The lesson plan “Turning Red”

Section: Foreign Language Subject code: 21101

Topic: English through literature Academic Year: 1st semester,2023
Sub-title: I Turn to Red Panda Time: One hours
Educational Levels: Junior high school 1 Teacher: Penwadee, Narissara, Kochwana
Date: September 22, 2023

1. Learning Standard
LS. 1.1 Understand and interpret the content through listening and reading from
various types of media, and express opinions in reasoned manner.
LS. 1.2 Having the language communication skills to exchange information, news,
feelings and opinions effectively.
2. Indicators
FL.1.1: Grade 7/3 Select/specify sentences and text relative to non-text information
read media.
FL.1.1: Grade 7/4 Identify the topic, main idea, and answer questions from listening
and reading conversations, stories, and short stories.
FL.1.2: Grade 7/4 Speak and write to ask and provide information and comment on
topics that are listened to or read properly.
3. Learning Areas
The story of “Turning Red” is used to learn about vocabulary and Present Simple
Tense, including reading and writing skills for practice comprehension, analysis and
summarization and the obtained ideas are applied in their daily lives.
4. Objective
4.1 To tell the meaning of vocabulary from the story of “Turning Red” correctly. (K)
4.2 To tell the function of the present simple tense correctly. (K)
4.3 To practice reading comprehend through “Turning Red”. (P)
4.4 To obtain the skills of collaborative learning. (A)
5. Learning Content
5.1. Vocabulary:
ancestor, store clerk, nightmare, emotion, female, talisman, amulet, discover,
transform, hide, embarrass, attend, attack, disrupts, explain
5.2. Content:
- The story of “Turning Red”
5.3. Structure:
- Affirmative form: Subject + verb (-s, -es)
- Negative form: Subject + does/do + not + verb
- Question form: Do/Does + subject + verb?
5.4. Function:
- Verbs with plural nouns and pronouns do not add -s or -es at the end.

