Sample Lesson Plan Escape To Last Man Peak Lesson Plans (Grades 7 9)

Sample Lesson Plan:
Subject: English Literature

Grades: 7-9
Time: 70 minutes
Topic: Escape to Last Man Peak by Jean D’Costa
Sub-topic: An Introduction
Attainment Target: At the end of this lesson, students should be able to:
• Understand the historical context of the text, Escape to

Last Man Peak.
Lesson Objectives: • Review and discuss facts about the author

• Identify key facts about the novel
• Make predictions based on selected prompts
• Read selected chapters
Resources: Escape to Last Man Peak by Jean D’Costa
Author’s Background: https://jis.gov.jm/information/get-the-

facts/jean-dcosta/
Introduction/Engagement: Students will be guided to reviewing the facts of the novel.

(10 minutes) These include:
1. Write the name of the author.
2. Write the year the text was published.
3. The setting of the story: country and place
4. Write the name of the narrator.
The teacher will guide students to reviewing the author’s

background from the Jamaica Information Service website
(SEE RESOURCE).
Students will answer the following questions:

1. State Jean D’Costa’s date of birth
2. State the nationality of Jean D’Costa
3. Briefly explain Jean D’Costa’s early education
4. Name ANY two other novels from Jean D’Costa and
their publication dates
5. Name at least ONE honour/award that was conferred
on the author.
Pandemic Times Newspaper Headlines
1) Young Children Left Alone

2) Health Scare
3) One Safe Place Left!
4) Children Cry, Pots are Empty!
5) Children Under Attack
6) Virus Kills!
7) Hospital Burnt to the Ground!
The teacher will project/read the following headlines along

with the title of the text - Escape to Last Man Peak. The
teacher will ask students to make predictions about the plot
of the novel based on the hints given.
The teacher will write students’ suggestions; based on these

suggestions, students will write one to two sentences
predicting what might occur in the text.
Students will share their responses with the class.
Evaluation: Students will share their predictions with the class.
(15 minutes)
Overall Evaluation of
Lesson:
Sample Lesson Plan:

Grades: 7-9
Time: 70 minutes
Sub-topic: Elements of Prose – Chapters 1-2
• Understand the elements of prose

Lesson Objectives: • Analyse selected elements of prose
• Identify and analyse characters/setting/point of view and
major events in the selected chapters
• Write a letter to a selected character
Previous Knowledge: Students would have read chapters 1-2 of the novel.
Content: Elements of Prose
Character is an individual who plays a role in a story, novel, play

etc.
Plot – the sequence of events which take place in the novel.
Narrator – one who tells a story; the speaker or the “voice” of an

oral or written work. The narrator is not usually the same person
as the author. The narrator is the direct window into a piece of
work. Who the author chooses to narrate establishes the point of
view in the story.
Point of view - the perspective from which the story is told.
First Person Narrative
The narrator is a character in the story who can reveal only personal
thoughts and feelings, and what he or she sees and is told by other
characters. He can’t tell us thoughts of other characters.
Setting is the environment in which the story takes place.
Elements of Setting
✓ Place
✓ Time
✓ Climate
✓ Atmosphere (mood)
Introduction/Engagement: The teacher will allow students to work individually to sequence the
(10 minutes) following events to show how they occur in the chapter.
1. The policeman comes to Sunrise Home.

2. The children find food to eat.
3. Wuss-Wuss told the children about Last Man Peak.
4. The children had a meeting after the police left.
5. The policeman told the children that the government is
going to put everyone who is left in a camp.
6. The children wake up and realize that there is nothing to
eat.
7. The hospital burns to the ground and all the sick persons
are dead.
8. Matron is dead.
9. The children pack to leave.
10. They search for food.
Lesson Development: Students will discuss the correct sequence of events.
(Exploration/ Extension/ Students will be guided to reviewing the elements of prose (SEE
Explanation) Elements of Literature PowerPoint). Students will review the
elements of prose and make the necessary notes.
(40 minutes) Following which students will be guided to

