INNOVATIVE LESSON PLAN

 

INNOVATIVE LESSON PLAN

Name of the teacher	: ROSHINI S RAJ
Name of the school	:		Std	: IX.
Name of the subject	: English		Str	:
Name of the unit	: Enlightening Minds		Time	: 20 mints.
Name of the subunit	: “Climate Change is not Hysteria- it’s a fact”
Topic/ Area	: As an actor......... scientific projection

CONTENT ANALYSIS

Leonardo DiCaprio, as an actor, he pretends for a living. He plays fictitious characters and solves fictitious problems.  He believes that mankind looked at climate change in the same manner and they pretend that climate change wasn’t real.

 The chapter “Climate Change is not hysteria- it’s a fact” is a speech conveyed by Leonardo Di Caprio. He addressed the world leaders assembled for the United Nations Climate Summit on 23 Sep 2014 and urged them to address “the greatest challenge of our existence on this planet”.

LEARNING OUTCOMES

The learner will be able to,

•        activate prior knowledge about a topic or concept

•        monitor comprehension and correct misunderstandings while reading

•        use graphic organizers to relate information from the text

•        answer different kinds of questions about the text

•        generate questions about the material in the text  read and analyse the given speech.

PRE-REQUISITES

`The learner,

•        might be aware about the environmental issues.

•        have previous class room experience.

 

 

TEACHING LEARNING RESOURCES

•        Laptop

•        Speakers 

•        Video 

•        Graphic Organizer tools.

REFERENCES

Bialystok, E. (1990). Communication strategies: A psychological analysis of second language use.

Oxford: Basil Blackwell.

Source Book

Oxford English Dictionary https://in.pinterest.com/upwell/ocean-acidification

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CLASSROOM INTERACTION PROCEDURE	PUPIL RESPONSE
INFORMAL INTERACTION   The teacher enters the class and tries to establish rapport through an informal interaction. A good teacher should be engaging and creative in the class so as to create inquisitive attitude among the students. Students are given ample scope to engage themselves in the talk. Teacher initiates discussion on any interesting topics to reduce their inhibition in talking and interacting in an English class. Step 1: Activating Prior Knowledge •        Explain the topic or standard about which students will be learning •        Provide an overview of requisite content or concepts (e.g., review preceding content, use media or a hands-on activity to create the necessary context for learning new material) •        Preview the reading material to note headings and subheadings, words in bold or italic font, and titles and captions on graphic sources •        Actively engage students in discussing and integrating information
ENTRY ACTIVITY Teacher presents a video song based on the theme of the chapter. Teacher asks few questions based on the video and chapter to create a mental response.      LINK TALK Tr: So, today let’s see the rest of the chapter. The teacher writes the title of the chapter on the blackboard “CLIMATE CHANGE IS NOT HYSTERIA: IT’S A FACT” The students take the chapter and prepare themselves to learn the rest of it.   MICRO PROCESSING OF THE INPUT   TRACK READING   Teacher asks the students to read the first three paragraphs of the lesson silently. Teacher asks the students to note down the difficult portions     Step 2: Monitoring Comprehension     Monitoring comprehension is a process in which students determine whether   they understand what they are reading. If they realize that they cannot articulate    the main idea of the passage, they can take steps to repair their   comprehension before continuing to read.   GLOSSARY REFERENCE :     1.     Fictitious- / fɪktɪʃəs/- not real, imaginary.     2.     drought /draʊt/ - a long period when there is little or no rain:   3.      acidifying  /əˈsɪd.ɪ.faɪ/- to become an acid or to make something become an acid   4.     Plume /pluːm/- a tall, thin mass of smoke, dust, or similar substance that rises up into the air:          5.     unprecedented  /ʌnˈpres.ɪ.den.tɪd/- never having happened or existed in the past:   6.     ice sheets - a thick layer of ice that permanently covers an area of land:   Step 3: Using Graphic Organiser Graphic organizers are visual aids designed to help students organize substantial amounts of content information. In addition to being effective for vocabulary instruction, graphic organizers can also enhance reading comprehension by helping students to categorize information and to show the relationships among important concepts.
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SCAFFOLDED QUESTION     Step 4: Asking Questions Motivate students to read  Alert students to topics they will be reading about  Encourage students to be actively engaged during reading  Prompt students to self-monitor their understanding while they read Major Questions   1. What is the attitude of the human beings towards Climate Change?   2. What are the ‘undeniable climate events’ that are happening now?   DISCOURSE CONSTRUCTION Step 5: Generating Questions. Level 1: Right There Answers are explicitly stated in the text •               Read the passage. •               Locate a fact that is a “who,” “what,” “when,” “where,” “why,” or “how.”         Turn the fact into a question. •               Check the answer to make sure it is found in one place, word-for-word, in the text.