Lesson Plan for Unico for June
Subject: English
Class: Unico
Topic: Snake Bite, How the Squirrel got his stripes,
Kondiba – A Hero
Instructional Objectives:
Snake Bite
 Understand the gist/theme of the lesson.
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Be able to write the summary, breaking it into paragraphs.
Think critically about the myth that all snakes are dangerous
Think critically about the superstition of people.
 Realise the importance of timely and effective communication.
How the squirrel got its stripes
 Relate to a simple story.
 Critically analyse a situation and take a decision.
 Use reasoning to form an opinion.
Kondiba – A hero
 Follow sequence in the development of a story.
 Predict events in the development of a story.
 Relate to the feeling of differently-abled people and find ways to support them.
 Read by skimming and scanning for specific information and selecting key
points for summary
Teaching process:
 Recall a situation when your silence has caused major setback to the condition
of a loved one.
 Recount an instance when a superstitious belief of the elderly in your family
has created an embarrassing situation for you.
 What are the myths associated with snakes? Narrate one.
 How would you feel when your contribution to an event put up by your class
was slighted by the rest of your class?
 Recall how a story was planned last time, stressing on the points of sequencing
and predicting the climax of an unfinished story.
 Do you think differently abled people can be self reliant and economically
independent?
 Read the lesson aloud and identify the key points in the story.
Special needs objectives.
 Understand the gist of the story
 Identify the key words in the story
Assignments and evaluation:
 Many people are afraid of snakes. Why do they fear snakes? Is their fear
justified?
 What is the best way to bust a myth?
 Why do you think that Raja’s grandfather did not allow him to speak?
 How would the story have ended if Raja’s grandfather had listened to Raja?
 What is the message that you get when you read the lesson “How the squirrel
got its stripes”? Which facet of Lord Ram’s character is highlighted here?
 How do you think differently- abled people can earn a living without
sacrificing their self respect? Do they want your empathy or do they want your
pity? Explain your answer.
 Differentiated meaning of words with similar meanings Ex: avoid and prevent
Lesson Plan for Unico
Subject: English
Class: Unico
Topic: A Circuit of Corsica, Cape Town, Luxor, Robinson Crusoe
Instructional Objectives:
 Understand the gist/theme of the lesson.
 Understand the explicit meaning
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Be able to write the summary, breaking it into paragraphs.
 Select key points to write a summary
Teaching process
 Write down words/phrases and associated ideas for the word “island” and
create a spider diagram.
 Why islands are considered attractive? What are the advantages and
disadvantages of living on an island? Scan the passage and identify words that
can be used as sub –headings.
Assignments and Evaluation
 You have become stranded on a desert island. write a description of this
imaginary island. Think about its landscape, climate, vegetation, wild life, food
and water source.
 From Robinson Crusoe predict the future problems and incidents that he might
face.
 List the main features in your home town or village and make a leaflet for
tourists. Your notes should appear as bulleted points. Group the points divide
them into sections and give a topic headline for each section.
 Of the three listed topics above which would you choose as a vacation spot?
Why?
 Resources used
Internet, Travelogues, Robinson Crusoe
 Suggestions
Lesson Plan for July
Subject: English
Group: Unico
Topics: Tall Trees (Poem), A Tiger comes to Town –Part 1& 2
Instructional Objectives:
Tall Trees
 Explain the theme of the poem.
 Pick out the words ending in similar sound (rhyming words) and explain how they
create rhythm.
 Identify personification.
A tiger comes to town - Part 1
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Follow the sequence of events as they happen.
Develop awareness that animals also have feelings
Infer the meaning of new words from the context
Identify literary expressions and infer their meaning.
Write a paragraph using sequence markers.
Use past perfect tense appropriately.
A tiger comes to town – Part 11
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Enjoy the continuation of a story.
Challenge common myths and superstitions.
Convert sentences into reported speech, use prefixes and contractions.
Understand meaning of a word from the context.
Enhance vocabulary of antonyms.
Teaching Process:
Tall Trees
 Read the poem aloud and underline the interesting words.
 Discuss the imagery these words evoke
 Discuss the human element in the poem.
 Pick out the rhyming words and how it affects the overall effect of the poem.
A Tiger comes to town – Part 1
 Read the story aloud, taking turns.
 Underline the difficult words.
 Identify the words that are relevant to the tiger that describe the tiger.
 Name the qualities which the town people bestowed on the tiger.
 Discuss the story and the reactions of the people. Are they justified(the reactions) from the tiger’s point of view and from the people’s point of view.
A tiger comes to town - Part 2
 Read aloud the story, taking turns.
 Underline the difficult or unusual/new words.
 Identify the words that characterise the master of the tiger.
 Identify the words and phrases that characterise the head master and the members of
the tiger committee.
 Discuss the story and how it is written - the introduction, body , climax or
conclusion.
Assignments and Evaluations
 Describe in your own words how personification is effective in raising the quality of
the poem. Write a poem where personification is used to enhance the overall effect
of the poem.
 What was the tiger’s view of people in the circus tent and on the streets of the town?
 What is the significance of the master’s advice to the tiger in the headmaster’s
office?
Subject: English
Group: Unico
Topics: The Big chill, A rock and a hard place , Discover hang- gliding
at
Lookout Mountain
Instructional Objectives
 Write for an audience – as a diary entry ,as a letter or an advertisement. (both
formal and informal)
Teaching Process:
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How would you define extreme sports?
What example can you think of?
What kind of people are attracted to them?
What makes the sport attractive?
Assignment and Evaluation:
 Describe, as in an informal letter , a sport you are fond of, either as a spectator
or as a participant to someone who knows nothing about it.
