VIJAYA HIGH SCHOOL, KAPRA
Unit-1: My Family
My Family
Unit Title & Description:
For this learning sequence, I have planned all the three
Readings of this Unit for the students of Class IX-B, C & D.
This Unit provides children with an opportunity to see
different kinds of families that might better reflect their own
experiences. So here, the target learners do a series of simple
and supported vocabulary and reading activities which lead to
them writing about their own families. At the end of this unit,
they draw pictures of their families and they make a classroom
display of their texts and pictures as a part of their Project
Work.
An Individual Presentation on the effect on his / her
learnings of the past three weeks in terms of helping
the target learners to :
Culminating Unit Assessment:
 Use family vocabulary
 Identify key language in short descriptions of
different families
 Write simple sentences about your own family
using 'I've got' and 'My family is...'
 Some learners write sentences using present
simple tense and other structures
Lesson 1: A-Reading – The Tattered Blanket
Learning Objective :
To teach students to talk about their family members
By the end of this lesson, students will be able to :
Learning Outcome(s) :
Lesson Description:
How I will know learners have
1. Talk about the members of their family
2. Talk about the member of other people’s family
3. Speak using the target vocabulary
This lesson will help the students understand what is the
real meaning of the word ‘family’ and how it varies from
time to time and gives therewith, an opportunity to decide
their criteria for a happy family.
An MCQ Test on the concept of family and about the family of
the story. (Through this, I will ensure that they are a little
comfortable with two major skills of reading – SKIMMING &
SCANNING
mastered this lesson / SUCCESS
CRITERIA :
Additional
Practice
Information/Resources:
Mastery Checks (which in fact, are nothing but three different
passage with clear instructions for the learner for identifying
the said two types of reading skills;
Lesson 2 ( B-Reading) : The Mother (A Poem)
Learning Objective:
I can understand the difference between the ‘strong words’
and ‘weak words’ and how to pronounce them in a connected
speech context
Learning Outcome :
1. I can recognize the potentially weak forms in English
(especially in a connected speech context);
2. I can recognize the words that are considered strong
words or content words in English
Lesson Description:
This second lesson of the Unit ‘My Family’ is a poem. So, it is
through proper recitation of this poem, students can
introduced to different aspects of fluent speaking such as
identifying the strong and weak words in a sentence and other
interesting figures of speech such as simile, metaphor, imagery
etc as well.
How I will know learners have
mastered this lesson / SUCCESS
CRITERIA :
1. I can rate my fluency in between 4-5 on a scale of 1
to 5 when it comes to stressing the words in a
connected speech.
2. I can now control the speed of my fluency depending
on the context and content of the talk henceforth.
3. I can now identity the possible error I make in
pronunciation at the word level and how to address
them in a given context or situation.
Additional
Information/Resources:
Practice
Mastery Checks :
1. A Passage with clear instructions for identifying the
following literary devices : Imagery, Simile, Metaphor, Rhyming
Scheme
2. Writing a paragraph on any one of their unfulfilled desire
using any one or all of the above-mentioned literary devices.
Lesson 3(C-Reading) : Little Bobby
Learning Objective:
They can explain the difference between ‘Humour’ & ‘Irony’
They can now find the minimal pairs of words in English for
better clarity in their pronunciation.
Learning Outcome(s) :
They can now perceive the difference between long-winding
sentences or short or pithy sentences in a given context.
Lesson Description:
Through a one-act play, the writer of the story throws light on
the conduct and behaviours of an ideal school-going child
and his or her aspirations.
How I will know learners have
mastered this lesson / SUCCESS
CRITERIA :
Additional
Information/Resources:
After the lesson is explained with special highlight of ‘ABC’
(Accuracy, Brevity & Clarity) of Effective writing, students will
enact the One-act play in the class with their self-prepared
dialogues for the characters they have been assigned.
Practice
Mastery Checks :
On the board write ‘My Family Tree’ - Explain the immediate
and extended family and what they consist of.
If the students grasp the concepts quickly, introduce more
extended family members, which are aunt, uncle, cousins. Place two of the pictures (grandmother and grandfather) high
up on the board - Then place the mother under them and draw
a line between them indicating they are related (say this) Continue making the family tree, with the student’s input
being requested along the way.
Once complete, talk about the relationship between the
members in more detail (i.e. father and son, mother and
daughter)
Talk about occupations/what they do, write ‘my father is a
doctor’ and ‘he is a doctor’ next the picture.
CCQs (ask at least one of each type):
Yes/No question: “Does the family tree include the immediate
and extended family?” - Discrimination Question: “Is
grandfather part of the immediate OR extended family?” Limited Answer Question: “Who are the extended family
members?”
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