- Adding -s or -es to the ends of the verb to make it plural

- Using “s” as an ending of verbs does not end with ch, sh, s, x, z or o
- Using “es” as an ending of verbs that ends with ch, sh, s, x, z or o
- Change “y” to “i” and add –s/-es if there are consonants before “y”
6. Learning’ Key Competencies
6.1. Communication Capacity
6.2. Thinking Capacity
6.3 Technological Application Capacity
7. Desired Characteristics
7.1 Self-discipline
7.2 Avidity for learning
7.3 Dedication and commitment to work
8. Learning Media
8.1 The handout of “Turning Red”
8.2 Power point of vocabulary and structure
8.3 Video of the story “Turning Red”
8.4 Worksheet 1: Present Simple Tense
8.5 Practice 1: Matching the word with the correct meaning.
8.6 Practice 2: Reading Comprehension
8.7 Practice 3: Running Dictation
9.Learning and Teaching Activity
Step 1: Warm-up
1. Engaging Discussion – The teacher starts by asking students about fantasy stories or
movies that they have watched before and lets them share the story that they know.
Example:
1. What is your favorite fantasy story or movie that you have seen before?
Can you tell us?
2. Do you have a favorite character from any story or movie?
 3. Have you ever seen Turning Red Before?
Step 2: Presentation
1. The teacher opens the video of “Turning Red” and gives the handout of “Turning
Red” to the students, then the teacher and students read the story together. After that
teacher asks the question about the story.
2. The teacher teaches students about the vocabulary by opening Power Point and
teaches them how to pronounce each word and tell the meaning of the word.
3. Then, the teacher pronounces 1 time per each vocabulary word first and lets the
students repeat after. When the students understand all of vocabulary and meaning, then
teacher lets the students open website https://play.blooket.com/play to do Practice 1:
Matching the word with the correct meaning.
4. After that, the teacher teaches students about the structure of the Present Simple
Tense by opening Power Point and explain how to use s/es correctly according to the rules
of English structure. The teacher gives the example sentences about the “Turning Red” story
to help students understand easier.
Step 3: Practice
1. When all of the student understands about how to use “Present Simple Tense”
clearly, the teacher gives Worksheet 1: Present Simple Tense to the student.
2. The teacher lets students open the website https://play.blooket.com/play to do
the activities, practice 2: Turning Red Story is about answering the question from the story of
“Turning Red”.
3. After the students finish all the activities, the students who can manage time and
score very well will receive a prize from the teacher.
Step 4: Production
1. After that, the teacher lets the students make the group to do an activity “Go and
Tell” based on Practice 3: Running Dictation by dividing the students into 3-4 teams.
 2. The rules of the game are each team sends 1 volunteer to read and remember
the story as much as they can, then come back to the member write what they remember,
and the next volunteer takes turns to read the story and repeat until the entire groups are
complete.
3. The teacher and students check the accuracy together, and the group that can
write the most correctly will be wins and receives a prize from the teacher.
Step 5: Wrap-up
1. The teacher reviews the past lessons and structure of Present Simple Tense to the
students.
2. The teacher will randomly some students to come in front of the class and ask
them what they have learnt from “Turning Red”
10. Learning Assessment
Objectives Assessment method Instruments Criteria
To tell the meaning By checking practice 1: Practice 1: Matching the Pass level ≥
of vocabulary and Matching the word with word with the correct Good
structure from the the correct meaning. meaning.
story of “Turning
Red” correctly. (K)
To tell the function By checking worksheet 1: Worksheet 1: Present Pass level ≥
of the present Present Simple Tense Simple Tense Good
simple tense
correctly. (K)
To practice reading By checking practice 2: Practice 2: Reading Pass level ≥
comprehend Reading Comprehension Comprehension Good
through “Turning
Red”. (P)
To obtain the skills By checking practice 3: Practice 3: Running Pass level ≥
of collaborative Running Dictation Dictation Good
learning. (A)
 Learning’ Key Learning behavior Structure observation Pass level ≥
Competencies observing form: Learning’ Key Good
- Communication Competencies
Capacity
- Thinking Capacity
- Technological
Application
Capacity
Desired Learning behavior Structure observation Pass level ≥
Characteristics observing form: Desired Good
- Self-discipline Characteristics
- Avidity for learning
- Dedication and
commitment to
work
11. Post-Lesson Report
11.1 Result of the teaching
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11.2 Problem / Obstacles
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11.3 Suggestions / Solutions
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Signature.........................................................................(Teacher)
Date................Month.............................Year.................
Comments........................................................................................................................................................
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Signature.........................................................................(Head of Subject Group)
Date................Month.............................Year.................
Comments........................................................................................................................................................
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Signature.........................................................................(Academic Department)
Date................Month.............................Year.................
ภาคผนวก ก
Vocabulary of “Turning Red”
 Turning Red

