Bachelor of Education

2020-2022

LESSON PLAN- ENGLISH

Submitted to- Submitted by-

Dr. Rajesh Gill Niharika Jain
04614902120

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 I
S.N
O
TOPIC N DELIVERED
ON
DELIVERED ON
(PEER)
PAGE
NO.
SIGNATURE

1. PROSE- WHO I AM D (SUPERVISOR)

2. Verbs
E 5th October
2021

3.

4.
POEM- The Quarrel

PROSE- How the dog

X 21st
22nd September
2021

found himself a new September

master 2021

5. POEM- Trees 7th October

2021

6. POEM- Mystery of 26th October

the talking fan 2021

7. POEM- The Kite

8. Poem- Meadow
Surprises

9. Poem- Garden Snake

10. POEM- The Squirrel

11. Adverbs

12. POEM- A House, A

Home

13. PROSE- Taro’s

Reward

14. Pronouns

15. Adjectives

16. POEM- A Slumber

did my Spirit Seal

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17. PROSE- The
Invention of Vita-
Wonk
18. Letter writing

19. POEM- Fog

20. Prepositions

21. POEM- Beauty

22. PROSE- An Indian

American Woman in
Space- Kalpana
Chawla
23. PROSE- Children At
Work
24.

25.

GENERAL OBJECTIVES
3 English
 1. Acquire basic language skills (listening, speaking, reading and writing) in order
to communication with speakers of English language.
2. To enable the students to write English correctly and meaningfully, i.e. For
example, writing letters, applications, description and accounts of day-to-day
events.
3. To develop knowledge and understanding of Grammar.
4. To encourage for composing poems and writing essay.
5. To develop the ability for grasping the theme of poem or English passage.
6. To develop the mastery of language for expressing his ideas, feelings and
experiences.
7. To develop the ability of evaluation and analysis of language components.
8. To develop the ability of appreciation of ideas and criticizing the thinking.
9. To develop the creativity of the students related to verbal ability and reasoning
or fluency of language.
10. Acquire the linguistic competence necessarily required in various life
situations.
11. Acquire the linguistic competence required in different professions.
12. Develop their awareness of the importance of English as a means of
international communication.
13. Develop positive attitudes towards learning English.
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14. To use English effectively for study purpose across the curriculum.
15. To develop interest in and appreciation of Literature.
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16. Develop the linguistic competence that enables them to be aware of the
cultural, economic and social issues of their society in order to contribute in
giving solution. S
17. Acquire a wide vocabulary, an understanding of grammar and knowledge of
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linguistic conventions.
18. Write clearly, accurately and coherently, adapting the language and style in and
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for a range of contexts, purposes and audiences.
19. Develop the habit of reading widely and often for both pleasure and
information N
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NAME OF STUDENT TEACHER: NIHARIKA JAIN
ENROLLMENT NO: 04614902120
CLASS: VI DATE: 20th September 2021
SUBJECT: English DURATION:30mins
TOPIC: Who Am I

SPECIFIC OBJECTIVES:

After completion of the text students will be able to-

Knowledge
i. Recall the meaning of different words – sensible, preserve, pyramids etc.
ii. List the characters of the story.
iii. Summarise the voices of various children.

Understanding
i. Sketch the aims, dreams of the characters.
ii. Associate how each one of us is different.

Application
i. Practice making sentences using words like ‘sensible’, ‘preserve’,’pyramids’ etc.
ii. Illustrate the summary of the text in their own understanding.
iii. Examine their own selves and what they like to do.

TEACHING AIDS:

General: Textbook, Board, marker, duster

Specific: laptop, presentation, dictionary, wi-fi connectivity

PREVIOUS KNOWLEDGE TESTING

Pupil Teacher Activity Students’ Activity

1. Tell me about yourself? What do Doctor, blogger, traveller, engineer, fashion
you desire to become when you designer, etc.
grow up?

2. What are the things you like to do in Ma’am I like to travel, cook, play football,
your leisure time? read books, etc.

ANNOUNCEMENT OF THE TOPIC

Okay so as we saw how each one of aims and desires different things, we know that none of
us is same, and each one of us are different in different ways.

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So we’ll start with this chapter in which you’ll read different stories and voices of different
children and we’ll learn about what they wish in their life.
The name of the chapter is ‘Who I am’.

PRESENTATION POINTS-

S. Content/Teachin Pupil Teacher Activity Students’ Activity Blackboard

No g point Writing
.
1. Model Reading Pupil teacher will start Students will listen Chapter 6
reading the chapter and in attentively, and Who I am.
between ask the students underline the
to underline difficult words.
words like sensible,
preserve, pyramids etc.

2. Pronunciation sensible (sen-si-bal) sensible (sen-si- Sensible

Drill bal) Preserve
preserve (pri-serv) Pyramids
preserve (pri-serv)
pyramids (pi-ra-mids)
pyramids (pi-ra-
mids)
3. Imitation Reading Teacher will ask the Students will repeat
students to read the text the words with
line by line and help them correct
by offering the correct pronunciation.
pronunciation of the
words again.

4. Word- meaning Pupil teacher will explain

the meaning of each word
underlined.

Students would you buy a No ma’am

10rs chocolate in 20rs?

Why? Ma’am because it’s

mrp is 10rs only.

‘excellent’ that means you

are able to make a
sensible decision.

Sensible means having or Sensible-

showing good sense. having or
showing
Okay so now tell me what Ma’am we turn good sense.
do you do when you see them off.
the water in a tap running
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 and nobody is using that
water?

Can you tell me why? Ma’am because we

should save water
‘very good’ and not waste it.

Preserve means to keep Preserve

something in safe or in means to
good condition. keep
something in
Have you ever noticed a Yes ma’am. safe or in
construction site? Have good
you seen the mounted condition.
ditches of mud, cement.

Pyramids are a shape with Pyramids are

a flat base and three or a shape with
four sides in the shape of a flat base
traingles. and three or
four sides in
the shape of
traingles.

