This lesson plan is for teaching a poem called "Those Winter Sundays" by Robert Hayden to 9th standard students. The plan outlines introducing the poet and having students read the poem silently and in groups to discuss their understanding. It involves explaining unfamiliar words, asking comprehension questions, and having students appreciate the first stanza in writing. The goal is for students to understand the deep love and toil of parents, especially reflected in the father's actions on Sundays in the poem. The lesson concludes by assigning students to collect other poems on the parent-child relationship.
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Lesson Plan
This lesson plan is for teaching a poem called "Those Winter Sundays" by Robert Hayden to 9th standard students. The plan outlines introducing the poet and having students read the poem silently and in groups to discuss their understanding. It involves explaining unfamiliar words, asking comprehension questions, and having students appreciate the first stanza in writing. The goal is for students to understand the deep love and toil of parents, especially reflected in the father's actions on Sundays in the poem. The lesson concludes by assigning students to collect other poems on the parent-child relationship.
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Lesson Plan - I
Name of the Teacher : Revathy. P.S. Standard : IX
Name of the School : Muhammadans Girls H.S. Division : A Subject : English Date : 25.06.2014 Unit : Roots Strength : 31 Sub-unit : Those winter Sundays Duration : 45 minutes Issue : Culture Sub-issue : * weakening of family ties * importance of ones roots * issues of immigrant population * issues related to the aged Content Analysis : Robert Hayden an American poet. He wrote the poem Those winter Sundays. The poem explain that in our childhood days we often fail to understand properly the deep love of our parents. Poet narrates the real warmth of love os a father to his son. Who failed to understand his father. Curricular Statements : The learner, * To understand the crucial role of family ties in ones upbring. * To create awareness of ones cultural roots. * To empathise with the aged. * To identify the issues of immigrant population.
Pre-requisites : The learner, * has read poems and enjoyed it. * has the awareness of the family ties. * has to create the aesthetic sense. Teaching-learning resources : The learner, 1) show the picture of the poet. 2) A chart (Present the profile hints of the poet) 3) video clipping. Classification Interaction Procedure Assessment Introduction Informal interaction with the students. Teachers established a good support with the learners by asking certain questions related to every day life. * How many of you wake up early in the morning ? learners responded well * How is your day ? * Have you had your breakfast ? Entry Activity Teacher ask the students to write a few sentence about any of your family member. Then teacher asks why do you choose this member ? Link talk learners write well * Do you love your mother ? * Do you love your father ? * When do you love most ? Then the teacher using chalk and black board. Writes the little of the poem and the name of the poet. Teacher gives hints to write a profile of the poet. Hints : Robert Hayden * Born : 4 August 1913 USA, American poet * Occupation : Poet, essayist, educator * Notable work : Heart shape in the Dust with the help of teacher interactions * Political poetry written learners complete the profile * Died : February 25, 1980 Ann Arbor en Michigan (USA) Then teacher shows the picture of the poet (Robert Hayden)
Micro processing of the input Teacher reads the poem loudly learners listen carefully Silent reading by the pupil Teacher asks the learners to read the poem silently and rapidly with comprehension Tracking the reading Teacher asks the pupil to track their reading using symbols , , !, and ? - I understand - I dont understood ! - interesting learners track their reading according ? - doubtful to their level of understanding Sitting in group and sharing with peers Teacher asks the pupil to sit in groups and share their understanding with the members of the group learners share their ideas in groups Word study 1. cracked : split or broken 2. ached : continuous or dull pain 3. weather : change of season or temperature leaners responded 4. blaze : burn with flame 5. blue black cold : extra cold Megphoning the doubts Teacher goes each group and megaphones their doubts Scaffolding question i) who is the author of the poem ? ii) who is the speaker in the poem ? iii) what does the phrase Sundays too mean ? leaners answered well iv) How is Sunday contrasted wit weekday ?
Loud reading by the learner Teacher asks learner to read aloud with correct pronunciation, stress etc. Then teacher select students to read the poem. Finding answers to the textual question * Do you think that the poets father led a life of toil ? which line in the poem gives you can answer ? leaners answered well Discourse, Construction, Editing and Presention Teacher asks the students to write the appreciation of the first stanza of the poem Generalisation and Conclusion Teacher sums up the first stanza with the help of the students, showing a video related to parental love towards his children at different stages of their life leaners listen carefully Assignment Collect different poems on the parent-child relationship
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