05 MICRO LESSON PLANs- Skills of Set Induction, Questioning, Reading & Illustrating with Egs
Mount Tabor
ekjijan@gmail.com
|
Name
of the Student-Teacher:
Teaching
Stage: Teach/Re-teach
Content/
Topic: THE MICE THAT SET THE
ELEPHANTS FREE
Class
: VIII Duration : 5-7 minutes Date:
Teacher
activity/ Behavior
|
Learner
activity/Behaviour
|
Behavior
Components
|
Teacher greets
the learners and establishes a rapport through informal interaction.
Asks children
to sit in groups. Introduce a few books to the groups such as:
Ø An Anthology
of poems
Ø An Anthology
of Short Stories
Ø A collection
of Essays
Ø An
Autobiography
Ø A Novel
Distribute a
book each to the groups and ask each group to say a few sentences about the
genre and content of the book they have at hand.
To help them
answer you may ask the
following
questions.
• What type of
book is this? (novel, poetry etc.)
•
What type of books do you like to read?
Elicit free responses.
(Showing
the collections like Panchatantra
Tales, Aesope Tales, Arabian Tales)
Can you say what type of books are
these?
o
Have you ever read or listened to
these stories?
o
Do you like to read such stories?
o
What do you mean by ‘Fables’
Explains
what a fable is.
A fable is a short narrative which teaches a moral lesson
usually with animals or birds as its characters.
Today let’s
read a fable from Panchatantra and the title of the story is ‘The
Mice that Set the Elephants Free’(bb)and it is translated from Sanskrit by Arthur W
Ryder (bb)
·
Have
you seen elephants and Mice?
·
What
is the singular form of ‘mice’?
Shows chart/
slide containing pictures.
|
Learners
reciprocates to teachers greeting.
Sit
in groups and express curiosity and enthusiasm to go through the given books.
Give
responses like:
§ A
collection of stories
§ A
collection of poems
Provide
free responses.
Observes
with keen attention and responds
Express
their doubt and confusion.
Listens
with rapt attention and grasps the idea.
Observes
the title and the name on the black board
|
Greeting & Accepting Greeting
Establishing Rapport
Ensuring facilities
Securing Attention Giving Instruction Linking with past experience Uses the device of questioning Link between introduction and main part Use of appropriate devices like black board, exhibits etc. |
Mount Tabor
ekjijan@gmail.com
|
Name
of the Student Teacher :
Teaching
Stage: Teach/Re-teach Class
:
Content:
Prose passage about a chimp which lives
in the city like human beings
Duration:
5-7 minutes Date:
Name
of the Supervisor :
Tally
|
Components
(Desirable
behaviour)
|
Rating
Scale
Poor/ Not
satisfactory/Average/ Good/ very Good
|
Greeting
& Accepting Greeting
|
1
2 3 4
5
|
|
Securing
Attention
|
1
2 3 4
5
|
|
Giving
Instruction
|
1
2 3 4
5
|
|
Establishing
Rapport
|
1
2 3 4
5
|
|
Ensuring
facilities
|
1
2 3 4
5
|
|
Linking with past experience
|
1
2 3 4
5
|
|
Link between introduction and
main part
|
1
2 3 4
5
|
|
Use of appropriate
techniques or devices like –questioning, examples, exhibits etc.
|
1
2 3 4
5
|
|
Tally
|
Components
(Undesirable
behaviour)
|
Rating
Not
at all / Very often
|
Absence of continuity
|
1
2 3 4
5
|
|
Ambiguity
|
1 2
3 4 5
|
|
Irrelevant
verbal or non-verbal behavior
|
1
2 3 4
5
|
(The proforma is meant to ascertain
the extent to which the student teacher exhibits or uses the skill)
§ Mark
tallies in the appropriate cells for the occurrence of different components of
the
skill of
Set Induction during the lesson.
§ Indicate
the extent of acquisition of the various aspects of the skill by encircling
( ) the appropriate number you see fit. The scale value ‘1’ indicates
that the student teacher did not use the concerned aspect(s) of the
skill at all, where as the scale value ‘5’ means that the student
teacher used/practiced the skill aspect(s) very much.
Mount Tabor
ekjijan@gmail.com
|
Name
of the Student-Teacher:
Teaching
Stage: Teach/Re-teach
Content/
Topic: THE MICE THAT SET THE
ELEPHANTS FREE
Class
: VIII Duration : 5-7 minutes Date:
Teacher
activity/ Behavior
|
Learner
activity/Behaviour
|
Behavior
Components
|
[The
teacher reads the passage with correct pronunciation, stress, pause and
intonation.]
