1. The document is a teaching manual for a lesson on the short story "The Light on the Hills" by Lucy Clifford. It provides details on the class such as the teacher's name, school, subject, and number of students. 2. The manual outlines the objectives of the lesson which are to have students read and analyze the story based on its theme, understand the value of art and nature, and engage in group activities. 3. Procedures for the lesson are described, including an introduction, reading and discussion of the story, defining difficult words, group work, and assignments. The goal is for students to comprehend the story and its themes of dedication to one's work and finding happiness through

1. Teaching manual (ICT)
Name of Teacher : Lismy Varghese
Name of the school : SCUGVHSS Pattanakad Standard : VIII
Subject : English Strength : 56
Unit : 3.Seeds and Deeds Period : 5
Sub unit : The Light on the Hills Duration : 45 minutes
Issue : work Date : 10/10/2015
Sub issue : Dignity of labour
Dedication to Art
CONTENT ANALYSIS :”The Light on the Hills” is the story written by Lucy Clifford. The
light on the hills focuses on how one can achieve perfection in
One’s work. Words of encouragement develops confidence
which helps to bring out the best in an artist. This eventually
brings happiness which helps the artist to work better.

2. CURRICULAR STATEMENTS : The learner,
1 reads and enjoys the literary text.
2 analyses short stories based on the theme of the text
3 understands the value of Nature and painting
4 engages in group activity and presentation
5.identifies the meaning from dictionary or glossary
PRE-REQUISITES : The learner,
1 have learnt simple stories and the theme
2 is familiar with the theme of art
3 improves imaginative and thinking ability
TEACHING LEARNING RESOURCESS
1 Blackboard - (showing Title of the story,name of the author and word meanings)
2 Picture - (showing the picture of the author)
3 Flashcard - ( showing difficult words)
4Lap top - (audio of the story)
REFERENCE
1 Course Book std VIII
2 Source Book std VIII
3 Oxford English Dictionary

3. CLASSROOM INTERACTION PROCEDURE ASSESSMENT /EXPECTED
RESPONSES
INFORMAL INTERACTION
The teacher engages in an informal talk with the
students so as to create a good rapport with them
Good morning
Have you had your breakfast?
Are you all happy today?
Teacher collects responses from the students.
ENTRY ACTIVITY
Who all are there in the picture
As an introduction, teacher enquires about their
family members. Teacher asks questions like,
Do you have siblings in your house?
Are they having any talents?
Do you ever encourage their talents?
LINK TALK
Students interacted well with the
teacher during the initial interaction
Identified the picture

4. Teacher shows the picture of a boy and his
sister. Their love and she encourages for
drawning.Then teacher shows the picture of writer
Lucy Clifford. Then also wrote the name lesson
and writer in the black board.
THE LIGHT ON THE HILLS
LUCY CLIFFORD
MICROPROCESSING OF THE INPUT
MODEL READING BY THE TEACHER
Teacher reads the first three paragraphs of the
lesson with correct stress, pronunciation,
intonation and feeling. The theme and the
necessary details are also forwarded to the
students
SILENT READING BY THE PUPIL
Teacher asks the pupils to read the story ‘The
light on the Hills’ silently with comprehension
TRACK READING BY THE PUPIL
Students are asked to read the first three
Students attentively listened to the
teacher. Students carefully grasped
the title of the story. The details of
the author too was well listened by
the pupil
Students listened to the reading by
the teacher with much attention.
The students carefully listened to
the explanations provided by the
teachers
Students read the story silently
Students read the story and they
marked according to the teachers
instruction
Students shared their ideas with the
peers

5. paragraph of the story individually and silently and
they are also asked to mark accordingly That is
they have to put tick mark ( ) for what they have
understood, a question mark (?)For what they
haven’t and an exclamatory mark (!) for what they
found interesting or surprising.
SITTING AND SHARING WITH PEERS
Teacher asks the students to sit in groups and to
share their ideas with their group members
GLOSSARY REFERENCE
Teacher asks the students to refer the glossary to
find the meaning of difficult words. If the students
need further clarifications the teacher intervenes
and provides teaching aids to get right meaning of
the words. The difficult words are,
Dedicate : - give or devote to a noble purpose.
Teacher shows the picture of Mother Teresa.
Tr.What can you see in this picture?
St. Mother Teresa
Tr. What do you know about her?
St. she is known as the mother of poor.
Tr. Yes. Mother Teresa has dedicated her life to
the service of the poor
Ripple :- Small wave
Students referred the glossary to
find out the meaning of difficult
words
Students understood the meaning
Students formed groups and shared
their ideas among themselves
Students listened carefully to the
further explanations provided by the
teacher

6. Teacher shows a cup full of water and put a stone
in it.
Tr. Have you see small waves?
St. yes.
Tr. Small waves are called ripples
Eg. The water that fell into the pond created
ripples.
Glimmer: unsteady light
Teacher shows the picture
COLLABORATIVE LEARNING
Students are asked to form groups and share
their ideas in group’s .Then teacher plays the
audio of the story.
MEGAPHONING THE DOUBTS
Teacher goes to each group and megaphones
their doubts and help them understand clearly.
FACILITATION BY THE TEACHER
Teacher helps to clarify the difficult areas which
no groups could effectively tackle. Teacher also
Students presented their answers
well to the scaffolding questions
asked by the teacher
They asked doubts in the groups
Teacher asked scaffolding questions.
Students replied well.

7. explains the difficult areas.
SECOND MODEL READING BY THE TEACHER
Teacher reads the story again with correct
pronunciation, stress, intonation, rhythm and
feeling
SCAFFOLDING QUESTIONS
In order to make the content more clear
scaffolding questions are asked to the students.
CAN YOU SAY
1. What is the theme of the unit?
2. Who wrote this story?
3. What is the work that boy want to do?
PRESENTATION BY THE PUPIL
Randomly students are selected from each group
and they are asked to present the answers for the
scaffolding questions
DISCOURSE CONSTRUCTION,EDITING AND
PRESENTATION
Teacher asks the students to sit in groups and
write a profile of LUCY clifford. The teacher then
directs each group to present what they have
written and selects the best and asks them to read
it aloud then the students are asked to edit it
Lucy Clifford
Lucy Clifford was born on 1846, better known
as Mrs.W.K.Clifford, was a British novelist and
Students answered
Students actively participated in the
discourse construction.

8. journalist, and the wife of William Kingdom
Clifford. Herbest known story, Mrs. Keith’s
Crime, was followed by several other volumes.
She also wrote The Last Touches. She is
perhaps most often remembered however as
the author of The Anyhow Stories.
GENERALISATION AND CONCLUSION
Teacher summarises the lesson with the help of
students.
In this beautiful story Lucy Clifford depicts the
loving feelings of a boy about his dear sister who
loved him so dearly.
ASSIGNMENT
Write a conversation between Boy and his Sister?
Students helped the teacher to
summaries the poem