THE UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE
SCHOOL OF EDUCATION
ENGLISH LESSON PLAN
TEACHER: Hassan Basarally
CLASS: 1.4
ESTIMATED DURATION: 2 Periods: 80 minutes
DATE:
THEME/TOPIC: Climax
CURRICULUM STANDARD: Writing-Narration: Plot Structure- identify elements of plot
TEACHING POINT: The climax is when a conflict in a story reaches its peak.
PURPOSE / RATIONALE:
Understanding the plot structure is important is
comprehending passages and literature. In addition, it aids students in formulating a
good plot in creative writing. Identifying and analysing the climax, enables students to
understand the conflict, resolution and rising action in a story.
PREVIOUS KNOWLEDGE / PERFORMANCE: conflict, writing short stories
ANTICIPATED DIFFICULTY: Students may have confuse the climax with the resolution
of the plot
TECHNOLOGIES AND RESEARCH RESOURCES:
 White board, markers, eraser
 Extract from ‘Drunkard of the River’ by Michael Anthony
 Coloured pencils, drawing paper
 http://upload.wikimedia.org/wikipedia/commons/8/86/Peak_of_the_Matterhor
n,_seen_from_Zermatt,_Switzerland.jpg
 http://literarydevices.net/climax/
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INSTRUCTIONAL OBJECTIVES (CLASSIFICATION)
Students will / should be able to:
1. Define climax. (cognitive)
2. Identify climax. (cognitive)
3. Infer possible conclusions to the plot of a story.
(cognitive)
4. Draw a scene that illustrates the climax of a
story. (psychomotor)
ASSESSMENT
Formative:
Give instances of climax from stories
that they know.
Identify the climax and explain possible
resolutions for the conflict.
Summative:
Students read an extract containing the
climax of a story and draw a scene to
represent the events that happened.
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PROCEDURE
SET INDUCTION: Student and shown a picture of a mountain peak. The teacher draws
three circles on the picture and numbers them 1-3. Students are asked which circle is the
peak of the mountain.
TEACHING STRATEGIES/METHODS/ACTIVITIES
LEARNING STRATEGIES/ACTIVITIES
1. The teacher explains that the numbers on the
picture is like the plot of the story. Number 1 is
the beginning and the conflict develops until it
reaches Number 2. Number 2 is the climax
where the conflict has its turning point or most
exciting scene. The plot continues to Number 3
which is the resolution of the conflict.
2. The teacher writes the word climax on the
board. And asks the students to write three
words that they think mean the same as it.
3. A ball is passed around the class. When the
teacher says “Stop!”, whoever has the ball gives
one of their answers. The teacher writes the
answer on the board.
4. Students are asked to orally explain how they
would define climax.
5. Students are given extract from “Drunkard of
the River” by Michael Anthony to read.
6. Students are asked to explain why the extract
can be considered a climax and what are some
possible resolutions to the story.
Speaking and listening
Word association
Game
Speaking
Reading
Readings
Inference
CLOSURE: Teacher askes each student to write the name of one of their favourite
movies and identify the climax in it.
LESSON EVALUATION: Students are to reread the extract and draw a scene to illustrate
the climax.
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CONTINGENCY PLAN: The extract can be read aloud if copies are unavailable.
TEACHER’S EVALUATION OF THE LESSON:
SUPERVISOR’S COMMENTS:
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