Create your own
teaching resources

Sign up for a free account to try! It takes less than 20 seconds

Create free account
Teacherbot 01 Oct, 12:56:40

Learning Outcomes: 1. Students will be able to understand the theme and central idea of the chapter “My Childhood”. 2. Students will be able to analyze the author’s use of language and literary devices in the first 4 paragraphs. 3. Students will be able to make connections between the author’s childhood experiences and their own. 4. Students will be able to express their thoughts and feelings about their own childhood experiences.

Skills identified: 1. Subject Skill/s identified: Reading comprehension, literary analysis, writing. 2. Life Skill/s identified: Self-reflection, empathy, communication.

Concept Map: - Childhood experiences - Memories - Nostalgia - Growth and development

Resources Referred: - NCERT textbook for Class 9 English - Supplementary reading materials on childhood experiences

Methods/Approaches used: - Whole class discussion - Group work - Individual reflection - Questioning techniques

Teaching Learning Resources used: - NCERT textbook - Whiteboard and markers - Handouts with comprehension questions - Visual aids (pictures related to childhood)

Miniature of Teacher-Learning Resources: - Teacher will have a copy of the NCERT textbook and supplementary reading materials. - Teacher will have prepared comprehension questions and visual aids.

Miniature of Black Board: - The blackboard will be used to write key points, vocabulary words, and student responses during the discussion.

Teaching-Learning Process:

I. Setting the stage for Learning/Pre-teaching Phase/Pre-reading Phase

(Estimated Time: 10 minutes)

  • Exchanging Greetings: Teacher greets the students and creates a positive and welcoming environment.
  • Building Readiness: Teacher asks students to think about their own childhood experiences and memories.
  • Checking/Linking Prior Knowledge: Teacher asks students to share one happy childhood memory with a partner.
  • Stimulating Learner’s curiosity: Teacher shows a picture related to childhood and asks students to discuss what they see and how it relates to their own experiences.

II. Announcement of the Topic:

  • Teacher announces that the topic for today’s lesson is “My Childhood” and explains that they will be reading and analyzing the first 4 paragraphs of the chapter.

III. Providing the Experience/While-teaching Phase/While-reading Phase

(Estimated Time: 30 minutes)

Para 1 to 4: - Model Reading: Teacher reads the first 4 paragraphs aloud, emphasizing the tone and emotions conveyed by the author. - Loud Reading: Students take turns reading the paragraphs aloud, paying attention to the author’s use of language and imagery. - Exposition of Difficult Words: Teacher explains any difficult vocabulary words and encourages students to use context clues to understand their meanings. - Comprehension Questions: Teacher asks a series of comprehension questions to check students’ understanding of the text. - Elaboration by the PT: Teacher provides additional information and examples to further explain the author’s experiences and emotions.

IV. Recapitulation and Formative Assessment

(Estimated Time: 10 minutes)

  • Teacher asks students to summarize the main points of the first 4 paragraphs in their own words.
  • Teacher assesses students’ understanding through their responses and provides feedback.

V. Providing opportunities for Extended Application and Learning/Post–reading Phase/Post–teaching Phase

(Estimated Time: 20 minutes)

  • Teacher facilitates a whole class discussion on the theme and central idea of the chapter, encouraging students to share their thoughts and feelings about their own childhood experiences.
  • Teacher asks students to write a short reflection on their favorite childhood memory and how it has shaped them as a person.
  • Students share their reflections with a partner and discuss their similarities and differences.

VI. Follow up Activities/Extension of Learning Experience/Home task:

  • Teacher assigns a writing task for homework: “Write a short paragraph describing a significant childhood experience and how it has influenced your life.”

Post Class Reflection/Self-Assessment:

  • Teacher reflects on the effectiveness of the lesson and notes any areas for improvement.
  • Teacher assesses students’ participation and understanding during the class discussion and written reflections.

Supervisor’s Remarks and Comments:

  • Supervisor provides feedback on the lesson plan and suggests any necessary modifications or improvements.
You 01 Oct, 13:12:36

Make this more complex

Teacherbot 01 Oct, 13:12:36

Learning Outcomes: 1. Students will be able to analyze the theme and central idea of the chapter “My Childhood” and make connections to their own lives. 2. Students will be able to evaluate the author’s use of language and literary devices in the first 4 paragraphs to enhance the reader’s understanding and emotional response. 3. Students will be able to demonstrate critical thinking skills by interpreting the author’s childhood experiences and reflecting on their own. 4. Students will be able to express their thoughts and feelings about their own childhood experiences through written and verbal communication.

