Thursday, August 27, 2015

Demonstration Lesson Plan II


Name of the teacher: Anju Jude                                 Subject: English
Name of the school :St.Mary’s CGHSS         Unit : I
Standard         :   IX              
Date                :                                              
 Strength          :  20/20                                    Lesson:  A Shattered Dreams
                                                                                     (Para 1-2)
Duration          :40 mts                                               (Non detailed Prose)

Content Generation
Ideational Content:
 ‘ A Shattered Dream’ is an anecdote from the life of Mr. Anil Kumar who had been afighter pilot in the Indian Air Force. He faced the challenges in his life with cheer even after a fatal accident. Anil Kumar recalls his experiences in the form of a narrative. This narrative highlights the importance of will power and determination.

Linguistic content :
 Vocabulary Items: anecdote, crash, wrench, cervical spine.
Structural Item: Past tense (Simple Past)                   
Additional content: Parallel narrative

Synthetic Content:  Profile Writing .

Curricular objectives
                            Gets sensitized to the  issue posed and responses to it.
                            Develops awareness about the importance of will power and dedication            to address real life issues.
                            Develops reference skills.
                            Listens  to  story with comprehension.
                            Reads and analyses the literary text and identifies the theme.
                            Learns new vocabulary
                            Prepares profile.
            Learner : Knows how to read write and understand English passage.
                            is familiar with the hardships faced by different people.
Instructional strategies
                        Individual work, group work, questioning, editing.
Learning aids
Text book,Charts, black board, flash card. OHP, Video Clipping, PP, (computer, projector)


Entry Activity    
After preliminary formalities teacher establishes  rapport with students by presenting a newspaper article.

              Teacher shows the picture of Sudha Chandran and asks the students to identify her.
Then she presents the narrative of Sudha Chandran’s life

           “Sudha  Chandran is a great dancer. She is a successful actress too. Once while she was returning from Tamil Nadu, she met  with an accident. As a result her right leg was amputated. She was disappointed initially. But she started to  dance with the help of an artificial leg. In 1984, she did the movie ‘Mayuri’. She won the special jury award at the National Award.”

             Teacher shows the video clipping of Sudha Chandran’s dance performance in the film ‘Mayuri’.

             Teacher introduces the author and provides the gist of the passage as follows:

            “Today we are going to learn  a similar story. M P Anil Kumar is the hero of  his story. He narrates his own story of an accident which changed his life.”

Model Reading
Teacher reads the passage with correct stress, intonation, pause, accent   and   emotion.  

Silent reading.
           Students  are asked  to read passage silently  with out lip movement.  They are asked to keep track of their reading.

 Collaborate learning

            Teacher divides the whole class into groups and ask them to discuss what they understood

Scaffold learning 

          Teacher shows the picture flash cards  in PP to teach new words.
        Anecdote:     An anecdote is a short and amusing or      interesting story about a real incident or person.
       Crash    : to hit something very hard.
        Wrench: injure ( a part of  the body )  as a result of a sudden twisting movement.

       Cervical Spine: strong structure that begins from the skull and allows movement of the head in all direction.

        Teacher shows the flash cards to the students and asks them to find out the meaning.

Comprehension Questions
       Answer the following questions:
  1. What is the message that Anil Kumar is trying to convey?
  2. What  was his profession?
  3. What happened to him?

Teacher shows the picture of Anil Kumar in his paralyzed state as well as in Indian Army.

 Preparation of  Discourse

        Students are  asked to construct a profile of Anil Kumar.      
        Teacher provides  hints to aid the  students.


M P Anil Kumar

Born:                1964, Chirayinkil, Trivandrum
1973 :                Entered the Sainik School at the age of 9.
1984:                Joined the Indian Air force as a fighter pilot.
28th June 1088: Met with an accident.
                          Accident wrenched  his neck and broke
                          his cervical spine which led to paralysis.

Presentation 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:

M P Anil Kumar

M P Anil Kumar  was born in 1964 at Chirayinkal , Trivandrum. In 1973, he entered the Sainik School at the age of   9. He joined the Indian Air Force as a fighter piolot in 1984. He met with an accident on 28th June 1988. The accident wrenched his neck and broke his cervical spine which led to paralysis.
Follow up
             The students are asked to write a letter to Anil Kumar appreciating his will power and determination.


