The Enemy- Lesson Plan

Class: XII A & XII D           Subject: English                                Chapter: The Enemy- Pearl S. Buck                          Number of Periods: 04

Date of Commencement: 20 July 2019                   Expected date of Completion: 24 July 2019          Actual Date of Completion: _______________________

Gist of the Lesson/ Focussed Skills/ Competencies	Targeted Learning Outcomes (TLO)	Teaching-Learning Activities Planned for achieving the TLO using suitable resources and classroom management strategies	Assessment Strategies Planned
The white sailor who is washed on to the shore is labelled as 'The Enemy' according to the Laws of the Land. The question to be asked is if patriotism is more important than the laws of humanity. Themes in the text 1. Ethics of medical profession 2. Realization of the essential worth of human being 3. How humanitarianism transcends all manmade prejudices and barriers? 4. Story as a great lesson of peace, love, sympathy etc. 5. Making choices between our roles as private individuals and citizens with a sense of national loyalty. 6. Self – centeredness, dereliction of duty (General Takima) 7. Sense of superiority (of both the Americans and Sadao) 8. Logic and reasoning against desire	ü  The learners will be able to familiarize themselves with specific background of political enmity. ü  They will be able to identify and make connections between similar situations in own life experiences where our prejudices often hinder our human compassion and empathy for a political enemy. ü  They will be able to understand the significance of professional ethics and social obligation in sensitive times.	The session would start with an interactive session on the services of a doctor. The title of the lesson would be open for class interpretation. The background of the author would be given. The lesson would be read aloud and explained. The historical background of the story and war related issues would be discussed. Difficult words would be listed out and discussed.	Oral: Discussion on patriotism vs. Humanitarianism Written: The students will answer the following questions: ü  What was Dr. Sadao’s motive for giving shelter to the white sailor Tom? Was it that he had a sympathy for Americans since he had studied in America? ü  Can we say that General Takima was a traitor? ü  ‘‘But Sadao searching the spot of black in the twilight sea that night, had his reward’’. What was the reward? ü  How did Dr. Sadao rise above narrow prejudices of race and country to human being in need?

Journey to the End of the Earth- Lesson Plan

Class: XII A & XII D           Subject: English                                Chapter: Journey to the End of the Earth- Tishani Doshi                                Number of Periods: 05

Date of Commencement: 15 July 2019                   Expected date of Completion: 19 July 2019          Actual Date of Completion: _______________________

Gist of the Lesson/ Focussed Skills/ Competencies	Targeted Learning Outcomes (TLO)	Teaching-Learning Activities Planned for achieving the TLO using suitable resources and classroom management strategies	Assessment Strategies Planned
Gist- In ‘Journey to the End of the Earth’ Tishani Doshi describes the journey to the coldest, driest and windiest continent in the world: Antarctica. The world’s geological history is trapped in Antarctica. Geoff Green’s ‘Students on Ice’ programme aims at taking high school students to the ends of the world. Doshi thinks that Antarctica is the place to go and understand the earth’s present, past and future. Competencies- LSRW	After studying this unit, students will be able to- ü  Understand what a travelogue is ü  Get a glimpse of life in Antarctica ü  Understand the past of Earth ü  Understand the role of students in controlling environmental issues ü  Develop reading habit	ü  Silent reading by the students ü  Explanation of difficult words/ phrases ü  Showing a PPT presentation on the lesson	The students will answer the following questions- Why is the Antarctica the place to go in order to understand the earth’s past, present and future? “Take care of small things and the big things will take care of themselves”. What is relevance of this statement in the context of the Antarctic Environment? Write a note on global warming. (Its cause and effect). Why do you think this chapter is included in your syllabus? What is a travelogue? Write a travelogue of your favourite holiday trip.

