TEACHER EMPOWERMENT PROGRAMME 2024

HIGH SCHOOL
ENGLISH
 Daily Duty And Rota

Day Nobel Booker Pulitzer Jnan Pith

DAY 1
Documentation Wall magazine Wake up activity Language game
DAY 2
Wake up activity Language game Documentation Wall magazine
Wake up activity
DAY 3 Wall magazine Documentation Language game

DAY 4 Language game Wake up activity Wall magazine Documentation

DAY 5 Wake up activity Language game Documentation Wall magazine

 SCERT KERALA
Teacher Transformation Programme May 2024
Introduction

The state of Kerala has attained glorious heights in the field of education through consistent trainings
and timely curriculum adaptations. Kerala, often hailed as the "Education Hub of India," stands as a
testament to the transformative power of continuous teacher empowerment programmes and adaptive
curriculum strategies. Over the years, the state has meticulously cultivated its educational landscape,
propelling itself to glorious heights of academic excellence.

Central to Kerala's success story is its unwavering commitment to providing quality education
to all. Through rigorous teacher training programs and the implementation of innovative teaching
methodologies, educators in Kerala have continuously refined their skills to meet evolving educational
needs. Moreover, the state's proactive approach to curriculum development ensures that it remains
relevant and responsive to changing societal demands and technological advancements.

The chief background of developing the Kerala Curriculum Framework 2023 is the formulation
of the National Education Policy 2020 and the introduction of the National Curriculum Framework
2023. As a continuation of the Curriculum Framework aforementioned, the details of the curriculum
were prepared and the textbooks developed. The changes that have geared up in the fields of science
and technology and also in pedagogy in the last decade have necessitated the revision of the curriculum.

This professional development workshop holds great significance as it is focused on the recent
curriculum revision. It is imperative that all educators in Kerala are well-informed about the
modifications made in this revision, its goals, and purposes. The training is designed to facilitate a
transformation in teachers that aligns with the updated curriculum. The effectiveness of this training is
not determined by what is provided, but by what is absorbed and integrated.

Day 1
Registration 9.30am – 10.00am

Session 1 (10 am – 11.30 am)

Grouping : Rp groups the participants into four with an activity on books and awards.
Selection of group leaders.
A short presentation on the awards and self introduction.
Task assigning (Daily duty and rota)
Introduction and welcome by RP (slide 1)
Entry activity
(Dramamtisation)
Unexpected honking and blaring is heard (maximum volume) along with the dramatization scene of a
young boy helping an old man cross the street.
Rp poses a few questions.
• What did you see?
• What happened?
• Who were they?
• Where did this happen?
Rp invites responses.
Rp instructs the participants to develop a story from the thread of the incident in groups and perform
it. Each group is assigned an activity
1. Mime
2. Reader’s Theatre
3. Tableau
4. Narrative spot light (story on stage)
Rp asks the following questions:
- What triggered your creativity?
- Can you detail the process that you have gone through?
Consolidation.
• A picture or an incident or anything can trigger the creativity of the learner.
• It is imperative on the part of the teacher to provide such triggers to bring forth the learners
creative output.
• It also helps to generate language.
Rp presents the check list (objectives of KCF 2023) and asks the participants to check whether they
have incorporated any of these in their presentation.

Session 2 (11.30 am – 1.00 pm)

Objectives:
• To make the participants explore ‘Half a Day’
• To internalize the process of reading.
• To make the participants understand the features of a panel discussion.
Materials: Text of ‘Half a Day’ without the activities
Rp distributes the story ‘Half a Day’ and asks the participants to explore it.
RP asks the following questions to elicit responses. (PPT)
- What is the story about?
- Who is the protagonist?
- Who are the other characters?
- Where does the story happen?
- Does the author name any character or locality in the story? Why?
- Comment on the use of time.

- Pick out the words which may be unfamiliar to the learners.

- What strategies can we use to make these words part of learner’s active vocabulary?
- What, do you think, is the theme of the story?
Now, Rp asks the participants to go through the text and frame questions. Let them share the questions
in their group. One member from each group should come forward and pose the questions to the other
group members who answer them. Rp intervenes if answers cannot be found.

Discussion

• What do you think, is the importance of asking questions in a language classroom?

