LESSON PLAN: Understand characterisation and point of view in
"Lamb to the Slaughter"

Subject: English Literature (Short story) / Date: / Topic: Character in “Lamb to the Slaughter”, Roald Dahl / Grade: 8–10 / Time: Double lesson (at least 60 minutes)
Objective(s): Understanding characterisation and point of view in the story.
Teacher / Resources / Learners
Introduction
1 On the board, create a police identikit of an imaginary murderer. Elicit a composite portrait; write up 4–5 key points.
Compare identikits with the character of Mary Maloney – general impressions.
2 Teacher input: What do we look for when trying to understand character? (Description/dialogue/actions, etc.) Make time for clarification, questions etc. / Copies of the story.
Learners’ literature notebooks / Whole class discussion:
Brainstorm ideas for the identikit.
Listen and take notes.
Ask questions.
Body
1 Draw mind map on board: “characters” at the centre; Mary Maloney (main character); Patrick Maloney, Grocer and Policemen (secondary characters). Learners to add details over the course of the lesson and for homework.
2 Whole class: Read opening paragraphs of story. Learners record:
• initial impressions of Mary’s character
• what the setting tells us about her
• Mary’s attitude toward her husband.
3 In groups/pairs: Learners respond to worksheet questions. Manage the process by moving among groups. / Copies of the worksheet / Draw outline of mind map.
Read and make notes.
On mind map, write down first impressions of Mary Maloney’s character.
List six additional adjectives that describe your first impressions of her.
Group/pair activity:
•  Each group/pair answers three questions. Learners read, discuss then write down answers.
•  Find quotations from the story to substantiate ideas (textual evidence).
•  Groups/pairs report back to whole class.
•  Learners make notes of any interesting ideas to help with the homework task.
Conclusion
Whole class discussion on point of
view in the story:
1 “Lamb to the Slaughter” is narrated by a third person narrator. However, the point of view is highly subjective. Who is the focaliser in the story? Whose point of view do we share? Why do you think the author made this choice?
2 Mary turns out to be a cunning and un-repentant murderer. Why do we nonetheless sympathise more with her than with her husband?
3 Do we ever feel sorry for Patrick? Why/why not?
4 Is this story meant to shock and thrill us/make us feel terribly sad/surprise us/amuse us? Describe and explain your response. / Whole class discussion.
Homework
1 Complete the character mind map in as much detail as possible.
2 Check answers to the worksheet questions.
3 Creative task: Imagine that Mary used a different weapon for the murder, for example, a candlestick, a knitting needle, a kitchen knife, a bottle of wine, etc. How would this have changed the outcome of the story? Describe in one paragraph. / Learners complete the homework task.

© Oxford University Press Southern Africa (Pty) Ltd 2013. From Oxford Practical Teaching English Literature: How to teach Grades 8–12. You may modify, print and photocopy this document solely for use in your classes.