LESSON PLAN

Class: X
Subject: English
Unit 3 HIS FIRST FLIGHT by LIAM O’ FLAHERTY
Class Transaction Total: 3 periods (approx. 40 min each)
Pre-requisite for the This chapter requires
course  Basic comprehension skill
1. Written Test
2. Group Discussion
Assessment of
qualifying knowledge 3. HW Notebook
Students will be asked to read the given paragraph (related to the theme
of the chapter) to read and will be asked few questions based on it.
 To enable students to understand the theme of the lesson,
Objective sequence events, enhance vocabulary and complete the exercises
at the end of the story with 90% accuracy.
KNOWLEDGE: Students will know and Understand
 the author’s style of writing
 the theme of the lesson
 the text locally and globally
 infer meaning from the context
(critical competency)

SKILLS and COMPETENCIES- Students will be able to:

 Critically analyse the situation of the baby seagull and how it is
able to overcome its fear and is able to fly by being Courageous
Learning Outcomes and self-confident. Eventually, hunger forces the seagull to find
his wings and leave the ledge.
 Working in collaborative manner and communicating ideas
with each other
 a true parable about overcoming fears in life. Every journey of a
thousand miles begins with but a single step. But that single step
is the most difficult one to make. Conquer the fear and venture
forth; and we realize that we were born with wings.
(creative, critical competencies)
ATTITUDE: Critically examining and analysing the situation with
courage and self confidence, working in collaborative manner and
communicating ideas with each other.
 Day 1- ( CRITICAL THINKING, COMMUNICATION AND
COLLABORATION)
SKILL: Reading
DOL-1,2,3
WIPRO- Round Robin
Transaction would proceed in the following manner-

Brain Storming –The class would start with a discussion on –My first
solo stage performance ( speaking, singing, acting etc)
My first journey alone (by train / bus / air)

a. The class will be divided into four groups.

b. Each group is given ten minutes to discuss the topic and sum up
their thoughts and put them on paper.
c. During the discussion each group member is given a chance to
speak.
d. Teacher will introduce the theme of the lesson highlighting that
every journey of a thousand miles begins with a single step. But
that single step is the most difficult one to make. Conquer the fear
and venture forth; and we realize that we were born with wings.
Transaction
Methodology
e. Students will read the text.
[provide details of
each of these, if Introduction of the topic- PPT and Digital Content would be shared
separate sessions] f. Teacher will ask the students will read the content.
g. Meanings of difficult words/expressions to be discussed.

Guided practice followed by Independent Practice- NCERT questions to

be discussed in the classroom.

Techniques to be used:
Group Discussion
MCQ
Peer Assessment

Day 2- (CRITICAL, COMMUNICATION AND

COLLABORATION)
Skill: Writing, speaking and Reading
a. Questions will be asked to check their basic understanding of the
poem (5-7 min)
 Why was the young seagull afraid?
 What did the young seagull feel about his wings?
 The young seagull had been alone for how much time?
 Why was the whole family taunting the young seagull
The teacher will initiate a discussion on the emotions and actions of
shown by the young seagull and his family members before, during and
after his first flight. (30 minutes)

b. Pair Work- Pick out the words / phrases to describe the emotions
and actions of the young seagull and his family in the story.
c. The teacher could copy the table on the blackboard and students
will draw it in their notebooks.
d. This activity could be used as an open book test.

BEFORE DURING AFTER

FLIGHT FLIGHT FLIGHT
Young seagull e.g. dizzy
His father
. His mother
His siblings

Suggested answers
Some expressions are common for (father, mother, and siblings)
BEFORE DURING AFTER
FLIGHT FLIGHT FLIGHT
Young seagull Afraid dizzy exhausted
His father upbraiding, screaming beckoning,
threatening calling,
taunting threatening
. His mother upbraiding swooped past shrilly
screaming, praising
derisively
taunting
His siblings taunting, took curveting,
no banking,
notice soaring, diving

 The aim is to sensitize the students to the emotions of different

beings
 The teacher will discuss the suggested answers and also tell
students the meanings of these words.