• What sort of questions can be used to trigger the learner’s creativity, thinking and imagination?
• How can questions be used for assessing the learners?

Consolidation:
• Questions are important pedagogical tools to promote critical thinking,
creativity and to make the learners inquisitive.
 • Questions can be used to channelize the thoughts of the learners.
• Framing questions is a skill that we must inculcate in learners as well as teachers.
• It is normally assessed in formative and summative assessment.
Now, RP asks each group to get ready for a panel discussion on the text. RP selects a moderator and
constitutes a jury to select the best panelist. All groups should discuss on the particular theme from the
passage and groom the panelist. They should also prepare questions and pose them to the panelists.
Rp assigns the following themes:-
1. Life journey/ memory
2. Time shift
3. School as a symbol
4. Environmental shift
When the groups are ready, one member from each group is selected for the panel discussion on
specific themes.
After the panel discussion RP invites the jury to make their comments, appreciate and rewards the
best panelist.
Now Rp presents a slide on the themes, symbols and images in the story ‘Half a Day’.

After the consolidation RP initiates a discussion on the efficacy of ‘panel discussion’ as a transaction
tool.
- Do you think panel discussion is an effective transaction tool?
- What strategy can we use to conduct a panel discussion in the class room?
- What language skills do the learners acquire through this discourse?
Rp displays the features of a panel discussion. (PPT)

Features of a panel discussion

The panel discussion will feature one participant from each of the four groups, totalling four
participants. The audience will be seated together to observe the discussion.

Panel Discussion Structure:

1. Introduction:

- Moderator welcomes all panellists and participants to the panel discussion.

- Briefly introduces the purpose and topic of the discussion.

-Each panellist then introduces themselves:

2. Panel Presentation and Initial Remarks:

- Each panellist presents their initial thoughts or remarks on the text

- This can include key points, observations, or perspectives they wish to share.

3. Moderator-Curated Questions:

- The moderator poses questions to individual panellists or the group as a whole.

- Questions are designed to delve deeper into specific aspects of the text and elicit different
viewpoints.

4. Audience Participation:

- Audience are invited to ask questions to the panellists. ( Sample questions may be provided
or they can frame their own questions)

- Panellists respond to audience inquiries and engage in dialogue.

5. Panellist- Audience Interaction:

- Panellists may pose questions to the audience to stimulate discussion or seek clarification.

- Encourage an open exchange of ideas between panellists and the audience with the right
involvement of the moderator.

6. Summary:

- The moderator summarise key points and insights generated during the discussion.

- Highlights any common themes, differing perspectives, or areas of consensus.

- Provides closure to the discussion and thank participants for their contributions.

During the discussion:

- Panellists engage with discussion prompts based on the text provided.

- The moderator ensures that all discussion prompts are adequately addressed and encourages
balanced participation.

- Audience have the option to formulate questions based on the text or use pre-structured
questions provided, directing them to specific panellists for responses.

- In the event of a stalemate or unresolved issue, the resource person may offer additional
insights to facilitate resolution and understanding.

Consolidation:
• Panel discussion is an effective transaction tool in language classroom.
• It provides a platform for learners to actively use the language, formulate their thoughts, and
express them clearly.
• The learners become more comfortable expressing themselves and engaging in discussions.
• It exposes learners to how language is used in practical contexts, beyond the confines of a
textbook.
• Learners acquire language skills such as reading and comprehending, asking questions,
communication, etc.

Session 3 (2.00 pm – 4.30 pm)

Game on (walk and laugh)

Objectives:
 • To design an entry activity
• To list the discourses.
• To detail the process of transacting discourses and language elements.
Activity 1
Designing entry activity
Rp then asks the four groups to prepare different entry activities for the lesson.
Simulation by the groups.

Discussion Points (slide)

• Are the activities in tune with constructive paradigm?
• Are the activities practical in a classroom?
• Are they able to stimulate, trigger and channelize the thoughts of the learners?
• Does your entry activity cater to the needs of learners of different levels? Are they inclusive?
• Have you integrated ICT possibilities?
• Do the activities promote critical thinking and problem-solving skills?
Rp presents the discussion points and asks the participants to analyze whether their presentation is in
tune with them.
Rp elicits responses and consolidates.

