Teaching Manual

Standard VI Div: Unit 4

Chubari Our Horse

Issue: Lack of Universal cohesive vision Sub issue: Lack of love towards fellow beings

Module 1: Poster preparation

No. of periods: 7 COs: Learners prepare posters, diaries, letters, skits etc, related to the issue. Passivisation, word order, time and sense, aspect, affixes and prepositions

Language elements: TLM:

Dictionary, CDs, Glossary, sample posters

Process
Informal Interaction Teacher shows the picture/clipping of a horse galloping along a beach (TB page 95) .

Assessment
Teachers Self Assessment: How far was the trigger I used effective ?

Learners answer the quesitons: What is the picture about? What do you think about it? Do you have any animal friends? Can you say something about friendship with your animal friend? Do they love you? How do they show their love? Have you any unforgettable experience with your animal friend? If so, share with us.

Were these questions suitable for taking out the learners perspective of the visual ? Could I elicit the learners assumption about the theme through these questions? Learner Assessment Names of children who responded Names of children who provided outstanding responses.

Process
Let us listen to a story of a brave horse who saved his master's life. Performance of the Narrative - Father Returns (sb p.70)

Assessment

Teachers Self Assessment: Could I perform the narrative effectively, creating proper mental images and emotions?

Chubari was a strong and brave horse. He was friendly with his master's children. Father went for a meeting on Chubari's back through mountains and did not return for a month. On a stormy night, children heard someone talking from the next room.

Interaction Who would be talking in the next room? What would be they talking about? Why didn't their father and Chubari return so far? Has anything happened to their father? Teacher can build up interaction based on the responses of the children. Ex: Quoting the response of a child, the teacher asks another question to the entire class. "Raju says that father and Chubari met with an accident."What is your opinion?/What do you think about it?/ Do you agree with him? Could I provide chances for divergent thinking ? Could I make the learners feel empathy with the characters? Did I provide chances for prediction?

Teachers Self Assessment: Did I develop authentic dialogue based upon the responses of the children? Did I succeed in instilling a desire for reading ?

Don't you want to know what really happened? Please go through the passage Father Returns (cb p.96 &97)

Reading
Individual Reading

Learner Assessment Names of children who had the most/ least number of underlined words.

Teacher: Please read the passage silently and underline the words or ideas that you cannot understand.

Process
Collaborative reading - Inter group

Assessment
Teachers Self Assessment: Were my instructions sufficient to ensure proper group sharing? Did I intervene during collaborative reading to check at what stage the leaners had reached ? Did I provide chances for peer assessment? Did I succeed in finding out the children who could hardly read? Were my questions properly graded so as to help the weak children? Did I elicit enough events and write them sequentially in their notebooks?

Teacher: Sit in groups and share the ideas and words that you understood, the words or ideas that you found difficult to understand and the words or ideas that you like best. Did you share the words or ideas that you understood/ that you didn't understand/ that you liked most?

Extending optimum support to those who can't read. Teacher visits each group and finds out those who can't read. Did you read the whole passage? Which are the sentences or words or even letters that you can read? Which word or character do you like in the pass age? (Learners can reply either in English, Malaya lam or a mixture of both.) Can you locate it in the passage? What is that character doing/saying? What will he do next? Likewise, teacher can elicit more events and write them in order in the learner's notebook. Can you draw pictures of these events? Can you say something about the pictures? Teacher megaphones and writes them in the notebook. Let me read it for you, shall I? Now, can you read it? Please try. Some of these words are there in the pass age. Can you locate them? Now you know so many words. Can you write them like this? Teacher helps them to write the words in a wordstar or wordweb.

Learner Assessment Names of children who could visualize the events and put them in drawing. Names of children who talked about what they drew.

Teachers Self Assessment: Did I succeed in making them read at least the words in their notebook? Could I create a concept map in the childs mind?

Process
Did you finish sharing your best idea? How far have you finished your sharing?
Collaborative reading - Intragroup

Assessment

Teachers Self Assessment: Were my instructions sufficient to ensure proper group sharing? Did I ensure successful group cooperation? Learner Assessment

Teacher moves among the groups and asks: Did all of you get a chance to share your ideas? Did you get help from all members? Teacher says: Group 1 has a problem in this area. Can any other group help them? Teacher can like wise elicit the problems within the groups and pose them before other groups to solve.

