Class : 9
Subject : English
Topic : My Childhood
Time : 45 mins.
LEARNING OBJECTIVES:
To develop basic skills of language such as listening, speaking,
reading and writing by participating, in the classroom process.
To understand new vocabulary and use them properly in their
daily life.
To develop capacity of comprehending any familiar text.
To promote extensive reading of stories, novels, and biographies
or anecdotes.
To watch videos of biographies and documentaries describing
great persons.
To use grammar and grammatical structures in a right way in
daily life situations so as to make their expressions perfect.
To enable the students, understand documentaries telecast on
Television and from newspapers also.
LEARNING OUTCOMES:
The students
Learn new words and phrases such as erupt, trace, casualty,
break out, take over, segregation etc. and use them in a proper
manner.
Explain the childhood of APJ Abdul Kalam in their own words
orally.
Engage in the classroom discussions, group activities and share
their understanding about APJ Abdul Kalam.
Analyze the situation of those times, with regarding caste
system prevailed.
Sensitized by knowing about the childhood life of Abdul Kalam
and his parents.
Compare the life of Kalam with their lives and understood how
Kalam came up to higher position.
Talk about the consequences of World War II.
Explain the importance of Rameshwaram – Jyotirlinga.
Analyze how Kalam’s mother used to give food to others and
appreciate her.
Discuss the need of secularism and peaceful co-existence
nowadays.
Give suggestion to others on how different religious people
come together and live in peaceful co-existence.
Talk about the need of communal harmony.
APPROACH : CONSTRUCTIVIST APPROACH
MODEL : ICON
LEARNING STRATEGIES AND PROCESS :
Mind Mapping, Reading and Reflection, Dramatization, Group
work and Presentation related to Kalam’s Life, ICT
LEARNING METHODS: Narration Method, Discussion Method,
Bilingual Mathod, Inductive n Deductive Method
AREA OF INTEGRATION: Political Science, Geography, Art,
Value, Indian Knowledge System, Engineering, Space,
Education
LEARNING MATERIALS:
Chart showing Kalam’s initiatives, a coin of anna, World Map for
showing the countries of allied powers, use the India Map given
in the textbook itself to show Rameshwaram, the book – Wings
of fire for showing the students, a chart of illustration of Kalam’s
life related incidents…..
S Learning Points Teacher’s Activity Student’s Activity Method, TLM B.B
t Strategy, Work
e Process,
p Integrati
s on
O Showing the Activiti
B pictures of some Activity : 1 es
S former Presidents Students will act or Pictures
E of India or mention respond to the of Dr.
R their name on task given by the Mind former Rajendr
V placards with teacher and there Mapping Presiden a Prasad
A binding a rope and will be a mind (S) ts
T put it on the neck mapping process Dr. A P J
I of some students on the black-board Abdul
O Previous ….then ….. based on the Kalam
N Knowledge The teacher will responses given
Testing ask by them. Dr.
1. Identify the Political Pranab
famous A: They Are the Science Mukherj
personalities former Presidents ee
and write of our country Engineeri
their name ng Dr.
on the black Ramnat
board. Space h Kovind
or
2. Mention their Droupad
identity. Interactiv i Murmu
A: Mahamahim e
3. Who is the Droupadi Murmu. learning
President of Process
India Now?
A: Dr. A P J Abdul
Kalam
New 4. Among
Knowledge them, who
was known
as the
“Missile Man
of India”?
Visualizing some
pictures of Kalam’s Students will
life……. respond to the
Declaration of 5. Do you know task given by the
the topic something teacher.
about his
life? If so,
what do you “MY
know? CHILDH
6. Can you say OOD”
something
about his
childhood?
“My
Childhood” is
An Auto
biography.
Once the mind-
Loud Reading mapping is over,
the teacher Activity:2
establishes The student opens
connection with the book page no
the text book “_”_”_”_”_ n listen
content and asks to the teacher by
to open it. pointing the finger
on the book. (Dev.
Teacher will Listening Skill)
read the
Model Reading paragraphs Activity:3
aloud. As per the
instruction of the
teacher the
students read the
same paragraphs
aloud. (Dev.
Asks the Reading Skill)
students to
stand up and
read the
same aloud
one by one.
I The teacher asks Initially they
N the students to observe
T observe the individually and
E illustrations given then they sit in
R in the textbook groups and get
P depicting the some concept
R content on page about the lesson.
E no 70, 71, 72, 73. Formation of
T groups.
A (According to
T the strength of
I In every period, the class)
O the students sit
N in groups and
read a few
paragraphs slot Words
wise, by working and
on vocabulary as Students will be their
C well concepts. divided in groups meaning
O Exposition of and do their task ..
