Micro LP - Observation Schedule Enghhhhhhh.pdf

this contain teaching skills

1. Mount Tabor -01
Telcian Academy
1. MICRO LESSON PLAN –SKILL OF SET INDUCTION/ INTRODUCING A LESSON
Name of the Student-Teacher:
Teaching Stage: Teach/Re-teach
Content/ Topic: THE MICE THAT SET THE ELEPHANTS FREE
Class : VIII Duration : 5-7 minutes Date:
Teacher activity/ Behavior Learner
activity/Behaviour
Behavior Components
Teacher greets the learners and establishes a
rapport through informal interaction.
Asks children to sit in groups. Introduce a few
books to the groups such as:
Ø An Anthology of poems
Ø An Anthology of Short Stories
Ø A collection of Essays
Ø An Autobiography
Ø A Novel
Distribute a book each to the groups and ask
each group to say a few sentences about the
genre and content of the book they have at
hand.
To help them answer you may ask the
following questions.
• What type of book is this? (novel, poetry
etc.)
• What type of books do you like to read?
Elicit free responses.
(Showing the collections like Panchatantra
Tales, Aesope Tales, Arabian Tales)
Can you say what type of books are these?
o Have you ever read or listened to these
stories?
o Do you like to read such stories?
o What do you mean by ‘Fables’
Explains what a fable is.
A fable is a short narrative which
teaches a moral lesson usually with
animals or birds as its characters.
Today let’s read a fable from Panchatantra
and the title of the story is ‘The Mice that Set
the Elephants Free’(bb)and it is translated
from Sanskrit by Arthur W Ryder (bb)
• Have you seen elephants and Mice?
• What is the singular form of ‘mice’?
Shows chart/ slide containing pictures.

Learners reciprocates to
teachers greeting.

Sit in groups and express
curiosity and enthusiasm
to go through the given
books.


Give responses like:

▪ A collection of stories
▪ A collection of poems



Provide free responses.


Observes with keen
attention and responds




Express their doubt and
confusion.

Listens with rapt attention
and grasps the idea.


Observes the title and the
name on the black board
Greeting & Accepting
Greeting
Establishing Rapport

Ensuring facilities

Securing Attention

Giving Instruction


Linking with past
experience

Uses the device of
questioning

Link between
introduction and main
part

Use of appropriate
devices like black board,
exhibits etc.

2. Mount Tabor -02
Telcian Academy

OBSERVATION SCHEDULE - SKILL OF SET INDUCTION/ INTRODUCING THE LE SSON
Name of the Student Teacher :
Teaching Stage: Teach/Re-teach Class :
Content:
Duration: 5-7 minutes Date:
Name of the Supervisor :

Tally
Components
(Desirable behaviour)
Rating Scale
Poor/ Not satisfactory/Average/
Good/ very Good

Greeting & Accepting Greeting 1 2 3 4 5

Securing Attention 1 2 3 4 5

Giving Instruction 1 2 3 4 5

Establishing Rapport 1 2 3 4 5

Ensuring facilities 1 2 3 4 5

Linking with past experience 1 2 3 4 5

Link between introduction and main part 1 2 3 4 5

Use of appropriate techniques or devices
like –questioning, examples, exhibits etc.
1 2 3 4 5
Tally Components
(Undesirable behaviour)
Rating
Not at all / Very often

Absence of continuity 1 2 3 4 5

Ambiguity 1 2 3 4 5

Irrelevant verbal or non-verbal behavior 1 2 3 4 5

(The proforma is meant to ascertain the extent to which the student teacher exhibits or uses the skill)

▪ Mark tallies in the appropriate cells for the occurrence of different components of the
skill of Set Induction during the lesson.
▪ Indicate the extent of acquisition of the various aspects of the skill by encircling ( ) the appropriate
number you see fit. The scale value ‘1’ indicates that the student teacher did not use the concerned
aspect(s) of the skill at all, where as the scale value ‘5’ means that the student teacher used/practiced the
skill aspect(s) very much.

