Bilkent University Graduate School of Education

Lesson Plan

Teacher: Hatice GÖNÜL Date: 18.12.2017

Level of class: 9 IGCSE No. of students: 16
Lesson aims: At the end of the lesson students will be able to identify the elements of a short story, identify the irony and hidden messages and
locate them in the text, and gain new vocabulary
Anticipated problems & solutions:

Stage Learning objectives Time Int patt Teacher / student activity Script Materials
(Procedures)

 WARM UP To activate the T asks students to share their “I am sure we all misbehaved for
background 5 T- SS childhood memories about the some time when we were little, what -
knowledge and Mins. SS-SS misbehavior acts, students share do you remember? Let’s share with
personalize the topic their memories. your friends what you did and what
the consequences were?”

To identify new T-SS T ask students to check the given “Now check out the given vocabulary - Vocabulary
 IMPACT 1 vocabulary vocabulary in the text and guess and try to guess their meaning. You sheet
7 the meaning from the context, can work in pairs.” - The text
Mins. students work in pairs.

 IMPACT 2 To identify and 10 T-SS T ask students to read the first “I want you to read the first pages of - The text
interpret the behaviors Mins. page of the story and write down the story until the page 121 and write
of the characters in the the acts they consider as down the acts that you think are
story misbehavior. Students read and misbehaviors.”
take notes individually.
 Stage Learning Objectives Time Int. Patt. Teacher/Student Script Materials
Activities (Procedures)

 Understanding To locate the details 1m→instructions T↔Ss T. prepares a task based
& within the story that 7-8m→reading Ss↔Ss on the comprehensive
Familiarization can be needed for the the first two pages questions about the short
1m→peer
1 later parts regarding story. They are regarding
checking
the use of irony in the to the details of the story
5m→checking
story. together and will lead students to
find out the irony means
Overall: 15 min. or what messages can be
found in the story.
Ss generally can find out
the answers. All of the
answers are supported by
the students themselves
giving reference to the
text.
T: “Now I want you to read - The text,
the first two pages and - The
answer the 4 questions. You comprehension
have 7 minutes.” questions
Ss: “7 minutes is not prepared by
enough.” the teacher.
T: “If you need much more
time I’ll give it to you. But
time will be enough because
you do not have to read all
of the passage.” (Ten
minutes later).
T: “Your time is over. Now
everybody check the
answers with the person
next to them.”
T: “Let’s check them out
together. Who wants to
answer the first question?
Yes, I am listening to your
answer.”
S: “The narrator is Laurie’s
mother.”
T: “How do you
understand?”
 Understanding To identify the 1m→instructions T↔Ss T. prepares a sheet T: “You’ll work in pairs and - The text,
& elements of the short 10m→reading Ss↔Ss including the 3 elements read the rest of the passage. - The sheet of 3
Familiarization story together with the text and fill of a short story which are Then I want you to fill out elements of a
2 the meaning to reach the sheets in setting, theme and the paper that I will give short story to
the message of the pairs. characters and wants you. These are elements of a be filled by the
story. 5m→ checking students to write the short story. You have 10 students
together and elements according to the minutes for the task.”
writing the story. Students work in Ss: “What is the setting?”
answers on the pairs and after completing T: “If you want to tell the
board. the task, the teacher setting of a story of a film,
writes the answers from you are expected to say the
Overall: 16min the students and they time and place. These
make a diagram together. elements comprise the
setting.”
T: “Do not forget, you can
say theme as a phrase or a
word. Otherwise, if you
make a sentence about story,
you reach the message of the
story, which is the main idea
of the story.”
 Analysis and To relate the ending 2m→asking T↔Ss Teacher asks questions for T: “How can you name the - The text
Interpretation 1 of the story to the questions for Ss↔Ss elicitation about the ending of the story?”
whole story and to elicitation ending of the story and Ss: “ good, surprising”
employ irony within 4min→for tries to have some T: “Why do you feel
the story. students to find answers related to the surprised?”
out the clues irony. Here students can Ss: “Because Laurie is
5min→talking explain in which part of actually Charles and he lied
about irony and the story they suspect to his parents.”
the examples Laurie in terms of the T: “So, we have found this
identity of surprising truth. However, do
within the story. Charles. After getting the you think there is any clue
examples from the for the ending throughout the
Overall: 11min students, T. writes irony story?
on the board and wants Ss: “Yes, the author
students to remember it. sometimes implies.”
Those who remember and T: “What can you find as clue
know should explain it to for the ending in the story?
the class. Teacher gives Give specific examples and
examples for the verbal explain them.”
and situational irony from
her life and make students
associate irony with the
examples that they found
in the text.
 Analysis and To discuss the 2m→instructions T↔Ss T. asks students to write -
Interpretation 2 message of the story 5m→identifying Ss↔Ss their opinion about what
with different the message and the message of the story
perspectives sharing it with is. They write their
the group. answers and support their
4m→eliciting opinion according to the
the messages and text. Then they share their
opinions in groups of 3
their reasons students. T. gets the
answers and writes them
Overall: 11 min. on the board. They all
reach a common message
in the story.

 Closure To check themselves 5 mins T asks students what they
about having a think about the story in
meaningful general, what are the
understanding of things they like and
irony and message dislike about it, do they
with the teacher’s think they can find the
wrapping up. hidden messeges and
ironies in the texts from
now on,
Students reflect their
thoughts.
T: Okay everybody, we have -
analyzed the story from
many different perspectives
and we have learnt what the
irony is and how to find it in
a text. Now I want you hear
your opinions about today’s
class and the story, what are
the things you like most
about it, how do you
understand the irony in a
text?