innovative lesson plan

1. INNOVATIVE LESSON PLAN
Name of the teacher : Suan Sara Varghese Standard: IX. C
Name of the school : V.G.S.S.H.S.S Nediyavila Strength: 40/40
Subject : English Period:4
Unit : Unit II, Breaking Barriers Duration: 45 mts
Sub unit : Poetry, Women Date: 28- 09- 2015
Issue : The Issue of Marginalised.
Sub Issue: The presentation of gender issues

2. CONTENT ANALYSIS
“The women” is a poem written by Louise Bogan. It draws our attention towards how women lead
a life of confinement in our society. Women in the society are facing terrible hardships and it is only
through death their miseries are removed.
CURRICULAR STATEMENTS
The learner ;
1) identifies the theme of the poem.
2) locates the poetic device in the poem.
3) gets an idea about the plight of women in our society.
4) develops respect for women in the society.
Pre-requisites :
The pupil,
1 ,knows about gender issues in the society.

3. 2 , knows about the struggle of women in the family and society.
3,knows simple poetic devices like simile and metaphor.
Teaching Learning Resources
1. Source book
2. Online sources
3. Glossary
4. Picture and charts
CLASSROOM INTERACTION PROCEDURE PUPIL RESPONSES
INFORMAL TALK
The teacher initiates an informal and pleasant
interaction with students in order to draw their
attention and set a proper learning environment.
ENTRY ACTIVITY
Do you feel privilege to be a girl? Most of the pupils responded ‘yes’’

4. Does women in our society receive due respect?
Teacher then shows a picture on gender discrimination.
LINK TALK
Teacher creates a discussion on the theme of gender
equality.
Then teacher shows a video that shows the situation of
women who are capable to raise their voice in the
society . The video is titled “ Unlocking
The Power Of Women”.
Pupils watched the picture with interest.
All the pupilssaid ‘no’.
Pupilswatched the video with great

5. https://www.youtube.com/watch?v=rZCTdKPv7o8
Teacher introduces the poem “ Women” by an American
poet Louise Bogan, which depicts the pathetic plight of
women in our society.
Teacher writes the title and the name of the author on
the black board.
Teacher shows a picture of the author to the students.
curiosity.
All the pupils listened actively to the
teacher.

6. MICROPROCESSING OF THE INPUT.
MODEL READING
The teacher reads the poem( 2 stanzas) aloud with
proper stress, intonation and rhythm.
TRACK READING
Pupils are asked to read the poem individually.
All pupils listened to the teacher’s
recitation.
Learners read silently.

7. PRESENTATION OF VOCABULARY
Teacher showed pictures of difficult words, asked by
learners to make the meaning more clear.
Cell- A closed Compartment.
Wilderness- A large area of land that has not been
developed.
.
.

8. Cropping- grazing.
Culvert- a tunnel that carries a river or water under a
road.

9. COLLABORATIVE LEARNING
The teacher generates a theme on the poem Women
SCAFFOLDING QUESTIONS
Teacher asks scaffolding questions to the whole class to
help students comprehend the theme better.
1) Who is the author of the poem?
2) The word ‘provident’ means careful in planning,
how is it contrasted with wilderness?
3) Which poetic device is used in tight hot cell?
Pupil are interested to see the picture
and understood the meaning
Pupil answered correctly.

10. APPRECIATION OF THE POEM
The teacher asks the students to identify the visual
images in the poem so as to understand the pupils’
understanding of the poem.
GROUP ACTIVITY
The learners are asked to write about the sacrifices of
women in group.
PRESENTATION OF THE PRODUCT
Two or three learners are asked to present
their answers
FORMATIVE EVALUATION
REVIEW
Teacher asks review questions to the whole class
1 , Who is the poet?
2 , Which line indicate the confinement of women within
Pupil identified the images of the poem
Pupil presented their work

11. the four walls of the home?
3 , What does ‘dusty bread’ imply?
FOLLOW UP ACTIVITY
Imagine that you are a politician, what all things you do
for the upliftment of women in our society?

12. Pupilsread the poem with proper
stress, intonationandr
Pupil replied as,
Louise Bogan.
Wilderness meant barren landso
women could not enjoy any status
with men.
Pupil responded as ‘metaphor’.