5. Silent reading Pupil teacher will ask the Students will read
students to silently read the text silently.
the text.

7. Comprehension Pupil teacher will ask few Students will

questions questions to the students respond to the
to test their understanding questions.
of the lesson.

1.What was Radha’s She loved climbing

favourite activity. trees.

“very good”

2. how did Radha feel She felt as if she

when she was on top of can rule the whole
the tree? world.

“excellent students”

3.What does Nasir wants He wants to

to become when he grows become a seed

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 up? collector.
‘very good’

4.what did Nasir wants to He wanted to learn

learn? how to preserve
seeds.
5. What would Rohit do if
he had huge amount of He would travel.
money?

6. what places does Rohit Mountains of New

wants to travel to? Zealand
Amazon River in
South America
Beaches at
Lakshadweep

“great students, hope you

all understood the lesson”

GENERALISATION

So, today we read about three different stories of Radha, Nasir and Rohit and we saw how all
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three of them are different. We saw how they want different things to conquer in life, some
wants to climb trees other wants to travel.

RECAPITULATION/EVALUATION
E
1. What did Radha likeS to do?

S
2. What does Nasir wants to become when he grows up?
3. What would Rohit do if he a huge amount of money?

HOME ASSIGNMENTO

Nfrom each word- sensible, preserve.

1. Frame three sentences
2. Why does Nasir wants to learn how to preserve seeds?
3. List down the places that Rohit wishes to travel to.
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NAME OF STUDENT TEACHER: NIHARIKA JAIN
ENROLLMENT NO: 04614902120
CLASS: VI DATE: 22nd September 2021
SUBJECT: English DURATION:30mins
TOPIC: Verbs

SPECIFIC OBJECTIVES:

After completion of the topic students will be able to-

Knowledge
i. Define what are verbs.
ii. List the types of verbs.
iii. Recognise verbs in a sentence.

Understanding
i. Distinguish between the transitive and intransitive verbs.
ii. Classify the object of verb in a sentence.

Application
i. Use the correct verbs in a sentence.
ii. Solve the practice exercises of verbs.

TEACHING AIDS:

General: Textbook, Board, marker, duster

Specific: laptop, wi-fi connectivity, images showing actions

MINIATURE TEACHING AID

PREVIOUS KNOWLEDGE TESTING

Pupil Teacher Activity Students’ Activity

1. What am I doing? Ma’am you are standing, writing, walking.

2. What are verbs? Words which show some action or some

activity.

3. Do you know what are the types of No answer

verbs?

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ANNOUNCEMENT OF THE TOPIC

Okay since you all know what are verbs i.e words that reflect some action or activity, today
we’ll be talking about the kinds of verbs and their difference.

PRESENTATION POINTS-

S. Content/ Pupil Teacher Activity Students’ Blackboard

No Teaching Activity Writing
. point
1. Introduction Pupil teacher will recall the Students will Verbs- The verb is a
definition of verbs : listen word that expresses
attentively. some action, feeling
The verb is a word that or existence. It tells
expresses some action, us something about
feeling or existence. It tells the subject.
us something about the
subject.

Examples:
 Lions roar. (action) Students will Examples:
 Boys fly kites. respond:  Lions roar.
(action) (action)
 I feel sorry. (feeling) roar, fly, feel,  Boys fly
 Ashoka was a great was kites.
king. (existence) (action)
 I feel sorry.
Teacher pupil will ask the (feeling)
students to recognise the  Ashoka was
verbs in the above sentence. a great king.
(existence)

2. Object of the Teacher pupil will tell the Students will

Verb students about the object of respond.
the verb:

Teacher Pupil will ask the

students to recognise the
verbs in the following
sentences.
Examples:
Examples:
1. He was absent
1. He was absent Absent yesterday.
yesterday. 2. He goes to
2. He goes to school goes school daily.
daily. 3. Gita has
3. Gita has finished her finished finished her

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 homework. homework.
Finished what? Her killed 4. The hunter
homework. killed the lion.
4. The hunter killed the helps 5. He helps the
lion. poor.
Killed what? A lion.
5. He helps the poor.
Helps whom? The poor.

‘excellent students’

Pupil teacher will re-read .

the above sentences and
explain the object of the
verb.

In the 3,4,5 sentence we

saw that that If we put a
question using the Verb and
the word ‘what’ or ‘whom’,
the word that answers the
question is called the Object
of the Verb.

3. Kinds of Pupil teacher will tell that

verbs verbs are of two kinds :
Transitive and Intransitive
verbs.

Examples: Examples:
 The soldiers freed the Freed  The soldiers
villagers. freed the
 The boy filled the villagers.
bucket with water. Filled  The boy
Teacher pupil question filled the
about what are the verbs in bucket with
the above sentence? water.

The words ‘filled’ and

‘freed’ are the examples of
Transitive Verbs.
The boy filled what? The
answer is ‘bucket’. Bucket
is the object of the verb
‘filled’.

The soldiers freed what?

The answer is the villagers’.
The villagers are the object
of the verb ‘freed’.

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 Thus, filled and freed are
such words that require
objects to make the sense Words that require
Team A Team B complete. Such verbs are objects to make the
1 1 called Transitive Verbs. Okay ma’am sense complete.
1 0 Such verbs are
0 0 Pupil teacher will give called Transitive
examples for Intransitive Verbs.
verbs and ask the students
to recognise the difference.

Examples:
 He’s been singing
all day.
 He kneeled to pray.

In the above sentence

crowded and kneeled do not
require any objects to make
the sense complete. Singing
We do not ask the question:
people crowded – what? or kneeled
he kneeled – what? Such
verbs are called Intransitive
Verbs.

A verb that does not require

an object to make sense A verb that does not
complete is called an require an object to
Intransitive Verb. make sense
complete is called
an Intransitive Verb.

4. Analysis / Pupil teacher will divide the Students will

Quiz class in two teams and ask get excited
the students to recognise the about the quiz.
verb in the sentence and
also mention it’s type,
transitive or intransitive.

