Innovative Lesson Plan

Innovative Lesson Plan

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  1 INNOVATIVE LESSON PLAN Nameof the teacher : Ms Gayathri Jayakumar Unit : A ShipwreckedSailor Name of the supervisor : Ms. Ansa Topic : 1st , 2nd & 3rd paragraphs Type of lesson : Innovative lessonplan Date : ……./…….……………/2015 Standard : 8th Strength: 45 Subject : English Duration: 40 minutes Name of the School : ChristNagar EnglishHSS,Vellayambalam Curricular Statement : To enable the learnerstounderstandandcomprehendthe passages. Learning Outcomes : The pupilswill be able to: a) readand comprehendthe passages b) developthe skillsof readingandwriting c) to developasense of imaginationandcreativity Content Analysis : The firstthree paragraphsgivesus an ideaaboutthe plightof the seamanLuisAlejandroVelasco along withhiscrewmembersstruggle forsurvival whentheywere washedoverboardbythe shipCaldas duringa storm inthe middle of the CaribbeanSeaonFebruary28th , 1955 . Teaching Learning Resources : Textbook, pictures of the authorGabriel GarciaMarquez andthe protagonistLuisAlejandro Velasco, OxfordDictionary. Pre- requisites : The pupilsmighthave readand wouldandmustbe familiarwithadventurousseastoriesand escapades. ContentObjective LanguageObjective To introduce the studentstoa newgenre of literature “Novella“ To introduce the studentstoa newsetof Vocabulary
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  2 ContentObjective LanguageObjective To guidethemtowardscreativitybyreadingeminentwriters To gain accuracy and fluencyof language To enable the youngmindstobe purifiedthroughCathartic experience, especiallythrough tragedies. To developcritical andanalytical abilitybyrespondingtospeakingand writingbyappreciatingliterarytextsandbyunderstandinghow language works. Specificationof Components TeacherGuide Student Guide Resourcesusedinclass/ Gestures Creating rapport The teacherentersthe classand communicateswiththe pupils The pupilsgreetsthe teacher The teacheris pleasantandfriendly duringthe rapport session Introduction The teacherintroducesthe lessonbygivinga synopsisof the contentandthe author The pupilslistencarefully The teachershowsthe picture of the author to the entire class Reading out the content The teacherreads outthe passages The pupilskeenlyfollowsthe textbook Loud readingsbymodulatingthe voice appropriate tothe passages, clearand properpronunciationof the wordsare emphasizedbythe teacher.Textbookusedasprimary reference.
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  3 Specificationof Components TeacherGuide Student GuideResourcesusedinclass/ Gestures Factual Knowledge The teacherchecks the pre- requisite informationof the pupilsbyaskingintriguing questions. The pupil responds activelytothe questionswiththe knowledge theyhave acquiredthrough readingsimilaradventuroussea escapades. Intriguingquestionsenhancesthe teacher– pupil relationshipthereby activatinglearnerinvolvementand classbecomes lively. Explanation of the Content The teacherexplainsthe passagesindetail,by pausingat thoughtful units The pupilslistencarefullywith rapt interestandattention Importanttermsare writtenonthe Blackboard. The teacheruses simple language andaslowpace to explainthe passages. Content Analysis The teachergivestime tothe pupilstogo throughthe passages The pupilstriestocomprehend the passagesto themselves Textbook, the classbecomessilent Procedural knowledge The teacherasks the studentstocleartheir doubtsaboutthe passages The pupilsraise theirhandsand clarifiestheirdoubts individually Enhancingstudentorientationby givingthemthe confidencetocome up withtheirdoubts.The teacher respondsina friendlyway. Vocabulary Enhancement The teacherexplainsthe difficultwordsinits simplestformsandprovidesthemthe meanings The pupilstake downthe meaningof newwords. Oxfordpocketdictionaryis introducedamongpupilsto enhance self- learning.Blackboard isusedto write the meaningsof newas well asdifficultwords. Conceptual Knowledge The teacherwraps up the teachingsessionby narratingthe passagesonce again forclear comprehension The pupilsattendthe class carefully The teacherusesoratory skill and stimulusvariationin communicatingthe passagestothe studentsin firm, gentle andlucid manner.
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  4 Specificationof Components TeacherGuide Student GuideResourcesusedinclass/ Gestures Test Yourself The teacherasks the pupilstowrite downthe answersof the comprehensionquestions giveninthe text The pupilswrite downthe answersof the following comprehensionquestionsinthe text. Textbook. Usingthe cognitive domainof pupilstherebyenhancingtheir knowledge andreproductionskills Biography Sketch The teacherasks the pupil’s towrite a biographyaboutthe author“ Gabriel Garcia Marquez “ on a chart paper The studentswritesthe biography sketchof the author The activitygivenhelpstodevelop inpupilsa curiositytofindmore informationaboutanewwriterin Englishtherebyenhancingthe pupil’s literaryskills. Higher Order Questions The teacherdividesthe classintogroupsand discussthe answerspresentitinthe class.  Imagine thatyouare goingto live alone ina desertedisland.Youare goingto be there for a week.Youcan ask foronlyfive thingstolive there. What wouldtheybe andwhywould youask them.? Specify The studentsformgroupsand discussthe questions.Eachgroup presentstheiranswersandgives reasonfor the same. The teacherco – ordinatesthe entire activityandevaluatesthe answersof the pupils.Thisgroup activityenlightensco- operation, interaction, leadershipand imaginationamongthe pupils.
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  5 Specificationof Components TeacherGuide Student GuideResourcesusedinclass/ Gestures Buzz Session / Brainstorming The teacherdividesthe classinto3 groups.A leaderischosenfromeachgroup andeach leaderfromeachgroup isaskedto pick10 chits;each containingaword,froma bowl. Each group isaskedto developastoryfrom the wordstheyget andfinallyenactthemin the class. The words are – Music, Sea,Thief,Classroom,Pond,Queen, Joker,Cloud,Balcony,Playground,Sky, Village,chariot,Student,Rain,School,Palace, Magic, Fisherman,Mountain,Crown,Buffoon, King,Singer,Doctor,Staircase . The studentsforminto3 groups. Each leaderselects10 words each.Theydiscussand developa storyand enact theminthe class. The teacherco- ordinatesthe brainstormingbuzz session. The Brian stormingor the Buzz sessionevokesinthe pupils asense of imagination,arousingcreativity, enhancingliteraryskillsandalso enactingthe storyin the class.The activitygeneratesleadershipquality and self- confidence inthe pupils.