Lesson Plan (Role Play)

Name of the teacher : Anjaly. V. Standard : IX. D

Name of the School : SCVGHSS, Pattanakkad Strength : 36
Subject : English Period : IV
Unit : II, Breaking the Barriers Duration : 45 minutes
Sub-unit : The Princess on the Road.(Play, Pg no. 39-41) Date : 30/06/14
Issue : Gender Inequalities
Sub-issue : The representation of gender issues in different genres of literature
General Instructional Objectives: The learner,
1. develops oral communication skill
2. applies the appropriate vocabulary items
3. understands the situation or context in which the conversation takes place
4. interprets and expands the given theme and role-plays it
5. understands the communicative function of language
Specific Instructional Objectives: The learner,
1. locates the form of language used
2. uses appropriate words, phrases and idioms
3. familiarize himself or herself with various dialogues used in everyday situations
4. takes initiations and gives responses in interpersonal communication
5. develops ability to role-play
6. dramatizes a given concept
7. writes down dialogues when similar situations are given
Name of the Model : Role-play
Entry Behavior : Teacher introduces the story of a king who visited his king disguised as a beggar. Then
tells about the role exchange
Situation : Instructions are given to all students, and familiarize all the characters
Actors : Princess
Johnny
Syntax Teaching Learning Process
Phase I :Warming up
1. Identify and interpret the problem
2. Make the problem explicit
Teacher invite one of the students to mock somebody
Here the princess who sets out an adventure trip to a
village dressed as a peasant girl. She appears as a
peasant girl to exercise her royal prerogatives. The
princess assumes this humble grab because she is
zealous in making her life adventurous and exciting.
Teacher makes an awareness of the problem by telling
the good and bad of disguising
Teacher: * The princess can understand the real
problems of her pupils by this kind of dressing up
*If the king knows about it she will be punished or the
3. Interpret the problem
4. Explaining the problem
Phase II: Select Participants
Phase III: Set Stage
Phase IV: Prepare Observers
Phase V: Enact
people understand her, her aim will not be satisfied.
Do you like to disguise as somebody?
Why?
Teacher tells that, this one act play is written by
Kathlene Conyngham Greene and the central character
is a princess, the heroine of the play is the newly
married princess of Florimund, the prince of the
country. She decides to do something adventurous by
this disguising.
Teacher analyzes the roles and selects role players. She
selects two students for role play and explains the
situation. (Princess and Johnny)
Set the line of action
Restate roles
Get inside the problem situation once more
Arrange the players based on their roles, and
explains the situation once more
Decide what to look for or assign observation
tasks. The criteria for observation is given below
1. Actions by role players
2. Presentation of the situation
3. Coming to an apt conclusion
Phase VI: Discuss and Evaluate
Phase VII: Re-enact
Phase VIII: Discuss and evaluate
Phase IX: Share experience and generalize
Begins the role play. The players enact the roles, the
observers observe it carefully.
Review action of role play (the events positions etc).
Discuss the major points, develops next enacting
method. The teacher divides the observers into four
groups and asks them to discuss the points given in
phase IV. Then the teacher consolidates the discussion
points and gives additional information for the
development of next enactment.
The players revise the roles, suggest next steps or
behavioral alternatives
As in Phase VII
Relate problem situations to real experiences and enact
problems
Social system: moderately structured
The teacher is responsible for initiating the phases and guiding the students. The
content of the discussions and enactment are determined largely by the students.
Principles of Reaction: Accepts all students responses in a non evaluating manner. Helping students exploring
various sides of problem situations and comparing alternative views and feelings by
reflecting, paraphrasing, summarizing their responses.
Support System: an experienced based model
Requires minimum support materials outside the initial problem situations.