02 Lesson Plans based on Models like AOM, CAM and, Synetics.

02. Model Based Lesson Plans

Dear Friends
     Here are a few Teaching Manuals/ Lesson Plans based on Models like AOM, CAM and, Synetics.. Role-play and Direct Instructional Models will be uploaded as soon as  it is received from one of our colleagues. These were prepared and used for demonstration earlier by myself..

01 TEACHING MANUAL ON ADVANCE ORGANIZER MODEL Name of the Teacher : E K Jijan                                                                            Std.    :    VIII Name of the School   : Mount Tabor G H S S, Pathanapuram                              Date   :    17/06/2011       Name of the Subject  : English                                                                              Time  :    45 mts. Topic                        :  Correct use of Auxiliaries Sub -Topic               :  Use of Modal Auxiliaries
Focus / Learning Objectives  : The learner, (1) develops an understanding of Modal auxiliaries and their usage. (2) discriminates modal auxiliaries from helping verbs Concept :  Modal Auxiliaries CONTENT ANALYSIS :  An auxiliary is a verb used to form tenses moods voices etc. of other verbs. They are of two kinds: Modal auxiliaries and Primary auxiliaries. Modal auxiliaries are used to express requests, offers, probability, possibility, ability, permission, obligation, necessity etc. Pre-requests :  They know the different helping verbs (primary auxiliaries)which are used to form the different tenses and voices of other verbs. Learning materials : charts
Syntax
Phases of the Model / Learning Experience	Learning Outcome
INTRODUCTION:     Phase I  -    Presentation of the Advance Organiser Tr : Today we are going to study the Modal auxiliaries. You know an Auxiliary is a helping verb which is used to form tenses, moods, voices etc of other verbs. They are generally of two types. (1) The primary auxiliaries (helping verbs) which are used to form the different tenses, and (2) Modal auxiliaries which are used to express requests, offers, probability, possibility, ability, permission, obligation, necessity etc. The modal auxiliaries are will, would, shall, should, can,  could, may, might, must, ought to, used to, need and dare. Phase II -   Presentation of the Learning task  Tr: Writes a few sentences on the b.b. (a) Give out the books! (b) Could you give out the books? (c) Clean the black board! (d) Would you clean the black board ? Tr : Look at the sentences on the black board. Which will you use when you talk to your teacher/friend? And why? Lr.: When we talk to our teacher we will use sentence (b) and (d) because they are more polite. Tr :   Gives   more   clarification   through   the   following examples. Eg: 1 .to express permission as o   May I come in Sir? o   You may go now o   You might do me a favour 2.   to express possibility/probability as o   His plan may succeed. o   His statement can be true. o   He might be at home now. 3.   to express necessity/obligation as o   You must be back by evening. o   You must clear your accounts before leaving. Tr : Presents a chart in which the following sentences are written (1) You can't park here. (2) You should leave your shoes out. (3) You can pay at the counter. (4) You mustn't smoke here. (5) You mustn't walk on the grass. Tr : Analyse the sentences and find out what they express   Probability, prohibition, possibility, ability, permission, obligation, necessity etc.. Lr.1. : Sentences 1,4,5 - Prohibition Lr.2 :Sent. 2 - obligation, Sentences 3 -  Permission Tr : Presents another chart: (1) Don't park here (2) Do leave your shoes out (3) Do pay at the counter (4) Don't smoke here (5) Don't walk on the grass. (6) Do leave your belongings here. Tr : How are these sentences different from those on the first chart? Lr.: These sentences are instructions with primary auxiliary, 'do' which means same as in first set of sentences. The first set uses modals to clear the idea expressed. Tr.: Go through the following sentences and point out the idea conveyed by the modals in these sentences. (1) I must not take those pills. (= I'am not allowed) (2) I need not take those pills.                            (= It is not compulsory but I may if I wish) (3) You should have taken your keys.                           (= You are to blame for leaving them) (4) You might/could have lost your keys at the cinema.                          (= It is possible that you left your keys at the cinema) (5) You must have left your keys at home.                        (= I think you probably left your keys at home) Lr. : Gives the meanings as given in brackets.  T: Is the meaning same in the both the sentences? Phase: Three - Strengthening the Cognitive Structure T: Can you give a summary of the major item we have studied? Lr. : Modal auxiliaries are verbs used to express requests, offers permission, possibility, probability, obligation necessity etc. The words may, might, can, could, must, shall, should, will, would, ought to, need, dare and used to are modal auxiliaries. T: Can you give some examples of modal auxiliaries?  Lr. : Give examples like: Ø  Ability-  It is possible for me to swim across the pool.                                (=1 can swim across the pool) Ø  A formal and polite request. - May I go home? Ø  an obligation –  All students must attend the morning assembly. T: Write down a few more sentences with each bf the modal.	Clarifies the aims of the lesson. Orientation to the existing cognitive structure. Presents advance organizer. Verbalises the attributes of the /earning matter. Promoting active reception /earning by asking the students how the learning material supports the concepts in the subsumer. Promoting active reception learning by asking the students to identify idea expressed. Promoting active reception learning by asking the students how the learning material supports the concepts in thesubunit. Students describe how to new learning material supports the concept in thesubunit. Students give the correct meaning Students give their points of view Promoting active thinking skills Verbalises the essence of the learning material. Asks     for     additional examples of the concept. Asks to generate examples of the concept.