Consolidation (slide)
• The activities we design and present before the learners should be constructive, promote
critical thinking and problem-solving skills among learners.
• They should be inclusive in nature and should integrate ICT possibilities.

Rp initiates a discussion on the process of reading a text in the class room and invites responses. After
eliciting the responses, Rp distributes the handout on process of reading and asks them to go through
it and generate discussion.
Rp presents the check list (objectives of KCF 2023) and asks the participants to check whether they
have incorporated any of these in their presentation.

Day 2
Activity 2 (9.30 am – 10.30am)
Discourse writing

Grouping
Rp distributes word strips, which describes some of the character traits of the protagonist of the story,
to all participants. They should form four groups according to it. Using the hints they should develop
the character sketch of the person.
Random presentation.
Now, each group is assigned to present a monologue/ soliloquy apt for four different situations in the
story.
Situation 1 – Before entering the school
Situation 2 – After entering the school
Situation 3 - Leaving the school
Situation 4 – Crossing the street.

Now, Rp asks the four groups to list the possible discourses which are helpful for processing the lesson
‘Half a Day’. Each group should detail the process of one of them. (Include worksheets).
 They should simulate the activity.
After the simulation by all groups, RP poses the following questions and generates a discussion.
Discussion questions
• Have you contextualized the discourses?
• Is the process in tune with constructive paradigm?
• Have you integrated ICT possibilities in the process?
• Is the process inclusive?
• Have you designed activities to help the learners apply the knowledge in real life situations?
• Have you integrated vocational skills in the activities you have designed?
• Are the activities multi-sensory in nature?
• Does the processing of the discourse promote critical thinking and problem solving skills?
• Does the activity help to inculcate values in learners?
Rp asks the participants to elucidate their responses.
RP distributes the first chapter with all the discourses and asks them to go through, discuss and analyse
the textual activities. RP invites responses, conducts a discussion based on the discussion points
presented earlier and consolidates.
Then Rp poses the question-
- What is the relevance of including ‘My words’ and ‘My questions’ in the text book?
Consolidation
▪ Contextualized learning helps the learners imbibe the language in a natural and holistic manner.
▪ The discourses should be processed in tune with constructive paradigm.
▪ The selection may cater to the vocational aspirations of the learner.
▪ Integration of ICT makes the class inclusive, lively and interesting.
▪ Processing of a discourse should be inclusive.
▪ My words and My questions are included to enhance child’s lexicon and question framing skills.
▪ They also help the learner to comprehend, to critically analyse the text and seek responses from with in.
[Check list should be discussed here]

Session 4 (11.30am – 1pm)

Rp asks the participants to pick out and list the possible language elements from the story ‘Half a Day’.
Each group is asked to a detail the transactional strategy of a language element.
Rp poses the following questions.
- What are the factors we should consider while designing the transactional strategies of a
language element?
Rp invites responses and generate discourses.
- Why should we incorporate ICT in teaching – learning process?
- How does it facilitate language learning?
- When and where should we place the ICT materials?
Consolidation
• Use of ICT makes language learning interactive and multi sensory.
• It should be judiciously used- (when, where and how.)
Introduce concept of ‘Digital Text’.
(slide presentation)
SCERT plans to introduce Digital Text in standard 9 this year. Digital Texts are created with the
support of Digital University in the Learning Management System.
Rp displays some digital materials.
Rp invites comments and opinions from the participants on their vision of digital text.
 Session 4 continues… (2pm – 3pm)

Each group simulates the transactional strategy of their respective language elements.
Discussion points
• Are the language elements contextualized?
• Have you made the learners analyse them?
• Have you designed activities to help the learners apply the knowledge in real life situations?
• Is the process in tune with constructive paradigm?
• Have you integrated ICT possibilities in the process?
• Is the process inclusive?
• Are the activities multi-sensory in nature?
RP asks the participants to elucidate their responses.

Consolidation
• The vocabulary and language elements should be contextualized.
• It helps the learners analyse the language element in use, identify them in relation with different
situations and then apply them in real life situations.
• Integration of ICT makes the class inclusive, lively and interesting.

Rp introduces the concept of UDL.

