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 | Teacher's version
M : why are you so late? What happened to you? S : I saw an elephant M : what? An elephant! S : yes maa.., a tusker. M : my god! Did it do any harm to you S : no maa, it was a poor animal M: thank god, take care of you |
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? | Familiarizing the words Otherwise: keep punctual otherwise you won't be admitted. Sparkle : an idea sparkled in my mind |
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 Find out the new words given in the glossary | |
11.Interaction The elephant and Sujatha have become close friends. Do you have any friends like this? An animal friend or a pet? What's its name? What's its color? Does it understand what you speak? Will it come to you when you call by its name?
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12. Description Individual writing Random presentation Refinement in groups Compiling the write-ups and releasing the Big Book. As a teacher this is my duty to give special consideration for editing examples Thematic editing They defined all pet animals Missed nature and character of pet Misunderstand the meaning of pet Punctuation Name starting with small letter No spacing, and punctuation marks Syntactic error Excess words "I have is a close friend" Missing words "kittu look like" "It like play me" instead of it likes to play with me Morphological editing Wrong tense form S V O order: I love him too much Parts of speech Verb tense and time Subject compliment Example : she is a doctor ( doctor is a subject compliment) | Teacher's version I have a close friend. It is a cat. I call him Kittu. One year old Kittu looks like a white silver cloud. Its left eye is red green that gives him special honor. It comes with me wherever I go. I usually carry him to my bed.
Familiarizing the describing words What does my elephant think about me? My elephant thinks that I am a kind loving girl. I am a brave, bold and wise girl. I am a beautiful, charming and wonderful girl. |
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 |
