ENGLISH SIXTH STANDARD
UNIT FIRST : SUJATHA AND THE WILD ELEPHANT
ISSUE : Lack of universal cohesive vision
Sub issue : lack of love towards fellow beings
Objectives
- Develop positive attitude towards fellow being
- Develop love and affection for fellow being
- Enable the students prepare write-ups, poems, narratives and conversations related to the issue
- Experience the problem faced by the fellow being as depicted in poems and stories
ACIVITIES RESPONSES
1 INTERACTION
Do you like stories?
Can you mention the names of some stories?
Listen …now I am going to tell you a new story
2 NARRATIVES
Once …."What can I do?"
( teacher reads the narrative with proper voice modulation and intonation)
3 INTERACTIONS
What could Sujatha do now?
Will she run away?
If you are Sujatha what will you do?
Lets read the passage
4.READING
Micro processing of reading
Individual reading
Group reading
Scaffolding reading
Marking
Referring glossary
5 CONVERSATION
What would be the conversation between Sujatha
And her mother?
Process
Individual writing
Group task
Group refinement
Select the best one in groups
Group presentation
Teacher's version
6 INTERACTIONS
What is Sujatha's mother?
Where do Sujatha and her mother live?
Will her mother allow her to go near the forest?
Leta's continue
7. NARRATIVES
Sujatha and………………..the elephant.
Will the elephant come again?
What will Sujatha do?
8 READING
THE FRIENDSHIP
Process
Individual reading
Marking
Scaffold reading
Referring glossary
Scaffolded question
Why didn't the elephant stretch her trunk?
9. INTERACTION
Sujatha has an intimate friend an elephant from the wild
Is she very happy?
Now she is singing..
Let's listen her song
10SONG
Individual singing
Pupils sing with teacher
Different tunes for the song in groups
Understanding the rhythm
11
TEACHING MANUAL OF SEVENTH STANDARD 2010
UNIT ANALYSYS
UNIT ONE : THE VOICE OF THE VOICELESS
ISSUE : Ethnic divisions in society
Sub issue : Discrimination and exploitation of dalits\adivasys\blacks
Objectives
- Respect human values beyond cast, creed, religion and race
- Recognize other culture and develop tolerance towards them
- React against marginalization in terms of caste, creed, religion and race
- To know passivisation, word order time and tense aspect, affixes, prepositions like language skills
DISCOURSE INPUT | DISCOURSE OUTPUT | PROCESS | EVALUATION |
1 Cartoon | description | individual attempt Sharing in groups Refinement In groups Presentation by the group Selection of the best one Presenting the teacher's version Editing | description |
2 Reading the news report | reading | individual reading marking Collaborative reading Scaffold questions Mind mapping | reading |
3. Description Analyzing datas | description | individual attempt random presentation Teacher's version editing | description |
DISCOURSE INPUT | DISCOURSE OUTPUT | PROCESS | EVALUATION |
Preparation of slogans | Slogan | Individual attempt Random presentation Group sharing Group presentation Select best one Teacher's version Editing | slogan |
Narratives | Reading | Individual attempt Putting mark Collaborative reading Scaffolded question | readingxxxz |
Reading passage The Lamp | Description | Individual attempt Random presentation Teacher's version Editing | description |
Reading extended reading Inrweevieew with Dileep Turkey | Profile | Individual writing Random presentation Deicussion in groups Refining the profile Presentation Selecting the best Editing | profile |
Performing narratives | Reading | Individual reading Collaborative reading Scaffolded question | reading |
Reading passage | Thought | Individual attempt Random presentation Refining in groups Group presentation Teacher's version Editing | Thought |
Narrative 'the class teacher' | Reading | Individual reading Collaborative reading Scaffolded question Mind mapping | |
MODULAR PLANNING
UNIT : THE VOICE OF THE VOICELESS
PROCESS | RESPONSES |
CARTOON Pre requisite questions -do you like cartoons? -do you watch cartoon film? Ask them to comment on the cartoon given in CB | |
Leading to questions Who do you see in the cartoon? What difference do you notice between the two persons? | |
Short comment on cartoon Individual attempt Random presentation | |
Reading the news report "they made me…" Police fire… Poverty…. Micro level process of reading Individual reading Putting marks Group sharing Collaborate reading Scaffolded questions | |
Have you heard about any discrimination in your locality? Why did Ammini's parents sail her to a rich family? Why did they serve as a dog? Do you have such experience? Distributing paper cuttings regarding marginalization | |
Descriptions Ask them to collect similar paper cuttings Let them categorise those issue under five or six heads Based on the issue let them fill in the table given in the text Prepare a brief report | |
Process of description Individual attempt Sharing in groups Group refinement Group presentation' Select the best one Teacher's version Editing |
