Subject Class Unit Critical LI Online CRL/SB/OTH/CRP

Class
English 8 7 Symbolism OTH 1, SB 1
English 8 7 Noting 1 CRL 3, SB 3
patterns in a
character’s
behavior
English 8 7 Connect 2 CRL 5, SB 4
changes in the
main
character to
the theme of
the story
English 8 7 Using 3 CRL 8, SB 5
Commas
English 8 7 Writing a 5 CRL 13, SB 4
Thesis
Statement and
using
supporting
reasons
English 8 7 Context of a 7 CRL 19
Text
English 8 7 Quotation 8 CRL 23, SB 9
Marks
English 8 7 Parentheses 8 CRL 25, SB 10
English 8 7 Using Colons 13 CRL 37, SB 15
English 8 7 Italicising and 13 CRL 38, SB 16
Underlining
English 8 7

English 8 7

English 8 7

English 8 7

English 8 7

Section : Teacher Led (20 Minutes)

Daily Review: 10 minutes  
Turn and Talk:

1. Which social issue does the text 'Children at Work' talk about? (It highlights the issue of child
labour and domestic abuse.)
2. How are these children different from or similar to you? 
3. Share your response to Practice Questions 2.5 (a), (b), and (c).

Give them 8 minutes to discuss. Cold call for 2 to 3 responses. 

Once done, show  [CRL-18]  for some sample responses.  
Context of a Text: 10 minutes
Get the students to go through Concept Time 1 on SB 1 of Unit 6. (Pg. 32 of the LEAD Supplementary
Book). Give them 2 minutes. 
Once done, ask: (Cold call for 2 to 3 responses.)

1. What does the context of a text mean? (It refers to the setting in which an event or a story takes
place. It refers to the time, place, and environment in which a story was written.) 
2. How does knowing the context help us as readers? (It helps us to visualise the story,
understand the author's purpose, and also connect with the characters.)

Now, get the students to open to Practice Question 2.7 on  [SB-8] . 

Say: Let us learn more about the context in which the text 'Children at Work' was written. We will have a
look at some information about the authors and note it down in the table given on  [SB-8].
To provide some information about the context of the text 'Children at Work', show [CRL-19]. Get the
students to note down important points in their SB. 

Section : Individual Practice (19 Minutes)

Understanding the Context: 10 minutes 
Say: Now, let us try and understand more about the purpose of the text and the context in which it was
written by answering some questions about it.
They have 8 minutes for this activity. 
Once done, discuss the answers using  [CRL-20] .
SB Activity: 9 minutes  
Get the students to answer Practice Questions 2.5 (d) and (e) on  [SB-7] . They have 8 minutes for this
activity.
Once done, discuss the answers using  [CRL-21] .

Home Practice

Section : Instructions (1 Minutes)

Instruct students to answer Practice Questions 2.4 and 2.6 on  [SB-7] .

Section : Home Practice

Answer Practice Questions 2.4 and 2.6 on SB 7.

Day 8 - Preview 
Teacher Preparation

Section : Preparation Needed

This plan covers the use of quotation marks and parentheses in sentences.

Lesson Plan

Section : Teacher Led (10 Minutes)

Daily Review: 5 minutes
Discuss the previous day's Home Practice using  [CRL-22] .
Quotation Marks: 5 minutes
Say: In the last grammar lesson, we learned more about commas. In today's class, we will explore
something new. It is also a punctuation mark that will strengthen our writing skills. Let us see what it is.
Explain to the students how to use quotation marks in sentences by showing [CRL-23]. 

Section : Group Practice (9 Minutes)

SB Activity
Say: Now that we know when and how to use quotation marks, let us practise using it.
Get students to answer Practice Question 3.1 on [SB-10] with their partners in their notebooks. 
Give students 5 minutes for this activity. 
Once done, discuss the answers using  [CRL-24] .

Section : Teacher Led (10 Minutes)

Parentheses: 5 minutes
Say: We have already looked at the comma and the quotation mark. Now, let us look at one more type of
punctuation — parentheses.
Show  [CRL-25]  to explain to the students how parentheses are used in sentences. 
SB Activity: 5 minutes
Say: Now that we know that parentheses are used to enclose additional information or explanations, let us
answer some questions based on it.
Get students to answer Practice Question 3.2 on  [SB-10]  on their own. 
Give the students 4 minutes for this activity. Inform them that they can punctuate the sentences directly in
their SB. 
Once done, discuss the answers using  [CRL-26] .

