Manhood by John Wain

7/22/2019 Manhood by John Wain

1/21

Jonathan Lee Ching

S207040881

PMEP 101

Dr L. Athimoolan

15 April 2014

- 1 -

Assignment 1: Short Story

Manhood

by John Wain

Jonathan Lee Ching (S207040881)

Dr L. Athimoolman


2/21

Jonathan Lee Ching

S207040881

PMEP 101

Dr L. Athimoolan

15 April 2014

- 2 -

Question 1

a) I would introduce Manhood by John Wainby giving each of the students an

opportunity to read a paragraph in class. After the entire short story had been read, I

would divide the class into groups of four, and pose a few guiding questions. The

purpose of these question would be to contextualise the short story so that the

learners have an opportunity to engage and resonate with the material. The following

questions would be shared for discussion:

What do you want to be when you grow up?

What do your parents feel about this?

Has this changed over the years? If so why?

Why do you think that Rob continued to hide the tuth behind the boxing team?

Have you ever done something to please your parents eventhough you knew

it did not feel like it was right for you? Discuss.

After the discussion had taken place each group would report back in both oral and

written form.

b) Detailed outline:

Plot:Manhood takes place in the Willison family setting and functions as a

comment on the awkwardness that can occur between father and son. Mr Willison is

ambitious and hope that his son will be like him and wants to make an athlete out of

Rob. Most of this stems from Mr Willisons upbringing, having been unable to be a

sportsmen due to the need to study out of fear of unemployment.

Mr Willis and Rob goes out for an hour ride aiming to cover 26 miles or an equivalent

of about 42km. The two some to a point to rest, however there is no time for rest as

Mr Wilson wants to help Rob break through his fatigue barrier. It turns out that the

real reason Mr Willison takes Rob out on a cycle tour is to distract him while an

installer comes in to install a punching bag for Rob. When father and son reach

home, it is clear that Rob is tired, he instantly retires to his room. Mrs Willison is

upset because she feels that the amount of exercise for her fourteen year old is

excessive.

When Rob makes it known to his father that he does not get into the football team,

his father is very disappointed, however when he tells him that he has made the

boxing team, Mr Willison is very happy. Mrs Willison is still very unhappy as she feels


3/21

Jonathan Lee Ching

S207040881

PMEP 101

Dr L. Athimoolan

15 April 2014

- 3 -

that Rob could get seriously injured through head blows. Robs parentsfinally come

to an agreement that Rob may box in the tournament, but must discontinue

thereafter.

On the day of the match rob gets ill, it is thought that he may have appendicitis due to

a pain in his side. Robs father decides to phone the boxing coach, Mr Granger about

Rob not being able to make the match. Mr Granger assures Mr Willis that there is in

fact no boxing team or tournament for that matter.

Theme: Society dictates certain scripts to a certain image about what manhood is.

Communication between parents break down and in this case it results in a troubled

relationship between father and son.

Characters:

Rob WillisonRob Willison is a fourteen year old boy with heart problems.

He is a very passive and resigned character. Though he is not as ambitious

or as strong as his father, his one aim is to keep his father satisfied by being a

good son according to his fathers standards despite his own desires.

Unfortunately this constant need to satisfy his father leads to deceiving his

parents about being in the school boxing team.

Mr WillisonMr Willison is a strong and ambitious man that only wants the

best for his son, granting him those privileges that he never had as a child.

Due to a false impression of who his son really is after forcing his preferences

on him, he gets frustrated when Rob does not perform according to his

standard. Mr Willison comes across as rather strict and insensitive at times.

Mrs WillisonMrs Willison is worried about the health of her son due to the

strain he is taken due to Mr Willisons expectations. She is not interested in

having an athlete as a son, just a happy, intelligent, healthy son. Mrs Willison

comes across as being over protective of Rob.

Minor character: Mr GrangerMr Granger act as the one to inform Mr

Willison that there is no boxing team on the day the tournament would have

occurred launching the story into climax u to the implication of this news.


4/21

Jonathan Lee Ching

S207040881

PMEP 101

Dr L. Athimoolan

15 April 2014

- 4 -

Climax: The climax occurs after a series of events starting with Robs tiredness and

back pain, the disagreement between Mr and Mrs Willison building ultimately to the

point where the pains in Robs side. These pains may ultimately have been caused

by the excess exercise his father encouraged, or is due to feigned illness. Finally the

story climaxes because of the knowledge gained by Mr Willison from Mr Granger that

all along there had in fact been no tournament and shocking still that there had been

no boxing club to begin with.

