1. The document provides guidance for teaching a lesson on bio-diversity and the environment to Class X students. 2. It outlines the classroom process which includes pre-reading, reading, and post-reading activities. 3. The reading segment focuses on the work of Wangari Maathai and her Green Belt Movement in Africa to plant trees and restore the environment.

1. WELCOME

3. RAVI KUMAR KOLA
SCHOOL ASSISTANT(English)

4. A MODEL
LESSON
CLASS X

5. UNIT – 6
THEME:
BIO-
DIVERSITY

6. ENVIRONMENT
(READING ‘A’)

7. Classroom transaction
Process
I. PRE-READING
II. READING
III. POST READING
IV. EDITING

8. PRE-READING

12. READING

13. READING
This involves two things:
Text Related Picture
reading
Reading the selected
text (Segment)

14. PICTURE(S)
READING

15. Interaction Specific to Textual Picture
• What do you see in this picture?
• Do you know her name?
• Does she belong to our country?
• Can you guess her country’s name?
• What is she doing?
• Who are given the Noble Prize?
• Has any person from our India got the Noble
Prize so far? If yes, tell their names.
• Can you guess why she was given the Noble
Prize?

17. Interaction Specific to Textual Picture
• What do you see in the picture?
• Is it a village or forest?
• Are there any trees in the place?
• Why did the place remain like this?
• What are the people doing?
• Who do you think is the person
behind this plantation?
• Why should we grow forests?

18. Responses should be
written on the board .
These can be used as a
sub-text of the targeted
reading segment.

19. READING TEXTThis involves the following:
 Individual reading
 Collaborative reading:
a. Reading aloud by the
teacher
b. Reading aloud by the pupil
 Extrapolating the text /Scaffold
reading

20. Individual Reading
 Ask children to read
individually.
 They can only read it at their
own pace.
 Give the directions to help
them track their own
progress in reading.

21. Additional Glossary
environment (n) : the natural world in which people,
animals and plants live
rehabilitate (v.) : to return an area to its previous
good condition
livelihood (n) : a means of carrying money in order to
live
equitable (adj.) : fair and reasonable
sustainable (adj. : that can be continue for a long time
conflict (n) : a situation in which it is difficult to
choose

22. Directions for Individual Reading
1.Read the given passage
“Environment” from
Wangari Maathai
started-----------engaged in
conflict.

23. 2. Use a pencil to put a ‘tick
( √ )’ against the lines
you understand.
3. Put a question mark(?)
against the line that you
don’t understand

24. 4. Put a star (*) against
the lines that you like
most.
5. Pick out the
important events.

25. Interact with the pupils while they
are reading
1. Don’t worry if you were
not able to read and
understand.
2. Try to guess meaning of
the unfamiliar words.

26. 3. Don’t consult with
anyone.
4. The Glossary may
help you.
5. Additional glossary
will be provided.

27. Ask simple questions
( To generate sub-text for low proficients)
1. What is Wangari Maathai?
2. Which country does she belong to?
3. What did she start in Africa? Why ?
4. What are the basic needs of people in
the rural areas?
5. Where do the people get all these basic
needs?

28. 5. What do you think the people living in
the rural areas not able to get these
basic needs?
6. What are the sources of water and
rain?
7. Does deforestation cause a shortage
of water and a change of rainfall
patterns ?
8. Governments have to play important role

29. 9. Why were many wars fought?
10. The global peace helps for good
environment, doesn’t it?
11. What is important for peace?

30. SUB-TEXT
The subtext can be in
the form of names of the
characters, objects, places
and events

31. SUB-TEXT
Environmental Activist - Noble Prize
winner – Africa - Green Belt Revolution - to
protect environment - clean drinking water,
food, firewood, building material, fodder-
from the land - degraded environment-
forested mountains - to get control over
natural resources - good management of
the natural resources, equitable
distribution of resources.

32. Collaborative Reading
• Divide the learners into mixed
groups (min. 4 and max.5 groups)
• Encourage the groups to help one
another.
• Ask a few comprehension
questions relevant to this reading
segment.

33. Instructions
• Share in terms of points and your
reflections.
• Each member can say one striking
event .
• You can also say your ideas in mother
tongue.
• Group can collectively convert the
ideas into English.

34. If necessary, display a glossary
related to the reading segment

35. Interaction
• Groups , did you complete sharing
ideas you understand?
• Did you share what you were not able
to understand?
• Did you share the parts you liked the
most?

36. Interaction
• Group 1, are there any words
/sentences that you did not
understand/
• Which group can help group 1?

37. Questions for Comprehension
• Is it possible to share the
resources equitably?
• What are the three themes
mentioned by Maathai?
• What happens if the three
themes are not maintained?

38. Reading aloud
• Reading aloud by the teacher
Teacher reads the
passage aloud with
proper pause, stress
and tone.

39. Reading aloud by the pupils
•Encourage children to
read the passage aloud in
groups.
•Ask the group to decide
among themselves who
will read which part.

40. •Continue interaction.
•Don’t give much emphasis
on pause, stress, tone etc.,
•There is no hurry at this
point.

41. Extrapolating the text
(Scaffold Reading)
• Is it important to have a good
environment?
• Do you think Maathai is doing right?
How?
• Is Mathai eligible for the Nobel Prize?

42. scaffolding
• scaffold :A temporary metal or wooden
framework that is used to support workmen
and materials during the erection, repair,
etc, of a building or other construction.
• Scaffolding here refers to the idea that
specialized instructional supports need to be
in place in order to facilitate best learning
when students are first introduced to a new
subject.

43. POST READING

44. POST READING
The major activity of the
post-reading session is
the construction of a
discourse by the
learners.

45. The Definitions of Discourse
Noun : written or spoken communication or
debate
Verb : speak or write authoritatively about a
topic.
Linguistics : A connected series of
utterances; a text or conversation

46. What is a Discourse Oriented
Pedagogy?
•Teaching with discussion
rather than straight lecture
is called Discourse Oriented
Pedagogy.

47. The Micro-Process of Discourse
Construction
•Individual construction;
•Presentation by a few
individuals;

48. •Sharing their ideas in
groups
•Presentation by the
groups

49. •the presentation of
the facilitator’s
version of the
targeted discourse.

50. Now let’s construct a
discourse on
News Report

51. THANK YOU