Name of the teacher:Flemine Gracious      Unit:1,Root,Poem: Those Winter Sundays
Name of the School :St.Marys Ernakulam  Sub-unit            : 14Lines(Stanzas1 -3)
Subject                     : English                                                                       
Standard                 :  XI
Strength                 :   39/40                          
Duration                 :   45 minutes
Date                       : 16-6-2014

Content Generation
Ideational Content
In the poem, ‘Those Winter Sundays’ by Robert Hayden, with a sense of  grief,  he fondly recalls how he  never appreciated his father’s love, when he was a boy.
Linguistic Content
Vocabulary items:  blue-black cold, cracked, ached, blazed, splintering, chronic, austere, lonely.
Aesthetic   items: Poetic devices like:  Figures of speech, Imagery,
Additional Content
1. Videoclipping of the film song  ‘Suryanayi’  Satyam Sivam Sundaram .
2. Poem ‘Achan’ by Balachandran Chullikkadu.
Synthetic Content
Writing a poem about one’s own father.
Learning Objectives
The learner:
  1. Analyzes the literary text and identify the theme of the poem.
  2. Gets acquainted with the new vocabulary given in the poem.
  3. Improves his/her literary skills and creative writing skills.
  4. Appreciates the aesthetic aspects like imagery.
  5. Develops his/her creativity through writing poems.
  6. Appreciates the parental  love and care and develops healthy family relationships.
The learner:
  1. Has experienced parental love and care.
  2. Has written poems  on his/her own.
  3. Is familiar with poetic devices like imagery. .
Instructional Strategies
            Group work for collaborative reading, individual work for  poetry  writing,   recitation , peer correction
Learning Aids
PowerPoint Presentation, Blackboard, flashcards, charts, pictures, video clipping.

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  songs ?
Listen to the song and identy the theme?
The teacher plays the videoclipping of the film song  ‘Suryanayi’  Satyam Sivam Sundaram.

Can any own recite any parallel lines from mother tongue?
       Recites the Poem ‘Achan’ by Balachandran Chullikkadu.
Who is  it about? 
      Do you like your father very much? Why?

The teacher mentions the gist of the poem as follows:  Today we are going to study a poem, a beautiful poem, written by Robert Hayden about his father. The title of the poem is ‘Those Winter Sundays’.
It is about a son’s grief for, he had never appreciated his father’s love, when he was a boy.

The teacher shows the picture of the author and gives a brief description about him.  The author’s name is Robert Hayden.

The teacher shows a flash card with the title of the poem and the author details.

II. Reading
Model Reading
The teacher reads the poem  loudly  with proper intonation , rhythm and tone.
Individual reading
The teacher asks the students to read the poem silently.
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 helps the students to clarify the meaning of new words/usages.
The teacher then asks the students to highlight the important ideas of the poem.
Who is the author of the poem?
What is the poem about?
What do you mean by ‘Sundays’ too?
Scaffolded  Reading
The teacher further asks scaffolding questions in order to provide an in depth idea about the poem.
How did  the father support the family?
Which lines shows his hard work?
What was his son’s attitude towards him?
How did the family treat him?
What are the word pictures used in the poem?
What do you call these word pictures? These word picture are called  images .(Shows the chart)
 Do activity 1(page-22).List the images in the poem.
Classify these  images in to  visual, auditory, tactile, as they appeal to different sense organs.

Teacher introduces the new words as follows:
Blue- black  - severe
  In winter we wear woolen clothes to protect us from severe cold.(shows pictures).  ‘Blue black cold’ means ‘severe cold’.
Cracked- parched (
(shows pictures of parched hands.) look at these hands! They are parched because of hard work.  Cracked means ‘parched’.

III. Preparation of Discourse
Write a poem about your father.
The students are asked to prepare the discourse individually.  They are then expected to discuss their discourses in groups and to select the best product of the group.  After this, they refine the product within their groups.

Presentation of the Discourse
The students present their refined discourses before their peers.
The teacher helps the students to edit their discourses.  The students discuss about the ideas to be incorporated in the discourse as well as aspects like thematic editing, syntactic editing, morphological editing, and spelling and punctuation errors.
Presentation of Teacher’s Version
The teacher presents her own version of the discourse.

My Sweet Dad!
Those cold hands with warm touch
Help me with my homework and other tasks
Whose gentle smile caress my heart
At times when I lose hope
The abundant love as the showers of rain
Unconditional and so true
All he  wants  is my happy face
And all my troubles depart.

Follow-up activity
         The teacher asks  the students to prepare a greeting card for Father’s Day.


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