This document provides a teaching manual for a lesson on the poem "Even Past Fifty" by Shanta Shelke. The poem discusses the life of a woman who spends her days doing household work, unaware of the passage of time. It uses images like a doll's house and broken sword. The lesson plan involves introducing the poem, having students read it aloud and discuss in groups to identify the images. It also provides pre-reading questions, activities to build understanding of the themes of womanhood and gender roles, and assessments of comprehension.

1. TEACHING MANUAL
Name of the Student Teacher : Ubaid Std: IX
Name of the School : K.P.M.H.S.S Date: 3.7. 2014
Name of the Subject : English Time: 40mins
Name of the Unit : II, Breaking Barriers
Name of the Topic : Even Past Fifty
ISSUE: The issues of the marginalized
SUB ISSUE:
 Gender inequalities
 The representation of gender issues of different genres of literature
CONTENT ANALYSIS
The poem „Even Past Fifty‟ by Shanta Shelke concerns about women who spent their entire life
in doing household works. A woman who engages in household chores never knows the passage
of the time. The poem has a number of images like doll‟s house, childhood game, broken sword
etc.
CURRICULAR STATEMENTS
The learner,
 develops an empathetic attitude towards mother (woman)
 appreciates womanhood
 enjoys poem which is recited aloud by the teacher
 identifies images in the poem
 reads poem with proper stress and intonation
PRE-REQUISITES
The learner,
 is aware about the problems faced by woman
 is able to appreciate poems
 can read, write and understand simple English
TEACHING LEARNING RESOURCES: Charts and Pictures
REFERENCES:
 Source Book of Std.IX
 Web Resources like www.goodreads.com and www.poemhunter.com

2. CLASSROOM INTERACTION PROCEDURE
PUPIL RESPONSE AND
ASSESSMENT
INFORMAL TALK
Teacher enters the class and greets the learners; learners
reciprocate. Teacher establishes rapport through informal
talk
ENTRY ACTIVITY
After creating a mental readiness, the teacher shows
some pictures of women who take different professions
in life.
Learners greet the teacher
Observe the pictures with interest

3. Teacher asks the learners certain questions related to the
pictures:
 What is the common factor you identify in these
pictures?
 Can you identify these people by their profession?
 Whom do you respect more? Doctor or
house wife?
 In your opinion, among these people who deserves more
respect?
LINK TALK
Teacher reads the proverb “Men make roads, but it is the
Answer the questions
All are woman
Yes (each student answers)
Doctor
All people/ police officer/ house wife

4. women who teach children how to walk on them” which
is given in the textbook. Then the teacher asks to share
their views about the proverb. To elicit responses,
teacher connects it with daily life and activities and asks
certain questions related to it.
 Who gives you money to buy dress, books etc.?
 Who advises you more, father or mother?
Tr: Do you think that men and women are treated equally
in our society? It is very clear that the responsibilities of
men and women are equal in one or the other way. Both
deserve appreciation. But in most of the cases the hard
work of women remains unrewarded or unnoticed. Have
you ever thanked your mother for preparing tasty food,
washing your clothes etc?
Here we have a beautiful and touching poem which talks
about a woman like our mother or grandmother. The
name of the poem is “Even Past Fifty” (BB) and it is
written by the famous poet Shanta Janardan Shelke (BB)
Teacher introduces the poet and makes the students read
the information provided in the textbook.
MICROPROCESSING OF THE INPUT
MODEL RECITATION BY THE TEACHER:
Teacher asks the students to close their textbooks and
recite the poem once with proper stress, intonation,
rhythm and with correct pronunciation.
TRACK READING:
Let the learners read the poem silently and understand
the meaning. Teacher asks them to mark the difficult
words, phrases or usages if any.
COLLABORATIVE READING:
Teacher divided the whole class into small groups. Asks
the learners to share what they understood, what they
didn‟t understand and what they found interesting or
surprising and discuss it in groups. If the learners still
have doubts regarding any words, phrases or usages they
can megaphone it to the teacher.
 Doll‟s house = a small toy house that is used by children
for playing with dolls
 Fatigue = tireness (Anu felt fatigued after a long
journey)
 Catastrophe = a terrible event in which there is a lot of
destruction, suffering or death (Eg: flood, earthquake)
Listen carefully
Try to answer the questions
Listen and ponder over the issue
Respond when needed
Read about the author
Listen to the model recitation
Read the poem silently
Discuss and share ideas
Comprehend the meaning

5. 
SCAFFOLDING QUESTIONS
 Who is the author of the poem Even Past Fifty?
 Who is the „she’ in the poem? One woman or it
represents all women?
 How does she feel even when she is fifty?
 What is the childhood game for her?
 What does her smile compared to?
GROUP ACTIVITY – IDENTIFICATION OF
IMAGES
Learners are divided into groups and are asked to identify
the images in the poem. Teacher provides a piece of chart
and asked to find out the images of a middle aged woman
in the poem and fill the bubbles.
Answer correctly
Shanta Shelke
All women
As a little girl
Household activity
Moon light
Discussed in groups and identified
images related to middle aged woman
Summarize using simple English

6. REVIEW
Teacher asks a few learners to summarize what they have understood from the class.
FOLLOW UP ACTIVITY
Learners are asked to write an appreciation of the poem Even Past Fifty