DEMONSTRATION TEACHING MANUAL- 4
Name of the teacher:Mahima Roselin
Varghese Subject: English
Name of the school :St.Mary’s
CGHSS Topic: Non detailed Prose
Standard : IX
Date :
Strength
: 20/20 Lesson: With the Photographer (Para 1-2)
Duration : 40 mt
Content Generation
Ideational Content:
This is an article written by Stephen Leacock which
describes his experiences with a photographer. The author goes to a studio to get his photograph taken
but the photographer responds with out enthusiasm and behaves very coldly and
makes him wait for an hour as if the author has disturbed his privacy.
Linguistic Content :
Vocabulary Items: enthusiasm, unwarrantable,
drooping, pursuit
Structural Item: Adjectives
Additional Content: Video
clipping from the movie ‘Vadakkunokki yantram’ The scene where the couple gets
ready to take the photograph is funny and very well connected to the theme
Synthetic Content:
Conversation between the child and the photographer in the
studio.
Curricular objectives
Learner:
Reads and analyses the literary
text and identifies the theme.
Gets sensitized to the issues posed and responses to it.
Develops reference skills.
Listens
to story with comprehension.
Gets acquainted with the new vocabulary given.
Develops creativity through
writing conversations.
Identifies different kinds of
adjectives.
Pre-requisite
Learner
: Knows how to read write and comprehend English passage.
Has experience with taking or getting a photograph taken in a studio.
Has written
conversations
Is familiar with nouns
Instructional strategies
Individual
work, group work, questioning, editing.
Learning aids
Text book, Charts, black board, placards,
puzzle board, activity charts, activity cards, 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.
Teacher plays
the movie clip from ‘Vadakkunokkiyanthram’, followed by a small discussion. The
teacher initiates the discussion by asking the following questions:
Did you
enjoy the clip?
What is
this scene about ?
Have
you ever been to a studio?
What is
the photographer doing here?
Do you
think it is important to give instructions on how to stand before a camera?
Why?
Teacher introduces the story to
the students by writing the title and author’s name on the blackboard. She provides
the gist of the passage by saying that the story ‘With the Photographer’ by
Stephen Leacock narrates the experience of the author with a photographer.
The photographer responded with out enthusiasm and was cold in his behavior.
He also made the author wait for an hour as if he intruded his privacy or
busy work.
Teacher
shows a portrait of Stephen Leacock and gives a brief description of the
author. “ Stephen Leacock was born in 1869 in England and was educated in
Canada. His earliest writings were on Economics and Canadian history ‘With
the Photographer’ is taken from ‘Behind the Beyond’. It is typical of
Leacock’s humour and irony.
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.
*enthusiasm
/enthusiasm/ - intense enjoyment
*unwarrantable-
unjustifiable
*pursuit/ -an
activity or action of a specified kind
*drooping-bend or hang down wards
Teacher
shows the picture slides 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.
What is the
title of the story?
Who is the
author?
What was his
need?
How did the
photographer respond?
How is the
photographer described?
Scaffolded Reading
The teacher
further asks scaffolding questions in the form of a quiz in order to provide an in depth idea about
the passage.
How
long did the author wait?
Name
the journals that were kept for the customers? Were they interesting?
How did
the author spent his time waiting for the photographer?
How did
the author feel?
Do you
think that the photographer behaved properly? Why?
Do you
think that the author will go back to the same studio next time? Why?
Teacher
introduces the structure Adjective by writing on the blackboard.She then
initiates a game called ‘Run, Read, Remember, Write’ to introduce the concept
of adjectives.
Teacher
then guides them through the kinds of
adjectives and gives a puzzle board to give them further understanding.
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 write an imaginary
conversation between them and the photographer. Teacher provides hints to aid the students. 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.
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.
The students discuss about the
ideas to be incorporated in the discourse as well as aspects like thematic
editing, syntactic editing, morphological editing, spelling and punctuation
errors.
Presentation of Teacher’s Version
The teacher presents her own version of the discourse.
Follow-up activity
The students are asked to complete
a concept map describing the photographer in the passage using adjectives.
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