The Kaffir Boy Detailed Lesson Plan PDF

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Republic of the Philippines Department of Education Region CALABARZON Division of Cavite AMADEO NATIONAL HIGH SCHOOL Amadeo, Cavite DETAILED LESSON PLAN IN GRADE 10 ENGLISH TEXT: Excerpt from Kaffir Boy Mark Mathabane Prepared : Checked : JAMAICA ANNE S. CANO MERLE L. ROJALES Student Teacher Coopera...

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AMADEO NATIONAL HIGH SCHOOL Amadeo, Cavite

DETAILED LESSON PLAN IN GRADE 10 ENGLISH TEXT: Excerpt from Kaffir Boy by Mark Mathabane

Prepared by:

Checked by:

JAMAICA ANNE S. CANO

MERLE L. ROJALES

Student Teacher

Cooperating Teacher

NOTED BY:

EMMANUEL B. BAYOT Head Teacher III, English

APPROVED BY:

RUFINA V. CORTEZ Principal IV

Amadeo, Cavite

DEMONSTRATION LESSON IN ENGLISH FOR GRADE 10 I.

CONTENT STANDARD

The learner demonstrates understanding of how world literature and other text types serve as instruments to resolve social conflicts, also how to use the language of research, campaigns and advocacies.

II. PERFORMANCE STANDARD The learner competently presents a research report on a relevant socio-cultural issue. III. OBJECTIVES

At the end of the lesson, the learners are expected to: a. Determine formal and informal definition of words b. Scan and skim a story for specific information to fill in a grid or chart c. Construct a flow chart depicting the development of a character’s attitude d. Compare and contrast autobiographical stories based on important points and one’s culture with those of other nations through literature IV. LEARNING CONTENT Lesson: Excerpt from Kaffir Boy by Mark Mathabane Reference: Celebrating Diversity through World Literature Module 4, pp. 460 - 462 Instructional Materials:  Television, laptop, chalkboard  Information and Communications Technology: Powerpoint presentation of learning tasks, short motivational video  Localized: flashcards, activity cards, box containing sequence of events, grid and chart showing similarities and differences of culture and character’s attitude V. PROCEDURE Teacher’s Activities A. Daily Routine 1. Greetings “Good morning class!”

Student’s Activities

“Good morning Ma’am!” 2. Prayer “Before we start, let’s have someone to lead the

prayer.” “ __________, please lead the prayer.” “Thank you for that” 3. Checking of attendance “Miss secretary, are there any absentees for today?” “Okay, thank you.” 4. Classroom management “Before you take your seat, kindly pick up those pieces of paper under your chair and arrange them properly.” B. Introduction “I have here a short video related to our topic. So, sit down properly and pay attention.” Ask: Do you think education is necessary in order to survive in a society? Does having a good education ensure having a better future in comparison to not being educated? “Educating our children is the only way out of this pit of poverty.” C. Learning Tasks Preliminary Activity Task 1 VOCABULARY QUIZ “Before we proceed with our topic let’s have an activity. I have here 5 unfamiliar words from the topic that we will discuss later.” “I will show you possible definition of the words. Each definition has corresponding colors-- blue, yellow and red. What you’re going to do is choose the correct definition of the word by raising the color of your answer using the cards infront you.” “Is everything clear?” “Okay, let’s begin. The first word is,”

( Student leads the prayer)

*The answer may vary

(Students will do as they are told)

“Yes, Ma’am!” “Yes, Ma’am!”

Kaffir “The correct answer is color red. Now, who can give me a sentence using that word?” “Yes, ma’am!” “Very good!” “Let’s hear another sentence” “Okay, great! Now lets, proceed. The next word is,”

Apartheid

(Students will raise their cards) *The answer may vary

“The correct answer is color blue. Who can use it in a sentence” “Good!” “Let’s hear another one” “Okay, great! Next one is,”

Passlaws

*The answer may vary

(Students will raise their cards)

“The correct answer is color _____. _____, use it in a sentence” “Very good!” “ Let’s have another one to use it in a sentence.”

*The answer may vary

*The answer may vary “Well done! Okay, next word,”

Ghetto “The correct answer is color _____. Now, who can give me a sentence using that word?” “Very good!” “Let’s hear another sentence”

(Students will raise their cards)

*The answer may vary

*The answer may vary

“Okay, great! Now lets, proceed with the last word,”

Infidel “The correct answer is color _____. Who can use it in a sentence” “Very good!” “Let’s hear another one” “Excellent work guys! Let us give everyone a big clap.” Task 2 GETTING TO KNOW HIM “Let’s proceed. Do you guys know him?” “I believe that all of you were able to look for important information about the author. Now, I want you to put your cards on the board.” “Based on the infromations that you provided, who is Mark Mathabane?” “Yes, _______” “Well done!” “Mark Mathabane is the author of the book Kaffir Boy” ACTIVITY Task 3 READ TO ACHIEVE “Class, base on your pre-reading assignment, let us now trace the development of Mark Mathabane’s attitude towards education by sequencing the cards from the box. Let’s follow this flow chart for the arrangement.”