Examples: SCORE BOARD

1. She was crying all Crying (IT)
day long.
2. We showed her the Showed (T)
photo album.
3. The doctor advised Advised (T)
me to exercise Exercise (IT)
regularly.
4. It was raining at that

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 time. Raining (IT)
5. She laughed at the
joke. Laughed (IT)
6. She gave a cookie to
the child. Gave (T)

‘excellent students, hope

you all understood the
difference between
transitive and intransitive Yes ma’am
verbs’

Pupil teacher will ask the

students to clap for the Students will
winning team. clap.

GENERALISATION

So, today we discussed that a verb can be transitive or intransitive. Transitive verbs are those
which require an object inorder to make a sentence complete and make sense. Intransitive
verbs are those which do not require an object to make sense of the sentence.

RECAPITULATION/EVALUATION

1. How many types of verbs of verbs did we learn today?

2. Name the type of verbs.
3. Give one sentence each from the types of verbs we studied today.\

HOME ASSIGNMENT

Ques: Underline the verbs from the following sentences and also mention the type of verb.

1. They slept in the street. 

2. I ate the cherries. 
3. My father doesn't drink coffee. 
4. He always keeps his money in a wallet. 
5. I worked all night.
6. He gave the book to the teacher.
7. They laughed at the joke.
8. She slept for eight hours.
9. We lived in Mexico for two years.
10. I like her.
11. We clean our room every day.
12. My brother moved to another city.
13. My brother moved his car.
14. Those people painted their house blue.

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 L
NAME OF STUDENT E TEACHER: NIHARIKA JAIN
ENROLLMENT NO: 04614902120
CLASS: VI S DATE: 24 September 2021
th

SUBJECT: English DURATION:30mins

TOPIC: The Quarrel S
SPECIFIC OBJECTIVES:
O
After completion of the topicN
students will be able to-

Knowledge
i.
ii.
P
Define terms like quarrelled, slight, hated, thumped etc.
Recognise the rhyme scheme of the poem.

Understanding L
i. Describe how brothers and sisters quarrel.
ii. Review the reasonsAfor quarrels.
Application
i. N of the poem in their own understanding.
Illustrate the summary
ii. Apply the vocabulary learnt in day-day life.

TEACHING AIDS: 3
General: Textbook, Board, marker, duster

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Specific: laptop, wi-fi connectivity, Images showing siblings fighting

MINIATURE TEACHING AID

PREVIOUS KNOWLEDGE TESTING

Pupil Teacher Activity Students’ Activity

1. Do you fight with your sibling? Yes ma’am, a lot.

2. What is the reason behind the fights? Ma’am sometimes over tv remote, games,
toys, etc.

ANNOUNCEMENT OF TOPIC
Generally, brothers and sisters quarrel with each other. It is a very common situation. Many
times they quarrel with each other without any reason. Their quarrels begin over very small,
petty issues and how with a small kind act the quarrels end. It is very mystic and beautiful. So
let’s read this poem to feel the same.

PRESENTATION POINTS
S. Content/ Pupil Teacher Students’ Activity Blackboard
No. Teaching Activity Writing
point
1. Gist of the poem The poet is trying to Students will listen The Quarrel
explain how a quarrel attentively. by Eleanor
between two brothers Farjeon
began and ended
without any
reason. The poet says
that he quarrelled with
his brother over
something and he was
not even aware why he
was quarelling about.

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 2. Model Teacher will ask the Students will close
Recitation students to close their their eyes and will
eyes and will further listen actively to the
recite the poem with poem.
voice modulations and
pitch variation.
3. Pronunciation Pupil teacher will ask students will repeat Quarrelled
drill the students to open the words after the
Slight
their eyes and will offer teacher with correct
them the correct pronunciations. Hated
pronunciation of the
words in the poem. Thumped
Quarrelled (quo-
Quarrelled (quo-reled)
reled)
Slight (sly-t)
Slight (sly-t)
Hated (hay-ted)
Hated (hay-ted)
Thumped (thump-d)
Thumped (thump-d)
4. Model recitation Teacher will ask the Students will read
students to read the the poem one by
poem one by one. one.
5. Word meanings Pupil teacher will Students will listen
explain the meaning of attentively.
the words to the
students. Quarrelled-
to have an
Quarrelled-
angry
What do you do when argument or
your sibling eats the Get angry, argue or disagreement.
chocolate you had fight
saved for yourself?
‘exactly’
Hated- to
So, it means to have an
have very
angry argument or
string feeling
disagreement.
of not liking
Hated- to have very something or
string feeling of not somebody
liking something or
Thumped-
somebody
to hit or fall.
Thumped- to hit or

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 fall.
Eg: the book thumped
on the floor
6. Imitation Pupil teacher will ask Students will read
reading / loud the students to re read the poem again with
reading the poem loudly and proper pronunciation
clearly. and pitch variations.
7. Comprehension Poet had a fight with His brother
questions whom?
Why did the siblings
The reason is not
fight?
known, but one thing
lead to another.
How was the start and The start was not
the end of the fight? serious but the end
was intense.
Narrator’s brother
Who thought who was
said he was right
right and who was
whereas the narrator
wrong?
was thinking himself
on the right side.

What happened in the It turned black, and

afternoon? narrator’s brother pat
him on his back abd
said we can’t fight
all night long, he
admitted that he was
wrong and narrator
thought he was in
the right position.
8. Appreciation of The poem is about the Students will listen
the poem relationship between attentively.
siblings. They fight
with each other for
petty things. But in
difficult times, they are
inseparable. The poet
wrote about the
unpleasant relationship
with his brother.

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GENERALISATION

So in this poem we saw the relationship between two siblings. Here, The poet is trying to
explain how a quarrel between two brothers began and ended without any reason. The poet
says that he quarrelled with his brother over something and he was not even aware why he
was quarelling about.

