Adolescent literature and language Arts in classroom
Name: CHAN LIK MAN
Student no.: 05042364
Lesson Plan 1
Theme: The Touch of Love
Genre: Story
Title: The Little Prince by Antoine de Saint-Exupery (1943)
Language Focus: Phrasal verbs
Skills to be learnt: Analysing skills on characters, Read Aloud Skills
Target students: S.5
Number of students: 20
Length: about 50 mins
Lessons involved in this session: 1
Learning Objectives:
After this lesson, students are able to….



Enhance the analyzing skills on characters
Develop the reading aloud skills
Raise their interests in reading aloud and performing
Language Objectives:
After this lesson, students are able to….
 Get a better understanding of the use of phrasal verbs
 Compare and Contrast the difference between a prepositional phrase and a
phrasal verb

Widen their vocabulary bank by using phrasal verbs in their writing
Teaching aids and materials:
 Whiteboard
 A copy of “The Little Prince”
 Worksheets (Character analysis+ Drawing Worksheet)
 Marking Scheme for reading aloud
-1-
Prior Knowledge:
 Students have read the book up to “Chapter 13”
Procedures:
TLAs
Aims
Steps
Opening (5 mins)
Have a review of “The

 T asks Ss about the
Little Prince”
(TClass)
Retrieve Ss memory from
reading the book

Introduce & Stimulate Ss
with the learning
objectives Character
journey of the Little
Prince and the class
gives the answer
 T could use the “5W1H”
analysis + Reading
patterns to questions the
Aloud
Class
(E.g.
-Where did the little prince
live?
-When did the author draw
his “My Drawing Number
One”?
-Why did the author stay in
the desert?
-What could you see on the
planet where the little
inhabit?
-Who told the little prince
“Try to be happy” before his
departure to visit the other
planets?
-How did the little prince tidy
up his planet?
Introducing the phrasal
verbs to the class
(8 mins)

Compare and contrast the
differences between
phrasal verbs and
prepositional phrases
Show the Class with
some different phrasal
verbs and prepositional
phrases from the book
(2 mins)
(TClass)
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(E.g.
Phrasal verbs:

Get rid of [p.22]

Swell up [p.29]
Prepositional Phrases:

Reign over [p.55]

Piled up [p.68]
 T asks Ss for opinions
about their difference
between them. (4 mins)
(TClass)
 Probably the Class will say
“No” because the two kinds
of phrases contains a
preposition-like word.
Then T could replace
the phrasal verbs with
a word
(Treplacing the word)
E.g.
get rid of annoyed
We could not change the
Prepositional phrases into a
word.
Ask the Class the
difference again
(TClass)
i.e.
A phrasal verb could be
replaced by a single word
but a prepositional phrase
cannot.
 T could asks the class
to give some more
examples of phrasal
verbs they have learnt
before and the possible
-3-
word they could have
replaced
(E.g. Look for find )
Correct them if T finds a
mistake
(2 mins)
Characters Analysis
(15 mins)
The Little Prince has
met some people in
different planets. They

have totally distinctive
personalities.

The class is going to
analyse them and report
after the discussion among
the group members
Get a better
understanding of the flow
in the book
 Form a group of five
and T distributes the
analysis report to the
Build up their ability to
group (2 mins)
describe the personality
(T distributing the
of the character
materials)
For Analysis report, please
see Appendix I
 There are four characters to
be analysed:
[The king, the conceited man
the tippler and the
businessman]
Each group is responsible
for one character.
Discuss among the group
members and complete
the analysis report
(8 mins)
(S Group Work)
 Each group take turns
to report what they
have noticed of the
character from the
book and T gives
feedback (5 mins)
-4-
Reading Aloud
(20 mins)

After doing the character
analysis, Ss are now going
to do a reading aloud
activity based on the

characters they have
analysed
Develop their read aloud
 Form a group of five
skills in order to achieve
Could be as the same as the
the communication of
reporting activity
meanings to the readers.
Assess Ss with the
understanding of the
book
 Criteria will be given
by T in order to achieve
the communication of
meanings (2 mins)
Examples like,
Good use of stress(stressed
on the keywords),
intonations (rising and
falling tones) & rhythm
(not too fast or not too
slow)
Show sensitivity to the
passage (We could
understand how the
character feels and how
they reacts from the
speaker)
No serious pronunciation
problem which affect the
communication of meaning
(If it should be read as past
tense, Ss should be aware
of the past tense marker
“-ed” or “–ted” or
“-ded”)
 Avoid doing inappropriate
gestures, like shaking the
body, wandering around
etc.
-5-
 Eye contact to the audience
etc.
A marking scheme will be
distributed to Ss
(See Appendix II)
T chooses the part which Ss
are going to read aloud and
distributed to them
(See Appendix III)
Each group is responsible
for one character.
Ss in each group will be
given time to prepare
for the activity and T
could read a bit as an
example(4 mins)
(S doing preparation)
 Each S in the group
will perform the
passage to their peers
(SGroup)
(8 mins)
Peers would give
feedback and
improvements
afterwards (2 mins)
(Group S)
 The best one with the
highest rating from
each group and to
perform for the class
-6-
(4 mins)
(TInd. SClass)
T could raise the questions
about what the strengths of
the S with the highest
rating are.
T encourages S to talk
about the strengths based
on the ideas from the
criteria
Follow-up Activity
Draw about one of their
favourite or nastiest
characters out of the four
and explain with reasons


Strengthen their
 T would ask Ss their
understanding about the
opinions about the
characters from the book
favourite or nastiest
characters out of the
Make use of some phrasal
verbs in their explanation
four characters in the
book.
 Introduces the work to
the students
“Drawing one of the
favourite or nastiest
out of the four
character”s and
explanation
 A drawing worksheet will
be given.
(See Appendix IV)
When comes to the
explanation, T could
encourage students to make
use of “phrasal verbs” to
explain their reasons.
-7-
Examples could be:
I choose
,and I
like/hate him/her because
I get rid of the attitude of
the king.
 Ss are going to share
their ideas next lesson.
-8-