WALT: Understanding how plot is discovered in a short story.

WILF: Creating a plot chart & change the ending of the story.
Please be seated accordingly and answer the following questions.

Seng Sei Keen Rui Sean

Sherab Edison Jesreen
Lee Jun Thavanes Xiao Qing
Damia Kai Yang Manveer
Fatimah Wei Qing Danya
Jin Xuan
Priiyankah
Janelle
Sydnee
Hadeef
Sameer

Reading check questions:

1. Choose one incident from the story that you could connect with your personal experiences. Explain.
2. Write down any questions you have about plot character setting or theme.
3. Complete the table below and add additional boxes if needed.

4. Identify the main conflict and what causes it? Also, note the minor problems or difficulties that the
character encounter along the way.
5. How do you think the characters react to the problems they encounter?
6. Was it the ending you were expecting?

Assessment questions.
Answer the following questions.

Thank you 😊
WALT: Understanding how a character is presented through words in a short story.
WILF: Words, phrases or sentences that reflects the characters.
Please be seated accordingly and answer the following questions.

Sherab Keen Rui Jesreen

Lee Jun Edison Xiao Qing
Damia Thavanes Manveer
Fatimah Kai Yang Danya

Priiyankah Seng Sei

Janelle Wei Qing
Sydnee Sameer
Hadeef Sean

Instruction:
1. We are going to analyse the characters in the story. A copy of the story is given to you. Use a
highlighter to mark any words, phrases or sentences that tells you something about the characters.
2. Write your notes on it.
3. This task should take less than 20 minutes.
4. Then answer the following questions.

Try this!
1. Highlight the adjectives that help you to understand the characters well.
2. “Ramadi is a victim of situation” Explain this with evidence from the text.
3. Why do you think the girls were chosen to be sacrificed?
4. Discuss the ways in which characters change during the story. Watch for signs of internal conflict –
that is, conflict within a character’s mind.
5. If you were to be one of the characters, in the story, which one would it be and why?

Assessment questions.
Answer the following questions.

Thank you 😊
WALT: Understanding the decision of a writer’s choice of words in a short story.
WILF: Words, phrases or sentences that reflects the characters.
Please be seated accordingly and answer the following questions.

Sherab Thavanes Jesreen

Lee Jun Kai Yang Jin Xuan
Wei Qing Xiao Qing Keen Rui
Sameer Manveer Edison

Priiyankah Seng Sei

Janelle Sean
Damia Sydnee
Fatimah Hadeef
Danya

Instruction:
1. You have analysed the characters in the story yesterday. You have new members in your group
today. Go through your findings with your friends in the group and exchange notes. Look for
different ideas or information they have obtained through their eyes / perspective. – 10 minutes

2. Pick three words that best describe the following characters and explain why do you say so.
a. Mokgobja
i. __________________________________________________________
ii. __________________________________________________________
iii. __________________________________________________________

b. Ramadi
i. __________________________________________________________
ii. __________________________________________________________
iii. __________________________________________________________

3. Now, go to the text again. Find evidence for the words you used to describe the characters from it.
(For just one word)
4. Choose one word from the line that you think has the most impact on the character.
5. Discuss what effect does that word have on the character. (Cue: Why do you think the writer used
that word and not any other word?)
6. “But people noted their ashen, terror-stricken faces and a murmur arose”. What overall impact does
this line create in the story?

Thank you 😊
WALT: Understanding the decision of a writer’s choice of words in a short story.
WILF: Words, phrases or sentences that reflects the characters.
Please be seated accordingly and answer the following questions.