RECAPTULATION/ EVALUATION

1. What were the siblings fighting about?

2. What does mean by the phrase ‘the afternoon turned black’
3. How did the quarrel end?

HOME ASSIGNMENT

 Read the following lines from the poem and explain what these lines mean:

i. One thing lead to another

ii. The start of it was slight
iii. The end of it was strong
iv. The afternoon turned black
v. Thumped me on the back

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NAME OF STUDENT E TEACHER: NIHARIKA JAIN
ENROLLMENT NO: 04614902120
CLASS: VI S DATE: 26 September 2021
th

SUBJECT: English DURATION:30mins

S
TOPIC: How the dog found himself a new master

SPECIFIC OBJECTIVES: O
After completion of the text N
students will be able to-

Knowledge
i. Recall the meaning of different words –ill pleased, fierce, darted etc.
P
ii. List the animals who the dog choose on his journey.
iii. Read the chapter with correct pronunciation.

Understanding
L
A
i. Express how sad the dog was without a master.
ii. Explain in which way the wolf , bear, and lion almost became dog’s master.
iii. Compare that how we humans are the strongest beings on this planet.
Application N
i. Examine the power of strength.
ii. Relate the relationship between a dog and a human.

TEACHING AIDS:
4
General: Textbook, Board, marker, duster
Specific: laptop, presentation, dictionary, wi-fi connectivity

PREVIOUS KNOWLEDGE TESTING

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 Pupil Teacher Activity Students’ Activity
1. Who is known as the “king of the Lion ma’am.
jungle”?

2. Which all animals can we have as Cats, dogs, parrots, fishes etc.
our pets?

3. List some characteristic of dogs. Loyal, happy, big, protects us, tail, etc.

ANNOUNCEMENT OF THE TOPIC

Today, we are going to study a chapter in which we will see a dog who was his own master,
goes in search for a new master who must be strongest of all. The name of the chapter is How
the Dog Found Himself A New Master!

PRESENTATION POINTS-

S. Content/Teachin Pupil Teacher Students’ Activity Blackboard

No g point Activity Writing
.
1. Model Reading Pupil teacher will Students will listen Chapter- How
Dogs were once start reading the attentively, and the Dog Found
their own chapter and in underline the words. Himself A New
master…. No between ask the Master!
other master. students to underline
difficult words like ill
pleased, kinsman,
fierce, darted.
2. Pronunciation Ill pleased (il-pleas- Students will repeat Ill pleased
Drill d) the words with Fierce
Fierce (fi-ar-s) correct Darted
Darted (data-id) pronunciation. panic
Panic (pan-ik)
3. Imitation Reading Teacher will ask the Students will repeat
students to read the the words with
text line by line and correct
help them by offering pronunciation.
the correct
pronunciation of the
words again.
4. Word- meaning Ill pleased - To speak or act
Do you like Yes ma’am rudely to
chocolates? somebody.
How do you feel I feel sad. Angry also
when someone eats sometimes.

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 your chocolate which
you do not want to
share?
Exactly, so the Synonyms-
feeling of unhappy or Riya is ill pleased unhappy,
unsatisfied means ill with her results dissatisfied
pleased.
Pupil teacher will ask
the students to frame
a sentence with this
word. synonyms-
‘excellent students’ ferocious, wild,
The house was brutal
fierce- angry, surrounded by fierce
aggressive, dogs.
frightening
Now try to make a We start to run
sentence with grudge. quickly. Synonyms-
float, danced,
darted- flicked
what do you all do
when you are getting
late for school? A rabbit darted
Good, so meaning of across the field.
darted is to move
quickly in a certain
direction. We get scared Synonyms-
Now try to make a ma’am. alarm, fear,
sentence with terror
indifferent. The travellers
panicked when they
Panic- saw the lion coming
what do you do when towards them.
you see or hear ghost
stories?
The meaning of this
word is a sudden
feeling of fear.
Now try to make a
sentence with
indifferent.

5. Silent reading Pupil teacher will ask Students will read

the students to the text silently.
silently read the text.
Teacher will take a
round and clear the
doubts of the
students.
7. Comprehension The story is about a The dog wants to

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 questions dog who wants to find a new master.
find a ? ‘excellent’

Which animal did he He met a wolf. He

meet first and why left him because the
did he leave him? wolf was afrid of the
‘very good’ bear.

The dog met the bear

Who was the second thinking that he is
animal he met? Why the strongest of all
did he leave him. but soon he realised
‘exactly’ he was afraid of the
lion so he left him
and chose to be with
lion.

Why did the dog He spent a long time

serve the lion for a with the lion because
long time? ‘that’s he though he is the
great you’ve king of the jungle,
understood the but he soon realised
chapter really well.’ that the lion is afraid
of the man.

GENERALISATION

So, today we learnt about the dog who used to be his own master. But he decided to find a
new master stronger than anyone else. We saw how he chose wolf, bear, and the lion but
ended up choosing man to be his final master, because the dog considered man to be the
strongest of all the other beings.

RECAPITULATION/EVALUATION
1. Why did the wolf hide beneath the bush?
2. Why did the bear ran hastily into the forest? Why did the dog leave the bear?
3. Which animals did the dog choose to be his master on his journey?

HOME ASSIGNMENT

1. What do you mean by the words ‘hastily, ‘dared’. Make 3 sentences from each word.
2. Who did the dog finally choose as his master and why.
3. Complete the following summary of the text by taking appropriate phrases from the
box.

A dog stronger than anyone else a wolf

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 Strongest of all the bear afraid of man

His own master a lion

This is the story of —–––––—————————–, who used to be

——————————————. He decided to find a master —–––––––———————.
First he found ————————————, but the wolf was afraid of –––————––
——————— . The dog thought that the bear was ————————————— . After
some time the dog met ————————————— , who seemed the strongest. He
stayed with the lion for a long time. One day he realised that the lion was ———————––
—————— . To this day, the dog remains man’s best friend.