Skills identified: 1. Subject Skill/s identified: Reading comprehension, literary analysis, critical thinking, writing. 2. Life Skill/s identified: Self-reflection, empathy, communication, creativity.

Concept Map: - Childhood experiences - Memories - Nostalgia - Growth and development - Emotional impact of language and literary devices

Resources Referred: - NCERT textbook for Class 9 English - Supplementary reading materials on childhood experiences - Online articles or videos on literary analysis and language devices

Methods/Approaches used: - Whole class discussion - Group work and collaborative learning - Individual reflection and self-assessment - Socratic questioning techniques

Teaching Learning Resources used: - NCERT textbook - Whiteboard and markers - Handouts with comprehension questions and literary analysis prompts - Visual aids (pictures related to childhood and examples of literary devices)

Miniature of Teacher-Learning Resources: - Teacher will have a copy of the NCERT textbook and supplementary reading materials. - Teacher will have prepared comprehension questions, literary analysis prompts, and visual aids.

Miniature of Black Board: - The blackboard will be used to write key points, vocabulary words, student responses, and examples of literary devices during the discussion.

Teaching-Learning Process:

I. Setting the stage for Learning/Pre-teaching Phase/Pre-reading Phase

(Estimated Time: 15 minutes)

  • Exchanging Greetings: Teacher greets the students and creates a positive and engaging learning environment.
  • Building Readiness: Teacher asks students to reflect on their own childhood experiences and memories, encouraging them to think about the emotions and significance attached to those memories.
  • Checking/Linking Prior Knowledge: Teacher asks students to share one significant childhood memory and explain why it is important to them.
  • Stimulating Learner’s curiosity: Teacher shows a thought-provoking image related to childhood and asks students to discuss their initial thoughts and feelings about it.

II. Announcement of the Topic:

  • Teacher announces that the topic for today’s lesson is “My Childhood” and explains that they will be reading and analyzing the first 4 paragraphs of the chapter, focusing on the author’s use of language and literary devices.

III. Providing the Experience/While-teaching Phase/While-reading Phase

(Estimated Time: 40 minutes)

Para 1 to 4: - Model Reading: Teacher reads the first 4 paragraphs aloud, emphasizing the tone, mood, and emotions conveyed by the author. - Loud Reading: Students take turns reading the paragraphs aloud, paying attention to the author’s use of language and imagery. - Exposition of Difficult Words: Teacher explains any difficult vocabulary words and encourages students to use context clues and word analysis strategies to understand their meanings. - Comprehension Questions: Teacher asks a series of comprehension questions to check students’ understanding of the text and encourage critical thinking. - Literary Analysis: Teacher guides students in analyzing the author’s use of literary devices such as simile, metaphor, personification, and imagery, discussing how these devices enhance the reader’s understanding and emotional response. - Elaboration by the PT: Teacher provides additional examples and prompts students to think deeply about the author’s childhood experiences and their own.

IV. Recapitulation and Formative Assessment

(Estimated Time: 15 minutes)

  • Teacher asks students to summarize the main points of the first 4 paragraphs and the author’s use of language and literary devices.
  • Teacher assesses students’ understanding and critical thinking skills through their responses and provides feedback.

V. Providing opportunities for Extended Application and Learning/Post–reading Phase/Post–teaching Phase

(Estimated Time: 30 minutes)

  • Teacher facilitates a whole class discussion on the theme and central idea of the chapter, encouraging students to share their interpretations and make connections to their own lives.
  • Teacher assigns small groups to analyze a specific literary device used by the author and present their findings to the class, discussing the impact of the device on the reader’s understanding and emotions.
  • Students engage in a reflective writing activity, responding to prompts such as “How do the author’s childhood experiences relate to your own?” and “What emotions did the author’s language and literary devices evoke in you?”
  • Students share their reflections and group presentations, fostering a deeper understanding and appreciation of the chapter.

VI. Follow up Activities/Extension of Learning Experience/Home task:

  • Teacher assigns a creative writing task for homework: “Write a short story or poem inspired by your own childhood experiences, incorporating at least two literary devices discussed in class.”

Post Class Reflection/Self-Assessment:

  • Teacher reflects on the effectiveness of the lesson and notes any areas for improvement, particularly in facilitating critical thinking and student engagement.
  • Teacher assesses students’ participation, critical thinking skills, and written reflections, providing constructive feedback.

Supervisor’s Remarks and Comments:

  • Supervisor provides feedback on the lesson plan, acknowledging the complexity and depth of the activities and suggesting any necessary modifications or improvements.