Power Point Presentation

THE FAERY ISLE OF JANJIRA- Sarojini Naidu

Fain would I dwell in your faery kingdom,

O faery queen of a flowering clime,

Where life glides by to a delicate measure,

With the glamour and grace of a far-off time.

Fain would I dwell where your wild doves wander,

Your palm-woods burgeon and sea-winds sing......

Lulled by the tune of the rhythmic waters,

In your Island of Bliss it is always spring.

COROMANDAL FISHERS - Sarojini Naidu

  Rise, brothers, rise, the wakening skies pray to

  the morning light,

  The wind lies asleep in the arms of the dawn

  like a child that has cried all night.                      2

  Come, let us gather our nets from the shore, and

  set our catamarans free,

  To capture the leaping wealth of the tide, for

  we are the sons of the sea!                                     4

  No longer delay, let us hasten away in the track

  of the seagull’s call,

  The sea is our mother, the cloud is our brother,

  the waves are our comrades all.                            6

Dawn (n)- the first light of day

Coromandal (n)- the south-east coast of India on the Bay of Bengal

Catamarans (n)- logs of wood tied together as raft

Seagull (n)- a seabird with long wings 

Comrade (n)- a companion or associate

1.  Who is the speaker of the poem? Who does he address?

Ans: A fisherman / the leader of the group of fishermen. He addresses his friends / comrades / brothers. 

2.  What does the speaker ask his friends to do?

Ans: The speaker asks his friends to wake up / rise.

3.  The speaker has other friends than his fellow fishermen. Who are they?

Ans: The cloud and the waves.

4.  What is the leaping wealth of the tide?

Ans: The fish is the leaping wealth of the tide.

5.  What is the wind compared to?

Ans: The wind is compared to a child that has cried all night.

Rhyming words from the first three stanzas

Light-night; free-sea; call-all.

Rhyme scheme for the first three stanzas

aa bb cc

ACTIVITY

Match the following:

1.Wind- brother

2.Fish- mother

3.Fishermen- comrades

4.Sea- leaping wealth of the tide

5.Cloud- sons of the sea

6.Waves- a child that has cried all night

ANSWER / TEACHER’S VERSION

1.Wind- a child that has cried all night

2.Fish- leaping wealth of the tide

3.Fishermen- sons of the sea

4.Sea- mother

5.Cloud- brother

6.Waves- comrades  

ASSIGNMENT

  Imagine yourself to be a fisherman and write a small paragraph about your day to day activities.

The Mice That Set the Elephants Free

LESSON PLAN - 18
Name of the Teacher   : S. Bragatheeshwari                                                                                                   Standard     : VIII Name of the School     : G. H. S. S. Kulathoor                                                                                               Strength     : 24 Name of the Subject    : English                                                                                                                             Date          : 15-07-2014 Name of the Unit         : On Telling a Tale, Unit II                                                                                       Duration   : 45 mins Name of the Subunit    : The Mice That Set the Elephants Free (Intro., Para 1, 2)                         Period       : IV Issue                             : Lack of cohesive universal vision                           Sub Issue                      : Not realizing the importance of social mingling Curricular Statement The pupil: 1) reads and analyses literary text and identifies the theme.                  2) constructs various discourses like dialogues, narratives, slogans, reports etc.                  3) realizes the concept of universal brotherhood.                  4) creates awareness on social responsibility among citizens.                  5) thinks critically and takes one’s own stand regarding issues related to social mingling. Content Analysis              ‘The Mice That Set the Elephants Free’ is a fable translated from Sanskrit by Arthur W. Ryder. There was once a ruined village that was occupied by mice. It occupied all the holes and gaps in houses and temples. They were happily settled there in the village when suddenly, an elephant king came with his herd. On their way to the lake in search of water, the elephants crushed the rats’ faces, eyes, necks and heads. Pre- requisites The pupil: 1) might have read stories from ‘The Panchatantra’.
2) might have observed the peculiar features of a fable.                  3) might have read stories about friendship.                  4) might have experienced the worth of having true friends. Process Skills              Observation, communication, group work, interpretation and analysis. Life Skills              Effective communication, decision-making, problem solving and interpersonal relationship. Product/ Discourses              Story writing, write-ups, dialogues. Teaching Learning Resources              Picture of ruined buildings, chinks, herd of elephants, community of people, pictures of the cover page of Panchatantra, Aesop’s Fables, Katha Sarith Sagara and a chart with a story.
CLASSROOM ACTIVITY	ASSESSMENT
Informal Interaction              Teacher engages in an informal talk with the students to create a rapport with them.              Good morning to all!              Do you all read stories?              In which language do you read stories?             Do you like to read story books which have lot of pictures in it?              What is the reason why pictures are included in story books for children?              (To attract children and get them into the world of  reading). Introduction              Teacher asks a few questions to arouse interest in the learners.              Have you ever been tempted to read a book by its cover page?              What does the front page tell us about?              (It gives us hints about the stories and characters in it).              Are you familiar with books like The Panchatantra, Aesop’s Fables, Katha Sarith Sagara, Indian Fairy Tales etc?

