Sample Unit cum Lesson Plan for Class 9 Lesson - Humour

  Sample Unit and Lesson Plan for Class 9 Lesson -  Humour

 

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Notes: Activities for Formative Assessment: Activities for Formative Assessment: Reflections (oral presentations) 10 Marks Class Room Participation, Speaking activities (Picture interaction)Group work presentations Writing-10 Marks (Diary writing, Biography writing, Picture Description ) Project work-10 Marks (Poster preparation and Conduction Survey and preparing graph and writing report) Slip Test – 20 Marks 1.Listening- 5 (conducted during class room teaching) 2.Answering the questions given at the end of the lesson 3.Vocabulary Test 4. Grammar or study skills -5)

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Notes:

                                                             Unit Plan- I

Class: IX                                                                                                                                                            Subject: English                                            

Unit:  I                                                                                                                                                              No. of periods required: 26

A.   Reading: The Snake and the Mirror

B.   Reading: The Duck and the Kangaroo (Poem)

    C. Reading: Little Bobby

Expected outcomes:

1. Involvement of children during the transaction of all components listen and express their views and ideas freely.

2. Children should able to read and comprehend the given reading text individually and collaboratively.

3. Children should able to use appropriate Vocabulary and Grammar in oral and written discourses.

4. Creative Expressions; Construction of written Discourses

 1. Description         2.Essay writing       3.Poster Preparation        4.Writing Reflections

I.             Period wise Details:

Period	Content/activity/Discourse	Strategy	TLM required
01	Face sheet	Picture inter action Whole Class Activity	Text book, Blackboard
02	Discourse: Descriptions of given picture	Interaction, Individual, Group Activity	Charts
03	Discourse-Editing	Interaction, Negotiation Individual, Group Presentation,	Charts
04	A. Reading: “Has a snake ever coiled itself round any part of your body?.................. …………. I opened it at the table on which stood the lamp and a large mirror; a small comb lay beside the mirror.	Individual, Group and Teacher reading,	Text Book, Charts
05	Comprehension questions	Interaction, Individual, Group Activity	Charts
06	Comprehension questions	Interaction, Negotiation, Individual, Group Presentation	Charts
07	Reading segment 2: One feels tempted to look into a mirror when it is near. I took a look. ……….……. Was it trying to make an important decision about growing a moustache or using eye shadow and mascara or wearing a vermilion spot on its forehead?	Individual, Group and Teacher reading	Text Book
08	Discourse: Construction: Writing the thoughts of the doctor	Interaction, Individual, Group Activity	Charts
09	Discourse: Editing- Writing the thoughts of the doctor	Interaction, Negotiation, Individual, Group Presentation	Charts
10	Reading – Segment 3: From ‘I did not know anything on pg.6 ............ with its beauty	Individual, Group and Teacher reading	Text Book
11	Discourse: Learn to describe ones room.	Interaction, Individual, Group Activity	Charts
12	Discourse-Editing	Interaction, Negotiation, Individual, Group	Charts
13	Transaction of components vocabulary	Interaction, Individual, Group Activity	Text Book
14	Transaction of components- Grammar	Interaction, Individual, Group Activity	Charts
15	Transaction of components-Writing: Construction of an essay	Interaction, Individual, Group Activity	Text book, Black Board, Charts
16	Discourse –Editing-Construction of an Essay.	Interaction, Negotiation, Individual, Group Presentation	Text Book
17	Transaction of Listening activity.	Teacher and whole class activity	Text book,
18	Transaction of components-Study Skills: Preparation of a Poster	Interaction, Individual, Group Activity	Text book, Black Board ,Charts
19	B. Reading Poem: Transaction of the Poem: The Duck and the Kangaroo	Individual, Group and Teacher reading	Text book, Black Board
20	Discourse: Dialogue writing: Construction of the script of choreography	Interaction, Negotiation, Individual, Group Presentation	Charts, Note books
21	Discourse-Editing: Dialogue writing: Construction of the script of choreography	Interaction, Negotiation, Group Presentation	Charts, Note books
22	C. Reading: Little Bobby	Individual, Group and Teacher reading	Text book, Black Board
23	Discourse: Discourse construction Reflections	Individual, Group Activity	Charts, Note books
24	Discourse-Editing- Reflections	Interaction, Negotiation, Group Presentation	Charts, Note books
25	Transaction of Project: Survey	Individual, Group Activity	Charts, Note books
26	Project Work-Presentation	Interaction, Negotiation, Group Presentation	Charts, Note books