Events:The main events include:

The cycle trip with Mr Willison and Rob

The disagreement between Robs parents about the trip

The conversation about picking teams at breakfast

The second parental disagreement at breakfast ending with an agreement

about tournament and finally the

Night of the fight

c) I would motivate learners to be more involved in the lesson by trying to find ways to

apply the themes to the learners personal worldsusing guiding questions, allow

learners space to construct some of these questions along with the teacher and allow

for group feedback on discussions of pertinent themes.

d) The story may be linked to the learners though questioning family life that they are

experiencing and whether they and their parents are able to truly communicate

effectively and how this communication could be improved.

The fears of choosing the right career path is more than enough without the addedstress of parent negativity or the lack of support, the may be used as a platform for

discussion. It may alternatively be discussed how their dreams and career choices

have changed from then to now.

Another more sensitive conversation could take place where learners share times

when parents have forced their will on them such as the case of Rob where they may

have had to take a particular activity that they did not want to take part in to keep the

peace or impress a parent.


5/21

Jonathan Lee Ching

S207040881

PMEP 101

Dr L. Athimoolan

15 April 2014

- 5 -

e) In this lesson I would make use of a power point slides to present the plot, themes,

characters and story line from beginning to climax and falling action and catharsis. I

would also use a music video that deals with dreams and self-worth such as Katy

Perrys song, Firework.

f) Role play/drama exercise

The first possible role play exercise would be the use of the short story to

create a freeze where members of the class would be able to see deeper into

the characters by asking probing questions about the feelings of the

characters in question.

The story could be divided to include the first scene where Mr Willison and

Rob are taking a break on the top of the hill, the second could be where Robs

parents are having an arguments, the third would be where Rob and his

father are discussing his rejection from the football team and selection for the

boxing team, the second upset between Robs parents, the night of the fight.

Another possible role play would consist of a panel of learners being asked

questions about the details of the short story. After a set of 10 questions the

learners would rotate giving a new set of learners a chance to answer

questions as part of the panel. It does not matter if the same question is

asked as the new set of learners may shed new light on the question asked,

also some repetition would assist with memory.

The short story may be divided up into groups to translate the short story into

a convincing dialogue or play. The learners would be given time to set parts

of the play to approximately 2-5 minutes of dialogue where the main events

are played out to assist with recall if assessed in an exam at the end of the

year.

g) Tasks to develop writing skills

The learners may choose to write a letter to their past selves in Grade 1 in

which they warn themselves of some pitfalls they should avoid, certain peopleand moments to appreciate more and what course they could alternatively


6/21

Jonathan Lee Ching

S207040881

PMEP 101

Dr L. Athimoolan

15 April 2014

- 6 -

take to life a little easier on them. They will remind themselves of all the

values that they hold dear and how they should handle certain situations with

parents better as they grow up.

Alternatively the may choose to write to their future selves about their current

dreams and ambitions, what they would like to see in their future horizons.

These letter would then be sealed and sent after they have reached the age

of post graduate studies. Here they will be able to compare there past and

future selves for example do they enjoy the same things, have the same

values, have the same issues or have they grown more mature etc.

Learners may choose to create a one week journal for Rob where he

expresses himself regarding his 15-week training session with his father.

Things that may be included may be his feeling toward himself, his mother

and father. His desire to be a good son, but unable to be honest enough to

tell his father the truth about the tournament, alternative plans to break it to

his father gently that he is not in a team.

Learners may alternatively choose to summarise the short story, highlighting

important themes, the roles of the characters a critical analysis of the father-

son relationship. An alternative ending could be written to show the fathers

realization or how the tournament would have turned out if there had been

one.


7/21

Jonathan Lee Ching

S207040881

PMEP 101

Dr L. Athimoolan

15 April 2014

- 7 -

Question 2

a) 3 contextual question (lower order)

1. How does the relationship differ at breakfast versus the beginning of the

story? Why do you think did Rob make up the story about being selected for

the boxing team?

2. How do Robsmother and fathers opinions differ and why? Which is worse

over-protective parents or neglectful parents?

3. Why do you think he chose boxing rather than another sport? What do you

think his father will say to him after this phone call to the schoolmaster?

b) 2 higher order contextual questions

1. Critically analyse the relationship between Rob and his mother and Rob and

his father

2. Critically analyse the meaning of Manhood in modern society and expressed

by Mr Willison. What does all this entail?


