Lesson Plan

Date: 3.5.2016

Time: 10.00 – 10.35 a.m.

Class: 4 Innovative

Enrolment: 17 students

Language proficiency: Average

Topic: Poem: The Living Photograph

General objective: Students have to understand the literal meaning and the figurative
meaning of the poem.

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

1. Answer questions about the literal meaning as well as the

figurative meaning of the poem.
2. Answer the mix and match exercise correctly to differentiate both
literal and figurative meaning.

Teaching aids:

Stage/Time Activity Notes

Set induction 1. Show the students some pictures of grandmothers and Appendix 1
(3 minutes) photograph of grandmothers (Appendix 1).
2. Ask the students their opinion on what are the pictures all
about.
3. Give student one minute to remember their grandmother
and all the great properties that make their grandmother
special.
4. Ask 3 students to share and elaborate with the class about
his or her grandmother.
5. Ask students to answer questions: Based on the pictures
and activity earlier:
- Do you love your grandmother?
- Do you keep pictures of your grandmother?
- What do you think is the poem that we are going to
Stage/Time Activity Notes
learn today?
Pre-reading activity 1. Teacher asks 3 students to read the three stanzas of the (Appendix 2)
(5 minutes) poem.
2. Teacher asks the students about the words they do not
understand.
3. Teacher explains the meaning of the words the students
do not understand.
4. The teacher gave a worksheet to make sure the students
understand the difficult words. (Appendix 2)
5. Teacher picks a few students to answer the worksheet
given.
While activity 1. Teacher instructs the students to get into three big groups. Manila card, blue
(15 minutes) 2. Teacher gives each of the group a piece of manila card. tack, envelopes
3. Teacher instructs the students to discuss about the containing words in
figurative meaning of each stanza and write on the manila it.
card.
3. The students will be given 10 minutes to discuss and write
the answers on the manila card.
4. Teacher walks around the class to see if the students are
doing their work and also to assist weak students.
5. After 10 minutes, students present their finished work in
front of the class and leave their work on the whiteboard.

Post-reading 1. Teacher gives out a worksheet (Appendix 3). Appendix 3.

activity 2. Teacher explains how to fill up the worksheet.
(7 minutes) 3. Students fill in the writing template with the answer from
the previous activity.

Closure 1. Teacher will ask a few volunteers to share with the class
(2 minutes) what they have learned today.

APPENDIX 1

Myself
 I want to tell you about myself,

It helps my body, keep great health,

I brush my teeth night and day,

I floss them too, so I have no decay.

I wash my hands when I should,

If they’re dirty or before food,

I scrub myself to make me smart,

And exercise often to help my heart.

I eat my fruit and vegetables and meats,

But say BYE to grease and sweets,

If I fall sick, I stay in bed,

And remember what the doctor said.

Look after yourself: take my advice,

Your body will turn out really nice.

APPENDIX 2

Circle Map
APPENDIX 3

Title: How to be healthy

1. What?
2. How?
3. What?
4. Why?
 5. When?

Firstly, we should _________________________ (1). We can do that

__________________________________ (2). We should __________________________ (3)

___________________________________ (4). The best time to do it is

___________________________________ (5).

Secondly, we should _________________________ (1). We can do that

__________________________________ (2). We should __________________________ (3)

___________________________________ (4). The best time to do it is

___________________________________ (5).

Finally, we should _________________________ (1). We can do that

__________________________________ (2). We should __________________________ (3)

___________________________________ (4). The best time to do it is

___________________________________ (5).