Peer teaching Lesson Plans
Lesson Plan -1
|
Name of the Teacher : Roshini
S Raj Name of the School : Name of the Subject : English Type of Lesson : Prose Unit : I, A Ship
Wrecked Sailor Sub- Unit : Paragraph 1
&2 |
Standard : VIII Volume : 1 page 45 Strength : 3/3 Period : II Duration : 30 minutes Date : |
Learning Outcome
The
learner
1. comprehends the passage
2. becomes acquainted with
new vocabulary
3. develops the LSRW skills
4. develops the ability to
write a Diary Entry
A Shipwrecked Sailor by
Gabriel Garcia Marquez narrates the story of a twenty year old sailor Luis
Alejandro Velasco, who miraculously survives for ten days in sea after a ship
wreck in the Caribbean sea.
The
learner
1. might know about shipwreck
2. might know about sailors
3. might be familiar with
the format of writing a Diary Entry
- Course
Book (Std VIII)
- Profile
of the author
- Format
of Diary Entry
- Teachers version of Diary Entry
Review
The narrator of the story is trying to stay afloat in the sea
after the ship on which he was travelling wrecked and sunk into the Caribbean
Sea. While trying to stay afloat in the sea he thinks he is all alone, but on
hearing his colleagues’ voice in sea reassures him that the other sailors are
also in the same predicament as he is.
Follow up Activity
Imagine you have read the newspaper article of the shipwreck.
Prepare a letter to your friend describing the incident.
LESSON PLAN -2
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Name of the Teacher : ROSHINI S RAJ Name of the School : Name of the Subject : English Type of Lesson : Prose Unit : I, A Ship
Wrecked Sailor Sub- Unit : Paragraph 3 |
Standard : VIII Volume : 1 page: 46 Strength : 3/3 Period : I Duration : 30 minutes Date : |
LEARNING OUTCOME
The
learner
1. develops the ability to
read effectively
2. becomes acquainted with
new vocabulary
3. listens attentively for
a reasonable length of time
4. develops the ability in
Profile Writing
THEME
The story depicts the experience of a sailor
named Luis Alejandro Velasco who was washed overboard during a storm in the
middle of the Caribbean Sea.
PRE- REQUISITES
The
learner
1. might be aware of ship
2. might know about the
stories of shipwreck
TEACHING- LEARNING RESOURCES
- Course
Book (Std VIII)
- PPT
- Format
of Profile Writing
- Teachers version of Profile
Writing
|
CLASSROOM
INTERACTION PROCEDURE |
PUPIL'S RESPONSE |
||||
|
Informal Interaction Teacher creates a
rapport with the students by indulging in some casual talk ●
Do you know the importance of November 17? ●
Why is it celebrated? Recapitulation Teacher asks the
following questions which was taught in the last class.
Entry Activity Teacher creates a
mental readiness among the students by asking questions such as ▪
Have you seen a ship? ▪
Have you seen the pictures of shipwreck? Then teacher shows the
picture of shipwreck for more clarity. Link Talk Teacher asks some
questions to the students 1)
Do you like travelling across the sea? 2)
Have you ever travelled in speed boat? Teacher shows a video
of speed boat. As a continuation, we
are going to learn about the experience of a sailor when the ship was
drowned.
The teacher reads the
third paragraph with correct pronunciation, stress and intonation. Microprocessing of the prose · The teacher asks the
students to read the passage silently. ●
Teacher asks the students to mark the difficult words. ●
Teacher explains the meaning of the words using different
techniques. 1.
Raft: /rɑːft/ -A flat structure of timber
or other materials fastened together, used as a boat or floating platform. Teacher shows the picture
of raft to make the meaning clear. 2.
Bearing: /ˈbɛːrɪŋ/ -A person’s way of standing or moving. Teacher provides a synonym of the word to make the meaning
clear. ‘Posture’. 3. Rigging: /ˈrɪɡɪŋ/ -The system of ropes or chains
employed to support a ship’s mast. Teacher shows the picture to make
the meaning clear. 4. Aboard: /əˈbɔːd/ -on or into (a ship, aircraft,
train or other vehicle) Teacher directly gives the meaning 5. Panting: /ˈpantɪŋ/ -Breathing with short, quick
breath; out of breath. Teacher provides a situation to
make the meaning clear. “How do ypu feel when you run over
a long distance?” · The teacher asks the
students to include the words in their Personal Word List. · Teache makes the
students share and discuss the idea contained in the first two paragraphs. · Teacher megaphones the
doubts of one group to others. · Teacher makes the
students read the paragraphs aloud
(Scaffolded Reading) Scaffolding Questions Teacher asks the following questions to the
students to find out whether they have understood the passage.
