Section I: Lesson Plans



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Section I: Lesson Plans


  1. Lessons conducted by me in School

  2. Lesson plan based on what is learnt (for India)


Section II: Strategies


  1. Strategies observed in School

  2. Shared Strategies


Section III: Technology


  1. Description of the technology used by my mentor, Millie Solomon, during her classroom teaching.

  2. Some photographs of the classroom


Section IV: General Observations worth sharing


  1. Description with some snaps


Section V: Opportunities Received in the School

Section VI: Discussions during the Sessions at GMU
Section VII: Submissions (main assignments) at GMU

  1. Action Research Proposal

  2. Action Plan


Section VIII: Appendices



Intern: RASHMI MAKHIJA Grade Level: XII
Title: TO HIS COY MISTRESS BY ANDREW MARVELL Date: July 25, 2007
Prior knowledge:

Students have read poems in medieval period and Renaissance period. Students are also aware of figures of speech and other literary devices like rhyme scheme, meter, tone etc





  1. Objectives

1) To enable the students to understand and appreciate the poem

2) To enable the students to understand the literary concepts like Carpe Deim, imagery etc

3) To introduce the concept of stylistic analysis

4) To enable the students to understand the characteristics of metaphysical poetry.
II. Materials for Learning Activities

1) Textbook 2) Information about metaphysical poetry, etc downloaded from the internet



III. Procedures for Learning Activities


  • Introduction about the concept of stylistic analysis. Teacher introduces the notion of interpreting the poem on the basis of the language used.

(3 Mins)

  • Teacher asks a student to read the poem loudly and asks a general question about the main theme of the poem. (2mins)

  • Teacher explains the poem line by line by asking appropriate questions and explaining wherever required.( Through interaction) (8 mins)

  • Teacher writes crucial points on the board to build up the argument of the poem to be taken as notes in the notebook and to facilitate understanding.

  • Teacher explains the concept of Carpe Diem during explanation.

  • Teacher asks questions about rhyme scheme and figures of speech in the poem.(5mins)

  • Teacher discusses the impact of using these devices in the poem.(2mins)

  • Teacher makes the students discuss the striking features of the poem.(2mins)

  • Teacher revises the concept of stylistic analysis .(2mins)

  • Teacher discusses the characteristics of metaphysical poetry with the help of a sheet, a copy of which is to be distributed to students.(5mins)

Some characteristics of metaphysical poetry (appendix 1-Page 53)

BLACKBOARD WORK

Teacher ensures that important words are written on the board so that students understand the logical argument depicted by the poet.

3 stanzas

1st IF .. ideal/imagination

2nd But….. Reality

3rd Now….. Solution

Logical argument for persuasion


Carpe Diem- seize the hour

Stylistic analysis





IV. Assessment

  1. Discussion of the textbook questions

  2. Teacher asks some questions to assess the understanding of the students

  1. Pick 2 instances of comparison from the poem? Name the literary device used.

  2. Explain the last two lines of the poem in your own words

  3. Why has the poet used exaggeration in the poem?

  4. What is the effect of using these literary devices in the poem?




  1. WRITTEN WORK- Write a paragraph in about 75 to 100 words:

Which aspects of the poem do you find appealing( i.e. opinion about the poem)-?
V. Differentiation


  • Teacher asks the students questions of different levels.

  • Reading opportunity is given to maximum students in the class.



  1. Reflection




    • The lesson went well.

    • The argument was depicted on the board.

    • Teacher could have made a power point presentation or an OHP transparency for the characteristics of metaphysical poetry.

    • Teacher had planned to do so but at the last minute since it was not available a separate sheet was made available to each student. Teacher can definitely plan better and keep the transparency available beforehand.



Intern: RASHMI MAKHIJA Grade Level: XII
Title: RIGHT MIND AND WRONG MIND(PANCHTANTRA)

Date: July 18, 2007
Prior knowledge:

Students have read Prologue to Canterbury Tales and some of its tales.

Students are also familiar with the concept of a frame story and a moral story.



  1. Objectives

1) To enable the students to understand the concept of a fable.

2) To enable the students to appreciate India fables with a moral.

3) To inculcate the moral of being practically intelligent in the fable.

4) To enable the students to understand the use of epigrams in the story

and the notion of story within a story.


II. Materials for Learning Activities

1) Textbook 2) Information about Panchatantra Tales downloaded from the internet 3) Additional story from the Panchatantra


III. Procedures for Learning Activities


  • Teacher discusses the concept of a fable

  • Teacher gives the background information about the Panchatantra Tales. (2mins)

  • BACKGROUND INFORMATION-panchatantra (appendix2-pg 54)

  • Teacher asks the students to read the story loudly in the class and discusses it simultaneously.( Through interaction)

  • Teacher writes crucial points on the board to be taken as notes in the notebook and to facilitate understanding.

