The document is a lesson plan for teaching about climate change. It includes: 1) An overview of the lesson which activates prior knowledge about climate change and discusses monitoring comprehension. 2) Details vocabulary instruction which involves defining key terms and having students actively process word meanings. 3) Explains using a graphic organizer to help students categorize information and show relationships between concepts. 4) Discusses generating and asking different types of questions before, during, and after reading to improve comprehension.

1. I know God won’t give me anything I can’t handle. I just wish he didn’t trust me so much.
LESSON TRANSCRIPT
Name of the teacher : Athira Reghu
Name of the school : Gurudeva H.S., Piravanthoor. Std: IX.A
Name of the subject : English Str: 42
Name of the unit : Enlightening Minds Date:
Name of the subunit : “Climate Change is not Hysteria- it’s a fact” Time:
Topic/ Area : As an actor......... scientific projection
Content Analysis
Leonardo DiCaprio, as an actor, he pretends for a living. He plays fictitious characters and solves
fictitious problems. He believes that mankind looked at climate change in the same manner and they
pretend that climate change wasn’t real.
There exists an undeniable climate change. Droughts are intensifying; oceans are warming and
acidifying, with methane plumes rising up from beneath the ocean floor. Extreme weather events
increased temperature and the Antarctic and Greenland ice-sheets melting at unprecedented rates,
decades ahead of scientific projections.
Graphic organiser
Vocabulary:
Fictitious planet undeniable evidence accelerate
drought intensifying acidifying methane plumes beneath
extreme weather unprecedented ice sheets projections
Learning Outcomes
The learner will be able to,
 activate prior knowledge about a topic or concept
 monitor comprehension and correct misunderstandings while reading
 use graphic organizers to relate information from the text

2.  answer different kinds of questions about the text
 generate questions about the material in the text
 read and analyse the given speech.
Pre-Requisites
The learner,
 might be aware about the environmental issues.
 have previous class room experience.
Teaching Learning Resources
 Laptop
 Speakers
 Video
 Graphic Organiser tools.
References
Bialystok, E. (1990). Communication strategies: A psychological analysis of second language use.
Oxford: Basil Blackwell.
Source Book
Oxford English Dictionary
https://in.pinterest.com/upwell/ocean-acidification/
Classroom interaction Procedure
Informal Interaction
The teacher enters the class and tries to establish rapport through an informal interaction. A good
teacher should be engaging and creative in the class so as to create inquisitive attitude among the
students. Students are given ample scope to engage themselves in the talk. Teacher initiates
discussion on any interesting topics to reduce their inhibition in talking and interacting in an English
class.

3. Entry Activity
Step 1: Activating Prior Knowledge
Students’ comprehension of new information can be improved by activating their prior knowledge, a
process that helps students make connections between new information and information they already
know. Students who already know something about a topic—perhaps from prior experiences at home
or at school—often find it easier to understand related material and to gain new information because
they can anticipate what they will encounter in their reading and relate those new ideas to what they
already know. Of course, students sometimes have difficulty activating their prior knowledge
independently or else they do not have the requisite background knowledge at all. To help students to
activate prior or to build requisite knowledge teachers can:
 Explain the topic or standard about which students will be learning
 Provide an overview of requisite content or concepts (e.g., review preceding content, use media
or a hands-on activity to create the necessary context for learning new material)
 Preview the reading material to note headings and subheadings, words in bold or italic font, and
titles and captions on graphic sources
 Actively engage students in discussing and integrating information
Link talk
Micro processing of the input
Model Reading by the teacher
Step 2: Monitoring Comprehension
Monitoring comprehension is a process in which students determine whether they understand what
they are reading. If they realize that they cannot articulate the main idea of the passage, they can take
steps to repair their comprehension before continuing to read.
Most successful student readers intuitively monitor their comprehension. However, some who
struggle with reading either might not recognize a breakdown in their comprehension or else might

4. not know how to fix it when it does occur. When asked whether they read the material, these students
might answer yes. Indeed, the students might have decoded every word, but they did not comprehend
what they were reading. Even students who are typically competent readers may not self-monitor
comprehension in subject areas they find challenging. It is not effective to merely tell students to
monitor their reading comprehension. Rather, students need to be taught how to monitor their
comprehension. This requires explicit instruction with sufficient modelling and guided practice.
Content-area teachers can demonstrate how to:
 Stop at the end of a paragraph, section, or page
 Think about whether the information presented has been understood (e.g., generate a main idea)
 Utilize various fix-up strategies
o Re-read the paragraph (silently or aloud)
o Look up unfamiliar terms
o Find more information (e.g., seek out electronic or print references, ask someone for
help with an unfamiliar topic)
VOCABULARY
Vocabulary is the content-specific words that students must know if they are to understand the
material in a given subject area. When they introduce new vocabulary, content-area teachers
commonly assign a list of words from the chapter for students to define and memorize. However, this
is not a particularly effective means of helping students to understand or use the words in appropriate
ways. Students often forget the vocabulary soon after they are tested on it and are therefore unlikely
to retain critical information or to understand related content.
Teachers can provide more-effective vocabulary instruction by:
 Selecting essential words
 Uncommon words- Words that do not typically occur in a student’s vocabulary, though they
may be important to a particular lesson or unit of instruction
 Words with multiple meanings- Words that might be the same as those used every day but
that have an entirely different and unfamiliar meaning when associated with particular
content.
 Instructional or academic words- Terms commonly used at school and work (e.g., giving
directions or asking questions)

