This is the Lesson Plan I made with my partner - Diana Puji Utami, when we were doing Teaching Practicum in Satya Wacana Christian Senior High School. I hope this lesson plan can inspire the other English teachers. :)
I. STANDARD COMPETENCE
Students are able to :
1. Understand the meaning in a short functional and monologue text in the forms of narrative, explanation, and discussion in the real – life context (Listening)
2. Convey the meaning in short functional and monologue texts in the forms of narrative, explanation, and discussion in the real – life context (Speaking).
3. Understand the meaning of functional functional texts and essays in the forms of narrative, explanation, and discussion in the real-life context and access knowledge (Reading).
4. Convey the meaning in written monologue textsin the forms of narrative, explanation, and discussion accurately, fluently, and acceptably in the real – life context (Writing).
II. BASIC COMPETENCE
Students are able to:
1. Respond the meaning in the monologue texts using various spoken language accurately, fluently, and acceptably in the real-life context in the forms of narrative, explanation, and discussion (Listening).
2. Convey the meaning in the monologue texts using various spoken language appropriately, fluently, and acceptably in the real-life context in the forms of narrative, explanation, and discussion (Speaking).
3. Respond the meaning and rhetorical sequences in the essay using various written language accurately, fluently, and acceptably in the real-life context and access the knowledge in the texts in the forms of narrative, explanation, and discussion (Reading).
4. Convey the meaning and rhetorical sequences in the monologue texts by using various written language accurately, fluently, and acceptably in the real-life context in the texts in the forms of narrative, explanation, and discussion (Writing).
III. LEARNING OBJECTIVE
1. Given listening exercise, students in a group of 4-5 students are able to fill in blanks with the noun phrases they hear correctly.
2. Given a narrative story of “The Man and the Serpent”, students individually are able to underline the noun phrases in the text.
3. Given a sentence using a transition word, students individually are able to continue the sentence by using an appropriate transition word orally and accurately.
4. Given Gap – filling worksheets about narrative text, students in a group are able to identify the use of transition words correctly.
5. Given comprehension questions about the Narrative text, students indivudually are able to answer the question correctly.
IV. LEARNING INDICATORS
At the end of the lesson, students are able to:
1. fill in the blanks of a narrative text in a group of 4-5 students by listening to the recording with 100% accuracy
2. underline noun phrases in the narrative story of “The Man and the Serpent” accurately
3. continue the sentence by using an appropriate transition word orally and accurately when given a sentence using a transition word
4. identify the use of transition words correctly when given gap – filling worksheets about narrative text
5. answer the question individually correctly when given comprehension questions about the Narrative text
V. TEACHING MATERIALS
1. Recording of the story “The Wolf in the Sheep’s Clothing” (attached on CD)
2. Listening worksheet (attachment 2)
3. A narrative text of “The Man and the Serpent” (attachment 5)
4. 30 Transition gap – filling worksheets (attachment 7) from the Narrative text “Please All and You Will Please None”.
5. A narrative text of “Please All and You Will Please None” taken from a handbook Look Ahead (attachment 10).
6. 30 worksheets included the comprehension questions (attachment 8).
VI. TEACHING AID
1. Power Point Presentation: explanation, example, and answer keys (attachment 11)
VII. TEACHING METHODS
· Communicative Language Teaching (CLT)
· Present, Practice, Produce (PPP)
VIII. TEACHING PROCEDURES
NO
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ACTIVITIES
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TIME
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TEACHER’S NAME
| ||||
TEACHER
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STUDENTS
| ||||||
Pre-Teaching (4 minutes)
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1.
