A Semi-detailed Lesson Planin English IIPrepared by: Mark Alvin Jay Carpio

I. Learning Objectives

II. Learning ContentIII. Learning ProceduresIV. EvaluationV. Assignment

By means of an in-depth discussion of the story An Incident, the students should be able to:

A. analyze the story intelligently through identifying the different elements present in the story;

B. sharing ideas about the story; and

C. construct tally a sheet of the good things they have done to others and the good things that others have done for them.

A. Subject MatterAn Incident by Lu Hsun

B. ReferenceCayao, E. & Gabelo, N. (2006). Literature through the ages. Manila: Innovative Educational Materials, Inc.

C. Materials1. Photocopies of the story.2. Pictures that symbolize China3. Picture of Lu Hsun.4. Meta cards with written vocabulary5. Guide questions written on a manila paper.6. Activity sheets.

D. Concepts1. Lu Hsun - is a great modern litterateur, ideologist and revolutionist. He wrote and translated more than 8 million characters. Many of his works such as Outcry, Hesitation, Wild Grass, Morning Blossoms and Plucked at Dusk are reprinted again and again and have been translated into many languages which include English, Russian, German, French, Japanese, Esperanto and so on. The Complete Works of Lu Xun is a precious gift that he left to Chinese people and people all over the world2. Helping - behavior refers to voluntary actions intended to help the others, with reward regarded or disregarded.

E. Skills1. Stating the effect of a literary piece on ones value system.2. Comprehend-ing the meaning of a statement in a literary piece.3. Picking out important events in a literary piece.

F. Values

Simple acts of goodness can go a long way. A simple act of kindness can bring happiness. A simple act of generosity can help those in need. A simple act of caring can heal a broken heart. A. Preliminary StageMotivation

1. Arrange the puzzle pieces to reveal the pictures.

2. After it, do the game 4 pictures-1 word.

MCHO

NAIL

3. Introduce what is the connection of those pictures to the new lesson.

B. Lesson Proper

a. Define the difficult words that can be found in the story.

b. Show the meta cards one by one and elicit the students ideas about the meaning of each word.

affairs of the state

a situation; present circumstances or condition

rickshaw

a small two-wheeled cart for one passenger; pulled by one person.

entangled

cause to become twisted together with or caught in.

swerve

change or cause to change direction abruptly.

enormous

very large in size, quantity, or extent.

introspect

examine one's own thoughts or feelings.

1. Immediate Preparation Post the guide questions on the board.

Guide questions:What is the theme of the story?Does the poem mean literal or full of symbolism? If yes, identify the symbolisms.Do you think that the use of a particular point of view was effective? Why or why not?What type/s of conflict is/are there in the story? Defend your answer. Is the story logical? Why or why not?

2. Hour of Appreciation

a. Arrange the puzzle pieces..

b. Provide facts about the author.

Lu Hsun (pronounced "Lu Shun"; 1881-1936) has been considered China's greatest modern writer for most of the 20th century. Lu Hsun ' s works exerted a very substantial influence after the May Fourth Movement to such a point that he was highly acclaimed by the Communist regime after 1949. Mao Zedong himself was a lifelong admirer of Lu Hsun ' s works. Though sympathetic to communist ideas, Lu Hsun never actually joined the Chinese Communist Party. Like many leaders of the May Fourth Movement, he was primarily a leftist and liberal.

b. Distribute the photocopies of the story to the students.

c. Read the first paragraph of the story then call for students to continue until the end.

3. Intellectual Discussiona. Group the students by five to brainstorm and answer the questions for five minutes.

b. Identify the setting of the story.

The setting of the story is in China; where social classification was apparent- I believe during the story was written. This social classification can be seen in the story; the I represents people of high rankings, whereas the puller represents people of lower rankings, or the commoner.

c. Enumerate and describe the characters in the story.

The I (the one who narrated the story) - was insensitive and inconsiderate for the feelings of the old womanThe rickshaw puller - was the one who showed care and concern for the old womanThe old woman - was the one dragged by the rickshawThe police officer - played only a minor role in the story

d. Pick code numbers of the students then let them answer the guide questions provided earlier.

Question #1What is the theme of the story?

Man is good in-nature; and man is us. No matter how cruel or rude a man appears to be, there is a still goodness lie in him, which only needs a bang to wake-up.

Question #2Does the poem mean literal or full of symbolism? If yes, identify the symbolisms.

