LESSON TEMPLATE : 30

NAME OF THE TEACHER TRAINEE: SUMIN K. JOHN

NAME OF THE SCHOOL : A.S.H.S.S., PARIPPALLY STANDARD-VIII
SUBJECT : ENGLISH STRENGTH
UNIT : II, Wings and Wheels -32/36
TOPIC : From a Railway Duration-40 min
Carriage DATE-10/8/16
THEME : Travel and Experience
SUB THEME : Thrilling and adventurous
Experience of travelling

CONTENT ANALYSIS
The moment we start reading the poem, From a Railway Carriage by Robert
Lois Stevenson, /we plunge into the joy of pure momentum. We find ourselves on a
train gazing out of the window at the landscape. He presents the natural scenes form
the window of a railway carriage.
CURRICULAR OBJECTIVES :The learner,
shares the mood of the poet
grasps the atmosphere in the poem
recites the poem with proper, stress, rhythm and expression
develops imagination, creativity and aesthetic power
identifies poetic devices like image, rhyme etc.
PRE-REQUISITES : The learner,
has read simple poems on travel
knows about the thrilling experience of a train journey.
TEACHING - LEARNING RESOURCES
: Source book, Course book, Power point
presentation
 CLASSROOM INTERACTION PROCEDURE PUPILSS RESPONSE
INFORMAL INTERACTION
Teacher Creates good rapport with the students by
engaging in an informal talk

pupils responded
positively with great
interest

ENTRY ACTIVITY
Teacher creates mental readiness in pupils by asking
pupils shared their
about their experiences of a train journey. ideas
 LINK TALK pupils realized
Teacher talks about how travel enriches our experiences, the link between
ideas, knowledge and new rights. Teacher presented the title of the poem and
the poem as power point presentation. her talk

INTRODUCING THE POEM pupils listened

eagerly
Teacher introduces the poet Robert Louis Stevenson to the
students by making a power point presentation of his picture and
also of his profile
Now, we are going to learn the poem From a Railway
Carriage by Robert Louis Stevenson

PRESENTATION
Teacher presents the poem as a power point presentation using
pupils listened
projector with adequate sound, stress, emotions and expressions. carefully
INDIVIDUAL READING pupils
read the
Teacher ask the students to read the poem reliantly poem
silently
SHARING AND UNDERSTANDING OF THE POEM
IN GROUPS
Teacher asks the students to be with their peers and share their ideas pupils
on what they understood and what they found interesting and surprising. shared
their
ideas in
groups
SCAFFOLDING QUESTIONS
pupils
Teacher asks a few questions to the students in a answered the
slide questions

APPRECIATION OF THE POEM

Teacher explains the poetic devices in the poem
SIMILE: A comparison of two things using like or as.
E.g.. All of the rights of the hill and the plain fly as thick as
driving rain.
ALLITERATION: Repetition of initial consonant
pupils grasped
sounds of words in alien.
the idea
E.g..Faster than fairies, faster than withes Bridges and
houses, hedges and ditches.

ASSONANCE : Repetition of vowel sounds In a line.

E.g..Fly as thick as drawing rain.

VISUAL IMAGE : Image that please our sense of

right

E.g.. Charging along troops in a battle

AUDITORY IMAGE : Image that please our sense of

hearing

E.g.. Painted stations whistle by

GROUP ACTIVITY pupils
engaged in
Teacher divides the class into groups and asks them to answer group activity
the question presented in a slide. and attempted
to write

PRESENTATION OF THE PRODUCT pupils

Teacher asks the group leaders to present their products to the presented
whole class. their products
TEACHERS VISION
Teacher presents her own version of the answer in a slide
 pupils
copied
the
answer

REVIEW
Teacher gives an overall idea about the poem taken as recapitulation
FOLLOW UP ACTIVITY
REFLECTION
Today the whole class was based on power point
presentation. Students were very active and curious to learn.
They were very eager to see slides. Pictures and audios related to
the poem was presented and this made the class very effective
and interesting. Thus I was very much satisfied with todays
class.