|
Greets and checks students’ attendance list
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Respond the teacher
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3’
|
Sharon and Diana
| |||
2
|
Gives information about the topic and sub-topic to discuss in the class
|
Pay attention to the teacher’s explanation
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1’
|
Sharon and Diana
| |||
Whilst-Teaching ( 81 minutes)
| |||||||
1
|
Gives instruction about listening exercise (attachment 1)
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Pay attention to the instruction
|
1’
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Sharon
| |||
2
|
Distributes the worksheet of listening exercise (attachment 2)
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Receive the worksheet
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1’
| ||||
3
|
Plays the recording of “The Wolf in Sheep’s Clothing” (attached on CD) twice and asks students to fill in the blanks
|
Listen to the recording and fill in the blanks
|
10’
| ||||
4
|
Asks students to exchange their answer sheet and discuss the answer together
|
Exchange their answer sheet and discuss the answer together
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3’
| ||||
5
|
Asks students to recall their knowledge about Noun Phrase
|
Recall their knowledge about Noun Phrase
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2’
| ||||
6
|
Explains about Noun Phrase (attachment 3)
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Pay attention to the teacher explanation
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5’
| ||||
7
|
Gives instruction about the Exercise 2 (attachment 4)
|
Pay attention to the instruction
|
1’
| ||||
8
|
Distributes the worksheet of Exercise 2 (attachment 5)
|
Receive the worksheet
|
1’
| ||||
9
|
Asks students to do the Exercise 2
|
Do the Exercise 2
|
10’
| ||||
10
|
Asks students to exchange their answer sheet and discuss the answer together
|
Exchange their answer sheet and discuss the answer together
|
3’
| ||||
11
|
Summarizes the previous materials and leads students to the next material (Transition words).
|
Pay attention
|
2’
|
Diana
| |||
12
|
Builds students’ background knowledge about (Transition words)by asking students and writes the words on the board.
|
Respond the teacher
|
5’
| ||||
13
|
Asks students to repeat the transition words on the board.
|
Repeat the teacher
|
2’
| ||||
14
|
Points one student to create a sentence using a transition word on the board and asks the other student to continue the sentence by using the transition word also.
|
Create and continue the sentence
|
3’
| ||||
15
|
Distributes agap – filling exercise of transition words (attachment 6)and ask students to work in a group of three.
|
Receive the worksheet
|
1’
| ||||
16
|
Explains the instruction of the exercise (attachment 7)
|
Pay attention
|
1’
| ||||
17
|
Asks students to do the exercise
|
Do the exercise
|
5’
| ||||
18
|
Discusses the exercise as a whole class by asking a student to read each paragraph.
|
Read their work
|
6’
| ||||
19
|
Asks students to open their handbook (attachment 10) and leads them to the next activity.
|
Open and Pay attention
|
1’
| ||||
20
|
Distributes reading comprehension worksheets for students (attachment 8) as a quiz.
|
Receives the worksheets
|
1’
| ||||
21
|
Explains the instruction of the quiz (attachment 9)
|
Pay attention
|
1’
| ||||
22
|
Asks students to do the reading comprehension quiz individually.
|
Do the quiz
|
10’
| ||||
23
|
Discusses the answer as the whole class by asking students to exchange their work with other friends.
|
Discuss the answer
|
5’
| ||||
24
|
Asks students to count the score of the worksheet they corrected to be submitted and graded.
|
Score and submit the worksheets
|
1’
| ||||
Post-Teaching ( 5 minutes)
| |||||||
1
|
Summarizes today’s lesson
|
Pay attention
|
2’
|
Sharon and Diana
| |||
2
|
Asks students whether there is any question or not
|
Respond the teacher’s question
|
2’
|
Diana
| |||
3
|
Gives information about the material for the next meeting
|
Pay attention
|
0,5’
|
Sharon
| |||
4
|
Greets students
|
Greet the teacher
|
0,5’
|
Sharon and Diana
| |||
TOTAL
|
90’
| ||||||
IX. TEACHING SOURCES
1. English handbook “Look Ahead” for third year of Senior High School
2. English handbook “Developing English Competency” for Senior High School Grade XII
X. TEACHING ASSESSMENT
1. Instrument
Indicator
|
Technique
|
Format
|
Instrument
|
Score
|
- Students are able to find noun phrases in the narrative story of“The Man and the Serpent” accurately
- Students are able to answer the question individually correctly when given comprehension questions about the Narrative text.