Sherab Thavanes Jesreen

Lee Jun Kai Yang Jin Xuan
Wei Qing Xiao Qing Keen Rui
Sameer Manveer Edison

Priiyankah Seng Sei

Janelle Sean
Damia Sydnee
Fatimah Hadeef
Danya

Instruction:
1. You have analysed the characters in the story yesterday. You have new members in your group
today. Go through your findings with your friends in the group and exchange notes. Look for
different ideas or information they have obtained through their eyes / perspective. – 10 minutes

2. Pick three words that best describe the following characters and explain why do you say so.
a. Mokgobja
i. __________________________________________________________
ii. __________________________________________________________
iii. __________________________________________________________

b. Ramadi
i. __________________________________________________________
ii. __________________________________________________________
iii. __________________________________________________________

3. Now, go to the text again. Find evidence for the words you used to describe the characters from it.
(For just one word)
4. Choose one word from the line that you think has the most impact on the character.
5. Discuss what effect does that word have on the character. (Cue: Why do you think the writer used
that word and not any other word?)
6. “But people noted their ashen, terror-stricken faces and a murmur arose”. What overall impact does
this line create in the story?

Thank you 😊
WALT: Understanding the themes by analyzing a short story.
WILF: Evidence that suggest themes.
Please be seated accordingly and answer the following questions.

Sherab Thavanes Jesreen

Lee Jun Kai Yang Jin Xuan
Wei Qing Xiao Qing Keen Rui
Sameer Manveer Edison

Priiyankah Seng Sei

Janelle Sean
Damia Sydnee
Fatimah Hadeef
Danya

Instruction:
1. You have analysed the plot, and characters in the story last week. Today, you’re going to analyse
the story to find evidence to support the themes given in the table below. After finding the evidence
for the given themes, you can try looking one different theme from the story and evidence for it. – 15
minutes. (You can discuss in your group if you need to)

2. Let us challenge ourselves!

 3. Writing - https://artsandculture.google.com/story/18-superstitions-from-around-the-world/
QQIyTWmzJ9QvLg
In your opinion, how can we ensure that the future generation can stay away from the superstitions?

WALT: PEA writing

WILF:

DESPAIR & DESPERATION

Write a critical analysis for the short story “Looking for a Rain God” by Bessie Head on the theme above.
Your writing should be in about 300 words following the PEA writing format.

Guide:
1. Look for the points first, followed by evidence and then analyse it. You can discuss with your friends
when analysing.
2. Fill up the table below first.

No Point Evidence Analysis

17th April 2023

Assessment (30 minutes – 40 minutes)

Assessment (30 minutes – 40 minutes)

Instruction
1. The poem that we are studying today is “He Had Such Quiet Eyes” by Bibsy Soenharjo.
2. Answer the pre-reading questions first before reading the poem.
3. After reading the poem, answer the questions.

Pre Reading Questions

1. What comes to your mind when you read the While reading questions
title? What could the content of the poem 1. What does the “two pools of lies” refer to?
possibly be? 2. What is the message you get from the poem?
2. What literary device is “quiet eyes”? Support your answer with evidence from the
text.
He Had Such Quiet Eyes 3. From your understanding, why do you think
the poet used the phrase “quiet eyes”? What
He had such quiet eyes does it mean?
She did not realise 4. To whom is the second stanza written for?
There were two pools of lies Why do you think so?
Layered with thinnest ice 5. Which line in the text shows that the man was
To her, those quiet eyes persuasive?
Were breathing desolate sighs 6. What does ‘the hows and whys’ mean? Who is
Imploring her to be nice asking those questions?
And to render him paradise 7. How is this poem related to teenagers today?
8. What is the advice given in stanza 3?
If only she’d been wise 9. What mistake did the girl do? Why do you say
And had listened to the advice so?
Never to compromise 10. What does the ‘dice’ refer to / symbolize?
With pleasure-seeking guys
She’d be free from “the hows and whys” Extension
1. What do you think will happen to the girl in the
Now here’s a bit of advice poem? Give three possibilities.
Be sure that nice really means nice 2. Parents should give freedom for teenagers
Then, you’ll never be losing at dice and respect their privacy. Do you agree? Write
Though you may lose your heart once or twice. your answers in 80 words.
WALT: Understanding the discovery of characters in a short story.
WILF: Determining one’s character through the evidence from the story.
Please be seated accordingly and do the following.

