESOPURCES /

TEACHING MATERIALS

  • Laptop
  • Bluetooth speaker
  • Worksheets

STAGE / TIME CONTENT /

SKILL

TEACHER AND STUDENTS’

ACTIVITIES

RATIONALE / AVA

SET INDUCTION

(5- 7 mins)

Literature in

Action

1. Can anyone

tell me what

makes

Mowgli

special?

2. What about

Peter Pan or

Harry

Potter?

3. What are

their most

important

traits?

1. Who can

1.

1. The teacher greets the class.

2. The teacher displays pictures and

brief descriptions of three famous

fictional characters on the board:

Mowgli, Peter Pan, and Harry

Potter.

3. The teacher asks the students to

describe the key characteristics of

these characters.

4. The teacher explains the term

'characteristic'. "A characteristic is a

feature or quality that makes

someone or something

recognizable. It's what makes a

character unique." The teacher

writes the definition on the board

for students to refer to.

5. The teacher asks the students to

recall the characters from the short

story 'The Lumber Room' that they

studied in the previous class.

Rationale:

1. To arouse students’ interest

in today’s lesson.

AVA:

1. Pictures

2. Mahjong paper/manila card

(Appendix 1)

CLOSURE

( 10 minutes)

1. The students are asked to share who

was their favourite character from

the story.

2. The teacher asks some questions

about the characters from the story.

3. Teacher ends the lesson.

TEACHER’S

REFLECTION

ATTENDANCE

............/

............. from 35 students have achieved SC1.

............. from 35 students have achieved SC2.

............. from 35 students have achieved SC3.

............. from 35 students have not achieved the SC.

FURTHER ACTION TAKEN

1. ........... absentees today will be given personal tutoring /peer explanation/self

reference on Google Classroom on today’s lesson by the teacher/group members in

the next lesson.

2. Lesson is postponed because

...........................................................................................................

SELF-REFLECTION

● What have I achieved?

● What have I failed to achieve? How can it be improved/ solved?

Appendix 1

Mowgli Peter Pan Harry Potter

Raised by wolves in the Indian jungle,

Mowgli exhibits an exceptional affinity

for the natural world. His agility, keen

senses, and ability to communicate with

animals demonstrate his adaptability and

deep connection to his surroundings.

Mowgli's physical prowess, including

his strength and speed, rivals that of the

fiercest jungle inhabitants.

Despite his human origin, Mowgli's

upbringing instils in him the laws and

customs of the jungle, which he respects

deeply. His loyalty to his wolf family

and his friends, such as Baloo the bear

and Bagheera the panther, underscores

his strong sense of loyalty and gratitude.

Mowgli's intelligence and curiosity

often lead him to explore and

understand the complexities of both the

animal and human worlds, making him

a bridge between the two.

Peter Pan was a boy who refused to

grow up. He had a charming and

mischievous nature, always full of

energy and ready for adventure. With a

cocky grin and twinkling eyes, Peter's

confidence and daring spirit were

infectious. He had a wild imagination

and loved telling stories, often

embellishing them to entertain and

captivate his friends. His playful

personality made him a natural leader

among the Lost Boys, who looked up to

him and followed his lead without

question.

Despite his bravery and cleverness,

Peter had a stubborn and sometimes

reckless streak. He lived in the moment,

often disregarding the consequences of

his actions.

Harry Potter, a young wizard, is

described as having untidy black hair,

striking green eyes, and a lightning-

shaped scar on his forehead, Harry’s

appearance is both distinctive and

memorable. He wears round glasses,

often held together by tape due to

frequent breakages. Harry’s demeanour

is characterized by his curiosity,

bravery, and a strong sense of justice,

which often puts him at odds with

authority figures. Despite his fame in

the wizarding world, Harry remains

humble and unassuming, frequently

grappling with the weight of

expectations placed upon him.

Throughout his time at Hogwarts School

of Witchcraft and Wizardry, Harry

showcases remarkable courage, loyalty,

and resourcefulness. Harry’s resilience

is evident as he faces numerous

challenges, from battling dark wizards

to uncovering the truth about his past

and parents..

Appendix 3

Character Analysis Chart

Character Traits Actions

Interactions with Other

Characters

Evidence from the Text

Nicholas 1. Imaginative

  • Tricks his aunt by

pretending to be

trapped in the

garden

  • Defies his aunt’s

authority

"Nicholas, quite unmoved, continued

to chant his loud, clear voice to

another tune."

2. Clever

  • Explores the

lumber room

secretly

  • Has a complex

relationship with his

aunt, marked by

rebellion

"It was probably the first time for

twenty years that anyone had smiled

in that lumber-room."

