Wednesday, June 6, 2018

Module II –Planning for Instruction 204



 Module II  –Planning for Instruction (20 hrs)
2.1.Planning:Meaning, Importance and Objectives
2.2.Different types of  planning: Year Plan, Unit Plan , Lesson Plan
2.3 Approaches in Lesson Planning - Herbartian and Constructivism
2.4.Lesson planning for teaching Prose and Poetry.

PLANNING OF INSTRUCTION IN ENGLISH
The term ‘pedagogue’, is derived from two Greek words ‘pais paidos’ meaning ‘boy’ and ‘agogos’,  meaning guide,which together connotes a teacher.  Pedagogic Analysis is a logical and systematic break up of the curriculum from the point of view of a pedagogue(teacher) for the purpose of its effective transaction.
 Objectives of Pedagogic Analysis :
 Analyze the curricular content  -Identify instructional objectives.-Identify pre-requisites -Enumerate inputs -Design learning experiences -Diagnosis and remediation -Strategies for continuous and comprehensive evaluation.
On completion of  Pedagogic Analysis, the teacher-learner should be  able to:1.effectively prepare teaching manuals.2.construct achievement tests and diagnostic tests.3.understand the concept of microteaching.4.enhance their proficiency by learning the phonological,       morphological, semantic and syntactic structure of English language.5.analyse the structural items in the prescribed school course books. 6.understand the nature of language as a dynamic entity.

1.1) MEANING, IMPORTANCE AND PURPOSE OF PLANNING



PLANNING FOR TEACHING ENGLISH
Planning in Education starts with national level.
Various levels of syllabus were prescribed by educational experts.
Present Kerala state curriculum
“The present Kerala state curriculum is developed on the basis of NCF2005 and KCF2007.
The curriculum of English in the state has a continuum from standard I to standard XII.
Social constructivism, critical pedadogy, and issue based learning are its theoretical foundations.
The treatment of the learning package for English reflected in the learning materials envisions language as a set of discourses.” (SCERT).
1.2) YEAR PLAN, UNIT PLAN AND LESSON PLAN

Unit Plan
Year Plan Preparation.
Year plan is the plan  prepared for an academic year.
The teachers of the same subject or faculty should assemble and report  before the reopening of the school  and discuss the objectives and techniques of instruction.
Year plan
A long term planning of the instructional process
Provides the teacher with a design of work to be executed during the year as a whole
Here the total course material is divided into units and units into daily lessons.
Relevance of the Year Plan
Year planning helps to lay down clearly the objectives in teaching  and helps to adopt suitable methods.
(Eg: A lesson about rainy day in July and X-mas tree in december.)
Why  Year Planning?
It makes teaching interesting,
 makes evaluation easier, and objective based.
 promotes professional
co-operartion and mutual exchange of ideas as the teachers of a school plan for the year jointly.
and cultivates research attitudes.
To Indicate the weightage to be given for various instructional objectives and learning material.
It points out the broad based strategies for achieving these objectives and the methods and approaches to be adopted for each topic
To make teaching systematic , economic and effective
Planning for the year in a subject should indicate:
Planning for the year in a subject should indicate units,  the time required for teaching the period of the year
When it may be dealt with , the method of teaching to be adopted, and needed aims.
A year plan should indicate:
The course Aim
Curricular  Objectives
Number of Lessons
The time schedule for each Unit
Methods of teaching and Techniques
Details of equipments/aids
Resources
Evaluation strategies.
Year Plan 2013-2014
Book prescribed
1.      Course book in English
2.      Practice book in English
3.      Supplementary Reader
4.      Audio cassettes
5.      Course book---------8 units
                                           7 poems
6. Practice book --------8 units
                                          26 tasks
CURRICULUM OBJECTIVES
Listening
Speaking
Reading
Writing
Communication
Reference skills
Study skills
Time allotment
No . Of periods expected                                -180
Periods needed for class room interaction-155
Evaluation                                                           -25
Grand total                                                         -180
Unit plan
A related learning segment made up of a few lessons along with an outline of its execution in the class room.
Consists of both the subject matter and methodology of its delivery
Normally ranges for 3-6 week
 
UNIT PLAN
UNIT PLANNING
Unit demarcation and
 unit wise analysis
: are the most important step in teaching process.
WHAT IS UNIT PLAN?
A unit is a mutually related content area , consists of many teaching items.
