GGGV3224

TEACHING READING SKILLS IN ESL

Daily Lesson Plan

(Group Work)

Topic: Literature

Lecturer: Dr. Maslawati Bt. Mohamad

Group Members:

1. Nur Fatihah binti Abdul Rahman A151131

2. A.S. Nor Farah Fadzila binti Ibrahim A151237

Form 1 Alfa
Date 17th November 2016
Time 8.00 a.m. 8.20 a.m.
Level High
Topic Literature - Poem
Sub-topic The poem - News Break
General Objectives At the end of the lesson, students should be able:
1. To read the poem News Break.
Specific Objectives At the end of the lesson, students should be able:
1. To cooperatively discuss meanings of five stanzas in the poem News
Break, in groups.
2. To correctly answer two out of three questions on News Break.
Moral values 1. Honesty
2. Courage
Thinking Skills 1. Making associations
2. Creating mental pictures
3. Identifying characteristics
4. Analyzing
Teaching Aids 1. LCD and projector
2. Picture report book card
3. Exercises about the poem News Break
Previous Knowledge How to recite poems
Teaching Method Community Language Learning
Content 1. Poem News Break.
2. Picture A report card book.
3. Questions on the poem News Break.
 Stages Teachers activity Students Materials/
activity Notes
Induction 1. Teacher shows an example of school 1. Students react 1. LCD and
(3 minutes) report card book on the LCD. to the questions. projector.
2. Teacher asks the students how they 2. Picture
would show the book to their parents. report book card
3. Teacher asks one or two students to
stand up and answer.

Instructional language:
I have brought something that most of
you fear of the most, a report card
book. So, lets say today is the report
card giving day, how would you give
the report book to your parents once
you go home after this? Student A,
what would you do?

Development I 1. Teacher shows the poem News 1. Students pay 1. Poem News
(5 minutes) Break on the LCD. attention to the Break.
2. Teacher reads the whole poem. poem on the LCD 2. LCD and
3. Teacher divides the students into five and on their projector
groups. textbooks.
4. Teacher assigns each group with one 2. Students listen
stanza. to the teachers
5. One representative from each groups recital.
has to read out loud each stanzas with 3. Students move
assigned emotion; anger, sadness, joy, themselves into
worry, fear. groups.
4. Students come
up front and read
Instructional language: their stanzas in
Here is the poem News Break. I want assigned
everyone to open their textbooks and emotions.
look at the poem News Break. Firstly, 5. Group 1 read
listen to me reading the poem. the first stanza in
anger, group 2
News Break read the second
Now why so loving, darling, stanza in fear,
And why the sudden kiss? group 3 read the
Youd help me with some little jobs? third stanza in
For goodness sake, whats this? joy, group 4 read
Your face is clean for once, dear, the forth stanza in
Your clothes without a crease. sadness, group 5
You saved your luncheon money? read the fifth
Will wonders never cease? stanza in worry.
No dropping of your school books,
No shrieking, childish treble.
Today you are a lamb, love,
Where yesterday a rebel.
But surely youre some stranger,
No rage or hullabaloo.
Come closer, let me look, dear,
Can this be REALLY you?
Now were you struck by lightning
Or were you stunned at sport?
Ah now I see the reason.
Youve brought your school report!

Okay now, I want everyone to be in

groups. Make five groups, so there will
be six students in each group. One
group will each get each stanza in the
 poem. Now, pick one representative
from each group to read out loud the
stanza. But, please read in an emotion
that Im going to assign to you.
For example; group 1 read the first
stanza in anger, group 2 read the
second stanza in fear, group 3 read the
third stanza in joy, group 4 read the
forth stanza in sadness, group 5 read
the fifth stanza in worry.