3. Mount Tabor -03
Telcian Academy

2. MICRO LESSON PLAN –SKILL OF ILLUSTRATING WITH EXAMPLES
Name of the Student-Teacher:
Teaching Stage: Teach/Re-teach
Content/ Topic: Vocabulary–‘retinue’ THE MICE THAT SET THE ELEPHANTS FREE

Class : VIII Duration : 5-7 minutes Date:
Teacher activity/ Behavior Learner
activity/Behaviour
Behavior Components
Illustrates the meaning of the word
‘retinue’ with relevant simple and
appropriate examples.
[showing the picture of Chief Minister
and supporters]
✓ Who do you see in this picture?
✓ Is he alone here?
✓ Can you say who the people are
with him?
Well, we can see a number of followers
or supporters with him. In other words,
the Chief Minister is seen with his
retinue. (BB)

Shows a princess with her attendants
and tells;
Here you can see the picture of a
princess. Also seen are a large number
of attendants with her. In other words,
the princess arrives with her retinue.
(BB)
When a film star arrives with his
supporters or followers, how do we
say?
• Good, then what is the meaning of
the word, ‘retinue’?
Retinue = supporters, followers,
attendants (BB)





Observes with interest and
identifies the picture.

o Chief Minister
o No
o Some party members
or supporters


Recognizes the meaning
of the word from the
context.



Observes with interest and
guesses meaning of the
new word.



The film star arrives with
a retinue.


Responds and gives
meaning of..

Takes down the word and
its meaning from the
blackboard.



Simple and relevant
examples
Adequate Pupil
involvement


Interesting example


Use of appropriate
Approach/ media



Generating similar
examples from students

use of inductive/
deductive method.

4. Mount Tabor -04
Telcian Academy



Observation Schedule - SKILL OF ILLUSTRATING WITH EXAMPLES
Name of the Student Teacher :
Teaching Stage: Teach/Re-teach
Content :
Class : Duration : 5-7 minutes Date:
Name of the Supervisor :

Tally
Components
(Desirable behaviour)
Rating Scale
Poor/Not
satisfactory/Average/
Good/ very Good

Simple and relevant examples 1 2 3 4 5

Interesting example 1 2 3 4 5

Use of appropriate Approach/ media 1 2 3 4 5

Adequate Pupil involvement 1 2 3 4 5

Generating similar examples from
students
1 2 3 4 5

Use of inductive/ deductive method. 1 2 3 4 5

(The proforma is meant to ascertain the extent to which the student teacher exhibits or uses the skill)
▪ Mark tallies in the appropriate cells for the occurrence of different components of the
skill of Illustrating with examples during the lesson.
▪ Indicate the extent of acquisition of the various aspects of the skill by encircling ( ) the
appropriate number you see fit. The scale value ‘1’ indicates that the student teacher did not use
the concerned aspect(s) of the skill at all, where as the scale value ‘5’ means that the student
teacher used/practiced the skill aspect(s) very much.

5. Mount Tabor -05
Telcian Academy

3. MICRO LESSON PLAN –SKILL OF QUESTIONING
Name of the Student-Teacher:
Teaching Stage: Teach/Re-teach
Content/ Topic: THE MICE THAT SET THE ELEPHANTS FREE - 3 Paragraphs
Class : VIII Duration : 5-7 minutes Date:
Teacher activity/ Behavior Learner
activity/Behaviour
Behavior Components
Teacher elicits responses through probing
and prompting questions based on the
passage taught. as:
▪ What is the title of the story?
▪ Where is it taken from?
▪ Can you say who has translated these
fables from Sanskrit to English?
▪ House is the village in this story
described?
▪ Who were the old settlers there?
▪ Where did they occupy themselves?
▪ What do you mean by ‘chinks’?
▪ How did they find happiness in their
lives?
▪ Who did come there new?
▪ Who did accompany the elephant king?
▪ How many elephants were there in his
retinue?
▪ Can you spell the word ‘retinue’?
▪ What is its meaning?
▪ What did the elephants come there for?
▪ What happened to the mice when the
elephants passed through their community?
▪ Why did the mice hold a convention?
▪ What is the meaning of the word
‘convention’?
▪ What remedy would the mice think of?
Learners attempts to
answer the questions with
the help of the teacher.
Mice that set the
Elephants Free.
From Panchatantra

Arthur W Ryder

A ruined village


The mice

Small holes in a wall or
curtain
In a variety of festivities

The elephant king and
retinue

Thousands of elephants

r-e-t-i-n-u-e
followers or supporters
in search of water
the faces, eyes and heads
of many mice were
crushed
to find a solution to it
meeting or gathering

infers and responds..

