Objectives:

Domain: Social Interaction

1. Group work activities

Domain: Access to Information

1. Learners will have to obtain information to answer questions about the short story.
2. Dictionary use (for vocabulary work)

Domain: Presentation

1. Learners will have to write an ending to the story (pre-reading activity)
2. Learners will have to hand in a recorded cassette with answers to final assessment questions.

Domain: Appreciation Literature and Culture:

1. To recognize the cultural differences between the narrator, Mr. Kelada and Mr. Ramsay.
2. To recognize cultural differences between Israelis and the characters in the story. (ex. use of understatement, social distance, etc.)

Language:

1. Understanding the effect narrative tools have on the story (ex: told in first person, subjectiveness of the narrator, anonymity of narrator)
2. Introduction to idioms particular to British English.
3. Recognition of formality as used here in the language. (Mr, Mrs, etc.)
4. Recognition of use of language as understatement.

Note: Since I am working on this with 2 different classes, using 2 different books, (ECB Anthology and EMT READER) I have prepared workpages with all of the questions on them for the learners, rather than having to refer to the different questions in the different books. I therefore, included questions from both books, according to which I felt were most relevant. The idea of having them work in groups is to facilitate peer teaching, although they will each be responsible for handing in the work, and some of it will be done individually as homework. Since I have adapted the learner worksheets, there may be some discrepancies I have inadvertently overlooked between this teacher's explanation and their pages.

Lesson 1:
Lead-in (adapted from Lazar:1993 p. 71)
(Please see file marked Mr. Know All - Lesson )

(In groups of 4-5, with one learner doing group evaluation work page.)

Stage 1:
(Tell learners): You are going to begin working on this story by inventing your own, based on the 5 boxed segments. Cover all of the boxed segments with a piece of paper. Read each segment (the segments are extracts from a short story), one at a time. At each stage of the reading, ask yourself the following questions as a guide to making links between the separate paragraphs:

Who?
Why?
What?
How?

Begin by moving your sheet of paper to the end of the first box, and reading the first paragraph. Then ask yourself the questions, using your imagination to answer them. Move your sheet of paper down to the next paragraph, and ask yourself the same questions. Do this until you have read all of the segments and completed the activity.

Take turns with your other group members answering the questions. Each member of the group should be responsible for at least one segment. Be sure to write the name of the person who is writing the answer in the given space.

Stage 2:

Write an ending to the story.
"Please see file marked - Mr. Know All - Evaluation for Lesson 1"

Lesson 2:

In groups, read pages 175 - 176 (until: "...tell them you've got a pal who's got all the liquor in the world")

Answer questions on Lesson 2 worksheet (Although you are sitting and working in groups, each group member MUST write their own answers! You will be graded individually, since part of the work will be finished individually for homework.) 10 points each question To be finished for homework and handed in next literature lesson .

Vocabulary work:
Use the following words in a sentence to show that you understand them: (5 points for each sentence)

1. accommodation
2. berth
3. port-hole
4. gestures
5. exuberant
6. flask

Extra credit questions: (10 points) write down as many words or phrases that you can find that show that the narrator was prejudiced against Mr. Kelada. Explain why they show prejudice.

Lesson 3

Collect work from last week, to be graded.

In groups, read p. 176 (from "Mr. Kelada was chatty.") until page 178 (until "It shone in her like a flower on a coat.")

Answer questions on Lesson 3 worksheet

3. Write down at least 3 things that Mr. Kelada did that annoyed the narrator:

4. Which of those could be considered cultural difference, and which were just a part of his personality that clashed with that of the narrator's?

(Clash in cultures between what the narrator considered acceptable, and what Mr. Kelada did that disturbed the narrator

p. 176 - calling him using the term "Mr." - acted too "familiar"
p. 176 - Mr. Kelada telling the author where to put the cards
p. 177 - Mr. Kelada took the liberty to take a seat for him in the dining room.)

5. Describe Mr. and Mrs. Ramsay. How do you think that author feels about them? (Find quotations to support your answer.)

