Lesson plan

Name of teacher: Pavithra A.W

Standard: IX

Name of school: St. Johns H.S.S Undancode

Strength: 50

Subject: English

Date:15-7-2015

Unit: Breaking Barriers

minutes
Subunit: The Princess on the Road
Issue: The issue of the marginalized
Theme: Gender inequality

CURRICULAR OBJECTIVES
The pupil,
Reads and analyses the literary texts.
Identifies the main characters in the play.
Engages in group activity and presentation.
Improve imaginative and thinking faculty.
Learns to construct discourse like sentence construction.
Develops interest in reading similar kinds of plays.

PRE-REQUISITES
The pupil,
is able to comprehend passages
has the study skill of referring a dictionary
is familiar with the stories of princess

LEARNING MATERIALS
Black board
Activity card contains language activity
Word cards contains words like juggler, cross, cottage etc.
Flash cards contains picture of a princess and Cathleen Conyngham Green
Chart contains question and answers

REFERENCE
Course Book std.IX
Source Book std.IX
Oxford English Dictionary

Duration: 45

Daniel Jones Pronunciation Dictionary

CLASS ROOM PROCESS

INFORMAL INTERACTION
The teacher engages in an informal talk with the students so as to
create a good rapport with them.
[Good morning
Are you happy?
Have you had your breakfast?.......]

ENTRY ACTIVITY
Teacher shows the picture of a princess and ask the students to
identify the picture and ask certain questions like:
How can you identify this picture?
Can you name the famous princess?

LINK TALK
The character of the princess linked to the play. Teacher introduces
the play The Princess On The Road to the students. Sufficient
information regarding the play is made available to the students.
Teacher shows the picture of the author Kathleen Conygham
Greene. The author of the play introduced to the students. The title
of the play and the name of the writer is written on the black board.
The other major characters are also introduced to the students.

RESPONSE

MICRO PROCESSING OF THE INPUT

MODEL READING BY THE TEACHER
The teacher reads the play with proper pronunciation, stress,
intonation and in meaningful units. The theme and the necessary
details are also forwarded to the students.

TRACK READING BY PUPIL

Students are asked to read the play individually and silently.
They are asked to mark difficult words.

GLOSSARY REFERENCE
Students are asked to refer the glossary to find out the meaning of
difficult words the difficult words are:
Juggler- performer of conjuring tricks for
amusement.[Teacher shows the picture of juggler]

Cottage-small country dwelling house. [Teacher shows

picture of a cottage]

Torn-pulled sharply to pieces. [Beggars dress is torn]

Lap-front part of a persons leg from the waist of the knees
when somebody is sitting in. [Baby sleep his mothers lap]
Coach-horse carriage for passengers. [Teacher shows picture

of coach]
Beckoning-making a sign asking one to come. [Teacher
shows the action]

COLLABORATIVE LEARNIG
Students are asked to form groups and share their ideas in groups.
Students are also asked to write down the word in the personnel
word list.

MAGAPHONING THE DOUBTS

Each group given opportunities raise their doubts to other groups.

SCAFFOLDING QUESTIONS
In order to make the content clearer, scaffolding questions are asked
to the students. The students are asked to write down the answers.
When the princess appear in the play, is she dressed like a
princess? What does her dress suggest?
This is life say the princess. What does she mean by this?

PRESENTATION BY THE PUPIL

Randomly students are selected from each group and they are asked
to present the answers for the scaffolding questions.

LANGUAGE ACTIVITY

Read the first part of the play again pick out the pieces of
conversation.

ASSIGNMENT
Read the first part of the play and construct a summary.