The Discussion Medium for (Cultural Based Approach)

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Lesson Plan 4 (Cultural Based Approach)

FORM: 4 MENCABAR

DAY: MONDAY

TIME: 1.10-2.30 P.M

SUBJECT: LITERATURE (The Fruitcake Special)

TOPIC: Culture

General Objective: Students will be able to create a mind map about the variety of food around the world.

Specific Objective: By the end of the lesson, students will be able to:

1. Identify at least 5 foods that are associated with different culture or ethnic group around the world.
2. Presents their finding in about 10 minutes in front of the class.

Rationale: To educate the students about the culture and diversities of food around the world.

Moral Values: Cooperation, Tolerance

Teaching Aid: Videos (Top Ten Most Popular Food Items in the World), Manila Card, Magic Pen, Food Magazine, Gum Paste

Content: Short-Story (The Fruitcake Special by Frank Brennan)

Reference: Form 4 Short-Story

Previous Knowledge:

1. The students had analysed the short-story The Fruitcake Special.
2. The students were told to do some research about the food around the world.

Teaching Procedures	Activities	Materials
Set Induction	1. Tr greets Ss. 2. Tr shows a video clip about food (Top Ten Most Popular Food Items in the World). 3. Tr generates discussion in relation with the short-story	Video (Top Ten Most Popular Food Items in the World)
Pre-Activity	1. Tr divides the Ss into groups 2. Tr gives materials to the students. 3. Tr demonstrates Ss the technique in producing a mind map.	1. Manila Card 2. Magic Pen 3. Food Magazine 4. Gum Paste
While Activity	1. Tr asks the students to create a mind map about the varieties of food around the world. 2. Tr explains further details about the instructions. a) The picture of foods from the magazines are to be cut and paste to the manila card. b) A short and brief explanation about the origin of the food is stated on the mind map. 3. Tr gives Ss 20 minutes to complete their work
Post Activity	1. Ss present their findings in front of the class. 2. Tr generates discussion through-out the group presentation. 3. Tr  gives comment about the presentation.
Closure	1. Tr recaps the lesson. 2. Tr ask the students to follow on the discussion about culture and food on the online group discussion. (Discuss about the favourite food of your own ethnic.) 3. Tr prepares Ss for the next lesson.

Download link:

Video on Popular Food Items in the World

Lesson Plan 3 (Gender Based Approach)

Form : 4 MENCABAR (Intermediate)

Day : Wednesday

Time : 7.15 a.m.- 8.25 a.m. (70 minutes)

Subject : English Language (Literature)

Topic : Gender Issue- ‘Gender Streotyping’

General Objective : Students will be able to list ‘Typical men’ and ‘Typical women’ activities/roles in a society.

Specific Objectives : By the end of the lesson, students will be able to:

1. List at least 5 ‘Typical men’ activities/roles (for female students) and ‘Typical women’ activities/roles (for male students).
2. Choose 1 male or female character from the Fruitcake Special and explain how he/she depicted in the story.

Rationale : to show to the students that streotyping- ‘Typically men’ and ‘Typically women’ behaviour is not given by nature but it is instilled in us from early childhood and in our daily life routines.

Moral Values : tolerance, understanding, cooperation

Teaching Aid :   

1. A set of pictures of ‘Typical men’ and ‘Typical women’ activities/roles in a society (PowerPoint Presentation).
2. Worksheet 1- a table for students to list down ‘Typical men’ or ‘Typical women’ activities/roles in a society.
3. Worksheet 2- a comprehension question related to the Fruitcake Special by Frank Brennan.

Content : Short-Story (The Fruitcake Special by Frank Brennan)

Reference : Literature Component for Secondary Schools. A Collection of Poems,   

Short Stories and Drama (Form 4 to Form 5). Ministry of Education Malaysia 2009.