Day 3- (CRITICAL,COLLABORATION)
Skill: Writing
(Individual Work)
Students will be asked to write a speech on the topic: 'True Learning
Liberates'
They will write the speech in about 100-150 words using ideas from the
lesson and their own ideas. (1 period)
 a. The teacher may have a brief class discussion on the topic.
b. Students may also brain storm and note some of the ideas that can
be included in the speech.
c. Some examples of inspirational nature from the lives of leaders,
scholars and other achievers could be quoted.
d. A few students may be asked to read out their speeches
e. Some of the speeches could be edited and the edited versions
could be displayed to show the improvement.
f. Common errors will be discussed in the class.
Resources NCERT Text Books, Spiral, Web links: zen pencils ,
Independent Practice:
Define the exact assignment for independent study- Students will
attempt questions from the spiral – Level 2

Competency- critical thinking; skill- writing)

Self Study, Home
Work, Assignments HW notebooks to be marked as per the given plan:
Evaluation of these assignments-

Content (critical thinking and creativity) -3 marks

Presentation/ Neatness (creativity)- 1 mark
On time submission- 1 mark
3 UNIT TESTS (20, 30, 30) 80 Marks
MID TERM EXAMINATION 80 Marks
HALF YEARLY EXAMINATION 80 Marks
PRE BOARD-I EXAMINATION 80 Marks
PRE BOARD-II EXAMINATION 80 Marks
ANNUAL BOARD EXAMINATION 80 Marks

PERIODIC TEST
ASSESSMENTS We assess creativity and critical thinking through Pen Paper Test
Average of the best two tests to be taken that will have a weightage of 10
marks.
Best 2 Tests out of: Units tests, Midterm examination, Half Yearly
examination.

INTERNAL ASSESSMENT 20 Marks

 Periodical Test 10 Marks
 Note Book Submission 05 Marks
 Subject Enrichment Activity 05 Marks
 We assess all the competencies through Subject enrichment activities
like Creativity and innovation, Critical thinking , communication,
collaboration, character and citizenship.
Due to various social backgrounds and multiple intelligences, the
classroom might be a diverse arena. The following techniques can be
used for various groups:

For gifted students:

 Encouragement for referring other resources

For weak students:

Addressing Classroom
 Buddy help to be provided
Diversity
 Provide grade-up classes

For differently abled students:

 Ignore spelling mistakes
 Call parents at regular intervals
 Provide grade-up classes

Assessment Questions
(i) How did the young seagull’s family celebrate his first flight?
.
(ii) Flying is a natural act in birds. Then why was the young seagull ‘exhausted by the strange
exercise’?
.
(iii) ‘The sight of the food maddened him.’ Who is ‘he’ in these lines? Why was he angry?
What does this suggest?
.
(iv) What was the young seagull’s experience during his first flight?
(v) How did the young seagull’s parents treat him initially when he did not fly?
 DAY WISE LESSON PLAN

DAY I
This chapter requires :
Pre-requisite for the Basic comprehension skills
course: Reading skills

(CRITICAL THINKING, COLLABORATIVE LEARNING)

The class would start with a discussion on –My first solo stage
Anticipatory Set performance ( speaking, singing, acting etc)
My first journey alone (by train / bus / air)

Learning Reading and Listening Skill

Objectives: Read the chapter. The students will be able to read the lesson with
correct pronunciation and intonation and derive the theme of the
lesson.
Learning Students will be able to read the lesson with 90% accuracy.
Outcomes:

Transaction DOL-1,2,3
Methodology: WIPRO- Round Robin
SKILL: Reading

Day 1- ( CRITICAL THINKING, COMMUNICATION AND

COLLABORATION)
SKILL: Reading
Transaction would proceed in the following manner-
The class would start with a discussion on –My first solo stage
performance ( speaking, singing, acting etc)
My first journey alone (by train / bus / air)

a. The class will be divided into four groups.

b. Each group is given ten minutes to discuss the topic and sum
up their thoughts and put them on paper.
c. During the discussion each group member is given a chance to
speak.
d. Teacher will introduce the theme of the lesson highlighting that
every journey of a thousand miles begins with a single step.
But that single step is the most difficult one to make. Conquer
the fear and venture forth; and we realize that we were born
with wings.
e. Students will read the text.
Introduction of the topic- PPT and Digital Content would be shared
f. Teacher will ask the students will read the content.
 g. Meanings of difficult words/expressions will be discussed.
h. Appropriate pronunciation will be checked for while reading.

Guided practice followed by Independent Practice- NCERT questions

to be discussed in the classroom.

Techniques to be used:
Group Discussion
MCQ
Peer Assessment

Resources: Text Book, CLOZE passage.

