Innovative lessonplan
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This document summarizes an English lesson taught by a teacher trainee named Anjana RK about the short story "The Tattered Blanket". The lesson covered the story's themes of cultural roots, family ties, and empathy for the aged. Students read and discussed the story in groups, answering scaffolding questions from the teacher to check their understanding. They also wrote imagined conversations between the story's characters and wrote about their own grandparents. The teacher used a chart, questioning, and clarification of difficult words to facilitate student comprehension of the story and its themes.
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- Dividing students into groups to discuss the content and answering questions about the story.
- Having students construct a paragraph about their views and assigning homework to write about a character from the story.
The plan utilizes various teaching materials and methods like the course
INNOVATIVE LESSON PLAN
This document provides a lesson plan for teaching a poem about women's issues. The lesson plan aims to help students understand gender inequalities by analyzing Louise Bogan's poem "Women". Key elements of the plan include engaging students with an entry activity using pictures, having students read and discuss the poem in groups, and completing a follow up activity of writing a poem about their mother. The goal is for students to think critically about the status of women and develop empathy on gender issues.
Meenu innovative lesson plan
This lesson plan aims to teach students about the Japanese folk tale "The Boy Who Drew Cats" through reading comprehension and discussion activities. The plan outlines learning outcomes of understanding prose texts, enriching vocabulary, and communicating effectively in the target language. It provides background on the story's author Hasegawa Takejiro and introduces the key elements of folk tales. The teacher will read the story aloud, explain unfamiliar words, divide students into groups to discuss the content, and ask comprehension questions. The lesson concludes by having students write short paragraphs analyzing aspects of the story.
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The teacher effectively summarized the key points of the document in 3 sentences:
1) The teacher welcomed students to the online class about the story "The Adventures in a Banyan Tree" and familiarized them with the textbook topics by showing the cover page and contents.
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App7 rathores 1
1) The document discusses strategies for creating a literate classroom environment, including getting to know students, assessing their reading levels, exposing them to print, reading aloud, and selecting materials based on student interests.
2) Examples are provided of selecting engaging texts at different levels, including considering factors like readability, length, visual support, and structure. Online texts and interactive lessons are also discussed.
3) Strategies are outlined for promoting interactive, critical, and response perspectives in literacy instruction, such as guided reading, book talks, and journal writing. Sample lesson plans integrating these perspectives are described.
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Innovative lessonplan
- 1. NAME OF THE TEACHER TRAINEE : ANJANARK STANDARD: IX A NAME OF THE SUPERVISOR : Ms.AKHILA STRENGTH: 37 SUBJECT : ENGLISH PERIOD : 3 UNIT : ROOTS DURATION: 45 MNT SUB UNIT : THE TATTERED BLANKET DATE : 3/8/2015 ISSUE : Issue related to the importance of culture. SUBISSUE : Importance of one’s roots, Issue related to culture. CURRICULAMSTATEMENT : To create an awareness of one’s cultural roots. To understand the crucial role of family ties in one’s upbringing. To empathize with the aged. LEARNING OBJECTIVES : Pupils read and enjoy short stories. Develop skills to appreciate the beautyof poem. Develops awareness about parent childrelationship. CONTENT ANALYSIS : IDEATIONAL CONTENT In the short story ‘The Tattered Blanket’ the poetess Madhavikuttydescribes a story that suggests
- 2. ‘Forgetfulness is both a blessing and a curse’. She describes the condition of an old woman who Couldn’t recognize her son. PRE-REQUISITES : The pupil might have known about child-parent relationship. The pupil might have knownthe basic knowledge of the importance of family. LEARNING STRATEGY : Group discussion, Questioning. TEACHING LEARNING RESOURCES : Chart, Blackboard. EVALUATIONSTRATERGY : Scaffolding Questions. REFERENCE : Course book, Source book, Dictionary. CLASSROOM INTERACTION PROCEDURE PUPIL’S RESPONSE INFORMAL INTERACTION Teacher establishes a rapport with the students by indulging in withpersonal Talk. Good morning, how are you? Are you feeling comfortable? Good morning teacher Fine, thank you. ENTRY ACTIVITY Teacher makes the mental readiness for the students by asking some questions related to the topic. Do you love your parents? Yes, we do Do you like to be with them? yes Do you know any people who don’t take care of his parents? yes
- 3. LINK TALK You know the persons who don’t take care of their parents. What do you realize from this experience? We should take care of our parents. Very good, I’m very happy to heard sucha response from you. PRESENTATION Today we are going to study a short story ‘The TatteredBlanket’ Pupil listens written by Madhavikutty. Here you can see an old woman who couldn’t realize her son and her son’s attitude towards his mother andsister. before going to the short storyI will show you a chart which will help you to understand the story easily. Teacher shows the chart which contains the picture relatedto the Pupil listens the story and see Short story. the pictures. . MODEL READING BY THE TEACHER Teacher reads with proper stress, intonation, and pronunciation. Pupil listens. MICROPROCESSING OF THE ARTICLE Teacher asks the pupil to read the passage silently and asks them to put a cross Pupil reads the story silently and marks for those words that they cannot follow and tickmark for those which understand the meanings. they can understand.
- 4. CLARIFICATIONOF DOUBTS Teacher clarifies the meaning of difficult words using chart. Pupil understands the meanings. Teacher displays the difficult words and its meanings. SHARING INGROUPS Teacher asks the students to form into groups and find the ideas of the story. Pupil forms in group and megaphones the doubts to other groups FACILITATION BY THE TEACHER Teacher clarifies their doubts which theycannot understand. Students clarifies their doubts with the help of teacher SCAFFOLDING QUESTIONS * Who is the author of the short story? * Who is Gopi and Kamalam? Pupil answers fastly * Why didn’t the mother recognize her son Gopi? DISCOURSE CONSTRUCTION *Write a likely conversation between Kamalam and Gopi whenhe reached home. Pupil writes the answers actively * How does the son express his love for his mother? FOLLOW UPACTIVITY : Write about your own Grandparents.
- 5. INNOVATIVE LESSON TEMPLATE SUBMITTED BY NAME : ANJANA RK OPTION : ENGLISH REG.NO. : 165/14376003 NEW B.Ed COLLEGE NELLIMOODU