From A
Railway Carriage
Teaching
of Poem
Standard
: VI,
Topic
: From A Railway Carriage,
Page
no : 128.
Learning Outcomes: the
learner
E-602:
recites and shares poems, songs, jokes, riddles, tongue twisters extra…
E-604:
response to announcements and instructions made in class school assembly
railway
station
and in all other public places Cites evidence for the explicit and implied
meaning of the
poem
and appreciates the poetic devices used in the poem.
Competency
• Identify the new words and understand their contextual meaning.
• Develops skill of writing simple poems.
• create their own poems based on the pictures given.
Introduction:
• Have you experienced traveling with a train before?
• Close your eyes and think about the moving scene outside a train
window.
• Take turns in class to describe one image that crossed your mind.
• What do you think about train journey?
Guided Reading:
I
read the Poem with proper stress, pause, and intonation. Students listen
silently at the first time. Second time they repeat after me. They read in
small groups.
Teacher’s activity:
Before
explaining this poem, the teacher also explains the new words with the help of
chart. The teacher explains the poem in simple words through video.
Student’s activity:
Volunteer students to briefly explain the
content explained by the teacher in front of other students.
Concept Map
• A
child moves awkwardly all by himself and gets prickly shrubs or brambles on his
body. A tramp stands and gazes somewhere. There are also some people who are
stringing daisies into garlands in a green meadow.
• He
also sees a cart lumping along the road with man and load. He sees a mill and a
river too. He only catches a glimpse of every one of these scenes, and then
they are gone for ever. The poet can only see everything for a tiny second
because of the speed of the train.
• He says that the train is faster than mythical
creatures like fairies and witches. The train rushes past bridges and houses,
hedges and ditches. All through the meadows, horses and cattle charge along
like troops in a battle.
Consolidation and Presentation:
(Write in order mode)
• The
poet talks about the scenery and the creatures that he can see through the
train windows. The horses and cattle seem like soldiers charging into battle.
All the sights of hills and plains fly as thick as driving rain.
• The train is so fast that it makes everything
outside look like rain. And in the wink of an eye, painted stations whistle by.
The train goes past colourful stations very quickly.
Reinforcement:
Travelling can help a person to understand and
appreciate different places-discuss.
Evaluation:
LOT
• What
does ‘charges along like troops in a battle’ mean?
• Why
does the child clamber and scramble?
MOT
• What
would could best replace ‘charges’ in the
poem-marches, rushes or pushes?
HOT
• which
are the images that we can construct in mood on reading this poem?
Remedial Teaching:
I give oral drills, reading practice for the
late bloomers. They will use the internet source to enrich their skills.
Writing:
They write the writing practice by follow the
teacher. They write the book back exercises… read and understand, vocabulary,
listening and writing.
Follow up work:
Discuss with your partner and
pick out the rhyming words from the poem.
Prepared by
Sethuraman Ramalingam, BT Asst, (Eng),
Model School, A.Kumaramangalam,
Ulundurpet Edn dt,
Kallakurichi (DT)-606107.
கீழே கொடுக்கப்பட்டுள்ள click here என்ற ஆங்கில வார்த்தையை பயன்படுத்தி ஒன்றாம் வகுப்பு முதல் ஐந்தாம் வகுப்பு வரை உள்ள ஆசிரியர் குறிப்பேடு pdf மூலம் பதிவிறக்கம் செய்துகொள்ளலாம்.
.jpg)
.jpg)
.jpg)
0 Comments