SUMMARY OF THE STORY

This story is about people and their reactions towards issues that rise around them. A British girl,
JuliaBannerjeewho lives in Calcutta which is reekedof poverty, death and confusion is married to a rich
ndian man, !ilkant. Julia has the opposite character of !ilkant whereby she is very concern of the social
prejudice between the poor and rich, but her husband is very persistent in being prejudiced towards the poor
and down"trodden. Julia who happened to dislike the idea of travelling on a rickshaw had to did it anyway
but she thinks it is painful to see the rickshaw"wallah transporting rich people to their destination. Julia who
is very generous, gives the rickshaw"wallah some foods and a huge tip which is twenty"rupees. #ne day, the
rickshaw"wallahappeares in front of the gate and he asks for a job at her house and she takes him in as a
naukar. This upsets her husband as it is dangerous to bring in a stranger in their house but she insists in
believing that the naukaris a good man. #n her first wedding anniversary, she gets a very lu$urious
necklace from her mother"in"law however the necklace is stolen and her husband, !ilkant suspects that the
naukar has taken it as he mysteriously disappears for a week beforehand. The naukar is taken by the police
for %uestioning and he is beaten furiously by the policemen for three consecutive days and at last he admits
that he is guilty of the crime. &et, after weeks passed by, the Chief inspector calls Julia and tells her that it
was not the naukar who stole the necklace but it was a burglar who broke into their house. The naukarhas
already been released by the policemen as he is innocent.
'
LESSON PLAN:
(orm ) (orm * +ntermediate, -ate) '.
th
/ay 01'2
3ubject ) 4nglish Time ) 5..1"6... a.m
Theme ) 7iterature in 4nglish
8ationale9:urpose) To help students understand the difference between a theme and moral value, and
to be able to identify the themes and moral values in a short story.
;eneral #bjective ) 7anguage for aesthetic purpose
3pecific #bjectives ) By the end of the lesson, students should be able to)
'. dentify the themes of the short story and come up with reasons of choosing the
specific themes.
0. Act out a scene from the short story that is related to the moral values provided.
/oral <alue ) Cooperation, nteraction, 3elf"e$pression
4ducational 4mphasis) /ultiple ntelligences, :reparation for the 8eal =orld
nstructional aids ) '. Blackboard 0. :icture 2. Cards *. >andouts ..Bo$
:revious knowledge) 3tudents have discussed the plot and characters of the short story with the teacher.
Anticipated problems) '. There will be not enough time to do Activity 0.
0. 3tudents will be reluctant to participate in group discussion.
Teaching :rocedure)

3TA;43 !3T8?CT#!A7 ACT<T& 74A8!!; ACT<T&
Set
Induction
(5 minutes)
'. Teacher greets students.
0. Teacher shows a picture of situation about ndian
society in ndia.
2. Teacher asks the students to recall about previous
lesson) what the story is about@
*. Teacher asks students what they can see from the
picture. Teacher writes studentsA answer on the
board.
3tudents greet teacher.
3tudents response to
teacherAs %uestions.
Dee!o"ment
(55 minutes)

Actiit# $ (%& minutes):
'. Teacher paste si$ cards on the board that shows
si$ different themes about the short story.
0. Teacher assigns students into si$ groups, each
with five members.
2. Teacher distributes handouts that consist of
different e$tracts from the short story to each of
the group.
3tudents are assigned
into si$ groups.
3tudents read the e$tract.
0
*. Teacher asks students to read the e$tract and
choose a theme on the board that is related to the
e$tract according to their group.
.. Teacher asks students to discuss in their groups
and each member of the group has to come up
with a reason for choosing the theme and use the
e$tract to support their reason.
B. Teacher points out the representative from each
group after their group discussion to state their
theme and reasons.
C. Teacher discusses the answers with students +if
the students answer it correctly, continues with
the following steps, but if students answer it
incorrectly, teacher gives the correct answer and
e$plains it.,
Actiit# % ('5 minutes):
'. Teacher shows a bo$ that contains si$ moral
values that are related to the short story.
0. Teacher asks the representative of each group to
randomly pick a moral value from the bo$.
2. Teacher asks students to discuss in their group
and come up with a role"play that symboliDes the
moral value that they have got.
*. Teacher asks students from other groups to guess
the moral value that has been acted out.
.. Teacher discusses the moral values of the story
with the students.
3tudents discuss in their
groups and respond to
their task.
4ach representative will
state the theme and
reasons why they choose
that theme.
3tudents discuss the
answer with the teacher.
3tudents listen to teacherAs
instruction in order to
carry out the activity.
3tudents work in groups.
3tudents discuss the moral
values with the teacher.