"Mei" Lee is a 13-year-old Chinese Canadian girl in Toronto. She helps her family take care of the
temple dedicated to their ancestor, Sun Yee. She and her best friends Miriam, Priya, and Abby are fans of
the boy band 4*Town. When Ming discovers Mei's crush on the store clerk, she unintentionally embarrasses
Mei in public, including in front of school bully Tyler.
Mei has a nightmare involving red pandas; when she wakes up in the morning, Mei has transformed
into a large red panda. She hides from her parents and discovers that she only transforms when she gets
high emotion. Her parents, Ming and Jin explain that Sun Yee was granted this transformation for protection
and every female family member has also transformed when they came of age. The red panda spirit must
be sealed in a talisman by a ritual on the night of the Red Moon. Mei's friends discover her transformation,
but they still like it and help control the red panda within her.
Ming allows Mei to resume her normal life except attending 4*Town's upcoming concert. The girls
lie to Ming by using the popularity of Mei's red panda form to raise money for the tickets. For the last ticket,
Mei agrees to attend Tyler's birthday party as the red panda. At the party, Mei is upset to discover when
she knows that the concert will be held on her ritual night. In the midst of her rage, she attacks Tyler when
he insults her family. Ming discovers Mei's activities and accuses her friends of corrupting and taking
advantage of her. Mei is afraid to stand up to her mother and fails to come to her friends’ defense.
On the night of ritual, Mei's grandmother Wu and aunts come to assist in her ritual. During the
ritual, Mei decides to keep her powers and abandons the ritual to attend the concert. However, during
Mei's escape from the temple, Ming becomes so enraged that her amulet breaks, and she transforms into
a kaiju-sized red panda and disrupts the concert to take Mei back. Mei and Ming argue about Mei's
independence, and as they quarrel, Mei accidentally knocks her mother unconscious. Wu and the other
aunts use their red panda forms to help Ming come into a new ritual circle. Mei's friends and 4*Town join
in singing to complete the ritual. Mei decides to keep her red panda, and Ming accepts that she is finding
her own path. Later, Lee family raises money to repair the damage caused and then Mei and Ming have a
good relationship with each other.

“Embrace your truest self”

“Don't let others dictate how you want to live your life”
“Give your kids space and let them grow on their own”
 Worksheet 1: Present Simple Tense
Directions: Complete the following sentences using the simple present tense.
1. Lucas ………………(discover) a little boy hiding in a wardrobe.
2. Your home office instantly………………(transform) into beautiful wood cabinets.
3. An old farmer………………(decide) it’s time to get a new rooster for his hens.
4. He………………(refuse) to accept that fact.
5. A nightmare………………(upset) the dreamer who frequently wakes up during the
nightmare.
6. Ming..................(accept) that she is finding her own path.
7. If his team………………(guess) correctly in the allotted time, they get a point.
8. The bus………………(pass) the cinema and the church.
9. My mom always………………(watch) the television at full volume.
10. My cat ………………(sleep) all day near the window.
11. ……………. eats bread and butter before going to school.
a) We
b) They
c) He
d) You
12. ……………. cooks some food for me.
a) She
b) You
c) We
d) The
13. ……………. drive their kids to school every day.
a) He
b) They
c) She
d) It
14. ……………. play tennis every evening.
a) She
b) He
c) It
d) They
15. ……………. reads the newspaper.
a) She
b) You
c) I
d) We
16. ……………. always takes robles avenue while traveling.
a) I
b) We
c) You
d) He
17. ……………. drive my car to work.
a) I
b) She
c) It
d) He
18. ……………. catch the bus every morning.
a) He
b) It
c) We
d) She
19. ……………. walk for two hundred meters.
a) It
b) You
c) He
d) She
20. ……………. thinks living here is too expensive.
a) I
b) He
c) You
d) They
 Exercise assessment form

Direction: The teacher evaluates the worksheet and then mark ✓ into the blanks
corresponding to the score level.
No. Students ID List of Evaluations Total Quality level

Accuracy
5 4 3 2 1

1 641120401
2 641120402
3 641120403
4 641120404
5 641120405
6 641120406
7 641120407
8 641120408
9 641120409
10 641120410
11 641120411
12 641120412
13 641120413
14 641120414
15 641120417
16 641120418
17 641120422
18 641120424
19 641120425
20 641120426
21 641120427
22 641120429
23 641120501
24 641120502
25 641120503
 26 641120505
27 641120506
28 641120507
29 641120508
30 641120509
31 641120510
32 641120511
33 641120513
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37 641120518
38 641120519
39 641120520
40 641120521
41 641120522
42 641120524
43 641120530
44 641120531

Assessment Scoring Criteria Word accuracy full score 5 point

5 correct 13-15 items Evaluation criteria

4 correct 10-12 items 4–5 Good

3 correct 7-9 items 2–3 Fair

2 correct 4-6 items 1 Poor

1 correct 1-3 items Quality assessment criteria – good

quality level to pass the criteria
 Collaborative assessment form
Group member.............................................................................................................

