CONTENT ANALYSIS
Facts:
The balled tells the story of a king,
who led a self-centered life and never bothered to think of others. He said that he was sick. But the doctors failed to find his disease,
for he didn’t have any sickness in real.
In the fear of death, atlast a doctor prescribed that the king will be
alright if he sleeps one night in the shirt of a Happy Man. At last the King realizes his mistakes and
understands, that nobody be happy in this world.
Concept:
Enchanted Shirt, August
Chest, Red cheeks, Shade of Pale, Bemoaned, Blithe Gay, Black Guard, Hundred
Ducats, Panorama of Human Woes, Maladies.
Principle: There is no one in
this world who is completely happy.
Issue: Lack of cohesive
universal vision.
Sub Issue: Not realizing the
importance of social mingling.
CURRICULAR OBJECTIVES
The learner:
i.
Reads
and appreciates the poem.
ii.
Understand
the stress, rhythm and intonation.
iii.
Understands
the figures of speech used in the poem.
iv.
Develops
the sense of aesthetics and the power of imagination.
v.
Writes
their own poems.
Pre-Requisite
The learners:
i.
Have
heard ballads.
ii.
Know
what is a ballad.
Teaching Learning Resources:
Course Book, B.B. Activity Cards, Laptop.
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Classroom Interaction Procedure
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Assessment/Response
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Informal Interaction
Teacher engages in an informal interaction with the
students.
Entry Activity
Teacher
shows some picture and asks some questions inorder to create a mental readiness
among the students.
i.
Have you heard
about ballads?
ii.
What is a
ballad?
Link Talk
Today
we can read a ballad written by John Hay.
Teacher shows the
title in the laptop.
“The Enchanted Shirt”
– John Hay
Teacher
introduces the author by showing a profile and photograph of him as PPT.
Microprocessing of the Input: Track Reading
v Model
Reading by the Teacher:
Teacher presents the
lyrics in a slide and recites the stanzas with proper stress, rhythm and intonation. Pupils are asked to keep track of their
reading.
v Silent
reading by the Learner:
Teacher asks the pupils to
read the stanzas silently and carefully.
Sharing the Understanding of Stanzas in Groups:
Learners
are asked to share in groups, what they found interesting and refer the
glossary for nrew words. They are
asked to megaphone their doubts.
Glossary
Reference
Teacher shows the
new words in a slide.
i.
Zest –
eagerness/enthusiasm
Tr: What will be your feeling when you hear
about the distribution of prizes in a competition that you also participated?
Le: We will be eager.
Tr: Yes. Zest
means eagerness.
Scaffolded Reading by the Teacher:
Teacher
reads the stanzas once again with proper stress and rhythm.
Scaffolded Reading by the Learner:
Pupils
are asked to read the stanzas once again properly.
Scaffolding Questions:
ii.
What was the problem
of the King?
iii.
What were his
peculiarities?
iv.
What was his routine
works?
v.
Who were the
people who came to treat the King?
vi.
What was the pathetic
plight of the Doctors?
Discourse Construction, Presentation and Editing
v Teacher divides the students into groups and
presents the activity question in a slide.
Pupils are asked to write the question and answers in the activity
cards provided.
v List some words associated with the King and his
rule.
v After doing the activity pupils are asked to come up
with their presentation.
v Teacher edits and presents the answer in a slide and
discuss it with them.
Generalization and Summarization
Teacher
once again presents the summary of the stanzas and asks some questions related
to those stanzas.
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Assignment:
Teacher gives the assignment question
in a slide. Rewrite the first part of
the Ballad, “The Enchanted Shirt” to a short story.
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