Sample Lesson Plan using
VITA Model of Carmelite Pedagogy

Topic: Indian Forests
GEOGRAPHY
Level
Plan developed by
Indian Forests
Class Eight
Ms. Cynthia D’Costa
Vitalization
(a) Introduction:





(b) Development:
Students are shown a number of products as honey, lac, wood, and herbs and asked to identify one place where all these would be available. When the theme “Indian forests’ is announced, students are given a KWL chart, under K they write what they know about forests, under W they write what they wish to know. L is fill in later

Each student is provided with a map of Indian forests and with the help of the key they identify the different kinds of forests.
Students are put into groups of about ten and they discuss how forests differ according to the type of soil and climate. They present their observations before the class. The teacher supplies any information that is left out.
The teacher reads aloud news items about Indian forests. She also puts forth some statistical data regarding wild life, tree cutting and such other issues. Students are invited to give reasons for depletion of forests and wild life.
Students read through environmental magazines to learn more about means of conservation. Students also learn by playing games and reading through the specially made resource material (please see our exhibit entitled ‘Indian forests)
Groups of students present means of conservation of forests. They are free to choose techniques as dramatization (kinesthetic), speeches (verbal), singing (musical), chart display (visual), powerpoint presentation. Students are encouraged to take up social forestry projects (naturalistic).
Interiorization
At different stages for eg while reading through the book “Indian Forests’ or while discussing the relationship between forests and climate, students spend a few moments to imbibe what they are learning. A few moments of quiet reflection are integrated into each activity. After this they share their thoughts with their partners/class. When students display in different ways means of conservation of forests, each display is followed by silence to reflect.
Each student is encouraged to write his/ her thoughts, feelings in a sentence or so eg I feel-------- (possible responses: it is high time we cared for our forests, we should grow some trees in our school…) The teacher highlights thoughts of different religions on conservation of forests.
Transformation
Teacher encourages pupils to share how the lesson has transformed their thinking. At this stage they fill in L of the KWL chart to say what they learnt.
Action
Students formulate actions they intend to undertake to promote conservation of forests. The teacher helps to actualize their plans. The teacher suggests books they can read on this topic.

Sample Lesson Plan using
VITA Model of Carmelite Pedagogy
LANGUAGES
Level
Plan developed by
Adjectives
Class Five
Ms. Cynthia D’Costa
Vitalization
(a) Introduction:





(b) Development:
The teacher asks each student to get one thing they like to class. If it is a living being or a place, a picture could be brought. The students pair with a neighbour and share why they like that thing, place or that person. Some students are invited to share openly in class. The teacher tells them that what they have brought to class is a noun. Now that they have described these nouns, the words used to describe are called Adjectives.

Using the same nouns that the children have chosen, the concept of adjectives is taught. Appropriate tabulation under the headings ‘nouns’ and ‘adjectives used to describe the noun’ is done. The teacher asks the students to form groups of four and go around the class looking for nouns and finding one adjective to describe them. The teacher can bring some articles to class.
A game like passing the parcel can be played. Each time the parcel lands in a student’s hands and is opened, an object is revealed. The student has to name the object and supply a suitable adjective to describe the noun.
A specially prepared worksheet may be distributed to test how much the students have understood.
Interiorization
Give the students a few moments of quiet and ask them to think of people who they interact with. Parents, friends, teachers, helpers in school, neighbours. Which adjectives suit them? Stress that we have all types of people around us. Good and not so good. Ask the students to think of the good qualities in those around us. Thank God for the gift of such people. Try to find one good quality to suit even those you do not quite like. On a piece of paper, write adjectives to describe one of your classmates. Write only positive adjectives. Go and give the slip to your friend. Receive your own descriptions with a ‘thank you’. Now do a little reflection and you sincerely find adjectives to describe yourself. Include both the desirable kind(helpful, intelligent) and the not so desirable kind (lazy, untidy).
Transformation
Invite students to think ‘Which of these qualities do you intend changing?’
Action
Write three steps that you can undertake from today to change your not so desirable qualities.
Variations to the question “Which of your qualities do you intend changing?’ maybe used. Describe your school using some adjectives. Which of these would you want to change? At a higher level, newspaper articles describing the country or world could be brought and suitable adjectives may be elicited from the students. Eg: Read an excerpt from the news item “Chandrayan finds water on the moon”. Ask for adjectives to describe India (eg progressive) to describe our scientists (eg hardworking, intelligent, and dedicated). Use this teachable moment to stress the importance of good qualities as these. Encourage students to read one article from a newspaper (you could have the activity in pairs) and search for nouns and adjectives in that article. Instead of giving ready made sentences like we normally do, if students look out for sentences, it breaks the monotony, adds a dimension of novelty and above all the exercise is more life related. Also good habits as reading are indirectly encouraged.