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NAME OF STUDENT TEACHER: NIHARIKA JAIN
DATE: 5 October 2021th

ENROLLMENT NO: 04614902120

CLASS: VII S AGE GROUP: 12-13yrs
SUBJECT: English PERIOD: 2 nd

TOPIC: Poem-Trees S DURATION: 30mins

SPECIFIC OBJECTIVES: O
After completion of the topicN
students will be able to-

Knowledge
P
i. Define terms like chop, blow, caught, shade etc.
ii. List the various ways in which trees are important for us.

Understanding L
i. Explain the importance of trees in our lives.
A
ii. Discuss how we cannot live without trees.

Application
N
i. Illustrate the gist of the poem in their own understanding.
ii. Utilise the knowledge gained about trees in order to preserve them.

TEACHING AIDS: 5
General: Textbook, Board, marker, duster
Specific: pictures of swings and treehouse, chart showing the products which tree gives us.

MINIATURE TEACHING AID

23
PREVIOUS KNOWLEDGE TESTING

Pupil Teacher Activity Students’ Activity

1. Students where do we get oxygen Trees ma’am.
from?

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 2. From where do we get fruits? Refrigerator, market, sometimes we directly
pluck from trees.

3. List some things which you get from Fruits, cotton, medicines from medicinal
trees? plants etc.

ANNOUNCEMENT OF TOPIC
So, we already know that trees are a major source in our lives as it gives us oxygen to breath,
fruits to eat, various medicines as well. Today we’ll read the poem titled ‘TREES’ written by
Shirley Bauer.

PRESENTATION POINTS
S. Content/ Pupil Teacher Students’ Activity Blackboard
No. Teaching Activity Writing
point
1. Gist of the poem Pupil teacher will Students will listen Trees by
explain the gist of the attentively and Shirley
poem. understand. Bauer
The poem, Trees’ is a
long catalogue
describing the various
advantages of trees.
Every person who
looks at a tree
appreciates it for a
different reason. Trees
are the source of
sustaining life; they
provide food and
shelter. They are loved
by children while
playing games. They
give shade and fruit
and various other gifts.

2. Model Teacher will ask the Students will close

Recitation students to close their their eyes and will
eyes and will further listen actively and

25
 recite the poem with understand the
voice modulations and general meaning of
pitch variation. the poem.
3. Pronunciation Pupil teacher will ask students will repeat Pear
drill the students to open the words after the
Caught
their eyes and will offer teacher with correct
them the correct pronunciations. Shade
pronunciation of the
words in the poem. Chop
pear (pee-uh)
pear (pee-uh)
caught (kaw-t)
caught (kaw-t)
shade (shay-d)
shade (shay-d)
chop (chaw-p)
chop (chaw-p)
4. Model recitation After explaining the Students will listen
pronunciation of the carefully and
words teacher will read understand the
the poem once again poem.
loudly.
5. Word meanings Pupil teacher will Students will listen
explain the meaning of attentively.
the words to the
students.
blow- Blow- air
moving with
Have you ever
speed or
witnessed a rush of air Yes ma’am
force.
when a metro passing
by on a metro station?
So, blow means air
moving with speed or
force.
Caught – Caught-
intercept or
Did you ever been seen hold
eating a chocolate Yes ma’am something
secretively from the unexpectedly.
refrigerator?
So, caught means to
intercept or hold
unexpectedly.

Chop - to cut

26
 chop- something
into small
you must’ve all seen Yes ma’am
pieces with a
your mothers cutting
sharp object.
vegetables into small
pieces.
Yes, Chop means cut
something into small
pieces with a sharp
object.
6. Imitation Pupil teacher will ask Students will read
reading / loud the students to re read the poem again with
reading the poem loudly and proper pronunciation
clearly. and pitch variations.
7. Comprehension Pupil teacher will ask
questions few questions for better
understanding of the
poem.
After reading the poem, Tress gives us
tell me how are trees shelter, food,
important for us? oxygen, fruits etc.

What games can we We can play hide

play with or around the and seek, we can
tree? swing swings on
trees as well.

How are trees helpful

in summers and It gives us shade in
winters? the summers and
make no shade in
winters.
What do we get by
We get a substance
chopping the tree off?
called ‘timber’.
8. Appreciation of The poem is about Students will listen Save Trees
the poem Trees, the poet here is attentively and learn
trying to tell the the moral of the
various ways in which poem. Grow more
trees are important and Trees
useful for us. It helps
the students to learn the
importance of trees in

27
 our lives and also
spreads the moral of
‘save trees, plant more
trees’

GENERALISATION

So in this poem the poet tried to explain how trees are important for us. Trees are our solution
to every problem. Its helpful for both animals, birds and humans. We can make tree houses
on trees, play hide and seek around trees, swing swings on that. We also get a lot of fruits
from trees, make paintings of the beautiful landscape having trees. Thus we should preserve
trees and not cut them.

RECAPTULATION/ EVALUATION

1. How can children use trees for playing?

2. List down 5 uses of trees as given in the poem.
3. What do we get by chopping off trees?

HOME ASSIGNMENT

1. Write a paragraph on ‘ Save Trees’.

28
 L
E DATE: 7 October 2021
th

NAME OF STUDENT TEACHER: NIHARIKA JAIN

ENROLLMENT NO:S04614902120
CLASS: VII AGE GROUP: 12-13yrs
SUBJECT: English S PERIOD: 2
nd

TOPIC: Poem-Mystery of the talking fan DURATION: 30mins

SPECIFIC OBJECTIVES:
O
N
After completion of the poem students will be able to-

Knowledge P
1. Define terms like whirling, chatter, etc.
2. List the movementsLof the fan.

Understanding
i. Explain why the fan Awas making a weird noise.
ii. Discuss how the fan was personified.

Application N
i. Illustrate the gist of the poem in their own understanding.
ii. Make sentence with 6the new words learnt in the poem.
TEACHING AIDS:

General: Textbook, Board, marker, duster

Specific: pictures of a fan

MINIATURE TEACHING AID

PREVIOUS KNOWLEDGE TESTING

29
 Pupil Teacher Activity Students’ Activity
1. In there a ceiling fan in tour room? Yes ma’am.

2. Is it noisy or quiet? Varied responses.

3. What is a mystery? Something not known or secretive,

suspicious.