 Imagine you and your friend went for hang gliding at Lookout Mountain and
were not satisfied. Write a letter of complaint to the company and ask for your
money back. (Refer to the advert on page 18)
 Imagine that you are on an International Award expedition which has met
with unforeseen difficulties. Write a one- side diary entry describing your
location, situation, thoughts and difficulties.
Resources Used:
Internet, Books on Extreme sports.
Suggestion
Lesson Plan for August /September
Subject: English
Group: Unico
Topics: The Shoe shine, A Birthday letter, Nine Gold Medals (poem)
Instructional Objectives:
The Shoe shine
Instructional Objectives
 Infer that no work is below dignity.
 Correlate the role of cooperation, teamwork and interdependence to success.
 Recognise a positive attitude and creative thinking as characteristics of
successful person.
 Develop the quality of taking initiative and adapting to unforeseen situations.
 Understand that ego hassles and status consciousness would not lead to success
and happiness.
 Discuss the role of communication as an effective tool to convince others.
A Birthday letter
Instructional objectives
 Recognise the value of letter as an effective tool for communication.
 Analyse the contribution of our leaders.
 Infer the qualities exhibited by these leaders.
Nine Gold Medals
Instructional Objectives
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State how the players displayed their sensitivity towards one another.
Sum up the incident described in the poem.
Pick out words from the poem that often go together in pairs.
Identify metaphors and give their meanings.
Assignments and Evaluation:
 Write a paragraph on “Profession of my choice”. You have to give reasons for
your choice (factors that have influenced our choice), the advantages of this
profession, disadvantages if any.
 Why does Pt. Nehru say ‘make friends with the sun and work in the light’?
 Describe ‘Special Olympics’.
Subject: English
Group: Unico
Topics: Four types of composition
Instructional Objectives:
 Define the four main types of compositions.
 Differentiate the four main types of composition writing.
 Enumerate the key features of these four different methods of writing
composition namely- descriptive, narrative, discursive and argumentative giving
emphasis on descriptive writing.
Teaching Process:
 Descriptive writing may be real or imagined but the facts for it should be from
experience.
 How would you describe a thing? Draw a spider web with all the words you
might need to make an exact description.
 Identify the imagery (words and phrases that come to your mind) when you see
the picture of a tiger.
Assignments and Evaluation
 Write a haiku on two pictures of your choice.
 Draw a sketch of an ideal home and label it. Use this sketch for descriptive
composition titled “My Ideal Home”.
 Write a composition describing “My Nightmare Landscape”.
Resources
 BBC
Lesson Plan for October
Subject: English
Group: Unico
Topics: Noise: How it affects us, My Elder Brother, Indian Weavers
(poem)
Noise: How it affects us
Instructional Objectives
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Discriminate between noise and sound
Recognise avoidable and unavoidable noise
Refrain from making avoidable noise
Identify and use homophones appropriately
Define and form compound words
Form ‘wh’ questions
Make notes
Summarise a given text
Teaching process
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Discuss about the noise in the class/neighbouring class.
Enumerate the different kinds of sounds/noises.
Discuss and create a plan to bring down noise levels in class, school, home.
Read the text.
Recall homophones. Elicit some examples.
Identify the compound words in the text.
Discuss the method to summarise a text.
Discuss the method to make note.
Evaluation
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WS on ‘wh’ questions
WS on homophones and how to differentiate the meaning
Exercises from the text.
My Elder brother
Instructional Objectives
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Analyse the character of the two main characters.
Explain the interpersonal relationship between siblings.
Recognise the importance of forgiveness in relationships and inculcate it in
daily behaviour
Identify noun clauses and define their functions
Record thoughts and feelings in a diary.
Teaching process
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Discuss the relationship between the siblings.
Discuss the rivalry between siblings.
Relate the role of forgiveness in a relationship
Recall main clause and subordinate clause
Recall different kinds of subordinate clauses –noun clause, adjective clause,
adverb clause.
 Recall noun clause with examples.
 Discuss diary writing and the techniques in writing a diary. Also discuss what
goes into a diary.
Evaluation/Assignments
 Write about an incident that occurred between you and your sibling /you and
your parents were you were wrongly indicted and then you were absolved of
the ‘charges’.
 WS on main clause, subordinate clause.
 WS on different kinds of subordinate clauses.
 Exercises from the text.
Indian Weavers
Instructional Objectives
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Express your feelings effectively.
Recognise and value diversity in cultures
Enjoy the rhythm of the poem.
Discover the special language used in poems.
Use comparisons in effective writing
Identify the words used to create visual image.
Teaching Process
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Discuss the imagery used in the poem.
Discuss the use of contrasts in the poem.
Talk about the rhythm of the poem
Discuss the simile used in the poem
Discuss the use of suffixes in making new words
Discuss the use of symbolism in the poem.
Evaluation
 Write down the imagery crated by words in the poem.
 Write about the part you liked most about the poem.
Lesson Plan for October
Subject: English
Group: Unico
Topics: Reading Comprehension
Instructional Objectives
 Extending the vocabulary
 Selecting and organising material for summary
 Responding to language to show explicit and implicit reading comprehension
Teaching Process
 Read a newspaper article and get the gist -answering the questions- who,
where, what, when, why, how.
 Make a spider web of pertinent words.
 Identify the main facts
 Order the facts in the non-fiction text
 Discuss how to sequence a given text (non- fiction).
 Discuss while selecting evocative language from specified paragraphs refer
separately to each choice you make rather than making a general or vague
comment.
 Discuss why writers choose certain words and not their synonyms.
Evaluation
 Exercises from the text
Resources
 Work book
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