3. Defiant

  • Finds enjoyment

in the forbidden

lumber room

  • Interacts with the

household staff

minimally, showing

independence

"He carried a dauntless spirit of

adventure into the lumber-room."

Aunt 1. Strict

  • Attempts to

discipline

Nicholas by

banning him from

the garden

  • Maintains a position

of authority over the

children

"Only the few fruit trees that it

contained were beyond Nicholas's

ability to exploit to the full."

2. Authoritative • Fails to catch

Nicholas in the act

  • Has a controlling and

punitive relationship

with Nicholas

"The aunt-by-assertion was one of

those people who think that things

spoil children."

3. Dutiful

  • Guards the house

and its rooms with

vigilance

  • Has limited

interaction with the

other children,

focusing on Nicholas

"She was a woman of few ideas, with

immense powers of concentration."

Other

Children 1. Submissive

  • Obey the aunt’s

rules without

question

  • Have a typical,

subordinate

relationship with the

aunt

"The other children were to be driven

into a state of chronic unsatisfied

curiosity."

2. Curious

  • Observe

Nicholas’s actions

with interest

  • Do not interact much

with Nicholas during

his rebellion

"They were all rather subdued and

respectful."

Appendix 4

Use the information from the Character Analysis Chart to complete the following tasks.

  • Nicholas
  • Aunt
  • Other Children

1. In your groups, discuss and prepare arguments about the assigned character based on the chart. You should focus

on:

o Defending the character’s actions.

o Explaining the character’s traits.

o Describing the character’s interactions with others.

2. Each group should prepare at least 3 main points to share.

3. You are given 3-4 minutes to present your points.

Was this document helpful?

LP The Lumber Room Character&Chracteristics

Course: Malaysian Literature (CLS 2113)

12 Documents
Students shared 12 documents in this course

University: University of Selangor

Was this document helpful?
DAILY LESSON PLAN
WEEK
13
Tick ( √ )
Teaching Strategies
Inquiry Based Learning
Problem Based Learning
/
Intergrating Technology
Project Based
21st Century Classroom
Teaching and Learning
Round Table
Think, pair, Share
/
Hot Seat
Games
3 Stay and 1 Stray
Presentation
/
Role Play
Gallery Walk
Plickers
Poem recitation / Singing
Entry card/ Exit card
Brainstorming
Combo Mat
KWHLAQ
Debate
/
Others (State)
I-THINK MAP
Circle Map
Buble Map
Double Bubble Map
Brace Map
Tree Map
Flow Map
Multi Flow Map
Bridge Map
LEARNING DOMAIN / HOTS
Create
Evaluate
/
Analyse
/
Apply
Problem solving
Not Applicable
LEARNING STRATEGIES
Active
Enquiry
Problem solving
Future Research Based
Contextual
Constructivism
Project-Based
STEM Approach
Self-Access Learning
Thinking Skills
/
ICT Based
DAY
Date: 1February 2024
TIME
Duration: 60 minutes
CLASS
2 Lotus
SUBJECT
English Language
THEME
People and Culture
TOPIC
The Lumber Room by Saki (Character and Chracteristics)
GRAMMAR FOCUS
MAIN SKILL (><70%)
Literature in Action
COMPLIMENTARY
SKILL (>< 30%)
Reading
CONTENT STANDARD
(CS)
Main Skills - Literature in Action
5.1 Engage with, respond to and interpret a variety of literary
text types
Complimentary Skills - Speaking
2.1 Communicate information, ideas, opinions and feelings
intelligibly on familiar topics
LEARNING STANDARD
(LS)
Main Skills - Literature In Action
5.1.2 Identify and describe in simple language the key
characters and themes in a text
Complimentary Skills – Reading
2.1.5 Express opinions or feelings about character and
personality
LEARNING OBJECTIVE
(S)
(LO)
(General)
By the end of the lesson, students should be able to:
1. Fill in the worksheet with suitable responses
2. Justify the actions of the characters in the story;
3. Compose diary entries as the character from the story.
SUCCESS CRITERIA (SC)
(Specific: ABCD)
"A" is for audience, "B" is
for behavior, "C" for
conditions and "D" is for
degree of mastery needed.
By the end of the lesson, pupils/students can:
1. Individually, the students (A) will fill in the worksheet
(B) after watching the video (C) accurately (D).
2. In groups, justify the actions of the characters (B) by
providing 2-3 well-supported arguments (D) during
class discussion (C).
3. Individually (A), write a coherent and creative diary (B)
entry with at least three characteristics or actions (D)
from the story, showing deep understanding of the
character’s perspective (C).

Students also viewed

Related documents