Clear & Specific Qns
Precise and concise
Grammatically correct
Relevant to the content
Proper voice & pause
Proper speed & pitch
Well distribution of
Questions
Unnecessary repetition
of Qns
Fluency and flow

Construction of Qns @
different levels

Middle order question
Low order question
Higher order question

6. Mount Tabor -06
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OBSERVATION SCHEDULE - SKILL OF QUESTIONING
Name of the Student Teacher :
Teaching Stage: Teach/Re-teach Class :
Content:
Duration: 5-7 minutes Date:
Name of the Supervisor :

Tally
Components
(Desirable behaviour)
Rating Scale
Poor/ Not satisfactory/Average/
Good/ very Good

Clear & Specific Qns 1 2 3 4 5

Precise and concise 1 2 3 4 5

Grammatically correct 1 2 3 4 5

Relevant to the content 1 2 3 4 5

Proper voice & pause 1 2 3 4 5

Proper speed & pitch 1 2 3 4 5

Well distribution of Questions 1 2 3 4 5

Unnecessary repetition of Qns 1 2 3 4 5

Fluency and flow 1 2 3 4 5

Construction of Qns @ different
levels
1 2 3 4 5

Middle order question 1 2 3 4 5

Low order question 1 2 3 4 5

Higher order question 1 2 3 4 5

(The proforma is meant to ascertain the extent to which the student teacher exhibits or uses the skill)

▪ Mark tallies in the appropriate cells for the occurrence of different components of the
skill of Set Induction during the lesson.
▪ Indicate the extent of acquisition of the various aspects of the skill by encircling ( ) the appropriate
number you see fit. The scale value ‘1’ indicates that the student teacher did not use the concerned
aspect(s) of the skill at all, where as the scale value ‘5’ means that the student teacher used/practiced the
skill aspect(s) very much.

7. Mount Tabor -07
Telcian Academy


4. MICRO LESSON PLAN
SKILL OF REINFORCEMENT
Name of the Student- Teacher :
Teaching Stage : Teach/Re-teach
Content/Topic : POETRY- “SUGAR FIELDS”
Class :VIII Duration:5-7 minutes Date 5/2/2015

Teacher activity / Behaviour Learner activity / Behaviour Behaviour Components
Teacher asks a student to recite
the first two stanzas of the
poem ‘Sugar Fields’
(Teacher uses some positive
verbal Reinforcement like good,
excellent)
Teacher using pupils idea in the
development of the lesson:
{Have you ever heard a tree
talking and wind singing?
Share your experience }

Asks the student to give the
summary of the poem
(Teacher is encouraging the
pupils by statement like good
,great , brilliant )
Ask questions based on the
poem
• What is the title of the
poem ?

• Who did write the poem
?

• Can you write the
phrase does the poet use
to describe sugarcane ?

Learner recites the poem


Learner Response
I have heard certain sounds made by
trees when the wind blows against
them. Similarly the wind also makes
some sounds when it blows violently

Learner summarizes the poem




Learner attempt to answer the
questions



• Sugar fields

• Barbara Mahone


• The poet describes sugarcane
as the syrup of the earth

Positive Verbal
Reinforcement



Accepting and using pupils
idea



Positive Verbal
Reinforcement
( good, great, excellent )


Positive Non- Verbal
Reinforcement
(nodding the head,smiling,
looking attentively at the
responding pupil)


Repeating and rephrasing
pupils response.

8. Mount Tabor -08
Telcian Academy


OBSERVATION SCHEDULE - SKILL OF REINFORCEMENT
Name of the Student Teacher :
Teaching Stage: Teach/Re-teach Class :
Content:
Duration: 5-7 minutes Date:
Name of the Supervisor :

Tally
Components
(Desirable behaviour)
Rating Scale
Poor/ Not
satisfactory/Average/ Good/
very Good

Use of praise words and statements
(positive verbal reinforcers like good,
excellent etc.)