N New words. The teacher will assigned by the
S ask the students to teacher. Vocabu
T find out the new lary…
R words and their Activity:4 Erstwhil
U meaning by Find out the new Followed e:
C making sentences words and able to by whole
T n showing some understand them class Innate:
I pictures. Or by using dictionary activity
O and making Generos
N Teacher makes sentences. ity:
them understand
the meaning of the Helpmat
words they Discussio e:
identified with the n Method
help of Undistin
dictionaries. guished:
Group
Teacher asks the task and Austere:
students for The students presentat
presentation. present Group ion Erupt:
wise. (Some of
them present and Surge:
Teacher gives some of them
some inputs for write in the Catering
strengthening their black/white board. :
understanding and
usage of the new Orthodo
words and a few x:
concepts: and help
in self-learning. Idols:
Downca
st:
Silent Reading Reading
And Summo
reflection n:
. The teacher asks Activity:5
the students to The students read
read the the Paragraphs
paragraphs silently silently.
for better
understanding.
The teacher ask The students
the students to (Group wise)
present the main present ….
concept of the
chapter. (or The Activity:6
Paragraphs taught) Concept of the
Chapter:
1. Early life and Group
background task and
of Abdul presentat
Kalam’s ion
Family.
Conceptual 2. Influence of
C Understanding parents and
O teachers.
N 3. Cultural
T harmony
E 4. Education
X and
T Learning-
U Supportive
A Environment
L from the
I family of
S Kalam,
A though there
T are social
I barriers and
O financial
N problems.
5. Overcome Usage of
The teacher Adversity Prefix
introduces the 6. Inspirational
uses of prefixes Lessons.
citing examples.
Activity:7
Working on
Prefixes:
Students will find
out the words
Exercises on having prefixes
Passive Voice. such as un….,
in…., ir…., im……
Ex: my parents
were regarded as Activity:8
an ideal couple. The students find Inductive
some more n
sentences like the Deductiv
example from the e Method
textbook.
Students learn the
interchange of
voice.
Active to Passive &
Passive to Active.
C The teacher asks Reading Activity: Reading
O the students to Students read And
G read the chapter individually and reflection
N once again. even in groups for
I Scaffolding a while and grasp
T Understanding the meaning of the
I slot.
V
E The teacher asks Activity:9
the students make After reading again Critical
a concept map for the thinking
A deeper chapter/paragraph
P understanding students will draw Brain
P a concept map. storming Example
R s of
E G:1 - Making
N 1. Early Life & diagram
T Background of
I 2. Family Concept
C values and Mapping
E influence
S G:2 - Concept
H Modelling 3. Friendship Mapping
I thought and Social (S)
P Process Harmony
4. Incidents of
discriminatio Collabora
n tive
G:3 - Learning
5. Mentorship (P)
and
Motivation
6. Major
Lessons and
Reflections
G:4 -
7. Key Themes
C Presentation of The teacher ask The students
O collaborative the students (Group wise)
L activities (Groupwise) to present …. Secularis Drawing
L present the m Pol. Sc diagram
A Concept Map. (I) s of
B Concept
O Educatio Mapping
R Activity:10 n (By the
A Building Shared Student
T Understanding Presentation of Unity in s)
I and Concept Mapping diversity
O Communicative
N Competence Values
Collabora
tive
Learning
Creative
learning
Communi
cative
learning
M To observe their To strengthen the
U Objectives understanding the understanding of
L based objective teacher will ask the chapter and
T type/ open few questions improving
I ended based on the slot. language skill, the
P questions. students will
L answer the
E question provided
by the teacher.
1. What have
I you
N understood Activity:11
T about the Give a small
E childhood of description about Interdisci
R A P J Abdul plinary
P Kalam? The learning
R 2. What do you childhood of
E mean by Kalam. Collabora
T Enhancement Dinamani? tive
A of Reading 3. Give a small His parents. learning
T Comprehension description
I of Kalam’s School
O residence incidents.
N area?
4. Describe His first
about the earning.
parents of
Abdul Kalam. Experience
5. Explain at
about Sivasubrama
Second nia Iyer.
World War. Geograp
6. How did Use the map hy
Kalam earn of India and
his first point out Indian
wages? Rameswara Knowled
7. What m, ge
happened in Dhanushkodi system
the and
classroom Ramanathap
one day uram in
when a new Tamil Nadu.
teacher
came? Activity:12
8. Why did Students take the
Laxman worksheets
Shashtry consisting of
summon the statements
teacher and showing the series
what did he of incidents of the
do? chapter and put
9. What is the them in order.
experience
of Kalam in
the house of
Sivasubramn
ia Iyer?