Inclusive education
Rp distributes the hand out on inclusive education given in teacher text and generates discussion
Discussion points:
• Will this print out help you create different type of activities for the gifted as well as CWSN?
Conclusion
• Inclusiveness takes into account different levels of learners.
• Inclusive education promotes social interaction , fostering a sense of belonging and empathy
among peers.
• It is the responsibility of the teacher to design activities that suits different levels of
learners.
Introduce Prashast app
(Type 1 diabetic)
Sickle cell anaemia
Parent Text

RP distributes the first lesson of the text book and asks them to go through and discuss and analyse
the textual activities.

Session 5 (3pm-4.30pm)
Open Forum
Objective:

- To internalize the text ‘Debts of Gratitude’.

- To familiarize open forum as a transaction tool.
Entry activity to ‘Debts of Gratitude’ – Memory walk (with music)
RP distributes the text of ‘Debts of Gratitude’. Asks them to have an in-depth analysis of it and
present the gist of the lesson.
Asks them to get ready for an ‘Open Forum’ on various themes of the text.
Rp presents the themes and ask them to have a discussion on them.

- Power of gratitude
- Debt of gratitude
- Train journey - a metaphor?
- Experiences and influence of others in shaping a person
After the discussion in groups, the participants sit in a circle. RP moderates the discussion. One from
each group presents their findings on the topic. Then each participant is given time to express their
views on the topics as well as other aspects of the text.
Consolidation
‘Open Forum’ is a transaction tool that may encourage all the learners to come out with different
perspectives on a given text.
Open forum allows learners to actively participate by voicing their opinions and responding to others.
Forums bring together learners from various backgrounds, exposing participants to a wider range of
vocabulary, grammatical structures, and accents. This broadens their understanding of how the
language is used in real-world contexts.
Session 6 (10.30 -11.30am)
Let’s converse game
Objectives:
- To familiarise the learners with words, expressions, etc. to give/make suggestions, opinions,
guesses, offers, permissions, seeking information, etc. .
- To give an awareness about the importance of using language games to enhance the
learner’s communicative competency.
Participants are divided into two groups. They stand in two circles- inner and outer – face to face. RP
gives some situations and ask them to give/make suggestions, opinions, guesses, offers, permissions,
seeking information, etc.

RP asks the following questions.

• What is the importance of games in a language class room ?
Rp asks each group to create an innovative language game which will make the learners familiar with
words/ expressions used to make/give suggestions, opinions, offers, permissions, seeking information
etc.

Consolidation.
• Language games make learning more enjoyable, lively, interesting and inclusive.
• It ensure active and effective participation of the learners.
• Language games foster collaborative learning and social interaction.

Session 7
HOME ASSIGNMENT
Teaching Manual
Objectives:
• To familiarize the process of writing a teaching manual.
• To prepare and present innovative teaching practices.
 RP divides the text ‘Debts of Gratitude’ into meaningful chunks and then instructs the participants to
work together, prepare and present the classroom process of each area.
The teaching manual should include the following:-
▪ Entry activity
▪ Processing of reading
▪ Writing activity - discourses
▪ Speaking activity
▪ Listening activity
▪ Language elements
▪ Vocabulary activities
▪ Editing
▪ Assessment activity

RP instructs the participants to work together and prepare and simulate the classroom process of each
area. They should incorporate innovative teaching practices which is in tune with constructive
paradigm. While presenting, they are instructed to use collaborative approach and team teaching.
Every group member should be a part of the presentation

Day 3
Session 7 CONT… (9.30am – 10am )

Simulation
The presentation will be assessed by each participant using an assessment tool.
Rp should ensure full participation and undivided attention of the group members in the performance.
After the presentation of all groups Rp instructs them to sit in groups and consolidate the points given
in assessment tool.
Rp asks each group to present their assessment.
Rp collects the final score sheet from each group and declares the winner.
Rp initiates a discussion based on the following discussion points.
Assessment tool (slide)
- Effectiveness of class
- Advantages of team teaching
- Use of innovative strategies
- Constructive paradigm
- Inclusiveness
- Critical thinking
- Cultural aspects
- Comprehensive individual development
- Gender acceptance
- Use of ICT materials

Consolidation
A teaching manual is an integral part of a teaching learning process. As we design our teaching manual,
we should try to include various innovative strategies, integrate ICT, be inclusive and should contain
activities that trigger critical thinking and enhance problem solving skills of the learners. It should also
contain activities that promote comprehensive individual development, collaborative learning, and
ensure gender parity.
Session 8 (10am – 10.30am)

