Thursday, August 27, 2015

Demonstration Lesson Plan: I


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
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.
            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)


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
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.
              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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