Closure: Summarizing the day’s learning wherein the learners find out the
theme of the lesson.
Self Study, Home Read the lesson and find out the meaning of the difficult words using
Work, dictionary.
Assignments
Assessment Assessment of Cloze Passage on the basis of content , communication
and collaboration.
Addressing Due to various social backgrounds and multiple intelligences, the
Classroom classroom might be a diverse arena. The following techniques can be
Diversity used for various groups:

For gifted students:

 Encouragement for referring other resources

For weak students:

 Buddy help to be provided
 Provide grade-up classes

For differently abled students:

 Ignore spelling mistakes
 Call parents at regular intervals
 Provide grade-up classes

DAY 2
Anticipatory Set: (CRITICAL, COMMUNICATION AND COLLABORATION)
Questions will be asked to check their basic understanding of the text
(5-7 min)
 Why was the young seagull afraid?
  What did the young seagull feel about his wings?
 The young seagull had been alone for how much time?
Why was the whole family taunting the young seagull

Learning Students will be able to analyse the situation of the seagull, its inability
Objectives: to fly. They will be able to identify the emotions of different beings.

Learning Students will be able to analyse the situation of the seagull, its inability
Outcomes: to fly. They will be able to identify the emotions of different beings using
correct vocabulary with 90% accuracy. (CRITICAL THINKING,
CHARACTER and CITIZENSHIP)
Transaction DOL-1,2,3
Methodology: WIPRO- Round Robin
(CRITICAL, COMMUNICATION AND COLLABORATION)
Skill: Writing, speaking and Reading
The teacher will initiate a discussion on the emotions and actions of
shown by the young seagull and his family members before, during
and after his first flight. (30 minutes)

e. Pair Work- Pick out the words / phrases to describe the

emotions and actions of the young seagull and his family in the
story.
f. The teacher could copy the table on the blackboard and
students will draw it in their notebooks.
g. This activity could be used as an open book test.

BEFORE DURING AFTER

FLIGHT FLIGHT FLIGHT
Young seagull e.g. dizzy
His father
. His mother
His siblings

Suggested answers
Some expressions are common for (father, mother, and siblings)
BEFORE DURING AFTER
FLIGHT FLIGHT FLIGHT
Young seagull Afraid Dizzy exhausted
His father upbraiding, screaming beckoning,
threatening calling,
taunting threatening
. His mother upbraiding swooped past shrilly
screaming, praising
derisively
taunting
 His siblings taunting, took curveting,
no banking,
notice soaring, diving

 The aim is to sensitize the students to the emotions of different

beings
 The teacher will discuss the suggested answers and also tell
students the meanings and usage of these words.
Resources: Text Book
Closure: Summarizing the day’s learning wherein the learners understand the
theme of the lesson.
Self Study, Home Read the lesson and find out the meaning of the difficult words using
Work, Assignments dictionary.

DAY 3
Anticipatory Set: The facilitator asks questions to check learners’ understanding of the
theme.
(CRITICAL THINKING, COLLABORATIVE LEARNING)
Learning To enable the students to develop the ability to engage in critical
Objectives: thinking, infer and analyse the emotions of the characters, go beyond
mere description or summary to generate analysis gain a deeper
understanding of the characters and their relationship to others.
Learning (COLLABORATION)
Outcomes: Skill: Writing
To enable the students to develop the ability to engage in critical
thinking, infer and analyse the emotions of characters, go beyond mere
description or summary to generate analysis gain a deeper
understanding of the characters and their relationship to others with
90% accuracy.

Transaction DOL-1,2,3
Methodology: WIPRO- Round Robin
(CRITICAL,COLLABORATION)
Skill: Writing
(Individual Work)
Students will be asked to write a speech on the topic: 'True Learning
Liberates'
They will write the speech in about 100-150 words using ideas from
the lesson and their own ideas. (1 period)
a. The teacher may have a brief class discussion on the topic.
b. Students may also brain storm and note some of the ideas that
can be included in the speech.
 c. Some examples of inspirational nature from the lives of
leaders, scholars and other achievers could be quoted.
d. A few students may be asked to read out their speeches
e. Some of the speeches could be edited and the edited versions
could be displayed to show the improvement.
f. Common errors will be discussed in the class.
Resources: Text Book, Assessment worksheet

Closure: A quick recap of the main points of the chapter.

Self Study, Home Silent Reading

Work, Assignments