Keeping Quiet- Lesson Plan

Class: XII A & XII D                           Subject: English                                                Chapter: Keeping Quiet- Pablo Neruda                                 Number of Periods: 04

Date of Commencement: 09 July 2019   Expected date of Completion: 12 July 2019          Actual Date of Completion: _______________________

Gist of the Lesson/ Focussed Skills/ Competencies	Targeted Learning Outcomes (TLO)	Teaching-Learning Activities Planned for achieving the TLO using suitable resources and classroom management strategies	Assessment Strategies Planned
The poem is a call for introspection for all human beings who have divided themselves on the basis of race, language and nationalities. The poem is presented in the form is presented in the form of an exercise for meditation in silence. To feel the strength of humanity	To derive pleasure and entertainment To heighten students sensitivity to poetry. To identify the poetic devices To appreciate  the poetic beauty The learners would also be able to understand the need of the hour to maintain peace and cut out the clamour and bloodshed, correlating it with contemporary background and personal experiences. They would also be able to up threat and gentle heeding with the predictable loss of the world. (global domain)	ü  The session would begin with the study of silence. The teacher would ask the learners to maintain silence and the study the sounds of silence for one minute. ü  The learners would discuss on the sounds and thoughts of silence and relate to the title of the poem. ü  The background of the author would be given. ü  The poem would be read aloud and discussed. Difficult words would be listed out and discussed. ü  The synopsis would be shown with the help of a PPT.	Students will answer the following questions in their notebooks- 1.       What does the poet want the people on earth to do for once? How would they benefit? 2.       When and why would the fisherman not harm the whales? How will the ‘man gathering salt’ react when he looks at his hurt hands? 3.       Who are the people who prepare green wars? 4.       How and when does everything seem dead? 5.       How does the poet visualize life? Why does he refuse to associate it with death? 6.       What is the sadness that the poet refers? What does the poet recommend us to do to overcome it? 7.       Does the poet advocate complete activity and death? How would you justify his stand?

The Address- Lesson Plan

Class: XI B & XI C                              Subject: English                                                Chapter: The Address- Marga Minco                      Number of Periods: 04

Date of Commencement: 27 July 2019   Expected date of Completion: 31 July 2019          Actual Date of Completion: _______________________

Gist of the Lesson/ Focussed Skills/ Competencies	Targeted Learning Outcomes (TLO)	Teaching-Learning Activities Planned for achieving the TLO using suitable resources and classroom management strategies	Assessment Strategies Planned
The narrator in the story is a Jewish survivor of the concentration camp of Hitler during the WWII. While others in her family were dead, she survived and came back to her native place in Holland in search of her belongings which had been taken away by Mrs. Dorling from her mother at the start of the war. Mrs. Dorling refuses to recognise the narrator when she reaches to reclaim her belongings. She returns at a later date but decides to forget the address of that lady since those things held no more meaning for her without her mother. ‘The Address’ is all about human predicament that follows war. Competencies- Listening, Speaking, Reading Writing,	-To allow a problem solving: identifying the problem; considering the options; weighing the pros and cons of each option; reaching a decision -To facilitate making connections between similar situations in different storylines/life experiences -To help learners distinguish different perspectives; analyzing them; drawing conclusion/s -To encourage the uncovering of motives absorbing didactics The learners would be able to enhance their problem solving skills. They would be able to inculcate the values of determination and will power. Their Reading skills would be developed.	Pre-reading-       A brief discussion on WWII and concentration camps of Hitler       Discussion on aftermath of war While reading-       Silent reading of the story by the students       Underlining and discussing difficult portions of the text Post reading-       Discussion on the following-       Multitude of emotions in the text- right from betrayal to melancholy       Emotional turmoil of the girl       Why not to dwell in the past       Accepting the reality and moving on	Students will answer the following questions- o  ‘The Address’ is a touching story of a person who wants to revive her mother’s memory through her belongings but decides to forget about the address where they were kept. Why? o  Justify the title “The Address”. o  In what respect was the second visit of the narrator to 46, Marconi Street different from the first one? Did she really succeed in her mission? Give reasons for your answer. o  Give a brief character sketch of Mrs. S’s daughter.

Formal Letter- Lesson Plan

Class: XI B & XI C                              Subject: English                                                Chapter: Official/ Business Letters                          Number of Periods: 03

Date of Commencement: 24 July 2019   Expected date of Completion: 26 July 2019          Actual Date of Completion: _______________________