Which children were resourceful enough to offer help?

Collaborative reading - With material

Teachers Self Assessment: Did I provide a customized glossary?

Do you still have unfamiliar words? You may refer to this glossary (Displays the glossary he/she prepared)
Collaborative reading - With Teacher

Well I hope now all your doubts are taken care of. Do you have anything else to be clarified?

Did I have to resort to regional language?

Teacher clarifies the difficult area , if necessary in L1, to the class as a whole.

Learner Assessment Which children sought my help?

Scaffolded reading

Teacher asks the following questions: Take them away, why did the father say so? Do you think that the fathers behavior is right?/ If so why? Have you had such an experience in your life?/ If so, what did you feel then? The teacher can display these questions in the chart paper/BB, either one by one or as a whole. The students may, if they like, answer any question from these, in such a way that it becomes a creative work. Later, this can be published as a journal.

Teachers Self Assessment: Was my question capable enough to obtain various perspectives? Are the learners chances for the expression of his views encouraged? Did I include questions to promote tolerance values in the children?

Process
Administering SAT: Let the children write the Self-Assessment in complete sentences. Interaction The children are not happy. What will they discuss now? How do they feel now? Lets see what they are discussing. Children read and respond orally.

Assessment
Learner Assessment Names of children who could do the work in complete or partial sentences Teachers Self Assessment: Could I provide chances for divergent thinking ? Could I make the learners feel empathy with the characters? Did I provide chances for prediction? Learner Assessment

Interaction Why, do you think, father didnt bring any sweets? One child says that when hungry, people will eat anything. Do you agree? Will they meet Chubari in the morning?

Names of children who made outstanding responses. Teachers Self Assessment: Could I provide chances for divergent thinking ? Could I make the learners feel empathy with the characters? Did I provide chances for critical thinking?

Performing the Narrative Teacher: OK, Lets see what happens next. Listen to me: Welcome Chubari (sb p.70-71) Thenextdaywas...wecouldntbelievethat.

Teachers Self Assessment: Could I perform the narrative effectively, creating proper mental images and emotions?

Children went to the stable to see Chubaribut he was not there. An old man told them that Chubari is dead. Teachers Self Assessment: Could I provide chances for divergent thinking ? Did I provide chances for critical thinking?

Interaction: What might the children think now? How do you think Chubari died?

Process
Narrative continues Later mother told .mother also sobbed.

Assessment
Teachers Self Assessment: Could I perform the narrative effectively, creating proper mental images and emotions?

On the way back, father took a tough and dangerous short cut . There was a crack in the rock filled with snow, which was too wide for the horse to cross. Chubari didnt move. But father whipped him again and again. Hesitatingly, Chubari jumped forward, but got stuck in the snow. He frantically jolted his body and threw father away and saved him.

Teachers Self Assessment: Could I provide chances for divergent thinking ? Could I make the learners feel empathy with the characters? Did I provide chances for critical thinking? Learner Assessment

Interaction : What might have happened to Chubari? Do you think that the father is responsible for Chubaris ill fate? Why do you think so?

Narrative continues The next day..welcome Chubari

Names of children who could comprehend the questions and answer correctly.. Teachers Self Assessment: Could I perform the narrative effectively, creating proper mental images Teachers Self Assessment: Could I provide chances for divergent thinking ? Could I make the learners feel empathy with the characters? Did I provide chances for critical thinking? Learner Assessment Names of children who were active in sharing their ideas.

Children came to know that Chubari is safe .

Interaction : What will be the childrens plan? How will they arrange a welcome to Chubari? Fine. These are your ideas. Now lets find out what their plans are. Please read Welcome Chubari (cb p 99). Let the children share their ideas in groups.

Process
Target Discourse: Making Posters Now prepare a poster welcoming Chubari as the children in the village would have done. Interaction:

Assessment

Teachers Self Assessment: Could I sensitize the children regarding the features of target discourse? Were I able to motivate children ? Did I provide enough support for weak?

Would you like to see an attractive poster? Lets see what all things should be there in a poster.