Discourse Construction The teacher asks the
students to do the following as an individual activity.
· Teacher elicits from
the students the format of a Profile and shows it in PPT.
· Teacher displays the
teacher’s version of the Profile in a PPT for clarity.
· The teacher provides
opportunity to maximum groups to present their versions
and edits if necessary |
Learners were not aware of the importance of the day. Teacher
explained it and students listened carefully. Learners answered the questions correctly. Learners responded appropriately. Learners identified the picture. Learners responded actively. Learners listened
carefully. Learners read the passage silently. Learners marked the difficult words. Learners didn’t ask for the meaning. Learners got a clear idea of the word. Learners grasped the meaning. Learners didn’t ask for the meaning. Learners didn’t ask for the meaning. Learners added the words in their personal word list. Learners discussed and shared the ideas. Learners cleared their doubts. Learners read the paragraph aloud. Learners answered the questions correctly. Learners mentioned the features of a profile. Learners observed the format of profile. Learners observed the teacher’s version. Two students presented their version of the profile. |
REVIEW
The narrator of the story is a young Colombian sailor who is
caught in a shipwreck along with his crewmates. When he thought that he was
about to die, two life rafts appeared unexpectedly at a distance. He swims
towards it and jumps aboard.
FOLLOW UP ACTIVITY
Write the thoughts of Velasco at the moment he was struggling
alone in the sea to survive.
Lesson
Plan: 3
|
Name of the Teacher : ROSHINI S RAJ Name of the School : Name of the Subject : English Type of Lesson : Prose Unit : II, A SHIPWRECKED SAILOR Sub- Unit :Paragraphs 4 |
Standard : VIII Volume : I, Page no 47 Strength : 3/3 Period : I Duration : 30 mins Date : |
Learning Outcome
The learners
1. reads and comprehends the story
2. develops imagination.
3. gets acquainted with new vocabulary
4. develop LSRW skills
Theme
‘The story of a shipwrecked sailor' by Gabriel Garcia
Marquez is the story of Louis Alejandro Velasco, a 20-year-old sailor who was
washed overboard during a storm in the middle of the Caribbean sea on February
8 1995.
Pre Requisites
The learners
1. might know about a ship
2. might know about shipwrecks
3. might know about sailors
Teaching - Learning Resources
1. Course book (Std VIII)
2. Laptop, PPT
3. Format of a newspaper report in PPT
4. Teacher’s version of a newspaper
report in PPT
|
Classroom Interaction Procedure Informal Interaction Teacher creates a good rapport
with the students by engaging them in a puzzle game, where the students have
to identify different means of transport.
Recapitulation Teacher asks the following
questions based on the paragraph which was taught in the last class. 1. How many life rafts were present there? 2. How many mates were near the life raft,
trying to reach it? Entry Activity Teacher shows the pictures of a
life jacket, the picture of a person floating amid scattered cargo in the
sea, the picture of a shipwreck. Link Talk Teacher asks the students the
following questions 1. Do you know swimming? 2. Have you tried swimming in the sea? So, today we will be dealing with
the fourth paragraph of the chapter The Shipwrecked Sailor by Gabriel
Garcia Marquez where we would come to know the struggle of the sailors
after the shipwreck amidst the sea. A SHIPWRECKED SAILOR -Gabriel Garcia Marquez Teacher reads the fourth paragraph
of the lesson with correct pronunciation, stress and intonation. Microprocessing of the Prose ·
Teacher makes the students read the passage silently. ·
Teacher asks the students to mark the difficult words. ·
Teacher explains the meaning of words using different
techniques. 1. Grip : /ɡrɪp/- a firm hold Teacher provides a sentence to make the
meaning clear - He could’nt grip the steering
wheel tightly as he was sweating a lot. 2. Recognize: /ˈrɛkəɡnʌɪz/- identify someone or something from having
encountered before. Teacher provides the synonyms to make the
meaning clear. “realize”, “acknowledge” 3. Yell: /jɛl/- shout on a loud or sharp way Teacher provides the Malayalam
equivalent word to make the meaning clear. - അലറുക 4. Scattered: /ˈskatəd/ - found at various locations rather than
altogether. Teacher provides the antonym to make the
meaning clear. “assemble”,
“converge” 5.
Cargo: /ˈkɑːɡəʊ/- goods carried on a ship,
aircraft or motor vehicle. Teacher provides the picture to make the
meaning clear. 6.
