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Name of the Subject: Compulsory English (Reading and
Writing in English (C. ENG. 401) |
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Teacher’s Name |
Arjun
Babu Dauliya |
Signature |
ABD |
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Date |
Topics |
Number
of Classes |
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Chaitra |
UNIT I: THE WRITING PROCESS Reading to Write: Becoming a
Critical Reader, Brent Staples. "Cutting and Pasting: A Senior
Thesis" (both ones) Invention Arrangement Drafting and Revising Editing and Proofreading |
11 |
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UNIT II: PATTERNS OF WRITING: NARRATION AND DESCRIPTION Narration Sandra Cisneros. “Only Daughter” Bonnie Smith-Yackel. “My Mother
Never Worked” Martin Gansberg. “Thirty-Eight
Who Saw the Murder Didn't Call the Police” |
9 |
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Baishakh |
UNIT II: PATTERNS OF WRITING: NARRATION AND DESCRIPTION (30 hours) Description Jhumpa LahiriTable. “Rice” Suzanne Berne. “Ground Zero” Heather Rogers. “The Hidden Life of Garbage” |
10 |
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Jestha |
UNIT III: PATTERNS OF WRITING: CAUSE AND EFFECT AND COMPARISON AND
CONTRAST Cause and Effect Stan Cox. “The Case Against Air
Conditioning” Lawrence Otis Graham. “The ‘Black
Table’ is Still There” Guillermo del Torro and Chuck
Hogan. “Why Vampires Never Die” Comparison and Contrast Bruce Catton. “Gran and Lee: A
Study in Contrast” Bharati Mukherjee. “Two Ways to
Belong in America” Amy Chau. “Why Chinese Mothers
are Superior” |
11 |
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Comparison and Contrast Bruce Catton. “Gran and Lee: A
Study in Contrast” Bharati Mukherjee. “Two Ways to
Belong in America” Amy Chau. “Why Chinese Mothers
are Superior” |
11 |
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Ashar |
UNIT IV: PATTERNS OF WRITING: DEFINITION AND ARGUMENT Definition Judy Brandy. “I Want a Wife” Meghan Daum. “Fame-iness” Gayle Rosenwald Smith. “The Wife Beater” |
12 |
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Argumentation Jennifer
Halperin. “No Pay? Many Interns Say, ‘No Problem’” Alex
Tabarrok. “The Meat Market” Daniel Engber. “Let them Drink
Water!” |
9 |
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Shrawan |
Interactions: Four Levels of
Interacting with Texts “The Wretched Stone” “Marriage is a Private Affair” “Scientific Inquiry: Invention and Test” |
10 |
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Documentation:
MLA and
APA Citations, Plagiarism, verbatim. |
14 |
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Bhadra |
Students’
group presentation |
8 |
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UNIT
V: CRITICAL READING FOR WRITING Interactions: Four Levels of
Interacting with Texts “The Stub Book” “Keeping
Errors at Bay” |
5 |
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Ashoj |
Revision of the taught text, oral and written discussions |
10 |
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UNIT
V: CRITICAL READING FOR WRITING Interactions: Four Levels of
Interacting with Texts “The Telegram on the Table” “A Tale” |
10 |
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Kartik |
Dashain –Tihar Vacation/ Blended Teaching |
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Mangsir |
Teaching
writing in Newspaper, journals, magazines, SOP, letter writing, etc. |
10
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Solution of Past questions of TU, revision,
Portfolio making and checking for internal examination. |
10
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Learning objectives |
Main Objective: Help improve students' writing English through the
practices of different patterns of writing. Other objectives: Help them learn writing though others' writing as given
under patterns like narration, description, comparison and contrast,
definition, etc., and practice them; provide
a comprehensive understanding and
including the heuristics for reading and writing critically, embrace and
value the core humanistic values of integrity, empathy, and respect for
differences, comprehend and value literature from various cultural and
national tradition, via reading narrative, descriptive, argumentative,
definition essays, as well as to develop competence in research,
communication, and problem-solving via writing. |
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Context (attention grabber, activities to get to know the students) |
The
teacher attempts to connect with the students' daily experiences and
activities as he starts the class with a poem, a short tale, and/or a presenting
motivational video relevant to the chapter. After that, the teacher only
spends the first two to five minutes of class discussing the previous day's
discussion. The teacher then requires the students to participate in daily
activities and experiences, asks them if they have any prior knowledge of the
topic covered in the chapter, and encourages and facilitates them by
employing advice and counseling to share their experiences and thoughts. |
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Resources |
Prepare video audio related to chapter, also assign students to record audio, and video, use already available audio video, form a group of the presenter and
assist them to perform, reciting a poem, acting and Helpout, roleplay |
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Experience (Teaching methods
and other activities that make use of all the 5 senses of the
students) |
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Reflection (questions that affect the
heart) |
Ask
to write, share the analysis,, extension and experience of the text, create
first impression question and assist them to interact based on descriptive, analytical, argumentative, cause and effect, definition,
and critical, free and guided writings. |
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Contribution to core
skills (Numeracy, ICT, Competencies) |
The
teacher facilitates class discussion and teaches the writing process,
emphasizes TR, GRA, CC, and LR, and teaches students to read and write simply to challenging work while developing critical academic vocabulary, literary
concepts, and analytical abilities. Following each session, students will
have the opportunity to pose insightful questions to further their
understanding of the writing and construct their best academic and
non-academic writing as well. |
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Follow up exercises (homework, project, hands on experiences |
Inductive
and occasionally deductive approaches are used, as well as CBLT and Bloom
Taxonomy, etc Discuss
the text, and then move on to the textbook activities. Teach
students about the various types of academic writing, such as descriptive,
analytical, argumentative, cause and effect, definition, and critical
writing. Each of these types of writing, whether free writing, guided
writing, or Para- orthographic writing, has distinct language characteristics
and purposes. Request
that the reflection on the video and audio used in the classroom be written. Create
first-impression questions and annotate the text. Make
a PowerPoint presentation, present it in class, and upload it to Google
Classroom if needed. |
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Confidentiainformationn |
I
always respect the students' psychological, social, emotional, and personal
differences in and out of the classroom. |
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Evaluation (both academic and
personal |
Mock
test, Unit test, Monthly test, Regular Test, Group discussion, Presentation,
Reward and appreciation as well as Annual exam. |
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