Demonstration Lesson Plan IV

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)

Process/Activity

Assessment

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. AT THE STUDIO Photographer:   Good Afternoon Sir, Miad:                Good Afternoon Photographer : What can I do for you? Miad:              I’d like to have my passport size photo taken. Photographer: Colour? Miad:              Yes  Photographer: Well, Would you like to look at yourself in                 a mirror? The dressing room is over there. Miad:           Thank you. (Photo is taken)  Miad:           Now can I have it on Monday? Photographer: Of course. Miad:    How much it costs?  Photographer : Sixty rupees Miad:              Here you are.       Photographer: Thank you so much!  Miad:             Welcome! Follow-up activity                   The students are asked to complete  a concept map describing the photographer in the passage using adjectives.

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Demonstration Lesson Plan III

DEMONSTRATION TEACHING MANUAL 3

Name of the teacher: Mary Simi                      Unit:1,Root, Poem: A Sea of Foliage

Name of the School :St.Marys Ernakulam       Sub-unit       : Stanzas-1

Subject                     : English                                                                       

Standard                 :  XI

Strength                 :   39/40                          

Duration                 :   45 minutes

Date                       : 17-8-2015

Content Generation

Ideational Content

“A Sea of Foliage” is a sonnet written by Toru Dutt.It describes her spacious garden home-Baugmaree.She sys that her garden is surrounded by a variety of vegetation  of different colours. She describes the different kinds of trees, especially  the seemuls, that surprises her like a trumpet’s sound.

Linguistic Content

Vocabulary items: foliage, girds, abound, lean

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

Additional Content

1. Video clipping of the  beautiful gardens.

Synthetic Content

Writing a paragraph  about a garden.

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  rhyming words and  imagery.
5. Develops his/her creativity through writing paragraphs.
6. Appreciates the nature  and develops love of nature.

Pre-requisites

The learner:

1. Has seen beautiful gardens.
2. Has written narratives   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.

Process/Activity	Assessment
I.                   Entry activity Teacher creates rapport with the students by engaging in informal conversation.  Teacher asks some questions in order to introduce the topic. Do you like flowers? Look at the picture album and identify the flowers. (Shows a  digital picture album) Have you got gardens in your home? What all plants are there?
Teacher introduces the poem as follows:  Today we will learn  a beautiful poem, written by Toru Dutt. The title of the poem is ‘A Sea of Foliage’.
Teacher shows the picture of the author and gives a brief description about her. Toru Dutt was born in 1856 in Rambagan, Kolkata. She is one of India’s earliest women writers. Part of her education was in England and France.Much of her short life was spent in two spacious garden homes- Rambagan and Bangmaree in West Bengal. Teacher shows a  chart with the title of the poem and the author details.
The teacher mentions the gist of the poem as follows: ‘A Sea of Foliage’ is a sonnet that describes bangmaree. The word  ‘sonnet’ comes from the Italian word ‘sonetto’ meaning ‘little song’. In her poem she compares her the greenery surrounding her family garden with the sea.  While the sea has an unchanging  green colour, her garden is filled with different shades of green. A contrast is found in the red flowers of the seemuls which takes one by surprise first like the sound of the trumpet.
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: *foliage-/f  / vegetation   shows pictures).  ‘foliage’ means ‘vegetation’. *abound-/      / large number. *amid-/        /  in the middle. How many of  you know the song ‘Lead kindly light, amid  encircling gloom’. Here the poet is surrounded by darkness. The word ‘amid means ‘surrounded by’. (shows picture flash card.).             Teacher then asks the students to highlight the important ideas of the poem. What is the name of the lesson? What is the poem about? Whose garden does the poetess describe? Who is the author of the poem? Scaffolded  Reading Teacher further asks scaffolding questions in order to provide an in depth idea about the poem. How is palms described? What leans over the pool? Imagery: Teacher introduces the imagery as follows: 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
III. Preparation of Discourse Write a paragraph  about your garden. The students are asked to prepare the discourse individually.  They are then asked 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. 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.
My Garden! I have a beautiful garden of my own. My garden abounds with variety of flowers of different colours and sizes. The major attraction is the different kinds of roses. Every morning I water my plants. The fragrance of flowers refreshes my home. I could see different kinds of butterflies coming to suck nectar from the flowers. I love my garden very much!
Follow-up activity Write a poem on nature.

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Demonstration Lesson Plan II

DEMONSTRATION TEACHING MANUAL 2

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

            Learner:

                            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.

Pre-requisite

            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)

Process/Activity

Assessment

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.” Reading  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: What is the message that Anil Kumar is trying to convey? What  was his profession? 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. BIODATA 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. Editing               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.

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DISCUSSION TEACHING MANUAL (POEM)

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.

Pre-requisites

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.

Process/Activity	Assessment
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. Editing 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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Demonstration Lesson Plan: I

DEMONSTRATION TEACHING MANUAL- 1

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

            Learner:

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.

Pre-requisite

            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)

Process/Activity

Assessment

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 *emaciated-narrow 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. Editing               Teacher initiates the editing process by correcting the group version selected at random. Teacher’s Version                Teacher presents her own version:  LOVE NATURE! PROTECT AND NURTURE IT! Follow-up activity                   The students are asked to compose a poem on the beauty of any river near  their home.

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