Aloft : /əˈlɒft/- up in the air , overhead Teacher gives a situation to make the
meaning clear. “Have you seen a hydrogen balloon, what is
the difference between a normal and hydrogen balloon? 7.
Stip: /strɪp/- Remove all coverings from. Teacher
directly provides the meaning. 8.
Paddle: /ˈpad(ə)l/- to push a pole with a wide
end through the water in order to make a boat move. Teacher
shows a video clip to make the meaning clear. ·
Teacher asks the students to
include the words in their personal word list. ·
Teacher makes the students share
and discuss the idea contained in the paragraph. ·
Teacher makes the students read
the paragraph aloud.
(Scaffolded Reading) Scaffolding Questions Teacher asks the following
questions to the students to find out whether they have understood the
passage. 1. What did Luis Rengifo do to swim
better? 2. Who had a firm grip on Caraballo’s
neck? 3. Where were Caraballo and Castillo
floating? DISCOURSE
CONSTRUCTION ·
Teacher asks the students to do the following activity individually Imagine that you
are the reporter of a newspaper agency in the Carribean. Prepare a newspaper
report based on the shipwreck and the predicament of the sailors. · ·
·
Teacher
provides the opportunity to maximum students to present their version and
edits if necessary. REVIEW The story entitled A shipwrecked sailor is the
first hand experience of a sailor who survived a ship wreck in the Caribbean
sea. It explains in detail the struggles and attempts made by the victimised
sailors to stay alive until help comes. FOLLOW UP ACTIVITY Write a conversation between Carrabello
and Castillo at the time when accident occurred. |
Pupil’s
Response Learners
found out the words related to different means of transport. Learners
gave correct answers to the questions asked. Learners
observed and identified the pictures. Learners
answered enthusiastically. Learners
listened carefully and understood the pronunciation of words. Learners
read the passage silently. Learners
marked the difficult words. Learners
didn’t ask for the meaning. Learners
didn’t ask for the meaning. Learners
understood the meaning Learners grasped the meaning. Learners
didn’t ask the meaning. Learners
got a clear idea of the word. Learners
grasped the meaning. Learners
observed the video and grasped the meaning. Learners
included the words in their personal word list. Learners
shared their ideas with each other. Learners
read the paragraph aloud with correct pronunciation, stress and intonation. Learners
gave correct answers to the questions with the scaffolding of the teacher. Learners
mentioned the features of a Newspaper Report Learners
observed the format of Newspaper Report and grasped it. Learners
observed teacher’s version of Newspaper Report. Learners
presented their version of Newspaper Report. |
Lesson
Plan: 4
|
Name of the Teacher : Name of the School : Name of the Subject : English Type of Lesson : Prose Unit : I, A SHIPWRECKED SAILOR Sub- Unit :Paragraphs 5 &
6 |
Standard : VIII Volume : I, Page no 46 Strength : 3/3 Period : I Duration : 30 minutes Date : |
Learning
Outcome
The
learners
5. read and comprehend the passage
6. develop ability to read effectively
7. get familiarised with new vocabulary
8. develop LSRW skills
Theme
A SHIPWRECKED SAILOR is a short story written by Gabriel
Garcia Marquez. It tells the story of Luis Alejandro Valesco who was washed
overboard during the storm in the middle of the Caribbean Sea. He was clinging
to a raft and trying to save his friends, Castillo, Caraballo and Rengifo.
Pre
Requisites
The
learners
4. might know the threatening
consequences of a shipwreck
5. might have read adventurous stories
on travelling
Teaching
- Learning Resources
5. Course book (Std VIII)
6. Laptop, PPT
7. Format of a Write-up
8. Teacher’s version of Write-up
|
Classroom
Interaction Procedure Informal Interaction Teacher makes the students play a
guessing game where the clues will be provided. 1. If you feed it, it lives, if you
water it- it dies! F_ R_. 2. I am full of holes I can hold
water. What am I? _ _ _ N _ E 3. I am white, you can drink me, and
I am in the diary group. Who am I? _ _ L_ Recapitulation Teacher asks the following
question based on the lesson that was taught in the last class. 1. Where were Castillo and Caraballo
floating? 2. What did Rengifo do to swim better? 3. Who had a firm grip on Caraballo’s neck? Entry Activity Teacher asks the following
questions. 1. Teacher shows the pictures of swimming,
shipwreck, drowning and asks them to identify. Link Talk Teacher asks the students the
following questions 3. What do you see in these pictures? 4. Are you interested in travelling? 5. Do you know the consequences of a shipwreck;
can you mention any two consequences? So, today we are going to deal
with the fifth and sixth paragraphs of the lesson. A SHIPWRECKED SAILOR Gabriel Garcia Marquez Teacher reads the fifth and sixth
paragraphs of the lesson with correct pronunciation, stress and intonation. Microprocessing of the Prose Teacher makes the students read
the passage silently. Teacher asks the students to mark
the difficult words. Teacher explains the meaning of
words using different techniques. 1. Grabbed /ɡrabed/ : grasp or hold
suddenly and roughly Teacher demonstrates the act to
make the meaning clear. 2. Clinging /ˈklɪŋɪŋ/ : to stick onto
or hold something or someone tightly Teacher shows the picture
of clinging 3. Desolate /ˈdɛs(ə)lət/ : feeling
or showing great unhappiness or loneliness. Teacher provides the Malayalam meaning of the word ശൂന്യം 6.