ANNOUNCEMENT OF TOPIC
Today we’ll read the poem titled ‘Mystery of a Talking Fan’ written by Maude Rubin.
We’ll see what is the mystery behind a fan talking..

PRESENTATION POINTS
S. Content/ Pupil Teacher Students’ Activity Blackboard
No. Teaching Activity Writing
point
1. Gist of the poem Pupil teacher will Students will listen Mystery of
explain the gist of the attentively and the Talking
poem. understand. Fan by
Maude
The poet talks about a
Rubin
fan which made noise.
Seeing the fans making
too much noise she
tried to understand
what it is saying as it is
being compared to a
Chatter, soon someone
put oil into it and all its
noise that is the
mystery of the talking
fan went away. It
started to run as still as
water.

2. Model Teacher will ask the Students will close

Recitation students to close their their eyes and will

30
 eyes and will further listen actively and
recite the poem with understand the
voice modulations and general meaning of
pitch variation. the poem.
3. Pronunciation Pupil teacher will ask students will repeat
drill the students to open the words after the
their eyes and will offer teacher with correct
them the correct pronunciations.
pronunciation of the
words in the poem.
Chatter (chat-tuh) Chatter

Whirling (whu-lun-gh) Whirling

Motor (mot-uh) Motor

4. Model recitation After explaining the Students will listen

pronunciation of the carefully and
words teacher will read understand the
the poem once again poem.
loudly.
5. Word meanings Pupil teacher will Students will listen
explain the meaning of attentively.
the words to the
students.
chatter- Chatter –
talk informally about talk
unimportant things. informally
about
Can you make a The students were
unimportant
sentence from it? chattering when the
things.
teacher went out of
whirling –
the class
characterised by rapid
movement round and
round.
Can you make a whirling-
sentence out of characterised
whirling? The washing
by rapid
machine whirled
movement
round and
round.

31
 6. Imitation Pupil teacher will ask Students will read
reading / loud the students to re read the poem again with
reading the poem loudly and proper pronunciation
clearly. and pitch variations.
7. Comprehension Pupil teacher will ask
questions few questions for better
understanding of the
poem.
How was the fan’s It’s said to be like
noise? chatter.

Who had oiled the fan? An electrician had

come and had
greased the motor of
the fan.

Why was the mystery Because one day an

spoiled? electrician had
greased the motor of
the fan which had
stopped the fan from
making noise.
8. Appreciation of The poem is about a Students will listen
the poem mystery. It discusses attentively and note
the movement of a down in their
ceiling fan. The poet notebooks.
compares the sound to
the human attribute of
chattering which means
to talk informally about
unimportant think the
poet could not
understand the chatter
and she said maybe
doesn’t even matter
because she think the
sound is not fruitful.
The tone of the poem is
curious.
The theme of the poem
is to capture the
32
 mundane lifeless things
around us.
The literary device of
personification is used
to personify the fan as
in sentences like ‘his
chatter’, ‘ his little
whirling motor’ is
being compared to the
human attribute ‘he’.

GENERALISATION

So, this poem is about a mystery. It discusses the movement of a ceiling fan. The poet
compares the sound to the human attribute of chattering which means to talk informally about
unimportant think the poet could not understand the chatter and she said maybe doesn’t even
matter because she think the sound is not fruitful. But by the end the poet gets upset as the
mystery of the talking fan was now spoiled as the noisy motor of the fan was now greased.

RECAPTULATION/ EVALUATION

1. Why was the fan talking?

2. What do you think was the fan demanding.
3. How did the mystery of the talking fan got ruined?
4. What is the rhyme scheme of the poem?

HOME ASSIGNMENT

i. Create a dialogue between a talking fan and a mechanic.

33
 L
DATE: 8 October 2021
E
th

NAME OF STUDENT TEACHER: NIHARIKA JAIN

ENROLLMENT NO: 04614902120
CLASS: VI S AGE GROUP: 11-12yrs
SUBJECT: English PERIOD: 2
nd

TOPIC: Poem-The Kite S DURATION: 30mins

SPECIFIC OBJECTIVES: O
N students will be able to-
After completion of the poem

Knowledge
i. Define terms likeP dive, snap, soar, breeze etc.
ii. List the movement of kite.
L the kite goes through
iii. Recognise the struggle

Understanding
A of kite with the humans.
i. Compare the struggles
ii. Explain how the kite flies in the sky.

Application
N
i. Illustrate the gist of the poem by their own understanding.
ii. Develop the skill 7of writing and speaking English .

TEACHING AIDS:
General: Textbook, Board, marker, duster
Specific: pictures of kites.

MINIATURE TEACHING AID

PREVIOUS KNOWLEDGE TESTING

34
 Pupil Teacher Activity Students’ Activity
1. When do we celebrate independence 15 august ma’am.
day?

2. What all do we do on independence We fly kites, hoist a flag etc

day?

3. Have you ever wondered how the Problematic question

kites fly in the sky?

ANNOUNCEMENT OF TOPIC
So, in today’s class we’ll read the poem titled ‘Kites’ written by Harry Behn to see how it
flies in the air.

PRESENTATION POINTS
S. Content/ Pupil Teacher Students’ Activity Blackboard
No. Teaching Activity Writing
point
1. Gist of the poem Pupil teacher will Students will listen The kite by
explain the gist of the attentively and Harry Behn.
poem. understand.
The Kite is a 24 lines
lyric poem written by
Harry Behn in which
the poet explains the
flying of a new kite in
the sky. The poet
compares the kite with
various things to
explain its beauty and
motion. Its flight in the
sky depends on the
wind. Hence it flies
high only when the
wind blows. And when
it gets tangled in the
branches of a tree, it
loses its shine and
beauty.