Section : Group Practice (10 Minutes)

SB Activity
Get the students to answer Practice Question 3.3 on  [SB-11]  with their partners. Give them 8 minutes for
this activity. 
While the students are working, walk around and help those who are struggling by asking them guiding
questions and getting them to refer to Concept Time 3, 4, and 5 on   [SB-5] ,  [SB-9]  and  [SB-10],
respectively. 
Once done, discuss the answers using  [CRL-27] .

Home Practice

Section : Instructions (1 Minutes)

Instruct the students to answer Practice Questions 4.1 on  [SB-11]  and 4.2 on  [SB-12].

Section : Home Practice

Answer Practice Questions 4.1 and 4.2 on SB 11 and SB 12.
 Day 9 - Preview 
Teacher Preparation

Section : Preparation Needed

This plan covers NCERT Exercises for the text 'Children at Work' from It So Happened and accountable
talk. 
The dictation will be conducted in the next class. Two word lists are provided:

 Word List 1 Set 2 is on  [SB-23].

 Word List 2 Set 2 is in  [CRP-2].

To know which list of words to choose for your students, go through  [SCR-31] . Note that you can select
only one word list. 

Lesson Plan

Section : Teacher Led (15 Minutes)

Daily Review: 5 minutes
Discuss the previous day's Home Practice using  [CRL-28] .
NCERT Textbook Activity: 10 minutes
Say: In the previous classes, we have read and understood the story 'Children at Work'. We have also
answered some questions based on it. Today, we will explore some more questions, especially around the
two characters — Jaya and Velu. 
Get the students to turn to Pg. 16 of It So Happened and answer Q 1 and 2 under 'Exercises' on their own.
Inform them to go back to the story and underline the evidence from the text that supports their response. 
Give them 10 minutes for this activity. 

Section : Group Practice (20 Minutes)

Group Discussion
Say: Each of us may have different opinions on the same thing. It is important for us to respect these
differences because it helps us look at things from different points of view. Now, we will share our
responses to the two questions with our table groups. During the discussion, remember to use accountable
talk and ensure that everyone gets a chance to speak. Note down any points that you may have missed or
would like to add to your answers.
Give the students 15 minutes to discuss the two questions. 
While the students are discussing, move from group to group and check for the following:

1. Are students using accountable talk stems and active listening?

2. Are all students participating in the discussion?
3. Are students referring to the text/giving evidence from the text?

Once done, discuss the answers using  [CRL-29]  and get the students to note down any point they may
have missed. 

Section : Conclusion (4 Minutes)

 Discussion on 'Three things you are grateful to have in your life'.
Say: The story 'Children at Work' shows us two of the lakhs of children who are forced to work due to
their unfortunate circumstances. Things like getting an education, daily meals, and a good home, that we
take for granted, are some things that Velu and Jaya can only dream about. Let us take a few minutes to
think about things that we are grateful to have in life.
Turn and Talk: What are three things you are grateful to have in your life and why?
Give the students 3 minutes to discuss. Ask 1 or 2 students to share their partner's response. (This promotes
active listening.)

Home Practice

Section : Instructions (1 Minutes)

Instruct students to :

 Answer Practice Questions 2.5 (f) and (g) on  [SB-7].

 Prepare for the dictation in the next class for the chosen word-list — Word List 1 Set 2  [SB-
23]  or Word List 2 Set 2  [CRP-2]  Remind them to use the Speak-Read-Write Structure
on[SCR-18]  to learn the spellings of these words. 

Section : Home Practice

Answer Practice Question 2.5 (f) and (g) on SB 7. Prepare for the dictation which will be conducted in the
next class. 

Day 10 - Preview 
Teacher Preparation

Section : Preparation Needed

This plan covers the theme analysis of the text 'Children at Work'.

 If you have chosen Word List 2  [CRP-2] for dictation, cover the printed charts on the walls using
newspapers.

