PERIOD PLAN READING

PERIOD: 1

CLASS: VI
SUBJECT: ENGLISH
UNIT: 8.P.T.Usha, the golden Girl
DISCOURSES: PICTURE READINDING; INTERACTION; READING

I.

PRE-READING (Trigger Picture)

Expected out comes: learners

1. Come out with their perception of the picture.
2. Talk about their understanding of the theme that is in-built in the picture as well as in the
various components of the unit.
3. Make intelligent predictions of the passage they are going to read.

Eliciting the ideas related to the theme.

writing select responses on a chart.
Reading the words, phrases and sentences written on the chart by the learners.
Teaching Learning Strategies
Instructions
Interaction
Look at the
1. Which sport is shown in the picture?
picture
2. Do you know who she is?
carefully and
3. Can you name some sports
answer my
women/men you know?
questions.
4. Do you want to become famous like
Think ,
her?
discuss in
5. What sort of thing do you think
pairs and tell
would help some one become
me.
famous?
6. Do you know about anybody? For
eg. Sachin Tendulkar.
7. Do you want to know about
P.T.Usha?

TLM/response
s/resources
Picture on
page 106
In the
textbook(An
empty chart
to record the
select
responses)

Chart-1
1. Runni
ng

 Read the
words written
on the chart.

How many words did she read

correctly?
How many words written on the
chart are related to athletics? Lata,
can you underline them?

race
2. ..

After the Transaction

A.

Teachers reflections:

B.

Chidlrens performances recorded in the diary:

Period-2
II.
III.

Reading : ( paras 1 to 3)
Process steps:
Individual reading
Expected outcomes:
Individual reading
1. Children make an effort to read individually and track their own reading process.
2. They make sense of the reading passage using a number of strategies such as
Checking their predictions on the reading passage.
Locating information that they were able to pool from the interaction that has
taken place.
Guessing the meaning of words from the context and also using familiar words
as stepping stones.

A. INDIVIDUAL READING.
Giving instructions for reading
Silent reading by the students
.Facilitation by the teacher generate sub-text for the low-proficient students.

Teaching Learning strategies

Instructions/ Directions

TLM
Comprehension questions

Before reading
Read the paras 1 to 3 of passage
P.T.Usha, the olden Girl.
Use a pencil to put a tick against the
lines you are able to understand.
You may put a question mark against
the line that contain parts you are not
able to understand.
Pick out the important events in this
part of the story.
Put a star against the lines that you
liked the most.

Find out how this picture is

linked to the text?
Who is she?
What is her speciality?

To develop sub-text
While reading
*Dont worry if you were not able to read and
understand the whole passage.
*Try to guess the meaning of the unfamiliar
words.
*Please do not consult any one at this point.
You can put question mark wherever you
faced difficulty.
*Sometimes the glossary may help you.

Now read the passage once again taking the

help of sub-text and glossary.

Where is P.T.Usha from?

When and where was she
born?
What happened in November
1973?
What magical words did she
hear from her master?

Children, have you

understood the passage?
Answer my questions.
When and where was Usha
born?
What is the name of the
dedicated physical education
teacher?
When did he recognize
Ushas talent?
What did he observe?
How did he encourage her?

Pictures of P.T.
Usha
Glossary:

Sub-text (chart3)
.
P.T.Usha , a village
girl, was born on
20th may 1964 in
kerala.
Balakrishna ,a
physical education
Teacher
recognized her
talent..- He said,
On your marks.
Get set. Go.

Period -3
Collaborative reading
Expected outcomes: the learners should be able to
Use the glossary given to them and share ideas.
Make sense of the reading passage through collaboration
Reflect on the passage they have read.

Process steps:
Sharing within the group.
Using the glossary and dictionary
Sharing between the groups
Checking comprehension
Teaching Learning strategies
Instructions/ Directions

you have tried to read the first part of

the story. Now take turn and share with
others the events you were able to
identify. Share only one event at a time.
-when one member says the idea
others can identify the sentence that
contains this idea.
-continue sharing till you complete all
the ideas.
-now take turn and share with others
sentences/ words you were not able to
understand. I will display a chart
containing glossary that can help you.
-finally, take turn and share with others
the parts of the passage you liked the
most.
After the learners sharing their

TLM
Interactive /Comprehension
questions
After Reading

Groups, did you compete

sharing ideas you
understood?
#Did you share what you
were not able to
understand?
Did you share the parts you
liked the most?
#Group 1, are there any
words/ sentences that you
did not understand?
#Which group can help
group 1?
#Group 2, what are your
problems?

Chart -3
1. At what age was
Ushas sports
talent recognized
first? Who did it?
2.How was Usha
When her saw her
first time?
3.what do the
words ever
watchfuland
observant master
tell us about
Balakrishnan?
4.what qualities
did he observe in

individual work
Go through the questions on the chart.
Read each question and find the answer
from the passage.
Try to write original texts wherever
necessary.

Usha?
Are all your doubts cleared? 5.what were the
Then start writing the
magical words she
answers on the charts given heard for the first
to your groups.
time in her life?

After the Transaction

A.

Teachers reflections:
..
..
.

B.