II.           Period wise Teacher’s notes /Interactive questions:

  

Period 1: Face sheet:

1. What do you see in the picture?

2. Where is the snake? What do you think the snake is doing in front of the mirror?

3. What do you think the man is doing?

Period 2: Discourse: Description of a Picture

1. What do you do at night before going to bed?

2. When do you prefer to remove your shirt at night in summer?

3. What will you do when power goes off at night?

4. How is the room in the picture?

5. What all the man did when the power went off for light and air?

6. Where is he sitting?

7. What do you see on the table?

Period 3: Discourse-Editing-…………..

What modifications will you make in the description if you have to write again in terms of the following?

1. The theme – Does the description communicate the theme?

2. The language – Whether is there any changes needed in the sentences presented?

3. Whether the events sequence is in order, are there any changes needed?

4. Do you find any excess words in this sentence?

5. Do find any spelling error in this sentence?

6. What errors related to punctuation do you find here?

Period 4 :( A. Reading: “Has a snake ever coiled itself round any part of your body?....…………. I opened it at the table on which stood the lamp and a large mirror; a small comb lay beside the mirror.)

1. What is the story about?

2. What time of the year was it?

3. Where did he have his meal?

4. Why did the doctor take his meal at a restaurant?

5. Why did the doctor light a kerosene lamp?

6. What things do you find in the room?

7. What was the climate in the room of the speaker?

8. What do you think the speaker is? What evidences do you find to justify response?

Period 5:

Individual Presentation at random: ask the learners the questions at random and take the feedback from others asking them as follows:

 Do you want to make any changes in his answer?

 What other things you can add

Ask them to discuss the following comprehension questions in group

1. How can you say that the sound was a familiar one to the doctor?

2. What do you mean by ‘the rats and I shared the room’?

3. Did the doctor respond to the sound heard from above? Why or why not?

4. Was the doctor rich or poor? What was his economic condition?

Give reasons in support of your answer.

5. What was the dress that the doctor was wearing when this incident took place?

6. What things did he have in his suitcase?

7. Describe the condition of the room where the doctor lived?

Period 6:

Move round the class and monitor whether they are collaborating as per the instructions given to them. You may ask:

 Groups, did you complete sharing ideas you understood?

 Did you share what you were not able to understand?

 Did you share the parts you liked the most?

• Now you can mediate for sharing between the groups in the following manner:

 Group 1 is there any words / sentences that you did not understand? Which group can help group 1?

Group 2, what are your problems, etc.

At this stage all learners in the class will have a fairly good understanding of the passage.

Period 7 :( Reading segment-2 one feels tempted to look into a mirror when it is near. I took a look. ……….……. Was it trying to make an important decision about growing a moustache or using eye shadow and mascara or wearing a vermilion spot on its forehead? )

1. What did the snake do?

2. How did it move on his body?

3. How did the doctor feel?

4. Can you imagine his thoughts?-Would you keep quiet?

5. Would you pray to God? What would you pray?

6. Would you think of your family?

i) Individual work: let children think about these questions and write down the thoughts.

ii) Ask the learners to write individually.

iii) Individual Presentation: Let them present at random. Ask them to say the thoughts orally.

iv) Group work: Let them write their thoughts in groups

v) Presentation of group work.

vi) You can write his thoughts on a chart and present

Period 8: Writing the thoughts of the doctor:

Interaction

1. What did the snake do?

2. How did it move on his body?

3. How did the doctor feel?

4. Can you imagine his thoughts?-Would you keep quiet?

5. Would you pray to God? What would you pray?

6. Would you think of your family?

Period 9: Editing-Writing the thoughts of the doctor:

i) Individual work: let children think about these questions and write down the thoughts.

ii) Ask the learners to write individually.

iii) Individual Presentation: Let them present at random. Ask them to say the thoughts orally.

iv) Group work: Let them write their thoughts in groups

v) Presentation of group work.

vi) You can write his thoughts on a chart and present

Period 10: Reading Segment -3 (From ‘I did not know anything on pg.6 ............ with its beauty)

1. What is the difference between the room on page 3 and the room on page 5?

2. Who do you think are the two people?

3. How is the doctor looking?

4. Where is the snake?

5. How do you sit when a snake sitting on your shoulder?

6. What will you do when it crawls on your body?

7. How will be your facial expressions and feelings?

Period 11: Learn to describe ones room

Interaction based on the situation for producing a description

1. What are the different things mentioned about the room?

2. What are the describing words used?

3. How did he describe the location of the room?

4. What things do you generally see in a room?

5. Develop a concept map in terms of types of roofs, condition, colour of wall, flooring, location, placing of things etc.

