1. LESSON PLAN
Name of the teacher :Radhika.S
Name of the school :Govt K.V.H.S Ayira
Subject :English
Unit :Roots
Sub-unit :Those winter
sundays
Issue :Culture
Theme :Importance of one’s
root
Standard:1x
Division:A
Duration:45min
Strength:35
Date:07-07-2014
Curricular Objectives
->To create awareness of one’s cultural roots
->To empathise with the aged
->To read and enjoy pieces of literature like
poems, story etc.

2. ->To constructdifferent discourses
->To develop imaginative power
Pre-requisites
The pupil,
->Might know how to respectothers
->know about months, days and seasons
->Understand the value of hard work
->Know about the poet Robert Hayden
Learning Materials
->Black board
->Picture of Robert Hayden
-> Card containing activity
->Preparea description about the poem ‘Those
winter Sundays’
->Chart containing scaffolding questions
References
->Coursebook standard 1x
->sourcebook standard 1x
->Oxford English dictionary
->pronounciation dictionary

3. Classroom process Response/Assessment
Informal Interaction
The teacher engages in an informal talk with the
Students. So an to create a good rapportwith them.
Good morning
Are you happy?
Haveyou had your breakfast?
Are you comfortable in your seats?
Take your numbers.
Entry Activity
Teacher shows thepicture of a person who engages
in Various jobs on Sunday morning and asks certain
questions.
1. What do you seen in this picture?
2. What is the person doing?
3. Where are you going every Sunday morning sleep
Well or attend other works?
4. Do you like to wakeup every Sunday morning?
5. Do you like to study Sunday morning?

4. Link Talk
Teacher introduces the poem ‘Thosewinter
Sunday’s to the students. The author of the poem
‘Robert Hayden too is introduced to the students
and shows thepicture of him.
The title of the poem and the name of the
writer is written on the black board.
Those winter Sundays
Robert Hayden
Micro Processing of the input
Model reading by the Teacher
The teacher records the poem with proper
stress, intronation,voice
modulation,tone,pronounciation and
punctuation..
The theme and the necessary
details are also forwarded to the students.

5. Track reading by the pupil
Studentsare askedto readthe poemindividuallyand
silentlyandtheyare alsoaskedtomark accordingly.Thatis
theyhave to mark ( ),for whattheyhave understood, a
questionmark(?).forwhattheyhaven’t andexclamatory
mark(!) forwhat theyfoundinterestingorsurprising.
Glossary Reference
Studentsare askedtoreferthe glossaryto findoutthe
meaningof difficult words. The difficultwordsare
blaze,splinter,chronic,indifferentlyetc..
The teacheruses certainsituationforexplaining
the words.
Collaborative Learning
Studentsare askedtoform groupsand share their
ideasingroups. Studentsare alsoaskedto write downthe
personal list.
Personal wordlist.
1.Blaze
2.Splinter
3.Chronic
4.Indifferently

6. Megaphoning the doubts
Each groupgivenopportunityraise theirdoubtsto
othergroups
Facilitationby teacher
Teacherhelps toclaritythe difficult areaswhichno
groupscouldeffectivelytackle. Teacheralsoexplainsthe
difficultareas.
Scaffolding Questions
In orderto make the contentclearer, scaffolding
questionsare askedtothe students. The studentsare askedto
write downthe answers.
1. Who isthe speakerinthe poem?
2. What you mean by the ‘Sundaytoo’?
3. Do youthinkthat the poet’s fatherledalife totoil?Which
line inthe poemgivesyouananswer?
Presentationby the pupil
Studentswere selectedfromeachgrouprandomlyand
theyare askedto presentthe answersforthe scaffolding
questions.
Language Activity
Teacherassignedanactivity, ’write adescriptionabout
the poemthose winterSundays’writtenbythe RobertHayden.
Studentswhere selectedfromeachgroupandtheyare
askedto presentthe answer.

7. Assignment
Collectdifferentpoemsonthe parent –child
relationship.