Social System :   Highly structured. However requires active collaboration between teacher and learner. Principles of Reaction :  1.  Negotiation of meaning 2. Responsively connecting organiser and material. Support System :   Well-organised material is the critical support requirement of this model. The effectiveness of the advance organizer depends on an integral and appropriate relationship between the conceptual organizer and the content. This model provides guidelines for building or reorganising instructional material. Instructional and Nurturant Effects :  The advance organizer model is especially useful to structure extended curriculum sequences or courses and to instruct students systematically in the key ideas of a field. The model can also be shaped to teach the skills of effective reception learning. Critical thinking and cognitive reorganisation can be explained to the learners. The model increases effectiveness in reading and watching films, and in other "reception" activities. E K Jijan, Asst. Professor  Mount Tabor Training College Pathanapuram *ekjijan@gmail.com* 01 02.TEACHING MANUAL ON RECEPTION MODEL OF CONCEPT ATTAINMENT Name of the Teacher : E K Jijan                                                                            Std.    :    VIII Name of the School   : Mount Tabor G H S S, Pathanapuram                              Date   :    11/06/2012       Name of the Subject  : English                                                                              Time  :    45 mts. Topic / Concept               : Abstract Noun (Grammar) Focus / Learning Objectives  : The learner, 1. thinks inductively so that, given a set of examples (abstract nouns) and contrasting instances (non-abstract nouns), they will identify the defining characteristics of abstract nouns. 2. identifies and categorizes the abstract nouns. 3. examines and uses correctly abstract nouns in their speech and writing. Concept : Abstract noun CONCEPT ANALYSIS: An Abstract noun is the name of a quality, action or state considered apart from the object to which it belongs-formed from adjectives, verbs and common nouns.       Mount Tabor     ekjijan@gmail.com Pre-requests : knowledge of ‘noun’ as a part of speech and other parts of speech. Learning materials : charts                  Positive exemplars : charts/ pictures for teaching Abstract noun                  Negative exemplars : charts/ pictures for other kinds of noun Syntax Phases of the Model / Learning Activities Input & output processes INTRODUCTION: Teacher will explain to the students that they are going to explore an important grammatical concept by comparing some examples of the concept with some contrasting instances. Their task is to figure out what the examples have in common, and how the examples differ from the contrasting instances, or “non-examples.”     Phase I  -    Presentation of data and Identification of Attributes   Tr. : Today we will play a game. I will show you a chart. It contains positive and negative examples of a particular concept in grammar. Go through the chart, compare the examples and form your hypotheses about the concept. Tr. : Presents the chart. The words underlined are positive examples. hard white wise kind good brave hardness whiteness wisdom kindness goodness bravery Tr. : You examine carefully each pair and find out what is common in           positive examples. H1 : They are derivatives of negative examples. H2 : They represent quality of a person or a thing. Tr. : Yes, now you examine the following set of words. laugh grow move hate judge obey Laughter Growth Movement Hatred Judgement obedience Lr. :They are also derivatives of negative examples. Tr. :Do they represent the same quality? H3 :No, They are names of some action. Tr. : Now look at the third set of examples. child boy young slave sick die childhood boyhood youth slavery sickness death H4 :   They are words representing some state. Tr. :  Yes, all the positive examples given represent some quality,            action or state.     These words which name a quality, action or state are called abstract nouns.   Phase II -        Testing Attainment of the Concept Tr. presents a chart in which unlabelled examples are given. Ask the students to locate the abstract nouns from it. pilgrimage woman cruelty length deep prudent departure pirate bankruptcy kingdom discovery judgement Tr. Make abstract nouns from the following words. (1)    lazy       (2)   cruel        (3)   brave      (4)   foolish Lr. : laziness, cruelty, bravery, foolishness Tr. : Can you give a few more examples of abstract nouns which represent quality,   state and  action. Learner writes a few more examples. Tr. : Study  the following sentences and point out the abstract nouns from them. 1.      