LESSON PLAN : CLASS ‘IX’ : UNIT V: DISASTERS

CLASS: IX ENGLISH / Name of the Teacher: G.KUMARASWAMY / ZPHS, JANAKAYYAPETA

Name No. of Timeline for

of the Topic periods teaching Any specific information
required
Lesson / (25) From To
Unit
Reading ‘A’: A Havoc of Flood 7 not mentioned in the About massive floods in Kurnool in the
academic calendar year 2009
Vocabulary 2 -- -- Contextual meanings of the word
‘bright’ and ‘Flood Rescue’ concept map
Grammar 4 -- -- “No sooner…than, scarcely….when,
hardly….when”
Unit V: DISASTERS

-- -- An interview with Rajeswari; Speech to

Writing 3 raise funds; Paragraph writing
Study Skills 1 -- -- Note making
Listening 1 -- -- Listening to a news bulletin and
answering questions
Reading ‘B’: Grabbing Everything 2 -- -- A poem by Lily Usher
on the Land (Poem)
Reading ‘C’ : The Ham Radio 3 -- -- An extensive reading text about the
importance of The Ham Radio
Project Work 2 -- -- Collecting information related to various
disasters

Prior Concept/ Skills: (Essential concepts and skills to be checked/bridged before teaching the current concept.)
The Students:
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. Talks about his own
experiences about the disasters like floods, earth quakes, fire accidents etc.
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. (All A, B, C (Altogether 25 periods are
reading texts) needed to achieve these
learning outcomes)
➢ Speaks with coherence and cohesion while participating in interactive tasks

➢ participates in bilingual or multilingual discourses on various

themes. (conversations, descriptions, interviews, speeches etc.)

➢ reads, comprehends, and responds to complex texts independently.

➢ Writes a speech to convince the donors to raise funds for flood victims

➢ Uses grammatical items appropriate to the context (No sooner….than;

scarcely……when; hardly…….when)

➢ Uses words according to the context and delineate it in speech and writing
(contextual meanings of the words)

➢ assesses one’s own and peers’ work based on developed rubrics

➢ Prepares a table and analyses the information about different disasters

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TEACHING LEARNING PROCESS

Induction/Introduction (Generating interest, informing students about the outcomes and expectations for the lesson)

(Questions of the face sheet at page no. 90):

1. What made the people stand on the roof-tops?
2. What are the people in the helicopter trying to do?
3. Have you ever seen a situation like this in your life?
4. If yes, when and where did you see it?

Experience and Reflection

(Task/question that helps students explore the concept and connect with their life)
1. Have you ever seen any natural disaster like severe cyclone, earthquake etc.?
2. How did you and your family members feel then?
3. What troubles did you face during the disaster? (finding a shelter, shortage of food etc.)
4. How was the communication system like phones, TV, radio etc. affected?
5. How long did it take to restore the communication system and repair the damaged roads and electric lines etc.?

Explicit Teaching/Teacher
Modelling
(I Do)
--Model reading by the teacher
(Reading Texts and the Poem
rhythmically)
--makes the students to
identify different meanings of
a word in different contexts.
--sensitizes them to complete
the given flow chart ‘flood
rescue’
--transacts the given grammar
topic ‘combination of the
sentences using ‘No sooner….
than; scarcely…when,
hardly… when
--facilitates them to develop
an interview with the flood
victim Rajeswari
Group Work (We Do)
--read in groups to make the
uncleared concepts in
individual reading (with the
help of the given glossary)
--use the word ‘bright’ in
different contexts.
--identify the related words
to ‘flood rescue’ and fill
them in the space provided
--rewrite the sentences using
‘No sooner…then; scarcely
…when; hardly…when
--in group develop an
interview with the flood
victim Rajeswari
Independent Work (You Do) Notes for:
● Using textbook
prompts and activities
--participates actively in the for each of the
activities suggested by the sections
teacher i.e. individual ● Allotting time for
reading, group reading, students to ask
collaborative reading, and responding to
conversations etc. students’ queries
● Asking open-ended
--does the exercises given questions
in the reader and by the beyond textbook
teacher on the word usage content
● Allotting time for
--does the other exercises group activities
given by the teacher and helping students
engaged with
tasks
--rewrites the sentences it more
using ‘No sooner…then; ● Giving targeted
scarcely …when; feedback and
hardly…when on his own appreciation to
students
● Managing student’s
--develops interviews on behaviour during
his own activities