|
Written
Written
|
Text
True false and Short Answer Question
|
Underline the Noun Phrases
5 True False and 5 Short Answer Question
|
100
100
|
2. Rubric
a) Exercise 2 – Underline the noun phrases
Description
|
SCORE
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One Correct Answer
|
1
|
One Incorrect Answer
|
0
|
Total Score : (13 correct answer : 13) x 100 points = 100
b) Reading Comprehension
Description
|
SCORE
|
One Correct Answer
|
10
|
One Incorrect Answer
|
0
|
Total Score : 10 correct answer x 10 points = 100 points
XI. ANSWER KEYS
1. Listening Exercise
The Wolf in Sheep’s Clothing
A wolf found (1) great difficulty in getting at the sheep owing to (2) the vigilance of the shepherd and (3) his dogs. But one day it found (4) the skin of a sheep that had been flayed and thrown aside, so it put it on over its pelt and strolled down among the sheep. The lamb that belonged to the sheep, whose skin the wolf was wearing, began to follow the wolf in (5) the sheep’s clothing; so leading the lamb a little apart, he soon made (6) a meal of her, and for some time he succeeded in deceiving the sheep and enjoying (7) hearty meals.
2. Exercise 2
The Man and the Serpent
A Countryman’s son by accident trod upon a Serpent’s tail, which turned and bit him so that he died. The father in a rage got his axe, and pursuing the Serpent, cut off part of its tail. So the Serpent in revenge began stinging several of the Farmer’s cattle and caused him severe losses. Well, the Farmer thought it best to make up with the Serpent, and brought food and honey to the mouth of its lair, and said to it: “Let’s forget and forgive; perhaps you were right to punish my son, and take vengeance on my cattle, but surely I was right in trying to avenge him; now that we are both satisfied why should not we be friends again?”
“No, no,” said the Serpent; “take away your gifts; you can never forget the death of your son, nor I forget the loss of my tail.”
3. Exercise – Gap Filling
Please All and You Will Please None
A Man and his son were once going with their Donkey to market. As they were walking along, a countryman passed them and said: "You fools, what is a Donkey for but to ride upon?"
So the Man put the Boy on the Donkey and they went on theirway. But soon they passed a group of men, one of whom said: "See that lazy youngster, he lets his father walk while he rides."
So the Man had his Boy get off, and got on himself.But they hadn't gone far when they passed two women, one of whom said to the other: "Shame on that lazy lout to let his poor little son trudge along."
The Man didn't know what to do, but at last he took hisBoy up before him on the Donkey. By this time they had come to the town, and the passers-by began to jeer and point at them. The Man stopped and asked what they were scoffing at. The men said: "Aren't you ashamed of yourself for overloading that poor donkey with you and your hulking son?"
The Man and Boy got off and tried to think what to do. They thought and they thought, till at last they cut down a pole, tied the donkey's feet to it, and raised the pole and the donkey to their shoulders. They went along amid the laughter of all who met them till they came to Market Bridge, when the Donkey, getting one of his feet loose, kicked out and caused the Boy to drop his end of the pole. In the struggle the Donkey fell over the bridge, and so did The Man and The Boy.
Finally an old man who had followed them said, "That will teach you: Please all, and you will please none.”
4. Reading Comprehension
I. True/False
1. False
2. True
3. False
4. False
II. Comprehension Question
5. The man, the son, the donkey, and group of people(passers - by)
6. Because the man and the son took a donkey but they did not get on it.
7. Because there was a countryman saying them ‘fools’ not to get on the donkey.
8. They cut a pole and tied the donkey’s feet to it and raised the pole and the donkey to their shoulders.
9. The word ‘it’ refers to the word ‘pole’
10. To entertain / amuse the readers about the story.
Salatiga, 27 August 2013
English Teachers,
Diana Puji Utami Sharon Angela Ivana S.