The teacher should state the content items clearly after a careful Content Analysis.
Preparing Unit Plan.
After analyzing the content , the teacher has to list down the objectives of teaching the unit, methods and techniques adopted, the teaching aids required for the unit and the previous knowledge of the student.
After this the activity intented for the unit (teaching /learning experiences) should be given with the objectives to be attained.
Evaluation Procedure.
Every Unit plan should be followed  by an evaluation procedure.
 (Achievement of the Curricular Objectives can be tested by a Unit Test/ Achievement test.)
Unit Plan consists of:
A suggested design for transacting the curriculum material involved in a ‘unit’ with predetermined Objectives to be realized.
suggests learning activities leading to experience for the realisation of Objectives.
Characteristics of a good unit plan
Unit should be a compact whole
Scope for activities
Aims should be clear and well defined
It should cater to the needs, interests and capabilities of students
It has to be a complete integrated whole in its organization.
It should allow flexibility to provide for individual differences.
Characteristics of a good unit plan
There should be a provision for evaluation and follow up activities.
It should suggest specific teaching aids to be used for transacting curriculum area.
It should provide strategies for correlation with life and with other subjects.
It should suggest projects , field trips etc appropriate for content and objectives.
The plan could be completed within time limit.
Advantages of a unit plan
It provides a basic course structure around which specific class activities can be organized.
It enables the teacher to integrate the basic course concepts and those of related areas into various teaching experiences.
It also provides an opportunity for the teacher to keep a balanced between various dimensions of the prescribed course.
 WHAT IS A UNIT PLAN?
A plan of instruction designed for the study of the unit concerned.
For the construction of a learning unit, the teacher selects and organizes ideas, materials and activities for the purpose of producing daily lesson plans.
Steps in unit planning
1. content analysis (what of the unit).
2.objectives and specifications (why of the unit).
3. learning activities (how of the unit).
4. evaluation procedures (how much/how good of the unit).
 FORMAT OF  THE UNIT  PLAN RECORD
Content Analysis
Types of unit plan
Learning unit
Resource unit
Resource unit
A pool of materials and ideas related to the theme or problem
A collection of suggested teaching and learning aids and activities organized for transacting the curriculum of a given unit
A resource for unit
A broad and deep reservoir of teaching contents, activities and instructional aids
Steps in preparation of a resource unit
Title
Introduction
General objectives
Content analysis
Activities
Teaching materials and sources
Evaluation procedures
editing
follow up activity
Practical Work
Divide in to two groups.
Group I: Prepare a unit  plan (Unit -1) of the  to teach English in Standard VIII.
Group II: Prepare a unit  plan(Unit -1) to teach English in  Standard IX.

LESSON  PLAN
PLANNING FOR TEACHING ENGLISH       
      Unit Plan
A lesson  plan should indicate:
Content Analysis
Curricular  Objectives
The time schedule
Methods of teaching and Techniques
Details of equipments/aids
Resources
Evaluation strategies.
Preparing lesson  Plan.
After analyzing the content , the teacher has to list down the objectives of teaching the unit, methods and techniques adopted, the teaching aids required for the lesson  and the previous knowledge of the student.
After this the activity intended for the lesson  (teaching /learning experiences) should be given with the objectives to be attained.
Evaluation Procedure.
Every lesson  plan should be followed  by an evaluation procedure.
Importance  of  Lesson planning
Delimits the teacher’s field of work.
Enables to define aims and objectives clearly.
Makes maximum use of time and enegy of teachers and students and prevent wastage of time.
Develops professional competence.
Makes oneself confident.
Exercises originality.
Helps to judge the learning outcome.
Lesson planning organizes and systematizes learning process.
The hierarchy of  lessons become well-knit, interconnected and associated.
The educative process is takes definite shape and its continuity is assured.
 FORMAT OF   LESSON   PLAN
Follow up Activities
         Prepare a  lesson  plan   to teach English in Standard VIII/IX.
HERBARTIAN  APPROACH OF LESSON PLANNING
                                     John Fredric Herbart was a great European educationist and philosopher of 19th century he advocated that teaching should be planned actively if we intend to make it efficient He applied the knowledge of psychology regarding the Learning process.
                                     Herbartian approach is based on apperceptive mass theory of learning. The main thing in that theory is that the learner is like a clean slate and all the knowledge is given to him from outside. If new knowledge is imparted by linking with old knowledge of the student it is acquired easily and is retained for a longer period. The contents should be presented into units and those units should be arranged in a logical sequence.
