First Bell Lesson Plan 8

FIRST BELL LESSON PLAN 8
Name of the teacher :ShammyMathew Name of the subject   : English Unit                         :Wings and                                                Wheels Sub unit                 : From a                                                     railway                                                      carriage Theme                    : Traveling                                                  experience		Standard :VIII Duration : 30min Date        : 25-09-2020
Content Analysis “From a railway carriage” is a beautiful poem written by Robert Louis Stevenson about his experience of a railway journey. He presents the natural scenes as seen from the window of a railway carriage. Learning Aids: PPT, Laptop Learning outcomes: The learner, Ø Enjoys the poem recited aloud Ø Enjoys the locomotive rhythm and the feel of a journey. Ø Appreciates features such as Alliteration, Assonance, Consonance etc. Ø To develops positive attitude towards nature.
Classroom Interaction Procedure	Assessment / Response
Informal Interaction Teacher communicates informally with the learners to create a good rapport, then teacher creates interest and readiness in the learner by showing the video of different places and asks them weather they love travelling.   Entry Activity To create mental readiness among students, teacher presents a short discussion about the previous story “The ship wrecked Sailor”. Teacher asks some questions about train journey.   Link Talk Teacher leads the pupil to the lesson by explaining about locomotive rhythm, nature and train travelling experience. Teacher introduces the title of the poem “From a railway carriage” by Robert Louis Stevenson, then the teacher slowly guides the learners to the poem by giving a gist of the poem.   Model Reading The teacher reads the poem with proper pronunciation, rhythm, expression and voice modulation. Process Reading Let the learners read the poem and find out the meaning of difficult words from the glossary.   Word study v Hedges            - a fence or boundary formed by closely growing bushes or shrubs.   v Ditches            - a narrow channel dug at the side of a road or field, to hold or carry away water   v Meadows       - a piece of grassland, especially one used for hay   v Clambers         - climb or move in an awkward and laborious way, typically using both hands and feet   v Scrambles         - a different or hurried clamber up or over something.   v Bramble           - a prickly scrambling shrub of the rose family, especially a blackberry.   v Tramp             - a person who travel from place to place on foot in search of work or as a vagrant or beggar. Teacher asks some questions to scaffold their reading v Have you ever travelled by a train?   v What difference did you observe between a train journey and road journey?   v What were the scenes that you saw around?     Collaborative Reading Group Discussions Appreciation of the poem Let the learners recollect from their experiences the sound of the nature   1.     Does the train move through a village or city? Justify your answer. What are the expressions used by the poet to show the amazing speed of the train? 2.     How does the poet bring out the locomotive rhythm in the poem?   Expected Responses 1.     The train moves through a village. We can see the bridges, houses, hedges, ditches, meadows, horses, cattles, etc. Which are the common scenes of a village.   2.     A) ‘Faster than fairies faster than witches’ B) ‘Fly as thick as driving rain’ C) Each a glimpse and gone forever’   3.     The words like ‘faster, fairies, witches, ditches’ have a repetition of certain sounds which remind us of the sound of a moving train. They also give the feel of a train journey.   Loud Reading Teacher asks all learners to read the poem aloud   Review ü What is the name of the poet? ü What is the central theme of the poem? Follow up activity Imagine that you are travelling a train. Write a small paragraph describing your travel experience in a train.

 

 

OBSERVATION SCHEDULE
Criteria	Observation	Reflection/ Suggestions
Set Induction	Teacher started the class by introducing the lesson through a video and the teacher moved to the theme of the unit.	The introduction of the poem was clear. Presented the content with a suitable video.
Communication	Teacher tried to maintain a good rapport from the beginning till the end. Teacher presented the lesson with good voice modulation with proper stress, intonation and pronunciation.	Teacher used mother tongue while explaining.
Development of the lesson	Teacher effectively developed the lesson. Teacher showed a short video of the of the poem “ From a railway carriage”.	The lesson was developed well with the help of a video.
Learning Experience	Teacher gave an excellent learning experience through asking questions and sharing her travel experience.	Few more teaching aids could have been used, so as to make the class more engaging and attention gaining.
Teaching- Learning Resources	An effective use of teaching learning resource was there. The PPT pictures and videos are used to teach the poetic devices conveyed the content briefly but vividly.	Teacher could have added some more videos and teaching aids.
Subject competency	Teacher was well competent to convey the subject content vividly and precisely.	Teacher had a good subject competency.
Teacher-Student Interaction	Even though it was an online mode of learning platform teacher maintained all possible means of interaction.	As it was virtual learning, it is difficult to rectify the possible mistakes of the learner
Classroom management	The teacher maintained a good command through the use of adequate online technique	Teacher created interest through out the class
Closure of the lesson	Teacher gave an extended activity to write a short paragraph on the travel experience.	Teacher managed to cover up all the topics within the time limit.