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Language Arts Lesson Plan Short story “Who moved my cheese’’ by Spencer Johnson and Christian Johnston

Student-teachers: Kwan Vivian (08033250) Lee Nga Fan, Tiffany (08031819) Tsui Cheuk Fung, Syrus (08025752) Wong Huen Nga, Huen (08027722) Date: 18th February, 2011 Time: 50 minutes Class: F.2 Subject: English (language arts) Language focuses: symbolism and other literary devices

Previous knowledge:

 Literary devices including alliteration, metaphor, personification, repetition, rhyme and simile.  Shared reading was conducted in previous lessons, so students have basic knowledge about the content of the story.

Suitability of the lesson: The target learners of this lesson are F. 2 students. It is suitable to teach junior form students different literary devices and guide students to apply them in writing. The content and the message of the story are educational and suitable for teenagers. The language level of the story is also appropriate for F. 2 students.

Learning objectives: By the end of the lesson, students should be able to 1. Understand the content and interpret the messages of the story 2. Understand the meaning and the use of “symbolism” 3. Apply symbolism and other literary devices that they have learnt in writing

Materials and resources: Lesson powerpoint, worksheets (literary device worksheet and listening worksheet), cardboards for activities, story books (“Who moved my cheese for kids”- by Spencer Johnson and Christian Johnston)

Teaching procedures:

Step Time Teacher’s activities Students’ Interaction Purpose activities 1 Lead in activity: ‘Musical Box’ 1 -T instructs Ss what to -Ss listen to the T Ss -Prepare Ss for the min do with the lead in instructions of lead-in game game (Ss circulate the the activity bag while music is played. When the 2

music stops, the student who is holding the bag draws a question paper from the bag and answers it)

5 -T passes the bag and -Ss engage in T Ss Purposes of the mins guides the activity the activity: Ss game: sit in a big circle -Review the story - T plays the music and and circulate the with the Ss and stops it at suitable time bag. activate their schemata -T gives feedback to -Ss read aloud Ss’ answers and asks the questions -Arouse Ss’ interests them some follow-up and answer the in the lesson questions to guide them questions to think of the -Guide Ss to messages of the story -Ss respond to reflect on the story T’s follow-up questions

2 Extension: -teaching of literary devices in the story 5 -T distributes the -Ss work in T Ss -Ss revise the literary mins literary device pairs to S S devices with peers worksheet and gives complete the instructions. T walks literary device around to help Ss who worksheet (2 are in need. mins)

-T checks the answers -Ss respond to T Ss -Recall Ss’ of the worksheet with T’s questions knowledge on the Ss and check their use of different answers literary devices -T revises the literary -Ss respond to devices with Ss by T’s questions -Direct Ss to the asking questions (e.g. language of the text How is simile different from metaphor? Why does the author repeat the phrase?)

5 -T invites two students -two Ss act and Ss Ss -Guide Ss to mins to role play the other Ss listen understand the conversation (with meaning of examples of ‘symbolism’ symbolism) -daily examples, such as ’red’ and -T uses examples from -Ss listen and T Ss ‘crossroads’ are used 3

the conversation to respond to T’s to stimulate Ss’ introduce ‘symbolism’ elicitation thinking (e.g. ‘red symbolizes questions danger’ and ‘ a crossroads’ symbolizes ‘a difficult situation’)

-T asks Ss to return to -Directs Ss to grasp the text and figure out the deeper meaning the symbols used in the of the story by story understanding the symbols used

Activity 1 3 The ‘Magical Cheese’ 5 Sharing Session Mins -T asks students to -Ss listen to the T Ss -Consolidate Ss’ think of the meaning of instructions understanding of ‘magical cheese’ to symbolism them

-T distributes cards to -Ss write their T Ss -Guide Ss to reflect students to share their concepts of on the messages of concepts of ‘magical ‘magical cheese’ the story cheese’ on the cards

-T invites Ss to stick -Ss sticks their -Stimulate Ss to their cards on the board cards on the think of the meaning card and asks them board and share of the story to them questions their ideas with T and peers 4 Activity 2 Slogan-writing task

3 -T tells the situation of -Ss listen and T Ss -Prepare Ss for the Mins the character Hem. respond to T’s writing task questions -T introduces the task: to write slogans to encourage Hem to work hard and find its magical cheese

-T demonstrates a -Ss brainstorm -Demonstrate how to slogan (which their ideas apply literary integrates literary devices in writing devices) with gestures

5 -T divides Ss into -Ss form groups, Ss Ss -Give Ss a chance to 4

mins groups of 3-4 discuss and T Ss apply symbolism and design their own other literary devices -T walks around to slogans in writing guide students in writing

5 -T invites groups to -the performing Ss Ss -Consolidate Ss’ mins read aloud their slogans group read understanding of aloud with various literary gestures while devices other Ss listen

-T asks other Ss to -Ss listen and figure out the literary find out the devices used in their literary devices peers’ slogans

2 -T asks students to vote -Ss respond and T Ss -Let Ss appreciate mins for their favorite vote others’ work slogans and stick the slogans on the board

5 Role-play: TV interview show 1 -T introduces the -Ss listen to the T Ss -Prepare students for min context of the role-play instructions the role-playing and gives instructions activity of the activity (Ss work in groups of 3 or 4 and assign themselves different roles- interviewer/story characters)

5 -T walks around to -Ss work in Ss Ss -Develop a deeper mins guide the process and groups. They understanding into offers help to some discuss and the characters of the students assign each of story them a role. -Ss role play and practise with group mates

4 -T invites one -Ss who are Ss Ss -Give Ss a chance to mins representative from invited go to the practise speaking each group to role play front and skills in front of the in front of the class demonstrate class

-T distributes listening -The remaining -The listening worksheets to the Ss listen and do worksheet directs the 5

remaining Ss and asks the listening remaining Ss’ them to take notes worksheet attention to the while watching their demonstration classmates’ -Give the remaining performance Ss a chance to practise listening skills

1 -T checks the answers -Ss answer T’s T Ss -Consolidate the min of the listening questions role-play activity worksheet with Ss -Ss check their answers

6 Conclusion: 3 -T summarizes the -Ss listen and T Ss -Consolidate Ss’ mins lesson by asking a few respond to T’s learning questions questions -Summary/round-off -T asks Ss to write a reflection passage on the Wiki as homework

-T recommends the advanced version of the story- ‘Who moved my cheese for teens’

Organization structure: (i) The lead in of the lesson aims to review the story with students and arouse their interests through the game ‘the Musical Box’. The follow-up questions asked by the teacher in this part aim to stimulate students’ thinking and guide them to reflect on the messages of the story. The lesson starts with the game as a revision and reflection. (ii) The second stage of the lesson is an extension, which directs students to the language use of the text. The literary device worksheet is designed to review the literary devices that students learnt previously by using the excerpts of the story. The activity ‘the magical cheese sharing session’ aims to consolidate students’ understanding of symbolism. The activity ‘slogan- writing task’ aims to give students an opportunity to apply symbolism and other literary devices in writing. (iii) The role play stage aims to consolidate students’ understanding of the characters and the content of the story. It serves as a recap, so it follows the extension activities. (iv) The conclusion summarizes the lesson and consolidates students’ learning.

Evaluation (after the lesson):

The language arts lesson was interesting and interactive. More time was needed for class activities, so students could have more opportunities to interact with their classmates. 6

Enclosures: worksheets (listening worksheet and literary device worksheet), questions and answers for the Musical Box activity and a powerpoint document.