LAC E-TEACHING MANUAL

 

LAC    E-TEACHING MANUAL

 

Name of the teacher :                                    Unit        : 3 – Seeds and Deeds

Name of the school  :                                   Sub-unit : Story –‘The Light on the Hills’ (Paragraphs 1&2)

Subject                     :  English                      Standard:  8

Strength                   :                                     Duration : 40 minutes                          

 Date                        :

 

CONTENT GENERATION

Theme: Dedication

Sub-themes: Dedication brings success and happiness; power of nature.

Ideational Content: The passage tells us about a boy who wanted to paint a beautiful picture. His little sister reminds him to do his work with dedication and honesty, so that people would be impressed by his work.

Linguistic Content:

i)Vocabulary items; wondering /phonetic script/ dedication /   /honesty/  /rested / /glimmering /  /rustling /  / rippling /.

ii)Grammatical items: Use of prefixes and suffixes    -dedication- ion, honesty –y, rustling – ing

iii) Aesthetic elements: (in case of poem, and literature)

iv)Synthetic Content: The students are to use the describing words and prepare a description.

Learning Objectives:

a)Content Specific Learning Objectives:

The learner:

 1. Develops skills in using instruments (thermometers, microscopes, etc.);

2. Makes scientific observations;

3. Formulates scientific questions;

4. Sets and carries  out simple   experiments;

5. Draws conclusions from scientific observations and experiments.

b)Language  Specific Learning Objectives:

The learner:

1.     Analyzes the literary text and identify the theme of the passage.

2.     Gets acquainted with the new vocabulary given in the passage.

3.     Improves his/her writing skills by describing any travel experience.

4.     Comprehends structural items in the passage like plural forms.

5.     Develops his/her creativity through conversation, role play etc.

 6.   Reads, watch and  comprehends and analyses the story.

7.    Engages in activities like discussion on hobbies etc.

8.    Follows the instructions given by the teacher during collaborative reading.

9.    Involves in interactive sessions led by the teacher.

10.  Makes presentations in the class related to the discourse ,e.g. description.

Pre-requisites: Learners are familiar with hobbies.

Learners have access to e-resources and ICT  facilities.

Instructional Strategies: OER (Open Educational Resources) Integrated ICT Enabled Language Teaching

Learning aids: eContents:  OER (Open Educational Resources) /SLO (Short Educational Objects)/Victers channel/ Samagra portal /YouTube/ College website/College channel.

Online support:  Blog, ,  Whatsapp,  email, telegram , phonecall,  SMS, LMS like Google classroom/ moodle,  video conferencing  facilities like , Google meet/ Zoom/ Webex

 

PROCESS                                                                                                        RESPONSE

1.       Entry to the lesson:  ( 5mts)

A brief introduction to the lesson is given  (PPT /PDF/Audio note/SMS/Whatsapp post)  by the teacher without  losing  curiosity. The title and name of author is   presented with the PPT( OER).

Alternately mental gym/warm up exercises/ Music/Narrative/meditation/poem  can be used to enhance cross cultural skills.

2.       E- Content  (10 mts)

Students are directed to attend the e Content (OER/SLO/Channel /You tube/ College channel/ blog  in the form of video content prepared with multidisciplinary and  multisensory approach.

General discussion of the video clip(OER)  based on the  theme of the lesson in case of live session.

note-making task:  Students make  short note/concept map/KWL chart  based on the e-content  video to develop content knowledge.

3.  Process Reading: (10mts)

a. Silent  Reading:  Students are asked to read the passage  from textbook/reference material specified/  provided .(textbook/ e-Text (OER).  

b. Class Note: Teacher monitors their progress and ensures that the students  participate and take down things in their notebooks.

Students learn the major concepts/vocabulary . (digital vocabulary album /PPT/WORD/PDF/ chart/picture/blackboard).

c. Model Reading by the teacher:

Teacher reads the passage.( live class/audio clip/video clip)

d. Loud Reading by the students: Students  read the passages aloud. Role play/choral recitation etc. can be attempted in case of live sessions.

e. Scaffolding Reading: Few comprehension questions are  asked/presented. (Oral/Whatsapp post/word/PDF/Googleform) . 

f. Class Work:  Students answer the comprehension questions/  textual questions presented in innovative strategies ( puzzle, kahoot/ google  quiz/diagram ) to enhance communicative competencies.

Alternately students can complete experiments/ solve problems/make artifacts/ artwork/perform art/ conduct role-play.

 

4.        Class Activity: (10mts)

 The students prepare a subject specific /language specific discourse individually in their note book with the help of the discourse format and hints , Model version/Teacher’s Version and assessment indicators presented . (PPT/OER) . Online support  to enhance creativity is ensured if needed .

5. Presentation of Task (4mts)

               Students are requested to present their work . (email/blog/ Google class upload/photo upload/ PDF upload) to enhance their softskills .

6.Editing:

              With the assistance of the teacher, the students refine their written / oral presentation /class notes /class works and class activity.   The syntactic, morphological, graphical sematic, graphic and conceptual errors were edited.

 

6.Reflect

             Students reflect over /review/feedback their online learning experience to enhance cognition. 

6. Follow-up (1mts)

              Students apply the learning in real life by completing  the relevant   creative follow up  activity to enhance employability.

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