Lurching /lɜːʧɪŋ/: to move in away that
is not regular or normal, especially making sudden movements
backwards or forwards or from side to side. Teacher provides a
situation to make the ,meaning clear Have you ever
noticed a drunkard person walks 7.
Serenity /səˈren.ə.ti/ : the state of being calm, peaceful Teacher directly
provides the meaning 8.
Snoring /snɔːrɪŋ/: to breathe in a very noisy way while
sleeping Teacher plays the
audio of the sound 9.
bunk /bʌŋk/: a narrow shelf like bed Teacher shows the
picture of bunk Teacher asks the students to
include the words in their Personal Word List. Teacher makes the students share
and discuss the idea contained in the paragraphs. Teacher megaphones the doubts of
one group to the other. Teacher makes the students read
the paragraph aloud. (Scaffolded Reading) Scaffolding Questions Teacher asks the following questions
to the students to find out whether they have understood the passage. 4. Who was waving at Luis Alejandro
Velasco? 5. What were Castillo and Caraballo
doing? 6. Who had disappeared from the sea? Discourse Construction Teacher asks the students to do
the following as an individual activity. Prepare a write-up on ‘The Importance of Swimming’. Teacher elicits from the students
the format of writing a write-up and shows it in PPT for more clarity.
Teacher displays the teacher’s
version of Write-up for more clarity
Teacher provides opportunity to the
maximum number of students to present their material and edits if necessary. |
Pupil’s
Response Learners
responded actively. Learners
answered the questions correctly. Learners
identified the pictures. Learners
responded appropriately. Learners
listened carefully. Learners
read the passage silently. Learners
marked the difficult words. Learners
didn’t ask for the meaning. Learners
grasped the meaning of the word. Learners
understood the meaning. Learners
got a clear idea of the word. Learners
didn’t ask for the meaning. Learners
understood the meaning. Learners
observed and understood the meaning. Learners
included the words in their personal word list. Learners
shared their ideas. Learners
got their doubts cleared. Learners
read the paragraphs aloud. Learners
responded appropriately. Learners
mentioned the features of a write-up. Learners
observed and grasped the format of a write-up. Learners
observed the teacher’s version of write-up. One of
the students presented her version of the write-up. |
Review
The story ‘A
SHIPWRECKED SAILOR’ was written by Gabriel Garcia Marquez. The narrator was
in the middle of the sea after the shipwreck. In these paragraphs, the narrator
is trying to reach his friends but the raft was two meters away and it was very
heavy in that lurching sea and he had to row against the wind. Later he found
that Herrera had disappeared and Rengifo swimming towards the raft.
Follow Up Activity
Imagine that you are asked to prepare breaking news of the
shipwreck for a TV channel. Write the possible breaking news
headline.
Lesson Plan: 5
|
Name of the Teacher : ROSHINI S RAJ Name of the School : Name of the Subject : English Type of Lesson : Prose Unit : I, A SHIPWRECKED SAILOR Sub- Unit :Paragraphs 7 &
8 |
Standard
: VIII Volume
: I, Page no 46 Strength
: 3/3 Period
: I Duration
: 30 mins Date : |
Learning Outcome
The learners
- listen attentively for a reasonable length of time
- generate interest and curiosity in reading
- develop imagination and aesthetic sense
- develop LSRW skills
Theme
The panic situation caused by the shipwreck makes the
sailors try desperately hard to survive.
Pre Requisites
The learners
- might have heard about shipwrecks
- might be aware of swimming
- might know about waves
Teaching - Learning Resources
1. Course book (Std VIII)
2. Laptop, PPT
3. Format of a conversation
4. Teacher’s version of a
conversation
|
Classroom Interaction Procedure Informal Interaction Teacher creates a good rapport with the
students by engaging in an informal talk.