CLASSROOM ACTIVITY

ASSESSMENT

Link Talk              Teacher again asks few questions to lead the pupils to the topic.              What type of characters do you see in such books?              (Birds and animals)              Do these stories teach you something?              (Yes)              Do you know what a fable is?           (A fable is a short narrative which teaches a moral lesson usually with animals or birds as its characters).              Now we will study about a fable called “The Mice That Set the Elephants Free”. It was translated from Sanskrit by Arthur W. Ryder. Micro Processing of the Unit              Teacher reads the passage aloud with proper pronunciation, stress, accent, intonation, modulation of voice and appropriate expressions. Then she asks the students to read silently. Individual Reading              Students read the topic silently. Track Reading              Students track down the words that they read.              Teacher asks the pupils to track the reading by marking:              familiar words or ideas with a ‘√’ mark              unfamiliar words or ideas with a ‘×’ mark              confusing words or ideas with a ‘?’ mark and                      interesting words or ideas with a ‘!’ mark.

CLASSROOM ACTIVITY

ASSESSMENT

Collaborative Learning           Teacher asks the students to sit in groups and share their ideas.              Students share their ideas with their counterparts.              Teacher goes to each group and megaphones their doubts to the entire class and helps them understand clearly. Glossary Reference with the help of the Teacher              Teacher helps the learners to share their understanding and refer the glossary and find out the meaning of difficult words. If the learner needs more clarification, the teacher intervenes and gives them appropriate situations to get the right meaning of words.       1)  Ruin (n) /ruːɪn/- spoil completely Teacher shows the picture of ruined buildings to elicit the meaning. What can you see in the picture? (Destroyed buildings) So we can say that these buildings are ruined.     2) Chinks (n) /tʃɪŋks/- small holes in a wall or between two things that join together. Teacher shows the picture of a small hole where Jerry lives and asks these questions. Do you know which cartoon is this? (Tom and Jerry) Can you say where Jerry lives in this cartoon? (In a small hole) So we can say that Jerry always lives in a chink in the cartoon.      3) Herd (n) /h3:d/- a group of animals feeding or staying together. Teacher shows the picture of a group of elephants to elicit the meaning.

CLASSROOM ACTIVITY

ASSESSMENT

What can you see in the picture ? (A group of elephants) What are the elephants doing? (Drinking water) So we can say that a herd of elephants are moving towards the lake to drink water. 4) Community (n) /kᵊmju:nᵊtI/- a body of people living in one place or united by origin, interests etc.                      Teacher shows the picture of a group of people to elicit the meaning.             What can you see in this picture?             (A group of people)             What are they doing?             (They are waving their hands)             Are these people doing a similar activity?             (Yes)         So we can see a community of people engaged in similar activity or having similar interests. Scaffolding Questions              The teacher presents a few questions related to the passage to the students and asks them to find out the answers in order to prompt the discussion and clarify the area.      1)      What kind of a village was it?       (It was a ruined village)      2)      Who were the old settlers in the village?       (Mice)      3)      Where did they occupy?       (The chinks in the floors of houses and temple)

