LESSON PLAN
Time : 90 minutes (double period).
No. of students : 30
Level of proficiency : Form 2 students.
Topic : Writing: Proverbs in sentence construction.
Theme : Proverbs.
General Objectives : The lesson will expose students to simple proverbs in English and to enable students to use them in their writings.
Learning outcomes : By the end of the lesson, students will be able to:
1. Construct simple proverbs in sentences.
2. Write simple proverbs in writing narrative essay.
3. Report the proverbs to class.
4. Identify the meaning and significance of proverbs
5. Share proverbs learned with friends and family members.
Teaching Aids : Internet- “Half-Baked Software”.
Stage/Time
Activities
Procedures
Remarks
Set Induction
15 minutes
Whole-class discussion
Materials:
1. Aesop’s Fables Book
2. “Half-Baked Software”.
3. “The Titi Tudorancea Bulletin”.
1. Teacher begins this session with a discussion of proverbs by reading out and writing the English proverbs from Aesop’s Fable book (refer appendix 1) on the board.
2. Refer to each proverb, one at a time and ask students to determine the possible meaning(s) of each proverb.
3. Teacher gives examples of
sentence construction by using
proverbs.
4. Teacher asks students to log in to http://riccioli.club.fr/exercises/hotpot/hpotatoes.html and http://www.tititudorencea.com/z/fables.htm
Rationale
To start off the lesson.
Examples of questions to encourage discussion:
1. What is proverb?
2. What is the purpose of a proverb?
3. What kinds of messages or lessons do the proverbs teach?
4. How does a proverb applied in writing?
Development:
Stage 1
20 minutes
Group-work
Material:
“Half-Baked Software”.
1. Students are placed in group of three to one computer.
- Students log in to http://riccioli.club.fr/exercises/hotpot/hpotatoes.html and http://www.tititudorencea.com/z/fables.htm
2. Students are asked to read five selected fables from “The Titi Tudorencea Bulletin”.
- The website allows students to view only the fables and those exercises selected by the teacher.
3. After the reading, students start doing matching exercises on proverbs.
Rationale
Students gain information on proverbs to
proceed the following task.
Selected Fables:
a). The Bat and the Weasels
b). The Rose and the Amaranth
c). The Ass and His Driver
d). The Boy Hunting Locusts
e). The Eagle and the Kite
Stage 2
25 minutes
Pair-work.
Whole-class discussion.
Material:
“Half-Baked Software”.
1. Students work in pairs.
2. Teacher shows students how some proverbs are written and asks students to construct 10 sentences each pair, utilizing the proverbs that they have learned.
3. Students present their works to share with other students.
4. Teacher corrects the use of proverbs in sentences made by students.
Rationale
Students will know how to create
sentence using proverbs correctly.
Examples of how proverbs are written:
If there is love
There will be peace
If there is happiness
There will be peace
If there is peace
There will be harmony in the world.
Evaluation: Stage 3
20 minutes
Individual-work
Material:
E-mail
1. Referring to the model of how proverbs are written, teacher asks students to write a short paragraph of narrative essay of not more than 150 words based on:
If there is ………………
There will be …………..
And find more proverbs used in their daily
lives.
2. Teacher illustrates how sentences are expanded using the pattern above.
3. Students are then need to submit their essays and list of proverbs to teacher via email.
Rationale
Students practice using proverbs in their
writings and familiarize themselves in
using e-mail.
Closure
10 minutes
Teacher recalls the day’s lesson.
Revise the proverbs.
APPENDIX 1
A FRIEND IN NEED IS A FRIEND INDEED- A real friend is one who can be counted on in difficult times.
THE EARLY BIRD CATHES THE WORM- those who get things done sooner reap the rewards
BIRDS OF A FEATHER FLOCK TOGETHER- people with common interests and ways tend to stick together.
WHEN THE CATS AWAY, THW MICE WILL PLAY- when the person in charge is gone, people don’t do their work.
APPENDIX 2
LIST OF PROVERBS FROM THE AESOP’S FABLE
The Bat and the Weasel
The Rose and the Amaranth
The Ass and the Driver
The Boy Hunting Locusts
The Eagle and the Kite
ASSESSMENT:
1. Sentence level exercises.
2. Narrative essay.
3. List of proverbs.
REFLECTION:
We have faced several hardships in doing this lesson plan. It is really a time-consuming effort for us as we have to juggle with our different class schedules to meet and discuss. The most challenging part is finding the suitable software for the proverb in English writing. We have spent much time searching for the right software because it determines the theme and the rest of the activities. Meanwhile, another difficulty is when we have to allocate appropriate time for every activity throughout the lesson. Despite those hindrances, we apparently managed to learn many things pertaining time management and topic or theme selection. We can learn many useful fables and use them in our daily conversation. We are also exposed to the importance of lesson plan in achieving the positive learning outcomes. Moreover, we hope that all students will positively show their enthusiasm in learning proverbs because this software application used can help them to better understanding as well as having fun in learning proverbs in writing.
PREPARED BY: GROUP 2
Nur Aizuri Md. Azmin 0520836
Siti Aminah Rose Ibrahim 0510678
Siti Yumni Yusoff 0526500
Siti Zarikh Sofiah Abu Bakar 0522714
Time : 90 minutes (double period).