(Students will raise their cards)

*The answer may vary

*The answer may vary

(Students will raise their cards)

*The answer may vary *The answer may vary

“Yes, ma’am!”

(Students will raise their hands) *Answer may vary

“Who would like to answer?”

(Students will raise their hands)

“Great job everyone!” ANALYSIS Task 4 DARE TO ANSWER “Do you guys understand the text? Let’s see.” Ask: “What is Mark’s initial attitude towards going to school?” “Good!” “What does his mother promise him?”

“Exactly!” “Why did Mark hate school in his early childhood? Cite his reasons.”

“Very good!” “Why his mother insist on Mark’s getting to school? What was her belief about schooling?”

“That’s it! Thank you, ______” “If Mark Mathabane had never attended school, how do you think the story of his life would have turned out?” “Great idea!” “Well done everyone!” Task 5 FROM THE STORY, WE COMPARE "Befor we proceed with another activity, let’s divide the class into 5 groups” “ What you’re going to do is compare the previous topic that we discussed last meeting.Each group will share their responses with the class.” -Recall the autobiographical story Nigger by Richard Gregory. Compare Nigger with Kaffir Boy by filling in the grid. Kaffir Boy Nigger a.Main thrust of the excerpt b. Main problems of the author

- “Mark does not like to go to school.” -”His mother promise him that, she will do everything she can to keep Mark at school.” -“His parents weren’t educated” -“His father didn’t believe in education” -“Mathabane was loyal to his gangmates (street kids) who all hated school” -“Mrs. Mathabane believed in the importance of getting an education. She was a good disciplinarian to her kids, had a strong character, and was described as a born survivor.”

*Aswer may vary

c.Philosophy of life and education d.Major problems gone through e.Status of racism “Let’s give everyone 3 big claps!” ABSTRACTION Task 5 DELVING DEEPER “It seems like everyone really understand the lesson. I have prepared here few more questions for you to answer.” 1. What do you think are the similarities between the experiences of the young blacks in South Africa and the children in the slums/squatter areas in the Philippine metropolitan areas? In terms of: A. education B. economic status C. social and religious life 2. Interpret Mark Mathabane’s mother’s remarks: “School is the only means to a future.” Do you think an unschooled person will not have a good future? 3. If you were the character,would you also be persuaded by the mother’s viewpoints? Why or Why not? 4. Does the story show the same challenges that students of the 21st century face? Cite some similarities/differences. 5. Do you think that the 21st century learners are equipped with the essential knowledge and skills to contribute dramatic changes in the society? In what way? “Very good! Now, we’re ready for your application” APPLICATION Task 6 THE GREAT FOUR CHALLENGE “Before we start, let’s first group yourselves based on your abilities.May I now call all the representative of each group. Here are your task cards.” “I will give you 5 minutes to prepare. You may now begin.”

LEARNING TASKS Group 1 ACT-IT-OUT (Interpersonal) Have a short dramatization of the climactic scene where Marks’ mother, coming off painfully from a fight with her husband, convinces her son to go to

*Asnwer may vary

*Asnwer may vary

*Asnwer may vary

*Asnwer may vary

*Asnwer may vary

(Students will group themselves and pick their representatives) (Each group prepares the learning task for five minutes) (Once done, they will proceed with the prasentation)

school. Assign major roles: father, mother, grandmother, Mark. Group 2 INFOMERCIAL (Verbal-Linguistic) Based on your research, create an infomercial that addresses the problem with poverty in the country. Follow the guidelines below.  An informative commercial is purposely creative to disseminate information regarding a certain topic. It is done in a form of commercial to attract the viewers of its important message.  The informercial should be 1 minute only. You should be able to present the problem and a possible solution to it. Group 3 SEND NOTES (Intra-personal) Pretend that you are Mark Mathabane. Recall the problems you had with your parents, especially with your father, who opposed your going to school. Write a letter to him, explaining your consistent belief that the only way out of a terrible situation is through education. Group 4 SINGFULLY (Musical) Sing a song with any of the following themes:  Discipline & perseverance  Identity  Suffering Feedbacking The teacher will rate the performances of each group based on the rubrics assessment provided. Creativity - 40% Flexibility - 30% Cooperation – 30% 100% CLOSURE Let’s call it a day! Class, good bye.

“Good bye Ma’am! Thank you for today!”

VI. ASSIGNMENT 1. Read the essay “What is Liberal Education/” by Sir Richard Livingstone. 2. What constitute liberal education? 3. Is technical education also important? Why? 4. What kind of education do the 21st century learners need? Reference: Celebrating Diversity through World Literature Module 4, pp. 462-464...