2. Model Teacher will ask the Students will close

Recitation students to close their their eyes and will
eyes and will further listen actively and
35
 recite the poem with understand the
voice modulations and general meaning of
pitch variation. the poem.
3. Pronunciation Pupil teacher will ask Students will repeat
drill the students to open the words after the
their eyes and will offer teacher with correct
them the correct pronunciations.
pronunciation of the
words in the poem.
Dive (da-iv) Dive

Crest (kre-st) Crest

Breeze (breez) Breeze

Raggeder (rag-edur) Raggeder

4. Model recitation After explaining the Students will listen

pronunciation of the carefully and
words teacher will read understand the
the poem once again poem.
loudly.
5. Word meanings Pupil teacher will Students will listen
explain the meaning of attentively and
the words to the understand the
students. meaning of words.
dive- Dive- a
plunge head
plunge head first into
first into
water with one’s arms
water
raised over one’s head
crest –
Crest- the
the top of a mountain or
top of a
hill
mountain or
breeze- hill
a gentle wind Breeze- a
gentle wind
raggeder-
Raggeder-
dressed in clothes that
dressed in
are worn or torn
clothes that
are worn or
torn
6. Imitation Pupil teacher will ask Students will read

36
 reading / loud the students to re read the poem again with
reading the poem loudly and proper pronunciation
clearly. and pitch variations.
7. Comprehension Pupil teacher will ask
questions few questions for better
understanding of the
poem.
After reading the poem, The poet creates a
tell me what is the poet beautiful scenario of
trying to say? flying a kite.

What is the kite being The kite is being

compared to? compared to a ship
as it dives and dips,
and snaps its tail.
List out some action
Dive, dip, snap,
words from the poem.
climbs, rest, run,
soars, rides, falls etc.
8. Appreciation of The poem is about Students will listen
the poem kites. The poet explains attentively.
how beautifully the kite
hurls with every wag its
tail produces a cracking
sound.
L
GENERALISATION E
So in this poem the poet tries to beautifully displays the journey of a kite from beginning to
S
fly in the beautiful blue sky when its new to when its tail gets caught in the branch of a tree. It
will now never appear to be bright and beautiful. Rather it would look like a raggeder thing
i.e like torn clothes. In the end it will lose its beauty and brightness.
S
RECAPTULATION/ EVALUATION
O of the kite?
1. Describe the movements
2. Who is the author of the poem.
3. What is the rhyme Nscheme of the poem?
HOME ASSIGNMENT P
1. In a group of two L try to make a kite with your partner with the help of wooden stick,
thread, newspaper, chart paper glue etc.

A
37
N
8
 DATE: 9th October 2021
NAME OF STUDENT TEACHER: NIHARIKA JAIN
ENROLLMENT NO: 04614902120
CLASS: VII AGE GROUP: 12-13yrs
SUBJECT: English PERIOD: 2nd
TOPIC: Poem-Meadow Surprise DURATION: 30mins

SPECIFIC OBJECTIVES:

After completion of the poem students will be able to-

Knowledge
i. Define terms like meadow, brook, nectar etc.
ii. Recall the meaning as well as feeling associated with surprise.

Understanding
i. Describe meadows through their imagination.
ii. Explain the reference of ‘velvet grass’.

Application
i. Illustrate the gist of the poem by their own understanding.
ii. Examine the rhyme scheme of the poem .

TEACHING AIDS:

General: Textbook, Board, marker, duster

Specific: pictures of meadow.

MINIATURE TEACHING AID

PREVIOUS KNOWLEDGE TESTING

38
 Pupil Teacher Activity Students’ Activity
1. What emotions do we have on our Feeling of excitement and surprise
birthday?

2. How do you feel when you get We feel delighted and happy.
surprised?

3. Do you know what is a meadow? Problematic question

ANNOUNCEMENT OF TOPIC
So, in today’s class we’ll read the poem titled ‘Meadow Surprises’ written by Lois Brandt
Phillips.

PRESENTATION POINTS
S. Content/ Pupil Teacher Students’ Activity Blackboard
No. Teaching Activity Writing
point
1. Gist of the poem Pupil teacher will Students will listen Meadow
explain the gist of the attentively and Surprises by
poem. understand. Lois Brandt
Phillips.
In the poem, the poet
talks about the surprises
when we may
encounter while
walking in the
meadows. We may find
a butterfly or a rabbit or
even an ant. Meadows
have ample of surprises
for us to explore.

2. Model Teacher will ask the Students will close

Recitation students to close their their eyes and will
eyes and will further listen actively and
recite the poem with understand the
voice modulations and general meaning of
pitch variation. the poem.
3. Pronunciation Pupil teacher will ask Students will repeat
drill the students to open the words after the

39
 their eyes and will offer teacher with correct
them the correct pronunciations.
pronunciation of the
words in the poem.
Velvet (vel-vuht) Velvet
Meadow ( meh-dough) Meadow
Brook (bruk) Brook
Nectar (nek-tuh) Nectar
4. Model recitation After explaining the Students will
pronunciation of the volunteer and read
words teacher will ask the poem.
the students to
volunteer and read the
poem.
5. Word meanings Pupil teacher will Students will listen
explain the meaning of attentively and
the words to the understand the
students. meaning of words.
Meadow- Meadow :
Land that is
Do you know what a No ma’am covered or
meadow is? mostly
Meadow is a Land that covered with
is covered or mostly grass,
wildflowers
covered with grass,
etc.
wildflowers etc.
(Teacher shows a
picture of a meadow for
better imagination.)

velvet – Yes ma’am. Its very Velvet : a

do you know the soft. very soft
fabric, with
texture of velvet fabric?
thick soft
‘yes correct’ fibres on
only one
Velvet is a very soft side.
fabric, with thick soft
fibres on only one side.

In the poem, the poet

uses the phrases velvet

40
 grass to denote that the
grass is soft like velvet.