THE MICE THAT SET THE
ELEPHANTS FREE
Translated from
Sanskrit by Arthur W Ryder
1. There was once a ruined village. The
mice were the old settlers there. They occupied the chinks in the floors of
houses and temples with their children and grandchildren. They found
happiness in a variety of festivities.
[Reads
fluently and in sense groups with appropriate gestures and expression.]
2. Into this scene came an elephant king,
whose retinue numbered thousands. He, with his herd, had
started
for the lake in search of water. As they marched through the mouse community,
the elephants crushed the faces, eyes, heads, and necks of many.
3. The mice held a convention. ‘We are
being killed,’ they said, ‘by these lumbering elephants. Curse them! If they
come this way again, there will not be mice enough for seed. Therefore, let
us find an effective solution to this crisis’.
|
Listens
with interest and recognizes characteristic English speech sounds in groups
and isolation.
Recognizes
the significance of stress and intonation in speech.
Guesses
meaning of the unfamiliar words and phrases.
Identifies
the key sentences and main idea of the passage.
|
Correct pronunciation Speed and fluency Clarity and voice Accent and voice modulation
Appropriate gestures
and expression.
Reading in sense groups
Audibility and stress
|
Mount Tabor
ekjijan@gmail.com
|
Name
of the Student Teacher :
Teaching
Stage: Teach/Re-teach
Content : THE MICE THAT SET THE
ELEPHANTS FREE Class :
Duration :
5-7 minutes Date:
Name
of the Supervisor :
Tally
|
Components
(Desirable behaviour)
|
Rating Scale
Poor/ Not
satisfactory/Average/ Good/ very Good
|
Clarity of voice and
audibility
|
1 2
3 4 5
|
|
Correct pronunciation
|
1 2
3 4 5
|
|
Reading in sense
groups
|
1 2
3 4 5
|
|
Stress and
intonation/ voice modulation
|
1 2
3 4 5
|
|
Speed and fluency
|
1 2
3 4 5
|
|
Gestures
and facial expression
|
1 2
3 4 5
|
(The proforma is meant to ascertain the extent
to which the student teacher exhibits or uses the skill)
§ Mark tallies in the appropriate cells
for the occurrence of different components of the
skill of Reading
during the lesson.
§ Indicate the extent of acquisition of the various
aspects of the skill by encircling ( ) the appropriate number you see
fit. The scale value ‘1’ indicates that the student teacher did not
use the concerned aspect(s) of the skill at all, where as the scale value ‘5’
means that the student teacher used/practiced the skill aspect(s) very much.
Mount Tabor
ekjijan@gmail.com
|
Name
of the Student-Teacher:
Teaching
Stage: Teach/Re-teach
Content/
Topic: Vocabulary–‘retinue’ THE MICE THAT SET THE ELEPHANTS FREE
Class
: VIII Duration : 5-7 minutes Date:
Teacher
activity/ Behavior
|
Learner
activity/Behaviour
|
Behavior
Components
|
Illustrates
the meaning of the word ‘retinue’
with relevant simple and appropriate examples.
[showing
the picture of Chief Minister and supporters]
ü Who
do you see in this picture?
ü Is
he alone here?
ü Can
you say who the people are with him?
Well,
we can see a number of followers or supporters with him. In other words, the
Chief Minister is seen with his retinue.
(BB)
Shows
a princess with her attendants and tells;
Here
you can see the picture of a princess. Also seen are a large number of
attendants with her. In other words, the princess arrives with her
retinue. (BB)
When
a film star arrives with his supporters or followers, how do we say?
·
Good, then what is the meaning of
the word, ‘retinue’?
Retinue
= supporters, followers, attendants (BB)
|
Observes
with interest and identifies the picture.
o Chief
Minister
o No
o Some
party members or supporters
Recognizes
the meaning of the word from the context.
Observes
with interest and guesses meaning of the new word.
The
film star arrives with a retinue.
Responds
and gives meaning of..
Takes
down the word and its meaning from the blackboard.
|
Simple and relevant
examples
Adequate Pupil
involvement
Interesting example
Use of appropriate
Approach/ media
Generating similar examples from students use of inductive/ deductive method. |
Mount Tabor
ekjijan@gmail.com
|
Name
of the Student Teacher :
Teaching
Stage: Teach/Re-teach
Content : Vocabulary–‘retinue’ THE MICE THAT SET THE
ELEPHANTS FREE
Class
: Duration :
5-7 minutes Date:
Name
of the Supervisor :
Tally
|
Components
(Desirable behaviour)
|
Rating Scale
Poor/Not satisfactory/Average/ Good/
very Good
|
Simple and relevant
examples
|
1 2 3 4 5
|
|
Interesting example
|
1 2 3 4 5
|
|
Use of appropriate
Approach/ media
|
1 2 3 4 5
|
|
Adequate Pupil
involvement
|
1 2 3 4 5
|
|
Generating similar
examples from students
|
1 2 3 4 5
|
|
Use
of inductive/ deductive method.
|
1 2 3 4 5
|
(The proforma is meant to ascertain the extent
to which the student teacher exhibits or uses the skill)
§ Mark tallies in the appropriate cells
for the occurrence of different components of the
skill of Illustrating
with examples during the lesson.