1 2 3 4 5

Use of pleasant and approving gestures
and expressions (positive non-verbal
reinforcers like Nodding of head, smiling,
turning ears towards responding student
etc)

1 2 3 4 5

Extra verbal cues (‘hm’, ’Aaah’) 1 2 3 4 5

Repeating and rephrasing 1 2 3 4 5

Accepting and using pupils’ idea 1 2 3 4 5

Writing pupils’ answer on the black
board
1 2 3 4 5

(The proforma is meant to ascertain the extent to which the student teacher exhibits or uses the skill)

▪ Mark tallies in the appropriate cells for the occurrence of different components of the
Skill of Reinforcement during the lesson.
▪ Indicate the extent of acquisition of the various aspects of the skill by encircling ( ) the appropriate
number you see fit. The scale value ‘1’ indicates that the student teacher did not use the concerned
aspect(s) of the skill at all, where as the scale value ‘5’ means that the student teacher used/practiced the
skill aspect(s) very much.

9. Mount Tabor -09
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5. OBSERVATION SCHEDULE - SKILL OF STIMULUS VARIATION

Name of the Student Teacher :
Teaching Stage: Teach/Re-teach Class :
Content:
Duration: 5-7 minutes Date:
Name of the Supervisor :


Tally
Components
(Desirable behaviour)
Rating Scale
Poor/ Not satisfactory/Average/
Good/ very Good

Body movements 1 2 3 4 5

Use of gestures 1 2 3 4 5

Change in speech pattern
(Intonation & pitch)
1 2 3 4 5

Change in interaction style, 1 2 3 4 5

Pausing 1 2 3 4 5

Focusing 1 2 3 4 5

Oral-visual switching. 1 2 3 4 5

Physical involvement of students 1 2 3 4 5

(The proforma is meant to ascertain the extent to which the student teacher exhibits or uses the skill)

▪ Mark tallies in the appropriate cells for the occurrence of different components of the
skill of Stimulus Variation during the lesson.
▪ Indicate the extent of acquisition of the various aspects of the skill by encircling ( ) the appropriate
number you see fit. The scale value ‘1’ indicates that the student teacher did not use the concerned
aspect(s) of the skill at all, where as the scale value ‘5’ means that the student teacher used/practiced the
skill aspect(s) very much.

10. Mount Tabor -10
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6. OBSERVATION SCHEDULE - SKILL OF EXPLAINING

Name of the Student Teacher :
Teaching Stage: Teach/Re-teach Class :
Content:
Duration: 5-7 minutes Date:
Name of the Supervisor :


Tally
Components
(Desirable behaviour)
Rating Scale
Poor/ Not satisfactory/Average/
Good/ very Good

Clarity 1 2 3 4 5

Continuity 1 2 3 4 5

Relevance to content 1 2 3 4 5

Using beginning and concluding
statements
1 2 3 4 5

Covering essential points 1 2 3 4 5

(The proforma is meant to ascertain the extent to which the student teacher exhibits or uses the skill)

▪ Mark tallies in the appropriate cells for the occurrence of different components of the
skill of Explaining during the lesson.
▪ Indicate the extent of acquisition of the various aspects of the skill by encircling ( ) the appropriate
number you see fit. The scale value ‘1’ indicates that the student teacher did not use the concerned
aspect(s) of the skill at all, where as the scale value ‘5’ means that the student teacher used/practiced the
skill aspect(s) very much.