Period 12: Discourse Editing:

Reflections Period 13:

Ask the learners to do the task individually, as suggested in the TB.

After completing the task they can sit in groups and share with others what they have done.

We may give feedback

Period 14:

Ask the learners to do the task individually, as suggested in the TB.

After completing the task they can sit in groups and share with others what they have done.

We may give feedback

Period 15:

Construction of an essay

Produce an essay suitable for a given context. Gain confidence in written communication.

Process

Initiate a discussion on the humorous incident they have witnessed or experienced.

1. What kind of humorous incidents happen in our life?

2. What was the humorous incident in your life that you would never forget?

3. Where did it happen? Who were there with you at that time?

4. Why do you think it was humorous?

5. Did you ever see such incident happen in anybody’s life?

 Let the learners write the essay individually.

Period 16: Editing:

Let them share their ideas and enrich their essay.

Elicit indicators for refining the essay

1. The main points in the first paragraph, second and the third

2. The linkers used

3. Sentence structure

4. Word forms used

 Give feedback as suggested earlier

 Let the learners write the essay individually based on the feedback

Period 17:

Show the picture boys playing cricket and breaking the windows

 Interact with the learners

1. What do you see in the picture?

2. Have you ever felt that it was a nuisance to play games?

3. What would you do when you were disturbed by the games?

4. How would you stop the people playing games when they were playing at night?

Elicit free responses from the learners

Record the responses

Read the passage given in page 175 with proper pause, stress, intonation with gestures and facial expressions.

Read the story once or twice.

Interact with the learners by asking some analytical, extrapolative, inferential questions.

1. If you were the old man what trick would you play to stop the boys playing cricket?

2. Suggest an alternative title to this story?

Period 18:  Preparation of a Poster

Initiate the discussion

 You want to conduct a Dance Competition in your town on the occasion of cultural day in your school. How would you give publicity through posters?

 Elicit responses

 Ask the learners to look at the poster given on page 13

1. What are the elements of an effective poster? (Colour, size, layout, font size, language)

2. Who issued the poster?

3. What is the purpose of issuing that poster?

4. What is the dead line?

5. What are the other details highlighted?

6. What should be highlighted in a poster?

7. Who are the target audience of the poster?

 Elicit responses:

Ask the learners to prepare a poster.

Tell the learners to collect as many posters as they can.

Posters in Telugu may also be considered.

Let them study the layout of a poster in general.

Compare them with the one given in the textbook on page 13.

Tell them to list out the events/ happenings of each poster collected.

Allow them to share the features of a poster in groups. You may ask the following questions:

Now ask them to prepare a poster using the information given on page 14.

Ask them to share it in groups to make the best one in groups and present it to the class.

Display them in the class.

Present a model poster for the learners to compare with and refine their work.

Period 19: Poem:

Interaction

1. What do you see in the pictures 1, 2, 3, and 4?

2. What is the poem about?

3. What ideas do you get from the picture1, 2, 3, and 4?

4. Have you ever seen a duck wearing socks?

5. What was the wish of the Duck?

6. Why was the Duck bored?

7. Where did the Duck and the Kangaroo want to go?

8. What was the objection of the Kangaroo?

9. Why did the Duck bring socks?

10. Where did the Duck sit on the Kangaroo?

Elicit random responses

Period 20: Dialogue writing: Construction of the script of choreography

1. How do we begin the poem?

(Sing the poem three or four times to register the tune and rhythm.)

2. What are the characters in the poem? (The Duck and the Kangaroo).

3. What is the theme of the poem? (Wish of the Duck to go round the world)

4. What is the theme of each stanza? (Sub themes)

 First stanza - Which of the Duck to hop and go round the world.

 Second stanza - Requesting the Kangaroo to take her for a ride.

