1. LESSON PLAN (MANUAL TEACHING)
Name of the teacher: NithyaG Mohan Standard: 8c
Name of the school : GHSS Thirunalloor Strength:30
Subject: English Period:3
Unit : 1 Huesand Views Duration:40min
Subunit: The Boy Who Drew Cats(Para1-4) Date :
Issue :Art
Sub-issue :Importance of Art
CONTENTANALYSIS : The BoyWho Drew Cats is a Japanese folktale publishedbyHasegawaTakejiro.
The story isabout a boy whoisthe youngest sonof a hard workingfamily.The boyissmall andweak
and onlyinterestedindrawingpicturesof cats.Ashe was notfitfor farming,he wassentto priestas his
assistant.He likedtodrawcats duringstudyhours,andto draw cats oughtnot have been drawnat all.
CURRICULAR STATEMENT : The learner,
readsand enjoysaprose text
enrichesvocabularybyidentifyingthe meaningof wordsfromthe context
refers toa dictionaryorglossarytofindthe meaning of unfamiliarwords
PRE REQUISITES : The learner,
is able tocomprehendpassage
is familiarwithfolktale
TEACHING LEARNINGRESOURCE : 1 ) blackboard- pictures,title
2)chart - showingdegreesof comparison
3)pictures – word meanings
4)video– folktale
REFERENCES : 1)course bookstandard 8, page no.30
2) source bookstandard8, page no.76
3)oxfordEnglishdictionary,page no.250,418
2. CLASSROOMINTERACTION PROCEDURE ASSESSMENT/ EXPECTED RESPONSE
Informal Interaction
Teacherengagesinan informal talkwiththe studentsso Teacher could create goodrapport with
as to create a goodrapport withthe students. Students.
Teacherasks some questionslike
Do youhave hobbies?
What are yourhobbies?
Do youlike drawing?
Entry Activity
Teacherasks the students todraw a picture of a cat. Then The picture helpedthe studentsto
Teachershowsthe boy whodrewcats. Understoodthe title verywell.
LinkTalk
Students response iscarefullylinkedwiththe story and Theycarefullywatchedthe video.
teacher introducesfolkstorytothe studentsthroughavideo
clip.Thenteacherwritesthe title andname of the publisher
on the blackboard.
3. “THE BOY WHO DREW CATS” – HASEGAWA TAKEJIRO
Micro processingof the Input
Model ReadingBythe teacher
Teacherreadsthe firstfourparagraphsof the story with Studentslistenedtothe model
properintonation,stress,andinmeaningfulunits.The theme readingof the teacher
and necessarydetailsare alsoforwardedtothe students.
Track Readingbythe Pupil
Studentsare askedto readthe firstfour paragraphand asked Studentsdidasper the instruction.
Put tickmark for the knownwords,questionmarkforthe
Unknownwordsand exclamationmarkforthe interesting
Words.
GlossaryReference
Teacherasks the studentstofindglossary inorderto findthe They understoodthe meaningwell.
Meaningsof difficultwords.Thenteacherintervenesand
Give furtherclarificationthroughpicturesandexamples
In orderto understandthe wordmeanings.
1. Lad : boy
4. 2 ) Temple:. A building dedicated to religious
Ceremonies or worship.
3) Village:a small community or group of houses
in a rural area
4) Farmer:a personwhofarms
5. 5) Priest:a ministerof anyreligion
CollaborativeLeaning
Studentsare askedto write downthe meaningsin Theywrote the meaningsintheir
personal wordlist. note book
Secondmodel readingbythe teacher
Scaffoldingquestions
Teacherasks some questionstothe studentsinordertomake Studentsansweredtothe questions
the contentmore clear .
6. Where the story did takesplace?
How isthe youngestchildintroducedinthe story?
Why didthe parents take the boy to the priest?
Presentationby the pupil
Randomlystudentsare askedtopresent theiranswers
for the scaffoldingquestions.
Discourse Construction,EditingAndpresentation
Teachergiveswordssuchas small,poor,elder,clever,andyoung They engagedindiscourse
and askedthemtowrite degreesof comparisonwiththese words. construction
Teacher’sVersion
Positive Comparative superlative
Small Smaller Smallest
Poor Poorer Poorest
Elder Elder Eldest
Clever Cleverer Cleverest
young Younger youngest
Generalizationandconclusion
Teacherconcludesthe class withthe supportof students. Teacherconcludedthe lesson
A farmerhas manyhardworkingchildrenexceptone who withthe helpof students.
issmall and weak.He isinterestingonlyindrawingpicturesof cats.
So the parentsbringhimto the village templeandhe become
appointedas assistantof priest.But the boy likestodraw the
picturesof cat ratherthan to learnthe religiousbooks.