Sherab Seng Sei Jesreen

Lee Jun Thavanes Xiao Qing
Damia Wei Qing Manveer
Fatimah Sydnee Danya
Keen Rui Hadeef Jin Xuan
Priiyankah Sameer Janelle
Kai Yang
Edison
Sean

Instruction
1. Do you agree with the statements below? Discuss in your groups and fill up the table in 10 minutes.
a. Privacy is everyone’s birthright, including teenagers!

Yes No

b. Parents should not allow teenagers to own privacy until they attain maturity.

Yes No

2. Based on the story, what kind of parents does Samir have? Explain

3. What makes Samir’s life difficult / uneasy / uncomfortable? Provide evidence.

Assessment

Advance Intermediate Support

How is one incident from the story Discuss one incident from the Relate your story to your personal
relatable to your life? Discuss how story that is relatable to your life. experience. Write about it.
you are battling with it and what Remember to use lines from the
impact does it leave on you. story.

Thank you.

WALT:
WILF:

Knowledge Skills Understanding

Instruction
1. Students are to gather at C-2-8 and will be asked to

Questions:
1. What do you know about knowledge, skills and understanding?
2. What do you remember learning in English lesson?
3. What knowledge have you gained from those lessons?
4. What skills have you gained from the lessons? (Specific)
5. What understanding have you got from the lessons?
6. What impact has those lessons create in you?
WALT: Understanding how a character is presented through words in a short story.
WILF: Words, phrases or sentences that reflects the characters.

Please be seated accordingly and do the following.

Sherab Seng Sei Jesreen

Lee Jun Thavanes Xiao Qing
Damia Wei Qing Manveer
Kai Yang
Fatimah Sydnee Danya
Keen Rui Hadeef Jin Xuan
Priiyankah Sameer Janelle
Sean Edison

Instruction
1. You have read “The Necklace” by Guy De Maupassant.
2. Answer the following questions in 10 minutes and then proceed with the next task.

Task 1
1. Talk to your friends about one incident you think is important in the story. Explain how that incident
has impacted the story.
Task 2
1. A copy of the text is given to you. Analyse the following characters in the text:
a. Monsieur Loisel
b. Mathilde Loisel
2. Specific focus questions:
a. Find evidence to show that Mathilde Loisel is discontented with her life.
b. Find evidence in the text that shows Monsieur Loisel as a loving husband.

Assessment

Advance Intermediate Support

Based on the story, the necklace What do you think would have If you were Mdm Frontier, how
has changed their life upside happened to Matilda if she had would you deal with the situation
down. confessed to her friend that she when Mathilde reveals the truth
had lost her necklace? about the necklace?
Discuss the cause of Mathilda’s
ruin and how could she have How would the story have ended? Will you honestly tell her that what
avoided it. you loaned was imitation set? Or
just remain silent?

Discuss.
WALT: Understanding how a theme is presented in a short story.
WILF: Finding evidence for specific themes.

Please be seated accordingly and do the following.

Sherab Seng Sei Jesreen

Lee Jun Thavanes Xiao Qing
Damia Wei Qing Manveer
Kai Yang
Fatimah Sydnee Danya
Keen Rui Hadeef Jin Xuan
Priiyankah Sameer Janelle
Sean Edison

Instruction
1. You have read “The Necklace” by Guy De Maupassant and analysed the characters.
2. Answer the following questions and then proceed with the next task.
Input
1. A literary theme is the main idea or underlying meaning a writer explores in a novel, short story, or
other literary work. The theme of a story can be conveyed using characters, setting, dialogue, plot,
or a combination of all these elements.
2. A theme is different to subject. Watch the video in the link to know more:
https://www.youtube.com/watch?v=bip3yJRFSlI
Task 1
1. What do you think is the main theme of the “The Necklace”? Explain.
2. What other themes you found evident in the story? Explain.
a. __________________________________________________________________
b. __________________________________________________________________
Task 2
1. How is Madame Loisel is responsible for her own suffering in the story?
2. What do you think is the purpose of the author writing this story?
3. “Honesty is the best policy”
Discuss the idea above with reference to the text in about 100 words.