The story also holds much symbolism. One of these is the breeze. At the start of the story, the breeze was strongly gushing. But at the end of the story, when the main character realized a lesson from the incident, the breeze finally ceased. I came up with the idea that the breeze signifies the coldness of heart of the main character. When he came up with his realization after the incident, he was moved by the act of kindness of the rickshaw puller. He knew deep inside there lies a man like that of the rickshaw puller kind and tender-hearted but just slept because of the disgraces he faced throughout the years of political and social matters governing their locale.

The I himself is a symbol. He is somewhat referred to as someone who holds a high position, a general or government official perhaps. I bet he symbolizes supremacy in the society. He reflects those who are above the social pyramid where masses are placed down under. Also, in countries like China, that time, men are considered superior to women. The I could have been the epitome of power and position for the story. The rickshaw puller signifies the masses who are working hard. As we can observe, he works for the I.

Question #3Do you think that the use of a particular point of view was effective? Why or why not?

Yes because it helped in conveying the real theme of the story. I felt quite moved by the main character when he realized the mistake he had done.

Question #4What type/s of conflict is/are there in the story? Defend your answer.

Internal conflict because he is insensitive and inconsiderate for the feelings of the old woman. Even if he saw the incident that dragged the old woman on all fours, he showed her no mercy. Instead, he ordered the rickshaw puller to continue what they were doing. He is both the protagonist and the antagonist in the story since he experienced internal conflict after the incident.

Question #5Is the story logical? Why or why not?

Yes because the events in the story were presented chronologically as how to how it is expected.

4. Aesthetic Discussiona. Group the class into groups with four members each.

b. Post the following questions.

What part of the story did you like best? What part of the story did you like least? Cite instances that you can relate to the events in the story.

c. Share the answers to the following questions.

c. A representative from each group will report about their answers.

What part or line of the story did you like most? Why?

"Yet this incident keeps coming back to me often more vivid than in actual life, teaching me shame, urging me to reform, and giving me fresh courage and hope." This sentence stood out for me because it shows that he realized that a small act of kindness can touch many hearts, even his own cold one. The incident opened his eyes to how not all people were greedy and wicked. It changed his misanthropic thoughts to the idea that maybe humans are good and compassionate.

Without thinking, I pulled a handful of coppers from my coat pocket and handed them to the policeman." He did not even think about his actions, but immediately did an act of kindness. I think this is a good example of how kindness is contagious. When he saw the rickshaw man help the lady, he felt small compared to him and had a revolution. The writer felt he needed to repent for his rudeness and had the urge to help others.

What part of the story did you hate most? Why?

When the man saw the incident that dragged the old woman on all fours, he showed her no mercy. He was, for me, insensitive and inconsiderate for the feelings of the old woman.

Cite instances that you can relate to the events in the story.

"An Incident" reminds me of something that happened to me. When I was a young girl, I never had to give up my seat on the bus. One day I witnessed a man giving his seat to an elderly woman and I wondered why he had done that. Did he not want to sit down? I asked my mom and she had told me that the elderly woman can stand as well as us and that they need to sit more than us. Now, I never hesitate to give my seat to the elderly. It was a valuable lesson in kindness that I won't forget.

5. Reproduction

Task the learners to make a tally sheet about the good things they have done to others and the good things that others have done for them.My Good DeedsGood deeds others have done for me

After it, let them reflect on the tallies they have made.

Write reflections on a sheet of paper.

Criteria:Reflection: 10 ptsContent : 5 ptsTotal: 15 pts

Put (/) on the blank if the statement happened in the story. Otherwise, put (x).

___1. The speaker came from the village to the capital.___2. During that time, none of the so-called affairs of the state made much impression on the speaker.___3. It was one winter in 1917 when the speaker had to be up and out early to make a living.___4. Fortunately, the speaker was able to hire a sled.___5. While the speaker and the puller were journeying, someone crossing the road was entangled in the rickshaw and tumbled.___6. The puller ignored the woman as the speaker humbly felt concerned.___7. The speaker gave a fistful of gold to the puller who no longer wanted to pull the rickshaw.

HOMEWORK

1. Make a poster showing the importance of helping one another.

2. Use one eight illustration board.

3. Be creative.

4. This is to be submitted next meeting.

5. Be guided with the criteria.

CRITERIA:Theme: 10 ptsAttractiveness: 5 ptsCreativity: 5 ptsTotal: 20 pts