This document outlines an innovative lesson plan about climate change. It begins with an introduction comparing how actors pretend in movies to how mankind has pretended climate change is not real, despite clear evidence. The document then lists intensifying droughts, ocean warming and acidification, rising methane plumes, extreme weather, and accelerating ice sheet melting as undeniable signs of climate change. The lesson plan aims to help students understand this topic through activating prior knowledge, monitoring comprehension, using a graphic organizer, asking questions, and analyzing a speech on climate change facts.

1. INNOVATIVE LESSON PLAN
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 projection
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 Time : 45 mints.
Name of the subunit : “Climate Change is not Hysteria- it’s a fact”
Topic/ Area : As an actor......... scientific projection

2. 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
 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

3. Oxford English Dictionary
https://in.pinterest.com/upwell/ocean-acidification/
CLASSROOM INTERACTION PROCEDURE PUPIL
RESPONSE
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.
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

4. 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
Tr: So, today let’s see the rest of the chapter. The teacher writes the title of the
chapter on the blackboard
“CLIMATE CHANGE IS NOT HYSTERIA: IT’S A FACT”
The students take the chapter and prepare themselves to learn the rest of it.
MICRO PROCESSING OF THE INPUT
MODEL READING BY THE TEACHER
The teacher reads the passage with correct pronunciation, stress, pitch and
intonation. The students might listen to the teacher with rapt attention.
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

5. 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 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

6. 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)
 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

7. 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

8. 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
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.

9. Oceansare warmingand
acidifying
Methane plumesarisingup
frombeneaththe ocean
Extreme weather
conditions
Droughtsare intensifying
Antarticand Greenlandsice-
sheetsmeltingatunprecedented
rates.

10. SCAFFOLDED QUESTION
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 read
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?

11. 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.

12. 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).
Who
was
involved
?
Where
did it
happen?
What
happene
d?
Why did
it
happen?
When
did it
happen?
Describe
the
undeniable
climate
change.

13.  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.