BARAS NATIONAL HIGH SCHOOL Baras, Rizal FINAL DEMONSTRATION TEACHING

LESSON PLAN IN ENGLISH III October 11, 2011 I. LEARNING OUTCOMES At the end of the lesson, the students shall be able to: a. Explore the impact of contemporary novel, media, and pop culture; b. Identify the social issues portrayed by the characters in the story; and c. To appreciate the value of contemporary novel and pop culture in todays era. II. SUBJECT MATTER Topic: Reference: Materials: Twilight by Stephenie Meyer Twilight by Stephenie Meyer, http://wikipedia.com audio-visual equipment, T-chart, story sequence map, character analysis pyramid, story grammar map, writing materials, etc.

III.

PROCEDURE a. Routinary Activities i. Greetings ii. Checking of attendance iii. Review and checking of assignments PRE-LISTENING ACTIVITY i. Unlocking of difficulties:

The teacher will post jumbled letters on the board and the students should be able to identify what word is being referred to by the definition being provided. W I T I L G T H the time of day immediately following sunset ______________________________________ A V I M P R E a corpse that rises at night to drink the blood of the living ______________________________________ G M E M R reflect brightly ______________________________________ O H E R deep brown in color ______________________________________ L S D E messy ______________________________________ O T U C L I

ii. Motive question: Identifying Underlying Meanings in a Frontispiece The teacher will present to the students a picture of how the front cover of the novel Twilight looks like. Next, the teacher will ask the students this question: What do you think does the image in the frontispiece mean? Picture Study The teacher will show the students pictures that exhibit the themes presented in the novel, Twilight. The students shall determine the underlying meanings between those pictures for them to have a little background of what to expect in the discussion of the novel. WHILE LISTENING b. Lesson proper: Twilight Film Trailer The teacher will introduce the novel to the students by giving a background about it.
Twilight is a series of four vampire-themed fantasy romance novels by American author Stephenie Meyer. It charts a period in the life of Isabella "Bella" Swan, a teenage girl who moves to Forks, Washington, and falls in love with a 104year-old vampire named Edward Cullen. The series is told primarily from Bella's point of view, with the epilogue of Eclipse and Part II of Breaking Dawn being told from the viewpoint of character Jacob Black, a werewolf. The unpublished Midnight Sun is a retelling of the first book, Twilight, from Edward Cullen's point of view. The novella The Short Second Life of Bree Tanner, which tells the story of a newborn vampire who appeared in Eclipse, was published on June 5, 2010 as a hardcover book and on June 7 as a free online ebook. [1] The Twilight Saga: The Official Illustrated Guide, a definitive encyclopedic reference with nearly 100 full colour illustrations, was released in bookstores on April 12, 2011. [2] The vampire Victoria (James' mate from Twilight) has created an army of "newborn" vampires to battle the Cullen family and murder Bella for revenge. Meanwhile, Bella is compelled to choose between her relationship with Edward and her friendship with Jacob. Edward's vampire family and Jacob's werewolf pack join forces to successfully destroy Victoria and her vampire army. In the end, Bella chooses Edward's love over Jacob's and agrees to marry him.

The teacher will hand out copies of the novels plot summary. The students will be given time to read it silently. Afterwards, the teacher will be retelling the important highlights of the novel by letting the students view the official trailer of the Twilight film adaptation using audio-visual equipment. POST-LISTENING ACTIVITY c. Discussion After presenting the lesson, the teacher will ask the students the following questions to check their understanding of the novel, Twilight, and its film adaptation:

1. Who are the lead characters in the novel? 2. Meyer opens the novel with this verse:
But of the tree of the knowledge of good and evil, thou shalt not eat of it: for in the day that thou eatest thereof thou shalt surely die. (Genesis 2:17, KJV)

3.

4. 5. 6. 7.

What is the significance of this selection? In what way is Edward and Bellas relationship indicative of the problem or tension established in this passage from the Bible? One of Edwards talents is his ability to read and hear other peoples thoughts. For some reason, he is unable to tune in to Bellas mind. Why do you think Bella is impervious to his mind-reading ability? Do you think this will serve Bella well later in the story? Describe Bella and Edwards relationship. Do you think it is an ideal one? Why or why not? How would Twilight be different if the roles of the hero and heroine were reversed (Bella was the vampire and Edward was the human)? What are some of the implications of the predator-and-prey side of Edward and Bellas relationship? What are the morals you gained from reading the plot summary of the novel?

d. Enrichment activity The class will be grouped into four. Each group will be given a task to do and materials to be used to inscribe their answers. Each cluster shall appoint a team leader and rapporteur. After meeting up with other group members and finalizing their answers, the leader will report to the class what has been the consensus of the group. The first group to finish the task given will receive a reward. Group 1 Utilizing a T-chart, the students will enumerate the characteristics of Edward Cullen and Jacob Black (whether positive or negative traits).

EDWARD CULLEN Characteristics:

JACOB BLACK Characteristics:

Group 2 Using a Story Sequence Map, point out the important details in the story in the correct order.

Beginning

Middle

End

Group 3 Using a Character Analysis Pyramid, enumerate Edward Cullens roles in the novel as well as the problems he met in the course of the story. Indicate also why he is the best man for Bella.

EDWARD CULLEN

Characters Roles

Characters Problems / Challenges Met Reasons that he is the best man for Bella

Group 4 Utilizing a Story Grammar Map, state the parts of the story which indicate the beginning, denouement, climax, anti-climax, and ending.
Climax Denouement

Anti-climax

Beginning

Ending

IV.

EVALUATION 1. What is Edwards full name? a. Edward Anthony Cullen b. Edward Anthony Masen Cullen c. Edward Anthony Mason Cullen 2. What was Edwards first word to Bella? a. Im Edward b. Hello c. Isabella? 3. Carlisle, Edwards foster father, works as what? a. Nurse b. Florist c. Doctor 4. Jacob Black could shape shift as what? a. Monster b. Werewolf c. Monkey 5. What is the name of Bellas father? a. Billy b. Harry c. Charlie

V.

GENERALIZATION Twilight is a novel written by Stephenie Meyer which focuses on the social themes that exist among teens in the modern era: high school romance, true and unconditional love, vampires, revenge, and choice and free will. It teaches young minds to give importance to their people whom they love the most.

VI.

ASSIGNMENT In an oslo paper, draw your most favorite scene and put color in it. Write at least five sentences stating why that particular scene is the most favorite of yours.

Prepared by: HAZEL ANGELYN E. TESORO Student Teacher Noted by: Mrs. CECILIA L. RUIZ Cooperating Teacher Mr. AMADOR A. DELA ROSA Head, English Department Mr. RONALDO C. RIO Principal, Baras National High School Dr. ROSA A. SAN GABRIEL Student Teaching Supervisor