INNOVATIVE

LESSON
PLAN
Submitted by,
Renju viswam
English
RENJU VISWAM
ENGLISH

Name of the Teacher : Renju Viswam

Standard : IX

Name of the School : Evans HS Parassala

Division : C

Subject : English

Strength : 34

Unit : II Braking Barriers

Date : 15 / 07 /2015

Issue : Issue of Marginalized

Duration : 45 min

Sub Unit :Even Past Fifty (Shanta Shelke)

Theme : Gender Inequalities

Curricular Objectives:
The Pupil,
1. Read and analyses the literary texts.
2. To read and enjoy poems.
3. Improves imaginative and thinking faculty.
4. Engages in group activities and presentation.
5. Develop interest in reading similar kinds of poems.
Pre-requisites
The pupil,
1. Is able to comprehend stanzas
2. has the study skill of referring a dictionary.
3. is familiar with the poems of women
Learning Materials:
1. Black board.
2. Flash card contains picture of Shanta Shelke and old women.
3. Word card contains the words like Fatigue, Catastrophe, Evil spirits, Sweat, Brow, etc.
4. Chart contains the poem Scaffolding question and answer.
5. Activity card contains language activity.
References:
1. Course book std IX
2. Source book std IX
3. Oxford English Dictionary
4 .Daniel Jones pronunciation dictionary

Class room Process

Response

Informal Interaction
Students interacted well with the teacher
The teacher engages in an informal talk with
during the initial interaction.
the students so as to create a good rapport
with them.
Good morning
Are you all happy today?
Have you had your breakfast?
Are you comfortable in your seats?
Take your numbers.
Entry Activity
Teacher shows the picture of an old woman
Students observed the picture carefully. They
identified the picture and answered well to
the questions asked by the teacher.

and asks the students to identify the picture.

She asks certain questions like :
What are the qualities of a good woman?
Can you name a famous woman?
Link talk
The character of the women is linked with
the poem. Teacher introduces the poem
Even past Fifty to the students. Sufficient
information about the poem is made
available to the students. The writer of the
poem Shanta Shelke too is introduced to the
students.

Students attentively listened to the teacher.

They grasped the title of the poem. The
details of the author too was well listened by
the pupil. Students keenly observed the
pictures shown by the teacher with great
interest.

he title of the poem and the name of the

writer is written in the black board.
Micro Processing of the Input
Model Recitation by the Teacher
The teacher recites the first two paragraphs
of the poem with proper pronunciations,
stress, intonation and in meaningful units. The
theme and necessary details are also
forwarded to the students.

Students listened to the reciting by the

teacher with much attention. The students
carefully listened the explanations provided
by the teacher.

Tra
ck Recitation by the Pupil
Students are asked to recite the first stanzas
Students read the first stanza of the poem
of the poem individually and silently and they
and they marked according to the teachers
are asked to mark accordingly for what they
instruction.
havent understood.
Glossary Reference
Students are asked to refer the glossary to
find out the meaning of difficult words. The
difficult words are fatigue, catastrophe, evil
spirits, sweat, brow, etc

Students referred the glossary to find out

the meaning of difficult words.

Collaborative Learning
Students are asked to form groups and Students formed groups and share their ideas
share their ideas in groups. Students are among themselves. Students also entered the
also asked to write down the word in the words in the personnel word list.
personnel word list.
Mega phoning the doubts
Each group given opportunity to raise their Students mega phoned their doubts to other
doubts to other groups.
groups in order to make the content more clear.
Facilitation by the teacher
Teacher helps to clarify the difficult areas
which no groups could effectively tackle.
Teacher also explain the difficult areas.
Fatigue tiredness
Finally she gave into fatigue and fell asleep.
Students listened carefully to the
Catastrophe- disaster
The airhostess in the Mangalapuram airport explanations provided by the teacher
predicted the catastrophe earlier.
Evil spirits wicked being
Some people believe in evil spirits.
Sweat due to hard work
Sweats appeared on his forehead
Brow The beautification shaped her eye
brow.

further

Scaffolding Questions
In order to make the content clearer, scaffolding
Students wrote down the answers for the
questions are asked to the students. The
scaffolding questions asked by the teacher. They
students are asked to write the answers.
discussed the answers among them selves and
Who is the she in the poem? It is only the wrote down the answers effectively.
woman in the poem or does she represents
all woman?
(The she in this poem is an ordinary Indian
woman. It is the case with almost all
woman. Really she represents all woman.)

Presentation by the pupil

Randomly students are selected from each
group and they are asked to present the Students presented their answers well to the
scaffolding questions asked by the teacher.
answers for the scaffolding questions.
Appreciation of the poem
Even past fifty is a beautiful poem written
by shanta shelke. The poet in this poem
asserts that the nature of women never
changes even when years pass. Age can Students attentively listened to the teacher.
turn a women physically old. But her
devotion and pleasing nature remains as if
she is a little girl.
Language Activity
Write a likely four line poem about women
Students actively participated in the language
activity.

Assignment
The poem seems to be built on two
Contrasting features of the middle aged
women. Pick out the contrasts used in the
poem.