1. Lesson Plan in British and American Literature
Intended for Grade 9 students
Preparation and Evaluation of Instructional Materials
I. Learning Objectives
a. Define what a short story is
b. Identify the elements of a short story
c. Share personal thoughts in relation to the text
II. Subject Matter :
Literary Focus: Locomotive by William Saroyan. Communication Arts and Skills through
Anglo-American and Filipino Literature (2nd Edition)
III. Materials :
Manila Paper, Cartolina and Chalk
IV. Learning Activities
Teacher’s Activity Students’ Activity
The teacher assigns a student to lead the (Student prays)
prayer before the class proper.
The teacher greets the students and checks
the attendance.
Motivation:
“Class, have you ever experienced meeting (Student answers)
a strange person? Or have you come across
someone you don’t know and had
conversations with you?
The teacher calls two students to narrate a (Student narrates a story)
brief introduction about their personal
experiences.
Pre-reading
“Class, we have been reading and hearing a (Student answers)
lot of short stories since we were kid. Do
you enjoy reading a short story?
“Very good! Can you read the definition of (Student reads)
a short story?”
Thank you! According to Edgar Allan Poe, a (Student listens)

2. renowned American poet and writer, short
stories are literary materials that can be
read in one sitting. It is relatively shorter
than a novel, consists of only a couple of
page and has only one plot and number of
characters.
“Class, our topic for today is a short story (Student listens)
entitled, “Locomotive” by William Saroyan.
It is a story about an encounter of a young
kid who came across a strange person. But
before we delve into that, let’s have the
unlocking of vocabularies first.
The teacher arranges the cut-out cartolina (Student answers)
sheets and have the sheets pasted in the
blackboard. The teacher instructs the
students to match the given vocabularies
to the opposite column and give sentences
using the word learned.
Vocabularies:
asylum institution
shaken trembled
wage salary
automobile car
jackrabbit hare
The teacher calls the assigned students to (Student reads)
read the biography of the author.
“Please, read the information about the
early life of our author,”
“Thank you, please continue,” (Student reads)
“Thank you, please read the information (Student reads)
about his educational background,”
“Thank you, who wants to read the (Student reads)
information about the author’s writing
career?”

3. “Thank you, and the last one, his ailing (Student reads)
days, awards and works? Yes,”
Quiz
Motive questions
Class, like what I have just mentioned, the (Students listen)
story is about an encounter of a young kid
to a stranger. I expect that at the end of the
discussion, you will be able to define a
short story and identify the elements of a
short story.
The teacher pastes his character mapping
in the blackboard.
Class, I have here a character map. This (Students listen)
map works like the usual graphic
organizer. The only thing is that the
characters are the center and the circles
connected to it will describe this certain
character.
The first circle is “the physical description (Students listen)
of the character”, the second one is “what
people say about him” and the last is “what
he thinks and feels including the
idiosyncrasies he lives by”.
“Who wants to describe the main character (Student answers)
of the story?”
“Thank you for that wonderful description. (Student answers)
Who wants to take the next character?
“Good job! Who wants to take the next
character?
“Very Good! And the last character? (Student answers)
Great! Thank you. Let’s move on to the (Students group themselves)
plot. I want you to group yourselves into
four. Written in these sheets is the
sequence of the story. On the board is a
story hill that we use to develop the plot of
the story. You are going to paste what you
have after giving you the definition of each

4. stage, okay? Let’s start
Climax
Rising action Falling action
Exposition Resolution
“Exposition includes the introduction of
the characters and some of their
descriptions. It also tells where the story
happened and the events that initially took
place.” Now, look at your sheets and think
if the descriptions fit the meaning I gave.
“Who has the description? Please paste it (Student pastes his/her sheet)
now.”
“Thank you, do you like to read it?” Does (Student reads)
the description fit the meaning of
exposition class?”
“Yes, very good! Let’s go on with the rising (Students listen)
action. The rising action tells about the
succeeding events prior to the earlier
events that took place. It reveals more
about the character and the problem is
created.”
“Who has the description for the rising (Student pastes his/her sheet)
action? Yes,”
Thank you, do you like to read it? Does the (Student reads)
description tell about the rising action?
“Yes, brilliant! Let’s go on with the climax. (Students listen)
The climax shows the result of the problem
and what the characters did to solve it.
This is the highest point of the story.
“What part of the story is the climax?” Yes,” (Student pastes his/her sheet)
“Do you like to read it? Is the statement (Student reads)
correct, class?
“Great job! Let’s move on with the falling (Students listen)

5. action. The falling action tells about the
succeeding events following the climax. It
shows the events that resulted from the
actions that the characters made to solve
the problem.”
“What part of the story is the falling action? (Student pastes his/her sheet)
Yes,”
Do you like to read it? Is the statement (Student reads)
correct, class?
“Very Good! And the last one is the
resolution. It shows how the story
concluded.”
“What part concludes the story? Yes,” (Student pastes his/her sheet)
Do you like to read it? Is the statement (Student reads)
correct class?
Good job! Class, as you have observed, the (Student answers)
story was created by Aram, right?
Class, in literature, we have this element (Students listen)
called the Point-of-view that tells who the
narrator of the story is. In our selection,
the Locomotive, the narrator uses the
pronoun “I” and this Point-of-view is called
First person point-of-view.
“Class, in the selection, there seems to have (Student answers)
a problem about Locomotive 38. Can
someone tell me about this problem?
“Good! Can you read the lines suggesting (Student reads)
that idea?”
“Class, why do you think was Locomotive (Student answers)
38 treated that way?”
“That’s a good point! What do you think (Student answers)
does Aram’s experience tell us?”
Post-reading
1. What did Locomotive 38 and Aram (Student answers)
have in common that made them
friends?

6. 2. Who is a real friend? Is it necessary (Student answers)
to have many friends?
3. Why do you think did Locomotive (Student answers)
38 easily trusted Aram?
4. If you were Aram, will you talk to a (Student answers)
stranger like Locomotive 38? If you
were Locomotive 38, will you also
talk to a stranger like Aram?
5. Is physical appearance has a (Student answers)
bearing in the humanity of a person
why?
6. If Aram did not have the wealth he (Student answers)
possessed, do you think Aram and
Mr. Lewis will still entertain him?
Generalization:
Class, let’s wrap up our lesson. What is a (Student answers)
short story? Yes?
Very Good! Can you repeat that, (Student answers)
Brilliant! How about its elements? Yes, (Student answers)
Good job! Have you learned something (Students answer)
today?
Nice! Let’s all stand up. Please lead the (Student leads the prayer)
closing prayer,
Goodbye class! “Goodbye and thank you, Sir)
V. Evaluation
Assignment