reviewing/reading/discussing chapters 1-2 of the novel through the
use of the discussion questions.
Discussion questions:
Chapter 1
1. Name the narrator.
2. Describe the setting in Chapter 1.
3. List the characters in the chapter:
• State their ages
• Gender
• Relationship to each other
• State each character’s role in the chapter.
4. What happened to Mrs Brown? How are the children
impacted by this?
5. Why do the children decide to leave Sunshine Home? How
did they decide where to go?
Chapter 2
6. Write two pieces of advice you would give to the children

which could help them keep safe on their journey.
7. Explain why you have chosen those words of wisdom.
8. Briefly describe how Mr Henry must have felt when he
heard his wife was dead. Use evidence from the novel.
Create a table showing the adult and children characters.
In their literature circles students will be required to complete this

Evaluation: table in their respective notebooks.
(20 minutes) Major Events

Character Setting Point of View of the Chapter
Analysis
1. Pretend that you are one of the children at Sunrise Home.

Homework:
Write a letter to Teacher Mack in which you express your
thoughts and feelings about ONE of the following:
a. Matron’s death
b. The policeman’s visit
c. The Sickness
2. Read and list at least five major events from chapters 3-4.
Lesson:
ENGLISH LITERATURE
Name: ___________________________________________________
Grade: ____________________________________________________
Date: ____________________________________________________
Teacher: ____________________________________________________
Chapter 2
1. Trace the route Teacher Mack told the children to take. (10 marks)
2. How many parishes will the children pass through in order to get to Falmouth?
(1 mark)
_____________________________________________________________________________
3. Identify TWO (2) ways in which Teacher Mack helps the children.
(2 marks)
_____________________________________________________________________________
_____________________________________________________________________________
4. Why do you think Teacher Mack tells the children to avoid the Rio Cobre?
(1 mark)
_____________________________________________________________________________
_____________________________________________________________________________
5. Teacher Mack plans to visit Mr Henry so that he can help him.
Do you think this is a good idea?
What does this tell us about Teacher Mack’s character?
(3 marks)
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
6. Identify TWO (2) qualities you see coming out in Wuss Wuss. (page 35)
(2 marks)
_____________________________________________________________________________
_____________________________________________________________________________
7. What is the correct name of the virus that is making people ill? (1 mark)
_____________________________________________________________________________
TOTAL MARKS = 20
Sample Lesson Plan:

Grades: 7-9
Time: 90 minutes
Sub-topic: Sequence of Events – Chapters 3-4
• Understand the presentation and plot and conflict in the text,

Escape to Last Man Peak
Lesson Objectives: • Review plot and conflict
• Identify and discuss major events in selected chapters
• Discuss the presentation of conflicts in selected
chapters
• Create an events timeline using a map of Jamaica
Previous Knowledge: Students should have a basic knowledge of plot and conflict.
Content: The conflict in a novel is a disagreement that is presented in

the novel that helps to drive the plot. This disagreement can
be internal (within the character) or external (with other
individuals or societal elements).
• Types of Conflict
o Man vs Man
o Man vs himself
o Man vs Nature
o Man vs Society
Pocomania is a religious movement which bases its beliefs on

Christianity and West African traditions. The central feature of
the Pocomania sect, for example, is spirit possession; the
rituals are often characterized by drumming, dancing, and
spirit possession.
Introduction/Engagement: The teacher will ask students in their literature groups to:
(15 minutes)
Pretend that you are reporter for the Pandemic Times
Newspaper. In your group look at your headline and select at
least three facts from chapters 1-2 that are linked to your
headline. Use these facts to create a two-minute news story.
1) Young Children Left Alone

2) Health Scare
3) One Safe Place Left!
4) Children Cry, Pots are Empty!
5) Children Under Attack
6) Virus Kills!
7) Hospital Burnt to the Ground!
Lesson Development: Students will make their presentations in class. Students will
peer review their classmates’ presentations.
(Exploration/ Extension/
Explanation) Students will be guided to reviewing plot/sequence of events.
Selected students will be asked to share their list of major