                                     Based upon Educational psychology Herbart’s educational ideology advocated the following four elements for a successful teaching.
1.      Interest. The teaching process should be interesting. When the interest of pupils is crated in some subject, their attention is attracted towards it. They acquire the new knowledge very easily.
2.      Apperception. The entire knowledge is provided to the pupils from outside. Apperception of this external knowledge occurs in the unconscious mind of the pupils. By relating new knowledge  to the previous knowledge of the pupils, their learning is simplified. Hence, in order to make the learning process effective, the teacher should move from known to unknown.
3.      General Method. Learning activity occurs in a definite sequence. Hence, the activities of the unit should be edited in a definite sequence and in a logical order.
4.      Correlation. Knowledge is one unit. All the subjects should be studied after correlating each other in the form of one unit. All the subject of the curriculum should be taught by correlating them with History.
Steps of Teaching Approach
1.      Clarity. The teacher should present the subject-matter with clarity. The subject-matter to be taught is broken into various facts so that pupils pay attention to each fact or element.
2.      Association. The new knowledge of the pupils is related to their previous knowledge.
3.      System. New knowledge or thought should be organized in sequence on the basis of logic. The specific are separated from the generals which may enable the pupils to view the mutual relations between various fact or elements so that they may gain the knowledge of ‘whole’.
4.      Method. The pupils apply the gained knowledge to the new situations.
HERBARTIAN FIVE STEPS TEACHING
                                       While Herbart emphasized only four steps his followers modified the above four steps. Ziller , a disciple of Herbart, divided the first step i.e., clarity into two introduction and presentation. Ryan incorporated one more step termed as ‘Statement of Aim’ in between these two. Still other disciples of Herbart changed the names of other three steps. The term comparison was used in place of association, generalization in place of system and application in place of method. Thus, resulted five steps in place of four. These five steps are termed as Herbartian five steps of teaching.
Preparation/ Introduction-. Some question are asked from the pupils in order to test their previous knowledge so that curiosity may arouse in them for  learning of new knowledge. By testing their previous experiences the pupils are prepared for acquiring new knowledge.
§  Statement of Aim Here, the topic becomes clear to the pupils and the teacher himself is supposed to write the topic on the black-board in clear words.
§  Presentation. The lesson is developed with the cooperation of the pupils. Opportunities are provided to pupils to learn themselves by stimulating their mental activity. The teacher tries to receive most of the points from the pupils by questioning so that the new knowledge may get related to the previous knowledge.
§  Comparison and Association In this, the facts, events and application taught are related mutually by comparison to enable the pupils to understand the taught material. The teacher establishes a relationship between two subjects and also between the facts and events of one subject and the facts and events of the other subject. He compares them so that the new knowledge may get stabilized and clarified in the minds of the pupils.
§  Generalization  Herbart termed this step as ‘system’ After explaining the main lesson, the pupils are provided with opportunities to think. They formulate such principles and rules which may be used in various situations of the future life.
§  Application In Application it is observed whether the acquired knowledge may be applied to the new situations. The teacher verifies this by asking recapitulate questions or by providing opportunities to apply the acquired knowledge in the new saturations. This stabilizes the new knowledge and validity of the rules may also be proved.
                   HERBARTIAN LESSON PLAN MODEL
Date……….               Class……………                    Period………………..
Subject……………….                       Topic………………
1.      1. General Objectives. These objectives are formulated by the teacher in his subject keeping in view the entering behaviors of the learners. For example: 1. To develop the knowledge of grammar among the students…
2.      Specific Objective. These objectives are formulated on the basis of general objectives and considering the nature of the topic and level of students. These are specified in terms of knowledge, skill or appreciation. These objectives are written in behavioral terms. For Example: (i) Students will be able to recall the definition of noun. (ii) Students will be able to enumerate the examples of noun….
3.      Introduction. Here, the teacher employs his insight and experiences for liking new knowledge with the previous knowledge of the students. The topic is not introduced directly but it is usually emitted by the student’s responses by asking introductory questions.
4.      Teaching Aids. Audio-visual aids are selected according to the proposed topic.
5.      Previous knowledge. Students’ previous knowledge is mentioned. For example: Students are familiar with figure of speech. They know that nouns are naming words.
