Innovative Lesson Plan

LESSON PLAN
Jurisprodential Inquiry Model
Name of the Teacher    :           Ajina M.A Name of the School      :           G.G.H.S.S. Mithirmala Subject                         :           Social Science Unit                              :           tImf\n h¡-c-Whpw sNdp-¯p-\n¸pw Topic                           :           C´y tImf-\n-bmbn amdp-¶p.		Date                 :           13-08-2014 Std                   :           VIII. A Strength            :           46
Learning Objective       :           C´y tImf-\n-bmbn amdn-b-Xn-s\-¸-än-bpÅ [mcW
Issue                            :           kmwkvIm-cnI X\n-a-sb-¡p-dn¨pw AXnsâ kzX{´ hnIm-k-t¯bpw Ipdn-¨pÅ [B-c-W-¡p-dhv
Sub Issue                     :           \½psS kmwkvIm-cnI X\n-asb tImf\n hXv¡-cWw kzm[o-\n-¨n-«p-s­¶ Xncn-¨-dn-hn-Ãm-bva.
Content Analysis             Terms               :           apKÄ km{am-Pyw, inYn-eo-I-c-Ww, I¨-h-S-¡-¼-\n-IÄ, Ncn-{X-Im-c³             Place                :           C´y, Cw¥­v             Facts                :         1. ]Xn-t\gmw \qäm-­n apKÄ km{amPyw XIÀ¶-tXmsS C´y-bn-emsI sIm¨p sIm¨p cmPy-§Ä hfÀ¶p.                                2.]c-kv]cw Ie-ln¨p Ign-ªn-cp¶ Cu cmPy-§-fp-ambn hym]mc kuI-cy-§Ä t\Sp-sb-Sp-¡m³                                   hntZi I¼-\n-IÄ¡v km[n-¨p. XpSÀ¶v cmPy-¯nsâ A[n-Im-cw. AhÀ ]nSn-s¨-Sp-¯p.                                  3. C´y Cw¥-­nsâ tImf-\n-bm-hp-Ibpw C´y³ k¼¯v AhÀ tNmÀ¯n-sIm-­p-t]m-hp-Ibpw sNbvXp.                                  4. hntZ-in-IÄ NqjWw sNbvX-Xnsâ ^e-ambn cmPyw ISp¯ £maw t\cnSpw
Concept                       :{_n«ojv `cWw C´y³ P\-X-bpsS PohnX coXn-bnepw kwkvIm-c-¯nepw amä-§Ä hcp-¯n-sb¶ Xncn-¨-dnhv
Process Skill                 :           1. {_n«ojv B[n-]-Xy-¯nsâ t\«-§-sfbpw tIm«-§-sfbpw Ip«n hni-I-e\w sN¿p-¶p.                                  2. hntZ-im-[n-]Xyw C´y³ kaq-l-¯n hcp-¯nb amä-§Ä Ip«n hne-bn-cp-¯p-¶p.                                   3. {_n«ojv `cWw C´y³ P\bv¡v tIm«-§fpw t\«-§fpw Hcp t]mse D­m¡n F¶ \nK-a-\-¯n Ip«n                                                     F¯n-t¨-cp-¶p.
Entry behaviour            :           C´ysb {_n«o-jp-ImÀ Ipd-¨p-\mÄ `cn-¨n-cp-¶-Xmbn Ip«n¡v Adn-bmw.
