UNIT PLAN STD 10 UNIT 4
NAME OF THE UNIT : UPON THE THORNS OF LIFE
ISSUE/THEME : LACK OF CONSIDERATION TOWARDS MARGINALISED PEOPLE
SUBISSUE/THEME : POVERTY AND SUFFERING/RESISTANCE AGAINST EXPLOITATION
OBJECTIVES:
• to sensitise learners about contemporary social issues like poverty and suffering
• to develop an empathetic attitude towards the downtrodden
• to enable learners to discuss and debate on various kinds of exploitation and discrimination that prevail in our society
• to think and evaluate social issues critically so as to help learners resist exploitation
• to read and analyse one act plays, short stories and poems
• to enable learners to engage in theatrical performances
• to develop an awareness in learners on devices like rhymes, figures of speech and images
• to enable learners to engage in vocabulary and language activities
• to help learners prepare write-ups, conduct debates and to write scripts for short plays
• to develop an understanding of relative clauses and complementation
• to enable them to edit and refine different discourses
| SL NO | TEXT | ACTIVITIES | ADDITIONAL MATERIAL
| SCOPE OF ICT | LEARNERS' CONSTRUCT | TIME | ASSESSMENT |
| 1 | LIMERICK | Entry Activity :- Presentation of Limericks .Teacher shows the picture of a beggar and recites the limerick/shows the video clipping 'Meals Ready'/cartoons | CB,HB | Audio Text, Pictures,Cartoon,Videos | Make an insight into the life of beggars and their hardships.
| 1 period | check list. Self assmt. |
| 2 | LIMERICK | What is a limerick? Discussion based on the hints given in the CB and HB A discussion follows using the scaffolding questions given in the text. | Printed Materials |
| They construct their own limericks. | 1 period | Rubric. Self-assmt. |
| 3 | LIMERICK |
Constructing a limerick. How to construct a limerick? Process | Printed Materials ( limericks) |
| They construct their own limericks. | 1 period | Peer assessment |
| 4 | THE BEGGAR AND THE KING | Process of Reading. Individual Reading up-to first Pause and Reflect | CB, |
| Mental constructs ( forms concepts about the segment) | 3 periods | self/ group assmt. |
| 5 | THE BEGGAR AND THE KING |
Discourse-1 Script Writing for a Scene. Write a scene of the beggar being punished by the king's men Fix the characters. Perform the scene of their plan. Then write script for them. | CB,HB |
| Features of a script. Writing a script. |
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| 6 | THE BEGGAR AND THE KING |
Making a riddle. Tr. gives model riddles. Asks to the learner the well known riddles. How to make new riddles? | Printed materials |
| They construct new riddles. | 1 period | feature analysis (group) |
| 7 | THE BEGGAR AND THE KING | Discourse-3 Writing Proclamation (Notice) Features of writing a proclamation, performance | Model Proclamation |
| proclamation, performance | 1 PERIOD |
|
| 8 | THE BEGGAR AND THE KING | Process of Speech, Organisation of ideas, Writing speech, Performance of speech. | various speeches( handouts) | video clippings |
| 1 PERIOD | self/peer/group assessment |
| 9 | THE BEGGAR AND THE KING | Reading Process page 130-131 Track reading process |
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| Reading Comprehension/ analysis / assimilation etc. | 3 periods | self/peer/group assessment |
| 10 | THE BEGGAR AND THE KING | Discourse-5 Script Writing
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| Script | 1 period |
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| 11 | THE BET( SHORT STORY BY ANTON CHEKHOV)
| .LINKING TALK B/N THE BEGGAR AND THE KING & THE BET BY THE TEACHER Video Presentation
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| Video Clipping |
| 1 period | self/peer/group assessment |
| 12 | THE BET( SHORT STORY BY ANTON CHEKHOV)
| READING BY THE STUDENTS(TRACK READING)
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| 1 period |
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| 13 | THE BET( SHORT STORY BY ANTON CHEKHOV)
| DEBATE ON THE TOPIC WAS THE YOUNG LAWYER GREEDY OR NOT
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| 1 period | self/peer/group assessment |
| 14 | THE BET( SHORT STORY BY ANTON CHEKHOV) | PREPARATION OF A NOTE OF APPRECIATION BY THE LEARNERS
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| Note of Appreciation | 1 period |
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| 15 | CACTUS (POEM BY SACHIDANANDAN)
| .Entry activity,video clipping of cactus with desert back ground and also some pictures of the downtrodden people
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| VIDEO CLIPPING
| COLLECTION OF SIMILAR POEMS
| 1 period | self/peer/group assessment |
| 16 | CACTUS (POEM BY SACHIDANANDAN) | .Generate a discussion based on the same.
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| 1 period |
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| 17 | CACTUS (POEM BY SACHIDANANDAN) | Recitation by the learners |
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| 30 minutes | self/peer/group assessment |
| 18 | CACTUS (POEM BY SACHIDANANDAN) | Recitation by the teacher |
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| 10 minutes |
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| 19 | IN THE COUNTRY (POEM BY WILLIAM HENRY DAVIES) EXTENDED | SHOWING A VIDEO CLIPPING WITH THE THEME DIFFERNCE OF CITY AND VILLAGE LIFE |
| VIDEO CLIPPING
| COLLECTION OF SIMILAR POEMS
| 20 mts |
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| 20 | IN THE COUNTRY (POEM BY WILLIAM HENRY DAVIES) EXTENDED | READING OF THE POEM BY STUDENTS |
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| 20 mts | self/peer/group assessment |
| 21 | IN THE COUNTRY (POEM BY WILLIAM HENRY DAVIES) EXTENDED | READING OF THE POEM BY THE TEACHER. |
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| 10 mts |
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| 22 | IN THE COUNTRY (POEM BY WILLIAM HENRY DAVIES) EXTENDED | DISCUSSION OF THE THEME OF THE POEM. |
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| 30 mts | self/peer/group assessment |
| 23 | Relative Clause | Exhibit text sentence Identify similar sentences from text Discussion | News paper | slides | description(person,place,thing) | 45 mts | Self peer Group Teacher |
| 24 | Relative Clause Subject realization and object-realization | Citing more examples | Articles from magazines | slides | Making conclusion chart | 45 mts | Self peer Group Teacher |
| 25 | Defining and non defining relative clause identifying examples from text | Discussion -conclusion | Articles from newspaper/magazines | slides | Making consolidation chart | 45 mts | Self peer Group Teacher |
| 26 | complimentizer | Citing more examples from T.B | Articles from magazines | slides | Making consolidation chart | 45 mts | Self peer Group Teacher |
| 27 | Editing with editing codes
| Given passage | Students' articles | Word presentation | Refined passage | 45 mts | Self peer Group Teacher |
| 28 | Language Game | Making verb forms from noun to verb Identifying more examples | News paper | dictionary | Collections to magazines | 45 mts | Self peer Group/Teacher |
| 29 | Vocabulary activities | dictionary-referring | dictionary | digital- dictionary | short description /narrative | 45 mts | Self peer Group Teacher Teacher |