Extra credit: (Answer EITHER 6 OR 7) (10 points)
6. Why does the narrator call Mr. Kelada :"The best hated man on the ship?" (p. 177)

7. Vocabulary work: Use the following words in a sentence to show that you understand them: airs (p. 176)

1. snub (p. 177)
2. intolerable (p. 177)
3. loquacious (p. 177)
4. argumentative (p. 177)

Finish for homework (next week) Ques. 1-5 are worth 20 points each

Lesson 4

Collect work from last week, to be graded.

In groups, read the rest of the story. (From p. 178 - "It shone in her like a flower on a coat.")

Answer questions on Lesson 4 worksheet.

Extra credit question (10 points)
What do cultured and real pearls symbolize in the story?

Finish for homework - to be collected next lesson.

Lesson 5

Ask if there were any questions regarding any previous work.

In groups, (the same as for the first lesson) discuss and write down as many of the following points as you can. Each group must decide on a secretary who will record on paper the conclusions that your group comes to. You do NOT all have to decide on the same thing- if there are different opinions, write them all down. (Here, each group hands in only one page)

1. Look for and list the cultural differences between the narrator, Mr. Ramsay and Mr. Kelada.

2. Discuss cultural differences between you, as Israelis, and those seen in the characters. With whom do you feel closest? Why?

3. Why is the story told in the first person? What effect does it have on us, the readers?

4. The following are very British expressions. Find them in the text, and think of another way to say the same thing (in English).

jolly glad - 175
rather - 175
chap - 177
fetch - 178
rot - 179
had been caught out - 180
retire - 180

5. Find examples of sarcasm in the story.

p. 176 "I felt pretty sure that a closer inspection.......... generally seen in England"
"The Union Jack......... somewhat in dignity."
"I do not wish to put on airs.......used no such formality"
p. 177
"The possibility that he could be mistaken never occurred to him"

Final Assessment

Choose ONE of the following 4 question, and record your answer on a tape. Your answer must cover all of the aspects of the question, and show that you understood the story. It must last between 3 and 5 minutes.

1. Pretend that you are Mr. Kelada, and tell the story to your friend in Japan (from your - Mr. Kelada's - point of view).

2. Answer the following questions orally: One. Why is the story told in the first person, and why aren't we told the narrator's name? Two. Why did the narrator decide that he disliked Mr. Kelada even before he met him? What does this tell you about him? Do you think the writer was trying to say something about the British, in general?

3. Describe the 3 different stereotypes that the writer shows in this story.

4. Mr. Kelada / Mrs. Ramsay Why did Mr. Kelada decide to protect Mrs. Ramsay? What does this tell about him? What does Mrs. Ramsay do in return? What do you think about her reaction?

Criteria for grade (according to oral bag. scales):
show familiarity with the characters and the story
discuss the questions fluently
discuss the questions with a minimum of grammatical mistakes
remain within the given time (1 1/2- 3 minutes)

Assessment:

1. Lead-in group work page. (Out of 10) The same grade will be given to all group members, except the evaluator- who will get a separate grade on that work.

Criteria: * 5 pts: accuracy in spelling and grammar + fluency *
5 pts: relevance of story to information gleaned from the segments.

2. Criteria for evaluation page:
   Part I = 2 points
   Part II ques 1-4 = 2 points ques 5= 1 point
   Part III= 5 points (mark given for accuracy in spelling and grammar + fluency) (parts 1 or 2 = 10% of their final mark )
   
3. Work pages for lessons 2,3,4 and 5. Each work page will be worth 100 points + 10 point extra credit question, and worth 15% of the final mark.
   
4. Final evaluation page for group work: 20 points each section (For the observers, instead of the workpage - since they are observing rather than directly answering the questions, as in the first lesson)
   
5. Final assessment (cassette): (worth 20% of their final mark)

Rubric for Final Assessment

Up to 10 points can be deducted for poor or inappropriate language.

Criteria	4 points	5 points
Shows no evidence of having read the story	0	0
Knows basic characters and story line	55-74	50-64
Shows knowledge of the characters and the story in detail.	75-100	65-79
Includes emotional , historical and literary understanding of the test.		80-100

6. Self assessment page (Worth 10% of their final mark)