10. Why
did his wife
allow Kalam
in to kitchen
the next
time?
11. How
did Kalam
come up
even the
family was in
troubles?
12. In what
ways did Iyer
help Kalam
to become
highly
educated?
M The teacher Activity:13
U creates a real Students
L life situation Create a poster
T providing depicting the
I following newspapers
P questions….. thrown out from
L Oral and the train and
E Written 1. Explain how catching them by
Expression the Sita Kalam. Art
Rama integratio
M Kalyanam is Activity:14 n
A performed in Prepare some
N the temple slogans and make
IF which you some posters
E witnessed? related to peaceful
S 2. How many co-existence and
T Jyotirlingas communal
A are there? harmony.
T 3. What do you
I know about Activity:15
O Appreciation of Rameshwara Apply the
N Literature m? classroom learning
4. How many in many ways in to
Dhams are their life situation.
there in our
country? Activity:16
5. What are the Students compare
similarities the attitude of
and parents: teachers
dissimilarities of present time
/ differences with those days.
found in Puri
and
Rameshwara Activity:17
m? Collects
information from
their friends
pertaining to
giving food to
Application of others by their Value
Knowledge mother every day. Educatio
Compare with n
Giving food to Kalam’s mother
other needy and share their
people is a noble opinion.
deed.
They start giving
Discuss the need food to others.
and significance of
secularism in India. Activity:18
They also focus on
what is going on,
Teacher/anyone in our country in
will organize a the name of
debate secularism.
competition on
Peace Education. Activity:19
Students compare
the situation and
participate in a
debate with regard
to peaceful co-
existence.
Activity:20
Students work how
Kalam worked,
when he was in his
childhood and they
adopt to work is
worship and
implement dignity
of labour.
Home Assignment to the students
1. Write a brief description on Kalam’s friendship with Brahmin
family members?
2. Write your opinion on summoning the teacher by Lakshman
Shastry?
3. Prepare five sentences of passive voice related to your daily
activities.
4. Make a list of 5 words each in prefixing im, in, ir and use them
in sentences.
5. Develop a story of Abdul Kalam’s childhood. (Creative Writing)
6. Collect some additional information about Kalam’s later life.
(Inquiry Driven Learning)
7. Complete the exercises given in the textbook page no
‘-‘-‘-‘-‘-‘-‘-‘-. Rewrite the paragraph.
8. Use the following words in your own sentences and present in
the classroom.
Erstwhile, austere, innate, a helping hand, despite, emotional
ASSESSMENT & FEEDBACK
The teacher observes the understanding of the students
basing on the presentations and activities conducted, if it is
not worked out properly, then plan to re-organize the
activities to make the students understand well so as to
achieve the learning outcomes.
PERIOD WISE ACTION PLAN
PERIO CONCEPTS LEARNING PROCESS LEARNING EVALUATION
D & STRATEGIES MATERIAL QUESTIONS
S
1 Early life and Reading & Textual 1. What have
Childhood of Reflection, Mind pictures, you learnt
Abdul Kalam, Mapping ICT, India by reading
Conditions at Map, about
Kalam’s Group work and drawn Kalam?
home in presentation charts 2. Differentiat
those days- e the life of
parents’ Kalam with
encourageme your life?
nt
2 Effect of 2nd Whole class ICT, Video 1. How was
World War on discussion and of 2nd the world
their village. group work World affected by
War, the World
Background World War II?
of Kalam with Map 2. Explain
other your
Brahmin Reading & understandi
student in Reflection, ng about
school dramatization the
studies, paragraph?
cultural
harmony,
interfaith
relationship
3 An odd Individual Reading 1. How would
experience & dramatization you react if
with a new the same
teacher and happened
its to you?
consequence Group work and 2. Do you
s Role Play agree with
the
treatment
given to the
teacher?
Why?
4 Experiences at Dramatization Textual How would
Sivasubramania Pictures Kalam have felt
Iyer’s home- in the situation?
lessons to be
learnt. Why did Kalam
Discussion Method shift to the
Kalam’s shift to District
the District Headquarter?
Headquarter for
higher studies.
5 Revision and Group work Textbook Textual
Exercise work exercises, most
of the exercises
are done at the
concerned
periods only.
Revision and
remaining
exercises are
done in the last
period of the
chapter.
Note:
This Lesson Plan is totally flexible. Teachers can
change a little bit as per their needs and performance.