Vocabulary game – Synonyms

Participants sit in four groups. At a distance four charts are fixed on the wall. Each chart contains a
paragraph with seven words highlighted. In a box some word strips are kept. When RP rings the bell,
one from each group should run to the wall and read the passage. He/she should pick a synonym for
the first highlighted word from the box and paste it in the chart, on the highlighted word. When he/she
returns to the group, next one will run to the wall. The game continues. The group which complete the
task at first will be declared the winner.
Rp generates a discussion.
Prepare more
Presentation
Consolidation
- Vocabulary games make learning fun and interactive.
- They encourage learners to actively use and practice vocabulary in context.
- Such activities cater to different type of learners.

Session 9 (10.30pm – 1pm)

Poem processing
Objectives:
• To internalize the process of transacting a poem in class.
• To have an in-depth analysis of a poem and prepare an appreciation of it.
• To prepare and perform various activities.
RP plays video song ‘Yesterday Once More’ with lyrics and asks the participants to watch, listen to it
and read the lines carefully.
RP plays the song once again and encourages the learners to sing along.
RP interacts using the following questions:
- What is the song about?
- What does the singer wait for in front of her radio?
- What is her favourite song compared to?
- What do her favourite songs bring back to her?
- Comment on the title of the song.
- Do you think it is possible to bring our yesterdays exactly as they were?

RP displays the following lines on the screen

‘It’s in its nature not to stay:
Today is always gone tomorrow.’
RP asks the participants to prepare a one minute presentation comparing the theme of
these lines with that of the song they have listened to.
Let the participants present (4 presentations)
After the presentation, RP distributes the poem ‘Nothing Twice’ and asks the
participants to read it carefully.
RP also plays the audio of the song.
RP assigns groups the following tasks.
Group 1
- Writing activity- paraphrase the poem
 - Performance activity: Group recitation
Group 2
- Writing activity- images and symbols in the poem.
- Creative activity- Speech choir the poem.
Group 3
- Writing activity – explore the poetic devices in the poem
- Creative activity: Prepare a digital presentation of the poem
Group 4
- Writing activity- Pick out the thematic parallels in any language
- Collaborative activity: Identify poems which share the same theme and
present them (In any language).

Let the groups present and after presentation let them have a discussion based on the
following discussion points.
• Do these activities follow constructive paradigm?
- Are they inclusive in nature?
- Are they multi sensory in nature?
- Has ICT been integrated?
RP consolidates as follows:
- Activities should be constructive.
- They should be inclusive.
- They should be multi- sensory in nature.
- Possibilities of ICT have to be integrated

Session 10 2pm- 4.30

Objectives:
- To explore the poem ‘Success’ in detail
- Prepare a teaching manual for transacting a poem
- To draft a proper critical appreciation
- To adapt critical appreciation to the needs of CWSN
- To create an awareness about Formative and Summative assessment.
Activity 1
Rp presents a video showing a man who takes home everyday a sense of fulfilment
and purpose by serving others in a selfless manner.
Rp asks the following questions:
- What is the takeaway of this man?
- Is he emotionally rich?
- Was he able to bring about transformation in the lives of people?
- Can we call him a successful man?
- How would you define the word ‘success’ from your experience?

RP shows the slide with the picture of a man climbing up the pyramid
and asks the participants to write the proverbs that come to their mind
when they see the picture.
Random read outs by participants.
Rp presents the first two lines of the last stanza of the poem ‘Success’ in a slide and
asks them if they can relate the lines to the picture shown before. Asks the
participants if they can complete the next two lines as they are often quoted in
speeches. RP then asks the participants to search the internet and find out where the
lines are taken from. The lines are from the poem ‘The Ladder of St Augustine’ by H
W Longfellow. Meanwhile the printouts of the poem ‘Success’ are distributed among
the participants and the participants are asked to compare the texts of both the poems.
The poem ‘Success’ is an excerpt from the poem ‘The Ladder of St Augustine’.