(onc!usion
(5 minutes)
'. Teacher sums up the lesson.
Fo!!o)*u" +ctiit#: Teacher distributes guidelines of making a portfolio to students. 3tudents will have to
create a portfolio about the short story, !aukar. All elements +plot, characters, themes, moral values, of the
short story that students have learned must be included in the portfolio. >owever, the students are free to
design and decorate the portfolio. 3tudents can choose to draw, write, or others as long as they imply every
elements that they have learned in the class through the portfolio.
Se!,*e+!u+tion:
Su"e-iso-.s comments:
2
RATIONALE
2.' =hat will be taught in this lesson)
(or this 4nglish lesson, the theme is literature and the students involved are form four students.
Therefore, the short story chosen for this 4nglish lesson is taken from the latest form four curriculums,
namely the literature section. Therefore, students will be taught about the themes and moral values of the
short story, !aukar by Anya 3itaram. The themes of this short story will be taught during the Activity ' and
the moral values will be taught during Activity 0.
2.0 8ationale9purpose )
The rationale of this lesson is to aid students in understanding the difference between theme and moral
value and also to be able to identify the themes and moral values in a short story. t is important for them to
ac%uire these as they are able to grasp the messages that are embedded in the short story as theme is the
central idea or view of life and moral values are lesson that should be learnt in a short story. As a result,
students are able to relate the messages in the short story with their environment and able to be more aware
of issues or problems that rises in their own life. Thus, they will be more matured in analysing a certain
issue that evolves in oneAs life.
2.2 7earning objectives)
As this lesson focuses on themes and moral values, students are able to comprehend the short story
better as these two elements are clearly presented to them in detail and thus it will help them to grow
interest in the story. As for that, it will become a springboard for them to read more 4nglish literature books
and able to identify the important elements of the story to aid in comprehension, propels to a deeper
understanding thus appreciating the story.
2.* 3trategies and Activities)
n order to make sure our objectives of this lesson will be achieved, we have decided to choose two
different activities that need students to work in groups during the lesson. 3tudents will have to discuss in
their group, match the e$tract with the theme provided, and also come up with a role"play to symboliDe the
moral values that they have learned from the story. By doing that, studentsA level of understanding will
*
increase as they can relate the short story with the elements provided. As stated by /urat +011.,, Emaking
each student responsible for facts and ideas to be contributed and discussed, group activities stimulates total
participation, and the participation is multidirectionalF.
2.. /aterials)
The list of items that are needed for this lesson are a picture that shows situation in ndia that will be
used during set induction, si$ colourful cards that consists of themes of the story, si$ pieces of paper that
consists of different e$tracts taken from the story, a bo$ that contains si$ different moral values from the
story, and also handouts that consist of guidelines on how to create and make a portfolio of the story.
2.B :lans for ndividual -ifferences)
=e believed that the activity we have chosen suit all three types of learners, which are auditory, visual,
and kinaesthetic. As for auditory learners, they will listen when students are asked to give their reasons for
choosing the theme provided. Besides, as for visual learners, they can benefit from the pictures that are used
during set induction, and also colourful cards during first activity. n addition, for kinaesthetic learners, they
will learn best through role"play, which is the second activity. (urthermore, we actually decided to choose
group work for both of the activity because, we believed that is one of the ways to make students enjoy the
lesson. Besides, according to Botor +01'',, as of 0*
th
#ctober 01'', statistic shows that majority of students
with a total percentage of CB percent prefer group work in class compares with only 20 percent students that
prefer individual work.
2.C 4valuation)
=hen we refer to the specific objectives that we want to achieve after our lesson being conducted, we
realiDe that it is important for us to check on studentsA progress throughout the lesson. All in all, we have
decided to ask students to design and create a portfolio as a follow"up activity. The portfolio will consist of
all the elements +plot, characters, themes, moral values, of the short story that they have learned. The
students are free to choose how they are going to decorate their portfolio. They can use picturesG draw
anything that is related to the short story, simple notes, simple mind maps and others as long as they can
imply what they have learned about !aukar in the class. A major purpose of classroom portfolios is to
provide a profile of where a student began and how he or she has developed +!atalie, 011B,. Thus, since
this is the last lesson about !aukar, we believed that by giving students some time to reflect back what they
have learned from the story by creating a portfolio about it, it will increase the level of studentsA
understanding.
.
B