ATTACHMENT 1 – Guideline
Listening Exercise – Fill in the Blanks by Arranging Jumbled Noun Phrases
Aim : to enable students in filling in the blanks with the noun phrases that they hear correctly
Time : 10 minutes
Level : Senior High School Grade XII
Preparation
1. Recording of “The Wolf in Sheep’s Clothing” (attached on CD)
2. Incomplete story text of “The Wolf in Sheep’s Clothing” (attachment 2)
3. 6 blank paper
4. 6 envelopes
Procedure
1. Asks students to make a group of 4-5 students
2. Distributes worksheet of listening exercise and jumbled noun phrases on envelope
3. Asks students to listen carefully to the recording of “The Wolf in Sheep’s Clothing” and arrange jumbled noun phrases on the blank paper given
4. Plays the recording of “The Wolf in Sheep’s Clothing” twice and asks students to compete with other groups and arrange the jumbled noun phrase in correct order
5. Asks the group who has done to say “BINGO!”
6. Discusses the answer as a whole class
ATTACHMENT 2 – Worksheet
Listening Exercise – Fill in the Blanks
The Wolf in Sheep’s Clothing
 A wolf found (1) __________ in getting at the sheep owing to (2) __________ and (3) ____________. But one day it found (4) ____________ that had been flayed and thrown aside, so it put it on over its pelt and strolled down among the sheep. The lamb that belonged to the sheep, whose skin the wolf was wearing, began to follow the wolf in (5) ____________; so leading the lamb a little apart, he soon made (6) ____________, and for some time he succeeded in deceiving the sheep and enjoying (7) ____________. |
The Wolf in Sheep’s Clothing
A wolf found (1) __________ in getting at the sheep owing to (2) __________ and (3) ____________. But one day it found (4) ____________ that had been flayed and thrown aside, so it put it on over its pelt and strolled down among the sheep. The lamb that belonged to the sheep, whose skin the wolf was wearing, began to follow the wolf in (5) ____________; so leading the lamb a little apart, he soon made (6) ____________, and for some time he succeeded in deceiving the sheep and enjoying (7) ____________. |
The Wolf in Sheep’s Clothing
 A wolf found (1) __________ in getting at the sheep owing to (2) __________ and (3) ____________. But one day it found (4) ____________ that had been flayed and thrown aside, so it put it on over its pelt and strolled down among the sheep. The lamb that belonged to the sheep, whose skin the wolf was wearing, began to follow the wolf in (5) ____________; so leading the lamb a little apart, he soon made (6) ____________, and for some time he succeeded in deceiving the sheep and enjoying (7) ____________. |
The Wolf in Sheep’s Clothing
A wolf found (1) __________ in getting at the sheep owing to (2) __________ and (3) ____________. But one day it found (4) ____________ that had been flayed and thrown aside, so it put it on over its pelt and strolled down among the sheep. The lamb that belonged to the sheep, whose skin the wolf was wearing, began to follow the wolf in (5) ____________; so leading the lamb a little apart, he soon made (6) ____________, and for some time he succeeded in deceiving the sheep and enjoying (7) ____________. |
great
|
difficulty
|
his
|
dogs
|
hearty
|
meals
|
the
|
vigilance
|
of
|
the
|
shepherd
| |
the
|
skin
|
of
|
a
|
sheep
| |
the
|
sheep’s
|
clothing
| |||
a
|
meal
|
of
|
her
|
great
|
difficulty
|
his
|
dogs
|
hearty
|
meals
|
the
|
vigilance
|
of
|
the
|
shepherd
| |
the
|
skin
|
of
|
a
|
sheep
| |
the
|
sheep’s
|
clothing
| |||
a
|
meal
|
of
|
her
|
great
|
difficulty
|
his
|
dogs
|
hearty
|
meals
|
the
|
vigilance
|
of
|
the
|
shepherd
| |
the
|
skin
|
of
|
a
|
sheep
| |
the
|
sheep’s
|
clothing
| |||
a
|
meal
|
of
|
her
|
ATTACHMENT 3
NOUN PHRASE EXPLANATION
A phrase is a noun and its modifiers. Noun can be modified by adjectives, articles, determiners, participles and infinitives.
The word that is modified is often called the head word. Words that come before the head word are called premodifiers. Words that come after it are called postmodifiers.