6.      Statement of Aim. The teacher gives his statement of teaching topic by incorporating the student’s responses. For Example: “Today, we will study about the noun and its kinds.”
7.      Presentation. The teacher prepares the developing questions after introducing the topic. The question are arranged in logical sequence, i.e., from simple to complex, considering the structure of the topic.
8.      Explanation. The teacher is supposed to explain the answers of the given developing question. as whole of the content-matter is in the question-answer form.
9.      Black –board Summary. The teacher has to prepare the black-board summary of his teaching point and explanations.
10.  Review Questions. The purpose of these questions is to practice the student’s learning and to evaluate their performance whether they have comprehended the teaching unit or not. These review questions are asked only after rubbing the black-board summary. For example: Q.1. What is the definition of ‘Noun’? Q.2. Give some examples of Noun…..
11.  Home assignments. At the end of the lesson plan, home assignment is given to the students on the same teaching unit. The purpose of home work is to practice, to organize and to study the topic for better understanding and retention.
Advantages
1.      Organized Teaching. Each step has been organized in a logical order  which provides an opportunity to  the fresh teacher to  become aware of future mistakes. Originality is never affected and the teaching goes on in a very organized way.
2.      Acquiring thoughts as apperception . Herbart believed that when the new thought related to the thoughts lying in unconscious mind of the pupils are presented, the thoughts of unconscious mind come to the conscious mind, establish relationship with the new thought and again go to the unconscious mind. Herbart termed this material process of acquiring thoughts as apperception.
3.      Use of Inductive and Deductive Methods. While presenting the new knowledge, help of various examples is sought through ‘generalization’ and rules are derived. it is an inductive method. In the step application, these rules are to be executed, this is a deductive method. Thus, both indicative and deductive methods are used in this  five steps approach.
4.      Recapitulation. Such question are asked while recapitulating which, on answering, result in the learning and  application of  the acquired knowledge in new situations.
5.      Correlation Possible. Herbart considered entire knowledge as a single unit. The  knowledge of the pupils is acquired in   a single unit. This allows to establish a correlation between previous and new knowledge and between all subject of the curriculum.
Limitations
1.      Mechanical Method of Teaching. The use of the these steps takes away the freedom of the teacher as he cannot incorporate his independent thought in any step. This reduces his originality. Hence, Herbartian approach is a mechanical method of teaching.
2.      No Place for Individual Differences. While using Herbartian approach. Similar questions are asked to the entire . This overlooks individual differences.
3.      Useful in Knowledge Lesson only. Useful in Knowledge Lessons Only. Herbartian approach can be useful in the knowledge lesson only, not in appreciation and skill lessons. In other words, Herbartian approach can be used successfully in knowledge lessons, but not in appreciation and skill lessons.
4.      Teacher More Active. In Herbartian approach, the teacher has to be more active. It is more desirable if the pupils remain more active than the teachers. As this teaching method is not activity-centered, pupils don’t’ get any motivation for learning. It is because, the new teaching methods do not include Herbartian steps.
5.      Uninteresting. This approach stresses upon the teaching of all the subjects of curriculum in a similar sequence overlooking the interests, attitudes, abilities, and capacities of the pupils according to their mental development. . This makes the entire teaching a traditional one and the pupil does not show any interest in acquiring new knowledge. The entire teaching become monotonous. The pupil does not show any interest in acquiring new knowledge . Thus, Herbart’s teaching method is not interesting.
6.      Difficulty of Correlation. Considering the knowledge as a complete unit, Herbart emphasized correlation between different subjects for the unity in the mental life of the pupils, But following these five steps teachers impart the knowledge of different subjects to the pupils differently. They seek to establish a correlation between various subjects in order to bring integration in the mental life of the pupils which is essentially difficult, if not impossible.
7.       No Need of Generalization. The generalization is the fourth important step in Herbartian approach. While teaching a language, geography, history, music and arts etc. generalization is not needed. From this point of view, all the five steps are not needed while teaching according to Herbartian approach.