§ Indicate the extent of acquisition of the various
aspects of the skill by encircling ( ) the appropriate number you see
fit. The scale value ‘1’ indicates that the student teacher did not
use the concerned aspect(s) of the skill at all, where as the scale value ‘5’
means that the student teacher used/practiced the skill aspect(s) very much.
Mount Tabor
ekjijan@gmail.com
|
Name
of the Student-Teacher:
Teaching
Stage: Teach/Re-teach
Content/
Topic: THE MICE THAT SET THE
ELEPHANTS FREE-
3 Paragraphs
Class
: VIII Duration : 5-7 minutes Date:
Teacher
activity/ Behavior
|
Learner
activity/Behaviour
|
Behavior
Components
|
Teacher
elicits responses through probing and prompting questions based on the
passage taught. as:
§ What
is the title of the story?
§ Where
is it taken from?
§ Can
you say who has translated these fables from Sanskrit to English?
§ House
is the village in this story described?
§ Who
were the old settlers there?
§ Where
did they occupy themselves?
§ What
do you mean by ‘chinks’?
§ How
did they find happiness in their lives?
§ Who
did come there new?
§ Who
did accompany the elephant king?
§ How
many elephants were there in his retinue?
§ Can
you spell the word ‘retinue’?
§ What
is its meaning?
§ What
did the elephants come there for?
§ What
happened to the mice when the elephants passed through their
community?
§ Why
did the mice hold a convention?
§ What
is the meaning of the word ‘convention’?
§ What
remedy would the mice think of?
|
Learners attempts to
answer the questions with the help of the teacher.
Mice
that set the Elephants Free.
From
Panchatantra
Arthur
W Ryder
A
ruined village
The
mice
Small
holes in a wall or curtain
In
a variety of festivities
The
elephant king and retinue
Thousands
of elephants
r-e-t-i-n-u-e
followers
or supporters
in
search of water
the
faces, eyes and heads of many mice were crushed
to
find a solution to it
meeting
or gathering
infers
and responds..
|
Clear & Specific Qns Precise and concise Grammatically correct
Relevant to the
content
Proper voice &
pause
Proper speed &
pitch
Well distribution of Questions
Unnecessary
repetition of Qns
Fluency and flow
Construction of Qns @ different levels
Middle order question
Low order question Higher order question |
Mount Tabor
ekjijan@gmail.com
 |
Name
of the Student Teacher :
Teaching
Stage: Teach/Re-teach Class
:
Content:
Prose passage about a chimp which lives
in the city like human beings
Duration:
5-7 minutes Date:
Name
of the Supervisor :
Tally
|
Components
(Desirable
behaviour)
|
Rating
Scale
Poor/ Not
satisfactory/Average/ Good/ very Good
|
Clear & Specific Qns
|
1
2 3 4
5
|
|
Precise and concise
|
1
2 3 4
5
|
|
Grammatically correct
|
1
2 3
4 5
|
|
Relevant to the content
|
1
2 3 4
5
|
|
Proper voice & pause
|
1
2 3 4
5
|
|
Proper speed & pitch
|
1
2 3 4
5
|
|
Well distribution of Questions
|
1
2 3 4 5
|
|
Unnecessary repetition of Qns
|
1
2 3 4
5
|
|
Fluency and flow
|
1
2 3 4
5
|
|
Construction of Qns @ different levels
|
1
2 3 4
5
|
|
Middle order
question
|
1
2 3 4 5
|
|
Low order
question
|
1 2
3 4 5
|
|
Higher order question
|
1
2 3 4
5
|
(The proforma is meant to ascertain
the extent to which the student teacher exhibits or uses the skill)
§ Mark
tallies in the appropriate cells for the occurrence of different components of
the
skill of
Set Induction during the lesson.
§ Indicate
the extent of acquisition of the various aspects of the skill by encircling
( ) the appropriate number you see fit. The scale value ‘1’ indicates
that the student teacher did not use the concerned aspect(s) of the
skill at all, where as the scale value ‘5’ means that the student
teacher used/practiced the skill aspect(s) very much.
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