CLASSROOM ACTIVITY

ASSESSMENT

4) Who came into the scene?           (An elephant king) 5)  As they marched, what did the elephants do?           (They crushed the faces, eyes and neck of the mice)       Teacher helps the learners establish, predict and build up thought. Students discuss what they have understood Discourse Based Construction           Teacher asks the students to wrote a small story with animals as characters. Teacher makes the students write it individually. Presentation, Editing and Refinement           Teacher asks few students to present their answers.           Teacher edits it with the teacher’s version and then group editing is done.          THE SNAKE AND THE PEACOCK             Once there lived a boastful snake in a forest. It always boasted of its power to kill all the animals and birds around. One day it happened it meet a peacock on its way. The peacock did not see the snake. The snake came down from a tree and stood in front of the peacock and said that no animal in this world can kill me. I am the most powerful. It tried to attack the peacock, but the peacock pecked the snake with its beak hardly and it died. Thus came the end of the boastful snake. Assignment          Based on any story that you have read or heard, prepare a write-up on the moral that you have learnt from it.

ICT Lesson Plan

ICT LESSON PLAN (LESSON PLAN: 16)
Name of the Teacher   : S. Bragatheeshwari                                                                                                              Standard    : VIII Name of the School     : G. H. S. S. Kulathoor                                                                                                          Strength     : 22 Name of the Subject    : English                                                                                                                                 Date           : 09-07-2014 Name of the Unit         : On the Wings of Wishes, Unit I                                                                                          Duration     : 45 mins Name of the Subunit    : Coromandal Fishers (Stanza 1, 2, 3)                                                                                   Period         : VI Issue                             : Human resource management                            Sub Issue                      : The importance of hard work and determination Content Analysis              The leader of the fishermen asks his friends to wake up and gather their nets from the shore to set the catamarans free. They are happy to say that they are the sons of the sea and so they can capture the leaping wealth of the tide (ie) fish. The leader requests his comrades to go faster in the track of the seagull’s call. The leader is also happy to announce that the sea, the cloud and the waves are all relations to them. Curricular Statement The pupil: 1) reads and analyses literary text and identifies the theme.                  2) reads and enjoys poems.                  3) constructs discourses like poems, narratives etc.                  4) understands and appreciates the concept “work is worship”.                  5) develops positive outlook on work and life.                  6) thinks critically and takes one’s own stand regarding issues related to human resource development.
Pre- requisites The pupil: 1) might know about the intimate relationship that fishermen have with the sea and their work.                  2) might have seen the earnestness that fishermen show towards their work.                  3) might have seen how these fishermen work collaboratively. Process Skills              Recitation, appreciation, group work, analysis, inferring and interpretation. Life Skills              Self awareness, empathy and interpersonal relationship. Teaching Learning Resources              The poems “The Faery Isle of Janjira”, “Coromandal Fishers”, pictures of dawn, coromandal coast and catamarans, questions for scaffolded reciting with answers, match the following and an assignment question.
CLASSROOM ACTIVITY	ASSESSMENT
Informal Interaction              Teacher informally communicates with the pupils and creates a rapport with them.              Good morning!              Did you all understand what I had taught yesterday?              Do you have any doubts regarding rhyme and rhyme scheme? Entry Activity              Teacher shows the poem “The Faery Isle of Janjira” by Sarojini Naidu to the students and asks them to find out the rhyme scheme of the poem. THE FAERY ISLE OF JANJIRA              Fain would I dwell in your faery kingdom,              O faery queen of a flowering clime,              Where life glides by to a delicate measure,              With the glamour and grace of a far-off time.

CLASSROOM ACTIVITY

ASSESSMENT

Fain would I dwell where your wild doves wander,              Your palm-woods burgeon and sea-winds sing…..              Lulled by the tune of the rhythmic waters,              In your island of Bliss it is always spring. Link Talk              So, now you all know to find out the rhyme scheme of a poem, don’t you?              Are you all ready to study the poem called “Coromandal Fishers” by Sarojini Naidu?              Teacher shows the first three stanzas of the poem and asks pupils to look into it. COROMANDAL FISHERS              Rise,  brothers,  rise, the wakening skies pray to              the morning light,              The wind lies asleep in the arms of the dawn              like a child that has cried all night.              Come, let us gather our nets from the shore, and              set our catamarans free,              To capture the leaping wealth of the tide, for              we are the sons of the sea!              No longer delay, let us hasten away in the track              of the seagull’s call.              The sea is our mother, the cloud is our brother,              the waves are our comrades all.

