Lesson 13. Teachers' Guidelines π©βπ«
Lesson 13. Teachers' Guidelines π©βπ« - WBBSE - Class 6 - ΰ¦ΰ¦ΰ¦°ΰ§ΰ¦ΰ¦Ώ
Teachers' Guidelines π©βπ«
The English textbook for class VI **'Blossoms'** has been composed and designed in accordance with the vision expressed in **National Curriculum Framework (NCF) 2005** and **Right to Education Act (RTE) 2009**. π‘ It has been noted that contemporary research on language acquisition places the **learner at the centre of language learning**. These researches suggest that a learner will understand grammar effortlessly if provided with considerable input in an anxiety-free situation. The present textbook, therefore, emphasizes **life-centric experiences** to help learners co-relate, differentiate, analyze, and synthesize their personal experiences with situations encountered in the textbook.
The role of the teacher in a modern classroom is no longer just a knowledge resource, but primarily a **facilitator** and **support to learning** π§βπ«. The teacher needs to realize that in **child-centred learning**, they provide all possible support to students in the process of their construction of knowledge. Thus, the teacher actively **participates** in the learner's efforts to evolve learning experiences and also helps to develop programs for learning.
π The English textbook **'Blossoms'** includes a rich assortment of prose and poetry. Abiding by the **NCF 2005 guidelines** β which advocate for softening disciplinary boundaries β the textbook gives due importance to both prose pieces and poems. Its core objective is to develop the **four major skills (LSRW)** of language learning (Listening, Speaking, Reading, and Writing), along with comprehension, analysis, and synthesis. The textbook also highlights the development of the learnerβs competence in **grammar and vocabulary** by facilitating them to construct their grammatical skills through an **inductive process of learning**.
π Rubrics for Classroom Transactions
The various rubrics used in the textbook to facilitate classroom transactions are explained below:
**Let's start:**This rubric provides a brief account of the life and works of the author or poet. Its purpose is to give the learner a preliminary idea about the writer before engaging with the text. For example, in the comic-strip (Lesson 5 of the textbook), the information in this rubric scaffolds learners in reading and comprehending the text material. π
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π Let's Share
Let's share: π‘ It is a Pre-Reading activity that helps the learners to get motivated to read the text. These are activities for ice-breaking purpose. The activities facilitate the process of contextualization.
π Let's Read
Let's read: π Emphasizes on reading and comprehending. Students should read the text silently. The teacher may guide or monitor the reading process by following both top-down and bottom-up strategies. This will help the learners to go from part to whole and also from whole to part.
π Let's Do
Let's do: βοΈ Activities are designed to facilitate the learner's constructive knowledge and skills through individual and peer/group work. While-Reading tasks should be done in groups after scanning and skimming through the text material. The open-ended questions provide the learners with ample scope for using and developing their critical and creative thinking. These activities facilitate the learners for interpretational construction.
The writing activities are set in a graded manner. These activities will enable the learners to develop their language skills. The activities also ensure multiple interpretations of the learners.
π§ Let's Learn
Let's learn: π The English textbook 'Blossoms' is a learning tool. Activities are set in such a manner that they lead to self-learning. Certain grammatical competencies are developed with reference to the text so that the learners can construct the grammatical competency all by themselves.
π£οΈ Let's Talk
Let's talk: π¬ This is meant to enhance the conversational skill of the learners. Activities are based on real-life situations to ensure greater participation of the learners. 'Let's talk' also provides ample scope for multiple interpretations by the learners.
π€ Let's Work Together
Let's work together: π Rabindranath Tagore had once remarked that "literature, music and arts, are all necessary for the development and flowering of a student to form an integrated total personality." The activities under 'Let's work together' ensure all-round development of the child in scholastic and co-scholastic disciplines. The activities offer enough scope for practical application of language in life-centric situations. These activities are designed to initiate collaborative work leading to multiple manifestations of the acquired skills of the learners.
The textbook provides scope for Continuous and Comprehensive Evaluation (CCE) at the time of classroom transaction. The learning objectives of the lessons included
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Textbook Contents π
Here are the lessons in this textbook:
Lesson 1: It all began with Drip-Drip (20 periods) π§
- π― Learning objectives: Ability to use abstract nouns, collective nouns, countable and uncountable nouns, identifying synonyms, writing descriptive paragraphs using hints, and decoding information from a grid.
Lesson 2: The Adventurous Clown (18 periods) π€‘
- π― Learning objectives: Ability to use auxiliary verbs ("do" and various forms of "be" verb), and writing paragraphs using hints.
Lesson 3: The Rainbow (10 periods) π
- π― Learning objectives: Reinforcing the skills developed in Lesson 1 and 2, making sentences with words from the text, and writing paragraphs.
Lesson 4: The Shop that never was (20 periods) ποΈ
- π― Learning objectives: Ability to use articles in special cases, making sentences with words from the text, identifying synonyms of certain words, and writing paragraphs.
Lesson 5: The Land of the Pharaohs (16 periods) πΊ
- π― Learning objectives: Ability to use verbs in agreement with their subjects, the skill to use adverbs, writing sentences with words from the text, writing descriptive paragraphs, and decoding information from a grid.
Lesson 6: How the Little Kite Learned to Fly (10 periods) πͺ
- π― Learning objectives: Reinforcing the skills developed in Lesson 4 and 5, the skill to use prefixes/suffixes to make opposites, writing sentences with words from the text, writing a dialogue, and encoding information into a grid from a passage.
Lesson 7: The Magic Fish Bone (18 periods) π£
- π― Learning objectives: Ability to identify and differentiate the various functions of sentences (viz. assertive and interrogative), and substituting words with their antonyms.
π Curriculum Overview: English Language Skills
These lessons focus on developing comprehensive English language skills, including sentence construction, information encoding, and paragraph writing.
Lesson 8: Goodbye to the Moon (20 periods) π
- Learning objectives: π‘ Ability to identify and differentiate the function of sentences (viz. imperative, optative, and exclamatory), use of prepositions, making sentences with words from the text, writing a paragraph, and writing a story.
Lesson 9: I will go with my father a-ploughing (10 periods) π
- Learning objectives: βοΈ Reinforcing the skills developed in Lesson 7 and 8, writing a story, and writing a paragraph.
Lesson 10: Smart Ice Cream (10 periods) π¦
- Learning objectives: π― Ability to use linkers, agreement of the verb with the subject, making sentences with words from the text, writing a story, and writing a paragraph.
Lesson 11: The Blind Boy (10 periods) π§βπ¦―
- Learning objectives: π§ Reinforcing the skills developed in previous lessons, viz. use of articles and prepositions, classifying the types of nouns, use of prefix and suffix, use of antonyms, writing a dialogue, and writing a story.
Lesson 12: Rip Van Winkle (10 periods) π΄
- Learning objectives: π Reinforcing the skills developed in previous lessons, viz. agreement of the verb with the subject, identifying the functions of sentences, making sentences with words from the text, writing a story, and writing a dialogue.
π Note: The list of periods allocated for each lesson is only indicative. Teachers may vary the number of periods according to the specific needs of the learners.
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π MY PAGE -1
π€ What do you feel about the book?
This space is for you to share your thoughts and feelings about the book. Reflect on what you've learned, what you enjoyed, or any questions you might have!
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