11. Mount Tabor -11
Telcian Academy


7. OBSERVATION SCH EDULE - RESPONSE MANAGEMENT
(OBTAINING CORRECT RESPONSE /PROBING QUESTIONS)

Name of the Student Teacher :
Teaching Stage: Teach/Re-teach Class :
Content:
Duration: 5-7 minutes Date:
Name of the Supervisor :


Tally
Components
(Desirable behaviour)
Rating Scale
Poor/ Not
satisfactory/Average/ Good/
very Good

Prompting
1 2 3 4 5

Re-direction
1 2 3 4 5

focusing 1 2 3 4 5

Seeking further explanation (how?, why?) 1 2 3 4 5

Increasing critical awareness 1 2 3 4 5

(The proforma is meant to ascertain the extent to which the student teacher exhibits or uses the skill)

▪ Mark tallies in the appropriate cells for the occurrence of different components of the
Response Management (Obtaining Correct Response) during the lesson.
▪ Indicate the extent of acquisition of the various aspects of the skill by encircling ( ) the appropriate
number you see fit. The scale value ‘1’ indicates that the student teacher did not use the concerned
aspect(s) of the skill at all, where as the scale value ‘5’ means that the student teacher used/practiced the
skill aspect(s) very much.

12. Mount Tabor -12
Telcian Academy

8. OBSERVATION SCHEDULE - SKILL OF CLASSROOM MANAGEMENT
Name of the Student Teacher :
Teaching Stage: Teach/Re-teach Class :
Content:
Duration: 5-7 minutes Date:
Name of the Supervisor :

Tally
Components
(Desirable behaviour)
Rating Scale
Poor/ Not satisfactory/Average/
Good/ very Good

Calls pupils by their names 1 2 3 4 5

Keeps pupils in eye span 1 2 3 4 5

Gives clear directions 1 2 3 4 5

Ensures sufficient work for each
pupil
1 2 3 4 5

Recognises & reinforces attentive
behaviour
1 2 3 4 5

Check inappropriate behaviour
immediately
1 2 3 4 5

(The proforma is meant to ascertain the extent to which the student teacher exhibits or uses the skill)

▪ Mark tallies in the appropriate cells for the occurrence of different components of the
skill of Classroom Management during the lesson.
▪ Indicate the extent of acquisition of the various aspects of the skill by encircling ( ) the appropriate
number you see fit. The scale value ‘1’ indicates that the student teacher did not use the concerned
aspect(s) of the skill at all, where as the scale value ‘5’ means that the student teacher used/practiced the
skill aspect(s) very much.

13. Mount Tabor -13
Telcian Academy

9. OBSERVATION SCHEDULE - SKILL OF USING TEACHING AIDS
Name of the Student Teacher :
Teaching Stage: Teach/Re-teach
Content/ Topic : Class :
Duration : 5-7 minutes Date:
Name of the Supervisor :


Tally
Components
(Desirable behaviour)
Rating Scale
Poor/ Not
satisfactory/Average/
Good/ very Good

Relevant to content, Attractive 1 2 3 4 5

Rousing curiosity and interest 1 2 3 4 5

Appropriate to student level 1 2 3 4 5

Proper display and appropriate use 1 2 3 4 5

Drawing student attention 1 2 3 4 5

(The proforma is meant to ascertain the extent to which the student teacher exhibits or uses the skill)
▪ Mark tallies in the appropriate cells for the occurrence of different components of the
skill of using teaching aids during the lesson.
▪ Indicate the extent of acquisition of the various aspects of the skill by encircling ( ) the
appropriate number you see fit. The scale value ‘1’ indicates that the student teacher did not use
the concerned aspect(s) of the skill at all, where as the scale value ‘5’ means that the student
teacher used/practiced the skill aspect(s) very much.

14. Mount Tabor -14
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10. OBSERVATION SCHEDULE - SKILL OF BLACK BOARD WRITING
Name of the Student Teacher :
Teaching Stage: Teach/Re-teach Class :
Content:
Duration: 5-7 minutes Date:
Name of the Supervisor :


Tally
Components
(Desirable behaviour)
Rating Scale
Poor/ Not satisfactory/Average/
Good/ very Good

Legible and neat 1 2 3 4 5

Adequate with reference to content
covered
1 2 3 4 5

Systematic 1 2 3 4 5

Use of match stick drawing/diagrams
where essential
1 2 3 4 5

Use of colour chalk-to
highlight/focus
1 2 3 4 5

Underlining where necessary 1 2 3 4 5

(The proforma is meant to ascertain the extent to which the student teacher exhibits or uses the skill)

▪ Mark tallies in the appropriate cells for the occurrence of different components of the
skill of Blackboard writing during the lesson.
▪ Indicate the extent of acquisition of the various aspects of the skill by encircling ( ) the appropriate
number you see fit. The scale value ‘1’ indicates that the student teacher did not use the concerned
aspect(s) of the skill at all, where as the scale value ‘5’ means that the student teacher used/practiced the
skill aspect(s) very much.