Section : Materials Needed

If you have chosen Word List 2 (  [CRP-2] ) for dictation, you will need:

 Newspapers
 Sellotape
 A pair of scissors

Lesson Plan

Section : Individual Practice (29 Minutes)

Daily Review: 5 minutes
Turn and Talk: Discuss your responses to Practice Question 2.5 (f) and (g).
Once done, cold call for 2 to 3 responses. 
Paragraph Writing: 24 minutes
Say: This year, we have learned how to write different things — paragraphs, empathetic responses, and
compare and contrast essays, to name a few. We usually take 2 classes to finish one piece of writing.
However, during assessments, we do not get so much time. So let us see how to write a response to a
question in limited time. 
Get the students to read Q 3 on Pg. 16 of It So Happened.
Say: We will ideate this question by noting down some points using a pencil. Let us take 5 minutes for this
activity. 
Get the students to jot down their ideas using a pencil in their notebook. They have to use evidence from
the story.
Once done, say: After we ideate a response, we normally draft, enhance, edit, and publish our written
piece. However, during assessments, we have to write our response directly keeping the 'edit' and 'enhance'
steps in mind. Take 10 more minutes to organise your ideas and write them in complete sentences.
Remind the students to answer both parts of the question clearly and use the correct tense, punctuation, and
spelling. 
After 10 minutes, read aloud the sample response given below and get the students to note down any points
they would like to add:
Yes, I do find this sentence meaningful in the context of the story. In the story, a garbage bin overflowing
with rubbish was an opportunity for Jaya to find food. Velu and Jaya ate bananas and vadas that other
people threw away. Moreover, the plastic, paper, and glass we discard are collected and sold by
ragpickers. They earn their living  selling these waste materials and they find them valuable. So, it is
indeed true that "One man's trash is another man's treasure".

Section : Teacher Led (10 Minutes)

Dictation
Say: Now, let us check if we remember the spellings of some new words from the text we have read.
Get students to open a fresh page in the 'Reading Comprehension' section of their notebooks. Based on the
word list you have chosen, read out the words given below slowly and clearly.
Pause after each word to give students enough time to write the spellings of the dictated words in their
notebooks. 

Word List 1  [SB-23]  Word List 2  [CRP-2]  

1. loudspeaker
2. exhausted
1 livelihood 3. bumping
2. posing 4. compartment
3. panicked 5. jaggery
4. squinted 6. stiff
7. sack
8. bundle
Once done, get students to exchange their notebooks with their partners. Show [CRL-30] . Word List 1 is
on Slide 2 and Word List  2 is on Slide 3. Get the students to correct their partner’s work using a different
coloured pen. 
If you have chosen Word List 2 and put up printed charts on the wall, you can now remove the newspapers
from the charts.

Home Practice
Section : Instructions (1 Minutes)
Instruct students to:

 Read "Ragpickers: Dump! Bin! Trash!", Practice Question 6, on  [SB-13] 

 Answer Practice Question 5.1 on  [SB-12].

Section : Home Practice

Read "Ragpickers: Dump! Bin! Trash!" on SB 13 and answer Practice Question 5.1 on SB 12.

 Day 11 - Preview 
Teacher Preparation

Section : Preparation Needed

This plan covers the non-fiction text 'Ragpickers: Dump! Bin! Trash!' on  [SB-13] .

Lesson Plan

Section : Teacher Led (5 Minutes)

Daily Review:
Discuss the previous day's Home Practice using  [CRL-31] .

Section : Group Practice (20 Minutes)

Second Read - 'Ragpickers: Dump! Bin! Trash!': 10 minutes
Say: Students, in previous classes, we have read two short stories. This week, we will be reading two non-
fiction texts and practising some skills based on these. You have already read the text 'Ragpickers: Dump!
Bin! Trash!' as Home Practice.
Turn and Talk: Did you observe any similarities between this text and the story 'Children at Work'?
Give them 2 minutes to discuss. Cold call for 2 to 3 responses.
Say: Both the texts are centred around the lives of children who have to work for a living and the problems
they face. Today, we will read the article again. This time, while reading, underline any phrases/lines that
connect to the story 'Children at Work'.
Get students to read the text on  [SB-13] . Give them 8 minutes to do this.
Text-to-Text Connections: 10 minutes
Say: There can be several texts on the same subject. We can often make connections between these texts to
strengthen our understanding of the subject. Let us look explore the connections between the two texts
even further. 
Get students to answer Practice Questions 6.2 (a) and (b) from  [SB-14] with their partners. They can refer
to the story 'Children at Work' on Pg. 7 of It So Happened.
Give the students 8 minutes for this activity. While students are working, walk around and help those who
are struggling.
Once done, discuss the answers using  [CRL-32] .

