Sample Lesson Plan:

Subject: English Literature

Grades: 7-8
Time: 90 minutes
Topic: Over Our Way by Jean D’Costa and Velma Pollard
Sub-topic: Introduction to Prose/ ‘Millicent’ by Merle Hodge

Attainment Target: At the end of this lesson, students should be able to:

• Understand the elements of prose

Lesson Objectives:
• Discuss the main forms of literature
• Compare the structure of prose to that of poetry and
drama
• Examine the elements of literature
• Read and analyse the selected story

Previous Knowledge: The teacher would have previously given the students home
work to research facts about the author.
Resources: Over Our Way by Jean D’Costa and Velma Pollard

Forms of Prose
• https://www.youtube.com/watch?v=BIjcsCIBVkU

Author’s Information
• https://sta.uwi.edu/crgs/february2010/MerleHodge.
asp

Content: Genres of Literature

There are many genres of literature but in this case we will

focus on the following forms - drama, poetry, prose – with
the main focus on prose.

Summary of ‘Millicent’

Millicent was a girl who had entered fourth standard and

totally consumed the once normal class in her affairs.
Everything was normal; Fourth Standard was a very normal
class until Millicent came in her red organdie dress, and
sometimes yellow, until she was told to change the dress
and get a uniform, which she refused, but had to wear it
anyway.

She made herself a gang that she pampered with all her
money so they could stay, and she withdrew people from
their friends with her possessions. She had the class
erupting in a burst of quarrels and fights.

She made fights with everyone who wasn't included in her

 gang, and those people had quarrels among themselves.

She had 'proven' herself to be the richest, prettiest, and

smartest girl in Fourth Standard, but that was until the end
of term tests came about.

She had boasted to all her 'friends' that she would come
first in everything, and already she was throwing parties with
her 'friends' for she knew she had come first.

However, she was wrong. The class waited expectantly to

hear Millicent's name first in the list of grades, but her name
was last.

She was never counted as a part of the class since then,

and everyone went back to their normal doings without her,
and reconnected with their friends.

Stories From: Over Our Way. Literature Here, Literature

there, English Literature Books Everywhere!. Retrieved 8
March 2021, from https://allliterature.weebly.com/stories-
from-over-our-way.html.

Introduction/Engagement: The teacher will share with the class the video entitled
(15 minutes) ‘Forms of Prose’ (SEE RESOURCES). Students will be
directed to watching the video and identifying the following:

• Definition of Prose
• Three main forms of literature
• Difference between drama/poetry/prose

This activity can be completed individually or in a group

setting.
Lesson Development: The teacher will allow students to discuss their findings
based on the video. These will be presented in class.
(Exploration/ Extension/ Following which, students will write the necessary notes on
Explanation) the topic.

The teacher will then examine the elements of Prose

(50 minutes) through the use of a PowerPoint presentation:

• Characters (protagonist & antagonist)

• Setting
• Plot
• Conflict
• Resolution
• Narrator
• Point of View

Students will then be guided to reading the story entitled

 Millicent by Merle Hodge in their groups and identify the
elements of the story through the use of a graphic organizer
(SEE ATTACHED).

After reading the story the teacher will guide the students to
discussing the elements of the story that were identified.

Students will then complete one of the Short Story Analysis

Evaluation: Questions in groups.

(35 minutes) The teacher will decide which level of questioning to assign
to the different groups (Beginner, Intermediate, or
Advanced).

Overall Evaluation of
Lesson:
Sample Lesson Plan:

Subject: English Literature

Grades: 7-8
Time: 90 minutes
Topic: Over Our Way by Jean D’Costa and Velma Pollard
Sub-topic: ‘The Bicycle’ by Jean D’Costa / Characterization

Attainment Target: At the end of this lesson, students should be able to:

• Understand characterization through the use of the

story, ‘The Bicycle’ by Jean D’Costa

Lesson Objectives: • Review the background of the author

Previous Knowledge:
• Analyse the title of the story
• Read and discuss the short story
• Examine the presentation of the plot of the story
The teacher would have previously given the students home
work to research facts about the author.

Resources: Over Our Way by Jean D’Costa and Velma Pollard

Author’s Information
• https://jis.gov.jm/information/get-the-facts/jean-
dcosta/#
Content: Plot
• The plot is the sequence of events of the story

Introduction/Engagement: Students will discuss the facts they would have researched on
(10 minutes) the author – Jean D’Costa (SEE AUTHOR’S REVIEW
QUESTIONS).