8/21

Jonathan Lee Ching

S207040881

PMEP 101

Dr L. Athimoolan

15 April 2014

- 8 -

Question 3

LESSON PLAN

LEARNING AREA: LANGUAGES

SUBJECT: ENGLISH

LESSON: Short StoryManhood by John Wain

GRADE: 11

DURATION OF LESSON: 50 MINUTES

LESSON OUTCOMES/OBJECTIVES:

At the end of the lesson learners will be able to:

Learners will be able to create a summary of the plot, themes, characters and events

that led up to the climax, antithesis and catharsis of the short story.

Learners will know the various phases of the short story.

Learners will be able to answer both higher and lower contextual questions from the

story.

Learners will be able to apply themes from the short story to their personal worlds

Learners will be able to translate the short story to a dramatic piece through creating

a freeze, create a rotating panel of learners to answer questions about the details of

the short story or the short story may be divided up into groups to translate the short

story into a convincing dialogue or play.

Learners will improve their writing skills through writing a letter to their past selves,

their future selves or learners may choose to create a one week journal for Rob

where he expresses himself regarding his 15-week training session with his father or

learners may alternatively choose to summarise the short story including an

alternative ending.

LEARNING MATERIAL:

Laptop

Data projector


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Jonathan Lee Ching

S207040881

PMEP 101

Dr L. Athimoolan

15 April 2014

- 9 -

PowerPoint presentation

Worksheets

OUTLINE OF CONTENT:

The content includes the plot, themes, character references as well as the development

curve of the short story in its in its various phases.

LESSON PHASES:

INTRODUCTORY PHASE:

First the music video Firework by Katy Perry would be played or an equally moving piece of

music about personal dreams or possibility. Manhood by John Wain would be introduced

by giving each of the students an opportunity to read a paragraph in class. After the entire

short story had been read, the class would divided into groups of four. A few guiding

questions would then be posed. The purpose of these question would be to contextualise

the short story so that the learners have an opportunity to engage and resonate with the

material. The following questions would be shared for discussion:




Why do you think that Rob continued to hide the truth behind the boxing

team?

Have you ever done something to please your parents even though you knew


After the discussion had taken place each group would report back in both oral and written

form.

TEACHING AND LEARNING PHASE:

TEACHER ACTIVITY LEARNER ACTIVITY

Teacher would introduce the

characters, plot, themes

Teacher would facilitate guided

discussion on worksheet containing

both higher and lower contextual

Learners would respond to

information by group discussion and

worksheet, responding both in oral

and written form

Learners would take part in drama


10/21

Jonathan Lee Ching

S207040881

PMEP 101

Dr L. Athimoolan

15 April 2014

- 10 -

questions role play

Learners would be assigned awritten assignment

ASSESSMENT PHASE AND TASKS

Learners will be able to create a summary of the plot, themes, characters and events

that led up to the climax, antithesis and catharsis of the short story.

Learners will know the various phases of the short story.

Learners will be able to answer both higher and lower contextual questions from thestory.

Learners will be able to apply themes from the short story to their personal worlds

Learners will be able to translate the short story to a dramatic piece through creating

a freeze, create a rotating panel of learners to answer questions about the details of

the short story or the short story may be divided up into groups to translate the short

story into a convincing dialogue or play.

Learners will improve their writing skills through writing a letter to their past selves,

their future selves or learners may choose to create a one week journal for Rob

where he expresses himself regarding his 15-week training session with his father or

learners may alternatively choose to summarise the short story including an

alternative ending.

ASSESSMENT TASKS (SPECIFIC)

Introductory TaskIntroductory Questions and Group Discussion




Why do you think that Rob continued to hide the truth behind the boxing

team?

Have you ever done something to please your parents even though you knew



11/21

Jonathan Lee Ching

S207040881

PMEP 101

Dr L. Athimoolan

15 April 2014

- 11 -

Task 1Worksheet and Group Discussion

1. What are the main themes?

2. Write a brief summary of the plot

3. Write a brief character sketch of all the characters involved in the short story

4. What are the various phases of the short story?

5. How does the relationship differ at breakfast versus the beginning of the

story? Why do you think did Rob make up the story about being selected for

the boxing team?

6. How do Robsmother and fathers opinions differ and why? Which is worse

over-protective parents or neglectful parents?

7. Why do you think he chose boxing rather than another sport? What do you

think his father will say to him after his phone call to the schoolmaster?