No. of students : 30
Level of proficiency : Form 2 students.
Topic : Writing: Proverbs in sentence construction.
Theme : Proverbs.
General Objectives : The lesson will expose students to simple proverbs in English and to enable students to use them in their writings.
Learning outcomes : By the end of the lesson, students will be able to:
1. Construct simple proverbs in sentences.
2. Write simple proverbs in writing narrative essay.
3. Report the proverbs to class.
4. Identify the meaning and significance of proverbs
5. Share proverbs learned with friends and family members.
Teaching Aids : Internet- “Half-Baked Software”.
Stage/Time
Activities
Procedures
Remarks
Set Induction
15 minutes
Whole-class discussion
Materials:
1. Aesop’s Fables Book
2. “Half-Baked Software”.
3. “The Titi Tudorancea Bulletin”.
1. Teacher begins this session with a discussion of proverbs by reading out and writing the English proverbs from Aesop’s Fable book (refer appendix 1) on the board.
2. Refer to each proverb, one at a time and ask students to determine the possible meaning(s) of each proverb.
3. Teacher gives examples of
sentence construction by using
proverbs.
4. Teacher asks students to log in to http://riccioli.club.fr/exercises/hotpot/hpotatoes.html and http://www.tititudorencea.com/z/fables.htm
Rationale
To start off the lesson.
Examples of questions to encourage discussion:
1. What is proverb?
2. What is the purpose of a proverb?
3. What kinds of messages or lessons do the proverbs teach?
4. How does a proverb applied in writing?
Development:
Stage 1
20 minutes
Group-work
Material:
“Half-Baked Software”.
1. Students are placed in group of three to one computer.
- Students log in to http://riccioli.club.fr/exercises/hotpot/hpotatoes.html and http://www.tititudorencea.com/z/fables.htm
2. Students are asked to read five selected fables from “The Titi Tudorencea Bulletin”.
- The website allows students to view only the fables and those exercises selected by the teacher.
3. After the reading, students start doing matching exercises on proverbs.
Rationale
Students gain information on proverbs to
proceed the following task.
Selected Fables:
a). The Bat and the Weasels
b). The Rose and the Amaranth
c). The Ass and His Driver
d). The Boy Hunting Locusts
e). The Eagle and the Kite
Stage 2
25 minutes
Pair-work.
Whole-class discussion.
Material:
“Half-Baked Software”.
1. Students work in pairs.
2. Teacher shows students how some proverbs are written and asks students to construct 10 sentences each pair, utilizing the proverbs that they have learned.
3. Students present their works to share with other students.
4. Teacher corrects the use of proverbs in sentences made by students.
Rationale
Students will know how to create
sentence using proverbs correctly.
Examples of how proverbs are written:
If there is love
There will be peace
If there is happiness
There will be peace
If there is peace
There will be harmony in the world.
Evaluation: Stage 3
20 minutes
Individual-work
Material:
1. Referring to the model of how proverbs are written, teacher asks students to write a short paragraph of narrative essay of not more than 150 words based on:
If there is ………………
There will be …………..
And find more proverbs used in their daily
lives.
2. Teacher illustrates how sentences are expanded using the pattern above.
3. Students are then need to submit their essays and list of proverbs to teacher via email.
Rationale
Students practice using proverbs in their
writings and familiarize themselves in
using e-mail.
Closure
10 minutes
Teacher recalls the day’s lesson.
Revise the proverbs.
APPENDIX 1
A FRIEND IN NEED IS A FRIEND INDEED- A real friend is one who can be counted on in difficult times.
THE EARLY BIRD CATHES THE WORM- those who get things done sooner reap the rewards
BIRDS OF A FEATHER FLOCK TOGETHER- people with common interests and ways tend to stick together.
WHEN THE CATS AWAY, THW MICE WILL PLAY- when the person in charge is gone, people don’t do their work.
APPENDIX 2
LIST OF PROVERBS FROM THE AESOP’S FABLE
The Bat and the Weasel
The Rose and the Amaranth
The Ass and the Driver
The Boy Hunting Locusts
The Eagle and the Kite
ASSESSMENT:
1. Sentence level exercises.
2. Narrative essay.
3. List of proverbs.
REFLECTION:
We have faced several hardships in doing this lesson plan. It is really a time-consuming effort for us as we have to juggle with our different class schedules to meet and discuss. The most challenging part is finding the suitable software for the proverb in English writing. We have spent much time searching for the right software because it determines the theme and the rest of the activities. Meanwhile, another difficulty is when we have to allocate appropriate time for every activity throughout the lesson. Despite those hindrances, we apparently managed to learn many things pertaining time management and topic or theme selection. We can learn many useful fables and use them in our daily conversation. We are also exposed to the importance of lesson plan in achieving the positive learning outcomes. Moreover, we hope that all students will positively show their enthusiasm in learning proverbs because this software application used can help them to better understanding as well as having fun in learning proverbs in writing.
PREPARED BY: GROUP 2
Nur Aizuri Md. Azmin 0520836
Siti Aminah Rose Ibrahim 0510678
Siti Yumni Yusoff 0526500
Siti Zarikh Sofiah Abu Bakar 0522714
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