Shouldnt it have an catchy title? Do we need to include details like When/ Where and How of the programme? Do we have to invite anybody? Do you think the layout is important in a poster?

Now prepare a poster individually, keeping all these ideas in mind.

Process
Lets see some of your work. OK, thats fine. Now sit in groups and prepare a poster. Inter group collaboration: Did you share your idea of poster layout in your group?

Assessment
Learner Assessment Names of children who took initiative in presenting the individual work. Teachers Self Assessment:
CouldIensurethatsharinghashappenedasper theinstruc on?

Teachers Self Assessment: Were my instructions sufficient to ensure proper group sharing? Did I ensure successful group cooperation?

Intra group collaboration: This group couldn't think of suitable title. Would anyone like to suggest one?

Collaboration with object: It seems nobody knows how to invite others. Have a look at this sample poster again. Now, could you identify the phrase for invitation?

Collaboration with the teacher: I think, by now, you have a clear idea of how to proceed with the task. If you still want any help, you can ask.

Group Presentation: Can we have a look at the posters you created? Ill put all of them here so that you can see what others did.

Displaying Teachers Version: Along with these Ill put the poster that I have made. Compare this with your work. See whether you can take any words or ideas . Or whether you have left out something.

Process
Teachersversion

Assessment

2010
Natasha,Yulia,SoniaandVanya

Edi ng:
Lets take the first groups work and see how they did it. What do you think about the theme of the poster? Is this word here necessary? Do you think you have left out some word here? Would you like to re-arrange these words ? These words you may check with the dictionary.

Process

Assessment

Keeping these ideas in mind, the other groups can refine their work. Big Book: Now if you look at these posters we can see that all of them are beautiful. And different. How about putting these together and making a Big Book?

Module2
Writing No. of periods: Cos: 3 Express ideas and arrange them in a paragraph.

Language elements: Passivisation, word order, time and sense, aspect, affix es and prepositions TLM: Pictures, Poems

Interaction You know that children have prepared a poster to welcome Chubari. They are all ready. Would you like to know what actually happened? Listen: Narrative Performance ChubariisBacksbp.72

Chubari was in the next village When they reached the next village, Chubari was not there. He had already reached home.

Interaction Do you think the horse was there? Will they be happy? What will they do now?

Process
Reading
Chubari is back cb p.100-101

Assessment

We opened..and whispered.
Individual Reading

Teacher: Please read the passage silently and underline the words or ideas that you cannot understand.
Collaborative reading - Inter group

Teacher: Sit in groups and share the ideas and words that you understood, the words or ideas that you found difficult to understand and the words or ideas that you like best. Did you share the words or ideas that you understood/ that you didn't understand/ that you liked most?

Extending optimum support to those who can't read. Teacher visits each group and finds out those who can't read. Did you read the whole passage? Which are the sentences or words or even letters that you can read? Which word or character do you like in the passage? (Learners can reply either in English, Malaya lam or a mixture of both.) Can you locate it in the passage? What is that character doing/saying? What will he do next? Likewise, teacher can elicit more events and write them in order in the learner's notebook. Can you draw pictures of these events? Can you say something about the pictures? Teacher megaphones and writes them in the notebook. Let me read it for you, shall I?

Process
Now, can you read it? Please try. Some of these words are there in the pass age. Can you locate them? Now you know so many words. Can you write them like this? Teacher helps them to write the words in a wordstar or wordweb.

Assessment

TargetDiscourse:Wri ngParagraph
Interaction Chubari is ill. He is very weak. But the children say that they still love him. Why did they say so? Why does mother say that they are kind hearted? Write your ideas in a paragraph.

Administering SAT: Let the children write the Self-Assessment in complete sentences.

Poem
Interaction We know that Chubari is ill. But the children loved him very much. They were always thinking of him. At night, in her dream, Natasha saw healthy mares running by a pool. Now you may read the poem Wild Mares Running cb p.102. Check the Learners understanding by giving simple tasks based on the poem like these: What do the expressions the breast of crimson hill and close of the day refer to? What are the words used to describe the manes the second stanza?

Process
Why does the poet use the word flow in connection with manes? What is the significance of the expression their light feet stamping? Why did the poet want to recapture that lovely hour?

Assessment

Process

Assessment