Section : Individual Practice (10 Minutes)

SB Activity
Get students to answer Practice Questions 6.2 (c), (d), and (e) from  [SB-14].
Give students 8 minutes to answer.
Once done, discuss the answers using  [CRL-33].

Section : Conclusion (4 Minutes)

Turn and Talk:
We saw today that 'Children at Work' and 'Ragpickers: Dump! Bin! Trash!' have many connections
between them.

 Why do you think the text 'Children at Work' was written as a short story instead of an
article? (Stories have characters which help the reader understand their thoughts, feelings, and
actions better. It is more suited for school-going students.)
 Why might a writer choose to write a non-fiction text? (Writers write non-fiction texts to inform
their readers about something or persuade them to take action.)

Home Practice

Section : Instructions (1 Minutes)

Instruct students to answer Practice Questions 6.1, 6.2 (f), and 6.3 on  [SB-14] .

Section : Home Practice

Answer Practice Questions 6.1, 6.2 (f), and 6.3 on SB 14.

 Day 12 - Preview 
Teacher Preparation

Section : Preparation Needed

This plan covers a video story on child marriage.

Lesson Plan

Section : Teacher Led (25 Minutes)

Daily Review: 5 minutes
Discuss the previous day's Home Practice using  [CRL-34] .
First Watch - Video Story: 10 minutes
Say: In the previous classes, we texts about children who are forced to be ragpickers. In today's class, we
will watch a video that highlights another social issue that children in many parts of the world struggle
with. Let us find out what it is!
Play  [CRL-35] and get the students to pay attention to the video story. 
Once done, Turn and Talk: What type of challenges do you think child marriage brings to someone's
life? (Health issues for young girls, domestic abuse, financial troubles, lack of education and therefore,
limited income, etc.)
Give the students 2 minutes to discuss. Cold call for 2 to 3 responses. 
Second Watch - Video Story: 10 minutes
Get these students to go through Practice Questions 6.4 and 6.5 on [SB-14] . Give the students 2 minutes to
do so.
Say: Now, we will watch the video again to note down key points which will help us answer these
questions. You can take notes while you watch the video in your notebook.
Play  [CRL-35]  again for the students and get them to note down important points from the video.

Section : Individual Practice (14 Minutes)

SB Activity
Get the students to answer Practice Question 6.4 and 6.5 on  [SB-14] . Play  [CRL-35] , the video story,
once again, if required. 
Give them 12 minutes to do this. While the students are working, walk around and help those who are
struggling. 
Once done, discuss the answers using  [CRL-36] .

Home Practice

Section : Instructions (1 Minutes)

Instruct students to:

 answer Practice Question 6.6

 prepare for the dictation in the next class for the chosen word list- Word List 1 Set 3 [SB-23]  or
Word List 2 Set   [CRP-2] . Remind the students to use the Speak-Read-Write Structure  [SCR-
18]  to learn the spellings of these words.
 

Section : Home Practice

Answer Practice Question 6.6 on SB 15. Prepare for the dictation.

Day 13 - Preview 
Teacher Preparation

Section : Preparation Needed

This plan covers 'Colons' and 'Italics and Underlining'.

Lesson Plan

Section : Teacher Led (25 Minutes)

Daily Review: 5 minutes
Note:  The previous day's Home Practice will be discussed at the end of the class.
Show [SCR-39] to revise punctuation with the students. 
Turn and Talk:
 1. Why is punctuation important? (Punctuation helps a reader understand and clarify the written
language.) 
2. What are the different types of punctuation we have learnt in this unit so far?  (Commas and
Quotation Marks)

Give the students 2 minutes to discuss. Cold call for 2 to 3 responses.

