Lesson Plan-11

Class-12th
Duration: 30 Minutes
Date: 07.01.2021
Lesson Type: Poem Lesson
Lesson Name: An Elementary School Classroom in a Slum
Resource: NCERT (Flamingo)
Teaching Aids: PPT, Google Form.

Time Methodology Reflection

Day 1
Lesson Plan-9
Task 1
Specific Objectives: Learners will be able to-

• Understand the theme of the Poem

• Able to express their thought fluently
• Find the common topic in the quotes
• Understand importance of education.
• Learners will be able to get the meaning of the words Gusty waves, weed, pallor, stunned,
gnarled disease, Sour cream wall, civilized dome, lead sky and capes.

11-12 Teacher will show some quotes learners on her screen.

Min
1. “He who opens a school door, Closes a prison”
2. “Education is the passport to the future, for tomorrow belongs to those
who prepare for it today”
3. “A good education is like a saving account, the more you put into it,
the richer you are”
4. “Education is the key to unlocking the world, a passport to freedom.”
5. “Education is the most powerful weapon which you can use to change
the world”

Teacher will ask learners to read all the quotes and then she will ask some
questions related to quotes.

1. What is the common subject in all quotes?

2. Why education is important?
3. How education help the society?
4. How education help to reduce poverty?

There will be a discussion on some more questions-

1. Do you think all human beings should have right to good education
irrespective of their caste, class, creed, religion, sex, colour et cetera?
Why/why not?
2. Do we (Indian citizens) have this right?
3. Do all children of India have the opportunity of getting good and
healthy learning environment?
 • After the discussion teacher will give a small introduction of poet and
poem
• Teacher will negotiate the words Gusty waves, weed, pallor, stunned,
gnarled disease, Sour cream wall, civilized dome, lead sky and capes

Task 2
Specific Objectives:

• Learners will be able to read poem correctly.

• Learners will be able to get the correct intonation, pause and rhyme of the poem.
• Complete the worksheet and get the global meaning of the poem.
• Learners will be able to connect with the poem and theme.

7-8 • Teacher will recite the poem for the learners

minutes
Teacher will ask 2-3 learners to recite the poem one by one for whole class.

• Learners are asked to number the lines of the poem.

10 Global question-
minute
s 1. Who are these children?
2. Why do you think the tall girl with a weighed-down head?
3. Who is the “unlucky heir” and what has he inherited?
4. How is their life different from that of other children?
5. What is meant by “sour cream wall”?
6. What donations are there on the walls?
7. What does “lead sky” symbolized?

• Teacher will ask learners to read first two stanzas of the poem silently.
They will be given a worksheet to fill while reading the poem.

Worksheet-1

Here are some descriptions of children from the poem, Name

whose description it is

1. Head weighed down with sadness, disinterestedness or shame

or a mixture of all the three she is probably over-aged for the
class.
________________

2. A child like paper and his eyes pop out looking furtive like a
rat’s.
________________
3. A child who has inherited a disease resulting in twisted growth
of bones from his father.
 ____________

4. Right at the back of the badly lit room is a child lost in a world
of dreams. He daydreams of a squirrel’s game and about the
tree house, absents mentally from the classroom.

Pick two images each of ‘Despair’ and ‘Disease’

1.______________________________

2.______________________________

Task 3
Specific Objectives: Learner will be able to identify facts and myths.

5 • There will be a discussion about the worksheet

minutes

Lesson Plan-12
Class-12th
Duration: 30 Minutes
Date: 07.01.2021
Lesson Type: Poem Lesson
Lesson Name: An Elementary School Classroom in a Slum
Resource: NCERT (Flamingo)
Teaching Aids: PPT, Google Form.

Task-1
Specific Objective:
• Learners will be able to find differences between both type of classroom
• Learners will be able to identify contrast between the world of children and the world shown in
the pictures those were in their classroom

10 • Learners are asked to observe the pictures and find the contrast
minutes in the pictures.
Type-1
 Type-2

Teacher will ask some questions to learners regarding the pictures

1. What are differences between both type the classrooms?
2. What are the major problems learners of slum schools undergo?
 3. Does the infrastructure of classroom affect the learning? How?

If these pictures are displayed in the slum classroom. What could be the
feelings of learners who live in a slum and studies in slum school?
Task 2

Specific Objective:
• Learner will be able to recite Poem correctly.
• Learners will be able to get to know the nuances present in poem.

10-12 • Teacher will recite the poem and then ask two learners to recite the
poem
minutes

Global Questions:

1. Which two different worlds have been shown in the poem?

2. How does the world depicted on the classroom walls differ from the
world of the slum children?
3. Why does the poet feel the map in the elementary school classroom is
meaningless?
4. What does the poet say about the ‘open-handed map’
5. What is the comparison drawn with rat’s eyes?

• Learners are asked to read the first two stanzas of the poem silently and
do the worksheet.

https://docs.google.com/forms/d/e/1FAIpQLScIoGIU3k2FQQUqhCpJ-
k8UAKn_t5Yd4K4_ODPyZp2VGBf0Ow/viewform?usp=sf_link

Task 3
Specific Objectives:

• Learner will be able to understand the figure of speech.

• Learner will be able to identify the figure of speech in poem.
• Learner will be able to use the figure of speech.
10 There will be a discussion on worksheet. After that the learners will be shown some
minut slides about the poetic devices (Definition and usage) Along with that teacher will
es show two lines from the poem and learners have to identify in which line the specific
Figure of Speech has been used.