Saturday 28 December 2013

Duck and the Kangaroo Lesson plan

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










Leisure by William Henry Davies: Literary Devices Templates






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-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