Based on the author’s information and the title of the story

students will make predictions based on what they think the
content of the story might be.
Lesson Development: Students will then be placed in their literature circle to read
and discuss the story. Students will be given a few guided
(Exploration/ Extension/ reading questions based on the story to consider:
Explanation)
1. Identify and describe the main character in the story.
2. Describe the setting of the story.
(40 minutes) 3. Why do you think the story is entitled, ‘The Bicycle’?
4. Suggest another title for the story. Explain why you
chose this title.
5. What do you think is the conflict of the story?
6. State one lesson/theme that is presented in this story.
SEE THE ADDITIONAL QUESTIONS at the back of the text.
Students will be guided to discussing the story through the
 discussion of the guided reading questions.

Students will analyse the story through completing a Plot

Evaluation: Question Chart.

(20 minutes) ASSIGNMENT QUESTION

The plot is the sequence of events that makes up a story. It
answers the Five (5) ‘wh’ questions:
1. Who?
2. When?
3. What?
4. Where?
5. Why?

As well as, How the conflict, attempts at resolution, climax

and final resolution are involved.

List the Five ‘Wh’ questions and ‘How?’ using the worksheet
(SEE ATTACHED). Fill in the chart using given questions or
students can create their own questions and answering each
question.

This can be done on a cartridge paper.

Overall Evaluation of
Lesson:
Sample Lesson Plan:

Subject: English Literature

Grades: 7-8
Time: 90 minutes
Topic: Over Our Way by Jean D’Costa and Velma Pollard
Sub-topic: Ascot by Olive Senior / Characterization

Attainment Target: At the end of this lesson, students should be able to:

• Understand characterization through the use of the

Story ‘Ascot’ by Olive Senior

Lesson Objectives: • Discuss the events of the selected story

• Review characterization
• Analyse selected characters
• Answer questions based on the story
Previous Knowledge: The teacher would have previously read the story and
answered the guided reading questions (2-5) at the back of the
book.

Resources: Over Our Way by Jean D’Costa and Velma Pollard

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).

Summary of ‘Ascot’

Ascot, by Olive Senior, is a story about Ascot’s escapades. The

story is told from the perspective of a first person narrator
called Lily. She explains to the reader that Ascot is viewed as
charming by women, but is perceived as a ‘ginnal’, or con
artist, by men. The story continues with a rendering of how
Ascot stole Papa’s bananas from the family buttery (pantry)
with hilarious consequences. He then goes to May Pen, with a
relative, to become a gardener. Ascot runs out on this job and
goes to Kingston, where he reportedly learnt how to drive, and
 then returns to ‘country’ (the interior parishes of Jamaica). His
dissatisfaction with life in the country is shown in his change in
attitude; from being jovial and friendly to being somber. He
later announced that he was going to Florida to become a
farm worker. The family later learns that Ascot had skipped the
farm work in Florida via a letter from the government. The
family then receives three letters, spanning a three year
period, in which he updated them on his life in New York,
Connecticut and Chicago. Ascot then surprises everyone by
visiting the island with his American wife. He shocks everyone
by: arriving in a big, white, rented car; pretending that he is
related to the narrator, Lily, and her family; ignoring the family
that he was born into; and, most importantly, having a wife
with a master’s degree, despite the fact that his education
ended at grade 3. He leaves the ‘country’ parish for Kingston
with a very proud mother in his wake.

Stories From: Over Our Way. Literature Here, Literature There,

English Literature Books Everywhere!. Retrieved 8 March 2021,
from https://allliterature.weebly.com/stories-from-over-our-
way.html.

Introduction/Engagement: Students will be asked to list the personal qualities /traits they
(10 minutes) like either in themselves or in others; as well as the qualities
they might have dislike.

Students will share these qualities and they will be listed on the
board.
Lesson Development: Students will review the story they would have read by
discussing the guided reading questions from the text.
(Exploration/ Extension/
Explanation) Students will then be asked their impression of the main
character Ascot. Students will then state some of the qualities
listed that can be used to describe Ascot.
(40 minutes)
The teacher will review characterization with the class
highlighting direct and indirect characterization.

The teacher will then ask students to identify evidence from

the story that supports the qualities of Ascot that they have
stated. Students will also state if the evidence is an example
of direct or indirect characterization.