Gist of the Lesson/ Focussed Skills/ Competencies	Targeted Learning Outcomes (TLO)	Teaching-Learning Activities Planned for achieving the TLO using suitable resources and classroom management strategies	Assessment Strategies Planned
Ø Informal letters are written to friends, family members and people that we know well, for example, a letter to an old school friend. Ø Formal letters are written to people that we don’t know well, for example, a letter to the local council to enquire about childcare facilities. Business Letter Parts: 1.       Return address- address of letter writer. First and last name, address, city, state and zip code. 2.     The date 3.       Address  of recipient (who you are writing the letter to) first and last name, title, company, address, city, state and pin code. 4.       Salutation- if the person is not a friend, write “Dear Mr. Attic Ahmed”. If the person is a friend, you may say “Dear Sally’. 5.       Body of letter- this is the purpose of the letter. Should be clear and concise, with more than one paragraph. 6.       Complimentary close- “Sincerely”, or “best regards”, “yours truly”, etc. 7.       Signature- handwritten signature 8.       Name of writer	By the conclusion of this lesson, students will be able to: Analyze and compare various informal and formal letters to note differences of conventions, vocabulary, style and tone. Follow conventions of formal letter with respect to layout, solutions, etc. Recognize and demonstrate use of appropriate vocabulary, style and tone in formal letters. Write the address on the envelope clearly and in proper format. Write formal letters to people in immediate and extended social and academic environment for various purposes.	Discussion on the features of formal and informal language of the letter with students and then write them on the board. Formal Informal 1.       Not emotional 2.       No contractions 3.       No slang 4.       Proper format 1.       Emotional 2.       Contractions 3.       Slang 4.       No proper format Students will be given the following concept map-	Students are asked to write the following letters and their replies-       Letter of complaint       Letter placing order       Letter of enquiry       Letter asking for information       Letter giving information       Letter to editor of a newspaper

Determiners- Lesson Plan

Class: XI B & XI C                              Subject: English                                                Chapter: Grammar- Determiners                             Number of Periods: 02

Date of Commencement: 22 July 2019   Expected date of Completion: 23 July 2019          Actual Date of Completion: _______________________

Gist of the Lesson/ Focussed Skills/ Competencies	Targeted Learning Outcomes (TLO)	Teaching-Learning Activities Planned for achieving the TLO using suitable resources and classroom management strategies	Assessment Strategies Planned
A determiner is used to modify a noun. It indicates reference to something specific or something of a particular type. This function is usually performed by articles, demonstratives, possessive determiners, or quantifiers. Competencies: Speaking, Writing	Students will learn the following- Know that a determiner appears before a noun (and its adjectives) to help us identify which person or thing the sentence is about, or how much or how many of them there are Identify determiners within sentences Use determiners accurately within sentences	The lesson will start with articles. Students will be explained the difference between countable and uncountable nouns. (Countable nouns are those which can be pluralized, usually by adding the suffix -s or -es. Non-countable nouns cannot. While table can be pluralized (and thus is countable), information cannot (no one would write "informations," would they?). Further, the following will be explained in the classroom with suitable examples- ·         What are determiners ·         Determiners vs. Pronouns ·         Types of determiners §  Articles – definite and indefinite §  Demonstratives §  Possessives §  Quantifiers	Students will be given worksheets based on determiners. Editing and omission exercises based on determiners will be given.

Note Making and Summarising- Lesson plan

Class: XI B  XI C                  Subject: English                                Chapter: Note-making and Summarising                              Number of Periods: 03

Date of Commencement: 18 July 2019   Expected date of Completion: 20 July 2019          Actual Date of Completion: _______________________

Gist of the Lesson/ Focussed Skills/ Competencies	Targeted Learning Outcomes (TLO)	Teaching-Learning Activities Planned for achieving the TLO using suitable resources and classroom management strategies	Assessment Strategies Planned
Note making is not just about writing down everything you hear or read. It is a process of reviewing, connecting and synthesising ideas from your lectures or reading. All good notes should contain: source information (title, author, date etc) headings to help you identify the key topics key points, examples, names, new ideas triggers to make your notes more memorable – such as mnemonics, colour or drawings further reading and ideas to follow up later. Competencies- Reading, writing	Making notes helps students to: stay active and engaged during your lectures, reading and revision understand what you are learning and clarify your thinking be selective and identify key ideas remember the material organise your ideas and make connections plan and structure written assignments review and revise before exams.	Students will be told about the three stages of note making- Before: Prepare by finding out what you need to know and what the purpose of the reading or lecture is. During: Note down main ideas and keywords. Find techniques that work for you. Identify the main headings and sub headings. After: Reflect and review and then organise your notes. Write a summary of the passage using the notes.	Passages will be given for note-making and summarising. Students will also be told about CBSE evaluation criteria in note-making and summarising.