3. Students are able to understand the connection between the novel and the Leo
Tolstoy‟s life and what it means to both Tolstoy and the readers. 4.
Students are able to show empathy in understanding different aspects of human condition in Russia in tle late 1800s.
C. Teaching-Learning Activities
Time Allocation
in Minutes
Activities Facilitator
ToolsResources
1 ‟
1‟
1‟
2‟ 3‟
I. ICE BREAKER: Let’s do a review on Anna Karenin Activity 1:
1. The lecturer greets the students and distributes the
attendance list.
2. The lecturer asks the students about their progress in
reading and understanding the story of Anna Karenin.
Activity 2: 1.
The lecturer asks the students to play a guessing game on adjectives which are related or are not related to character
traits of emancipatory women.
2.
Then, the lecturer divides the class into three big groups.
3.
Afterwards, the lecturer explains the rule of the game and
then asks the students to play it: a.
Firstly, the lecturer explains the instruments used in the game: there is one flipchart with “YES” and “NO”
columns in it for each group sticked on three different sides of the walls. There is also a balloon in front them
containing some cuts of papers on traits of emancipatory
women and those which are not. Facilitator:
Selvi
Tools: 3 flipcharts,
3 balloons, 30 cuts of papers, glue
tack, and flour.
3‟
10‟
3‟ 1‟
A List of Emancipatory and Non-Emancipatory Women Traits
Dominant Adventurous
Sympathetic Assertive
Obedient Independent
Dependent Agressive
Logical Tough
Moody Sentimental
Gentle Weak
Childish Heroic
Reckless Spoiled
Fearful Mature
Selfish Envy
Daring Sensible
Narrow-Minded Deceitful
Open-Minded Pessimistic
Compassionate Considerate
b. To start the game, each group should make a circle.
Then one representative of the groups should pop-up the balloon as quick as possible. After it is popped-up, the
rest of the members should get one cut of paper, and
then make a line.
c.
The first group which is already in line will be given a
glue tack and ordered to stick the words on the flipchart provided as soon as possible.
“YES” column should contain the traits of emancipatory women, and the
“NO” one should contain those which are not belong to
emancipatory women.
4. The winner is the group which can categorize the traits
correctly.
5. Two other groups which lose the game will get a pinch
of flour on their cheeks.
6.
The lecturer asks the students to go back to their seats.
5‟ 3‟
Activity 3:
1. The lecturer and the students discuss the correct
categorization together. 2.
The teacher asks some students about their impressions of an emancipatory woman.
2‟ 2‟
25‟ II. LET’S START ANALYZING THE NOVEL
Activity 1:
1. The lecturer asks the students to make a group of 3 to 5
people. 2.
The lecturer distributes a worksheet containing a list of analytical questions related to Leo Tolstoy‟s Anna
Karenin to each group. 3.
The lecturer asks them to discuss and answer the questions.
List of Questions
1. Who is the author of the novel? What is the relation between
the story in the novel and the author‟s life? 2.
What is the social and historical background of the novel? 3.
What are the intrinsic elements of the novel? 4.
What are the conflicts existed in the novel? Please give explanation.
5. How do the characters in the story solve the conflicts? 6. How many symbols and themes can you find in the novel?
What are they? Give explanation. 7. What are the literatury criticisms used in the novel? Please
explain. 8. What are the moral values you get the story? Is the story in the
novel still have any relation s with today‟s era? Give your
reason.
4. The lecturer observes the group works.
Tools:
Glue tack and flipcharts for
the group works.
3‟
15‟
2‟ 3‟
30‟
5‟
Activity 2:
1. After the students have finished discussing and
answering the questions, the lecturer asks each representative of the group come in front of the class to
write which group they belong to and which number of question they want to present.
2. After they have finished writing, the lecturer distributes
one flipchart to each group and let them write the summary or the key points of their answer to the chosen
question. 3.
Next, the teacher asks them to do a window shopping.
The steps are:
a. Each group should propose two friends to become the
presenter of their discussion result. b.
Then, the presenters should stick the flipchart on the wall. They should make sure that the distance
between one flipchart and another is not too close. c.
Afterwards, the rest of group members should randomly go around the class to listen to the
presentations from different groups. They should take notes while listening to the
presentations to complete t heir groups’ answers to all
of the questions d. After they have finished their window shopping, they
should return to their own group to discuss and complete the answers.
15‟ III.
LET’S WRAP UP THE LESSON TODAY Activity 1:
1. The lecturer asks one student not the presenters from
