INNOVATIVE LESSON PLAN

1. INNOVATIVE LESSON PLAN
Name of student teacher : Priya S.Pillai Std:VIII
Name of supervising teacher : Dr. Mini P. Duration:45min
Name of school : MGHS, Thumpamon Date:14/07/2014
Subject : English
Unit : II, On Telling a Tale
Sub-unit : The Mice That Set The Elephants
Free (paragraph 1 and 2).
Issue : Lack of cohesive universal vision
Sub-issue : Not realizing the importance of social
mingling.
Content Analysis ARTHUR WILLIAM RYDER
‘The Mice That Set The Elephants Free’ is a fable taken from the Panchatantra
tales. It is a translation from Sanskrit. The story was translated by ‘Arthur William
Ryder’. The mice, the old settler’s in a ruined village occupied the chinks in the floors
of house and temples with their children and grand children. They found happiness in a
variety of festivities. One day on their way, in search of water an elephant king and his

2. herd marched through the mouse community, crushing the faces, eyes, head, and necks
of many.
New Vocabulary : Ruined
Chinks
Retinue

3. Crushed
Facts and Concepts : 1) one should make friends with others.
2) one should give consideration and respect to
others.
Curriculum Statements
The Learner :-
1) Follows simple narrations and discussions.
2) Understands the central idea of what is spoken.
3) Understands the meaning of new words in suitable context.
4) Develops self reading habits.
Pre – requisites
The learner must have heard of fables and importance of social communication, the
need of mutual understanding.
Teaching Learning Resources
Aesop story books, pictures showing the sequence of the story, video of the story.
References
New Oxford Dictionary, Hand book (Std VIII).

4. Classroom Interaction Procedure Expected Learner Response
Informal Interaction
The communicates informally with the
students to create a rapport with them.
Entry Activity
Teacher asks some questions
1. Do you like stories?
2. What kind of stories do you like to
hear?
3. Which type of characters do you
like? Animals or human beings.
Link Talk
The teacher shows the picture of the
sequence of the story and also the video
of the story to create a mental readiness in
the learners.
Teacher asks some questions for making
them ready to listen to the first two
paragraphs of the story.
1) Have you seen mice?
2) Where they live?
Now the teacher introduces the translator
‘A.W.Ryder’ and leads them to the story,
‘The Mice That Set The Elephants Free’.
Microprocessing of the input
Reading
The teacher reads the passage aloud with
correct stress, pronunciation, intonation
and voice modulation.
Yes
Stories with happy ending or moral
stories.
Both
Learner responds well.
Yes
In the holes.
Learner should listen carefully.
Learner reads.

5. Individual reading
Teacher ask the students to read the
passage individually.
Tracking
Teacher ask the students to track their
reading by marking ×/?/!
Sharing with pair/ peer
Teacher now ask them to share their
understanding of the findings with their
counter part.
Sitting in groups
Teacher ask the learners to sit in groups
and discuss their understanding to the
group members.
Glossary reference with the help of the
teacher
Teacher helps the learner to refer the
glossary and find out the meanings of the
difficult words and provides them with
the situations and teaching aids to get the
right meaning of the word.
Learner tracks the reading.
Learner share with their counter part.
Learner discuss with the group members.
Learner find out the meanings.
Learner should understand correctly.
In a ruined village.
They found happiness in a variety of
festivities.
Elephant king and his retinue.
Learner should find out answers.

6. Megaphoning the doubts
Teacher goes to each group and
megaphones their doubt to the entire class
and helps them to understand correctly.
Scaffolded reading
Teacher ask scaffolded questions to
predict establish and build-up thoughts.
1. Where did the mice live?
2. How did mice found happiness?
3. Who came to the ruined village?
Finding answers to the questions
Teacher helps the students to find out
answers to the various questions given in
the course book.
Reading aloud by the learner
Teacher makes the learner read the
passage aloud one by one with correct
pronunciation, stress and voice
modulation.
Discourse construction
Learner reads aloud.
Learner writes individually.
Learner share their points.
Learner present their points.

7. Write a note on the festivities in which
mice found happiness.
Individual writing
Teacher ask the learners to write down the
discourse individualy.
Group writing
Teacher ask the learners to sit in group
and share their points and refine their
writings.
Presentation and editing

8. Teacher directs each group to present
their points. Teacher helps the learners to
edit it.
Teacher’s version
Teacher presents her version of the
discourse. Learners use it to make
necessary corrections in their writings.
Picturise a ruined village showing the mice living there.