THE UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE
SCHOOL OF EDUCATION
ENGLISH LESSON PLAN
TEACHER: Hassan Basarally
CLASS: Form 3
ESTIMATED DURATION: 2 periods: 80 minutes
DATE: 05/11/2014
THEME/TOPIC: Character Types
CURRICULUM STANDARD: Role of character: identify types of characters; examine the
role played by characters.
TEACHING POINT: A protagonist is the central character or leading figure in poetry,
narrative, novel or any other story. An antagonist is a character or a group of characters
which stand in opposition to the protagonist or the main character
PURPOSE / RATIONALE: Understanding characterisation is essential to understanding
any literary text. It enables the reader to rationalise the motives behind key elements of
any story’s plot. A well-developed character is also important in the writing of short
stories in the classroom. The ability to develop different characters in a story fuels the
plot and provides opportunity to employ descriptive and figurative language.
PREVIOUS KNOWLEDGE / PERFORMANCE: Students would have had exposure to the
short story genre and written short stories in class.
ANTICIPATED DIFFICULTY: Students may not have reviewed the short story that the
lesson focusses on.
TECHNOLOGIES AND RESEARCH RESOURCES: laptop, speakers, markers, white board,
copies of “Drunkard of the River” by Michael Anthony
http://literarydevices.net/
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INSTRUCTIONAL OBJECTIVES (CLASSIFICATION)
Students will / should be able to:
1. Define the term Protagonist and Antagonist.
(cognitive)
2. Identify the protagonist and antagonist in
literary texts. (cognitive)
3. Differentiate between a protagonist and
antagonist. (cognitive)
4. Analyse characters in literary texts. (cognitive)
5. Explain the causes and consequences of
characters’ actions in literary texts. (affective)
ASSESSMENT
Formative:
Students will explain the reasons why
characters in the selected texts can be
considered a protagonist and
antagonist.
Students will take on the role of
characters in the text to explain their
actions and feelings seen in the story.
Summative:
Students will compare the characters by
creating a character sketch.
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PROCEDURE
SET INDUCTION:
The teacher displays a series of images on the projector, asking the
students to identify each character. The teacher then asks the students what heading the
previously shown characters can be placed under.
TEACHING STRATEGIES/METHODS/ACTIVITIES
LEARNING STRATEGIES/ACTIVITIES
1. The teacher asks the students to explain what
Thinking and responding
they understand a character to be.
2. The teacher explains that characters can be of
different types and kinds.
3. The teacher introduces the term protagonist
and explains what the prefix means.
4. The teacher shows students images of
Thinking and responding
protagonists from different stories and asks
them to formulate a definition.
5. The teacher uses the student responses to
create a definition.
6. The same procedure (3-5) is repeated for
antagonist.
7. The teacher distributes copies of the story
“Drunkard of the River” by Michael Anthony.
8. The class is divided into groups of three and
asked to write down any three things they
Group work
Summarising
remember from the story.
9. The teacher asks students to read selected
Reading
portions of the story to refresh their memory
10. The students are asked to choose the two most
Responding to questions
important characters from the story and
explain why.
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11. The students are asked to choose which
Thinking and responding
character they will define as the protagonist
and antagonist respectively.
12. The teacher draws a table on the board and
lists the reasons given.
13. The teacher asks for volunteers to act the role
Role play
of selected characters in the story to do an
interview.
14. The teacher draws another table on the board
Thinking and responding
and asks students to explains what they have
learns about the protagonist and antagonist
respectively.
15. Students are asked to draw the table in their
books.
CLOSURE: Students are asked to define a protagonist and antagonist and give examples
from literature or popular culture.
LESSON EVALUATION: Students are asked to take the role of the author and write a
paragraph of what happens to Mano after the story ends. These will be collected and
read to the class or completed for homework.
CONTINGENCY PLAN: Prints of the characters to be used as examples will be made and
shown to students.
TEACHER’S EVALUATION OF THE LESSON:
SUPERVISOR’S COMMENTS:
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