15. Mount Tabor -15
Telcian Academy


11. OBSERVATION SCHEDULE - SKILL OF PRESENTING WIT H POWERPOINT/ICT
Name of the Student Teacher :
Teaching Stage: Teach/Re-teach Class :
Content:
Duration: 5-7 minutes Date:
Name of the Supervisor :


Tally
Components
(Desirable behaviour)
Rating Scale
Poor/ Not satisfactory/Average/
Good/ very Good

organizes information in logical and
interesting sequence
1 2 3 4 5

uses relevant , images, audio, video,
graphics, animation, music etc.
1 2 3 4 5

maintains proper eye contact with the
students while presenting
1 2 3 4 5

uses essential number of slides 1 2 3 4 5

uses smooth and interesting slide
transition
1 2 3 4 5

avoids spelling/ grammar mistakes 1 2 3 4 5

(The proforma is meant to ascertain the extent to which the student teacher exhibits or uses the skill)

▪ Mark tallies in the appropriate cells for the occurrence of different components of the
SKILL OF PRESENTING WITH POWERPOINT/ICT during the lesson.
▪ Indicate the extent of acquisition of the various aspects of the skill by encircling ( ) the appropriate
number you see fit. The scale value ‘1’ indicates that the student teacher did not use the concerned
aspect(s) of the skill at all, where as the scale value ‘5’ means that the student teacher used/practiced the
skill aspect(s) very much.

16. Mount Tabor -16
Telcian Academy


12. OBSERVATION SCHEDULE - SKILL OF CLOSURE
Name of the Student Teacher :
Teaching Stage: Teach/Re-teach Class :
Content:
Duration: 5-7 minutes Date:
Name of the Supervisor :

Components
(Desirable behaviour)
Rating Scale
Poor/ Not satisfactory/Average/ Good/ very
Good
Consolidation of Major points 1 2 3 4 5
Opportunity providing to apply new
knowledge to new situations
1 2 3 4 5
Linking Previous Knowledge to new Knowledge
/ future Knowledge
1 2 3 4 5
Home assignment/ Follow up Activity 1 2 3 4 5

(The proforma is meant to ascertain the extent to which the student teacher exhibits or uses the skill)
Indicate the extent of acquisition of the various aspects of the skill by encircling ( ) the appropriate number you
see fit. The scale value ‘1’ indicates that the student teacher did not use the concerned aspect(s) of the skill at all,
where as the scale value ‘5’ means that the student teacher used/practiced the skill aspect(s) very much.

17. Mount Tabor -17
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MICRO LESSON PLAN –SKILL OF READING
Name of the Student-Teacher:
Teaching Stage: Teach/Re-teach
Content/ Topic: THE MICE THAT SET THE ELEPHANTS FREE
Class : VIII Duration : 5-7 minutes Date:
Teacher activity/ Behavior Learner
activity/Behaviour
Behavior Components
[The teacher reads the passage with
correct pronunciation, stress, pause
and intonation.]
THE MICE THAT SET THE ELEPHANTS
FREE
Translated from Sanskrit by Arthur W Ryder
1. There was once a ruined village.
The mice were the old settlers there.
They occupied the chinks in the floors
of houses and temples with their
children and grandchildren. They found
happiness in a variety of festivities.

[Reads fluently and in sense groups
with appropriate gestures and
expression.]
2. Into this scene came an elephant
king, whose retinue numbered
thousands. He, with his herd, had
started for the lake in search of water.
As they marched through the mouse
community, the elephants crushed the
faces, eyes, heads, and necks of many.
3. The mice held a convention. ‘We
are being killed,’ they said, ‘by these
lumbering elephants. Curse them! If
they come this way again, there will
not be mice enough for seed.
Therefore, let us find an effective
solution to this crisis’.




Listens with interest and
recognizes characteristic
English speech sounds in
groups and isolation.