 Conclusion               
                                           In nutshell it can be concluded that Herbartain Five-Step Approach, is an impressive and psychological teaching method. It includes both inductive and deductive methods. A correlation  among all the subjects of the curriculum is possible by its use. There is a provision of recapitulation in the step under ‘application’. However, some educationists point out that this method is useful only for knowledge lessons. Generalization is not needed in every lesson. Herbart’s  method is mechanical. There is no place for individual differences. It does not motivate the pupils to learn by doing. The correlation between the different subjects is essentially difficult. Glower points out that in Herbartian approach; emphasis is laid on teaching only instead of learning. This reduces the freedom of the teacher. Pupils also become passive. Neither is their character formed nor do they reach their desired goals. However, the pupils-teachers should follow this approach with necessary changes keeping its merits in view.




2.CONSTRUCTIVIST APPROACH , FUNDAMENTALS OF SOCIAL AND COGNITIVE CONSTRUCTIVISM
Constructivism Constructivist Approach:The term ‘constructivism’, refers to the idea that learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns.  Constructing meaning is learning;
Basic assumptions of constructivism:1) we have to focus on the learner in thinking about learning (not on the subject/lesson to be taught): 2) There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners.
Characteristics:1)Paradigm shift in the roles:  education is learner centred.Teacher is only a guide and facilitator a prompter behind the curtain.Learner constructs knowledge, instead of delivered or spoon-fed as a product.2)Learning Process :Learner actively constructs knowledge himself based on the prior knowledge and experience.Learner interacts with content, teacher, peers, and environment in the learning process.‘construct Knowledge’ means ‘recreate knowledge.’ The immanent potentialities ofthe  humans are infinite but they use infitesimally small amount of it.
Principles of learning :1. Learning involves the active  ‘learners ‘(Dewey)   engaging with the world.2. People learn to learn as they learn: 3. The crucial action of constructing meaning is mental. 4. Learning involves language. 5. Learning is a social activity. 6. Learning is contextual . 7. One needs knowledge to learn. 8. It takes time to learn. 9. Motivation is a key component in learning.  In Cognitive Constructivism , Piaget identified a kind of cognitive scaffold called ‘schema’ for organizing knowledge.‘ Assimilation’ and ‘Accommodation’  are two related processes in learning. In Social Constructivism propounded by LS Vygotsky  creation of knowledge takes place in the  social environment of student. nowledge is acquired through active collaborative processes.
Educational Implication: The approach is closely related to co-operative learning and Collaborative learning Activities  and the acknowledgment of the innate talents of the learner.
Teaching Techniques:1)  Group work.2)  Workshops. 3)  Group Discussion. 4)  Role playing. 5)  Dramatization


Constructivismis is of of recent development.Most reputed expounders are: Jean Piaget, Jerome S Bruner, Lev Semyonovich Vygotsky, Noam Chomsky, Donaldson and Skemp.
What is meant by constructivism?
The term refers to the idea that learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns.  Constructing meaning is learning; 1) we have to focus on the learner in thinking about learning (not on the subject/lesson to be taught): 2) There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners.
CHARACTERISTICS
1)Paradigm shift in the roles: Education is learner centred.Teacher is only a guide and facilitator a prompter behind the curtain.Learner constructs knowledge, instead of delivered or spoon-fed as a product.
2)Learning Process: Learner actively constructs knowledge himself based on the prior knowledge and experience.Learner interacts with content, teacher, peers, and environment in the learning process.‘Construct Knowledge’ means ‘recreate knowledge.’ The immanent potentialities ofthe  humans are infinite but they use infitesimally small amount of it.
      Principles of learning
     Guiding principles of constructivist thinking relevant to the educators
1. Learning involves the active  ‘learners ‘(Dewey)   engaging with the world:. Learning is an active process in which the learner uses sensory input and constructs meaning out of it.  The learner needs to do something. Learning is not the passive acceptance of knowledge which exists "out there" but that
2. People learn to learn as they learn: learning consists both of constructing meaning and constructing systems of meaning Each meaning we construct makes us better able to give meaning to other sensations which can fit a similar pattern.
3. The crucial action of constructing meaning is mental: it happens in the mind. Physical actions, hands-on experience may be necessary for learning, especially for children, but it is not sufficient; we need to provide activities which engage the mind as well as the hands. (Dewey called this reflective activity.)
4. Learning involves language: The language we use influences learning. On the empirical level. researchers have noted that people talk to themselves as they learn. As Vigotsky says   that language and learning are inextricably intertwined.
5. Learning is a social activity: our learning is intimately associated with our connection with other human beings, our teachers, our peers, our family as well as casual acquaintances, including the people before us or next to us at the exhibit. We are more likely to be successful in our efforts to educate if we recognize this principle rather than try to avoid it.‘ Progressive education’ (Dewey) recognizes the social aspect of learning and uses conversation, interaction with others, and the application of knowledge as an integral aspect of learning. 
