This lesson plan is for teaching the poem "The Owl and the Pussy-Cat" by Edward Lear to English students. It begins with an entry activity to engage students by asking questions about poems and animals. The teacher then introduces the poet and reads the poem aloud, ensuring students understand unfamiliar words. Students then read and discuss the poem individually and in groups. They write a conversation between the characters and present it to the class. Finally, the teacher summarizes the key points and has students write their own limerick to conclude the lesson.

1. INNOVATIVE LESSON PLAN
BY,
ARYA MOHAN
B.Ed ENGLISH
N.S.S TC PANDALAM

2. THE OWL ANDTHE PUSSY-CAT
EDWARD LEAR

3. Name of the student teacher : Arya Mohan
Subject : English
Unit : II, Tales and Tunes
Subunit : The Owl and The Pussy-cat
Issue : Stories in the form of poems
Sub issue : Nonsense poem
CURRICULUM STATEMENTS
The learner,
 reads and enjoys the poem
 analyses and appreciates the theme
PRE-REQUISITES
The learner,
 has read and enjoyed many poems
 had enjoyed cartoons and comics

4. INFORMAL INTERACTION
Teacher starts with a language game.
Find the words.
LESIURRQ
PAELENTH
ONOGARAK
ENTRY ACTIVITY
The teacher creates a mental readiness in the learners through
some questions.
 Do you like poems?
 What kind of poems do you like to read?
 Have you ever read poems with animals as characters?

5. LINK TALK
Teacher ask the learners to share their interest in
cartoons and comics to lead them to the poem.
 Do you like to watch cartoons?
 Who is your favourite characters?
 How do they behave, like animals or humans?
Then the teacher leads them to the poem and
introduces the poet.

6. EDWARD LEAR
 Edward Lear (1812-1888) is an English
artist, illustrator, author and poet.
 He is known mostly for his limericks,
a form he popularized.
 Genre : Children’s literature,
Nonsense poems.
 Major works : Laughable Lyrics
Book of Nonsense
Nonsense Songs
Limericks

7. MICROPROCESSING OF THE INPUT
READING
Teacher reads the poem aloud with proper
stress , intonation and voice modulation.
INDIVIDUAL READING
Teacher ask the learners to read the poem
silently and track the new words that they cannot follow.
GLOSSARY REFERENCE WITH THE HELP OF TEACHER
Teacher help the learners to refer the glossary and find out the
meaning of difficult words.

8. CLARIFICATION OF DOUBTS USING SLIDES
Teacher gives more clarification for difficult words using
appropriate slides.
PEA-GREEN BOAT

9. FIVE-POUND NOTE
PIGGY-WIG
SHILLING

10. TURKEY
SLICES OF
QUINCE
RUNCIBLE SPOON

11. SILENT READING BY THE LEARNER
Teacher ask the learners to read
the poem once again for more understanding.
SCAFFOLDED READING
Teacher checks the learners level of understanding of the poem by
asking some questions.
 Where did the Owl and the Pussy-Cat go?
 Where did they sail to? Why?
 How much did they paid for the ring?
 Which expression shows the poem has a happy ending?
LOUD READING BY THE LEARNER
Teacher ask the learners to read the poem aloud with correct
stress, intonation and voice modulation.

12. DISCOURSE CONTRUCTION
Write the conversation between the Owl
and the Pussy-cat, sharing their wishes
about getting married and discussing
how to collect the ring.
INDIVIDUAL WRITING
Teacher ask the learners to write the
discourse individually.
GROUP WRITING
Teacher ask the learners to discuss
their ideas in groups and write the
discourse.
PRESENTATION AND EDITING
Teacher ask the learners to present the discourse
and helps them to edit it

13. CONCLUSION BY THE TEACHER
Teacher gives a brief summary of the poem by concluding all the
points discussed throughout the class.
APPRECIATION OF THE POEM
Teacher helps the learners to understand limericks and to
identify the human elements used in the poem.
For example; They took some honey and plenty of money.
FOLLOW UP ACTIVITY
Write a limerick of your own using
the first line given below.
‘A wonderful bird is the peacock’

14. THANK YOU