Uploaded by Kier Aira Linley P. Andal

SOW G9 Monster Calls

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MENTARI INTERCULTURAL SCHOOL BINTARO
Language A for Grade 9
Academic Year 2018-2019
Second Semester
Scheme of Work
Made by: Ibu Kier Aira Linley P. Andal
TOPICS
A Monster Calls
TIME
FRAME
5 Periods
LEARNING OBJECTIVES
LEARNING ACTIVITIES
(Teaching strategies/ Students’ Activities)
At the end of this week/during this week,
the students should be able to:
1. analyze the novel through story
elements;
2. explore complex, real-life issues
presented by the novel;
3. show understanding of the characters
using supporting evidence from the novel;
4. connect personal experiences with the
story.
Periods 1-2: A Monster Calls (Chapters 9-17)
Class routine:
1. Moment of Silence
2. Word of the Day
3. Motivation
4. Attendance
Hook: The class will be shown a picture of Malificent.
1. What do you know about them?
Recall: Discuss the parallelism of the photo with previous lesson.
1. How did the story end?
2. Can you relate Malificent to any of the characters from the
novel? How?
Activity Mechanics:
The class will be asked to understand the elements of A Monster
Calls.
Elements
Characterization
Setting
Mood
Symbol/s

1.
2.
The teacher will highlight the significance of story elements
of Chapters 9-14 and Chapters 15-17 of the novel through:
Questions to evoke the story elements;
Peer collaboration and Groupings
MENTARI
TRAITS
Engaging
Communicators
- by asking and
responding to
questions in a
clear manner and
listening
attentively to
someone
speaking
Morally Upright
-by expressing
the importance of
non-fiction and
contemporary
biography and
reflecting on the
lessons given
RESOURCES
Smhoop.com
A monster calls
workbook
TEACHERS
REMARKS

The class discusses story elements through:
-Graphic organizers (Characterization)
-Venn Diagram (Setting)
-Chart (Mood)
Drawing (Symbol/s)
 Learners present the elements through guided rubric.
 Teacher and learners conduct constructive criticism on
each presentation.
Essential Questions:
1. Why is it significant to understand the story elements?
2. How can you sum-up the general idea of Chapters 9-17?
3. How can you relate the events from chapters 9-17 into your
real-life situation?
Periods 3-4: A Monster Calls (Chapters 18-25)
Class routine:
1. Moment of Silence
2. Word of the Day
3. Motivation
4. Attendance
Hook: The class will be shown a picture of Harry Potter’s Invisibility
Cloak
1. What is your idea about the photo?
Recall:
1.
2.
Random recitation from each group.
How is the invisibility cloak related to Conor’s life?
Activity Mechanics:
 The class will discuss the key events from Chapters 18-25
through:
1. Time Capsule (Groupings)
 Learners present the output through guided rubric.
 Teacher and learners conduct constructive criticism on
each presentation.
 The class learns letter writing and writes a letter to Conor
about his situation (Individual Actiivity).
Essential Questions:
1. Explain the events from the discussed chapters the use of
invisibility cloak in Conor’s situation.
2.
3.
Why does Conor isolate himself and yet at some point
wanted to be seen by attacking Harry? Have you been in
his shoes?
What complex real-life issues were presented in the
chapters? Discuss.
Periods 5: A Monster Call (Chapters 26-32)
Class routine:
1. Moment of Silence
2. Word of the Day
3. Motivation
4. Attendance
Hook: The class will be shown a picture of wheel-chair heart logo
(International Symbol of Acceptance).
1. What comes into your mind about the symbol?
Recall:
1.
2.
Random recitation from each group.
What real-life experience can you compare the significance
of the symbol?
Activity Mechanics:
 The class will discuss the key events from Chapters 26-32
through hour-glass (Unacceptance vs Acceptance).
 Learners present the events of unacceptance and
acceptance of Conor’s situation and how he deals with it. A
guided rubric will be shown.
 Teacher and learners conduct constructive criticism on
each presentation.
Essential Questions:
1. What are the complex and/or profound events that occurred
in Conor’s life?
2. Why are the lessons taught by the monster and the life itself
to Conor? At what degree can you relate with it?
3. In what ways can you apply the evident lessons from the
novel?
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