6. Learning is contextual: we do not learn isolated facts and theories in some abstract ethereal land of the mind separate from the rest of our lives: we learn in relationship to what else we know, what we believe, our prejudices and our fears.  On reflection, it becomes clear that this point is actually a corollary of the idea that learning is active and social. We cannot divorce our learning from our lives.
7. One needs knowledge to learn: it is not possible to assimilate new knowledge without having some structure developed from previous knowledge to build on. The more we know, the more we can learn. Therefore any effort to teach must be connected to the state of the learner, must provide a path into the subject for the learner based on that learner's previous knowledge.
8. It takes time to learn: learning is not instantaneous. For significant learning we need to revisit ideas, ponder them try them out, play with them and use them. If you reflect on anything you have learned, you soon realize that it is the product of repeated exposure and thought. Even, or especially, moments of profound insight, can be traced back to longer periods of preparation.
9. Motivation is a key component in learning. Not only is it the case that motivation helps learning, it is essential for learning. This ideas of motivation is broadly conceived to include an understanding of ways in which the knowledge can be used. Unless we know "the reasons why", we may not be very involved in using the knowledge that may be instilled in us. even by the most severe and direct teaching.
FUNDAMENTALS OF SOCIAL AND COGNITIVE CONSTRUCTIVISM
types:
1)      cognitive constructivism
2)      social constructivism
They are complementary to each other.
COGNITIVE CONSTRUCTIVISM
Propounded by Jean Piaget.Piaget identified a kind of cognitive scaffold called ‘schema’ for organising knowledge.‘Assimilation’ and ‘Accommodation’  are two related processes in
Assimilation: The process of linking of the unfamiliar schema with familiar schema already existed in the cognitive structure. Thus unfamiliar schema is  made familiar. The assimilated schemas are given a most suitable place in the cognitive structure to become a part of that entity. Accommodation: The process of incorporating new knowledge by modifying the existing cognitive structure of the organism.Both maturation and experience (nature and nurture) play  significant role in building knowledge.
SOCIAL CONSTRUCTIVISM
Propounded by LS Vygotsky.Creation of knowledge takes place in the  social environment of student.Knowledge is acquired through active collaborative processes. Collaborative learning
learning occurs through social interaction and debates Not only the child’s biological aspects but his social relations, civilization, history etc. make him grow intellectually.commonly illustrated when groups of students work together to search for understanding meaning, or solutions or to create an artifact or product of their learning
 Learning flourishes in a social environment where conversation between learners takes place..
the learners are challenged both socially and emotionally as they listen to different perspectives, and are required to articulate and defend their ideas. Learners create their own unique conceptual frameworks and not rely solely on an expert's or a text's framework. The approach is closely related to co-operative learning and Collaborative learning a ctivities like  collaborative writing,  group projects, joint problem solving, debates study teams and other activities.
Aspects of Collaborative Learning
(i)  Cross-age tutoring (ii)  Peer-tutoring (ii)  Mentoring
Other aspects :
1)       flexible class management
2)       heterogeneous grouping.
3)       teacher acts as a facilitator.
4)       teacher helps the learner how to learn.
5)       emphasis on interaction, self-evaluation and peer-evaluation.
6)       acknowledgment of the innate talents of the learner.
Teaching Techniques
           1)  Group work
           2)  Workshops
           3)  Group Discussion
           4)  Role playing
           5)  Dramatisation

Highlights of the Coursebook and Sourcebook
                       This course of instruction in English is based on the objectives and principles of
education envisioned in N.C.F 2005 and K.C.F 2007. Issue based curriculum is its core and the various problems faced by our society  are discussed and sensitised in the learning material. It is developed on the basis of the principles of constructivism and critical pedagogy.Critical pedagogy explores the social dimension of a constructivist, child centered and process oriented classroom.
                         The approach to language followed here is the cognitive interactionist approach. Representative samples of authentic literary texts from across the world are used for classroom transaction in all the units. Three abridged versions of world classics, five poems, a short story and a one act play are included in the extended reading section.  Each unit gives ample scope for creative expressions of language like songs/ poems/ skits/ stories/ narratives etc. to initiate them to the world of literature.  Performance based activities like choreography, enactment of skit and
role-playing have to be given chance for presentation either in the class itself or
on the stage.  Various skills of language are integrated and the scope for constructing different
discourses is inbuilt in the classroom process of the material.