Development II 1. Teacher asks the students to discuss 1. Students 1. A4 papers

(7 minutes) in groups on what they understand discuss in groups. 2. Cello tape
about their stanzas. 2. Students draw 3.Whiteboard
2. Teacher asks the students express and write on their and marker
their understanding in forms of understanding of pens.
pictures, words, and mind maps. the stanzas that 4. Questions
3. Teacher asks the students to paste has been assigned Two
their works onto the whiteboard. to them. comprehensions
4. Teacher picks one group to explain 3. Students paste and 1 HOTS
their work. the papers onto question.
5. Teacher provides questions to the whiteboard. 5. Thinking
students to discuss in groups. 4. Students come skills Creating
6. Teacher discusses the answers up front and read mental pictures,
together with the students. their work. identifying
5. Students characteristics,
Instructional language: discuss the analyzing.
Next, in groups, I need everybody to answers to
discuss what you understand about questions given in
your stanzas. I will pass each group a groups.
paper and you need to express your 6. Students
understanding in form of pictures, answer the
words, and mind maps. You have five questions.
minutes to do finish your work. Okay,
everyone is finished with their sketches
and please one representative for each
group come and pastes your paper onto
the whiteboard. Student B, please come
up front and explain about what your
group has discussed about the second
stanza. Good. Now, everyone come up
front and read what your friends have
done. Next, I need everyone to answer
three questions on the poem News
Break. Please discuss in groups.
Questions:
Comprehension questions
1. Based on the poem, list the things
the child has done that made the
parents suspicious?
2. What happens to the school book
normally?

HOTS question
1. Explain the relevance of the title to
the poem News Break.

Student C, what is the answer to

question one that you and your group
members have discussed? Ok, great.
Student D, can you please answer
second question? Good try.
 Everyone, what do think is the answer
to the third question? Yes, good.
Closure 1. Teacher tells the students the dos and 1. Students listen 1. Thinking
(3 minutes ) donts on the manner when they to the teacher. skills making
receive the report card book. associations.
2. Teacher asks students what are the 2 Moral values
moral values that they have learnt honesty,
through the lesson. courage.

Instructional language:
So today we learnt about the poem
News Break. There are things that you
should do and shouldnt do when you
receive you record card book. Firstly,
please pass your record book to your
parents right after you received yours.
Do not hide them or else you will lose
the book. Besides, please never copy
you parents signature and sign yourself
on the record book. Your parents need
to see your results. Last but not least,
we must have the courage to face the
unpleasant consequences of our actions
instead of finding excuses. We must
also try to behave well at all times and
not only on certain occasions.
Thank you.
Reflection :

Appendices :
1. Poem News Break

Now why so loving, darling,

And why the sudden kiss?
Youd help me with some little jobs?
For goodness sake, whats this?

Your face is clean for once, dear,

Your clothes without a crease.
You saved your luncheon money?
Will wonders never cease?

No dropping of your school books,

No shrieking, childish treble.
Today you are a lamb, love,
Where yesterday a rebel.

But surely youre some stranger,

No rage or hullabaloo.
Come closer, let me look, dear,
Can this be REALLY you?

Now were you struck by lightning

Or were you stunned at sport?
Ah now I see the reason.
Youve brought your school report!

2. PowerPoint Slides :
3. Questions :

Comprehension questions

1. Based on the poem, list the things the child has done that made the parents suspicious?

1) Loving, darling
2) Sudden kiss
3) Help with some little jobs
4) Face is clean
5) Clothes without a crease
6) Save luncheon money
7) No dropping school books
8) No shrieking, childish treble
9) No rage or hullabaloo

2. What happens to the school book normally?

Normally, they are thrown to the floor.

HOTS question

1. Explain the relevance of the title to the poem News Break.

The tittle News Break means something unusual just happened and it is relevant because the
boy is showing unusual behavior, out of the ordinary.

4. Interpretation of each stanzas

Stanza 1:

The parent is surprised that the child has a sudden change of behavior. The child has become so
loving and gives the parent a kiss. The child also helps the parent with chores around the house.
The parent is bewildered.

Stanza 2:

The parent cannot believe that the childs face is clean and his clothes are neat without any
wrinkles. The child has also saved his lunch money. The parent is totally dumbfounded.

Stanza 3:

The parent is surprised when the child does not drop his school books around the house. The
child also does not scream and shout. On that day, the child is as innocent and gentle as a lamb
which is a sharp contrast from the day before where he was rebellious.

Stanza 4:

The parent begins to wonder if the child is a stranger. The child does not show any anger nor
make any noise. The parents want to have a clearer look to confirm the identity of the child.

Stanza 5:
The parent wonders if lightning has struck the child or if he was shocked while playing sports.
However, the parent finally finds out the truth about the childs improved behavior. The child has
brought home his school report.

5. Vocabulary meaning of unfamiliar words

1. Crease an untidy line

2. Luncheon a formal word for lunch
3. Shrieking to give a loud high shout
4. Rebel a person who does not like to obey rules
5. Stranger a person that you do not know
6. Rage a feeling of violent anger
7. Hullabaloo a lot of loud noise
8. Stunned very surprised or shocked