--helps them to prepare a --brainstorm in the group and -- presents the speech on
speech to convince the donors prepare a speech to convince his own and uses it in his
the donors real life

--explains them the process of --learn note-making and --learns note-making and
note-making under study skills practices it well uses it for further lessons
activity and use it effectively
for their betterment

--makes them to listen to the --listen to the news bulletin --develops the habit of
‘news bulletin’ and and answer the following listening to the news
encourages them to answer the questions bulletins
questions that follow

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--recites the poem --recite the poem and get the --recites the poem on his
rhythmically and explains the central idea of the poem own and talks about the
concept stanza wise central idea of the poem

--encourages them to read the --read the text and try to --reads the text on his own
extensive reading text ‘The understand the text with the and develops interest to
Ham Radio’ on their own help of the other group read other books
members

--motivates them to collect
information about relating to
various disasters from
Newspapers, magazines,
books and internet etc.
--collect information and --learns how painful these
know how these disasters disasters are and learns
affected the human life what steps are to be taken
during the disasters

Check For Understanding Questions TLMs

(Digital + Print)
1.Factual: (A Havoc of Flood)
❖ Reader
th
1. What happened on 28 September in Kurnool?
2. How was the weather in Kurnool on 27th September? ❖ PPTs
3. How many villages were inundated in the floods?
❖ Glossary chart
4. Which rivers are the tributaries of the Krishna?
5. What did the Government Officials witness when they arrived
❖ Chart(for additional
at the spot?
grammar practice
exercises)
(Grabbing Everything on the Land)
❖ Worksheets on combination of
6. What is ‘the wave’ compared to? sentences
7. How are its fingers compared to?
8. Where did it aim its fist at? ❖ Pictures of havoc of flood in
9. Where was the hand born? Kurnool

C. The Ham Radio (Video lesson of A Havoc of Flood)

10. What is the only relief in times of disasters? https://www.youtube.com/watch?v=qOCM-yV5d8s

11. Where do generally people move around in large numbers?
12. Who will conduct the qualifying examination to become
Amateur Radio Operators?
(Video lesson of the poem
2. Open Ended / Critical Thinking: (A Havoc of Flood) ‘Grabbing everything on the Land)

1. Why is every morning colourful to the people of Kurnool? https://www.youtube.com/watch?v=-mgWgevXt4c

2. What hope did they have when they finished their business
early and reached their homes?
3. Why did the Government seek the help of the army and the
navy?
4. Why did the Sunkesula barrage breach?
5. How did the people feel when they saw the relief teams?

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Grabbing Everything on the Land

6. How did the wave grab the things?

7. How much time will it take to unleash the anger?
8. How was the wave/the great hand described in the above
stanza?
9. What were the people and children doing at the time Tsunami?

C. The Ham Radio

10. Why isn’t the world a very safe place to live in these days?
11. How will Ham Radio send messages?

Student Practice Questions & Activities

(Exercises from workbook / textbooks/ blackboard)
1. Do the vocabulary exercises given at page nos. 97
2. Do the grammar exercises given at page no. 98
3. Write a speech to convince the donors to help the flood victims
4. Write a conversation between the interviewer and Rajeswari

Assessment
(Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for assessment).

1. Describe the flood situation in Kurnool.

2. Write a paragraph stating the sequential series of actions / methods (preparation before, during and after) that
can be taken for disaster management. (using the diagram)
3. Combine the following sentences using ‘No sooner….than’; ‘scarcely…when; hardly…when (work sheet)
4. Use the word ‘light’ in different contexts.

