1) The document outlines a teaching manual for a lesson on the song "We Are the World" by Michael Jackson and Lionel Richie. It details the objectives, prerequisites, teaching procedures, resources, and assessment for the lesson. 2) The lesson aims to have students read and understand the lyrics of the song, learn about the singers Michael Jackson and Lionel Richie, and grasp the message of unity conveyed in the song. 3) The teaching procedures include reading and analyzing the lyrics, discussing unfamiliar words, listening to a reading by the teacher, sharing in groups, and watching a video of the song. Formative assessment occurs through student responses and presentations.

1. TEACHING MANUAL (ICT)
Name of the teacher:SHAFEENA P.S.
Name of the school : Govt. h.s.s.thevarvattom
Subject:English
Unit: Huesand Views
Subunit:we’re the world
Issue:Art
Subissue:importance of art
Standard:8
Strength:37
Period:2
Duration:45 min
Date:6/8/15
CONTENTANALYSIS:-
We’re the worldisa famouslyriccomposedbyMichael Jacksonand Lionel
Richie. We’re the worldpresentsinalucid language,the unifyingforce of arttranscendingthe
boundariesof caste,creed andnationality.
These linestellsthatthere will sooncome adaywhenwe heedtothe call to
come together.People are dyingaroundusanditis time tohelpthem.itwouldbe the greatestgiftwe
can give.itisnotwise tothinkthat someone wouldcome tomake a change.We all are childrenof god
and we all needlove.
CURRICULAR STATEMENTS:-
The learner,
1) Readsand understandsthe poemwe’re the world
2) Understandsthe classical piece of musicof these greatsingers.
3) Is familiarwithEnglishsongs
4) Understandsthe reasonforthe great popularityof theirmusic
PRE-REQUISITES:- The learner,
1) Have seenthe songsof Michael Jackson
2) Knew towrite lyrics
3) Have seenthe recordingsof Michael Jackson
TEACHING LEARNINGRESOURCES:-
1) Black board-title,words
2) Rollerboard-scaffoldingquestion
3) Flashcards-words,meaning(lend,pretend)
4) Laptop-videoof the lessonwe’re the world
REFERENCES:-
1) Course book std 8,page no.40
2) Sourcebookstd8,page no.78
3) Oxforddictionary,(page no.881,250)

2. TEACHING MANUAL (ICT)
Classroominteractionprocedure Assessment/expectedresponse
Informal interaction
Teacher:good morningstudents
Students:good morningteacher
Teacher:do youlike music?
Learner:yes
Teacher:what type of musicyoulike most?
Learner:melody,romantic,classical
Teacher:are youfamiliarwithEnglishsongs?
Who isyour favorite composer?
Learner:yes.michael Jackson
Teacher:can you tell some of hissongs?
(learnertoldsome of hissongs)
Entry activity
Teacherasks a studenttowrite some of
the Englishsongs.
Linktalk
The studentsresponse iscarefullylinkedby
the teacherto the song we’re the world.Todaywe
are goingto studya newpoembyMichael Jackson.
we’re the world
Michael Jacksonand Lionel Richie
Micro processingof the input
Model readingbythe teacher
The teacherreads the firsttenlinesof the poem
withproperintonation,stress,rhythmandfeel.
The theme and necessarydetailsare forwardedto
the students.
Silentreadingbythe pupil
The teacherasks the pupil toread the poem
Studentsrespondedwelltothe teacher.
Theywrote some of the Englishsongs.
Studentslistenedtothe model readingbythe
teacher.
Studentsreadsilently.
Studentsdidaccordingtoteacher’sinstruction.

3. TEACHING MANUAL (ICT)
silently.
Track readingby the pupil
Studentsare askedtoread the poem
individuallyandsilentlyandtheyare askedtomark
accordinglythatis theyhave toput (v) mark forthe
knownwords,question mark(?)Forthe unknown
wordsand an exclamatory mark(!)Forthe
surprisingwords.
Sittingandsharingwithpeers
Teacherasks the studentstositin groupsand
share theirideaswiththe membersof the group.
Glossaryreference
Teacherasksthe studentstoreferthe glossary
to findoutthe meaningof the difficult words.If the
studentsneedfurtherclarification,the teacher
intervenesandprovides situationstomake the
studentsunderstandthe respectivewords.The
difficultwordsare
1. heed-|hi:d|-totake carefulattention.
Eg:-teachergave much attentionorheadon the
studentswho are poor instudies.
2. pretending-toclaimfalsely.
Eg:-the boypretendedtobe a musician.
Collaborativelearning
Teacherasksthe studentstowrite the
unknownwordsinthe personal wordlist.
Megaphoningthe doubts
Teacheraskseach groupto megaphone their
doubtsto othergroups.
Facilitationbythe teacher
Teacherhelpstoclarifythe difficultareas
whichno groupcouldeffectively tackle.Teacher
alsoexplainsthe difficultareas.
Secondmodel readingbythe teacher
Scaffoldingquestions
Inorder to make the contentmore clear
scaffoldingquestionsare askedtothe students.
*what accordingto the lyricists,is the greatestgift
of all?
*how didthe goblinratkilled?
Theysharedtheirideasingroups.
Studentsunderstoodthe wordsandmeanings.
Students megaphonedtheirdoubts.
Studentsansweredwell tothe scaffolding
questions.
Studentsdiditcarefully.

4. TEACHING MANUAL (ICT)
Presentationbythe pupil
Randomlystudentsare askedfromeachgroup
and theyare askedto presenttheiranswers.
Teacher’sversion
*according to the lyricist,lendingahandto life is
the greatestgiftof all.
*we cannot go on pretendingthatsomeone
somewhere will make achange.
Discourse construction,editing andpresentation
Teacher asksthe studentstocompose a line
for the songand presentitingroup.
Afterthe presentationof each group,teacher
playedthe videoof the songwe’re the worldtoget
the musicor tune.
https://www.youtube.com/watch?v=O6cE4DJUb_o
Generalizationandconclusion
We ourselvesare the worldandwe have to
make the worlda betterone.If people have the
feelingthatthere issomeonetocare them, they
become strongand free.We will be hopeful if we
believethatthere isnopossibilitytofall.And a
great change will happenonlywhenwe are united.
Assignment
What mighthave promptedthe lyriciststosinga
songlike this.
Studentsrecitesthe songindifferenttunes.
Theyenjoyedthe real version.
Teacherconcludedwiththe helpof students

5. TEACHING MANUAL (ICT)