Lesson plan of 'Only Daughter'

1. LESSON PLAN
Name of the teachertrainee:Manoj Mathew
Name of supervisingteacher:Dr.Mini P.
Subject:English
Unit: II,Breakingthe Barriers
Subunit:OnlyDaughter
Issue:The issuesof the marginalised
Subissue:Genderinequalities
The representationof the genderissuesindifferentgenresof literature.
CONTENT ANALYSIS
Only Daughterby SandraCisnerosisa memoir.Sandrawhoisan establishedAmerican
writerspeaksabouthow,as a girl child,she wasignoredbyherfamily.Inher teenage, asa budding
writershe pinedforacknowledgementfromherfamilymembersbutfailedtogetany.Atlast,her
fatherwhowas unaware of hisdaughter’spotentialities,acknowledgesher.
CURRICULUMSTATEMENTS
The learner,
o Develops properoutlookongenderissues.
o Constructsvariousdiscourseslikereport,conversation,narrative etc.
o Readsand enjoyspiecesof literature like one actplay,poemsandmemoirs.
o Thinksandevaluatescriticallythe issuesrelatedtogender.
PRE- REQUISITES
The learners,
o Are familiarwiththe storiesof womenwriters.
o Aware aboutthe opportunitiesof womeninall fields.
NEW VOCABULARY
Determination,Contributor,Anthology,Destiny,Hilarious,Scribbling
TEACHING LEARNING RESOURCES
AudioVisual Aids,Charts,Flashcardsetc.
REFERENCES
Webresources,SourcebookandCourse book of standardIX,Oxforddictionary

2. INFORMALINTERACTION
The teachercommunicatesinformallywiththe
studentstocreate a rapportwiththem.
ENTRY ACTIVITY
Teachershowsthema movie clipfromthe Malayalam
movie ‘HOWOLD ARE YOU’. Teacherasks some questionsto
checktheirpreviousknowledge.
 Can youidentifythe movie?
 Doesthe womancharacter ‘Nirupamakrishnan’have
an identityinthe beginningof the movie?
 Doesshe achieve itwhenthe storyends?
LINKTALK
The movie tellsthe storyof an ordinarywomanwho
triesto findheridentityinthe societyandfindsitatthe end
of the story,thusbecomesthe proudof her family.Todaywe
are goingto studya memoirwrittenbySandraCisneroswho
tastedthe sour of loneliness inherfamily.Latershe identifies
herself asa writerandgetsacknowledgementfromher
father.
Teacherwritesthe name of the memoiron the black
board andintroducesthe author,SandraCisnerostothe
learners.
MICROPROCESSINGOFTHE INPUT
Teacherreadsthe passage aloudwithcorrect
pronunciation,stressandvoice modulation.
INDIVIDUALREADING
Teacherasks the learnerstoreadthe passage
individually.
TRACKINGTHE READING
Teachernowasks the learnerstotrack theirreading
by marking{√,?,!} etc.
SHARINGWITH PEER
The teacherasks the learnerstoshare their
understandingwithpeer.
Learnersinteractwell
Learnersrespondwell
Learnerslistencarefully
Learnerslistencarefully
Learnersreadthe passage individually
Learnerstrack theirreading
Learnersshare theirideas
CLASSROOMINTERACTION PROCEDURE EXPECTED LEARNER RESPONSE

3. SITTINGIN GROUPS
Nowthe teacherasks the learnerstositin groups
and discusstheirunderstandingof the findings.
GLOSSARY REFERENCE WITH THE HELP OF TEACHER
Teacherhelpsthe learnerstoreferthe glossaryand
findoutthe meaningof the difficultwords.
MEGAPHONINGTHE DOUBTS
Teachergoesto each groupand megaphonestheir
doubtsto the entire classandhelpsthemtounderstand
correctly.
SCAFFOLDEDREADING
Teacherasks scaffoldedquestionstopredict,
establishandbuildupthoughts.
o What isa memoir?
o Who isthe author of the memoirOnly
Daughter?
o How manybrothersdidthe author have?
o How isthe only daughtertreated inher
family?
FINDINGANSWERSTO THE QUESTIONSGIVEN
Nowthe teacherhelpsthe learnerstofindanswers
to the questionsgiveninthe course book.
READINGALOUD BY THE LEARNER
Teachermakesthe learnersreadthe passage aloud
withcorrect sentence stress,pronunciationandvoice
modulation.
DISCOURSE CONSTRUCTION
Write an essayon the topic‘currentlawsfor women
empowerment’.
INDIVIDUALWRITING
Teacherasks the learnerstowrite the discourse
individually.
GROUP WRITING
Teacherasks the learnerstowrite the discourse in
group.
Learnersshare theirideasingroup
Learnersmegaphonestheirdoubts
Learnersanswertothe questionscorrectly
Learnersreadthe passage correctly
Learnersconstructthe discourse verywell
Learnerswrite the discourse individually
Learnerswrite the discourse ingroup

4. PRESENTATION ANDEDITING
Teacherasks the learnerstopresentthe discourse andhelp
the learnerstoeditit.
TEACHER’S VERSION
Teacherpresentshisownversionof the discourse and
studentsuse itto refine theirwords.
ASSISGNMENT
Write downan appreciationaboutany memoirthatyouhave
read.
Learnerseditthe discourse withthe helpof teacher.