Subject: English
|
Reader /
Topic: The Duck and the Kangaroo
|
Class:VI
|
Week: 1st
|
Date: 4th – 8th
Nov 2013
|
Objectives
|
Plan
(Methodology)
|
Time
|
Resources
|
Assessment
|
By the end of the lesson
students will have:
Comment on the theme of the
poem.
Discuss what a Limerick is.
Written a Limerick Poem.
Teacher’s note:
Did they enjoy the poem? What do they think is the theme of the poem? What was the central idea of the poem? What did they understand about the writing style of the poet? What is a Limerick? How is it different from other forms of poetry? |
Pre-Reading Task:
I Never- Students will take turns saying something they’ve never done, for example, I have never ridden a horse or I have never driven a bus and anyone who has actually done these things has to tell a story about it.
Resource Room Activity:
The students will be taken to the resource room with their books and stationary. They will first see a webpage about Edward Lear and talk about his style of writing. Then they will actively listen and watch the animated cartoon video of the poem. I will ask students to pay close attention as I show them another video describing the details of a limerick because that information will be essential to have when they are asked to write their own Limericks.
Class Discussion:
The students will be taken back to the classroom where they teacher will have a focus discussion with questions given in teachers notes. The students will randomly answer the questions and maximum participation will be ensured. Their responses will be written on the white board.
Post Reading:
They will be divided into groups of three (Timekeeper, Writer and Speaker) and will discuss the theme and the style of the poem. I will give them a worksheet and tell them that the worksheet given to them has steps to write their Limerick. They will work on the worksheet and the teacher will monitor the groups. Plenary: They students will be encouraged to read out their poems in the class and follow the rhythmic pattern of a limerick. |
10 mins
15mins
10mins
20mins
10mins
|
The Anthology of Poetry
|
Students will be assessed on
their ability to :
Comment on the theme of the
poem.
Discuss what a Limerick is.
Written a Limerick Poem.
Through:
Listening and speaking skills
Verbal responses
Group task
Class discussion
|
Saturday, 28 December 2013
Duck and the Kangaroo Lesson plan
Steps to create a Limerick (Duck and the Kangaroo)
Name
___________ Steps for Creating Your Own Limerick
Limericks are very structured poems and are often
witty or humorous. They have five lines, the last words of lines one, two, and
five rhyme and the last words of lines three and four rhyme. The rhythm of the
limerick is also very strict and can be broken down as follows. Notice how each
line is stressed and unstressed in specific places.
da-Dum
da-da-Dum da-da-Dum Write
your draft here:
da-Dum
da-da-Dum da-da-Dum
da-Dum
da-da-Dum
da-Dum
da-da-Dum da-da-Dum
Put It To Use:
Let us write a limerick with the first line as ‘Once
there was an unusual boy.’
Step 1: Think
It Through
Brainstorm some ideas on why this boy is unusual.
Where did he come from? What does he do? What does he say? What does he wear?
Brainstorms:
Walks backwards, talks with his eyes closed, does
everything opposite, sleeps in his toy box, brushes his teeth with a pencil.
Step 2: Think of some rhyming words that you can use in your
Limerick: (also write the number of syllables)
Step 3: Write Your Poem
Now remembering our specific
rhyme and rhythm pattern, write your poem with the given first line.
Things to watch out for:
Make sure lines 1, 2, and 5 rhyme and have three
stressed words.Make sure lines 3 and 4 rhyme and have two stressed
words.Make sure you indent lines 3 and 4 of your limerick.Check spelling and grammar.Rubric to rate a Limirick (Duck and the Kangaroo)
|
What
are we looking for in a Limerick?
|
1
|
2
|
3
|
|
A
clear topic a Limerick is about
|
|
|
|
|
Clever
use of Humour
|
|
|
|
|
Line
1, 2 and 5 Rhyme with each other
|
|
|
|
|
Line
1, 2 and 5 have almost equal number of beats or syllables
|
|
|
|
|
Line
3 and 4 Rhyme with each other
|
|
|
|
|
Line
3 and 4 have almost equal number of beats or syllables
|
|
|
|
|
Correct
use of punctuation and grammar
|
|
|
|
|
Correct
spelling/ legible writing/ clear formatting
|
|
|
|
Name: Date: Title:
Score:
Stopping by the Woods on a snowy Evening lesson plan
|
Subject: English
|
Reader / Topic: Stopping by the woods on a Snowy
Evening (Poem)
|
Class:
|
Week:
4rth
|
Date: 26thth-21st Aug 2013
|
|
Objectives
|
Plan
(Methodology)
|
Time
|
Resources
|
Assessment
|
|
By the end of the lesson students should be able to:
1. Identify
the literary device employed in the poem (Imagery).
2. Comment on the theme of poem.
Teacher’s Note:
The teacher will check the worksheet and get it pasted in
the student’s pamphlets.
|
Starter (Brainstorming):
Start the session by asking the
students if they have ever witnessed snowfall. How does it feel? Encourage
students to express how do they feel when they see winter scenery?
