Name of the teacher: Remya Mol .J.G Standard : VIII

Name of School : Vimala Hridaya High School, Virally Strength :

Subject : English Date :

Unit : II ,On telling a tale Duration : 45 mts

Subunit : The story teller

Issue : Lack of cohesive universal vision

Sub issue : Not realizing the importance of social mingling

Curricular objectives: i) reads and analyses the literary texts.

ii) Improve imaginative and thinking faculty.

iii) Engages in group activity and presentation.

Learning Materials:

i) Blackboard

ii) Chart containing the scaffolding questions and answers.

iii) Picture of the story teller picture of the poet.

iv) Word cards containing the difficult word and its meaning.

Reference :

i) Course book std VIII

ii) Source book std VIII

iii) Oxford English, Dictionary.

Pre-requisites: The pupil,

i) is able to comprehend passages.

ii) has the study skill of referring the dictionary.

iii) is familiar with the stories of small children.

Class room process Response /Assessment

Informal interaction Students interacted well with the teacher

The teacher engages in an informal talk with during the initial interaction.

the students so as to create a good rapport with them.

Good morning

How are you

Have any importance of this day?

Entry Activity

Teacher shows the picture of a story teller and Students observed the picture carefully and they identified

Asks the students to identify the picture and asks certain the picture and answered well to the questions asked by the

Questions like: teacher.

i) Can you identify this picture?

ii) What were the qualities of a good story teller?

iii) Who is the good story teller in your home?

Link Talk Students attentively listened to the teacher students

The character of the story teller is linked to the story. Carefully grasped the title of the story. The details of the

Teacher introduces the story ‘The story teller ‘to the students. Author too was well listened to by the pupil. Students keenly

Sufficient information regarding the story is made available to observed the pictures shown by the teacher with great

the students .The writer of the story teller ,Saki interest

(Hector Hugh Munro) too is introduced to the students with

the help of picture. Then title of the story and writers name is

Written on the blackboard

The storyteller

Saki

Micro processing of the input

Model Reading by the Teacher

The teacher reads the paragraphs of the story with Students listened to the reading by the teacher with much

Proper pronunciation, Stress, intonation in meaningful units. Attentions. The students carefully listened the explanations

The theme and the necessary details are also forwarded to the provided by the teacher

Students.

Track reading by the pupil

Students are asked to read the paragraphs individually Students read the paragraphs of the story and they marked

and silently and they are also asked to mark accordingly . according to the teachers instruction

That is they have to put tick (v) ,For what they have understood

, question mark (?), for what they haven’t and an exclamatory

mark (!) for what they found interesting or surprising.

Glossary reference

Students are asked to refer glossary to find Students referred the glossary to find out the meanings of

Out the meaning of difficult words .The difficult words are , difficult words.

Sultry, Storyteller Scowl, reluctantly, utterly, etc.

1) Sultry -Very hot and uncomfortable

2) Story teller –one who tells a story

3) Scowl –looking angry

4) Relevantly - unwillingly

5) Utterly –completely

Collaborative Learning

Students are asked to form groups and share their ideas Students Formed groups and share their ideas among them

in groups . Students are also asked to write down the word in selves. Students also entered the words in the personnel

the personnel word list word list .

Megaphoning the doubts.

Each group gives the opportunity to raise their doubts to Students megaphoned their doubts to other groups in order

other groups to make the content more clear .

Facilitation by Teacher

Teacher help to clarify the difficult areas which Students listened carefully to the further explanations

no groups could effectively tackle .Teacher also explains the provided by the teacher

Difficult areas.

Scaffolding Questions

In order to make the content clear Scaffolding questions Students wrote down the answers for the Scaffolding

are asked to the students .The students are asked to write questions asked by the teacher. They discussed the

down the answers. Answers among themselves and wrote down the answers

effectively

(i) Who are the Characters you have met so far in the story?

List them and write out at least one of their attributes

(ii) The bachelor must have had his own thoughts regarding

the happenings in the compartment .What would his thoughts

be?

Teacher versions

Presentation by the pupil

Randomly Students are selected from each group and Students presented their answers well to the scaffolding

they are asked to present the answers for the scaffolding Questions asked by the teacher.

questions

Oh; What a lady she is! Why is she shouting in this way at

The children .She shouting in this way at the children .She

Doesn’t seem to know how to manage them. All her remarks

Reasonable answer to the boy’s questions?

OH; this boy is smacking the cushions of the seat .It will make

me sneeze now .

Language Activity

A set of different words are selected from the paragraphs. Students actively participated in the language activity .

for eg: Sultry ,Scowl utterly etc . Students have to construct Students constructed sentences with the words given

sentence with these words . by the teacher .

Assignment .

Write a short paragraph about the story teller .