Rp asks the participants to read the poem ‘Success’ and have a thorough analysis of
it. Asks one of the groups to present a gist of the poem and another group to present
the theme. The other groups can contribute their ideas as well.
RP assigns tasks related to the poem to the four groups.
Paraphrase and poetic devices
Process an entry activity to the poem and simulate it
Process the critical appreciation of the poem
Present an installation based on the theme of the poem.

After the presentation, Rp goes through the general discussion points and
consolidates. The participants are asked to fill the check list for the session.

Worksheet for writing the appreciation of a poem

About the poet

Introduction
Theme of the
poem

Summary of the poem

Structure of the poem

 Instances of
alliteration

Instances of
assonance

Rhyme scheme

Rhyming words

Poetic Devices Images Type and what they stand for

Figures of speech

Message conveyed by the

poem/social/contemporary
relevance

Your opinion about the

poem

Day 4

Session 11 9.30am-12.30pm

Objectives:
• To explore the text ‘The Toilet’ by Gcina Mhlope
• To understand the features of a screen play and present it.
• To make a movie of the story ‘The Toilet’
• Work integration
Entry Activity to the text

RP distributes a chart each to the groups with the words ‘The Toilet’ written in the
centre. Asks the participants to express their first instinct on seeing the word on the
chart. They can freely express their thoughts on the chart. The groups then present
their charts.
Rp then distributes the hand out of the story ‘Toilet’ to the participants and ask them
to go through it. After the reading, a general discussion is held on the gist of the story
and its theme.
Rp then distributes a handout of the features of a screenplay and initiates a discussion
on it.
- Importance of writing screen play and enacting it, in the transaction of a
lesson.
- Features of a screen play
- Making the video

Rp divides the lesson into four meaningful chunks and assigns each to a group for
preparing the screen play. They should write the screenplay, create the video of the
scene according to the screen play and screen the movie.
After the movie presentation, a discussion should be initiated based on the discussion
points and consolidated.
Filling of checklist.

Presentation of the screen play 12.30pm to 1pm

Session 12 (Sea-Fever) 2pm – 4.30pm

Objectives:
• To explore the poem ‘Sea-Fever’ in detail
• Prepare a teaching manual for transacting the poem
• To draft a proper critical appreciation
• To adapt a teaching manual in accordance with the needs of CWSN
• To process and present choreography as part of poem transaction

RP asks the participants to sit on the floor with their eyes closed and legs folded in
the front. Breathe in and out exercises are given for two minutes. RP asks the
following questions:-
• Where are we now?
• Shall I take you to a wonderful place on water?
A place which at times resonates with our pain, pleasure or peace?
• Are you ready to wander along with me in your imagination?
Here we go ………...We are moving……...Yes...we have reached the
destination….Keep your eyes closed and listen carefully…..(play the audio of waves
splashing and sea gulls crying)
• Where are you now?
• What do you hear?
• Keep your hands on to your sides and feel the sand. Is it hot or cool?
• Can you draw some patterns with your fingers on the sand?
• Do you hear the sound of birds?
• What bird is that?
• Would you like to spread your hands like wings?
• How about fluttering your wings and soaring up in the sky?
 • You are back sitting on the sand….Hey.. there is a big shell on your left….pick
it up and listen to the music….Splendid!!! the sound of the sea….Hey..there is
something crawling on your right...What is that?…..a star fish!!!! Pick it
up….No...No...No...leave it …..that’s a crab!!!!! Take your hands off…
RP places packets of peanuts in front of each participant and asks them to
grope what is in front of them.
• What is that?
• Open it carefully without tearing the paper, smell the contents of the packet
• What is in the packet?
• Wow! Peanuts….Start munching the peanuts…Now...open your eyes and look
onto the screen as you munch the peanuts…..That’s a ship in the ocean with the
name ‘Sea-Fever’….a box of gems fell off the ship into the waters….the box
was washed offshore by the waves….the gems were scattered on the sands of
the beach….Do you want to see the gems?….Open the peanut packet and
you’ll the gem in it….Wonderful!! Now there are four life boats waiting at the
shore to get the gems back to the ship….Shall we place the gems in the
lifeboat?...Please note...A life boat can hold only seven gems(grouping)….
(Metaphor, simile, personification, alliteration, visual imagery, auditory imagery,
tactile imagery)

RP distributes the text of the poem ‘Sea-Fever’ to the four life boat groups and asks
them to have a thorough analysis of the poem. A discussion should be generated on
the gist and theme of the poem. The other groups can contribute their ideas as well.
RP assigns tasks related to the poem to the four groups.
• Paraphrase and poetic devices
• Process the poem, prepare an adaptation plan for VI learners and simulate it
• Process the critical appreciation of the poem (an adaptation also)
• Prepare and present a choreography based on the theme of the poem.