(45 minutes) events from chapters 3 and 4 from the homework given. The
teacher will note these for display for students on the board or
digitally.
Following this discussion, students will be guided through a

discussion about conflict. In reviewing conflict, students will
discuss the types of conflict.
Students will be guided to the presentation of one conflict in

the selected chapters by reviewing the characters’ discussion
of pocomania and draw conclusions as to why the characters
might have been attacked. Students will be given the
definition of pocomania.
Then, students will listen to the question and only write the
scrambled words. Students will then be asked to unscramble
the words using information from what they have read.
1. The number of miles the children walked before

stopping.
Lweosmit (two words) – two miles
2. The name of the parish they are in
Asinintan (two words) – Saint Ann
3. Miss Hinds is a member of the
Cpuohrucoh (two words) – Poco Church
4. The children refer to the group that attacked them as

the
Enctarcheds (two words) – The dancers
5. Who told the children about these people

Elanipu – Pauline
Students will then be guided to discussing the following

questions:
1. Why do you think the children do not know what is

going on in Mount Diablo?
2. What does Jimmy think is madness? Why?
3. How do you think the children feel when they realized

that Bess is missing?
4. Do you think it is a good idea to go and look for water

instead of waiting for Bess? Explain using evidence
from the text.
5. Why do you think Teacher Mack did not tell the kids
about the news bulletin?
Students will return to their literature circles to create a

Evaluation: sequence of events timeline showing the places the children
have been.
(30 minutes)
The events timeline will start at Sunrise Home and end at
Mount Diablo. Students can use their map as a guide.
Students will include one major event that took place at each
location.
Lesson:
Sample Lesson Plan:
Grades: 7-9
Time: 70 minutes
Sub-topic: Theme – Chapters 5-6
• Review the themes presented in the novel, Escape to

Last Man Peak.
Lesson Objectives: • Discuss extracts and questions based on chapter 5-6

• Define the term ‘theme’
• Identify and examine themes in selected chapters
• Create a bar graph ranking character traits of
selected characters.
Previous Knowledge: Students should have previous knowledge about themes.
Content: Theme: a common thread or repeated idea that is

incorporated throughout a literary work. A theme is a thought
or idea the author presents to the reader that may be deep,
difficult to understand, or even moralistic.
Introduction/Engagement: Students will review and present their chapters 1-4 timeline
(10 minutes) showing one major event starting from Sunrise Home and
ending at Mount Diablo. Students can use a map of Jamaica
as a guide.
Afterwards, this activity will be discuss on the class level.
Lesson Development: Students will discuss the major events from chapters 5 and
6 through the use of questioning:
Explanation) 1. Where are the children in chapter 5?
2. Pretend you are ONE of the children, explain your
thoughts and feelings throughout this chapter.
(40 minutes)
3. What do you think MOST impacted your overall
wellbeing?
4. In chapter 6, where do the children find refuge?
5. What is the importance/significance of the letter
found in the Fitzgerald home?
6. How did this letter impact the children?
7. What event stood out to you in both chapters? Why?
Students will be guided to discussing themes (SEE HODDER

ELEMENTS OF LITERATURE PowerPoint).
Students will be asked to identify some recurring ideas that

were presented so far in chapters 1 to 6. The teacher will
then write a list of themes on the board or digitally:
• Childhood experiences
• Heroism
• Death
• Friendship
The teacher can trace the following themes from chapters 1-

6 by asking students to provide examples from the chapters
that reflect the themes.
This activity can be done on a table. See example below:
Childhood Death Heroism Friendship
Experiences
Students will rate the following characters on their

Evaluation: leadership qualities.
(20 minutes) • Wuss Wuss

• Pauline
• Jimmy
Based on how the children rate the characters they will be
asked to identify which character is the best leader.
Students will then explain why using evidence from the bar
graph they have created.
• Responsible
• Intelligence
• Wisdom
• Bravery
• In five (5) sentences explain what happened in

Home Work: chapters 7-8.
Lesson:
Sample Lesson Plan:
Subject : English Literature

Grades : 7-9
Time : 70 minutes
Topic : Escape to Last Man Peak by Jean D’Costa
Sub-topic: Characterization – Chapters 7-8
• Analyse narrative techniques, Escape to Last Man Peak

