Std. V - Unit 3 Saina the girl
Issue: Marginalisation
Sub issue: gender
discrimination in family and school
Module-1
> Objectives:-
- To sensitise the learners on gender discriminations
prevailing in family
- To develop a sense of equality of gender.
- To develop a
sense of readiness to fight the discrimination against girls and women.
-To read, comprehend and have an in-depth understanding
of the given passage.
- To construct conversations suitable to the context.
> Input discourses: Narrative,
> Output discourses:
conversation
> T L M: CB, SB,
Pictures
> Introductory
Interaction to sensitise the sub issue
Teacher shows the picture
1- as trigger
·
What do you see in the picture?
(Teacher elicits
individual perception from learners)
·
Only mother and the two girls are doing work at
home. Father is watching T V and a boy child is reading .Why? Why aren’t they
help in doing work at home?
·
Do you help your mother at home? How many of you?
Please raise your hands......
·
Does your father or brother help mother in the
kitchen? Why don’t they help in household work?
·
Food prepared at home is for all. But cooking is
done only by mother.Is it right?
Teacher shows picture 2 as trigger
·
What is the difference between picture 1 and 2
(Teacher elicits
individual perception from learners)
·
Which family considers women equal to men? Family
1 or family 2? Why?
·
In the second family the household works are
shared between father,
mother and
children. Do you support this or not? Why?
·
Do you ask your parents to divide the household
work? How will you make them understand this?
·
What will you say to your parents?
Let the weak learners
be given prime importance to respond. Teacher can megaphone the responses in
English to the whole class. Teacher writes the text generated in the class,
especially from weak learners, below the picture. It will help the slow
learners to undertake reading with confidence.
> Interaction to
introduce the theme
Teacher shows the picture
3- as trigger
- What idea do you get from this picture?
- Are they brother and sister or friends? Why do you think so?
- The boy is getting ready to play cricket. Will he play with his sister? Or will go out to play with his friends? Why do you think so?
- Do girls love cricket? Why?
- A doll is in the Girl’s hand. Do girls like to play with dolls?
- Teacher points towards the girl in the picture and says “This is Saina. She likes to play with dolls.”
- Pointing to the picture of boy, teacher says “this is Babu, Saina’s brother.
- Teacher: Babu is getting ready to play cricket.
- What will happen next? Will they play cricket together? Will they fight with each other? Can you write some of the events that is going to take place?
- Teacher elicites free response.
- Let the children read ‘The Doll’ individually
Micro Process of Reading
1. Individual
Reading
Teacher gives the following instructions
·
Underline
the events
·
Underline the dialogues that you liked most
·
Underline the thoughts that you liked most
·
Underline the expressions that reflect the
feeling/mood of the character
This
is the time for individual reading. Children can read independently but some of
them cannot. They need support from the teacher. Though they are not able to read they might have a prediction
about the theme of the text that they are going to read. This has been ensured
through the initial interaction, narrative presentation….etc. So the teacher can elicit
his/her ideas through personal interactions. The text
that they are going to read
is a narrative. So the possible subtext that can be evolved are: names of
characters, characters and locations, events, dialogues, thoughts etc. If the
numbers of the children who need help are few in number teacher can go to each
child to evolve sub text. If majority of children are of this type or less than
the expected level in reading, teacher can undertake this as a whole class
activity. The following process may help you to evolve sub text.
Teacher
can go to the slow-pace learner and interact using the picture in the CB. Teacher
helps the learners to generate her own sub text from the passage in the
following manner
- · Who is this girl?
- · What is in her hand?
- · What is she doing?
- · What is she saying to her doll?
- · Where is Babu ?
Teacher can interact like this. Elicits
responses one by one and writes them in the child’s note book in English.
The
subtext need not be the exact text in the CB. But it will reflect the theme.
The teacher can help the child to associate her text with the text in the CB.
So the following process will help you.
- · The teacher reads out what she has written.
- · The teacher asks the learner to match the graph of the text written in her notebook with the relevant graph in the text.
- · The teacher can tell the learner in which part of the text her ideas can be seen.
2. Collaborative Reading
- · Sit in groups for sharing
- · Decide which will be the first event.
- · Take turns and share the first event in the story. All the children underline sentences that contain the shared event
- · Take turns and share other events sequentially. After each sharing let the children underline the sentence that contains the shared event.
- · How many of the events match with the events that we have predicted earlier? Please compare.
- · Take turns and share the dialogues that they liked most and why do they like them
- · Others read out the sentence in the text that contains this idea. Underline those sentences that contain the idea
- · Take turns and share the thoughts that they liked the most and the reasons for liking them.
- · Others read out the sentence in the text that contains this idea. Underline those sentences that contain the idea.
·
Take turns and read out the expressions that
reflects the feeling/mood of the character
·
Others underline the expressions that reflect the
feeling/mood of the character
(Slow paced learners
should share their ideas in groups)
2.
Scaffold reading
Exhibit a chart with the following questions.
The questions given below are in a sequential order.
Children need not write the answer of each question.
Let the children read questions one by one
Let them reflect on each question and write their responses,
reflections, Personal experiences , likes, dislikes, agreements etc. in one or
two paragraphs.(critical appreciation)
- What do you think about this situation?
- Saina was standing in front of the mirror .She began to dab Kanmashi on the doll’s eyebrows .Then Babu pushed saina aside and stood in front of the mirror. Do you think that What babu did was right ?whom do you support? Why?
- Both saina and babu fought each other. Mother calls saina only.Will mother scold babu?
- What will saina do if mother support Babu?Will she be silent or will she complaint about it or will Saina question her mother?
- What would you do if you were saina?
- Babu is a boy child.so he gets care and consideration than saina at home.Do you have any such personal experience at your home?
- What ideas came to your mind while reading this story ? Do you have any such experience to share?
Won’t you
help the slow pace learners to elicit and write their responses?
- · Children read out the paragraph in small groups
- · Presentations from each group
- · Presentation of Teacher version