Recognizes the
significance of stress and
intonation in speech.





Guesses meaning of the
unfamiliar words and
phrases.



Identifies the key
sentences and main idea
of the passage.


Correct pronunciation

Speed and fluency

Clarity and voice

Accent and voice
modulation


Appropriate gestures
and expression.



Reading in sense
groups

Audibility and stress

18. Mount Tabor -18
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OBSERVATION SCHEDULE - SKILL OF READING
Name of the Student Teacher :
Teaching Stage: Teach/Re-teach
Content : Class :
Duration : 5-7 minutes Date:
Name of the Supervisor :

Tally
Components
(Desirable behaviour)
Rating Scale
Poor/ Not
satisfactory/Average/
Good/ very Good

Clarity of voice and audibility 1 2 3 4 5

Correct pronunciation 1 2 3 4 5

Reading in sense groups 1 2 3 4 5

Stress and intonation/ voice
modulation
1 2 3 4 5

Speed and fluency 1 2 3 4 5

Gestures and facial expression 1 2 3 4 5

(The proforma is meant to ascertain the extent to which the student teacher exhibits or uses the skill)
▪ Mark tallies in the appropriate cells for the occurrence of different components of the
skill of Reading during the lesson.
▪ Indicate the extent of acquisition of the various aspects of the skill by encircling ( ) the
appropriate number you see fit. The scale value ‘1’ indicates that the student teacher did not use
the concerned aspect(s) of the skill at all, where as the scale value ‘5’ means that the student
teacher used/practiced the skill aspect(s) very much.

19. Mount Tabor -19
Telcian Academy


MICRO LESSON PLAN –SKILL OF RECITATION
Name of the Student-Teacher:
Teaching Stage: Teach/Re-teach
Content/ Topic: Enchanted Shirt Class : VIII
Duration : 5-7 minutes Date:

Teacher activity/ Behavior Learner activity/
Behaviour
Behavior Components
The teacher recites the poem with correct pause,
rhythm and intonation.
The King was sick. His cheek was red
And his eye was clear and bright;
He ate and drank with a kingly zest,
And peacefully snored at night.

But he said he was sick, and a king
should know,
And doctors came by the score.
They did not cure him. He cut off
their heads
And sent to the schools for more.

At last two famous doctors came,
And one was as poor as a rat,
He had passed his life in studious toil,
And never found time to grow fat.
The other had never looked in a book;
His patients gave him no trouble,
If they recovered they paid him well,
If they died their heirs paid double.

Listens with interest
and infers the mood of
the king and his
physical condition in
the poem.



Imagines the arrival of
the doctors and their
fate of losing their life.




Enjoys the rhyme and
rhythm.



Listens with rapt
attention and enjoys
the rhythm



Correct pronunciation

Gestures and facial
expression

Speed and fluency

Clarity and voice

Accent and voice
modulation


Appropriate gestures and
expression.

20. Mount Tabor -20
Telcian Academy

OBSERVATION SCHEDULE - SKILL OF RECITATION
Name of the Student Teacher :
Teaching Stage: Teach/Re-teach
Poem : Class :
Duration : 5-7 minutes Date:
Name of the Supervisor :

Tally
Components
(Desirable behaviour)
Rating Scale
Poor/ Not
satisfactory/Average/
Good/ very Good

Clarity of voice and audibility 1 2 3 4 5

Correct pronunciation 1 2 3 4 5

Rhythm 1 2 3 4 5

Stress and intonation/ voice
modulation
1 2 3 4 5

Speed and fluency 1 2 3 4 5

Gestures and facial expression 1 2 3 4 5

(The proforma is meant to ascertain the extent to which the student teacher exhibits or uses the skill)
▪ Mark tallies in the appropriate cells for the occurrence of different components of the
skill of Reading during the lesson.
▪ Indicate the extent of acquisition of the various aspects of the skill by encircling ( ) the
appropriate number you see fit. The scale value ‘1’ indicates that the student teacher did not use
the concerned aspect(s) of the skill at all, where as the scale value ‘5’ means that the student
teacher used/practiced the skill aspect(s) very much.