Assessment

Advance Intermediate Support

Based on the story, the necklace What do you think would have If you were Mdm Frontier, how
has changed their life upside happened to Matilda if she had would you deal with the situation
down. confessed to her friend that she when Mathilde reveals the truth
had lost her necklace? about the necklace?
Discuss the cause of Mathilda’s
ruin and how could she have How would the story have ended? Will you honestly tell her that what
avoided it. you loaned was imitation set? Or
just remain silent?
 Discuss.

KINDLY SUBMIT YOUR WORK BY THE END OF THE LESSON.

WALT: Presenting understanding through debate.
WILF: Using formal language + logical and sequence connectors.

Please be seated accordingly and do the following.

BATTLE 1 BATTLE 2 Adjudicators

Sherab Fatimah Wei Qing
Sydnee Jesreen Seng Sei
Sameer Damia
Kai Yang (Chairperson & Marshal) Edison (Chairperson & Marshal)
Priiyankah Jin Xuan Keen Rui
Manveer Janelle Danya
Hadeef Lee Jun Xiao Xing
Sean (Chairperson & Marshal) Tavaness (Chairperson & Marshal)

Debate motion
Battle 1 : This house believes that Mathilda is a genuine person.
Battle 2 : This house believes that Loisel should punish Mathilda for losing the necklace.

Rules
1. Speaker 1 will have 3 minutes to introduce the team members and present his/her argument.
2. Speaker 2 will have 1 minute to rebut and 2 minutes to present his/her points.
3. Speaker 3 from each team will have 2 minute to rebut all points, 2 minutes to reinstate the team’
stand / summarize.
Preparation time
1. Each team will be given 15 minutes to prepare while the adjudicators will be with Mr. Mohan for
briefing.
Scoring

Assessment
 1. Students will be assessed based on understanding of the story and ability to present points.

WALT: Answering HOTS comprehension questions.

WILF: Relate answers to real life experiences.
Please be seated accordingly and do the following.

Sherab Thavanes Jesreen

Lee Jun Edison Xiao Qing
Damia Sean Manveer
Priiyankah Kai Yang Fatimah
Sydnee Danya
Hadeef Jin Xuan
Wei Qing Janelle
Sameer Seng Sei
Keen Rui

Instruction
1. We have done story analysis, character analysis, themes and a debate yesterday regarding the
story.
2. In your groups, quickly fill up the boxes below. (15 minutes)

Climax

Rising Action Falling Action

Exposition Resolution

3. Individually, answer the following questions.

Discussion question – Write your answers in a test pad sheet.
1. How does de Maupassant describe Mathilde Loisel? How does this affect your opinion of her? Do
you know anyone like her? What are they like?
2. What was her motivation in buying a fine dress and borrowing what she thought was an expensive
piece of jewellery?
3. Why do you think she had such a good time at the ball?
4. Describe what happened after she lost the necklace—up to when she met Madame Forestier ten
years later.
5. What was her motivation in replacing the necklace? What does this say about her?
6. How did the couple’s life change after they raised the loan for the lost necklace?
Assignment
1. Explain Mathilde Loisel’s attitude toward honesty. What would change about her situation—indeed,
her whole life—if she were more honest?
2. Matilda realised that one little act of negligence can lead to total ruin. How would you prefer to be
guided to move on in life?
3. Matilda’s craving for a bubble reputation was the cause of her ruin. Draw a conclusion as to how
she could have avoided the misfortune that dawned upon her.
 You will have one week to complete this assignment. Use one page for each question.

WALT:
WILF:

Instruction
1.

