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RAVI KUMAR KOLASCHOOL ASSISTANT(English)

A MODEL LESSON

CLASS X

UNIT – 6

THEME:

BIO- DIVERSITY

ENVIRONMENT

(READING ‘A’)

Classroom transaction Process

I. PRE-READING

II. READING

III. POST READING

IV. EDITING

PRE-READING

READING

READING This involves two things:

Text Related Picture reading

Reading the selected text (Segment)

PICTURE(S) READING

Interaction Specific to Textual Picture• What do you see in this picture?• Do you know her name?• Does she belong to our country?• Can you guess her country’s name?• What is she doing?• Who are given the Noble Prize?• Has any person from our India got the Noble

Prize so far? If yes, tell their names.• Can you guess why she was given the Noble

Prize?

Interaction Specific to Textual Picture• What do you see in the picture?• Is it a village or forest?• Are there any trees in the place?• Why did the place remain like this?• What are the people doing?• Who do you think is the person

behind this plantation?• Why should we grow forests?

Responses should be

written on the board .

These can be used as a

sub-text of the targeted

reading segment.

READING TEXT This involves the following:

Individual reading Collaborative reading:

a. Reading aloud by the teacher

b. Reading aloud by the pupil Extrapolating the text /Scaffold

reading

Individual Reading Ask children to read

individually. They can only read it at their

own pace. Give the directions to help

them track their own progress in reading.

Additional Glossaryenvironment (n) : the natural world in which people,

animals and plants live

rehabilitate (v.) : to return an area to its previous good condition

livelihood (n) : a means of carrying money in order to live

equitable (adj.) : fair and reasonable

sustainable (adj. : that can be continue for a long time

conflict (n) : a situation in which it is difficult to choose

Directions for Individual Reading

1.Read the given passage “Environment” from Wangari Maathai started-----------engaged in conflict.

2. Use a pencil to put a ‘tick ( √ )’ against the lines you understand.

3. Put a question mark(?) against the line that you don’t understand

4. Put a star (*) against the lines that you like most.

5. Pick out the important events.

Interact with the pupils while they are reading

1. Don’t worry if you were not able to read and

understand.

2. Try to guess meaning of the unfamiliar words.

3. Don’t consult with anyone.

4. The Glossary may help you.

5. Additional glossary will be provided.

Ask simple questions( To generate sub-text for low proficients)

1. What is Wangari Maathai?

2. Which country does she belong to?

3. What did she start in Africa? Why ?

4. What are the basic needs of people in the rural areas?

5. Where do the people get all these basic needs?

5. What do you think the people living in

the rural areas not able to get these

basic needs?

6. What are the sources of water and

rain?

7. Does deforestation cause a shortage

of water and a change of rainfall

patterns ?

8. Governments have to play important role

to protect forest. Haven’t they?

9. Why were many wars fought?

10. The global peace helps for good

environment, doesn’t it?

11. What is important for peace?

SUB-TEXTThe subtext can be in

the form of names of the

characters, objects, places

and events

SUB-TEXTEnvironmental Activist - Noble Prize

winner – Africa - Green Belt Revolution - to protect environment - clean drinking water, food, firewood, building material, fodder-from the land - degraded environment-forested mountains - to get control over natural resources - good management of the natural resources, equitable distribution of resources.

Collaborative Reading• Divide the learners into mixed

groups (min. 4 and max.5 groups)• Encourage the groups to help one

another.• Ask a few comprehension

questions relevant to this reading segment.

Instructions• Share in terms of points and your

reflections.• Each member can say one striking

event .• You can also say your ideas in mother

tongue.• Group can collectively convert the

ideas into English.

If necessary, display a glossary related to the reading segment

Interaction• Groups , did you complete sharing

ideas you understand?• Did you share what you were not able

to understand?• Did you share the parts you liked the

most?

Interaction• Group 1, are there any words

/sentences that you did not understand/• Which group can help group 1?

Questions for Comprehension• Is it possible to share the

resources equitably?•What are the three themes

mentioned by Maathai?•What happens if the three

themes are not maintained?

Reading aloud• Reading aloud by the teacher

Teacher reads the passage aloud with proper pause, stress and tone.

Reading aloud by the pupils•Encourage children to read the passage aloud in groups.•Ask the group to decide among themselves who will read which part.

•Continue interaction.•Don’t give much emphasis

on pause, stress, tone etc., • There is no hurry at this

point.

Extrapolating the text (Scaffold Reading)

• Is it important to have a good environment?• Do you think Maathai is doing right?

How?• Is Mathai eligible for the Nobel Prize?

scaffolding• scaffold :A temporary metal or wooden

framework that is used to support workmen and materials during the erection, repair, etc, of a building or other construction.• Scaffolding here refers to the idea that

specialized instructional supports need to be in place in order to facilitate best learning when students are first introduced to a new subject.

POST READING

POST READINGThe major activity of the post-reading session is the construction of a discourse by the learners.

The Definitions of Discourse

Noun : written or spoken communication or

debate

Verb : speak or write authoritatively about a

topic.

Linguistics : A connected series of

utterances; a text or conversation

What is a Discourse Oriented Pedagogy?

• Teaching with discussion rather than straight lecture is called Discourse Oriented Pedagogy.

The Micro-Process of Discourse Construction

•Individual construction;•Presentation by a few individuals;

•Sharing their ideas in groups•Presentation by the groups

•the presentation of the facilitator’s version of the targeted discourse.

Now let’s construct a discourse on News Report

THANK YOU