INNOVATIVE LESSON TEMPLATE - 2

NAME OF THE TEACHER   :  Preethika J.

NAME OF THE SCHOOL    :  GHSS KOICKAL

SUBJECT                                :  English

LESSON                                 :  The Jungle Air Crash

STANDARD                           :  IX B

DURATION                           : 45 minutes

CONTENT GENERATION

IDEATIONAL CONTENT

                Julian Koepcke loved flying very much. She was a young girl who had only finished secondary school. She, with her mother wished to celebrate Christmas with her father in the jungle. So, they boarded flight 508. Her father was an ecologist and her mother an ornithologist. In the aircraft, she sat beside her mother. All passengers were happy when the flight took off.

LINGUISTIC CONTENT

                Paragraph writing, vocabulary item.

ADDITIONAL CONTENT

                The child’s experiences of traveling in a train.

DISCOURSE

                Letter writing.

LEARNING OBJECTIVES  : The learners,

1.       faces the challenges in life with confidence.

2.       evolves strategies in order to come out of difficult situation.

3.       manage disasters effectively.

PRE-REQUISTES                                : The leaners,

1.       has heard about the plane crashes.

2.       knows the power of hope.

INSTRUCTIONAL STRATEGIES

                Group, individual work

TEACHING-LEARNING AIDS

                Course book, source book, chart, black board

PROCESS

ACTIVITY	RESPONSE
ENTRY ACTIVITY          The teachers creates report with the students by engaging in an informal conversation ·         Have you ever travelled in a plane? ·         Have you ever heard about plane crashes and its aftermath?
ANALYSIS OF THE LESSON          Teacher gives a short summery by explaining each sentence of the chapter
AUTHOR OF THE POEM          Teacher shows the image of the author and introduces some of her works
MODEL READING          Teacher reads the stanzas loudly
INDIVIDUAL READING          Teacher asks the students to read individually and asks them to mark the word or phrase they find difficult to understand
COLLABORATIVE READING          Teacher asks the students to form a group and try to understand the meaning of the words.
ENRICHING VOCABULARY          Teacher ask the pupil to ask their doubts regarding each paragraph, meaning of the words etc.
THOUGHT FOR THE DAY          Teacher asks the students to find a thought related to our topic.
SCAFFOLDING QUESTION          Teacher leads the students for further in depth understanding of the passage by asking certain questions ·         Why was there a holiday mood on the plane? ·         Where was Julian sitting?
PREPARATION OF DISCOURSE          Teacher ask the students to prepare a letter based on the lesson
PRESENTATION          The students have to present their work.
EDITING          The teacher helps the pupil to edit their discourse.

FOLLOW UP ACTIVITY

Imaging that you were a passenger of that plane. Write down the horrifying experience in a paragraph.

Innovative Lesson Template - I

INNOVATIVE LESSON TEMPLATE -I

NAME OF THE TEACHER   :  Preethika J.

NAME OF THE SCHOOL    :  GHSS KOICKAL

SUBJECT                                :  English

TOPIC                                                :  The Jungle Air Crash

THEME                                  :  Power of Hope

SUB THEME                          : Inspiration, Optimism, Truth, Sacrifice, Disaster

  Management.

GOALS

Learners will be able to

1.     face the challenges in life with confidence.

2.     evolves strategies in order to come out of a difficult situation.

3.     manage disasters effectively.

OBJECTIVES

After completing the section students will be able to cope up with any disaster that come their way.