Topic:
|
Premodifier
|
Noun
|
Postmodifier
|
Possessive Noun
Adjective
Adjective of Comparison
Adjective Clause
Noun
Present Participle
Past Participle
Prepositional Phrase
|
(the) girl's
(a) big
(the) eldest
(the) crocodile
(the) dining
(the) cursed
|
Stepmother
belly
daughter
(the) water
man
room
goddess
(a) hole
|
where he caught
himself a lot of fish
in the entrance
|
Another example:
· An old grandmother
· A gold snail
· The eldest daughter
· The fence hole
· An awful beggar
· A handsome man
· Delicious food on the table
ATTACHMENT 4 – Guideline
Activity 2 – Underline the Noun Phrases
Aim : to enable students in underlining the noun phrases in the narrative text of “The Man and the Serpent”
Time : 10 minutes
Level : Senior High School Grade XII
Preparation
1. Narrative text of “The Man and the Serpent”(attachment 5)
Procedure
1. Asks students to work individually
2. Distributes worksheet of Exercise 2
3. Asks students to underline noun phrases in the story text of “The Man and the Serpent”
4. Asks students to exchange their work and discuss the answer as a whole class
ATTACHMENT 5 – Worksheet
Activity 2 – Find the Noun Phrases
Name : ____________________ Class/No.: ______________
The Man and the Serpent
A Countryman’s son by accident trod upon a Serpent’s tail, which turned and bit him so that he died. The father in a rage got his axe, and pursuing the Serpent, cut off part of its tail. So the Serpent in revenge began stinging several of the Farmer’s cattle and caused him severe losses. Well, the Farmer thought it best to make up with the Serpent, and brought food and honey to the mouth of its lair, and said to it: “Let’s forget and forgive; perhaps you were right to punish my son, and take vengeance on my cattle, but surely I was right in trying to avenge him; now that we are both satisfied why should not we be friends again?”
“No, no,” said the Serpent; “take away your gifts; you can never forget the death of your son, nor I forget the loss of my tail.”
|
Name : ____________________ Class/No.: ______________
The Man and the Serpent
A Countryman’s son by accident trod upon a Serpent’s tail, which turned and bit him so that he died. The father in a rage got his axe, and pursuing the Serpent, cut off part of its tail. So the Serpent in revenge began stinging several of the Farmer’s cattle and caused him severe losses. Well, the Farmer thought it best to make up with the Serpent, and brought food and honey to the mouth of its lair, and said to it: “Let’s forget and forgive; perhaps you were right to punish my son, and take vengeance on my cattle, but surely I was right in trying to avenge him; now that we are both satisfied why should not we be friends again?”
“No, no,” said the Serpent; “take away your gifts; you can never forget the death of your son, nor I forget the loss of my tail.”
|
ATTACHMENT 6 - Exercise Guideline
Transition Words– Gap Filling
Aim : To check students’ understanding in using transition words in a narrative text
“Please All and You Will Please None”(attachment 10) correctly.
Participants : Students work the exercise in a couple or a group of 3 students.
Time : 5 minutes
Preparation :
· 30 Transition gap – filling worksheets (Attachment 7) from the Narrative text “Please All and You Will Please None”.
Procedure :
· The teacher asks students to work in a group of 2 – 3 students.
· The teacher distributes the gap – filling worksheets toeach group.
· The teacher explains the instruction of the exercise and asks them if there is any unfamiliar or difficult vocabulary.
· Then, the teacher asks students to do the exercise within 5 minutes.
· After that, the teacher discusses the answer as a whole class by asking some students to read one paragraph of the text.
ATTACHMENT 7 - Exercice
Transition Gap – Filling Worksheet
Please fill in the gap below by choosing one correct transition word provided.
*the word can be used more than onceif needed.
Please All and You Will Please None
A Man and his son were __________ going with their Donkey to market.As they were walking along, a countryman passed them and said: "You fools, what is a Donkey for but to ride upon?"
_________ the Man put the Boy on the Donkey and they went on theirway. But ________ they passed a group of men, one of whom said: "See that lazy youngster, he lets his father walk while he rides."
________ the Man had his Boy get off, and got on himself.But they hadn't gone far when they passed two women, one of whom said to the other: "Shame on that lazy lout to let his poor little son trudge along."
