Demonstration Lesson Plan V

DEMONSTRATION TEACHING MANUAL 5

Name of the teacher: Priyamvada S Nair    Unit:II ,Breaking Barriers,

Name of the School :St.Marys Ernakulam   Topic:Women(Poem: Lines-1-8)

Subject                     : English                                                                       

Standard                 :  XI

Strength                 :   39/40                          

Duration                 :   45 minutes

Date                       : 17-8-2015

Content Generation

Ideational Content

“Women” is a poem written by Louise Bogan. It draws the picture of how women lead a life of confinement and claustrophobic entrapment in a patriarchal society. The poetess just draws our attention towards how they live in the society. Even the most commonest sights outside the interiors of the house is alien to them. This poem explains what the society think of women. Women’s life is confined to the limited world.

Linguistic Content

Vocabulary items:deprived,agony, barriers, wilderness, provident, content, culverts

Aesthetic   items: Poetic devices like:  rhyming words, Figures of speech, Imagery,

Additional Content

1. Videoclipping of the song ‘Om karam ‘ from the film ‘Veruthe Oru Bharya’ .

Synthetic Content

Notice from the concept map provided.

Learning Objectives

The learner:

1. Analyzes the literary text and identify the theme of the poem.
2. Gets sensitized to the  women issues  posed and responses to it.
3. Gets acquainted with the new vocabulary given in the poem.
4. Improves his/her literary skills and creative writing skills.
5. Appreciates the poetic devices like  rhyming words and  imagery.
6. Develops his/her creativity through writing paragraphs.
7. Appreciates the role of women in the family and society and need to respect them.   

Pre-requisites

The learner:

1. Is aware of women issues in the society.
2. Has participated in debates /discussions based on similar themes.
3. Has prepared  notice   on his/her own.
4. 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.notice, concept map.

Process/Activity	Assessment
I.                   Entry activity After the preliminary formalities and friendly talk with the students teacher creates rapport with the students and asks some questions in order to introduce the topic. Do you help your mother at home? How many of you would like to work in future? What is your idea about a typical housewife? How should she be?	Students greeted the teacher. Most of them said, “yes” She will be working through out the day doing household works.
Teacher further initiates a discussion on the plight of women at home after having shown a video clipping of a woman engaged in  household works. Teacher puts forth an instance from the Malayalam movie ‘Veruthe Oru Bharya’ Now a chart is displayed with the sketch of a women’s face with the alphabets WOMAN attached to it. One student from each group is asked to come and write a word corresponding to it that would describe a woman. Teacher now introduces the theme of the poem with the help of a PPT  and expresses the idea of the pitiable plight of woman in a male dominated world. Today we will learn  a beautiful poem, written by Louise Bogan. The title of the poem is ‘Women.	They watched the video carefully. They identified the movie. One student from each group came and wrote a word corresponding to the acronym ‘WOMAN’.
Teacher shows the picture of the author and gives a brief description about her. The name of the poetess is Loise Bogan. She is an American. Most of her poems center on womanhood. Teacher writes  the title of the poem and the author details on the Black Board.	Students listened carefully.
The teacher mentions the gist of the poem as follows: ‘Women’ is a poem written by Louise Bogan. It draws the picture of how women lead a life of confinement and claustrophobic entrapment in a patriarchal society. The poetess just draws our attention towards how they live in the society. Even the most commonest sights outside the interiors of the house is alien to them. This poem explains what the society think of women. Women’s life is confined to the limited world.	Students listened carefully.
II. Reading Model Reading The teacher reads the poem  loudly  with proper stress, intonation, voice modulation, 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. Teacher introduces the new words as follows: * deprived/     / -prevent from having something. These poor people are starving. The have no food. They are deprived of food. So * deprived means prevent from having something *agony/      /-extreme physical or mental suffering. Look at this man! He is in agony . agony means extreme physical or mental suffering. *barriers  /    / - physical structure that blocks something Look at these barriers. *wilderness/      / a neglected  or abandoned area. Wilderness means a neglected  or abandoned area. *provident/       /  -demonstrating great consideration  for future. He  saves money for future. He is a prudent man. *content/      /  a state of satisfaction. This man is happy and content. *culverts /    / structure that allows water to flow under road trail etc.  (shows picture and gives the mother tongue equivalent.) Teacher helps the students to clarify the meaning of above words with the help of picture slides)             Teacher then asks the students to highlight the important ideas of the poem. What is the title  of the lesson? What is the poem about? Name the poetess. Scaffolded  Reading Teacher further asks scaffolding questions in order to provide an in depth idea about the poem. What is the major theme of the poem? Are women exposed to the common things outside? What are some of the things that women miss in their life? Pick out lines from the poem. Imagery: Teacher introduces the various types of  images with the help of a chart with corresponding pictures and flash cards.   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) List the images in the poem. Classify these  images in to  visual, auditory, tactile, as they appeal to different sense organs. Rhyming Words: Teacher introduces the rhyming words as follows: (Shows a picture chart with the rhyme ‘Twinkle twinkle little star How  I wonder what you are Up above the world so high Like a diamond in the sky. Look at the ending  words of each line. Are they sound same? They are rhyming words. Rhyming Words:  Repetition of similar sounds in two or more words most often in the end of each line of a poem. Bottle –fiddle While  - mile	Students listened carefully They  read the poem silently. They watched the slides and jotted down the points. They followed the instructions. They answered well. They observed the chart and noted down main points. Students shared their responses.
II.                Preparation of Discourse Teacher shows a concept map (ppt) and distributes activity cards in the shape of a woman’s face and asks them to develop a notice from the concept map provided after having divided them into groups. All the members of the group are asked to contribute their ideas. After this, they refine the product within their groups.	Students formed groups and discussed  and prepared the discource.
Presentation of the Discourse The students present their refined discourses before their peers. Editing 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.	Four of the discourses were presented. Editing was done successfully. The discourses were read out aloud and feed back was given accordingly.
NOTICE SEMINAR On WOMEN EMPOWERMENT St.Mary’s School Women’s club will be conducting a seminar on Women Empowerment and all are requested to be part of this seminar. Date: 8th September 2015  10AM to 1PM Venue: School auditorium. -Secretary	One of the student read aloud the teacher’s version presented in PPT.
Follow-up activity Prepare a greeting card wishing your mother on International Women’s Day.

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