The document outlines the lesson plan for teaching the short story "The Last Leaf" by O. Henry to 9th standard students. It details the classroom procedures used, including an informal talk, entry activity, reading aloud, comprehension questions, and group activities. The goal is for students to understand the story about two artist friends in Greenwich Village and the "unseen stranger" of pneumonia that affects one of them.
FIRST SHOWERS BY NALINI SHARMA
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The poem is about the happiness that rain brings to the poet. It describes how rain soothes the speaker. It tells us how first showers promptly erased the weary lines created by day long fatigue from the poet's face.From the poem we can identify that poet has been leading a busy and bored life, the first showers soaked her and helped her to free her mind. Along with the poet the readers refresh their minds while reading the poem.
FIRST SHOWERS BY NALINI SHARMA
FOR VIII TH STANDARD
The poem is about the happiness that rain brings to the poet. It describes how rain soothes the speaker. It tells us how first showers promptly erased the weary lines created by day long fatigue from the poet's face.From the poem we can identify that poet has been leading a busy and bored life, the first showers soaked her and helped her to free her mind. Along with the poet the readers refresh their minds while reading the poem.
Cosmic Adventure 5.3 Frames in Motion in RelativityStephen Kwong
The Einstein way of transforming time and location by the Lorentz factor, marking the departure from Newtonian physics. But why is it so is not explained.
In Improvisation Theatre, actors create a performance on the spot; there are no lines to memorise or rehearse. Improv actors use a series of activities which help them to develop their techniques in listening and connecting with other actors. They can then respond better to new contexts and create original and spontaneous plays. “(…) improvisation is characteristic of any human action that is not fully scripted and determined – which is the case in most of our daily encounters”. (Sawyer, 2011, P. 12)
This strongly resonates with the ideal context we want to provide for language learning: a supportive and safe environment where students learn to be creative, spontaneous and willing to take risks. The role of the teacher is to offer this context where structure and improvisation are in balance.
At the LSE Language Centre we have been using Improvisation activities in English for International students since 2012 and we are currently piloting it in other languages. In addition, in sessions with teachers, we explore Improv activities and applications, with the aim of inspiring teachers to incorporate these techniques into the classroom, which we think transform the student learning experience.
In this interactive workshop we will briefly present our findings, based on student feedback and teacher observation and practice a series of activities with attendees so that they experience Improv first hand.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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3. Name of the teacher trainee : Shiji.E.L
Name of the school : Pallithura H.S.S
Subject : English
Unit : Dawn of Hope
Subunit : “The Last Leaf”
Std: IX B
Strength: 35
Duration: 40 mts
Date:
4. The learners : develops basic language skills.
: gets enriched with vocabulary.
: develops fast reading comprehension becomes an
efficient user of English language.
5. The learners :reads and analyse prose passages.
: will be able to face the challenges in life with
confidence.
: evolve strategies in order to come out of a difficult
situation.
: prepare news reports.
: manage disaster effectively.
6. Art is brought alive through love in O.Henry's ‘The Last Leaf’
and therein lies the beauty of the story. The story throws light on
the sad and miserable living conditions of artists who are
motivated only by their creative urge and underlying spirit. Sue
and Johnsy, intimate friends and in their midst a cold, unseen
stranger called pneumonia appears and touches Johnsy with his
cold fingers.
7. Learners is familiar with hope.
Learners is aware of power of friendship.
Learners knows how hope is important in life.
Learners knows about painter and artist.
8. 1. Source book
2. Text book
3. Profile of the author
4. Chart
5. Power Point Presentation
6. Black board
9. CLASSROOM PROCEDURES RESPONSE
EXPECTED ACTUAL
INFORMAL TALK
The teacher indulges in an
informal talk with the students.
Good Morning to all
How are you doing?
Learner’s responds Learner’s responded
10. Classroom Procedure Response
Expected Actual
ENTRY ACTIVITY
Teacher asks the
following questions:
Do you know, who is
an artist?
Have you seen any
artist?
Any idea, what is
pneumonia?
What is hope?
Learner’s answers Learner’s answered
12. Classroom Procedure Response
Expected Actual
MICRO PROCESSING
OF THE UNIT
READING ALOUD BY
THE TEACHER
Teacher reads the
first three paragraph
of the lesson with
proper pronunciation
stress, pause and
intonation.
Learner’s
listens carefully
Learner’s
listened carefully
.
13. CLASSROOM PROCEDURES RESPONSE
EXPECTED ACTUAL
Silent Reading By The Pupil
Teacher asks the students
to read the passages silently
without any lip movements
and fingering beneath the
lines. She also asks them to
do track reading . Teacher
supervises them .
14. CLASSROOM PROCEDURES RESPONSE
EXPECTED ACTUAL
SHARING WITH PEERS/PAIRS
Teacher asks the learners to share what
they understood or did not understand
with their peers.
15. CLASSROOM PROCEDURES RESPONSE
EXPECTED ACTUAL
GLOBAL COMPREHENSION QUESTIONS
1) Who is the author of this story?
2) What is the author trying to tell us?
3) Name the two artist of this story.
Learner’s respond Learner’s
responded
16. CLASSROOM PROCEDURES RESPONSE
EXPECTED ACTUAL
WORD STUDY
Teacher asks the students
to locate the difficult
words. Teacher
megaphones and writes
them on blackboard.
Teacher asks them to refer
glossary. Teacher presents
the difficult words using
different strategies.
Learner’s grasp
the meaning
Learner’s
grasped the
meaning .
17. 1) Bohemian/bəʊˈhiːmɪən/n –a person often
somebody who is involved with the arts.
Teacher explains the meaning in an illustrative
sentence. Eg: A bohemian lifestyle.
2) Stalked/stɔːkt/(n,v) – to move slowly
and quickly inorder to catch or harm.
Teacher explains the meaning using
illustrative sentence. Eg: The lion was stalking
a zebra.
3) Scarely/ˈskɛːsli/(adv) – only just:
almost not.
Teacher explains the meaning using
illustrative sentence. Eg: I can scarcely believe
it.
4) Pneumonia/njuːˈməʊniə/(n) – a
serious illness affecting one or both
lungs that makes breathing difficult.
18.
19. CLASSROOM PROCEDURES RESPONSE
EXPECTED ACTUAL
DETAILED COMPREHENSION QUESTIONS
Teacher asks the following questions to ensure
comprehension of the students.
1) Name the village many people are interested to visit.
2) Why do people come to Greenwich village?
3) What is the Greenvich village known for?
4) Where did Sue and Joanna has their studio?
5) What is the familiar name of Joanna?
6) From where did the two friends belong to?
7) Where did the two friends meet?
8) Why did the two friends come to New York?
9) When did the unseen stranger walked into the city?
10)Who was the unseen stranger?
11)Whom did the unseen stranger touch?
12)How did Johnsy lay in her bed?
Learner’s responds Learner’s
responded .
20. CLASSROOM PROCEDURES RESPONSE
EXPECTED ACTUAL
GROUP ACTIVITY
Teacher divides the class into groups
and gives an activity.
Write a small paragraph about Sue
and Johnsy.
21. CLASSROOM PROCEDURES RESPONSE
EXPECTED ACTUAL
REVIEW
As a closure of the lesson, teacher
asks some questions like:
1) What added to the interest of
Greenwich Village?
2) Identify an instance of
personification in the story. What
effect does this leave?
Learner’s responds Learner’s
responded .