                              Editing and analytical grammar are there in all units for helping the learners  acquire a sense of accuracy in language use. A glossary is appended to each unit for familiarizing dictionary reference and to facilitate self-reading. Self-assessment checklists are provided in each unit to help the self evaluation of the learners and continuous evaluation by the teacher. Space is provided at the end of each unit in the Coursebook for the learners to make a personal word list.
SOURCEBOOK  TO  ENGLISH STD VIII
              Along with the Sourcebook a seperate section is included towards the end for
the reference of literary terms. A wide range of literary terms which are helpful
for the teachers and learners are provided.  The transactional process of this learning material explores the possibility of IT as a tool for language learning.  A comprehensive Sourcebook which details the approach, methodology,techniques of transaction, planning and assessment is developed along with the  Coursebook as a comprehensive package of learning materials for this level.  The activities suggested in the Sourcebook are suggestive and not prescriptive.Teachers are free to adopt and modify the suggested activities to suit to the level of the learners of their classroom within the constructivist paradigm.

TEACHING POETRY
  1. Arguments for teaching Poetry
  1. tremendous appeal for children
  2. Exciting love of the language
  3. Appeal to aesthetic and intuitive sides of the personality
  4. Educates our emotion
  5. Increases our power of imagination
  6. Imports pleasure to the students and gladdens the heart of man
  7. cultivation of aesthetic sensibility.- beauty of form, language, thought ,mood and feeling.
  8. Provides variety and interest in literature.
  9. more memorable because of arrangements of rhyme and rhythm-‘‘memorable speech’’.
  10. helps to acquire natural speech rhythm. Useful for learning rhythm and pronunciation
  11. Learning sentence pattern because of repletion of certain patterns in a poem.
  1. Arguments Against Teaching Poetry.
  1. does not serve any utilitarian purpose.
  2. Not sued to increase the student’s mastery over English language.
3.Not used to enrich the vocabulary.
4.Difficulty of understanding  of metaphors and other figures of speech.
5. Word order is different from that of prose.
6. very few teachers are there those who love poetry.
3. Difference between Prose and Poetry
1. peculiar kind of rhythm-Accented and unaccented syllables are  so arranged to form a pattern.
2. Different word order.
3.Sound effect,-repetion, refrain ,rhyme.
4. Subjective-more personal  and emotional.
5.Inspiring than informative(Kelley).
6. More concerned with affective domain.
4. Aims of Teaching Poetry
-Affective Domain –
1. Enjoyment.
Inspiring than informative(Kelley).
2. Appreciation
-Disintegration into compartments.
Vocabulary , structure , literature etc.
3. Intrinsic beauty
-Initial joy  and perennial source of beauty.
Develops aesthetic sense.
5.Enriching vocabulary and helps tp train memory.
6.Cultivates interest
7. develops imagination
-figure of speech
-images and  symbols.
8. cultivates attitudes  to language and literature.
9.inculcates values.
5.Conclusion
-1. poetry teaching is the effective and lab our saving method of absorbing useful language.
2. Poetry humanizes and warm the otherwise  mere information transaction.
--
PROSODY
-science or art of versification
-Includes structure , rhythms, rhymes and stanzas and stanza forms.
METER
-Pattern of stressed and unstressed syllables in verse.
FOOT
-Metrical unit
-Group of syllables
-1)Iambic
2) Trochaic
3) Anapestic4)Dactylic
4) Spondaic
5) Dibrack
RHYME
-The correspondence of end sounds  in lines of verses.
RHYME SCHEME
-The pattern of rhymes ina stanza or a poem.
STANZA
-A group of lines of verse
-Eg. Quatrain-  four lines with rhyme scheme aabb, abab, or abcb, aaba etc.
FIGURES OF SPEECH
-An expression in which words are used in a non-literal or unusual sense. To achieve  a  special effect, such as  vividness or beauty.
Eg.- Simile-One thing is compared with another in  such a way as to clarify and enhance an image.
-An explicit comparison as opposed to the metaphor where the comparison is implicit.
-Recognizable by the use of  such words  as ‘like’ or ‘as’.
Eg.- ‘My love is like a red red rose newly sprung in June’.
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