KARMELA RANI TRAINING

COLLEGE
KOLLAM
INNOVATIVE LESSON TEMPLATE

Amanda Florence Dsilva

B.Ed ENGLISH
No:1

Name of the teacher

:Amanda Florence Dsilva

Std

: VIII

Name of the school

:St. Aloysius H.S.S

Strength : 47

Subject

:English

Period

Name of the unit

:Seeds and Deeds

Name of the Poem

Date
Expected time
Theme

:The Sower
:
:35 minutes
:Work

:I

Learning Outcomes
The pupil,
1.
listens, reads, and comprehends various literally forms like stories, poems and biographies.
2.
reads aloud with proper stress and intonation.
3.
analyses poems on the basis of their theme and structure.
4.
identifies and understands poetic devices like imagery, rhyming words etc.
Ideas
1.
2.
3.
4.

Various forms of work.

Dedication to work.
Role of work in making life meaningful and purposeful.
Dignity of labour.

Skills
The pupil,
1.
develops skill of reading and writing.
2.
develops skill of listening and speaking.
3.
develops skill of reciting the poem with proper stress, rhythm and intonation.
4.
learns new words and meaning.
Language elements
1.
Suffixes.
2.
Regular and irregular words.
3.
Sentence analysis.
4.
Language games.
Discourses
1.
Rhyming words.
2.
Word pictures.
3.
Rhyme scheme.
4.
Alliteration.

Values/Attitudes
The pupil,
1.
develops positive attitude towards work.
2.
develops interest and curiosity in work.
3.
develops confidence to face difficulties in life.
Pre-requisites
The pupil,
1.
has read poems based on work.
2.
had viewed films related to work.
3.
knows to identify poetic devices.
4.
knows to write simple sentences in english.
Learning Aids
1.
Course book
2.
Source book
3.
Pictures and charts
4.
Glossary
5.
English dictionary
Expected product
The pupil,
1.
learns the positive side of work.
2.
learns to identify various poetic devices.
3.
learns to read with proper stress, rhythm and intonation.

CLASSROOM INTERACTION PROCEDURE

Initial interaction
Teacher after exchanging greetings enters into
an informal and pleasant interaction with
the students. The teacher then asks the
following questions:
1.
Do you have a garden at home?
2.
Have you ever planted anything in your
garden?
3.
Is it a easy or a difficult task?
4.
Have you ever seen a farmer at work?
Entry activity
The teacher generates a discussion about
agriculture by asking the following
questions:
1.
What does a farmer do?
2.
How important is the job of a farmer?
3.
Does a farmer enjoy a respectable position
in the society?

PUPIL RESPONSE

The pupils give various responses to

the questions that were asked.

The pupils respond accordingly.

CLASSROOM INTERACTION PROCEDURE

PUPIL RESPONSE

Link talk
Teacher: Today we are going to learn a poem.
The name of the poem is The Sower. The
poem is about the work done by a farmer.
The teacher then shows a chart with the The pupils listen attentively and take
picture and a short description about the
down the notes.
poet.
Victor Marie Hugo (1802 1885) was a French
Poet, Novelist and Dramatist of the
Romantic Movement. He is considered one
of the greatest and best known French
Writers. His best known works are the
acclaimed novels Les Miserables and Notre
Dame de Paris (The Hunchback of Notre
Dame).

CLASSROOM INTERACTION PROCEDURE

PUPIL RESPONSE

Micro processing of input

Individual Reading
The pupils are asked to read the first two
paragraphs of the poem silently.

Most of the pupils were engaged in

silent reading of the poem.

Keeping track of reading

The pupils are asked to keep track of their
reading by putting a tick mark for what they have
understood ? for what they have not understood
and ! for what they have found interesting.

The pupils actively kept track of their

reading by putting the appropriate
marks wherever required.

Sharing in groups
The pupils are asked to sit in groups of four or
five students and they are asked to discuss and
share the contents of the poem.

The pupils actively share their doubts

within the group.

CLASSROOM INTERACTION PROCEDURE

PUPIL RESPONSE

Glossary Reference
The pupils are asked to refer the glossary to find
out the meanings of the difficult words. The
teacher also shows a chart with the difficult words
and their meanings.

The pupils refer the glossary and

find out the meanings of the difficult
words.

CLASSROOM INTERACTION PROCEDURE

PUPIL RESPONSE

Megaphoning the doubts to other groups

The groups megaphone their doubts to other
groups and seek clarification for what they
could not understand within their group.

The pupils actively megaphone their

doubts to other groups and
seek clarification for it.

Facilitation by the teacher

Teacher explains the difficult expressions and
sentences so as to enable the students to
comprehend the poem.

The pupils attentively listen to the

teacher.

Scaffolding questions
Teacher asks some some scaffolding questions to
help the students to comprehend the poem
better.
1.
Where is the speaker sitting?
2.
What time of the day is it?
3.
But one sower lingers still. Why does the
sower linger?

Most of the pupils were able to give

the right answers to the
scaffolding questions.
1. In the porchway.
2. Evening
3. He lingers so that he can sow
the seeds.

CLASSROOM INTERACTION PROCEDURE

PUPIL RESPONSE

Presentation by the pupil

A few pupils are asked to present the answers to
the scaffolding questions.

The pupils actively present the

answers. When an incorrect answer
was given it was corrected by the
teacher.

Language activity
Activity 1
Look at the words:
cool
rule
fast
past
These are rhyming words. Now, pick out the
rhyming words from the poem

The pupils actively do the language

activity.

CLASSROOM INTERACTION PROCEDURE

PUPIL RESPONSE

Review questions
1.
Who is the poet?
2.
Where is the poet sitting?
3.
What time of the day is it?
4.
Who is still lingering there?
5.
How is the sower dressed?

Most of the pupils gave the right

answers.
1.
Victor Marie Hugo.
2.
In the porchway.
3.
Evening.
4.
To sow the seeds.
5.
In rags.

Follow up activity
1.
Locate the word pictures used in the
poem.
2.
Write the rhyme scheme of the first
stanza.