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 LESSON PLAN : CLASS ‘IX’ : UNIT VI: FREEDOM

CLASS: IX ENGLISH / Name of the Teacher: G.KUMARASWAMY / ZPHS, JANAKAYYAPETA

Name of No. of Timeline for

the Topic periods teaching Any specific information
required
Lesson / (20) From To
Unit
Reading ‘A’: A Long Walk to 5 1-1- -- Written by ANC leader and the Nobel Prize
Freedom 23 winner Nelson Mandela
Vocabulary 2 -- -- Synonyms and the appropriate forms of the
words
Grammar 2 -- -- Defining Relative Clauses
-- -- Writing an essay about an incident of
Writing 2 discrimination you witnessed around you /
Unit VI: FREEDOM

preparing a speech on the occasion of

Independence day
Study Skills 1 -- -- Completing the chronological table after reading
the given text
Listening 1 -- -- Speech of Subhash Chandra Bose and answering
the given questions orally
Reading ‘B’: Freedom 2 -- -- a poem by Rabindranath Tagore
(Poem)
Reading ‘C’ : An Icon of Civil 3 -- -- Martin Luther King’s acceptance speech when he
Rights was awarded the Nobel Prize for Peach in 1964

Project Work 2 -- 31-1- Collecting information of the great Indian leaders

23 and arranging it in the given table

Prior Concept/ Skills: (Essential concepts and skills to be checked/bridged before teaching the current concept.)
The Students:
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. Talks about his freedom at his home, at school and in the society

Learning Outcomes: ( Select from SCERT Academic Calendar and Textbook)

No. of
➢ The learner listens to the read-aloud texts, audio, videos for information, gist and details and Periods:
responds by answering questions accordingly. (All A, B, C reading texts)

➢ Speaks with coherence and cohesion while participating in interactive tasks (Altogether
20 periods
➢ participates in bilingual or multilingual are needed
discourses on various themes. (conversations, descriptions, speeches etc.) to achieve
these
➢ reads, comprehends, and responds to complex texts independently. learning
outcomes)
➢ Writes a speech on the Independence Day and about an incident of discrimination

➢ Uses grammatical items appropriate to the context (defining relative clauses)

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 ➢ Uses words according to the context and delineate it in speech and writing
(synonyms and appropriate forms of the words)

➢ assesses one’s own and peers’ work based on developed rubrics

➢ analyses the charts, tables etc. prepared under the project work (information about the
great leaders who fought for the freedom of our country and arranging it in the table)

TEACHING LEARNING PROCESS

Induction/Introduction (Generating interest, informing students about the outcomes and expectations for the lesson)

(Questions of the face sheet at page no. 112):

1. What do you know about the great persons in these pictures?
2. Who is the father of our nation?
3. Have you ever heard anything about Nelson Mandela?
4. What similarities do you find the their lives? (Gandhiji and Mandela)
5. When did India get freedom?
Experience and Reflection
(Task/question that helps students explore the concept and connect with their life)
1. Do you have freedom at home to do whatever you want to do?
2. Do you have freedom at your school to behave as you like?
3. What do you like to have? Freedom or restrictions?
4. In which aspects of life you need freedom?
Explicit Teaching/Teacher Group Work (We Do) Independent Work (You Do) Notes for:
Modelling ● Using textbook
(I Do) prompts and activities
--Model reading by the --read in groups to make the --participates actively in the for each of the
teacher; segment wise uncleared concepts in activities suggested by the sections
presentation by the teacher of individual reading (with the teacher i.e. individual ● Allotting time for
all A, B, C readings (Reading help of the given glossary) reading, group reading, students to ask
Texts and the Poem collaborative reading, and responding to
rhythmically) conversations etc. students’ queries
● Asking open-ended
questions
beyond textbook
--makes the students to --identify synonyms and --does the exercises given content
identify the appropriate appropriate forms of the in the reader on synonyms ● Allotting time for
synonyms and appropriate words and appropriate forms of group activities
forms of the words the words and helping students
engaged with
tasks
--transacts the concept of --identify the defining --does the textual exercises it more
defining relative clauses and relative clauses and noun in the reader on his own ● Giving targeted
the noun phrases and makes phrases and write them in the feedback and
them to fill the given table in table appreciation to
the reader students
● Managing student’s
--conducts a brainstorming --participate in the -- finds answers to the behaviour during
session to get the answers for brainstorming session given questions under activities
the given questions under conducted by the teacher writing and put them on the
writing paper