MATERIALS

1.     Course book

2.     Source book

3.     PowerPoint presentation

4.     Pictures

PROCESS	RESPONSE
BEGINNING SESSION           Teacher engages in a friendly talk to create a good warm-up stage with the learners.
LESSON ENTRY           Teacher ask some question to the learners about plane travel and show some pictures of the plane crash. 1.     Would you like to travel in a plane? 2.     Have you ever travelled in it? 3.     Have you ever heard about plane crashes and its aftermath? Then teacher writes the title on the black board.  The Jungle Air Crash- Juliane Koepcke.
DEVELOPMENT           Teacher reads the lesson and explains it to the students also share their ideas with friends.
VOCABULARY HUNTING           Teacher asks the learners to hunt new words and explains the words through situations, examples, referring glossary etc. 1.     Ecologist- A person who studies the natural relationship between the air, land, water and animals. 2.     Ornithologist – A person who studies ornithology- the branch of science devoted to birds. 3.     Aisle – A long narrow space between rows of seats. 4.     Horizon – The line where the sky seems to touch the land or sea.
PAIR READING             Teacher divides the paragraph into two equal halves and divide the students into pairs. Then ask the pairs to read the passage part by part.
MEGAPHONING THE DOUBTS             Teacher ask the students to come up with their doubts and megaphone the doubts to the whole class.
DETAILED STUDY              Teacher ask different question to predict, establish and build up thoughts. 1.     Why was there a holiday mood on the plane? 2.     Where was, Juliane sitting? 3.     What happened when the plane was over the Jungle?
TASK EMPLOYING Teacher gives them a question for discussion. 1.     What happened when the flight took off?
PRESENTATION AND EDITING Teacher ask the students to come up with the products. Teacher helps the students to edit it.
CLOSURE Teacher gives the summary of the paragraphs taken.

ASSIGNMENT

Imagine that you were a passenger of that plane. Write down the horrifying experience in a paragraph.

WEEKLY REFLECTION

(Third semester)

28/6/16 – 01/07/16

            As per the B. Ed curriculum our third semester teaching practice for forty days started on 28^th June 2016. I got G. H. S.S, Koickal or my internship programme. Maths option trainees Shabna and Mubeena and English option trainee Soorya were there with me. I got class IX A for teaching. The concerned teacher assigned me to take unit I and II. As a B. Ed trainee, the school experience was a new experience for me. I started the first chapter ‘Nobility of Service’ this week.

04/07/16 – 08/07/16

            I continued the same chapter and completed it with all its textual activities. This week I started a new poem ‘Song of a Dream’ also. I put all my effort to teach them poetic devices. They showed great co-operation and tried to understand all the poetic devices used in the poem.  Pupils response was good.

11/07/16 – 15/07/16

            In this week, I completed the poem and started the next chapter ‘Maternity’. Pupils were very active and they were very eager to know the story. Their response gave me a sense of satisfaction. Our general teacher Sangeetha visited our school this week for observation.

18/07/16 – 22/07/16

            This week I continued the same chapter. Pupils were very active during scaffolding questions and we completed some textual activities related to this chapter. In this week, our optional teacher Ambili came for observation.

25/07/16 – 29/07/16

            I completed the chapter ‘Maternity’ and started a new poem ‘Song of the Rain’ by Khalil Gibran. It was a philosophical poem and I struggled to make the students understand the theme of the poem. I think I had succeeded in this task because pupils responded correctly to my questions. I completed the poem and all the textual activities.

01/08/16 – 05/08/16

            In this week, I conducted a test paper to evaluate the performance of my students. Some students’ performance was very bad and I had to give them a remedial class. I began the play ‘Listen to the Mountain’ this week. There was an enactment on every class and it was a different experience for me. Pupils also enjoyed the enactment.

08/08/16 – 12/08/16

            I continued the play this week. Pupils were very disturbed after understanding that we are responsible for the destruction of ecosystem. I am happy that all of said unanimously that they will do everything they can to save our ecosystem.

16/08/16 – 19/08/16

            This week I completed the play and started and completed the new lesson ‘A Letter to an Uncle’ by C. V. Raman. To introduce the lesson, I made them familiar with famous letters of great personalities.  The problems raised in the letter were discussed with pictures for better understanding.