VITA Model of Carmelite Pedagogy
MATHEMATICS
Level
Plan developed by
Fractions (Concepts: Fractions and Equivalent Fractions)
Class Six
Ms. Cynthia D’Costa
Vitalization
(a) Introduction:





(b) Development:
The teacher introduces the topic with the help of an activity such as dividing a cake among selected number of students. Alternatively, a story may be narrated. The outcome should be that the student realizes that a fraction involves ‘x’ out of an equal number of parts.


The teacher gives each student a piece of card paper, some get rectangular pieces, some get square pieces and others get circular pieces. Students have to fold them to get two equal parts. They point out to one of the two equal parts. That part is ½. The teacher then encourages them to form four equal parts and they learn the meaning of ¼ and ¾. Students confirm that 2/4 or ½ covers the same area. Thus the concept of equivalent fractions is introduced.
Students are given figures and they express the shaded part in terms of fractions. They draw figures to represent the given fraction. From a given set of figures the students find sets of equivalent fractions.
Thus the concept of fraction and the concept of equivalent fractions is drilled.
Interiorization
Students make a note of their waking hours. They give a break up of their activities. Eg six out of 16 waking hours are spent in school. Two out of 16 waking hours are spent in play and so on. They represent the same diagrammatically. They are asked to display these diagrams and observe the same.
Transformation
Invite students to think ‘Do I spend adequate time for self study?’ ‘Do I allot enough time for outdoor games?’ “Do I spend some fraction of my time in prayer?’ “do I give some of my time for others eg helping mother at home?’
Action
Would you like to change these fractions representing your daily schedule? For eg if you spend only 1 hr of your waking hours in self study , do you think you need to change that? Or should the fraction of T.V watching be changed from say 3/16 to 1/16. Try to stick to a reasonably good time management schedule for yourself. Seek the help of the teacher if necessary.


The above lesson plan has chosen to inculcate the life skill of time management through the topic fractions. You may think in terms of money management by asking students to give a break up of the way they spend their pocket money.








VITA Model of Carmelite Pedagogy
HISTORY
Level
Plan developed by
DUTIES OF A CITIZEN
Class Eight
Ms. Cynthia D’Costa
Vitalization
(a) Introduction:





(b) Development:
The teacher introduces the topic by interviewing a couple of students regarding their duties at home. Some students will share the outcomes of their interviews with the Principal, a teacher and a member of the non teaching staff. Students will be helped to conclude that all of us have our duties. Similarly we have duties as citizens. Thus the topic ‘Duties of a citizen’ will be introduced

A game is conducted in form of the popular game ‘Bombing the city’. A suitable group of students move around and take up a position at one of the four metro cities: Mumbai, Delhi, Kolkata, Chennai. The teacher announces the city that has been bombed by picking a chit containing the name of the city. But simultaneously reads another chit. If the chit has a positive statement like “Citizens go for voting” or “Alert citizens inform police about suspicious baggage” then the city survives despite being bombed. But if the chit has a negative statement as “Citizens waste water” or “citizens do not pay taxes “then all students standing at that city have to quit the game. Try to include all duties that citizens need to follow. At the end of the game, invite the students to fill a chart with respect to duties of an Indian citizen. To make the task easy, have sub titles like duties with respect to taxes, with respect to elections, with respect to the flag.
Interiorization
A discussion ensues: Which of the duties enlisted by you apply to you as students at this age?
Which of these will you encounter when you grow up?
Transformation
We often see people not executing their duties. What will you do
  1. If a friend of yours throws garbage on the road?
  2. If your neighbour says it is fine not to vote?
  3. If your parents are ready to bribe a government official to get their work done?
Action
Take a pledge to follow your duties expected of you as a student.
Try to convince someone you find shirking his/ her duties as an Indian citizen.

It is not so simple to convince someone who is shirking their duties. It has to be done tactfully. To generate this power of conviction in students, they need to be justice oriented, have suitable communication skills and convincing power. Have role play to develop these skills in them. Allot roles of erring elders (eg parents who do not give due importance to voting or elders who are ready to bribe) Now let the students get into the role of someone who tries to correct or convince such errant elders. Confidence got during an activity like role play may inspire them should such a real life situation arise.