LESSON PLAN : CLASS ‘IX’ : UNIT I: HUMOUR
CLASS: IX ENGLISH / Name of the Teacher: G.KUMARASWAMY / ZPHS, JANAKAYYAPETA
Name of the Topic No. of Timeline for teaching Any specific
Lesson / Unit periods From To information
required
Reading ‘A’: The Snake and the Mirror 8 5-7-22 14-722 A narrative inside a
narrative
Vocabulary 1 15-7-22 15-7-22 Linkers
Grammar 2 16-7-22 18-7-22 Combination of sentences
with before & after / Phrasal
Verbs
Unit I: Humour
Writing (Poster preparation) 1 19-7-22 19-7-22 The Laughter Day
celebrations
Study Skills 1 20-7-22 20-7-22 Titling to a given text
Listening 1 21-7-22 21-7-22
Reading ‘B’: The Duck and the Kangaroo 3 22-7-22 25-7-22 A poem by Edward
(poem) Lear
Reading ‘C’ : Little Bobby 3 26-7-22 28-7-22 The story of a
naughty boy
Project Work 2 29-7-22 30-7-22 Information about the
habit of watching TV
programmes
Prior Concept/ Skills:
(Essential concepts and skills to be checked/bridged before teaching the current concept.)
1. Listen to the teacher and understand 2. Read and comprehend the text 3. Express their ideas, doubts etc. 4. Speak about
their real life experiences 5. Write simple sentences on their own 6. Uses words contextually 7. Narrates their own experiences
with snakes.
Learning Outcomes: ( Select from SCERT Academic Calendar and Textbook) No. of Periods:
➢ The learner listens to the read-aloud texts, audio, videos for information, gist
and details and responds by answering questions accordingly. 8
➢ Speaks with coherence and cohesion while participating in interactive tasks
2
➢ participates in bilingual or multilingual
discourses on various themes. 6
➢ reads, comprehends, and responds to
complex texts independently. 2
➢ Prepares a poster about ‘the laughter day celebrations’ using the given
information. 1
➢ Uses grammatical items appropriate to the context (past tense and past
perfect tense while using before and after) 2
➢ Uses words according to the context and delineate it in speech and writing 2
(e.g. uses expressions like ‘very large number of’, ‘very few number of’ in
reporting the project observations 1
➢ assesses one’s own and peers’ work based on
developed rubrics
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TEACHING LEARNING PROCESS
Induction/Introduction
( Generating interest, informing students about the outcomes and expectations for the lesson)
1. What do you know about snakes?
2. Have you ever heard stories about snakes from your grandparents or someone else?
3. How do you feel when see a cobra nearby you?
4. Do snakes look into the mirrors? 5. Do you know such stories?
Experience and Reflection
(Task/question that helps students explore the concept and connect with their life)
1. Do you know / heard any incidents of snakes wounded round someone’s arms / body?
2. Are you afraid of snakes? Why?
3. Have you ever observed any animal looking into the mirror?
Explicit Group Work (We Do) Independent Work (You Do) Notes for:
Teaching/Teacher ● Using textbook prompts
Modelling and activities for each of
(I Do) the sections
• Model reading by ➢ read in groups to ➢ participates ● Allotting time for
the teacher make the uncleared actively in the students to ask
concepts in activities suggested and responding to students’
• demonstrates how individual reading by the teacher i.e. queries
to use linkers like individual reading, ● Asking open-ended
as if, but, who, ➢ uses linkers like as group reading, questions
when, which, so if, but, so, when, collaborative beyond textbook content
etc. appropriately which, who so etc. reading, ● Allotting time for group
appropriately conversations etc. activities
• explains where to and helping students
use past tense and ➢ uses past and past ➢ Do the exercises engaged with
past perfect tense perfect tense given in the reader tasks
while combining on linkers it more
sentences using ➢ prepares posters ● Giving targeted feedback
‘after’ and ‘before’ using the given ➢ Do the exercises and
information given in the reader appreciation to students
• teaches the process of combining ● Managing student’s
of preparing ➢ takes part in sentences behaviour during activities
posters conversations in
the class room ➢ prepares a poster
• demonstrates
conversations ➢ takes part in the
(narrator and his conversation with
friend, the duck the roles assigned
and the kangaroo by the teacher
etc.)
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Check For Understanding Questions TLMs
(Digital + Print)
1.Factual:
❖ Reader
1. Who was the narrator?
2. When was in the incident happen? ❖ PPTs
3. Why wasn’t the room electrified?
4. Who did the narrator want to marry? ❖ Glossary chart
5. What was dull thud made by?
6. What are the characters mentioned in the ❖ Charts (for additional
poem?
grammar practice
7. Whose life was a bore in the nasty pond?
exercises)
8. Who requested whom to give him a ride?
9. What was the demand of little Bobby?
10. Who did little Bobby kidnap? ❖ Pictures of a full blooded cobra, a homeopath,
the duct and the kangaroo and the pictures of authors
2. Open Ended / Critical Thinking: Vikom Basheer, Edward Lear etc.
1. Why did the homeopath want to marry a (Videos about the snake and the mirror animated video)
woman doctor?
2. Why did the narrator want to marry a fat ❖ https://www.youtube.com/watch?v=Wwpx7FTgY5A
girl?
3. When did the narrator feel the presence of the
creator? (Videos of the duck and the kangaroo poem)
4. Why did the cobra look into the mirror?
5. Why did the duck want to go for a ride? ❖ https://www.youtube.com/watch?v=Sa3SOiPkKhw
6. Why did the Kangaroo hesitate to give her a
ride?
❖ https://www.youtube.com/watch?v=OzUQGKpNVcE
7. Do you like to help your friends?
8. Have you ever behaved like little Bobby?
Student Practice Questions & Activities
(Exercises from workbook / textbooks/ blackboard)
1. Do the vocabulary exercises given at page no. 10.
2. Do the grammar exercises given at page no. 11 &
12
3. Prepare a post about the laughing day celebrations
using the information given at page number 13
Assessment
(Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for assessment).
1. Write an imaginary conversation between the narrator and his friend. 2 Describe the thoughts of the narrator when
the snake coiled round his body. 3. Write an imaginary conversation between the duck and the kangaroo. 4. Imagine
that you are in the place of little Bobby and write a letter to God requesting him to give a bike and how deserve for it.
SIGNATURE OF THE TEACHER SIGNATURE OF THE HEAD MASTER
VISITING OFFICER WITH REMARKS
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