The Perfect Present

Title : Despair
Lesson Plan 3

Class Level: Primary 6

Time: 30 min
Genre: Short Story
Literary Focus: Prose
Plot Characterization 
Setting Point of View
Theme

Poetry
Tone / Mood
Rhyme
Rhythm
Persona
Figurative language – simile / metaphor/
personification / onomatopoeia

Integrated Language Skills: Speaking, reading, writing

Higher Order Thinking Skills: Reorganization – classifying and synthesizing

Inferential – Cause and effect relationship
Evaluation – judgement of reality

Interpersonal – seeking peer’s opinion

Bodily / kinesthetic – act out friend’s reaction
Multiple Intelligences:
Logical / Mathematical – presenting Sam’s emotion
in the form of a graph

Learning Objectives:

At the end of the lesson, students should be able to:

• Talk about the people and places ( shift in characterization and setting )
• Read and understand the meanings of words through the use of contextual
clues.
• Write simple events / scenes of what one did.

Prior Knowledge: Pupils had moments of feeling despaired.

Procedures:

Teacher’s Task/ Teaching

Students’ Tasks Rationale
Procedures Resources

Preparatory Activities
(5 min)

Tr guides pupils to talk Pupils give opinions To refresh the

about the influence of based on prior pupils about the
peer opinions on them. experience story being taught
previously and
a. Are you easily engaging
influenced constructive
by your friend? discussion.

b. Are you afraid to try

out something out of
the norm ?

c. How do you feel when

your idea or decision
is not accepted?

Main Activities (15 min)

Tr presents a graph on Graph showing To refresh the

Sam’s emotion. Sam’s emotion pupils about the
( LP3.1 ) story being taught
Tr guides the pupils to Pupils give reasons previously and
relate Sam’s changed in for the mood swing engaging
emotion. with Sam. constructive
discussion.

Pupils do silent
Tr instructs the pupils to reading.
do silent reading from
page 10 to 14.

Tr induces pupils to talk
about the shift in settings.
Pp talk about the
change in setting
( from family opinion
to friends’ opinion,
from within a home to
a playground )

Shared reading Pupils do shared

( Page 10 to page 14) reading with the
teacher

Tr instruct the pupils to Pupils find clues in

further indicate Sam’s
emotion in the graph and
provide explanations.
the passage that
indicates that Sam is
feeling more
depressed after
listening to his
friends.

1st
sigh
kicked at stones

2nd
Booting a big
pebble into the
duck pond

3rd
Dragging his brick-
heavy feet

Group in pairs.
Ask the partner
how they react
when they are feeling
down.

Act out the reaction

of partner to the
 class.

Closing Activities
(10 min)

Tr explains how sub- Pupil fills in the Work sheet

conscious movement can blanks ( LP3.2 )
actually reflect what one based on task given
feels at that time. by the teacher

Tr asks pupils to reflect

and write about their
subconscious activity
when they feel unhappy.

LP3.1 ( Graph on mahjong paper )

Happy

How Sam feels ….

 Things that should be discussed here…

Setting : House, outside

Emotion : happy , discourage, dispirited…

Happy Molly’s discouraging attitude

Sam was dispirited by his sister, he

was
not happy…
Sam was even more despair after
Sam was initial happy talking to his friends, his heart grew
in wanting to paint a picture heavier….
of his dad

At home Outside of house

How Sam feels ….

Items for portfolio

( Advanced group )
Task : Fill in the blanks. Continue writing
if you can.

When I am down,
my head hung ___________,
my eyes ____________,
my hands ___________,
my steps grew _________.

Others

Task : When I am down,

my head hung ___________, ( low, high )
my eyes ____________, ( tearful, wet)
my hands ___________, ( shake, tremble )
my steps are _________. ( heavy, light )

Draw a picture of yourself when you are feeling down

and sad…