--sensitizes them to write --talk about the incident of --writes an essay on one of
about an incident of discrimination with the group the incidents of
discrimination the students members discrimination he/she
witnessed in their life witnessed

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--presents them the given text
and the table for study skills
and asks them to go through
the text and fill in the table
--makes them listen to ‘speech --listen to the speech and
of Subhash Chandra Bose’ and answer the questions orally
makes them to answer the
questions orally
--recites the poem
rhythmically and explains the
concept stanza wise
--encourages them to read the
extensive reading text on their
own (An Icon of Civil Rights)
--motivates them to collect
information about the great
leaders who fought for the
freedom of our country and
arranging it in the given table
-- go through the given text
and pick out the information
and fill in the table
--recite the poem and get the
central idea of the poem
--read the text and try to
understand the text with the
help of the other group
members
--collect information and
arrange it in the given table
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--fills in the table picking
out the information from
the text
--tries to listen to such
speeches to understand
English language and to
develop listening skills
--recites the poem on his
own and talks about the
central idea of the poem
--reads the text on his own
and develops interest to
read other books
--gets to know the leaders
and the movements they
lead and participated in the
freedom movement
Check For Understanding Questions TLMs
(Digital + Print)
1.Factual: (A Long Walk to Freedom)
❖ Reader
1. What are the twin obligations mentioned in the above passage?
2. In what kind of society a man can fulfil both these obligations? ❖ PPTs
3. Who were punished and isolated in South Africa?
❖ Glossary chart
4. What did the speaker begin to learn?
5. What did the speaker discover as a young man?
❖ Chart(for additional
B. (Freedom)
grammar practice
6. Who is the author of the above poem?
exercises)
7. Which kind of freedom did the poet claim for his motherland?
8. Which is bending our head? ❖ Worksheets on synonyms and
9. What were you fasten yourself with in night’s stillness? defining relative clauses
C. An Icon of Civil Rights
10. When did Martin Luther King deliver his speech? ❖ Pictures of Nelson Mandela,
11. What kind of injustice are the Negroes facing in the USA? Rabindranath Tagore and Martin
12. What are Negroes fighting for? Luther King.

2. Open Ended /Critical Thinking: (A Long Walk to Freedom) (Video lesson of A Long Walk to
1. Why is it impossible for the speaker to fulfil these twin Freedom)
obligation in a country like South Africa?
2. What did the speaker find in the process of attempting to serve
his people? https://www.youtube.com/watch?v=SCQDbXgz8UI
3. What are the transitory freedoms mentioned in the above text?
4. Why did the speaker join the African National Congress?
5. As a student what kind of freedom do you want?
B. Freedom (Video lesson of the poem
6. Whose sails are weakly yielded to the blind uncertain winds? ‘Freedom)
7. How was the world described in the poem?
8. Do you think we are all free from fear? What kind of fears are https://www.youtube.com/watch?v=au4Oi08ZjYo
haunting of life?
C. An Icon of Civil Rights
9. The speaker talks about ‘a creative battle’ in his speech. What
does the speaker mean by this phrase?
10. Do you think that this is an emotive speech? Pick out the
expressions that show that it is emotive speech?

Student Practice Questions & Activities

(Exercises from workbook / textbooks/ blackboard)
1. Do the vocabulary exercises given at page nos. 115, 116
2. Do the grammar exercises given at page no. 116, 117
3. Write a speech on the Independence Day.
4. Write an essay on the incident of discrimination you witnessed.
Assessment
(Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for assessment).

1. Identify the defining relative clause in the given work sheet (worksheet should be provided) 2 What is the central
idea of the poem ‘freedom.’

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