Previous Knowledge:

1. The students had read and  analysed the short-story The Fruitcake Special  by Frank Brennan.

Teaching Procedures	Activities	Materials/Notes
Set Induction (5 minutes)	Teacher (Tr) greets the students (Ss). Tr recaps the previous lesson on the Fruitcake Special by Frank Brennan.
Pre-Activity (15 minutes)	Tr shows a set of pictures to Ss. Tr generates discussion related to the pictures shown- ‘Gender Stereotyping’. Tr and Ss share their opinions/understanding on ‘Gender Stereotyping in their society.	AVA: A set of pictures on the ‘Typical men’ and ‘Typical women’ activities/roles in a society.      MV : Understanding
While-Activity (25 minutes)	Ss divide themselves into pairs. *each pair consists of 1 male student and 1 female student (if possible). Tr distributes Worksheet 1 to Ss. Ss (male students) are asked to list down at least 5 activities/roles that they considered as ‘Typical women’ while Ss (female students) have to list down at least 5 activities/roles that they considered as ‘Typical men’. Ss are given 10 minutes to work on the task given. Ss exchange the worksheet with their partner to be evaluated. Ss (selected pairs) share their answers with the class.	AVA: Worksheet 1- ‘list down ‘Typical men’ or ‘Typical women’ activities/roles in a society.      MV : Tolerance
Post-Activity (20 minutes)	Tr distributes Worksheet 2. Ss work in same pair. Tr and Ss recap on the characters in the short story. Ss are asked to choose ONE male or female character from the short story and explain how he/she depicted in the story. Ss are given 15 minutes to complete the task. Ss share their answers with the class.	AVA: Worksheet 2- ‘Choose ONE male or female character in the Fruitcake Special by Frank Brennan and explain how is he /she depicted in the short story.             MV : Cooperation
Closure (5 minutes)	Ss recap the lesson with Tr. Tr explain the relation of the activities with the short story. Ss share their experiences/feeling in doing the activities related to Gender Stereotyping. Ss thank Tr.

Download links:

PPT on Gender Stereotyping

Worksheets

Lesson Plan 2 (Aesthetic Based Approach)

LESSON PLAN 2 (AESTHETIC BASED APPROACH)

Form 2 (Poem: ‘Heir Conditioning’ by M.shanmughalingam)

Form : 2 Cemerlang

Day : Thursday

Date : 18 September 2014

Time : 9.00 a.m – 9. 45 a.m (45 minutes)

Subject : English Language (Literature Lesson)

Proficiency Level : Low to Intermediate

Topic : ‘Heir Conditioning’ by M.Shanmughalingam (Poem)

Subtopic : The 7 things that give comfort to our life and the negative effects that they bring towards nature

General Objective : Students will be able to understand the effects of modernization and development portrayed in the poem.

Specific Objectives : By the end of the lesson, students will be able to:

1. List at least 7 inventions that give comforts towards the life of human beings and give at least 4 out of 7 correct negative effects that they could bring towards nature in groups of 4.

2. Write a short conversation between the younger and older generation focusing mainly on the differences in terms of point of views and opinions about the world in groups of 4.

Moral Values : Cooperation, Diligence, Rationale

Thinking Skills (CCTS): Generating Idea, Analysing, Making inferences

Teaching Method : Communicative Language Teaching

Teaching Aids :

1. A series of cropped pictures on modern and traditional devices

2. Task sheet 1- 7 Examples of inventions that give comforts to the life of human beings and the negative effects that they could bring towards nature (Table form)

3. Task sheet 2-A short conversation between older and younger generation

4. LCD projector, Marker Pens, Whiteboard

Previous Knowledge : Students have already learnt about the detailed analysis of the poem in the previous lesson.

References :

1. Literature Component for Secondary Schools. A Collection of Poems, Short Stories and Drama (Form 1 to Form 3). Ministry of Education Malaysia 2009.

