The lesson plan outlines a literature activity where students will read the short story "Dead Stars" and work in groups to analyze different elements of the story such as characterizations and symbolism, then present their analyses to the class. The plan details the objectives, materials, procedures including group work and presentations, and evaluation for the lesson focusing on developing students' comprehension and analysis of short stories.
The lesson plan outlines a literature activity where students will read the short story "Dead Stars" and work in groups to analyze different elements of the story such as characterizations and symbolism, then present their analyses to the class. The plan details the objectives, materials, procedures including group work and presentations, and evaluation for the lesson focusing on developing students' comprehension and analysis of short stories.
The lesson plan outlines a literature activity where students will read the short story "Dead Stars" and work in groups to analyze different elements of the story such as characterizations and symbolism, then present their analyses to the class. The plan details the objectives, materials, procedures including group work and presentations, and evaluation for the lesson focusing on developing students' comprehension and analysis of short stories.
The lesson plan outlines a literature activity where students will read the short story "Dead Stars" and work in groups to analyze different elements of the story such as characterizations and symbolism, then present their analyses to the class. The plan details the objectives, materials, procedures including group work and presentations, and evaluation for the lesson focusing on developing students' comprehension and analysis of short stories.
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Ateneo de Zamboanga University
L a Purisima St., Zamboanga City
Lesson Plan in Literature 101 Prepared by: Sarah Mae R. Ismael Lit 415 A
Remarks I. Objectives 1. Given a story, the students will be able to correctly identify and present the elements of a short story using the appropriate graphic organizer. 2. Given the chance to look at the work of others, the students will be able to ask and answer questions about the story. 3. Given a problem, the students will be able to provide or suggest alternative solutions. 4. Given the chance to work in groups, the students will be able to foster respect by listening to his/her group mates while he/she/they is/are sharing ideas. II. Subject Matter
Reading Selection: “Dead Stars” by Paz Marquez Benitez
References: Value Focus:
Learning Materials: copy of reading selection “Dead Stars” handouts graphic organizer templates Problem-solution worksheets III. Procedure A. Motivation If students will not Show a picture depicting a love triangle (see attached). be able to give the Ask: “What do you think is happening in the picture?” expected answer, (Expected answer: love triangle) ask the following Call two or more students to share. questions to lead them to the answer: B. Presentation 1. What do you Say: “The love triangle theme has been used in many literary texts think is the in the past and is still being used at present (Cite some examples). relationship between What other examples can you think of?” the three people in the picture? “The text we are going to discuss today is also about a love triangle 2. Why do you think and it is entitled “Dead Stars”. I expect that you have already read are there 2 girls in the story before coming to class so today we are going to have a the picture? group activity.”
Give basic information about the author and the text before breaking the class into groups.
C. Activity Part I: 1. Divide the class in groups of 5 members each. 2. Each group member will have one of the following roles. a. Facilitator – makes sure that the flow of discussion is smooth and that all members get a chance to speak In cases where there b. Timekeeper – reminds the group about time left and makes are more than 5 sure that all members get an equal opportunity to share members, two c. Writer – records the responses of the group members can play d. Interviewer – asks the group’s questions during part II of the the same role (e.g. 2 activity timekeepers, 2 e. Speaker – stands by the group’s output and answers other speakers, etc). groups’ questions about their work Note: Even though each has a specific role, members are still required to join in the discussion. 3. Groups will work on the following tasks (see attached for the groups’ task cards): Group I – poster of the story Group V – chronological order of events Group II – characterization of Alfredo Group VI – order of events according to narration Group III – characterization of Esperanza Group VII – conflict and resolution Group IV – characterization of Julia Group VIII – symbolism and imagery
Part II: Gallery Walk
1. Ask groups to post their works on the wall. 2. Speakers stand near their outputs. 3. Others walk around as a group to look at other outputs. 4. Interviewer asks the questions that the group may have. 5. Speakers answer the questions of other groups.
D. Processing
1. Experience a. Did you find the activity easy or difficult? b. What made it easy/difficult? c. Did you have any problems while working with your group mates? d. What other difficulties/problems did you encounter (if any)? Additional questions e. How did you solve these difficulties/problems? can be asked during the discussion. 2. Content (based on groups’ outputs) a. What evidences from the text tell you that Alfredo is (characteristic)? b. What evidences from the text tell you that Esperanza is (characteristic)? c. What evidences from the text tell you that Julia is (characteristic)? d. What differences can you see in both versions of narration? This will be e. Why do you think the author narrated the story differently presented to the (i.e. not according to the chronological order)? students. f. What is the conflict in the story and how was it resolved?
E. Abstraction Dead Stars by Paz Marquez Benitez Setting Characters Alfredo, Esperanza, Julia Point of View 3rd person omniscient Theme Plot Rising Action Climax Falling Action Dénouement
F. Application
Complete Problem-solution worksheet (see attached).
IV. Evaluation
A. Teacher 1. Did I pay attention to the needs of the students? 2. Did I invite students to ask questions? 3. Was I able to answer adequately the questions of the students? 4. Do I need to reteach the lesson or provide more activities?
