Teaching manuel

1. TEACHING MANUEL – ICT
Content Analysis: ‘To My Nanny’ is the poem written by Alexander
Pushkin. The poem is the poet’s loving tribute to his Nanny- the nurse
who was the dear doting sweetheart of his childhood. What the poem
contains mainly is the picture of his nanny who waits eagerly and
anxiously for the boy to turn up. Pushkin greatly thankful to his nanny
who is not his mother but a surrogated mother.
Name of Teacher : Beena Babu. B
Name of the school : Standard : IX
Subject : English Strength :
Unit : I, Roots Period :
Sub unit : To my Nanny (poem) Duration : 45 minutes
Issue : The issue related to culture Date :
Sub issue : weakening of family ties,
Issues related to the aged

2. CURRICULAR STATEMENTS : The learner,
1) reads and enjoys the literary text.
2) reads the poem related with the theme of
Parental love
3)understands the value of relationship
4) engages in group activity and presentation
PRE-REQUISITES : The learner,
1) have learnt simple poems and the theme
2) is familiar with the theme of parental love
3) improves imaginative and thinking ability
TEACHING LEARNING RESOURCESS :
1 Blackboard - (showing Title of the poem ,name of the author and word
meanings)
2 Picture - (showing the picture of the author)
3 Flashcard - ( showing difficult words)
4 Roller board -(showing scaffolding questions)
5 Lap top - (slide show of the poem)
REFERENCE
1 Course Book std IX, page no : 27-28
2 Source Book std IX, page no : 54
3 Oxford English Dictionary, page no : 218,647

3. CLASSROOM INTERACTION PROCEDURE ASSESSMENT /EXPECTED
RESPONSES
INFORMAL INTERACTION
The teacher engages in an informal talk with
the students to create a good rapport with
them
Good morning
Have you had your breakfast?
Are you all happy today?
Do you like poems?
ENTRY ACTIVITY
As an introduction, teacher enquires about
their family members. Teacher asks
questions like,
1. To whom in your family do you like the
most? Why?
2. Do you like your grandparents?
3. Do you like Grandma or Grandpa most?
LINK TALK
Teacher shows a picture of a Nanny and asks
them to points out some features. The
character of the grand mother is linked to
the poem. Then teacher introduces the
poem’ To my Nanny’ to the students.
Teacher displays a chart with the photograph
and short profile of the author.
Students interacted well with the
teacher during the initial
interaction.
Teacher collects responses from
the students.
The students interacted well
about their family.
Students attentively listened to
the teacher. Students carefully
grasped the title of the poem.
The details of the author too was
well listened by the pupil

4. Title of the poem and the name of the author
is written on the black board
TO MY NANNY
ALEXANDER PUSHKIN
MICROPROCESSING OF THE INPUT
MODEL READING BY THE TEACHER
Teacher recites the poem with correct
stress, pronunciation, intonation, rhythm and
in meaningful units. The theme and the
necessary details are also forwarded to the
students
Teacher shows the picturisation of each
line in the poem.
Students listened to the model
reading by the teacher with
much attention .The students
carefully listened to the
explanations provided by the
teachers
Students carefully watched the
images and read each line.

7. SILENT READING BY THE PUPIL
Teacher asks the pupils to read the poem
‘To my Nanny’ silently with much
comprehension
TRACK READING BY THE PUPIL
Students are asked to read the poem ‘To my
Nanny’ individually and silently and also
asked to mark accordingly to put tick mark
for known words , question mark (?) for
unknown words and an exclamation mark(!)
for interesting or surprising words
SITTING AND SHARING WITH PEERS
Teacher asks the students to sit in groups
and to share their ideas with the group
members
Students read the poem silently
and individually.
Students read the poem and
they marked according to the
teachers instruction

8. GLOSSARY REFERENCE
Teacher asks the students to refer the
glossary to find out the meaning of difficult
words. If the students need further
clarifications the teacher intervenes and
provides teaching aids to get right meaning
of the words. The difficult words are,
Companion, crumbling, oppress
 Companion : friend or someone whom
you spend time with
Example : Raju and Radha were close
companions
 Crumbling : to break something in to
very small pieces
Example : The buildings are crumbling due to
earthquake
 Oppress: to treat unfairly or cruelly.
Example: The drunken husband oppressed
his wife cruelly.
COLLABORATIVE LEARNING
Students are asked to form groups and
share their ideas in with peers .Then the
teacher shows the power point presentation
of the poem’ To my Nanny’
MEGAPHONING THE DOUBTS
Teacher goes to each group and
megaphones their doubts and help them
Students shared their ideas with
the peers actively.
Students referred the glossary to
find out the meaning of difficult
words
Students understood the
meaning well by referring the
glossary
Students formed groups and
shared their ideas among
themselves
Students mega phoned their
doubts to each other.

9. understand clearly.
FACILITATION BY THE TEACHER
Teacher helps to clarify the difficult areas
which no groups could effectively tackle.
Teacher also explains the difficult areas.
SECOND MODEL READING BY THE TEACHER
Teacher recites the poem once again with
correct pronunciation, stress, intonation,
rhythm and feeling
SCAFFOLDING QUESTIONS
In order to make the content more clear
teacher asks scaffolding questions to the
students.
1) Who is the author of the poem?
2) Who was the poet’s friend when he was a
child?
3) Did he have any other companion then?
4) Which are the lines that visualize the
location of the house?
5) Why did nanny blame the clock?
PRESENTATION BY THE PUPIL
Teacher randomly selects the students
Students listened carefully to the
facilitations provided by the
teacher
Students presented their
answers well to the scaffolding
questions asked by the teacher
The students presented their

10. from each group and they are asked to
present the answers for the scaffolding
questions
Appreciation of the poem
Teacher explains the poetic devices used in
the poem. Teacher asks the students to list
out the rhyming words from the poem and
also the images that get from the poem.
LOUD READING BY THE STUDENTS
Teacher makes the students to recite the
poem aloud with correct pronunciation
stress ,intonation, rhythm and feeling
DISCOURSE CONSTRUCTION,EDITING AND
PRESENTATION
Teacher asks the students to sit in groups
and write a profile of Alexander Pushkin. The
teacher directs each group to present what
they have written and selects the best and
asks them to read it aloud and the students
are asked to edit it
Alexander Pushkin
Alexander Pushkin was born on June 6 1977
in Moscow. He was a well known Russian
poet, short story writer and playwright. His
answers well to the scaffolding
questions.
Students actively participated in
the discourse construction.

11. major work was ‘Eugene Onegin’, it was a
famous poem. His other major works are
Boris Godunov (drama), The Queen of spades
etc. He died on 10 February 1837 at saint
Petersburg
GENERALISATION AND CONCLUSION
Teacher summarizes the lesson with the
help of the students. In this beautiful poem
Alexander Pushkin depicts the loving feelings
of a boy about his dear nanny who loved him
so dearly. And here you can see how
intensely a boy remembers an old lady who
took care of him in his childhood.
ASSIGNMENT
Write about your own childhood companion?
Students helped the teacher to
summaries the poem and
carefully listened to the
conclusion by the teacher.