2. Christine Tan, Rahmah HS and Rose Latiff (2010). Understanding New Literature (Literature Component) Poems, Short Stories and Drama for Form 1 to Form 3. Penerbitan Pelangi Sdn.Bhd.Bandar Baru Bangi, Selangor Darul Ehsan, Malaysia.

Teaching Content : Literature

CONTENT AND TEACHING PROCEDURES:

TEACHING STEPS & RATIONALES	TEACHER AND STUDENTS’ ACTIVITY	MATERIALS/NOTES
Set Induction (5 Minutes) Rationales: 1. To arouse the students’ attention through the use of pictures. 2. To access the students’ previous knowledge. 3. To prepare them for the lesson and predict the topic of the lesson.	1. Students greet teacher and teacher asks students to sit down. 2. Teacher shows a series of cropped pictures on the modern and traditional devices and asks the students to guess what they are. 3. Students respond to teacher’s question and guess the topic of the lesson. 4. Teacher introduces the lesson.	Teaching Aids (AVA): - A series of cropped pictures on modern and traditional devices Thinking Skills (CCTS): -Providing Idea and Predicting Multiple Intelligences: -Interpersonal -Visual Spatial -Verbal Linguistic
Development: Activity 1 (20 Minutes) Rationales: 1. Improve the students’ analytical and critical thinking as they need to state the negative effects that the different things or devices could bring to the nature. 2. Allows the students to improve their interpersonal skills through group work activity. 3. Allows the students to reflect upon about the current situation that is happening in the world due to the effects of modernization or development.	1. Teacher explains briefly on what is the poem about to allow the students’ to recall about their understanding on the poem. 2. Students ask questions. 3. Teacher divides the class into 4 groups. 4. Students sit in their own groups with minimal noise. 5. Teacher distributes Task sheet 1 to each group and asks the students to list down at least 7 inventions that give comforts towards the life of human beings and give 7 negative effects that they could bring towards nature in the space provided. 6. Teacher gives 15 minutes to complete the task. 7. Students discuss and brainstorm ideas in their respective groups. 8. Teacher facilitates every group to ensure that everyone is participating in the discussion. 9. After the time is up, teacher randomly selects one group to share with the class about their answers and generates short discussion about it.	Teaching Aids (AVA): -Task Sheet 1 (7 Examples of inventions that give comforts to the life of human beings and the negative effects that they could bring towards nature (Table form)) Thinking Skills (CCTS): -Generating ideas Multiple Intelligences: -Interpersonal -Verbal Linguistic
Activity 2 (15 Minutes) Rationales: 1. Enable the students to compare and contrast between the older and younger generations. 2. Allows the students to relate their own personal experience. 3. Allows the students to reflect upon the issue of generation gaps between the older and younger generations.	1. Teacher asks students to remain seated in their own groups. 2. Teacher distributes Task sheet 2 to each group. This task sheet requires the students to write a short conversation between the younger and older generations focusing mainly on the differences in terms of their point of views and opinions about the world. 3. Students complete the task individually within 15 minutes. 4. After the time is up, the students submit their work to the teacher.	Teaching Aids (AVA): -Task Sheet 2 (A short conversation between older and younger generation) Thinking Skills (CCTS): -Generating Ideas Multiple Intelligences: -Interpersonal
Closure (5 Minutes) Rationales: 1. Utilisation of cognitive closure where the teacher will get the students to summarize by describing again what have been learned. 2. Allow the students to evaluate their own performance throughout the lesson.	1. Teacher asks students what they have learnt from the lesson. 3. Students respond to teacher’s question. 4. Teacher recaps and ends the lesson.	Multiple Intelligence: -Interpersonal

Self-Evaluation/Reflection:

Appendix 1 (Cropped pictures on modern and traditional devices)- Set Induction

Look at these pictures. Can you guess what are they?

PICTURE 1

PICTURE 2

PICTURE 3

PICTURE 4

Download links:

Task Sheet 1

Task Sheet 2