The Man didn't know what to do, but _______ he took his Boy up before him on the Donkey. By this time they had come to the town, and the passers-by began to jeer and point at them. The Man stopped and asked what they were scoffing at. The men said: "Aren't you ashamed of yourself for overloading that poor donkey with you and your hulking son?"
The Man and Boy got off and tried to think what to do. They thought and they thought, till _______ they cut down a pole, tied the donkey's feet to it, and raised the pole and the donkey to their shoulders. They went along amid the laughter of all who met them till they came to Market Bridge, when the Donkey, getting one of his feet loose, kicked out and caused the Boy to drop his end of the pole. In the struggle the Donkey fell over the bridge, and so did The Man and The Boy.
_________ an old man who had followed them said, "That will teach you: Please all, and you will please none.”
ATTACHMENT 8 - Quiz
Reading Comprehension Worksheet
Name : _________________________ Class/No : _______________
I. Decide whether the following statements are True or False! Write T or F in the brackets!
1. The boy let his father walk while he rode. [ ]
2. Both the man and the boy got on the donkey, then. [ ]
3. Finally, The man, the boy, and the donkey walk together. [ ]
4. The donkey fell over the bridge. [ ]
II. Answer the the following questions!
5. Who were involved in the story?
_____________________________________________________________________
6. Why did the countryman consider the man and his son fools?
_____________________________________________________________________
7. Why the man asks the boy to ride on the donkey?
_____________________________________________________________________
8. How did the man and the boy do to take the donkey?
_____________________________________________________________________
9. What does the word “it” in paragraph 5, line 3, refer to?
_____________________________________________________________________
10. What is the main purpose of the story?
_____________________________________________________________________
Good Luck J
ATTACHMENT 9 – Quiz Guideline
Reading Comprehension
The purpose : To check students’ comprehension on reading of a given text, “Please All and You Will Please None”(attachment 10).
Participants : All twelfth grade students (Science class 1).
Time Allocation :10 minutes
Preparation :
· A text of “Please All and You Will Please None”taken from a handbook Look Ahead.
· 30 worksheetsincluded the questions (attachment 8).
Procedures :
· The teacher asks some students to read each paragraph of the text “Please All and You Will Please None” from students’ handbook.
· After that, the teacher asks students whether there are any difficult vocabulary in the text.
· Next, the teacher distributes the worksheets and question sheets for each students.
· The teacher gives a chance for students to read the questions first and to ask if there is difficult vocabulary of the questions.
· The teacher asks students to answer the question in the worksheet within 10 minutes.
· Then, the teacher asks students to exchange their worksheets with other friends.
· The teacher discusses the answers in a whole class. One correct answer will be worth 10 points and an incorrect answer will be zero.
· The teacher asks students to count the total point of the worksheet they corrected.
· The teacher takes the worksheets back to be graded as a quiz.
ATTACHMENT 10 – Narrartive text
Please All and You Will Please None
A Man and his son were once going with their Donkey to market. As they were walking along, a countryman passed them and said: "You fools, what is a Donkey for but to ride upon?"
So the Man put the Boy on the Donkey and they went on their way. But soon they passed a group of men, one of whom said: "See that lazy youngster, he lets his father walk while he rides."
So the Man had his Boy get off, and got on himself. But they hadn't gone far when they passed two women, one of whom said to the other: "Shame on that lazy lout to let his poor little
son trudge along."
The Man didn't know what to do, but at last he took his Boy up before him on the Donkey. By this time they had come to the town, and the passers-by began to jeer and point at them. The Man stopped and asked what they were scoffing at. The men said: "Aren't you ashamed of yourself for overloading that poor donkey with you and your hulking son?"
The Man and Boy got off and tried to think what to do. They thought and they thought, till at last they cut down a pole, tied the donkey's feet to it, and raised the pole and the donkey to their shoulders. They went along amid the laughter of all who met them till they came to Market Bridge, when the Donkey, getting one of his feet loose, kicked out and caused the Boy to drop his end of the pole. In the struggle the Donkey fell over the bridge, and so did the man and the boy.
Finally an old man who had followed them said, “That will teach you: Please all, and you will please none."
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