Introduction
to
the Poetic Devices:
The teacher will then introduce the
Poetic Devices to the students. A worksheet will be handed over to the
students and each poetic device will be discussed with examples. The students
will write the examples in their worksheet.
Group task:
The class will be divided in
groups and each group will be given a stanza to analyze. The teacher will
then play the poem on the speakers (optional). In the group the students will
be provided with coloured computer papers and will be asked to identify
the end rhyme in each stanza.
Writing a Reader’s Response:
Then students will write a Reader’s Response to the following
questions:
*What did you like about the poem?
*What does this stanza make you think about? *How does this poem
make you feel?
The students will be directed to analyze, discuss and interpret the stanza using these questions: *What was the speaker's attitude about the woods? *Why does the horse stop in the woods?
*Why did the author use a winter scene?
*What happens in this stanza of the poem?
*Do you think the ending was positive or negative? Why?
Presentation:
The students will then present the computer paper in the
classroom sharing their Reader’s Response with the class.
Writing Task:
Q1. In your opinion, is it wise
to stop by woods when the night is approaching? Give at least two reasons to
support your answer.
Homework:
If you were in place of the
poet, how would you capture the beautiful image of the woods? List down
things you will require for that.
|
05 mins
15 mins
10 mins
20 min
20 min
15 min
|
Anthology of poetry
Audio clip
|
Students will be assessed on their ability to :
1. Identify
the literary device employed in the poem (Imagery).
2. Comment on the theme of poem.
Through:
· Brainstorming
·
Group Activity
·
Presentations
·
Written Task
|
Leisure Exit Slips
|
Is it Important to have Leisure time? Give a reason for your answer.
|
|
What lesson do you get from the poem?
|
|
Suggest any 3 activities that you can do in your Leisure time?
|
|
Comment on the Tone and the mood of the Poem.
|
|
Comment on the setting and the theme of the poem.
|
Liesure by William Henry Davies
|
Subject: English
|
Reader / Topic: Leisure
(Poem)
|
Class:VII
|
Week:
|
Date:
|
|
|
Objectives
|
Plan
(Methodology)
|
Time
|
Resources
|
Assessment
|
|
|
By the end of the lesson students will have:
·
Discussed the poetic devices employed in the
poem.
·
Explored on different elements of nature.
·
Commented on the theme, tone and setting of
the poem.
Homework:
Explain the students that they need to write an email to their friend who they notice has been too busy and is under a lot of stress. Get the students to take ideas from the poem to advise their friend with reasons to have some leisure. They will paste a print of their email in their pamphlets (or can even write the email/ letter in their pamphlets). (10mins) |
Pre Reading/Listening
Task:
The teacher will show some pictures of nature (on the multimedia or can paste pictures on the white board) . The students will be asked 1.What are the elements of nature that you could see in the pictures? (e.g. boughs, sheep, cows and woods etc) 2. If you are given a chance to visit these places would you like to go there? Why? Introduction: I will tell the students that we are going to learn about a poem entitled Leisure by William Davies. I will also ask the students what they understand by the word Leisure. Their responses will be written on the board.
On
Reading/Listening Task:
·
The students will be asked to read about the
poet’s biography given in their books.
·
Now I will show a video to the students of the
poem Leisure (The teacher can ask any one of the student to read the poem
aloud with rhythm if the resource is unavailable).
Post-Reading/Listening Task:
·
After listening and watching the video I will
ask the students to underline the difficult words in the poem and infer their
meanings.
·
They will be asked the meanings that they have
inferred and their responses will be written on the white board.
·
I will also ask how can they relate the
information they have read about the poet with the poem.
Group Formation and instructions:
·
I will divide the students in groups of four.
The four students will be called Nature,
Time, Life and Leisure.
·
Each group will be assigned a figure of speech
(simile, personification, rhyme, alliteration and repetition).
·
They will be given worksheets with related
activities.
·
The group members will brainstorm the
responses and the student called Nature
will write the responses on the sheet.
·
The student called Time will take care that the activity is completed within time
and Life will moderate the group.
·
The teacher will go to each group and monitor
their activity.
·
Once the time is up and the worksheets are
completed the teacher will give a signal (e.g. a clap) and the members called
Leisure will take the worksheets
and join another group. Leisure
will share and discuss their work with the members of the other groups.
·
Life
will display the worksheets on the board.
Plenary: Each group will be
given an Exit Slip with a question to answer. They will work in the same
groups and answer the questions. The teacher will ask the group member Leisure to read out the question and
the answer and pin it on the soft board.
|
10 min
05mins
15mins
30mins
10mins
|
Anthology of Poetry
Worksheets
Exit Slips
|
Students will be assessed on their ability to :
·
Discuss the poetic devices employed in the
poem
·
Explore on different elements of nature.
·
Comment on the theme, tone and setting of the
poem.
Through:
·
Verbal Responses
·
Small group discussion
·
Listening skills
·
Reading skills
|
|
|
| |||||
Subscribe to:
Posts (Atom)