Lesson Objectives: • Discuss chapters 7-8
• Review and discuss characterization
• Describe the prophet Isaiah
• Create social media posts/drawing/infographic based
on selected characters
Previous Knowledge: Students should know characterization as well as direct and

indirect characterization.
Resources: • Escape to Last Man Peak by Jean D’Costa
• Rastafarian Explained – https://youtu.be/OjvP08LYNtU
• Characterization activities – Moss, L.,

2021. Characterization Activities For Any Literature Study
| Language Arts Classroom. [online] Language Arts
Classroom. Available at:
https://languageartsclassroom.com/2015/06/characteri
zation-activities-for-any-literature-study.html
[Accessed 4 January 2021].
Content: Characterization is the process by which the author makes the

character reveal the personality or character traits of the various
characters in the novel or story.
This process can be done through direct or indirect

characterization.
• Direct Characterization – Through direct characterization

the author outlines the traits and personality of the
characters.
• Indirect Characterization – Through indirect
characterization the characters’ traits are revealed
through their: Speech, Thoughts, Effect on others,
Actions and Looks (STEAL).
Suggested Topics for Discussion:
• How Rastafarianism developed.

http://www.religionfacts.com/rastafarianism
• Details on the Rastafarian movement
Introduction/Engagement:
(15 minutes) The teacher will show extracts from a video to the class based on
Rastafarianism (SEE RESOURCES).
Students will be asked to watch the video and answer the

following questions:
• What is Rastafarianism?
• How was the movement started?
• What are the basic beliefs of the religion?
• Where is the religion mostly practised?
Lesson Development: Following this, the teacher will ask students to discuss the
presentation of Rastafarianism in chapter 6.
Explanation) Students will be guided to reviewing the difference between
direct and indirect characterization.
(35 minutes) The teacher will share extracts from chapters 6 and 7 in which
characters (Isaiah the Prophet/Mr Jarrett/Mrs Jarrett) are
presented. Through the analysis of these extracts; students will
be asked to identify if these characters are presented using
direct or indirect characterization. This will be discussed in class.
Draw a picture showing Isaiah and write a poem based on the
Evaluation: interaction between Isaiah and the children.
(20 minutes) Create infographics.
Students love infographics because they can sort the

information. Plus, students can focus on the most important
parts of a character where they find the most meaning. By
honing on specific characteristics, students can then explore
those pieces. You can also ask them to draw conclusions about
the information they compile. Visual learners enjoy the finished
product of an infographic.
Post on social media.
Decide what social media a character would use (Facebook,

Instagram, Twitter, Snapchat). Ask students to create a social
media profile for a character and then post as that character.
Would the character “follow” other characters? Share material?
Help students provide evidence of characterization to support
their choices.
In groups, students will:

Homework:
• Read and discuss chapters 9-10
• Record a two minute discussion about chapters 9 and
10.
Lesson
Sample Lesson Plan:

Grades: 7-9
Time: 70 minutes
Sub-topic: Narrative Techniques – Chapters 9-10
• Analyse narrative techniques in selected text, Escape to

Last Man Peak
Lesson Objectives: • Review and analyse selected chapters

• Examine narrative techniques
• Discuss the significance of selected narrative techniques
Previous Knowledge: Students should be familiar with narrative techniques.

Hodder Elements of Literature PowerPoint
Content: Narrative Techniques are the devices the author uses to convey his
overall message.
Point of View
This refers to the perspective from which the story is being told. This
perspective can be a first- person point of view or a third person
limited or omniscient point of view.
Introduction/Engagement: Students will play their group recording of chapters 9-10 breakdown.
(10 minutes) Students will then be directed to using the recording as a form of
discussing the chapters under review.
Lesson Development: The teacher will guide students through discussing and analysing
narrative techniques by using a mini-PowerPoint presentation (SEE
(Exploration/ Extension/ Hodder Prose Presentation).
Explanation)
Students will be guided in identifying selected narrative techniques
from the text.
(40 minutes)
Students will then outline how the selected narrative techniques
assisted the presentation of selected themes.
Lesson:
Sample Lesson Plan:

Grades: 7-9
Time: 70 minutes
Sub-topic: Setting – Chapter 11
• Analyse setting in the text, Escape to Last Man Peak.