8. Critically analyse the relationship between Rob and his mother and Rob and

his father

9. Critically analyse the meaning of Manhood in modern society and expressed

by Mr Willison. What does all this entail?

a) Task 2 - Role play/drama exercise

The first possible role play exercise would be the use of the short story to

create a freeze where members of the class would be able to see deeper into

the characters by asking probing questions about the feelings of the

characters in question.

The story could be divided to include the first scene where Mr Willison and

Rob are taking a break on the top of the hill, the second could be where Robs

parents are having an arguments, the third would be where Rob and his

father are discussing his rejection from the football team and selection for the

boxing team, the second upset between Robs parents, the night of the fight.

Another possible role play would consist of a panel of learners being asked

questions about the details of the short story. After a set of 10 questions the

learners would rotate giving a new set of learners a chance to answer


12/21

Jonathan Lee Ching

S207040881

PMEP 101

Dr L. Athimoolan

15 April 2014

- 12 -

questions as part of the panel. It does not matter if the same question is

asked as the new set of learners may shed new light on the question asked,

also some repetition would assist with memory.

The short story may be divided up into groups to translate the short story into a convincing

dialogue or play. The learners would be given time to set parts of the play to approximately

2-5 minutes of dialogue where the main events are played out to assist with recall if

assessed in an exam at the end of the year.

Task 3Writing Exercise

The learners may choose to write a letter to their past selves in Grade 1 in

which they warn themselves of some pitfalls they should avoid, certain people

and moments to appreciate more and what course they could alternatively

take to life a little easier on them. They will remind themselves of all the

values that they hold dear and how they should handle certain situations with

parents better as they grow up.

Alternatively the may choose to write to their future selves about their current

dreams and ambitions, what they would like to see in their future horizons.

These letter would then be sealed and sent after they have reached the age

of post graduate studies. Here they will be able to compare there past and

future selves for example do they enjoy the same things, have the same

values, have the same issues or have they grown more mature etc.

Learners may choose to create a one week journal for Rob where he

expresses himself regarding his 15-week training session with his father.

Things that may be included may be his feeling toward himself, his mother

and father. His desire to be a good son, but unable to be honest enough to

tell his father the truth about the tournament, alternative plans to break it to

his father gently that he is not in a team.

Learners may alternatively choose to summarise the short story, highlighting

important themes, the roles of the characters a critical analysis of the father-

son relationship. An alternative ending could be written to show the fathers


13/21

Jonathan Lee Ching

S207040881

PMEP 101

Dr L. Athimoolan

15 April 2014

- 13 -

realization or how the tournament would have turned out if there had been

one.

ASSESSMENT OF TASKS

CRITERIA 1 2 3 4 TOTAL(20)

Understands plot, themes and characters

Understands the phases of the short story

Able to apply themes to personal worlds

Able to translate through dramatic role play

Improved writing skills though written project

TOTAL (20)

1 2 3 4

Not achieved Achieved to a limited

extent

Achieved to a major

extent

Achieved with merit

EVALUATION OF LESSON

The lesson plan covers the bases fairly thoroughly, however the kinaesthetic sense should

have been more engaged. The helps to learning includes the use of PowerPoint

presentation, the use of a music video suited to the topic and the various methods of

engaging the learner with the material. Hindrance to learning may include spending too

much time on group discussion rather than getting fully acquainted with the text.


14/21

Jonathan Lee Ching

S207040881

PMEP 101

Dr L. Athimoolan

15 April 2014

- 14 -

References

Viljoen H. (Editor), van der Merwe (Editor) (2004). StoryScapes. South Africa: PeterLang International Academic Publishers. 330-341.


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Jonathan Lee Ching

S207040881

PMEP 101

Dr L. Athimoolan

15 April 2014

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Appendix A: Short Story


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Jonathan Lee Ching

S207040881

PMEP 101

Dr L. Athimoolan

15 April 2014

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Jonathan Lee Ching

S207040881

PMEP 101

Dr L. Athimoolan

15 April 2014

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Jonathan Lee Ching

S207040881

PMEP 101

Dr L. Athimoolan

15 April 2014

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Jonathan Lee Ching

S207040881

PMEP 101

Dr L. Athimoolan

15 April 2014

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Jonathan Lee Ching

S207040881

PMEP 101

Dr L. Athimoolan

15 April 2014

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Jonathan Lee Ching

S207040881

PMEP 101

Dr L. Athimoolan

15 April 2014

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Documents

Manhood by John Wain