23/08/16 – 26/08/16

            In this week, I used teaching models for effective teaching. The play ‘Listen to the Mountain’ was taken for role play model. Pupils grasped the theme of the lesson and the elements of role play. Adjectives were taught using advance organizer model and conditional clause was taught using concept attainment model. We completed our first teaching practice session and we expressed our sincere gratitude to the headmistress and all other teachers for their support and co-operation.

Digital Text

E-Library

          A digital library or e-library is a collection of documents in organized electronic form, available on the Internet or on CD-ROM (compact-disk read-only memory) disks. Depending on the specific library, a user may be able to access magazine articles, books, papers, images, sound files, and videos.

Advantages

·       No physical boundary: The user of a digital library need not to go to the library physically; people from all over the world can gain access to the same information, as long as an Internet connection is available.

·       Round the clock availability: A major advantage of digital libraries is that people can gain access 24/7 to the information.

·       Multiple access: The same resources can be used simultaneously by a number of institutions and patrons. This may not be the case for copyrighted material: a library may have a license for "lending out" only one copy at a time; this is achieved with a system of digital rights management where a resource can become inaccessible after expiration of the lending period or after the lender chooses to make it inaccessible (equivalent to returning the resource).

·       Information retrieval: The user is able to use any search term (word, phrase, title, name, and subject) to search the entire collection. Digital libraries can provide very user-friendly interfaces, giving click able access to its resources.

·       Preservation and conservation: Digitization is not a long-term preservation solution for physical collections, but does succeed in providing access copies for materials that would otherwise fall to degradation from repeated use. Digitized collections and born-digital objects pose many preservation and conservation concerns that analog materials do not. Please see the following "Problems" section of this page for examples.

·       Space: Whereas traditional libraries are limited by storage space, digital libraries have the potential to store much more information; simply because digital information requires very little physical space to contain them and media storage technologies are more affordable than ever before.

·       Added value: Certain characteristics of objects, primarily the quality of images, may be improved. Digitization can enhance legibility and remove visible flaws such as stains and discoloration.

·       Easily accessible. 

ICT LESSON PLAN

Assignment

NCF 2005

The National Curriculum Framework (NCF 2005) is one of four National Curriculum Frameworks published in 1975, 1988, 2000 and 2005 by the National Council of Educational Research and Training NCERT in India. The document provides the framework for making syllabii, textbooks and teaching practices within the school education programmes in India.

The NCF 2005 document draws its policy basis from earlier government reports on education as Learning Without Burden and National Policy of Education 1986-1992 and focus group discussion. The approach and recommendations of NCF-2005 are for the entire educational system. A number of its recommendations, for example, focus on rural schools. The syllabus and textbooks based on it are being used by all the CBSE schools, but NCF-based material is also being used in many State schools.

NCF 2005 has been translated into 22 languages and has influenced the syllabii in 17 States. The NCERT gave a grant of Rs.10 lakh to each State to promote NCF in the language of the State and to compare its current syllabus with the syllabus proposed, so that a plan for future reforms could be made. Several States have taken up this challenge. This exercise is being carried out with the involvement of State Councils for Educational Research and Training [SCERT] and District Institutes of Education and Training [DIET].

The document is divided into 5 areas:

Perspective

It provides the historical backdrop and the rationale for undertaking the revision of the National Curriculum Framework. It discusses curricular reform efforts since Independence drawing from Gandhiji’s vision of education as a means of raising the nation’s conscience towards injustice, violence and inequality entrenched in the social order. It refers to the recommendations of the National Commission on Secondary Education, 1952-53 (Mudaliar Commission) and the Education commission, 1964-66 (Kothari Commission) and traces and development of Curriculum Framework, 1975 as also the formulation of the National Curriculum Framework, 1988, following the adoption of the National Policy on Education in 1986. It refers to the report entitled Learning without Burden (1993), which highlighted the problems of curriculum overload which made learning a source of stress for children during their formative years. It refers to the National Curriculum Framework for School Education introduced in 2000.