After the presentation, Rp goes through the general discussion points and
consolidates. The participants are asked to fill the check list for the session.

Integrating Physical education.

Day 5
Session 13 (9.30am – 12pm)

Objectives:
• To explore the text ‘Dreams realized’
• To understand the features of a group discussion and present it.
Materials: Text/ PPT/ Video
Rp engages the participants in an activity – ‘Living timeline.’
Rp screens the video or images of some events in Indian freedom struggle. Each group should identify
the event and pick the name strips and time cards from the box to make a timeline.
The team who prepares the timeline properly will be awarded.
Then each group should enact a tableau on any one of the event.
 Rp distributes the text of ‘Dreams Realised’ to the participants and asks them to have in-depth analysis
of it and then get ready for a Group Discussion on various themes of the text.
Then Rp elicits features of a group discussion and posts them on screen. A PPT /Video on the
features of a group discussion is then shown.

A typical structure for a group discussion often includes the following components:

Introduction: The moderator introduces the topic and sets the context for the discussion.

Opening statements: Participants may give brief opening statements or share their initial thoughts
on the topic.

Main discussion: This is the bulk of the session, where participants engage in an open exchange of
ideas, opinions, and arguments related to the topic. It's important to encourage active participation
from all members and ensure everyone has a chance to speak.

Moderated discussion: The moderator guides the conversation, keeps it focused, and ensures that
everyone has an opportunity to contribute. They may pose questions, facilitate transitions between
topics, and manage time.

Summarization: Towards the end of the discussion, the moderator summarizes the key points raised
and highlights any areas of consensus or disagreement.

Conclusion: Participants may be given a chance to provide closing remarks or final thoughts before
the discussion concludes.

Rp asks each group to select a moderator for conducting the GD.

Rp assigns the following topics for GD to the groups. PPT
1. Transformative power of education -Nobel group
2. Self reliance – a key to personal growth - Pulitzer
3. Women empowerment and gender justice - Jnana Peeth
4. Paradox of freedom (individual liberty v/s social responsibility) - Magsasay
Rp should ensure that the discussions go beyond the text to include values and other aspects related to
the topic.
After each presentation, participants are asked to make a critical analysis of it.

Discussion Questions
▪ Can GD be effectively used in a classroom?
▪ Why is it important in the present scenario?
▪ Will this activity help the learners fulfil their vocational aspirations?
Consolidation
GD is a medium that can be used for an in-depth analysis of a text. Moreover, for any job, efficacy in
GD is considered for it shows one’s command over the language and presentation skills.

The best performers in each GD will be honoured and awarded.

Session 14 (12pm – 1pm)

RP plays the song Michle Jackson’s song ‘Gone too soon’ and ask them to close their eyes and listen to
it. Rp plays the song again and ask them to write down what they listen to on a piece of paper. Rp ask
them to present what they have written. After the presentation, Rp shows them the lyrics of the song
and ask them to compare. After comparison they are asked to prepare some rubrics to assess their
learners at different levels.
Rp conducts a discussion on learning objectives and shows rubrics for the learning objective ‘Learners
will be able to read, comprehend and analyse a text’ and elicites discussion based on it. Now RP ask
them to prepare rubrics to assess learners at different levels for a listening task, a discourse, a poem and
values/attitudes. RP presents a slide on assessment and consolidate.
Session 15 (2pm – 3pm)

Discussion on KCF
Rp asks the participants to take the check list that was given to them. They may have already tick
marked several columns in it. Rp reads the sixteen objectives listed in the list and verifies which of
them are already ticked.
Rp generates a discussion on the objectives of KCF-2023.
Consolidation (slide)

Session 16 (3PM – 4PM)

SOP
Rp shows some recent news reports on the drug abuse among school children.
Rp generates a discussion on the news reports.
Rp presents the slide on SOP.
Discussion
Consolidation