LESSON PLAN

NAME OF THE TEACHER: SIMI MARTIN STD: IX

NAME OF THE SCHOOL : ST JOSEPHS CONVENT GHSS STR: 50/50
SUBJECT : ENGLISH PERIOD: VI
UNIT: I, ROOTS DURATION :40 mts
SUB-UNIT: SHORT STORY, THE TATTERED BLANKET DATE: 25-06-2014
THEME: LIFE DRIVEN BY NARROW-MINDED AND EXTREMELY SELFISH MOTIVES

CURRICULAR STATEMENT: -
To develop comprehension skills in English language, to analyse the short story and identify its
theme and features through track reading, group discussion, teacher-pupil interaction and
language activities.

LEARNING OUTCOMES
The pupil: -
1. Listens to and read short stories and narratives.
2. Takes part in discussions
3. Locates the new words in the passage and the meaning from the glossary.
4. Shares with the peers, the idea contained in the passage.
5. Make self assessment on reading skill.
CONTENT ANALYSIS:
The short story The Tattered Blanket by Kamala Das focuses on the strained relationship that
may occur in many a family.
LINGUISTICS:
Vocabulary learning, rewriting sentences, phrasal verbs
PRE-REQUISITES:
The pupil:-
1. Has read or heard short stories.
2. Have the knowledge of English language.
3. Know to communicate ideas in simple English.
4. Has an idea about verbs.
TEACHING LEARNING RESOURCES:-
Chart, Picture, Video of the short story, Source book of IX, Course book of IX, Oxford English
Dictionary, High School English Grammar.
FORMATIVE EVALUATION PROCEDURE:-
Review and Follow-up activities
CLASSROOM INTERACTION
PROCEDURE
PUPIL RESPONSES
INITIAL INTERACTION:-
Teacher commences the class by
interacting with them in an informal way to
create a conducive environment to keep the
learning process active.
(i) Do you like stories?
(ii) Do you prefer fairy tales or fables?
(iii) Name some short stories you have
read?

ENTRY ACTIVITY:-
The teacher asks the students about
their families and their opinions about the
weakening of family ties in present day. Shows
some relevant pictures.


The students were attentive and listened
carefully to the teacher.


Yes, of course.
Fairy tales, fables, thrillers etc.
Cinderella, Panchatantra tales.



They gave their own opinions.


























LINK TALK:-

The teacher shows the picture of
Madhavikutty and asks the learners to identify
the author.





























Almost all the learners were familiar with
Madhavikutty.



















Kamala Surayya (formerly known as
Kamala Das)
Born March 31, 1934
Punnayurkulam, Malabar District, Madras
Presidency, British India
Died May 31, 2009 (aged 75)
Pune, Maharashtra, India
Pen name Madhavikkutty
Occupation Poet, novelist, short story
writer
Nationality Indian
Genre Poetry, novel, short story, memoirs
Notable awards Ezhuthachchan Puraskaram,
Vayalar Award, Sahitya Akademi Award,
Asan World Prize, Asian Poetry Prize, Kent
Award
Spouse K. Madhava Das
Children
Madhav Das Nalapat
Chinnen Das
Jayasurya Das
Relatives
Balamani Amma (mother)
V. M. Nair (father)
Nalapat Narayana Menon (grand uncle)





















































Teacher introduces the new story The
Tattered Blanket by Madhavikutty and reveals
the main theme of the story with connection to
the entry activity.

TATTERED BLANKET.mp4



MICRO PROCESSING OF THE INPUT
INDIVIDUAL READING.
The learners were asked to read silently.

KEEPING TRACK OF READING
The pupils are asked to read the first
page of the story and mark ? !
accordingly.

GROUP DISCUSSIONS:-
The learners are asked to form into
groups and share their ideas about the content
that they have read.

GLOSSARY REFERENCE:-
Students are asked to refer glossary
for finding the meaning of difficult words.

MEGA PHONING DOUBTS TO OTHER
GROUPS:-
The groups are allowed to mega
phone their doubts to other groups, if they have
any difficulty to understand the content area.


SCAFFOLDING QUESTIONS:
Teacher asks scaffolding questions
to the whole class initiating them to the better
understanding of the story.
(i) Pick out the sentence which shows
the pathetic condition of the
mother.
(ii) Why didnt the mother recognize
her son?

















The students vigorously read according to the
instructions given by the teacher.



Each group found to be active.




Words like futile, huddle up, grating,
awkwardly.



Group III raised their doubt to Group II.





The students were ready to give out answers.


Mother making a futile attempt to get up.


Mother is in illness associated with old age.


PRESENTATION BY THE PUPIL:-
Each group is allowed to present
their answers. One student from each group
comes forward and presents the answers from
the scaffolding questions
The teacher effectively tackled the
questions, which the learners found difficult to
solve.

LANGUAGE ACTIVITY I:-
The teacher gives examples and
explains what a phrasal verb is?
Then she shows a chart containing
phrasal verbs and the verb get. She asks them
to identify the phrasal verbs from the passage.

LANGUAGE ACTIVITY II:-
The learners are again asked to
construct five more sentences with the above
phrasal verbs.
ASSESSMENT ON READING:-
Students are asked to self assessment
on reading.

REVIEW:
In order to get a feedback and to know
the level of comprehension.
(i) Who arrived unexpectedly?
(ii) Who was lying in an armchair?
(iii) Why Gopi came?
(iv) Who is Kamalam?
(v) Where was the meeting?




Most of the students gave the right answer.








All students were found to be active
throughout the session.





Majority of the learners came out with correct
answers.


Most of them were found to be successful in
reading.




Gopi
Mother
To attend a meeting.
Gopis elder sister.
In Thiruvananthapuram.


FOLLOW-UP ACTIVITIES:-
(1) Read the biography of Madhavikutty.
(2) Find out ten other phrasal verbs
(3) Write your own feelings when you face such a situation like the one in the storys first page.