CLASSROOM ACTIVITY

ASSESSMENT

Micro Processing of the Unit              Teacher recites the poem aloud with correct pronunciation, stress, accent, rhythm, intonation and appropriate expressions. Individual Reading              Teacher asks the pupils to read the poem individually. Track Reading              Teacher asks the pupils to track the reading by marking:              familiar words or ideas with a ‘√’ mark              unfamiliar words or ideas with a ‘×’ mark              confusing words or ideas with a ‘?’ mark and              interesting words or ideas with a ‘!’ mark. Sharing with Pair/ Peer              Teacher asks the learners to share their ideas with their counterparts              Teacher asks the learners to sit in groups and discuss what they have understood.              Teacher goes to each group and megaphones their doubts to the entire class and helps them understand clearly. Glossary Reference with the help of the Teacher              Teacher helps the learners to refer the glossary and find out the meaning of difficult words. If the learner needs more clarification, the teacher creates more situations or introduces teaching aids to get the right meaning of words.                 1)   Dawn (n) /dɔːn/- the first light of day             Teacher shows the picture of dawn and asks the following questions.             What can you see in the picture?             (Sunrise)

CLASSROOM ACTIVITY

ASSESSMENT

At what time is ‘Suryanamaskaram’ usually done?             (Early morning when the sun first rises)             So we can say that Suryanamaskaram is done at the time of dawn.        2)  Coromandal (n) /kɒrəˈmand(ə)l/- the south-east coast of India on the Bay of Bengal             Teacher shows the picture of Indian map and asks questions to elicit the meaning.             Do you know the south-east direction?             Teacher asks pupils to point out the south-east direction on the map.             So we can say that this area on the map is the coromandal coast.        3)  Catamarans (n) /kætəməˈrænz/- logs of wood tied together as raft             Teacher shows the picture of a catamaran and asks questions to elicit the meaning.             What can you see in the picture?             (Boat)             What is it made of?             (Wood)             How are the wood pieces arranged?             (They are tied together)             So we can say that catamarans are used by fishermen for fishing. Scaffolded Reciting              Teacher gives a model recitation with correct pronunciation, stress, voice modulation, rhythm and appropriate expressions. Teacher asks scaffolded questions to make the learners predict established thoughts, important facts etc.                    1)      Who is the speaker of the poem? Who does he address?                    (A fisherman/ the leader of the group of fishermen. He addresses his friends/ comrades/ brothers) 2)      What does the speaker ask his friends to do?                    (The speaker asks his friends to wake up/ rise)

CLASSROOM ACTIVITY

ASSESSMENT

3)      The speaker has other friends than his fellow fishermen. Who are they?                    (The cloud and the waves) 4)      What is the leaping wealth of the tide?                    (The fish is the leaping wealth of the tide)                    5)      What is the wind compared to?                   (The wind is compared to a child that has cried all night) Appreciation           Teacher makes the learner identify rhyming words and rhyme scheme of the poem. Rhyming Words: Light- night, free- sea, call- all. Rhyme Scheme : aa bb cc Recitation by the Pupil           Teacher makes the pupil recite the poem aloud with correct pronunciation, stress, voice modulation and appropriate expressions. Discourse Level Activities           Teacher shows few words and asks pupils to match it with the correct meaning/ images as mentioned in the poem. 1)      Wind          - brother 2)      Fish            - mother 3)      Fishermen  - comrades 4)      Sea             - leaping wealth of the tide 5)      Cloud         - sons of the sea 6)      Waves        - a child that has cried all night

CLASSROOM ACTIVITY	ASSESSMENT
Teacher’s Version 1)      Wind         - a child that has cried all night 2)      Fish           - leaping wealth of the tide 3)      Fishermen - sons of the sea 4)      Sea            - mother 5)      Cloud        - brother 6)      Waves       - comrades Assignment Imagine yourself to be a fisherman and write a paragraph about your everyday activities.