Syntax	Teacher Pupil interaction
Phase I Orinetation Teacher introduces the Learning Meterial Phase II Identifying Issues synthesis facts into policy issues. Phase III Taking a position one or two student volunteer to the position Phase IV Exploring the stances Phase V Refining and qualifying position Phase IV Testing Factual assumption behind position	\n§Ä ]g-Èn-cmP kn\na I­n-«pt­m F¶v A[ym-]nI tNmZn-¡p-¶p. B Nn{X-¯nsâ IY F´mWv kqNn-¸n-¡p-¶-sX¶v Ah-tcmSp tNmZn-¨-dn-bp-¶p.     B Nn{X-¯n hntZ-im-[n-]-Xy¯ Ipdn¨pw AXn-t\m-SpÅ FXnÀ¸p-Isf Ipdn-¨p-amWv ]d-bp-¶-Xv. AXn {]Xn-]m-Zn-¡p¶ hntZ-in-bÀ Bcm-sW¶p tNmZn-¨-dn-bp-¶p. {_n«o-jp-Im-cpsS B[n-]-Xys¯ XpSÀ¶v \½psS kaq-l-¯n Fs´ms¡ amä-§Ä h¶p-sb¶v NÀ¨-bn-eqsS Is­-¯m³ A[ym-]nI Bh-iy-s¸-Sp-¶p. ·        {_n«o-jp-ImÀ C´ysb Ah-cpsS tImf-\n-bm-¡n. ·        C´y³ k¼¯v sImÅ-b-Sn-¨p. ·        Irjn hmWn-Py-h¡-cn-¨p. ·        ]pXnb hyh-km-b-§Ä Bcw-`n-¨p. ·        ]pXnb hnZym-`ymk k{¼-Zm-b-§Ä sIm­p-h-¶p. Group A : C´y-bpsS A[n-Imcw ]nSn-s¨-Sp-¯p. Group B : ]pXnb hyh-km-b-§Ä Bcw-`n-¨p. Ip«n-IÄ c­v {Kq¸p-I-fmbn Xncnªv NÀ¨-bn GÀs¸-Sp-¶p.
	Group A		Group B
	·        C´y-bn tImf\n Øm]n¨p ·        C´y-bpsS kwkvImcw XIÀ¶p ·        Cw¥ojv hnZym-`ymk¯neqsS {]mtZ-inI `mj-Isf Ah-tl-fn-¨p. ·        hÀ¤ hyhØ sIm­p h¶p.		·        ]pXnb `c-W-{Iaw sIm­p h¶p. ·        ]pXnb kwkvImcw ImgvN h¨p. ·        Cw¥ojv hnZym-`ymkw sIm­p h¶-Xn-eqsS C´y-¡msc hnZym-k-¼-¶-cm-¡n. ·        PmXn-hy-hØ Ah-km-\n-¸n¨p
	Hmtcm {Kq¸nsâ ]n¶n-eqÅ \ne-]mSp hyà-am-¡m³ A[ym-]nI Bh-iy-s¸-Sp-¶p.
	Group A		Group B
	·        C´ybpsS A[n-Imcw ]nSn-s¨-Sp¯p ·        C´ysb tImf-\n-bm¡n ·        C´y-bpsS kz¯v sImÅ-b-Sn-¨p. ·        \m«p-cm-Py-§sf X½n ASn-¸n-¨p. ·        cmPy-¯nsâ kam-[m\w \in-¸n-¨p. ·        IÀj-Isc Zpcn-X-¯n-em-¡n.		·        Cw¥ojv hnZym-`ymkw sIm­p h¶p. ·        kmaq-lnI A\m-Nm-c-§Ä¡v FXnsc {]hÀ¨n-¨p. ·        Irjn hmWnPyh¡-cn-¨p. ·        KXm-KX kuI-cy-§Ä hÀ[n-¸n-¨p. ·        ]pXnb `cW ]cn-jvIm-c-§Ä sIm­p-h-¶p.
	Ip«n-IÄ¡v Ah-cpsS A`n-{]m-b-¯n hyXymkw Ds­-¦n ]d-bm³ A[ym-]nI Bh-iy-s¸-Sp-¶p. A`n-{]m-b-¯n amä-ap-s­-¦n aäv {Kq¸n-te¡v tNcm³ A[ym-]nI Bh-iy-s¸-Sp-¶p. {_n«o-jp-Im-cpsS hchpw B[n-]-Xyhpw \½psS cmPy-¯n\v tZmj-I-c-ambn XoÀ¶p-sh-¦nepw Ht«sd KpW-I-c-amb {]hr-¯n-Ifpw AhÀ sNbvXn-«p-­v. cmPy-¯nsâ ]ptcm-K-Xnbv¡v Bh-iy-amb Ht«sd kw`m-h-\-IÄ AhÀ \ÂIn-sb-¦nepw \½psS cmPys¯ [mcmfw NqjWw sN¿p-Ibpw sNbvXp.
Social System	Moderately Structured
Principle of reaction	Teacher’s reaction are mostly probing. He/she questions the relevance consistency and specificify of students opinions and view points.