Learning and Knowledge

The Chapter focuses on the primacy of the learner. Child centred pedagogy means giving primacy to children’s experiences, their voices and their active participation. It discusses the nature of knowledge and the need for adults to change their perceptions of the child as a passive receiver of knowledge; rather the child can be an active participant in the construction of knowledge by encouraging children to ask questions, relate what they are learning in school to things happening outside, encouraging them to answer form their own experiences and in their own words rather than by memorizing. It recognizes the need for developing an enabling and non-threatening environment, since an environment of fear, discipline and stress is detrimental to learning. Healthy physical growth is the pre-condition for development and this requires that they benefit from nutrition, physical exercise and freedom from physical discomfort. Development of self identity through the adolescent years, particularly in the case of girls who are constrained by social conventions, is an important component. This chapter emphasizes that gender, caste, class, religion and minority status or disability should not constrain participation in the experiences provided in school. It pints out that the diagnostic criteria of ‘earning disabilities’ is not well established. It is, therefore, entirely possible that learning disabilities may arise from inadequate and insufficient instruction.

Curriculum Areas, School Stages and Assessment

It recommends significant changes in Language, Maths, Natural Science and Social Sciences with a view to reducing stress and making education more relevant to the present day and future needs of children. In Language, it makes a renewed attempt to implement the three-language formula with emphasis on mother tongue as the medium of instruction. India is a multi-lingual country and curriculum should promote multilingual proficiency in every child, including proficiency in English, which will become possible only if learning builds on a sound language pedagogy of the mother tongue. It focuses on language as an integral part of every subject, since reading, writing, listening and speech contribute to a child’s progress in all curricular areas and therefore constitute the basic of learning.

School and Classroom Environment

The Chapter talks about the need for nurturing an enabling environment by bringing about suitable changes in the school and classroom environment. It revisits traditional notions of discipline and discusses the need for providing space for parents and community. It also discusses curriculum sites and learning resources, including texts and books, libraries, education technology, tools and laboratories, etc. This chapter addresses the need for plurality of material, as also the need for teacher autonomy and professional independence.

Systemic Reforms

It covers issues of quality and the need for academic planning for monitoring of quality. It reaffirms faith in Panchayati Raj and suggests the strengthening of Panchayati Raj Institutions through systematic activity mapping of functions appropriate at relevant levels of panchayats, while simultaneously ensuring appropriate financial autonomy on the basis of the funds-must-follow-functions principle. This chapter also looks at issues of academic planning and leadership at school level to improve quality.

VIDEO SCRIPT

HOME THEY BROUGHT HER WARRIOR DEAD –

                                                          Alfred Lord Tennyson

VIDEO SCRIPT

SYPNOPSIS :True vile of death and the matter of continuity of life.

OBJECTIVES:

Ø to enable students to group the theme of the poem.

Ø to show the life situations of human being.

Ø   to develop an awareness about the power of relationship.

SPECIFIC OBJECTIVES:to familiarize students to group the life of warriors their  patriotism and their family.

Medium: video and audio [ENGLISH]

TIME: 4 mints.

VIDEO  / TIME  Ø Shot 1 (30 sec)                              The house of the warrior and         the crowing sound of crows [CS].             Ø Shot 2 [30 sec] Wife of the warrior and others are standing. Their faces show deepgrief [m5]. Ø Shot 3 [30 sec] Setting the room to say the body of the dead warrior. Ø Shot 4 [60 sec] A close up of the warriors heart broken wife without any expressions in her face she neither speakers nor moves . The furious sea and its shot] Ø Shot 5 [60 sec] The progressions in emotions of women when the music lays her own body in her lap. [cu followed by MS]

AUDIO Ø Silence followed by sound of amelodious solo violin. Ø  Music Ø Song [oruyaathramozhiyode..] Ø Music Ø  Voice [noise of people in the house. Music in background.