PERIOD PLAN READING segment

PERIOD: 1
CLASS: VI
SUBJECT: ENGLISH
UNIT: 8.P.T.Usha, the golden Girl
DISCOURSES:
I

PRE-READING (Trigger Picture)

Objectives: learners
1
2
3

Come out with their perception of the picture.

Talk about their understanding of the theme that is in-built in the picture as well as in the
various components of the unit.
Make intelligent predictions of the passage they are going to read.

I.

Eliciting the ideas related to the theme

Teaching Learning Strategies

Instructions
Look at the picture carefully
and answer my questions.
Think , discuss in pairs and tell
me.

TLM
Interactive questions
1 Which sport is
shown in the
picture?
2 Do you know who
she is?
3 Can you name
some sports
women/men you
know?
4 Do you want to
become famous
like her?
5 What sort of thing
do you think would
help some one
become famous?
6 Do you know about
anybody? For eg.
Sachin Tendulkar.
7 Do you want to
know about
P.T.Usha?

II.
Writing the select responses on a chart
Think and respond.
Rani, can you read out
You may say in mother tongue.
these responses?

Picture on page 106

In the textbook

(An empty chart to

record the select
responses)

Chart-1
1
2
3
4
III

Running race

Asking the children to read the expressions from the chart

How many ideas are

Read the expressions from the chart.
there?
What idea do you like
most? Why?
IV.
Making children note down the responses from the chart

Write the expressions in your

note book.

What ideas can you

read?

After the Transaction

Reflections of the teacher:

IV.

Reading :

( paragraphs 1 to 3)

Objectives:
Individual reading
1 Children make an effort to read individually and track their own reading process.
2 They make sense of the reading passage using a number of strategies such as
Checking their predictions on the reading passage.
Locating information that they were able to pool from the interaction that has
taken place.
Guessing the meaning of words from the context and also using familiar
words as stepping stones.

I.

Giving instructions for reading

Teaching Learning Strategies

Instructions

Questions on interaction and

comprehension

TLM

Before reading

Read the paras 1 to 3 of

passage P.T.Usha, the olden
Girl.
Use a pencil to put a tick
against the lines you are able
to understand.
You may put a question mark
against the line that contain
parts you are not able to
understand.
Pick out the important events in
this part of the story.
Put a star against the lines that
you liked the most.

Picture chart
for the
reading
passage

While reading
*Dont worry if you were not able to
read and understand the whole
passage.
*Try to guess the meaning of the
unfamiliar words.
*Please do not consult any one at this
point. You can put question mark
wherever you faced difficulty.
*Sometimes the glossary may help
you.

II.

Silent reading by the children

Find out how this picture is linked to the text?
Go through the text silently.
Respond to the questions.
Who is she?
What is her specialty?

A INDIVIDUAL
Process steps

READING

Teaching Learning strategies

Instructions/ Directions

Comprehension qu

Before reading

Children, have you understood the passage?

Answer my questions.

To develop sub-te

3.Facilitation by the
teacher and

Where is P.T.Usha from

when was she born?
What happened in No
1973?
What magical words
hear from her master

Generating sub-text
for the lowproficient students.

When and where was

born?
What is the name of t
dedicated physical ed
teacher?
When did he recogniz
Ushas talent?
What did he observe?
How did he encourag

5.Asking a few
comprehension
questions.
3

Aski
ng a
Wh
at

PERIOD: 2

Objectives of Collaborative reading: learners

1. Using the glossary given to them etc., Share ideas with others.
2. make sense of the reading passage through collaboration.
3. reflect on the passage they have read.

B.Collaborative reading
Process
steps

1.Dividing
the learners
into groups
and giving
them
instructions

Teaching Learning
strategies
Insructions/di Comprehe
rections
nsion
questions
-you have tried to
read the first part
of the story. Now
take turn and
share with others
the events you
were able to
identify. Share
only one event at
a time.
-when one
member says the
idea others can
identify the
sentence that
contains this
idea.
-continue sharing
til you complete
all the ideas.
-now take turn
and share with
others sentences/

TLM

Glossary (chart-3)
1 Arising
from
natural
ability
2 Puny+small
and weak
etc.

2.Teacher
Moves
round the
class and
monitors
whether
they are
collaboratin
g as per the
instructions
given to
them.

words you were

not able to
understand. I will
display a chart
containing
glossary that can
help you.
-finally, take turn
and share with
others the parts
of the passage
you liked the
most.

3.Teacher
mediates to
encourage
sharing
between
the groups.

1.At what age

was Ushas
sports talent
recognized
first? Who did
it?
2.how was
Usha in her
studies?
Groups, did
you compete
sharing ideas
you
understood?
#Did you
share what
you were not
able to
understand?
#
Did you share
the parts you
liked the
most?

4.Teacher
asks a few
comprehens
ion
questions
Now answer my
questions.

#Group 1,
are there any
words/
sentences
that you did
not
understand?
#Which

group can
help group 1?
#Group 2,
what are your
problems?

C.LOUD READING

Teacher reads the

passage aloud with
proper pauses, stress,
tone and pitch.

Teacher giving
instructions for the
Students to read aloud
in groups.

Reading aloud by the

students for the whole
class & Interaction after
their reading aloud in
groups

Open the book at 1. I

am reading the paras 1
to 3. Listen to it running
your finger along the
lines. Concentrate on
the stress and pauses.
#Now you are going to
read aloud in your
groups.
#Divide the passage
into various parts
according to the
number of members in
your group.
#Decide among
yourselves who will read
which part.
#Each one of you can
take turn and read
aloud your part. Others
can offer suggestions to
make loud reading
better.
Which group wants to
read aloud for the whole
class?

Feedback

What changes will you

like to make if you read
the passage aloud

The text book

again?
What are the points that
come to your mind?

D.EXTRAPOLATING THE TEXT

Objectives: the learners
1. analyze the information given and link it with their personal experience.

4.

generate their own texts from the given text.

Teacher displaying
the chart containing
a set of analytical,
reflective questions.

Read the text, think

and construct your
own text from it.
Write the answers
on the given chart in
your group.

Presentation by the
groups.

Have you completed

writing?
Which group wants
to present first?
Editing

Chart-5
1.what would have
happened if
Balakrishnan did not
see Usha?
2.what helped Usha
achieve her goal?
3. can you name
some great Indian
women athletes who
may have been
inspired by P.T.Uha?
4.
5.
6.
7.
8.

Teachers version

CHART-6
1.
2.
3.
4.
5.
6.
7.
8.

GRAMMAR
Objectives:
1.
2.
3.
4.

Identify the question tags used in different sentences.

Understand that question tag depends on the main verb in the sentence.
Understand the usage of question tags appropriately.
Learn to use question tags for different situations

Process steps
1.Identifying
the describing
words used in
the text by the
students.
Writing them
on a chart by
the teacher

2.Analysing
the adjectives
used together
by the
students.

4.understandin
g the rule
5. Doing the
exercise
6. group
presentation

Teaching learning strategies

Pick out the
How do you
describing
describe your
words from
friends?
What kind of
the text.
Underline the a girl was
words.
Usha as aIdentify the
student?
sentences in
How was she
which two or
when
more
Balakrishnan
describing
saw her?
words used
together.

Observe the
adjectives
and identify
the the
qualities.

What quality
does the word
tiny/village
describe?
What quality
does the word
extremely/b
right
describe?

TLM
Chart-1
Describing
words
identified by
the students

Usha was a
tiny village
girl.
She was an
extremely
bright
student.