  • Teacher ensures that every student gets a chance to read and asks questions about the text.

  • ( Explanation and questioning blended) Teacher explains the meaning of a difficult word.

  • Teacher helps the students to understand the story within a story and helps them to understand the relation.

  • Teacher also explains the epigrams and helps students to understand the lessons taught through them.

  • Teacher discusses the moral of the story.


BLACKBOARD WORK

Teacher ensures that important words are written on the board

Pancha / tantra

Panch-5


5 Volumes of the book

Brahman-Vishnusharman




Story told to the king’s sons

Caste system in India



Gurukul system


IV. Assessment

  1. Discussion of the textbook questions

  2. WRITTEN WORK- Write a paragraph on comparison (similarities and differences) between ‘The Canterbury Tales and Panchtantra Tales’ on the basis of three points- characters, Frame story and morals.


V. Differentiation

  • Teacher asks the students questions of different levels.

  • Reading opportunity is given to all students in the class.

  • Teacher tells additional story from the Panchtantra to understand the moral.

The Foolish Lion and the clever rabbit (appendix 3-pg 55)

  • Teacher discusses the points for comparison between The caterbury Tales and Panchtantra Tales’ on the basis of three points- characters, Frame story and morals to help students to organize their written work well.


  1. Reflection




    • The lesson went well.

    • The students appreciated the concept of moral story and Panchatantra Tales.

    • They were curious to know about the Gurukul system and the caste system.

    • Teacher assessed the written work of the students and felt that the students got confused between the specific story and Panchtantra Tales.

    • Teacher can ensure that this confusion does not arise the next time when this lesson is taught.

    • Teacher can prepare a transparency for the OHP with the key points written to save time.

    • Teacher should give specific points to elaborate for written work.



Intern: RASHMI MAKHIJA Grade Level: XII
Title: MEDITATION 17 BY JOHN DONNE Date: July 25, 2007
Prior knowledge:

Students have read some metaphysical poems and are aware of some features of metaphysical poetry.





  1. Objectives

1) To enable the students appreciate the beauty of the poem.

2) To enable the students to understand the notion of a conceit.

3) To enable the students to identify the characteristics of metaphysical

poems in this poem.
II. Materials for Learning Activities

1) Textbook 2) Information about Meditation XVII and John Donne downloaded from the internet


III. Procedures for Learning Activities


    • Teacher revises the features of metaphysical poetry earlier.

    • Teacher gives the background information about John Donne. (some important details)

    • Teacher gives some idea of the theme of Meditation 17

    • Teacher asks the students to read the poem loudly in the class(in parts) and discusses it simultaneously.( Through interaction)

    • Teacher writes crucial points on the board to be taken as notes in the notebook and to facilitate understanding.

    • Teacher asks appropriate questions and discusses various aspects of the poem in an interactive way.

    • Teacher ensures that maximum students gets a chance to read and asks questions about the text.

    • ( Explanation and questioning blended) Teacher explains the meaning of difficult words.

    • Teacher draws the attention of the students to the main metaphors and important ideas.

    • Teacher discusses the tone of the poem, and with a stylistic approach discusses the rhyme scheme, layout etc of the poem and its relation to the theme of the poem.


BLACKBOARD WORK

Teacher ensures that important words are written on the board

Conceit

Book- Humanity



Author- God


No man is an island


IV. Assessment

  1. Discussion of the textbook questions

  2. Quick Quiz:


State whether the following statements are true or false-

  1. We remain unaffected when somebody dies

  2. The speaker finds it difficult to accept the fact that he is on his death bed.

  3. The poet compares humanity to a book

  4. One should feel one’s neighbour’s suffering

  5. Suffering brings us closer to God.

    • Task- teacher asks students to find out some additional information about John Donne’s life and download the audio of this poem from the given website.


V. Differentiation

  • Teacher asks the students questions of different levels.

  • Reading opportunity is given to all students in the class.

  • Teacher asks students to download the audio of this poem from the internet.

  • Teacher gives the website for the students who are not very comfortable using the internet.( www.global-language.com/devotion.htm)



  1. Reflection




    • The lesson went well.

    • Teacher can get the audio to the class and make the class more interesting.

    • Teacher can prepare a PowerPoint presentation to revise the crucial aspects of the poem; especially the conceit, form of the poem etc.


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