Recapitulation Teacher asks the following questions based on
the paragraph which was taught in the last class. 1. What were Castillo and Caraballo doing? 2. Who is Ramon Herrera? 3. Who was swimming confidently towards the
raft? Entry Activity Teacher shows the pictures of a raft, oar and
ship.
Link Talk Teacher asks the students the following
questions
So, today we will be dealing with the seventh
and eighth paragraphs of the chapter The
Shipwrecked Sailor by Gabriel Garcia Marquez in which the struggles
faced by the sailors after the shipwreck are highlighted. A SHIPWRECKED SAILOR -Gabriel
Garcia Marquez Teacher reads the seventh and eighth
paragraphs of the lesson with correct pronunciation, stress and intonation. Microprocessing of the Prose ●
Teacher makes the students read the passage silently. ●
Teacher asks the students to mark the difficult words. ●
Teacher explains the meaning of words using different
techniques. 1. Aloft /əˈlɒft/ : up in the air
Teacher shows the picture of a person holding a trophy up in the
air. 2. Exhausted /ɪɡˈzɔːstɪd/: very tired Teacher
provides a situation to make the meaning clear ●
How do you feel after your
PT period. 3. vanish /ˈvanɪʃ/: disappear
suddenly. Teacher provides an example to make the
meaning clear. ●
The magician vanished the
chair 4. Mast /mɑːst/: a tall
upright post in sailing vessels generally carrying a sail Teacher shows the picture to make the
meaning clear. 5. Absurd /əbˈsəːd/:
illogical Teacher provides the Malayalam equivalent of
the word ● അസംബന്ധം 6. Anchor
/ˈaŋkə/: are heavy object or chain used to moor a ship to the bottom of the sea. Teacher shows the picture of an anchor to make the meaning clear.
7. Grab /ɡrab/:
to take suddenly. Teacher demonstrates the act to make the
meaning clear. 8. Gigantic /dʒʌɪˈɡantɪk/:
huge Teacher directly provides the meaning. ●
Teacher asks the students to include the words in their Personal
Word List. ●
Teacher makes the students share and discuss the idea contained
in the paragraphs. ●
Teacher megaphones the doubts of one group to the other. ●
Teacher makes the students read the paragraph aloud. (Scaffolded
Reading) Scaffolding Questions Teacher asks the following questions to the
students to find out whether they have understood the passage.
Discourse Construction Teacher asks the students to do the following
as an individual activity. ●
Write the conversation between Velasco,
Caraballo and Rengifo following the shipwreck that they encountered. Teacher elicits from the students the format
of writing a conversation and shows it in the PPT for more clarity.
Teacher displays the teacher’s version of conversation for more clarity
Teacher provides opportunity to the maximum
number of students to present their material. |
Pupil’s Response The learners
responded enthusiastically. The learners
answered the questions correctly. Learners identified
the pictures. Learners responded
appropriately Learners listened
carefully Learners read the
passage silently. Learners marked the
difficult words. Learners observed
the picture and grasped the meaning. Learners didn’t ask
for the meaning. Learners didn’t ask
for the meaning. Learners understood
the meaning. Learners grasped the
meaning. Learners got a clear
idea of the word. Learners didn’t ask
for the meaning. Learners understood
the meaning. Learners included
the words in their personal word list. Learners shared
their ideas with each other. Learners got their
doubts cleared. Learners gave
correct answers for the questions asked. Learners mentioned
the features of a conversation. Learners observed
and noted down the format of a conversation. Learners observed
the teacher’s version of conversation. Two students
presented their version of the conversation. |
Review
Caraballo and Castillo drowned after struggling to get hold of
each other for sometime. Velasco couldn't reach up to them and Rengifo was still swimming towards the raft.
Relieved, Velasco tried to anchor his raft with the oar he had. Rengifo raised
his arm and called out to Velasco to row over to him.
Follow Up Activity
Prepare a write-up based on the paragraphs taught today.
Lesson Plan: 6 (Advance Organizer Model)
|
Name of the Teacher : ROSHINI S RAJ Name of the School : Name of the Subject : English Type of Lesson : Prose Unit : II, A SHIPWRECKED SAILOR Sub- Unit : Paragraphs
9&10 |
Standard : VIII Volume : I,Page no:48-49 Strength : 3/3 Period : 2 Duration : 30 mins Date : |
Theoretical Overview
The Advance Organizer Model is based on the theory of Meaningful
Verbal Learning advocated by David P. Ausubel. It is a statement preceding the
lesson that is designed to help the learner store and retrieve material which
is learned and to develop the information processing capacity.