Chidlrens performances recorded in the diary:

..

Period-4
C.LOUD READING
Expected outcomes: the learners learn to use
use pauses at proper places
pronounce words correctly.
read with proper pitch, tone and expression.

Process steps:
Reading aloud by the teacher.
Reading aloud by the learners in groups.
Reading by the learners for whole class.
Before teachers reading
aloud
Listen to what I am reading,
take a pencil put slashes
wherever I give pause.
Concentrate on the pitch.
observe the expressions/ feel.
Before students reading
aloud in groups
divide
Divide the passage into
various parts according to the
number of members in your
group.
#Decide among yourselves
who will read which part.
#Each one of you can take
turn and read aloud your part.
Others can offer suggestions
to make loud reading better

Open the book at 1. I am

reading the paras 1 to 3.
Listen to it running your finger
along the lines. Concentrate
on the stress and pauses.

The text book

Chart- 4
Read these words and
mark stress

Now you are going to read

aloud in your groups.
Do you want any help?

Deliverd
Daughter
Dedicated
Education
Teacher
Enquired
Department
instinctive

.
After group work
Which group wants to read
aloud for the whole class?

What changes will you like to

make if you read the passage
aloud again?
What are the points that
come to your mind?

After the Transaction

A.

Teachers reflections:
..
..
.

B.

Chidlrens performances recorded in the diary:

..

Period-5
D.EXTRAPOLATING THE TEXT
Expected outcomes: the learners

. analyze the information given and link it with their personal experience.
generate their own texts from the given text.

Process steps:
Displaying the chart containing questions
Writing the answers in groups
Group presentations
Read the text, think and

Chart-5

Try to understand the

questions properly first
and then discuss the
answers before writing
them on the chart given
to you.
Use sketch pen to write
the answers.
Write neatly, big enough
and legibly to present it
before the whole class.

construct your own text

1.what would have
from it.
happened if Balakrishnan
Write the answers on the did not see Usha?
given chart in your group. can you write a few lines
about it?
Have you completed
writing?
Which group wants to
present first?

Period 6 : Editing and teachers version

Editing
Teachers version
Teaching Learning Strategies
Instructions
Interaction
Whole class
activity

Go through
the text on
the chart and
check
whether the
theme is
relevant or
not; check
grammar,
spellings and
punctuations.

Let us edit group 1s work.

Have you found any new words?
Now check your products.
Check the ideas
Check whether there are any missing words,
or excess words?
Check the spellings.
Look at my version. Did you also write like
this?
What difference do you observe between
your work and my work?
Once again sit in groups and try to improve
your works.
Now you write it in your notebooks.

The responses recorded on

charts/bb/ TLM/teachers
version
Teachers version

If balakrishna did not see

Usha, she would not have
become a famous athlete.
There are so many people
in India who are very
talented. But most of them
do not get oppurtunities
like P.T.Usha.
Ushas success is an
example of a good and
dedicated teacher.
A

A.

Teachers reflections:
..
..
.

B.

Chidlrens performances recorded in the diary:

..

Period -7 :

GRAMMAR ( adjectives and their order in a phrase)

Expected outcomes: the learners will be able to

1. Identify describing words used in different sentences.
2. Put the adjectives in right order when there are more than one or two adjectives in
sentence.
2. .

Process steps:
1.
2.
3.
4.
5.
6.

Identifying the describing words used in the text by the students.

Writing them on a chart by the teacher
Analysing the adjectives used together by the students
understanding the rule
Doing the exercise
group presentation

Instructions
Before identifying
The words which
describe a
place/person/thing
are called adjectives.
Pick out the such
words from the text.
Underline the words.
Identify the sentences
in which two or more
describing words
used together.
After identifying
Observe the
adjectives and
identify the qualities.

Before group work

observe the table in
groups.
Add few more
adjectives under each
head in the table.
Then you do the
exercise and present
it before the class.

A.

Teaching learning strategies

Interactive questions
How do you describe your friends?
What kind of a girl was Usha as astudent?
How was she when Balakrishnan
saw her?

TLM

What quality do the words tiny

describe?
What quality does the word bright
describe?
There are some sentences on the
chart.
Can you say what the underlined
words describe in each sentence?

Size
colour
1.Suma is the tllest girl in the class.
2.She is a very bad girl.
3. Ramu is 12 years old.
4. I like red rose.
5. It is a hot day.
6. Our dining table is in oval shape.

Look at the table given on page 112.

What do you observe.
Discuss in groups and do the exercise
I given below the table.
Did you add the words?
Present them now.
Can you do the exercise now?

Teachers reflections:

Chart-1
(Describing words identified by the
students.)
Usha was a tiny village girl.
She was an extremely bright
student.

1. Tallest size
2. Bad quality
3. 12 - age
4. Red colour
5. Hot temperature
6. Oval shape
Teachers version
.
..

..
..
.

B.

Chidlrens performances recorded in the diary:

..

Note: The charts ( pupils responses and teachers version), sample student
portfolios( the individual discourse construction) and the Big books( the products
of group works), any other TLM prepared (masks etc.) should be submitted by the
students of D.Ed. along with Lesson plan. This can be considered as Activity pack
to award marks.