Class : Form 4 Cemerlang (Intermediate)

Time : 8.00 a.m.-9.20 a.m

Enrolment : 30 students (18 girls, 12 boys)
Subject : English Language (Literature)
Topic : Setting in Qwertyuuiop short story
Focus skill : Writing
Other skill(s) : Listening, speaking and reading
Previous Knowledge : Students have learned:
i) to identify the time setting in Qwertyuiop short story.
Curriculum Specifications : 1.0 LANGUAGE FOR INTERPERSONAL USE
1.1 Make friends and keep friendships by
a. taking part in conversations and
discussions;
d. exchanging ideas, information and
opinions on topics of interest.
1.2 Take part in social interaction by
a. carrying out a variety of language
functions;
2.2 Process information by:
a. skimming and scanning for specific
information and ideas;
b. extracting main ideas and details;
d. getting the explicit and implicit
meaning of the text;
i. interpreting non-linear texts such as
maps, charts, diagrams, tables,
graphs; and
2.3 Present information to different audiences
by:
b. instructing, describing, narrating,
explaining, and reporting orally;
h. reading aloud written materials such
as reports clearly and fluently;
3.0 LANGUAGE FOR AESTHETIC USE
3.1 Listen to, read, view and respond to literary
works by:
a. understanding and telling in ones own
words the story and poem heard and
read, and giving ones own opinion of
the text;
b. recognizing elements in a story
such as characters and setting;
d. understanding other peoples cultures,
traditions, customs and beliefs;

Learning outcomes : By the end of the lesson, students should be able to:
1) Fill in the flow map with the events related to the place
setting in Qwertyuiop short story.
2) Create a six lines poem based on one of the place setting
available in the Qwertyuiop short story.












Stage/ Time Content Teaching/ Learning
activities
Notes
Set
Induction
(7 minutes)

Whole-class
activity

Video : Little Red
Riding Hood
(Appendix I)

Questions:
- Where is Red
Riding Hood
going?
- Where did she
meet the wolf?

Expected answer:
1) She is going to
her grandmothers
house.
1) Teacher shows a video
entitle Little Red Riding
Hood

2) Teacher asks students to
pay attention to the video
shown.

3) Then, teacher asks few
questions regarding the video
shown to the students.
Teaching aids:
Video stimulus

Thinking skills:
Generating Ideas

Strategy:
Discussion


Presentation
(15 minutes)

Whole-class
activity

Power point
presentation on
theme element in
short story.
(Appendix II).

Definition of place
theme:
The setting
describes where
the story takes
place.

Power point
1. Teacher relates the video
shown before with todays
topic which is identifying
the place setting in the
short story Qwertyuiop.

2. Teacher shows power
point slides and gives
detailed input on how to
identify the place setting in
the short story.

3. Teacher gives few
examples to help the
Multiple intelligent :
Linguistic intelligent

Thinking Skills:
Information
Processing

Instructional
material:
Power point slides

Moral Values:
presentation on
place setting
element in short
story. (Appendix
II).

Definition of place
setting:
The setting
describes where
the story takes
place.

Evaluation tool:
Fist to Five
Check chart
(Appendix III)



students understand better
setting elements.

4. Students listen attentively
to the input given by the
teacher.

5. After teacher presents all
the input, teacher
evaluates the students
understanding by using the
Fist to Five Check chart.

6. The students have to
respond by showing
various fist gestures.
-Attentiveness
-Cooperation

Practice
(20 minutes)

Pair work


Worksheet
(Appendix IV)

Instructions:
Look at the
worksheet given.
Please fill in the
tree map with the
evidence of theme
available in
Qwertyuiop
1) Teacher instructs students
to get in pairs.

2) Teacher distributes a
worksheet to each pair.

3) Teacher instructs each pair
to fill in the flow map with
the place setting available
in Qwertyuiop.

Instructional
material:
Worksheet

Moral values:
- friendship
- tolerance
- co-operation

Discussion

4) Each pair attempts the
task within the allocated
time.

5) After the time is up,
teacher discusses the
answers with the students.

6) Students check their
answers and correct their
mistakes if there is any.

Production
(30 minutes)

Group
activity


Sample of poem
(Appendix )



1) Teacher instructs students
to get into groups of five.

2) Teacher distributes a piece
of A4 paper and asks each
group to choose one of the
place setting in the short
story.

3) Then, teacher asks each
group to write a six lines
poem in the A4 paper
provided.

4) The six lines poem must
be based on the chosen
place setting.

5) Teacher shows the sample
of poem that she has
Multiple
intelligence:
Linguistic
intelligence

Moral Values :
- friendship
- gratitude
- co-operation
- leadership
- responsibility

HOTS

Thinking skills:
CCTS


created to the students.

6) Students listen attentively
to the teachers
explanations.

7) Students discuss with their
group members and create
their own poem within the
allocated time.

8) When the allocated time is
up, teacher instructs each
group to recite their poem
in front of the class.
Closure
(8 minutes)

Whole-class
activity

Definition of place
setting:
The setting
describes where
the story takes
place.



1) Teacher recaps what the
students have learned in
the class today by calling
few students randomly and
asks them to review what
they have learned today.

2) Students answer teachers
question.
Moral values:
- attentiveness
- responsibility
- co-operation