Learners answer the quesitons:

What is the picture about?

What do you think about it?

Do you have any animal friends?

Can you say something about friendship with your animal friend?

Do they love you?

How do they show their love?

Have you any unforgettable experience with your animal friend? If so, share with us.

Teaching Manual

Standard VI

Div:

Unit 4

Chubari Our Horse

Issue: Lack of Universal cohesive vision

Sub issue: Lack of love towards fellow beings

Module 1:

Poster preparation

No. of periods: 7

COs: Learners prepare posters, diaries, letters, skits etc, related to the issue.

Language elements: Passivisation, word order, time and sense, aspect, affixes and prepositions

TLM: Dictionary, CDs, Glossary, sample posters

Assessment Process

Informal Interaction

Teacher shows the picture/clipping of a horse galloping along a beach (TB page 95) .

Teacher’s Self Assessment:

How far was the trigger I used effec-tive ?

Were these questions suitable for tak-ing out the learner’s perspective of the visual ?

Could I elicit the learner’s assumption about the theme through these ques-tions?

Learner Assessment

Names of children who responded

Names of children who provided outstanding responses.

Let us listen to a story of a brave horse who saved his master's life.

Performance of the Narrative - Father Re-turns (sb p.70)

Chubari was a strong and brave horse.

He was friendly with his master's children.

Father went for a meeting on Chubari's back through mountains and did not return for a month.

On a stormy night, children heard some-one talking from the next room.

Interaction

Who would be talking in the next room?

What would be they talking about?

Why didn't their father and Chubari return so far?

Has anything happened to their father?

Don't you want to know what really happened? Please go through the passage Father Returns (cb p.96 &97)

Reading

Individual Reading

Teacher: Please read the passage silently and underline the words or ideas that you cannot understand.

Teacher can build up interaction based on the responses of the children. Ex: Quoting the response of a child, the teacher asks an-other question to the entire class. " Raju says that father and Chubari met with an acci-dent." What is your opinion?/What do you think about it?/ Do you agree with him?

Assessment Process

Teacher’s Self Assessment:

Could I perform the narrative effec-tively, creating proper mental images and emotions?

Could I provide chances for divergent thinking ?

Could I make the learners feel empa-thy with the characters?

Did I provide chances for prediction?

Teacher’s Self Assessment:

Did I develop authentic dialogue based upon the responses of the chil-dren?

Did I succeed in instilling a desire for reading ?

Learner Assessment

Names of children who had the most/least number of underlined words.

Collaborative reading - Inter group

Teacher: Sit in groups and share the ideas and words that you understood, the words or ideas that you found difficult to understand and the words or ideas that you like best.

Did you share the words or ideas that you under-stood/ that you didn't understand/ that you liked most?

Extending optimum support to those who can't read.

Teacher visits each group and finds out those who can't read.

Did you read the whole passage?

Which are the sentences or words or even letters that you can read?

Which word or character do you like in the pass age?

(Learners can reply either in English, Malaya lam or a mixture of both.)

Can you locate it in the passage?

What is that character doing/saying?

What will he do next?

Likewise, teacher can elicit more events and write them in order in the learner's notebook.

Can you draw pictures of these events?

Can you say something about the pictures?

Teacher megaphones and writes them in the notebook.

Let me read it for you, shall I?

Now, can you read it? Please try.

Some of these words are there in the pass age. Can you locate them?

Now you know so many words.

Can you write them like this?

Teacher helps them to write the words in a wordstar or wordweb.

Assessment Process

Did I succeed in finding out the children who could hardly read?

Were my questions properly graded so as to help the weak children?

Did I elicit enough events and write them sequentially in their notebooks?

Teacher’s Self Assessment:

Were my instructions sufficient to ensure proper group sharing?

Did I intervene during collaborative reading to check at what stage the leaners had reached ?

Did I provide chances for peer assess-ment?

Learner Assessment

Names of children who could visualize the events and put them in drawing.

Names of children who talked about what they drew.

Teacher’s Self Assessment:

Did I succeed in making them read at least the words in their notebook?

Could I create a concept map in the child’s mind?

Did you finish sharing your best idea?

How far have you finished your sharing?

Collaborative reading - Intragroup

Teacher moves among the groups and asks:

Did all of you get a chance to share your ideas?

Did you get help from all members?

Teacher says: Group 1 has a problem in this area. Can any other group help them?

Collaborative reading - With material

Do you still have unfamiliar words? You may refer to this glossary (Displays the glossary he/she prepared)

Collaborative reading - With Teacher

Well I hope now all your doubts are taken care of.