Using Colons: 10 minutes
Say: In today's class, we will be learning about another type of punctuation. Let us see what it is.
Explain what colons are and how to use them in sentences by showing  [CRL-37]. 
Using Italics and Underlining: 10 minutes
Say: Now that we have understood how colons are used, let us explore something new.
Explain how to use italics and underlining in a text by showing [CRL-38]. 

Section : Individual Practice (14 Minutes)

SB Activity
Get the students to answer Practice Questions 7.1 on  [SB-16] and Practice Question 7.2, and 7.3 (a) on
[SB-17].
Give students 10 minutes to answer. While the students are working, walk around and help those who are
struggling by getting them to refer to Concept Time 6 on  [SB-15]  and Concept Time 7 on  [SB-17] .
Once done, discuss the previous day's home practice and the answers to the SB Activity using  [CRL-39] .

Home Practice

Section : Instructions (1 Minutes)

Instruct students to

 Read Concept Time 7 on SB 15 and SB 16 of Class 8 Unit 3 on 'Compare-and-Contrast Essay'.

 Answer Practice Question 7.3 (b) on  [SB-17].

Section : Home Practice

Read Concept Time 7 on SB 15 and SB 16 of Class 8 Unit 3 and answer Practice Question 7.3 (b) on SB
17.

Day 14 - Preview 
Teacher Preparation

Section : Preparation Needed

This plan covers how to write a compare-and-contrast essay.
Dictation will be conducted in the next class. Two word lists are provided:

 Word List 1 Set 3 is on  [SB-23].

 Word List 2 Set 3  is in  [CRP-2].
 To know which list of words to choose for your students, go through  [SCR-31] . Note that you can select
only one word list. 

Lesson Plan

Section : Teacher Led (5 Minutes)

Daily Review
Discuss the previous day's Home Practice using  [CRL-40] .

Section : Individual Practice (34 Minutes)

Ideate and Draft: 24 minutes
Say: In the previous classes, we have read and analysed 'Children at Work' and 'Ragpickers: Dump! Bin!
Trash!'. Today, we will compare and contrast these texts and write an essay.
Ask: (Take 2 to 3 responses.)

1. What does 'compare' mean? (To find similarities between two things.)

2. What does 'contrast' mean? (To find the differences between two things.)

Say: Before we begin writing our compare-and-contrast essay. let us learn ideate for it.
Get the students to ideate and draft the compare-and-contrast essay by showing [CRL-41].
Enhance: 10 minutes
Say: Now that we have ideated and drafted our essays, let us enhance them using the enhancement
checklist on  [SB-18] .
Give the students 10 minutes to enhance their essay using the checklist on their own. Remind them to use a
different coloured pen or pencil to make the enhancements. 

Home Practice

Section : Instructions (1 Minutes)

Instruct students:

 answer Practice Question 7.4 on  [SB-17]  (Students get 3 days to complete this.)

 Prepare for the dictation in the next class for the chosen word list. Word List 1 Set 3  [SB-23]  or
Word List 2 of Set 3  [CRP-2] . Go through the Speak-Read-Write Structure  [SCR-18]  to learn
the spellings of these words.

Section : Home Practice

Answer Practice Question 7.4 on SB 17. Prepare for the dictation in the next class.

Day 15 - Preview 
Teacher Preparation

Section : Materials Needed

If you have chosen Word List 2 (  [CRP-2]  ) for dictation, you will need:
  Newspapers
 Sellotape
 A pair of scissors

Section : Preparation Needed

This plan covers editing of a compare-and-contrast essay and writing an on-demand essay.

 Go through [TR-3] to know how to assess students' on-demand essays.

 If you have chosen Word List 2 ( [CRP-2] ) for dictation, cover the printed charts on the walls
using newspapers.

Lesson Plan

Section : Group Practice (9 Minutes)

Editing a Compare-and-Contrast Essay
Say: We have already ideated, drafted, and enhanced our essays. Now, it is time for peer reviews.
Get the students to exchange their enhanced essays with their partners and review them using the
'Peer Review and Feedback Checklist' on  [SB-18] .
Give them 7 minutes for this activity. Once done, get the students to return the essays to their partners
and clarify any doubts they may have about the comments.
Inform them that they will be publishing their essays on a fresh page as Home Practice.