Evaluation: Students will answer the following questions:

(20 minutes) • Describe TWO members of Ascot’s family.

 • Discuss how Ascot’s character impacts ONE of the
selected family members.

• Examine how ONE narrative technique is used to convey

Ascot’s relationship with his family.
Overall Evaluation of
Lesson:
Sample Lesson Plan:

Subject: English Literature

Grades: 7-8
Time: 90 minutes
Topic: Over Our Way by Jean D’Costa and Velma Pollard
Sub-topic: ‘The Legend of Talon’ by Calvin Watson

Attainment Target: At the end of this lesson, students should be able to:

• Appreciate literature and understand legends as a

literary concept.

Lesson Objectives: • Define the term legend

• Read and discuss the selected short story
• Examine if the story can be categorized as a legend
• Research and examine local legends
Previous Knowledge: The teacher would have previously given the students home
work to research facts about the author (SEE AUTHOR’S
REVIEW SHEET).
Resources: Over Our Way by Jean D’Costa and Velma Pollard

What is a legend?
• https://youtu.be/sy2nRT5veP0

Introduction/Engagement: Students will review the term, ‘legend’ by sharing if they

(10 minutes) knew the term. If so, what do they believe the term means.
The teacher will write the possible definitions on the board.

Following this, the teacher will share a video detailing what

a legend is.
Lesson Development: Students will then compare the information from the video
to what was brainstormed. Following which, students will
(Exploration/ Extension/ write the necessary notes.
Explanation)
Students will then read the story and answer the following
guided reading questions (2, 4, 5, and 6) at the back of the
(40 minutes) text.

Students will then be asked to share their responses to the

guided reading questions.

The teacher will ask students to elaborate on question 2

from the text on whether they would categorize the story as
a legend. If not, why do they think the author chose that
title?

Students will also be guided to discussing:

• Characters
• Setting
 • Theme
• Narrative Techniques

Students will research and share some legends from their

Evaluation: locality. Students will explain what makes this story a legend
and the lesson they would have learnt from the legend that
(20 minutes) they are sharing.

OR

Identify and examine the narrative techniques that were

employed by the author to convey the theme of the story.
Overall Evaluation of
Lesson:
Sample Lesson Plan:

Subject: English Literature

Grades: 7-8
Time: 90 minutes
Topic: Over Our Way by Jean D’Costa and Velma Pollard
Sub-topic: ‘The water woman and her lover’ by Ralph Prince

Attainment Target: At the end of this lesson, students should be able to:

• Appreciate literature and understand legends as a

literary concept.

Lesson Objectives: • Read and discuss the selected short story

Previous Knowledge:
• Examine if the story can be categorized as a legend
• Compare and contrast stories that are considered to
be legends
The teacher would have previously given the students home
work to research facts about the author (SEE AUTHOR’S
REVIEW SHEET).

Resources: Over Our Way by Jean D’Costa and Velma Pollard

Introduction/Engagement: Students will be guided to reviewing information researched

(15 minutes) about the author.

Then, the teacher will share a picture of a mermaid with

students and ask students if they can recount any stories
that they have heard about mermaids.

Lesson Development: Students will then be guided to reading the short story and
answering the guided reading questions from the text.
(Exploration/ Extension/
Explanation) Students will also be guided to discussing:
• Characters
• Setting
(35 minutes) • Theme
• Narrative Techniques

Students will then discuss the story as a legend and

compare this story to any other short story reviewed that is
similar.

Evaluation: ‘Legends are often presented in short stories’.

(40 minutes) Write an essay in which you describe the legend presented
in EACH story. In this essay, you must also discuss the
 presentation of ONE character in ONE of the stories, and
examine how point of view is used in EACH story to present
the legend.

Overall Evaluation of
Lesson:
Sample Lesson Plan:

Subject: English Literature

Grades: 7-8
Time: 90 minutes
Topic: Over Our Way by Jean D’Costa and Velma Pollard
Sub-topic: Narrative Technique

Attainment Target: At the end of this lesson, students should be able to:

• Examine narrative techniques in selected stories.

Lesson Objectives:
Previous Knowledge:
• Define and identify narrative techniques in stories
• Examine the presentation of narrative techniques in
selected stories
• Write an essay based on selected questions
Students would have previously read and discussed selected
stories.