Curricular Statements/ Focus
The learners
- listen attentively for a reasonable amount of time
- develop
curiosity for knowing more about shipwreck
- guess the meanings of unfamiliar words and sentences
- develop LSRW skills
Support System
- PPT
Entry Behaviour
The learner
- might be aware of the aspects learned in the last class
- might be aware of storm and drowning.
PHASE- 1: PRESENTATION OF THE ADVANCE ORGANIZER
The teacher asks questions based on the last class.
- How did Caraballo and Castillo vanish?
- What is the meaning of the word gigantic?
- What was the absurd thing done by the narrator?
PHASE- 2 : PRESENTATION OF LEARNING TASK OR MATERIAL
Teacher reads the next paragraphs of the lesson A SHIPWRECKED SAILOR, by Gabriel Garcia
Marquez.
Teacher asks the students to read the paragraphs and mark the
difficult words.
1. Battered /ˈbatəd/:
strike repeatedly with hard blows.
Teacher directly
provides the meaning.
2. Panicking /pænɪkɪŋ/:
feel or cause to feel panic.
Teacher provides
Malayalam equivalent of the word പരിഭ്രാന്തരാകുന്നു
3. Ducking /dʌkɪŋ/: push
or plunge (someone) under water
Teacher provides the
word in a sentence to make the meaning clear.
The kids were ducking
each other in the pool
Teacher presents active reception learning by asking students how
the learning material supports the concept.
- ‘I made a last try.’ What was the ‘last try’ made by
Velasco? Was he successful in it?
- What is the meaning of the word ‘panicking’?
PHASE- 3: STRENGTHENING OF THE COGNITIVE ORGANISATION
Teacher makes the students write the summary of the paragraph.
A Shipwrecked Sailor was written by Gabriel Garcia Marquez. In
these paragraphs there was a heavy
storm. Valesco shouted and said that he could not row towards him, but he was
doubtful whether he heard it or not. The crates of the cargos disappeared and
the raft was lurching in the heavy sea. Instantly Valesco was
five meters away from Rengifo and had lost sight. Later he appeared in another
place, he wasn’t afraid but he was struggling hard to stay afloat. Valesco hold
out the oar, hoping Rengifo could get close enough to reach it, but he was
losing heart and was sinking. He was waving his hand and slowly disappeared.
Valesco rowed his raft helplessly to reach him. Unfortunately two meters away
he was drowned and sank forever.
Prepare a slogan on the topic ‘Life Motivation’.
|
DO NOT GIVE UP THE BEGINNING IS ALWAYS THE HARDEST……… |
Students verbalise the essence of the learning material.
Lesson
Plan- 9
|
Name of the Teacher : ROSHINI S RAJ Name of the School : Name of the Subject : English Type of Lesson : Prose Unit : II, A
Shipwrecked Sailor
Sub- Unit : Paragraph 14 |
Standard
: VIII Volume : 1 page 50
Strength
: 3/3
Period
: I Duration : 30 minutes Date : |
Learning Outcome
The learner
1. learns
about the challenges faced by a sailor
2. learns
new vocabulary
3. develops
the ability to write a speech.
Theme
Hungry, parched
and alone, Velasco sat in the life raft under the scorching heat of the sun.
Three hours passed since Rengifo drowned. Velasco felt extremely thirsty and
the wound in his knee burned. Lonely and exhausted, Velasco stayed in the raft,
waiting to be rescued.
Pre- Requisites
The learner
1.
might recall the previously taught
paragraphs.
2.
might be familiar with preparing a Speech.
Teaching-
Learning Resources
1. Course
Book (Std VIII)
2. Format
of Speech
3. Teacher’s
version of Speech
|
Classroom Interaction Procedure |
Pupil’s response |
||
|
Informal Interaction The teacher creates a rapport with the students by asking
the following questions. ● Have
you ever felt lonely? ●
Is there anyone in your class who always seem
to be lonely? ● Do
you have best friends who always stay beside you? Recapitulation
1. What
happened to Velasco’s shipmates? 2. What
is the meaning of stupefied? 3. What
did Velasco do inside the raft? Entry Activity
Teacher shows pictures of people
facing hunger, thirst, loneliness, getting sunburned and asks questions to
find out what they have understood. -
What did you understand from these pictures? -
What could be the possible reasons for their
problems? Link Talk Teacher shows the picture of a
sailor stranded at sea in a life raft. Teacher creates mental readiness
by asking the students a few questions. ● What
do you see in this picture? ● What
could be the reason for his loneliness? Today we will
see how Velasco managed to survive in the sea alone in a life raft without
food or water. A SHIPWRECKED SAILOR -Gabriel
Garcia Marquez Teacher reads the fourteenth
paragraph of the lesson with correct pronunciation, stress and intonation. Microprocessing of the Prose •
Teacher makes the students read the passage
silently. •
Teacher asks the students to mark the
difficult words. Teacher explains the meaning of words using 1.