Identify whether the following sentences are simple, compound 3. Roses are beautiful flowers.
or complex sentences. Also, mention which of the clauses is 4. We stopped by the roadside for lack of food.
the main clause and the subordinate clause. 5. The sun rose and the sky got cleared.
1. I did not know that this food was meant only for the staff. 6. She wrote a novel.
2. She is innocent, so she has appealed to the court. 7. The students solve the questions easily.
3. If you are not ready with the song, it is better to let them know. 8. He is not harmful.
4. She will come home or I will stay back at her place. 9. I am sure that you will learn these sentences.
5. In the evening, I am going to the park. 10. Nobody goes where demons live forever.
6. The sun looks amazing today.
7. I remember the day that we met very well. Identify the type of sentence in the following whether they are
8. Nithi is not keeping well, yet she decided to go to work. simple compound and complex sentences.
9. After they reach the hotel, they will inform us. 1. She is young but she has white hair.
10. We are going to the park. 2. Deer can run very fast for they are very active and have nimble
feet.
Combine the following sentences using a coordinating 3. He lost everything that was unbearable.
conjunction or a conjunctive adverb to form compound 4. This is the school where you have studied.
sentences. 5. I saw a man who was old and weak.
1. My mother is sick. My mother is going to the doctor. 6. The person is a renowned writer.
2. Jibin has gone to Hyderabad. Jibin has not found any jobs yet. 7. A green plant can prepare its food.
3. Nalini was not satisfied with her birthday dress. Nalini wore it 8. The mother beat the child for his disobedience.
anyway. 9. Shimla worked very hard but she did not pass.
4. Jaffar called me yesterday. I was not able to attend his call. 10. He finished his home assignment and went to play.
5. Tina had to present the paper today. Nancy volunteered to do it.
6. It was raining the whole day. We decided to go to the park. Identify the type of sentence in the following whether they are
7. Firoz will pick you up. We will book a cab for you. simple compound and complex sentences.
8. Nobody knew where to go. We asked some random people for 1. Everyone should follow the diet.
directions to the hills. 2. He came back to the city where he was born.
9. Let them know. You will have to suffer the consequences. 3. She did not feel that she was guilty.
10. My mom was cleaning the house. I helped with the plates. 4. My father in law has three pets.
5. Our aunt cooked noodles for us.
Combine the following sentences by making use of a 6. He should not worry about his studies.
subordinating conjunction or a correlative conjunction to form 7. It was the most wonderful place to live.
complex sentences. 8. People ran out after hearing the sound.
1. You speak up. Nobody is going to know. 9. Your game needs more practice.
2. You are the only friend. You taught me right from wrong. 10. They can never be late from today onwards.
3. I was not happy. I went to the reception for the sake of my friend.
4. You do not finish it. You will have to face the consequences. Identify the type of sentence in the following whether they are
5. I do not know the person. He owns a brand new Mercedes simple compound and complex sentences.
Benz. 1. I imagined that I lived in a palace.
6. My brother does not watch animation movies. My brother liked 2. People who are quarrelsome cannot be happy.
Kungfu Panda. 3. The farmers who are opposing the bill cannot go home
7. I don’t think I will be able to make it. I missed the bus. unsatisfied.
8. You should do it. I will have to ask Praveen to do it. 4. They are protesting as if they are very unhappy.
9. There are no trains available. We took a flight. 5. Many tries but few get success.
10. Seetha finishes her work. Seetha will be on her way. 6. He arrived before the drama had begun.
7. He who always does his duty is loved by all but a man who
Identify the type of sentence in the following whether they are does not work is hated by all.
simple compound and complex sentences. 8. God made the world and man made the boundaries.
1. The son went to play so the father started working. 9. If you have patience, you will get everything.
2. He lost his money but he did not lose his patience. 10. I agree with you for it is made for the welfare of the society.
WALT: SPM Format Questions_P1
WILF: Understanding what is tested in SPM English Paper 1
Done and discussed.
WALT: SPM Format Questions_P2 – writing a story
WILF: Format and style of writing a story
WALT: SPM Format Questions_P2 – writing a review
WILF: Format and style of writing a review
WALT: SPM Format Questions_P2 – writing an article
WILF: Format and style of writing an article
WALT: Understanding a literary work by explicating it.
WILF: Identify themes discussed in the poem and its evidence.
Please be seated accordingly and do the following.

Sherab Thavanes Jesreen

Lee Jun Edison Xiao Qing
Damia Sean Manveer
Priiyankah Kai Yang Fatimah
Sydnee Danya
Hadeef Jin Xuan
Wei Qing Janelle
Sameer Seng Sei
Keen Rui

Instruction
1.