DEMONSTRATION TEACHING MANUAL- 1
Name of the teacher: Anitha Pillai Subject:
English
Name of the school :St.Mary’s
CGHSS Unit : IV
Standard : IX
Date :
Strength :
20/20 Lesson: Memories of a Dying River
(Para 1-2)
Duration : 40 mts (Non detailed Prose)
Content Generation
Ideational Content:
This is an article written by M T Vasudevan
Nair which describes how people are responsible for the sufferings of a river.
Our life style has taken a toll on all natural resources. The illegal sand
mining has disturbed the natural ebb and flow of water thus creating mere sand
beds instead of beautiful rivers.
Linguistic content :
Vocabulary Items: blazed, trail,
eco-aesthetics
Structural Item: Adjectives
Additional content:
Parallel narrative (The child’s experience of seeing people sand mining in
rivers.)
Synthetic Content: Poster .
Curricular objectives
Learner:
Reads and analyses the literary
text and identifies the theme.
Gets sensitized to the issue posed and responses to it.
Develops awareness about the
importance of preserving nature and natural resources. Develops reference
skills.
Listens
to story with comprehension.
Gets acquainted with the new vocabulary given.
Develops creativity through
writing posters.
Pre-requisite
Learner
: Knows how to read write and understand English passage.
Enjoys reading articles about rivers.
Has seen sand
mining in rivers beds.
Is aware of the
significance of protecting our natural resources.
Instructional strategies
Individual
work, group work, questioning, editing.
Learning aids
Text book, Charts, black board,
flash card. OHP, Video Clipping, PP, (computer, projector)
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Process/Activity
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Assessment
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I.
Entry
activity
The teacher
creates rapport with the students by engaging in informal conversation. The teacher asks some questions in order to
introduce the topic.
Do you
like to visit places?
What
are some of your favourite holiday spots?
Why do
you think Kerala is called as ‘God’s
Own Country’?
Do you
think the people of our land is taking proper care of the water resources?
Teacher shows the video clippings
of beautiful rivers and contrasts them with dried rivers. The teacher asks
them to note the differences between the pictures and the reason why the
rivers have dried away. The teacher gives the students time to express their
ideas in front of the whole class. Teacher appreciates and consolidates their
points together. :
The teacher
introduces the lesson ‘Memories of a Dying River’ and writes the name of the lesson and the
name of the writer, M T Vasudevan Nair on the blackboard. The teacher
explains the aesthetic beauty of Kerala lies in its greenery. Kerala culture
imbibes its fame from the poetry of famous writers like ONV Kurup Edasseri etc. The article
describes another side f the ever disturbing nature of our people.
The
author MT Vasudevan Nair is an eminent writer who is known for the striking
individuality in all of his works. We can see the same in these lines where he contrasts the beauteous lines taken
from Edasseri’s poem to the depleted present state of the river
Bharathapuzha.
II. Reading
Model Reading
The teacher
reads the story loudly to the students.
Individual reading
The teacher
asks the students to read the story on their own.
Collaborative Reading
The teacher
divides the students into groups and asks them to read the passage. They are asked to put a ( ü
) mark if they have understood, a ( ? ) mark if they do not and an (!) mark
if they find anything surprising or interesting.
The teacher asks
the students to discuss the meaning of new words/usages in the
passage. The teacher presents the new words in meaningful situations.
*blazed
/blazed/ - a striking display of
*trail- a
course , a path
*eco-aesthetics-
ecological aesthetic appreciation
*emaciated-narrow
Teacher
shows the picture flash cards in PP to
teach new words and asks them to find
out the meaning.
The teacher
then asks some comprehension questions to the students to highlight the important
ideas in the passage.
When
was the bridge constructed?
What is
the name of Edasseri’s celebrated
poem?
How
much did it cost to build the bridge?
Scaffolded Reading
The teacher
further asks scaffolding questions in order to provide an in depth idea about
the passage.
What
did the poet feel the river would
become a drain?
Is it
necessary that each person including ourselves have to take immediate action
to stop this violence against nature?
Teacher introduces the structure Adjectives as follows:The teacher
asks the students to point out some examples of describing words in the passage. From the way they are
used the words are defined as
describing words or adjectives. The
teacher explains how adjectives can be formed from nouns, verbs and other
adjectives.
Preparation of Discourse
Students
are asked to prepare a poster to
create awareness to protect one’s natural resources. Teacher provides hints to aid the students
III. Preparation of Discourse
Teacher calls the students
at random to present the discourse
before the class.
Editing
Teacher initiates the editing
process by correcting the group version selected at random.
Teacher’s
Version
Teacher presents her own version:
Follow-up activity
The students are asked to compose a poem on the beauty of any river
near their home.
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