Section : Individual Practice (25 Minutes)

On-Demand Essay
Say: We generally take about 2 days to ideate, draft, enhance and edit our essays. However, in our
examinations, we have to be able to write essays withing a given time-limit. Let us practice that skill!
We are going to write an 'on-demand' essay. This means that you have to write an essay by ourselves
in a given time and follow all the steps for writing while doing so.
Get the students to read Practice Question 7.5 on  [SB-17] .
Once done, show  [OTH-2] to explain the format students have to follow for their essay.
Say: Take 5 minutes to note down your ideas for the essay using a pencil, in your notebook. Then,
draft your essay. Remember we will not have checklists during examinations, so we have to enhance
and edit our essays as we write them. 
At the end of 20 minutes, collect the fair drafts of the essays from the students. Assess their essay
using  [TR-4] , the writing rubric for on-demand essays. 

Section : Teacher Led (5 Minutes)

Dictation
Say: Now, let us check if we remember the spellings of some new words from the text we have read.
Get students to open a fresh page in the 'Reading Comprehension' section of their notebooks. Based
on the word list you have chosen, read out the words given below slowly and clearly.
Pause after each word to give students enough time to write the spelling of the dictated words in their
notebooks.

Word List 1 (  [SB-23]  )  Word List 2 (  [CRP-2] )

1. scavenge 1. slum
2. recognition 2. chore
3. rummage 3. sift
4. unhygienic 4. recycle
5. underprivileged 5. droplet
6. scrounge 6. rim
7. hazardous 7. abused
8. infectious 8. diseased

Once done, get students to exchange their notebooks with their partners. Show  [CRL-42] Slide 2 (for
Word List 1) or Slide 3 (for Word List 2) and get the students to correct their partner’s work using a
different coloured pen.
If you have chosen Word List 2 and put up printed charts on the wall, you can now remove the
newspapers from the charts. 

Home Practice

Section : Instructions (1 Minutes)

Instruct students to

 publish the compare-and-contrast essay on a fresh page in their notebooks. 

 read Concept Time 9 on  [SB-18] 

Section : Home Practice

Publish the compare-and-contrast essay on a fresh page in your notebook. Read Concept Time 9 on
SB 18. 

 Day 16 - Preview 
Teacher Preparation

Section : Preparation Needed

This plan covers the poem 'When I Set Out for Lyonesse' on  Pg. 105 of Honeydew.

 Go through  [TR-4] to know how to assess students' compare-and-contrast essays.

 Put up  [LCR-18] 'Annotation Chart' on the wall where all students can see it. 

Section : Materials Needed

For this class you will need  [LCR-18] 'Annotation Chart'.

Lesson Plan

Section : Teacher Led (20 Minutes)

Daily Review: 5 minutes
Get the students to practice punctuation using  [CRL-43] .
At the end of the class, collect the students' published compare-and-contrast essays and assess them using
[TR-4] , the writing rubric.
First Listen — When I Set Out for Lyonnesse: 15 minutes
Say: In the last few weeks, we have read short stories and non-fiction texts. This week, we will be revising
poetry! 
Get the students to open Pg. 105 of Honeydew  and read the title and introduction of the poem with their
partners. They can use the glossary on  [SB-19]  to look up the meanings of words they do not understand.
Give students 3 minutes to do this. Ask: Do you think Lyonesse is an actual place? (No, I think it is
something that the poet came up with, inspired by the place he visited.)
Once done, ask the students to close their textbooks. 
Say: Now, I will play the audio of the poem. Close your eyes and focus on the recitation of the poem.
Now, get the students to listen to the poem by playing  [CRL-44] .
Turn and Talk: How does listening to the poem make you feel? 
Give them 2 minutes to discuss. Cold call for 2 to 3 responses. 
Get them to turn to Pg. 105 of Honeydew.  Draw students' attention to the annotation chart (  [LCR-18] )
put up on the wall.
Say: Sometimes understanding poetry can be tricky, especially if it is an old poem using old words, or set
in a foreign land. Let's use our annotation skills to help us understand today's poem. I will play the audio
again. Follow the text with your finger. Circle any unknown words you come across. If you find anything
confusing, mark it using a question mark.
Then, play [CRL-45] and get the students to follow the text with their finger.