Always speak the truth. 2.      Wisdom is better than strength. 3.      I believe in his innocence. 4.      The room is 30 ft. in length. 5.      I often think of the happy days of childhood. Phase III Analysis of Thinking Strategy   Tr. can you explain how you arrived at the concept? Lr :First we noted suffixes added to the negative examples. Then we thought about the meaning and noted that they represent quality, state or action. Finally confirmed the hypotheses after these examples. Tr. presents labelled examples. Learners   compare attributes in positive and negative examples.      First Hypothesis Second hypothesis Presents second set of labelled examples. Tr. helps with clues in the form of  questions Third Hypothesis Presents third labelled examples Fourth hypothesis       Mount Tabor     ekjijan@gmail.com   Confirms the hypotheses Learners generate examples Learners identify and underline the abstract nouns Compares and uses correctly. Students describe their thoughts. Social System :  Prior to teaching with the Reception Model of Concept attainment, the Tr. chooses the concept, selects and organizes the material into positive and negative examples. In most cases, trs. Will have to prepare egs, extract ideas and materials from texts and other sources.  The 3 major functions of the teacher during concept attainment activity are to record, prompt (cue) and present additional data. Cooperative procedures can also be used successfully. Principles of Reaction :  During the flow of the lesson the Tr. wants to be supportive of the students’ hypothesis-emphasising, that they are hypothetical in nature- and to create a dialogue in which students test their hypothesis against each other. In the latter phase of the model, the teacher wishes to turn the students’ attention toward analysis of their concepts and their thinking strategies, again being very supportive. Support System :  Concept Attainment lessons require that positive and negative examples for ‘Abstract Noun’ be presented to the students. The data source need to be known beforehand and the attributes visible. When students are presented with an example, they describe its characteristics (attributes), which can then be written in a column on a black board or keyboard.  •          Instructional and Nurturant Effects : The model contains strong elements of both instructional and nurturant values.      •            designed for instruction on specific concept •                Mount Tabor     ekjijan@gmail.com and on the nature of concept. •          Provide practice in inductive reasoning •          Improves student’s concept building strategies •          Awareness of alternative perspectives •            Sensitivity to logical reasoning in communication. •         Tolerance of ambiguity but appreciation of logic. E K Jijan, Asst. Professor  Mount Tabor Training College Pathanapuram *ekjijan@gmail.com* 01 03. TEACHING MANUAL ON SYNECTICS MODEL (A Model to Develop Creativity/ A Brain storming Tool) Name of the Teacher : E K Jijan                                                                            Std.    :    VIII Name of the School   : Mount Tabor G H S S, Pathanapuram                              Date   :    15/06/2012       Name of the Subject  : English                                                                              Time  :    45 mts. Unit                            : 1-  On the Wings of Wishes                             Area / Topic               : Creative writing on ‘Dreams’ Focus / Learning Objectives  : 1)            Mount Tabor     ekjijan@gmail.com To enhance the creativity of learners. 2)      To encourage creative responses and group cohesion. 3)      To generate fresh perspective on the topic ‘Dreams’ 4)      To prepare a write-up on ‘dreams in life’. Syntax Phases of the Model Creative Process / Learning Activities Phase I Presentation of present condition Phase II Direct Analogy Phase III Personal Analogy Phase IV Compressed Conflict Phase V New Direct Analogy Phase VI Re examination of the original task / problem. Tr: Have you learned the poem Dreams and Tagore’s story When Wishes Come True? ·         Do you have dreams and wishes of your own? Can you write a poem or a paragraph on your dream or wishes for life? What are they? Form groups and discuss. Lr 1: Dreams are about our future. Lr 2: My dream is to become a car designer. Lr 3: All dreams are not fulfilled. ……. Tr: What do you think they are like? Can you compare these dreams