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Meenu innovative lesson plan
- 1. INNOVATIVE LESSON PLAN Learners Outcome:- Can read and understand a prose text, helps to enrich vocabulary by identifying the meaning of words from the context, refer to a glossary or dictionary to find out the meaning of unfamiliar words, can effectively communicate in the target language, can construct language discourses like narrative,conversation, character sketch,story map etc. Brief idea about the content:- Hasegawa Takejiros The Boy who Drew Cats is a Japanese folk tale in which a small boy who is a Name of the Teacher : Meenu S Standard : VIII Name of the School : Govt. Higher Secondary School, Balaramapuram Strength : 30 Subject : English Date : Unit : I. Hues and Views Period : Sub-unit : The Boy who Drew Cats Duration: Issue : Art Sub-issue : Art and Life Dedication to art
- 2. painter, who knows todraw only cats. Atfirst, he has to suffer a lot but finally his art saves his life.The story glorifies art which ultimately helps in the realisation of the self. Previousknowledge ofthelearner:- The learner already familiar with folk tale and were interested in the characters and events appeared in folk tale. They also understand the power of art in ones life. Teachingmaterials Course book, source book, Blackboard, and chart. Learning outcome Teacher tries to maintaina good relationshipwith the learner by asking some questionsrelatedto their interest and favorites. Teacher then collect the students view or idea about the term folk tale and ask to mention the names of their favorite folk tale. Teacher shows the picture of some folk tales. Also explainabout the folk tale and its main features in the help of chart.
- 3. Folk Tale A Folktale is an old story that has been told and retold, having been passed from generation to generation by word of mouth until it was written down. Many folktales begin with the words Once upon a time or Long ago and far away. The story is told from the third-person point of view with the pronouns he, she, it, or they rather than the first person I that is used to talk about the characters.
- 4. After that the teacher draws the attention of the leaner to the story named TheBoy Who Drew Cats and also provides a chart about the detailsof the author Hasegawa Takejiro. With the effective introductionabout the story the teacher read the content of the passage and then describes the meaning of the sentence. Teacher write down some difficultword from the passage on the blackboardlike:- HASEGAWA TAKEJIRO Was an innovative Japanese publisher specializing in books in European languages on Japanese subjects. He employed leading foreign residents as translators noted Japanese artists as illustrators, and became a leading purveyor of export books and publications for foreign residents in Japan.
- 5. If the learner found any other difficult words, they can directly ask with the teacher or can refer the pocket dictionary. Then the teacher allows some learners to read the passage loudly. Afterthat the teacher arranges the students into groups and then asks to discuss the content and also teacher asks some questions about the lesson to each group like:- ^Which lesson did you studied? Meanings Farmer -A person who owns or manages a farm Acolyte-A person who helps a priestin certain religious Ceremonies. Lad - child or a boy Obedient -doing whatyou are told to do; willing to obey. Fault-the responsibility for something wrong that has happened or been done
- 6. ^Who is the author of the story? ^Why did the parents take the boy to the priest? ^Did the priest agreed to take the boy as an acolyte? ^How did the priest agreed to make him as an acolyte? After that the teacher gave the question:- And asks them to construct a paragraph about their views. Then the teacher consolidates the learnt portion and gives them a work to do at home:- ~write a paragraph on the fault of the little boy? Home work Write a short paragraph on the Description of the Younger boy INtroduced in the Story, T The boy Who drew cats.
- 7. THANK YOU