Section : Teacher Led (9 Minutes)

Understanding the Poem
Get the students to discuss their doubts about the poem and the new words they came across in the poem
with their partners. Give them 3 minutes for this activity.
Once done, say: Let us understand the meaning of the poem and resolve your doubts!
Play  [CRL-46] for the explanation of the poem. 

Section : Individual Practice (10 Minutes)

NCERT Activity
Say: Now that we have understood the poem, let us answer some questions based on it.
Get students to answer 'Working with the Poem' questions on Pg. 106 of Honeydew.
Give them 8 minutes to answer. While the students are working, walk around and help those who are
struggling by asking them guiding questions. 
Once done, discuss the answers using  [CRL-47].

Home Practice

Section : Instructions (1 Minutes)

Instruct students to answer Practice Questions 8.1 and 8.2 on  [SB-19] .

Section : Home Practice

Answer Practice Questions 8.1 and 8.2 on SB 19.

 Day 17 - Preview 
Teacher Preparation

Section : Preparation Needed

This plan covers the poem 'City Dreams' on  [SB-19] 
Dictation will be conducted in the next class. Two word lists are provided:

 Word List 1 Set 4 is on  [SB-23].

 Word List 2 Set 4  is in  [CRP-2].

To know which list of words to choose for your students, go through  [SCR-31] . Note that you can select
only one word list. 

Lesson Plan

Section : Teacher Led (10 Minutes)

Daily Review: 5 minutes
Discuss the previous day's Home Practice using  [CRL-48].
Poet's Toolkit: 5 minutes
Say: In the previous class, we read a poem from our textbook. Today, we will read a new poem. We will
read this poem by ourselves and answer questions based on it. But before that, let us quickly go
through the poet's toolkit on  [SB-18]  with our partners. 
Give the students 2 minutes to do this. Once done, Ask: (Take 2 to 3 responses)

1. What is the subject of the poem 'When I Set Out for Lyonnesse'? (The poem is about a time
when the poet visited a place called Lyonesse.)
2. What is the purpose of the poem? (The poet wrote it to share his feelings and describe his
experience of visiting a magical place.)

Section : Individual Practice (29 Minutes)

SB Activity
Say: Today we will read a poem which expresses the life of a child labour. We will then answer some
questions based on it independently. 
Get students to read the poem 'City Dreams' on  [SB-19] . They can use the glossary on  [SB-20]  or a
dictionary to look up meanings of difficult words.
Give them 10 minutes to do this. 
Once done, get them to answer Practice Question 9.1, 9.2, and 9.3 on  [SB-20]  independently.
Give them 15 minutes to do this. While the students are working, walk around the class and help those who
are struggling by asking them guiding questions. 
Then, discuss the answers using  [CRL-49] .

Home Practice
Section : Instructions (1 Minutes)
Instruct students to

 go through all the grammar concept times in their Supplementary Book.

 answer Practice Question 9.4 on  [SB-20] 
 prepare for the dictation in the next class for the chosen word list — Word List 1 Set 4 ( [SB-23] )
or Word List 2 Set 4 (  [CRP-2]  ). Remind them to use the Speak-Read-Write Structure
( [SCR-18] ) to learn the spellings of these words.

Section : Home Practice

Go through all the grammar concept times in your SB and answer Practice Question 9.4 on SB 20 . Prepare
for the dictation. 

 Day 18 - Preview 
Teacher Preparation

Section : Materials Needed

For this class you will need:

  [CRP-3]  for Punctuation Bingo.

If you have chosen Word List 2 (  [CRP-2]  ) for dictation, you will need:

 Newspapers
 Sellotape
 A pair of scissors

Section : Preparation Needed

This plan covers the revision of previously taught grammar concepts on punctuation.

 Go through  [TR-5] to know how to conduct the 'Punctuation Bingo' Activity. 

 If you have chosen Word List 2 (  [CRP-2]  ) for dictation, cover the printed charts on the walls
using newspapers.