5.  Sophisticated synonyms- Words used in instruction that have more-common terms
 Explicitly defining and contextualizing those words
 dictionary definition
table: to remove (as a parliamentary motion) from consideration indefinitely
 student-friendly definition
table: to decide not to discuss (something) until a later time
 Helping students to actively process the information
Reading in the content areas requires a deeper level of understanding than simply learning the
definitions of vocabulary terms. If students are to learn a new term in more than a cursory way, they
must actively process the word and its meaning. Teachers can help students to do this by:
 Fostering discussions about new vocabulary terms, which provides teachers the opportunity
to model those terms and students time to practice their use
 Using graphic organizers for vocabulary to provide a structure for discussion and to guide
students in examining important facets of the word and its relationship to other terms
 Drawing students’ awareness to the different features of words (e.g., meaningful units or
morphemes, including prefixes, roots, and suffixes)
 Providing multiple exposures to the words
Another element of effective vocabulary instruction is for teachers to ensure that their
students have repeated exposures to key vocabulary. Vocabulary and conceptual knowledge
are built gradually over time, and multiple exposures offer opportunities to revisit words and
information and to relate words and ideas to one another. If students are to build a deep
understanding of key vocabulary and its appropriate use, a single exposure will prove
insufficient. Rather, students need to practice with words across lessons and in different
contexts. Multiple exposures to vocabulary can be achieved through various ways, such as:
o Independent reading
o Partner activities

6. o Teacher-led discussion
Step 3: Using Graphic Organiser
Graphic organizers are visual aids designed to help students organize substantial amounts of content
information. In addition to being effective for vocabulary instruction, graphic organizers can also
enhance reading comprehension by helping students to categorize information and to show the
relationships among important concepts.
When they use any kind of graphic organizer for the first time, content-area teachers need to explain
its purpose and use. Teachers should model how to complete each section by verbalizing how to
extract information from the written text and how to record it. With sufficient demonstration and
guided practice, many students will be able to complete graphic organizers independently. In
addition, allowing students to complete the graphic organizer with a partner or small group has the
added benefit of creating opportunities to discuss the information, which in turn will help them to
further clarify and reinforce the concepts.
Oceansare warmingandacidifying Methane plumesarisingupfrom
beneaththe ocean
Droughtsare intensifying

7. Scaffolded Questions
Step 4: Asking Questions
Teachers routinely assign the questions at the end of a chapter to determine whether students have
comprehended that chapter’s content. Although students might be able to answer questions whose
answers are explicitly stated in the text, they might have more difficulty answering those that require
them to make inferences or draw upon different sources of information. Therefore, it can be helpful
for students to learn about four basic types of question-answer relationships (QARs). These four
basic types are outlined below.
Providing questions prior to reading helps improve student reading comprehension because they:
 Motivate students to read
 Alert students to topics they will be reading about
 Encourage students to be actively engaged during reading
 Prompt students to self-monitor their understanding while they red
Extreme weatherconditions
Antarticand Greenlandsice-sheets
meltingatunprecedentedrates.

8. Embedding QAR instruction in content-area classes facilitates student learning. Students need to be
directly taught how to identify and answer each type of QAR. Teachers should explain how they use
the wording of a question to determine its type and the necessary components of the answer. Students
need multiple opportunities to see their teachers modeling each type of QAR and to practice in
different subject areas. These opportunities allow students to interact with authentic subject-matter
texts that use various styles of writing.
Guided Practice
Step 4: Generating Questions.
Level 1: Right There
Answers are explicitly stated in the text
 Read the passage.
 Locate a fact that is a “who,” “what,” “when,” “where,” “why,” or “how.”
 Turn the fact into a question.
 Check the answer to make sure it is found in one place, word-for-word, in the text.
Level 2: Putting It Together
Answers require the reader to put information together from different parts of the text
 Read the passage.
 Combine the facts into a question (e.g., why, describe, how).
Major Questions
1. What is the attitude of the human beings towards climate change?
2. What are the ‘undeniable climate events’ that are happening now?

9.  Put information together to answer the question in one or more sentences.
The teacher makes the students to read the passage and the students recapitulate and conclude it
Follow up
Level 3: Making Connections
Answers require more than searching the text; also require students to think about what they have
just read, what they already know, and how these ideas relate.
 Read the passage.
 Relate something in the passage to something you have read, studied, or experienced.