Extraordinary: ɛkstrəˈɔːdɪn(ə)ri -
remarkable Teacher provides a
sentence to make the meaning clear - Ram is an
extraordinary student. 2.
Resign: /rɪˈzʌɪn/- accept that something
undesirable cannot be avoided Teacher directly provides the meaning. 3.
Searing: /ˈsɪərɪŋ/-extremely hot Teacher provides the synonyms to make
themeaning clear. - flaming, burning 4.
Splash: /splaʃ/ -cause (liquid) to strike or
fall on something in irregular drops Teacher shows the picture to
make the meaning clear. 5.
Startle /ˈstɑːt(ə)l/- sudden shock Teacher provides
the Malayalam equivalent of the word
6.
Gash: /ɡaʃ/ - a long deep cut or wound. Teacher shows
the picture to make the meaning clear. •
Teacher asks the students to include the words
in their personal word list. •
Teacher makes the students share and discuss
the idea contained in the paragraph •
Teacher megaphones the doubt of one group to
the other. • Teacher
makes the students read the paragraphs aloud (scaffolded reading) Scaffolding Questions Teacher asks
the following questions to the students to find out whether they have
understood the passage. 1. Why
did Velasco splash water over his head ? 2. Why
was Velasco startled? 3. How
did the wounds stopped bleeding ? DISCOURSE
CONSTRUCTION •
Teacher asks the students to do the following
activity individually Imagine that
you have been assigned to deliver a speech for the morning assembly in your
school. Prepare a speech on the topic “Helping others:The Purpose of Life”. ·
Teacher elicits from the students the format
of writing a speech and shows it in a PPT ·
Teacher displays teacher’s version of speech
in a PPT for more clarity Respected
Principal ,teachers and my dear friends. Today I am standing here to tell a few words
on the topic “Helping Others: The Purpose Of Life “Happiness
begins from the moment you do
something for others. Those who consistently help others, are happy
and do not come across any obstacles in their lives. Research indicates that
they are less stressed and experience improved mental health. The purpose of life is to serve others. However, when
doing so, you should not expect something in return; your intention should be
to lessen other people’s misery. “Service to others should be sincere and
done from the heart; only then it is fruitful.” Do any trees eat their own
fruit? No. This teaches us that human beings should not only use their mind,
body and speech for themselves, but also to serve others. When you do this,
nature in turn will reward you.
Your constant inner intention should be towards helping others. If you
are unable to do so for any reason, you can also make sure that you do not
hurt anyone. This is an indirect way to help those around you. Thank you Teacher provides opportunity to maximum students to
present their version of the speech and edits if necessary. |
Learners responded appropriately. Learners gave correct answers to the questions. Learners identified the pictures and responded to the
questions appropriately. Learners responded actively. Learners listened carefully. Learners read the passage silently. Learners marked the difficult words. Learners understood the meaning. Learners got a clear idea of the word. Learners grasped the meaning. Learners didn’t ask for the meaning. Learners got a clear idea of the word. Learners understood the meaning. Learners included the words in their personal word list. Learners shared their ideas. Learners cleared their doubts. Learners read the paragraphs aloud. Learners responded appropriately. Learners mentioned the components of a speech. Learners observed the format. Learners observed teacher’s version of the letter. Learners presented their version of the speech. |
REVIEW
The story entitled A Shipwrecked Sailor is the first hand experience of a
sailor who survived a ship wreck in the Caribbean sea. It explains in detail
the struggles and attempts made by the victimised sailors to stay alive until
help comes.
FOLLOW UP ACTIVITY
Write a letter to your friend
describing about a shipwreck that you witnessed.
Lesson Plan: 10
|
Name of the Teacher
: ROSHINI S RAJ V
Name of the School : Name of the
Subject : English Type of Lesson
: Prose Unit
: 2, A Shipwrecked Sailor Sub- Unit
:Paragraph 15 |
Standard
: VIII Volume
: I, Page no 50 Strength
: 3/3 Period
: II Duration
: 30 minutes Date : |
Learning Outcome
The learners
- develop ability to read
effectively
- understand the consequences of
a shipwreck
- develop the ability to write a
Notice
- develop LSRW skills
Theme
The story, A
Shipwrecked Sailor by Gabriel Garcia Marquez tells the saga of Luis
Alejandro Velasco, a twenty year old sailor, who was washed overboard during a
storm in the middle of the Caribbean Sea.
