THE UNIVERSITY OF THE WEST INDIES, ST.

AUGUSTINE
SCHOOL OF EDUCATION
ENGLISH LESSON PLAN

TEACHER: ANA CEDEO

CLASS: SIXTH FORM GOVERNMENT SCHOOL: LOWER SIXTH FORM LITERATURES
IN ENGLISH
ESTIMATED DURATION: 75 MINUTES
DATE: 12th January, 2016
THEME/TOPIC: THE ELEMENTS OF THE NOVEL
CURRICULUM STANDARD: UNIT ONE- MODULE THREE: PROSE FICTION
TEACHING POINT: THE ELEMENTS OF THE NOVEL: THEME
PURPOSE/RATIONALE:
Revision of the elements of fiction and the novel in order to move forward in exploring the CAPE
text to the Advanced level standard.
PREVIOUS KNOWLEDGE/PERFORMANCE:
1.

The basic elements of fiction and their meaning, such as plot, theme, character, setting,

climax, tone, dialogue and conflict.

2. The importance of observing the types of setting.
3. How themes emerge in the text.
4. The importance of character and the different types.
ANTICIPATED DIFFICULTIES:

1. Students may need revision as to what the terms mean.

2. Students may need time to readjust since they may need a refresher on the terms and their
importance.
3. Students may have a different understanding or a basic understanding of what each term
means and how they are to be applied when reading the text.

TECHNOLOGIES AND RESEARCH RESOURCES:

1.
2.
3.
4.
5.

A Download of a story chart: www.slideshare.org and www.edutopia.org

Pictorial downloads for the story.
The Laptop and Overhead Projector
Pictures, flash cards, hand-outs and coloured markers.
A review of notes on the text The Great Gatsby, so that I would know which elements
of fiction the students would be anticipating when reading the text. I ensured to use
similar

themes

and

elements

in

my

set

induction:

http://www.slideshare.net/jesstuck86/fiction-power-point

INSTRUCTIONAL OBJECTIVES: (CLASSIFICATION)

ASSESSMENT

Students will/ should be able to:

Students will:

1. Analyse and discuss the elements of

1. Critique the first chapter, applying the

fiction important to the novel.

2. Identify and label the elements of

elements of fiction.
2. Determine which elements of fiction

fiction in chapter 1.
3. Interpret the chapter.
4. Explain each part of the story and

are most applicable to the chapter.

3. Organise a flow chart demonstrating
the elements of fiction.
4. Classify each part of the chapter in

apply the elements.

accordance with the elements of

fiction.

PROCEDURE:
SET

INDUCTION:

The

Use

of

video

on

elements

of

fiction:

http://www.slideshare.net/jesstuck86/fiction-power-point
TEACHING

LEARNING STRATEGIES/ACTIVITIES:

STRATEGIES/METHODS/ACTIVITIES:

1. Teacher will play video on elements

1. Students will listen attentively. They

of fiction.
2. Teacher will question students about

will also be encouraged to take notes for

the elements of fiction, so they will

reference.
2. Students will identify the elements of

know what to expect in the novel.

3. Teacher will then lead the students

fiction that stand out to them.

3. Students will then identify the parts by

into

identifying

the

parts

of

Fitzgeralds story, which they will

also find in the novel, such as
Character, Plot, and Setting etc.

filling out the Five Ws sheet.

4. Students will lead the discussion by
explaining how they came up with the
answers.

CLOSURE:
1. A review of the parts of the story that they would also expect to see in their novel.
2. The Past is Prologue: Students would be reminded that it is important to carefully
observe the characters background so they would understand the elements of the novel
they would be reading.
3. Students would be encouraged to draw their own story maps when examining a chapter in
their novels.

LESSON EVALUATION:
1. Students should have produced accurate concept maps.
2. Students would show an appreciation of the story by identifying the elements of the story
together with the evidence. In this way they show how the elements are found in the story
and their usage.

CONTINGENCY PLAN:
1. The use of the Experience Cards whereby they would jot down an experience that was
similar to that of the story.
2. The use of the follow-up questions as a comprehension exercise.

TEACHERS EVALUATION OF LESSON:

This lesson could have been much better. The aims were vague, as well as the teaching point.
The lesson plan was not direct or focused on what I needed to teach, and I also did not have
student activities that engaged students attention and actions. Student activities were very
passive, rather than active. They did not engage in the discussion that I had hoped they would
engage in and I realised that its because I also needed to plan the questions, that and not just
randomly question them. I needed to actually have timed parts of the lesson, so that it would be
less confusing. I didnt demonstrate what aspects of Fitzgeralds life I needed to connect to the
questions and to the novel. This exercise was quite vague and the students didnt appreciate its
value. I need to apply what I am learning in class to planning lessons better.