Direction: The teacher evaluates the learner behavior observing and then mark ✓ into the
blanks corresponding to the score level.
No. Students ID List of Evaluations Total Quality
level
Cooperation in Responsibility Opinion
work acceptance

3 2 1 3 2 1 3 2 1

1 641120401
2 641120402
3 641120403
4 641120404
5 641120405
6 641120406
7 641120407
8 641120408
9 641120409
10 641120410
11 641120411
12 641120412
13 641120413
14 641120414
15 641120417
16 641120418
17 641120422
18 641120424
19 641120425
20 641120426
21 641120427
 22 641120429
23 641120501
24 641120502
25 641120503
26 641120505
27 641120506
28 641120507
29 641120508
30 641120509
31 641120510
32 641120511
33 641120513
34 641120514
35 641120515
36 641120517
37 641120518
38 641120519
39 641120520
40 641120521
41 641120522
42 641120524
43 641120530
44 641120531

Evaluation criteria
Assessment Scoring Criteria full score 3 point 7–9 Good
Obvious and frequency behaviors 3 point 4–6 Fair
Sometime behaviors 2 point 1–3 Poor
Never exhibited any behaviors 1 point Quality assessment criteria – good
quality level to pass the criteria
 Student's competency assessment form

Direction: The teacher evaluates the learner behavior observing and then mark ✓ into the
blanks corresponding to the score level.
No. Students ID List of Evaluations Total Quality
level
Communication Thinking Technological
Capacity Capacity Application
Capacity
3 2 1 3 2 1 3 2 1

1 641120401
2 641120402
3 641120403
4 641120404
5 641120405
6 641120406
7 641120407
8 641120408
9 641120409
10 641120410
11 641120411
12 641120412
13 641120413
14 641120414
15 641120417
16 641120418
17 641120422
18 641120424
19 641120425
20 641120426
21 641120427
22 641120429
23 641120501
 24 641120502
25 641120503
26 641120505
27 641120506
28 641120507
29 641120508
30 641120509
31 641120510
32 641120511
33 641120513
34 641120514
35 641120515
36 641120517
37 641120518
38 641120519
39 641120520
40 641120521
41 641120522
42 641120524
43 641120530
44 641120531

Evaluation criteria
Assessment Scoring Criteria full score 3 point
7–9 Good
Obvious and frequency behaviors 3 point
4–6 Fair
Sometime behaviors 2 point
1–3 Poor
Never exhibited any behaviors 1 point
Quality assessment criteria – good
quality level to pass the criteria
 Desired Characteristics assessment form

Direction: The teacher evaluates the learner behavior observing and then mark ✓ into the
blanks corresponding to the score level.
No. Students ID List of Evaluations Total Quality
level
Self-discipline Avidity for Dedication
learning and
commitment
to work
3 2 1 3 2 1 3 2 1
1 641120401
2 641120402
3 641120403
4 641120404
5 641120405
6 641120406
7 641120407
8 641120408
9 641120409
10 641120410
11 641120411
12 641120412
13 641120413
14 641120414
15 641120417
16 641120418
17 641120422
18 641120424
19 641120425
20 641120426
21 641120427
22 641120429
 23 641120501
24 641120502
25 641120503
26 641120505
27 641120506
28 641120507
29 641120508
30 641120509
31 641120510
32 641120511
33 641120513
34 641120514
35 641120515
36 641120517
37 641120518
38 641120519
39 641120520
40 641120521
41 641120522
42 641120524
43 641120530
44 641120531

Assessment Scoring Criteria full score 3 point Evaluation criteria

Obvious and frequency behaviors 3 point 7–9

Good
Sometime behaviors 2 point
4–6 Fair
Never exhibited any behaviors 1 point
1–3 Poor
Quality assessment criteria – good
quality level to pass the criteria