Do you have anything else to be clarified?

Scaffolded reading

Teacher asks the following questions:

“Take them away”, why did the father say so?

Do you think that the father’s behavior is right?/ If so why?

Have you had such an experience in your life?/ If so, what did you feel then?

Assessment Process

Teacher clarifies the difficult area , if necessary in L1, to the class as a whole.

Teacher can like wise elicit the problems within the groups and pose them before other groups to solve.

The teacher can display these questions in the chart pa-per/BB, either one by one or as a whole. The students may, if they like, answer any question from these, in such a way that it becomes a creative work. Later, this can be published as a journal.

Process

Teacher’s Self Assessment:

Were my instructions sufficient to ensure proper group sharing?

Did I ensure successful group co-operation?

Teacher’s Self Assessment:

Did I provide a customized glossary?

Learner Assessment

Which children sought my help?

Learner Assessment

Which children were resourceful enough to offer help?

Did I have to resort to regional language?

Teacher’s Self Assessment:

Was my question capable enough to obtain various perspectives?

Are the learner’s chances for the ex-pression of his views encouraged?

Did I include questions to promote tolerance values in the children?

Administering SAT:

Let the children write the Self-Assessment in com-plete sentences.

Process Assessment

Interaction

The children are not happy. What will they dis-cuss now?

How do they feel now?

Let’s see what they are discussing.

Children read and respond orally.

Interaction

Why, do you think, father didn’t bring any sweets?

One child says that when hungry, peo-ple will eat anything. Do you agree?

Will they meet Chubari in the morning?

Performing the Narrative

Teacher: OK, Let’s see what happens next. Lis-ten to me:

Welcome Chubari (sb p.70-71)

‘The next day was……...we couldn’t believe that.” 

Children went to the stable to see Chubari-but he was not there.

An old man told them that Chubari is dead.

Interaction:

What might the children think now?

How do you think Chubari died?

Learner Assessment

Names of children who could do the work in complete or partial sentences

Teacher’s Self Assessment:

Could I provide chances for divergent thinking ?

Could I make the learners feel empa-thy with the characters?

Did I provide chances for prediction?

Teacher’s Self Assessment:

Could I provide chances for divergent thinking ?

Could I make the learners feel empa-thy with the characters?

Did I provide chances for critical thinking?

Learner Assessment

Names of children who made outstanding re-sponses.

Teacher’s Self Assessment:

Could I perform the narrative effec-tively, creating proper mental images and emotions?

Teacher’s Self Assessment:

Could I provide chances for divergent thinking ?

Did I provide chances for critical thinking?

Narrative continues…

“Later mother told ….mother also sobbed.”

On the way back, father took a tough and dangerous short cut .

There was a crack in the rock filled with snow, which was too wide for the horse to cross.

Chubari didn’t move. But father whipped him again and again.

Hesitatingly, Chubari jumped forward, but got stuck in the snow.

He frantically jolted his body and threw father away and saved him.

Process Assessment

Interaction :

What might have happened to Chubari?

Do you think that the father is responsible for Chubari’s ill fate?

Why do you think so?

Narrative continues…

“The next day…..welcome Chubari”

Children came to know that Chubari is safe .

Interaction :

What will be the children’s plan?

How will they arrange a welcome to Chubari?

Fine. These are your ideas. Now let’s find out

what their plans are. Please read Welcome Chubari (cb p 99).

Let the children share their ideas in groups.

Teacher’s Self Assessment:

Could I perform the narrative effec-tively, creating proper mental images and emotions?

Teacher’s Self Assessment:

Could I provide chances for divergent thinking ?

Could I make the learners feel empa-thy with the characters?

Did I provide chances for critical thinking?

Teacher’s Self Assessment:

Could I perform the narrative effec-tively, creating proper mental images

Teacher’s Self Assessment:

Could I provide chances for divergent thinking ?

Could I make the learners feel empa-thy with the characters?

Did I provide chances for critical thinking?

Learner Assessment

Names of children who could comprehend the questions and answer correctly..

Learner Assessment

Names of children who were active in sharing their ideas.

Target Discourse: Making Posters

Now prepare a poster welcoming Chubari as the children in the village would have done.

Interaction:

Process Assessment

Would you like to see an attractive poster?

Let’s see what all things should be there in a poster.

Shouldn’t it have an catchy title?

Do we need to include details like When/Where and How of the programme?

Do we have to invite anybody?

Do you think the layout is important in a poster?

Now prepare a poster individually, keeping all these ideas in mind.

Teacher’s Self Assessment:

Could I sensitize the children regard-ing the features of target discourse?

Were I able to motivate children ?

Did I provide enough support for weak?

Process Assessment

Let’s see some of your work.

OK, that’s fine. Now sit in groups and prepare a poster.

Inter group collaboration:

Did you share your idea of poster layout in your group?

Intra group collaboration:

This group couldn't think of suitable title. Would anyone like to suggest one?

Collaboration with object:

It seems nobody knows how to invite others. Have a look at this sample poster again. Now, could you identify the phrase for invitation?

Collaboration with the teacher:

I think, by now, you have a clear idea of how to proceed with the task. If you still want any help, you can ask.

Group Presentation:

Can we have a look at the posters you creat-ed? I’ll put all of them here so that you can see what others did.

Displaying Teacher’s Version:

Along with these I’ll put the poster that I have made. Compare this with your work. See whether you can take any words or ideas . Or whether you have left out something.

 

Learner Assessment

Names of children who took initiative in pre-senting the individual work.

Teacher’s Self Assessment:

Could I ensure that sharing has happened as per 

the instruc on? 

Teacher’s Self Assessment:

Were my instructions sufficient to en-sure proper group sharing?

Did I ensure successful group co-operation?

Teacher’s version 

Process Assessment

2010 

Natasha, Yulia, Sonia and Vanya 

Edi ng: 

Let’s take the first group’s work and see how they did it.

What do you think about the theme of the post-er?

Is this word here necessary?

Do you think you have left out some word here?

Would you like to re-arrange these words ?

These words you may check with the diction-ary.

Process Assessment  

Keeping these ideas in mind, the other groups can refine their work. 

Big Book:

Now if you look at these posters we can see that all of them are beautiful. And different. How about putting these together and making a Big Book?

Module 2  

Writing

No. of periods:        3 

Cos: Express ideas and arrange them in a paragraph. 

Language elements: Passivisation, word order, time and sense, aspect, affix es and prepositions

TLM: Pictures, Poems 

Interaction

You know that children have prepared a poster to welcome Chubari. They are all ready. Would you like to know what actually happened? Listen:

Narrative Performance

Chubari is Back sb p.72 

Chubari was in the next village

When they reached the next village, Chubari was not there.

He had already reached home.

Interaction

Do you think the horse was there?

Will they be happy?

What will they do now?

Process Assessment

Reading

Chubari is back cb p.100-101

“We opened…..and whispered.”

Individual Reading

Teacher: Please read the passage silently and underline the words or ideas that you cannot understand.

Collaborative reading - Inter group

Teacher: Sit in groups and share the ideas and words that you understood, the words or ideas that you found difficult to understand and the words or ideas that you like best.

Did you share the words or ideas that you under-stood/ that you didn't understand/ that you liked most?

Extending optimum support to those who can't read.

Teacher visits each group and finds out those who can't read.

Did you read the whole passage?

Which are the sentences or words or even letters that you can read?

Which word or character do you like in the passage?

(Learners can reply either in English, Malaya lam or a mixture of both.)

Can you locate it in the passage?

What is that character doing/saying?

What will he do next?

Likewise, teacher can elicit more events and write them in order in the learner's notebook.

Can you draw pictures of these events?

Can you say something about the pictures?

Teacher megaphones and writes them in the note-book.

Let me read it for you, shall I?

Process Assessment

Now, can you read it? Please try.

Some of these words are there in the pass age. Can you locate them?

Now you know so many words.

Can you write them like this?

Teacher helps them to write the words in a word-star or wordweb.

Target Discourse: Wri ng Paragraph 

Interaction

Chubari is ill. He is very weak. But the children say that they still love him. Why did they say so?

Why does mother say that they are “kind heart-ed”?

Write your ideas in a paragraph.

Administering SAT:

Let the children write the Self-Assessment in com-plete sentences.

Poem 

Interaction

We know that Chubari is ill. But the children loved him very much. They were always thinking of him. At night, in her dream, Nata-sha saw healthy mares running by a pool.

Now you may read the poem “Wild Mares Running” cb p.102.

Check the Learner’s understanding by giving simple tasks based on the poem like these:

What do the expressions “ the breast of crimson hill” and “close of the day” refer to?

What are the words used to describe the manes the second stanza?

Process Assessment

Why does the poet use the word ‘flow’ in connec-tion with manes?

What is the significance of the expression “their light feet stamping”?

Why did the poet want to recapture that lovely hour?

Process Assessment