and wishes to something else? ·         Imagine and find something from the nature that you can compare dreams with. It can be living or nonliving things. Lr 1: Dreams are like butterflies Lr 2:They are like sea. Lr 3: birds …….train… (Learners give reasons for their analogies and finally select one from probable examples provided.) Students select for sea. Tr: Now, describe sea and tell about its attributes. [Tr. asks the scaffolding questions to encourage their description on the analogy] ·         Is it calm or violent? ·         Does it have life? ·         Is it stagnant or changing? ·         Does it give you happiness? ·         Does it give you any message? ·         Is it warm or cold? ·         Does it become a life saver or a destroyer?       Mount Tabor     ekjijan@gmail.com Lr 1: It is wild. Lr 2: Sea is seamless. Lr 3: It is blue. It provides life for fishermen. Lr 4: sea contains fish and numerous treasures. Lr 5: Icebergs are found in the sea. Lr.6 : It sometime destroys the lives of many.       Teacher asks the learner to think how he/she would feel to be the sea. Students also tell why they have that particular feeling. Tr :Imagine yourself as the sea. How do you feel like? Say, if I am the sea, I will drown no riders and islands. Lr 1: I am vast and limitless. Lr 2: I kiss the shore and embrace all rivers Lr 3: I can toss the ships and boats. Lr 4 : Children as well as grown ups like to play with me. Lr 5: I will float and swing. Lr 6: I will roar and frighten the pirates/sea robbers. Lr 7 : I will hide the sun in the night. Lr 8 : I will save the lives of many fisher men.          ( Tr. elicits and writes on black board all the key words  and descriptions)   Eg. Vast, embrace, calm, wild, frighten, soothing,        roar, float, play, warm, solemn, toss,  ice, destroy       changing, seamless, beautiful, wonderful, fantastic, sleepy,       unrealistic, exciting, strange,  provide,  stagnant Learners take their description from Phases II and III and suggest several compressed conflicts. Can you pick out some words that fights or argues with each other? Lr 1: calm - wild.    Sooth – frighten,   stagnant – float,  warm – ice  Provider/ saviour - destroyer Tr : Form some phrases poetically with these conflicting words Lr : wild calmness, destroying saviour, warming ice, playful toss,   Tr. : Which one do you think is the most suiting conflicting description?                                   Eg : destroying saviour / providing destroyer Learners generate and select another direct analogy based on the compressed conflict. Here ; rain       Mount Tabor     ekjijan@gmail.com Tr : What do you know about rain? Lr 1: The rain is exciting. Lr 2: It sustains the all living organisms. Lr 3: It sometimes become a destroyer too. Lr 4 : Rain causes the beautiful rainbow. Lr 5: It provides and generates new things. Lr 6: It is free and is a gift from the mother nature. Lr 7 : Sometimes thunder and Lightening accompany rain. Lr 8 : It makes the soil rich and fertile. Pupil response continues and the teacher writes all the words on bb.            generate, provide, sustain, exciting,            accompany, free gift, cause etc. Teacher has students move back to the original task or problem and use the task analogy and/or the entire Synectics experience. Tr: Now, let us use these words and ideas to prepare a write-up on dreams. Sit in small groups and discuss for a while before you pen down. Social System : The model is moderately structured, with the teacher initiating the sequence and guiding the use of operational mechanisms. The students, however, have freedom in their open-ended discussion as they engage in the metaphorical problem solving. Principles of Reaction : The teacher must accept all student responses to ensure that students feel no external judgement on their creative expression. He/she tries to induce psychological states likely to generate a creative response. Support System : The class requires a work space of its own and an environment in which creativity will be prized and utilized and a competent facilitator. Instructional and Nurturant Effects : The model contains strong elements of both instructional and nurturant values. Instructional : group cohesion and productivity, tools for metaphorical thinking, problem solving capacity. Nurturant : self esteem, adventurousness, achievement of curricular content. E K Jijan, Asst. Professor  Mount Tabor Training College Pathanapuram *ekjijan@gmail.com* 03   E K Jijan, Asst. Professor  Mount Tabor Training College Pathanapuram *ekjijan@gmail.com* 03

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