Lesson Plan

Section : Teacher Led (22 Minutes)

 Punctuation Bingo
Daily Review: 2 minutes
Discuss the previous day's Home Practice using  [CRL-50] .
Punctuation Bingo: 20 minutes
Say: In this unit, we will focus on punctuation. Today, we will revise all that we have learned. We're going
to play a game first and then answer a few questions from the SB.
Give each student a 'BINGO' grid (as instructed in [CRP-3] ).
Explain to the students how to play 'Punctuation Bingo' using [CRL-51].
Then, conduct the game using [CRL-52] . 
Note:  After the activity is completed, ask the students to raise their slips and click a picture!

Section : Individual Practice (12 Minutes)

SB Activity
Get students to answer Practice Questions 9.5 and 9.6 on  [SB-21].
Give the students 10 minutes to answer.
Once done, discuss the answers using  [CRL-53].

Section : Teacher Led (5 Minutes)

Dictation
Say: Now, let us check if we remember the spellings of some of the new words from the text we have read.
Get students to open a fresh page in the 'Reading Comprehension' section of their notebooks. Based on the
word list you have chosen, read out the words given below slowly and clearly.
Pause after each word to give students enough time to write the spelling of the dictated words in their
notebooks.

Word List 1 (  [SB-23] ) Word List 2 (  [CRP-2] )

1. sojourn
2. apprentice 1. coach
3. fathomless 2. booth
4. crumpled 3. spilling
5. supervise 4. windowpane
6. inspired 5. rime
7. surmise 6. starlight
7. mop
1. 8. brow

Once done, get students to exchange their notebooks with their partners. Show  [CRL-54] Slide 2(for
Word List 1) or Slide 3(for Word List 2) and get the students to correct their partner’s work using a
different coloured pen.
If you have chosen Word List 2 and put up printed charts on the wall, you can now remove the newspapers
from the charts.

Home Practice

Section : Instructions (1 Minutes)

Instruct students to

 answer Practice Question 10 on  [SB-22].

 read Concept Time 7 on SB 15 and SB 16 of Class 8 Unit 3 on 'Compare-and-Contrast Essay'.

Section : Home Practice

Answer Practice Question 10 on SB 22. Read Concept Time 7 on SB 15 and SB 16 of Class 8 Unit 3 on
'Compare-and-Contrast Essay'.
Day 19 - Preview 
Teacher Preparation

Section : Preparation Needed

This plan covers writing compare-and-contrast essays.

 Read  [OTH-3] , Concept Time 7 from Class 8 Unit 3, to know how to assess the student's essays.

Lesson Plan

Section : Teacher Led (5 Minutes)

Daily Review
Discuss the previous day's Home Practice using  [CRL-55] .

Section : Individual Practice (34 Minutes)

Compare-and-Contrast Essay: 25 minutes
Say: We have read two poems that address the social issue of child labour - 'City Dreams' and 'Afternoon
Sun'. In this class, we will write a compare-and-contrast essay based on these two poems. We will have 20
minutes to write the essay. 
Write the following question on the board:
Compare and contrast the poems 'City Dreams' and 'Afternoon Sun' in 100 to 150 words. Use the
following points to write your essay:

 rhyme scheme
 number of stanzas
 subject and purpose of the poem
 the feelings that the poem evokes

Say: Your essay should have 3 paragraphs - Introduction, Comparison, and Contrast. You can use the
Venn diagram to ideate for your essay. 
Get the student started on their essays. Keep track of time for them by announcing how many minutes they
have left to submit their essay every 5 minutes. 
Once done, collect the essays and assess them using  [TR-4] , the writing rubric.
Reflection: 9 minutes
Say: We have come to the end of the last unit for the year. We have learned many new skills and read
many new texts in this unit. To help us keep a track of what we know well and what we need to learn
better, we must reflect. We will do this using the Revision Guide on  [SB-24] .
If needed, show  [SCR-5] to the students to help them understand how to use the Revision Guide.
Get the students to quickly go through the Revision Guide on  [SB-24] for 5 minutes.
Once done, Stop and Jot:

 Which concepts do I understand well?

 Which concepts do I need to read and practice before the ASM?
They can use the revision guide and tick the 'I can' column as they read through it. They can continue the
revision at home and prepare for the written assessment. 

Home Practice

Section : Instructions (1 Minutes)

Instruct students to prepare for the written assessment which will be conducted in the next class.

Section : Home Practice

Prepare for the written assessment.