Resources: Over Our Way by Jean D’Costa and Velma Pollard

Content: Short Stories

1. Millicent by Merle Hodge
2. The Bicycle by Jean D’Costa
3. Casuarina Row by John Wickham
4. The Statehood Sacrifice by Ronnie Saunders
5. Amy and I by Mark Alleyne
6. Peeta of the Deep Blue Sea by Michael Anthony
7. The Devil of Rose Hall by Jean D’Costa
8. The Water Woman and her Lover by Ralph Prince
9. Jeffie Lemmington and Me by Merle Hodge
10. My Mother by Velma Pollard
11. The Legend of Talon by Calvin Watson
12. Carlton by Velma Pollard
13. Heart Man by Millis D. Nicholls
14. The Owl and Poodle Dog by Judy Stone
15. Anancy and Mongoose by Velma Pollard
16. The Paddy-Man by David King
17. Ascot by Olive Senior
18. Bus Strike by Jean D’Costa

Introduction/Engagement: Students will be given a scrambled definition of narrative

(10 minutes) techniques (these are the devices the author uses to convey
his overall message).

Students will be asked to sequence the words given to

create the definition. Once this is done, the teacher will
guide students to exploring what the definition actually
means.
Lesson Development: Then, the teacher will guide students to identifying narrative
techniques based on the short stories. These techniques
(Exploration/ Extension/ will include:
Explanation)
✓ Flashback
✓ Foreshadowing
(40 minutes) ✓ Irony
✓ Point of View
o Child Narrator

Students will identify the narrative techniques in the selected

stories and state how these techniques present themes,
character information and setting.
Choose TWO stories you have studied in which there is a
Evaluation:
rural setting.
(20 minutes)
Write an essay in which you describe the setting in EACH
story. In this essay, you must also compare and contrast
how the setting for EACH story contributes to mood and
characterization.

Overall Evaluation of
Lesson:
Sample Lesson Plan:

Subject: English Literature

Grades: 7-8
Time: 90 minutes
Topic: Over Our Way by Jean D’Costa and Velma Pollard
Sub-topic: Thematic Analysis

Attainment Target: At the end of this lesson, students should be able to:

• Analyse selected short stories.

Lesson Objectives: • Discuss major events in short stories

• Analyse the presentation of characters in selected
short stories
• Examine the presentation of themes and narrative
techniques in selected short stories.

Previous Knowledge: Students would have previously read and discussed selected
stories.

Resources: • Over Our Way by Jean D’Costa and Velma Pollard

• Short Story Analysis Grid

Content: Short Stories

1. Millicent by Merle Hodge
2. The Bicycle by Jean D’Costa
3. Casuarina Row by John Wickham
4. The Statehood Sacrifice by Ronnie Saunders
5. Amy and I by Mark Alleyne
6. Peeta of the Deep Blue Sea by Michael Anthony
7. The Devil of Rose Hall by Jean D’Costa
8. The Water Woman and her Lover by Ralph Prince
9. Jeffie Lemmington and Me by Merle Hodge
10. My Mother by Velma Pollard
11. The Legend of Talon by Calvin Watson
12. Carlton by Velma Pollard
13. Heart Man by Millis D. Nicholls
14. The Owl and Poodle Dog by Judy Stone
15. Anancy and Mongoose by Velma Pollard
16. The Paddy-Man by David King
17. Ascot by Olive Senior
18. Bus Strike by Jean D’Costa

Introduction/Engagement: Students will be placed in their literature circle/groups and

(10 minutes) list the stories that will be reviewed.

Students will be guided to briefly discussing the short stories

selected by:
 • identifying the name and author of the story
• summarizing the story in five to six sentences if
possible
• identify the major and minor characters of the story
• describe/outline the setting of the story.

Lesson Development: Following which, the teacher will be guided to analysing the
selected stories using the following points. These are:
(Exploration/ Extension/
Explanation) • Point of View
• Characters
(60 minutes) • Major events
• Narrative Techniques
• Themes

This analysis will be completed using a Short Story Analysis

Grid (SEE ATTACHMENT).

Thematic analysis of selected short stories may include the

following themes:

✓ Love and Family Relationship

✓ Childhood Experience
✓ Racism
✓ Parent Child Relationships

Students will then explain how these themes are presented

in the various stories.

Students will also be guided to identifying the narrative

writing technique of using the child narrator.

Evaluation: Students will be guided to presenting information based on

the short story grid they have completed.
(20 minutes)
The teacher will guide students to correcting any
information that is not correct.

Overall Evaluation of
Lesson: