Innovative lesson Plan

INNOVATIVE LESSON PLAN

Name of the Teacher   :  Malini Vijayan                          Standard   :  

Name of the School     :  Govt. Girls H.S                          Strength   :  

Name of the Subject    : English                                         Period:  

Name of the Unit         : 1, Hues and views                       Duration:

Name of the Sub-unit  : The Boy Who Drew Cats          Date      :  

CONTENT ANALYSIS

‘The Boy who Drew Cats’ is a Japanese folktale written by Hasegawa Takejiro. This is the story of a small boy, who loves to draw cats. He only knew to draw cats. Because of this habit, at first he suffers a lot and finally this habit saves him.

LEARNING OUTCOME

The learner,

1       reads and enjoy the story

2       reads and analyses the literary text and identifies the theme

3       identifies the main character in the story

4       develop interests in reading folk tales

ENTRY BEHAVIOUR

The learner’s knowledge about:

1       folk tales

2       hobbies

3       famous painters and their paintings    

TEACHING LEARNING MATERIALS

Charts, blackboard and chalk, pictures, cartoon video.

REFERENCES

Course book of standard 8

Source book of standard 8

Dictionary

CLASSROOM PROCEDURE

RESPONSE

INFORMAL INTERACTION Teacher enters the class with a sweet smile and greets the students to create a good rapport with the students through an informal talk. ENTRY ACTIVITY Do you like paintings? How many of you love to draw pictures? Teacher calls a student and gives him a geometrical diagram of a dog and asks the student to dictate how the diagram should be drawn. Teacher shows some pictures of famous painters and their paintings. Then ask them to identify them. Do you like folk tales? Do you know folk tales? Teacher shows some pictures of famous folk tales in different countries.   Teacher randomly asks some of the students to narrate folktales that they know. Then teacher shows a video (cartoon) based on the story “ The Boy who Drew Cats” The Boy Who Drew Cats  LINK TALK Teacher introduces the story by showing the picture of the author Hasegawa Takejiro. Teacher writes the title and name of the author in the blackboard. THE BOY WHO DREW     CATS                  - HASEGAWA TAKEJIRO Today we are going to learn a new Japanese folktale, “The Boy who Drew Cats” written by Hasegawa Takejiro. Then teacher gives them a description about the first two paragraphs. The story is about a small boy who loves to draw cats. He is not fit for doing hard work. So his parents sent him to study priesthood. MICROPROCESSING OF THE INPUT Teacher reads the first two paragraphs effectively with correct pronunciation, intonation, stress, tone, voice modulation etc and ask the students to read the paragraphs silently. After individual reading, teacher megaphones their doubts. Ask them to find out the difficult words from the passage. Then teacher will provide the meaning of the difficult words. Clever- Skilful, talented; quick to understand and learn. Rehan is a clever boy. Acolyte - A person assisting a priest Tom is working as an acolyte in the nearby temple. Teacher seeks examples from real life situations. SCAFFOLDED READING Teacher reads the passage with correct pronunciation, intonation, stress, rhythm, voice modulation and in thoughtful units. Teacher also asks some scaffolding questions to make the leaner predict establish thoughts, build up thoughts etc. 1       What is the title of the story? 2         Who is the author of the story? 3         Who is the main character in the story? 4         What is the occupation of the boy’s father? LANGUAGE  ACTIVITY Teacher asks the students to sit in several groups and to write a likely conversation between the old priest and the boy’s father.

Learners interacted well. Yes Pupil responds by raising their hands. Yes Yes Learners watch the movie interestingly. Learners listened carefully to the presentation. Learners wrote the title and name of the author into their notebook. Learners read the passage silently and individually by following the track reading method. Learners referred the glossary to found out the meaning of difficult words.  Learners’ mega phoned their doubts to other groups.    Learners answered very well. Learners sat in groups and wrote the activity. Learners presented their version before the class.

ASSIGNMENT

Write a profile of the author Hasegawa Takejiro.