Pre Requisites
The learners
1.
might be able to remember the
important aspects of the story dealt so far
2.
might develop curiosity to read more
to find out what happened
Teaching - Learning
Resources
1. Course book (Std VIII)
2. Laptop
3. Format of a Notice
4. Teacher’s version of a Notice
|
Classroom Interaction Procedure |
Pupil’s Response |
||
|
Informal Interaction Teacher creates a rapport
with the students by indulging in some casual talk. 1.
How are
you? 2.
Are you
all enjoying the story so far? Recapitulation Teacher asks the
following questions based on the lesson that was taught in the last class. 1.
What did
the narrator find when he felt pain in his right knee? 2.
Why did
Velasco splash water over his head? Entry Activity Teacher asks the
following questions. From your reading of
the story till now, can you identify the things you see in a ship? Link Talk Imagine you are
involved in a shipwreck or any difficult situation. What will be your
reaction? What will you do to get out of that difficult situation? So, today we are going
to deal with the last paragraph of the lesson where we will see what Velasco
does to survive. A SHIPWRECKED SAILOR -Gabriel
Garcia Marquez Teacher reads the next
two paragraphs of the lesson with correct pronunciation, stress and
intonation. Microprocessing of the
Prose Teacher makes the
students read the passage silently. Teacher asks the
students to mark the difficult words. 1.
Inventory:
/ˈɪn.vən.tər.i/ - a detailed list of all the things
in a place. Teacher
provides the word in a sentence to make the meaning clear. “We
made an inventory of the library's collection.” 2.
Solitude:
/ˈsɒl.ɪ.tʃuːd/ - the situation of being alone without other people. Teacher
provides the Malayalam equivalent to make the meaning clear.((ഏകാന്തത) 3.
Pesos:
/ˈpeɪ.səʊz/ - the standard unit of
money used in Argentina, Mexico, and some other countries. Teacher directly provides the meaning. 4.
Distract:
/dɪˈstrækt/ - to take someone’s attention away from what that person is
doing. Teacher provides a situation to make the
meaning clear. “What will be your mindset when you hear
music during class?” 5.
Rescued:
/ˈres·kju:d/to help someone or something out of a dangerous, harmful, or
unpleasant situation. Teacher provides the synonym to make
the meaning clear. (Saved) Teacher asks the
students to include the words in their Personal Word List. Teacher makes the
students share and discuss the idea contained the paragraph. Teacher megaphones the
doubts to the others in class. Teacher makes the
students read the paragraph aloud. (Scaffolded Reading) Scaffolding Questions Teacher asks the
following questions to the students to find out whether they have understood
the passage. 1.
What were the items in the list of belongings of Velasco? 2.
What did he do to distract himself? Discourse Construction Teacher asks the
students to do the following as an individual activity. As a part of Navy Day
Celebration, your school is hosting a function in honour of Velasco for his
bravery and heroic survival. Prepare a Notice for the programme. Teacher elicits from
the students the format of writing a Notice and shows it in PPT.
Teacher displays the
teacher’s version of a Notice for more clarity
Teacher provides
opportunity to the maximum number of students to present their Notice and
edits if necessary. |
Learners responded appropriately. Learners gave correct answers to
the questions asked. Learners keenly observed the
pictures. Learners responded appropriately
to the questions. Learners listened carefully and
understood the pronunciation of words. Learners read the passage
silently. Learners marked the difficult
words in the text book. Learners understood the meaning. Learners grasped the meaning. Learners understood the meaning. Learners got a clear idea of the
word Learners
didn’t ask for the meaning. Learners
included the words in their personal word list. Lear4ners
shared their ideas with each other. Learners
read the passage with correct pronunciation, stress and intonation. Learners
gave correct answers to the questions asked. Learners
mentioned the features of a Notice. Learners
observed the format and grasped it. Learners
observed teacher’s version of the Notice. Learners
presented their version of the Notice. |
Review
The story, A
Shipwrecked Sailor by Gabriel Garcia Marquez tells the saga of Luis
Alejandro Velasco, a twenty year old sailor, who was washed overboard during a
storm in the middle of the Caribbean Sea. It gives the account of his survival
in the sea without food and water for ten days.
Follow Up Activity
Prepare the character
sketch of Velasco.
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