 Third stanza - Conditional acceptance of the Kangaroo.

 Fourth stanza - Assurance of comfort from the Duck’s side.

 Fifth stanza - Fulfillment of the desire

5. Convert the themes into incidents and performable actions.

6. What are the actions involved in the poem?

 Walking, drawing the eye brows and folding the face with disgust, taking deep breath, looking at the sky. (feelings of boredom, pain)

 Desire to go round the world (miming) showing hands around indicating to move around with joy.

 Wearing socks and smoking cigarettes (joy)

 Displeasure due to wet and cold feet, bending the nose to show discomfort. (Gestures)

 Sitting on kangaroo at the end of the tail (miming)

 Showing the expression of joy on the face with a smile and throwing the fists into the air (facial expression and gestures)

7. Who are the characters involved? (The Duck, the Kangaroo and other creatures in the pond like frog’s fish- etc.)

8. Where does the incident take place (Location)? (By the side of the pond)

Period 21: Construction of the script of choreography

1. Presentation of the choreography on the stage:

The chorus team sings the poem

The characters perform their actions

The action of the Duck and the Kangaroo– expressing boredom, wish, discomfort, joy etc.

The actions related to miming, facial expressions and gestures.

Actions related to hopping, sitting, walking jumping

Period 22: Little Bobby

Show the two pictures given on page 1 of the reader and interact with the learners by asking a few questions most of which are to be analytical. Some questions are suggested below:

•  What do you see in the two pictures?

• Where would you like to live?

• Where do you think life is peaceful? Why?

• Do animals feel the same like you?

•  Elicit responses to the questions taking them one by one. You can write some selected responses on a chart.

1. What do you see in the picture?

2. What do you think that the boy is writing?

3. What idea do you get from the picture?

4. Why do you think the sheets of paper are thrown in disorder?

5. What is the mod of the writer do you think?

Period 23: Discourse construction

Reflections

Bobby wrote five letters to God reflecting on his behavior. What thoughts would have gone into the mind of Bobby while he was writing those letters? Write your reflections

Period 24: Editing (Reflections)

Present the ‘Teacher’s Version’ and bring to their attention the points you have written. You may interact in the following manner:

You have presented your descriptions. Here is mine. What differences do you find between your reflections and my reflections?

What changes would you like to make in your writing?

Period 25: Projects:

I Give instructions to your students as follows before the survey:

• Form into three groups.

• Each group should visit 10 families.

• Collect data from 30 families (including men, women and children)

• Take the ‘Family Information Sheet’ along with you.

• Interact with the people softly and politely in a friendly manner.

• Fill in the data in the respective columns of the ‘Family

Information Sheet’ while interacting with the family members.

II Display the following questions on a chart

1. How will you do the project?

2. Where will you get the information from?

3. Who will collect the information?

4. How will you share the information?

5. How will you record the data?

6. What questions will you ask for discussion?

Period 26:

After the survey, ask the learners to

i) Prepare one consolidated sheet giving the profile of the families visited based on the individual 10 sheets.

ii) Analyze the results in groups and write a brief report on the result of their survey.

iii) Use the phrases suggested in the textbook while preparing the report.

V Let groups make presentations

VI Compile all reports to make a big book

Teacher Reflections/ Comments (Period Wise):

Follow these instructions while writing your diary after teaching:

Lesson objectives

• Did the students understand what we did in the lesson?

• Was what we did too easy or too difficult?

• What problems did the students have (if any)?

• Was there a clear outcome for the students?

• What did they learn or practice in the lesson? Was it useful for them?

Activities and materials

• What different materials and activities did we use?

• Did the materials and activities keep the students interested?

• Could I have done any parts of the lesson differently?

Students

• Were all the students on task (i.e. doing what they were supposed to be doing)?

• If not, when was that and why did it happen?

• Which parts of the lesson did the students seem to enjoy most? And least?

• How much English did the students use?

Classroom management

• Did activities last the right length of time?

• Was the pace of the lesson right?

• Did I use whole class work, group work, pair work or individual work?

• What did I use it for? Did it work?

• Did the students understand what to do in the lesson?

• Were my instructions clear?

• Did I provide opportunities for all the students to participate?

• Was I aware of how all of the students were progressing?

Overall

If I taught the lesson again, what would I do differently?

Period 1:

Period 2: