INNOVATIVE LESSON

PLAN
Name of the teacher
Std: VIII

Neethu.R.M

Name of the school

Str :

G.H.S.S , Vakkom.

Subject
Time:40min

English.

Unit
Date:

:From a Railway Carriage.

Subunit

Content overview

:
The poem ' From a
Railway
Carriage
unravels
exquisitely
and
vividlythe
exciting
and
thrilling
experiences of a train journey.

Content analysis

:
The
poem
beautifully
expresses a train journey. The
poem
opens
with
two
marvellous
comparison
in
which the speed of the train is
being said as fables then that
of fairies and witches. Due to
the train's speed the houses,

Faster... cattle.

hedges and ditches become so

fast moving surpassing the
speed of fairies and witches.
Then it is compared to troop in
a battle chargingfuriously and
in high pace towards the
enemy in the battlefield. The
train thus charges all through
the meadows in which horses
and cattles are seen.
Linguistic content

: Introduction of new words

such as witches, hedges,
ditches and meadows.

Curricular statement

: To pupil:
(a) reads and analyses the
literary text.
(b) enjoys the rhythm of the
poem.
(c) improves the imaginative
and thinking power.

Issues

: Issue related to journey in

train.

Sub-issue

: related to scenes seen from

a railway carriage.

Pre requisites

: They might have learned

poems or stories related to
travelling and train journey.

Teaching-learning strategy : Group work,

discourse.

questioning,

Teaching-learning resources
: Course book, work book,
etc.
Evaluation strategy

: Scaffolding questions, entry

activity, group work, etc.

Learning outcome

: The learner;
Develops the
observation.

power

of

Develops a loving and

positive attitude towards
train and travelling.
Develops aesthetic sense,
imagination and creative
thinking.
Develops
creativity
writing poems.
Reference

in

: Oxford English Dictionary,

Course Book, Internet.

CLASSROOM INTERACTION PROCEDURE

RESPON
SES

INFORMAL INTERACTION
Teacher establishes a rapport with
the students by indulging in some casual
talks.
Teacher: Good morning students.
Tr : Are you happy to be here?
Tr : Are you ready to study?
Tr : Do you all like to travel?
Tr : Name the longest vehicle?
Tr : Do you like to travel on train?

Good
morning
teacher.
Yes
teacher.
Yes
teacher.
Yes
teacher.

ENTRY ACTIVITY
List any five sights that you see while traveling
on a train.
PRESENTATION
So you see many sights while you are travelling
in a train and you feel happy when you see it,
isn't it? Today we are going to learn a poem
about the exciting and thrilling experiences
provided by the train journey.
From A Railway Carriage
-Robert Louis Stevenson

Train.
Yes
teacher

Teacher shows the profile of the author.

Robert Louis
Stevenson(1850-1894)

Recogni
zes.

He was a Scottish
novelist, poet and travel
writer.
He was well known for
his children's classics.

His most famous works

are Tressure Island,
Kidnapped and Strange
Care of Dr: Jekyll and Mr:
Hyde.

RECITATION OF THE POEM

Teacher recitates the poem loudly, clearly
with proper stress and rhythm.

Makes
the
note of
the
profile.

Teacher recites each line and make pupil

repeat each line in chorus.
MICRO PROCESSING OF THE LESSON
Individual reading.
Teacher makes the pupil to read the poem
silently and underline difficult words.
WORD BUILDING
Teacher clarifies the meaning of those

Listens
carefull

words which the find difficulty.

Teacher shows a picture of a meadow.

Does
so.

Does
so.

Tr: What do you see in this picture?

Tr : Yes, a field full of grass or a meadow.
Meadow - A field full of grass. (B.B)

Teacher shows the picture of a ditch.

A
grassla
nd
Identifie
s the
meanin
g.
Takes
down
the
meanin
g.

Tr : What do you see in this picture?

Tr : Yes, it is a long narrow hole or pit
as a drainage.
Ditch A long narrow trench used as a
drainage. (B.B)

used

Teacher shows the picture of a hedge.

Tr: What can you see in this picture?

Tr: Yes, it is a wall or a boundary made of
bushes or herbs.
Hedges - boundary or barrier of herbs or
bushes.
(B.B)

Water in
a hole.

SHARING IN GROUPS

Identifie
s the
meanin
g.

Teacher asks them to share their ideas, views,

doubts in groups.
CLARIFYING THE DOUBTS:
Teacher clarifies the doubts of the pupil.
APPRECIATION
Teacher asks group to read the poem and
convey their ideas about the poem.
SCAFFOLDING QUESTIONS:
Teacher asks the students questions given in
the text to the whole class
What is the title of the poem and its

Takes
down
the
meanin
g.

author?

What is the theme of the poem?

What appears to be faster than the fairies

and witches?

What isthe movement of the train

compared to?

Which all places does the train passes

through?

PRONUNCIATION DRILL:
Teacher shows the word chart and
pronounces and makes the pupil repeats it.

A wall
made of
plants
or
bushes.
Identifie
s the
meanin
g.

Takes
down
the
meanin
g

does so
and
raises
their
doubts.

Fairies
Hedges
Ditches
Troops
Bridges
Witches
Meadows

LOUD RECITATION BY THE PUPIL.

Teacher makes the students recite the
poem loudly.
DISCOURSE CONSTRUCTION:
Teacher asks the studendts to match the
following words.
Match the following
Witches - Battle
Meadows - Bridges
Troops - Cattle
Teacher asks the students to repeat the
rhyming words.
Witches - Ditches

The title
of the
poem is
From a
Railway
Carriag
e and
its
author
is
Robert
Louis
Stevens
on.

The
poem is
about
an

Battle

- Cattle

FOLLOW UP ACTIVITY:
Write a poem about a train.

exciting
and
thrilling
experie
nce of a
train
journey.

The
bridges,
houses,
hedges
and
ditches
appears
to be
faster
than
fairies
and
witches
when
seen
from a
fat
moving
train.

The
movem
ent of
the
train is
compar
ed to
the
chargin
g of
troops
in a
battle.

The
train
passes
through
the
meado
ws in
which
there
are
horses
and
cattles.

Pupil
repeats
the
words.

Pupil
recites
theh
poem
loudly.