Lesson Objectives: • Review of previous chapters
• Analyse elements of setting
• Debate selected topic using evidence from the novel
• Create a map of the journey
Previous Knowledge: Students should be familiar with setting.
Resources: • Escape to Last Man Peak by Jean D’Costa

• SEE Hodder Prose PowerPoint
Content: Setting:
• The setting is the environment in which the story
takes place.
Elements of the Setting:

• Location – The physical environment in which the
story occurs.
• Weather – The seasons
• Time – time of day/month/year
• Atmosphere/mood
Introduction/Engagement:
(10 minutes) Students will review the previous chapter through physical or
virtual ball toss. Students will be randomly selected to state
the various events of the previous chapter.
Lesson Development:
Students will read extracts of chapter 11 and discuss the
(Exploration/ Extension/ events of the chapter.
Explanation)
Students will review the setting of Last Man Peak through the
discussion of:
(40 minutes) • Physical Environment
• Weather
• Atmosphere
Students will be asked to debate:

‘Last Man Peak is the only safe place for the children’
Students will be asked to take the discussion of the setting

into consideration.
Evaluation: Create a map showing the journey from Sunrise Home to

Last Man Peak. These will be display items.
(20 minutes)
Lesson:

Sample Lesson Plan Escape To Last Man Peak Lesson Plans (Grades 7 9)

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Sample Lesson Plan:

Subject: English Literature

• Understand the historical context of the text, Escape to

Lesson Objectives: • Review and discuss facts about the author

Author’s Background: https://jis.gov.jm/information/get-the-

Introduction/Engagement: Students will be guided to reviewing the facts of the novel.

The teacher will guide students to reviewing the author’s

Students will answer the following questions:

Pandemic Times Newspaper Headlines

1) Young Children Left Alone

The teacher will project/read the following headlines along

The teacher will write students’ suggestions; based on these

Students will share their responses with the class.

Evaluation: Students will share their predictions with the class.

Subject: English Literature

• Understand the elements of prose

Resources: Escape to Last Man Peak by Jean D’Costa

Content: Elements of Prose

Character is an individual who plays a role in a story, novel, play

Plot – the sequence of events which take place in the novel.

Narrator – one who tells a story; the speaker or the “voice” of an

Point of view - the perspective from which the story is told.

First Person Narrative

Setting is the environment in which the story takes place.

1. The policeman comes to Sunrise Home.

Lesson Development: Students will discuss the correct sequence of events.

(40 minutes) Following which students will be guided to

6. Write two pieces of advice you would give to the children

Create a table showing the adult and children characters.

In their literature circles students will be required to complete this

(20 minutes) Major Events

1. Pretend that you are one of the children at Sunrise Home.

thoughts and feelings about ONE of the following:

b. The policeman’s visit

5. Teacher Mack plans to visit Mr Henry so that he can help him.

Do you think this is a good idea?

What does this tell us about Teacher Mack’s character?

Subject: English Literature

• Understand the presentation and plot and conflict in the text,

Resources: Escape to Last Man Peak by Jean D’Costa

Content: The conflict in a novel is a disagreement that is presented in

Pocomania is a religious movement which bases its beliefs on

1) Young Children Left Alone

Selected students will be asked to share their list of major

Following this discussion, students will be guided through a

Students will be guided to the presentation of one conflict in

1. The number of miles the children walked before

Lweosmit (two words) – two miles

2. The name of the parish they are in

Asinintan (two words) – Saint Ann

3. Miss Hinds is a member of the

Cpuohrucoh (two words) – Poco Church

4. The children refer to the group that attacked them as

Enctarcheds (two words) – The dancers

5. Who told the children about these people

Students will then be guided to discussing the following

1. Why do you think the children do not know what is

2. What does Jimmy think is madness? Why?

3. How do you think the children feel when they realized

4. Do you think it is a good idea to go and look for water

Students will return to their literature circles to create a

• Review the themes presented in the novel, Escape to