A Shady Plot 1 
Bharat National Public School
Class: X,B,C Lesson Plan – A Shady Plot
Core objective: Students understand, analysis the actions, questions and responses of John Hallock, the ghost and Lavinia.
Strategy: Making connections and inference.
Stage
Objective
Instructional flow
Time taken
Dates
Materials required
Home-task
Learning Outcomes
Pre-reading
While Reading
Making connections
Inference
What is the meaning of the word ‘Shady’? What are the different connotations it can be used in?
Students are asked to read the first two pages of the chapter in pairs, silently and underline the difficult words and mark the words that help create a supernatural setting in the story.
The teacher will engage the students in a discussion about the portion covered.
Students are asked to read the next two pages of the chapter in pairs, silently and underline the difficult words and mark the main characters and their traits.
The teacher will engage the students in a discussion about the portion covered, including the character traits of John Hallock and Lavinia.
Discussion of the portion given for homework, giving special emphasis on the comic effect of the narrative, as well as use of dialogue and dialect in the text. (For Gladolia.)
Loud reading of the last two pages in class by various students, focussing on the comic turn of events at the end of the story.
Day 1
5min
25 mins
10 mins
Day 2
25 mins 15 mins
Day 3
15 mins
20 mins
XB
XC
Activating prior knowledge
Para 1-40
Para 41-73
Read para 74-120
Students will be able to connect the word ‘shady’ to mean something supernatural, rather than ‘unclear’.
Students will be able to identify vocabulary that is specific to the horror genre.
Students will be able to describe and correctly infer the character traits of the main
Class: X,B,C Lesson Plan – A Shady Plot
Core objective: Students understand, analysis the actions, questions and responses of John Hallock, the ghost and Lavinia.
Strategy: Making connections and inference.
Stage
Objective
Instructional flow
Time taken
Dates
Materials required
Home-task
Learning Outcomes
Pre-reading
While Reading
Making connections
Inference
What is the meaning of the word ‘Shady’? What are the different connotations it can be used in?
Students are asked to read the first two pages of the chapter in pairs, silently and underline the difficult words and mark the words that help create a supernatural setting in the story.
The teacher will engage the students in a discussion about the portion covered.
Students are asked to read the next two pages of the chapter in pairs, silently and underline the difficult words and mark the main characters and their traits.
The teacher will engage the students in a discussion about the portion covered, including the character traits of John Hallock and Lavinia.
Discussion of the portion given for homework, giving special emphasis on the comic effect of the narrative, as well as use of dialogue and dialect in the text. (For Gladolia.)
Loud reading of the last two pages in class by various students, focussing on the comic turn of events at the end of the story.
Day 1
5min
25 mins
10 mins
Day 2
25 mins 15 mins
Day 3
15 mins
20 mins
XB
XC
Activating prior knowledge
Para 1-40
Para 41-73
Read para 74-120
Students will be able to connect the word ‘shady’ to mean something supernatural, rather than ‘unclear’.
Students will be able to identify vocabulary that is specific to the horror genre.
Students will be able to describe and correctly infer the character traits of the main