Brook: small
brook- stream of
it’s a small stream of water
water like a very small
river.
nectar- Nectar : the
sweet juice
does anyone know what that bees
is a nectar? It is the honey from
collect from
the flowers.
Yes correct! flowers to
make honey.
Nectar is the sweet
juice that bees collect
from flowers to make
honey.
6. Imitation Pupil teacher will ask Students will read
reading / loud the students to re read the poem again with
reading the poem loudly and proper pronunciation
clearly. and pitch variations.
7. Comprehension Pupil teacher will ask
questions few questions for better
understanding of the
poem.
What all surprises can Walk softly by
we get in a meadow ? velvet grass and
listen the brook. We
may also see a
butterfly.
Which animal can we A rabbit.
scare in a meadow?

Dandelion has turned

How has the dandelion to parachutes that
changed? flutter when we
blow.

8. Appreciation of The poem is about Students will listen

the poem beautiful landscape of a attentively.
meadow and the
various things of nature
that we can witness

41
 while taking a stroll in
a meadow.
The symbol of velvet
grass is used to denote
the texture of the grass
i.e very soft in a
meadow.

GENERALISATION

So in this poem we learnt that a meadow is a green field which may hold many surprises for
us. The beauty of such a place can be seen by only those people who have a very keen eye
and sharp ears. The poet advises us to walk very softly through the green grass and to try to
enjoy the music of the streams flowing by he also tells us to see the butterfly resting upon a
flower and sipping its juice.

RECAPTULATION/ EVALUATION

1. What do you understand by a meadow and a brook?

2. What does velvet grass denote?
3. What is the rhyme scheme of the poem?

HOME ASSIGNMENT

L
1. Write the meaning of the following phrases:
 Velvet grass
E
 Drinking straws
 Meadow houses
 Amazing mound
S
 Fuzzy head

S
O
N
P
L
DATE: 10th October 2021
A TEACHER: NIHARIKA JAIN
NAME OF STUDENT
42
N
9
ENROLLMENT NO: 04614902120
CLASS: VII AGE GROUP: 12-13yrs
SUBJECT: English PERIOD: 2nd
TOPIC: Poem-Garden Snake DURATION: 30mins

SPECIFIC OBJECTIVES:

After completion of the poem students will be able to-

Knowledge
i. Define terms like dangerous, wiggle etc.
ii. List the characteristics of a garden snake.

Understanding
i. Differentiate between dangerous and harmless.
ii. Express their feelings towards snakes.

Application
i. Illustrate the gist of the poem by their own understanding.
ii. Examine the rhyme scheme of the poem .

TEACHING AIDS:

General: Textbook, Board, marker, duster

Specific: pictures of a garden snake.

MINIATURE TEACHING AID

PREVIOUS
KNOWLEDGE
TESTING

Pupil Teacher Activity Students’ Activity

1. Have you ever seen a snake? Yes / no ma’am

2. How do you feel when you saw a I felt scared ma’am.

43
 snake?

3. Why did you get scared? Because snakes are poisonous and can bite
us.

ANNOUNCEMENT OF TOPIC
So, in today’s class we’ll read the poem titled ‘Garden Snake written by Muriel L.Sonne.

PRESENTATION POINTS
S. Content/ Pupil Teacher Students’ Activity Blackboard
No. Teaching Activity Writing
point
1. Gist of the poem Pupil teacher will Students will listen Garden
explain the gist of the attentively and Snake by
poem. understand. Muriel
L.Sonne .
In the poem, the poet
talks about his
experience when he
saw a snake and ran
away.

2. Model Teacher will ask the Students will close

Recitation students to close their their eyes and will
eyes and will further listen actively and
recite the poem with understand the
voice modulations and general meaning of
pitch variation. the poem.
3. Pronunciation Pupil teacher will ask Students will repeat
drill the students to open the words after the
their eyes and will teacher with correct
offer them the correct pronunciations.
pronunciation of the
words in the poem.
Dangerous (dayn-juh- Dangerous
ruhs) Wiggles
Wiggles (wi-glz) Aside
Aside (uh-side) Harmless
Harmless (haam-luhs)

44
 4. Model recitation After explaining the Students will
pronunciation of the volunteer and read
words teacher will ask the poem.
the students to
volunteer and read the
poem.
5. Word meanings Pupil teacher will Students will listen
explain the meaning of attentively and
the words to the understand the
students. meaning of words.
Dangerous : Dangerous :
likely to cause likely to cause
injury/damage injury/damage

Wiggles : Wiggles : to
to move from side to move from
side with small quick side to side
movements with small
(Teacher shows a small quick
clip of a snake movements
wiggling)

Aside : Aside : to one

to one side/kept side/kept
separately separately

Harmless : Harmless :
Not able/not
Not able/not likely to likely to cause
cause damage  damage 

6. Imitation Pupil teacher will ask Students will read

reading / loud the students to re read the poem again with
reading the poem loudly and proper pronunciation
clearly. and pitch variations.
7. Comprehension Pupil teacher will ask
questions few questions for better
understanding of the
poem.
Why did the poet run The poet saw a
away ? snake and felt scared
hence he ran away.

The poet’s mother

What did the mother
45
 say to the poet which told him that this
changed his attitude particular snake was
towards the snake? a good one that eats
insects and was
merely a harmless
garden snake.
8. Appreciation of What is the rhyme Aabb ccdd
the poem scheme of the poem?
What poetic devices
Personification: his
are used in the poem?
food, he wiffles, him
pass.

Personification is when Alliteration: saw a

you give an object or snake, some snakes
animal, human
characteristics
Alliteration is when the
same sound is repeated
in nearby words.

GENERALISATION

So in this poem, the poet talks about a Green snake. He runs away. However his mother tells
him that all snakes are not dangerous including this one he decides to make way for the
Garden snake from now on because it is harmless.

RECAPTULATION/ EVALUATION

1. Why does the poet run away?

2. Who is the poet talking about when he says ‘watch him pass’?
3. What is the rhyme scheme of the poem?

HOME ASSIGNMENT

1. Find out the words that denotes the snakes movements.

2. There are four pairs of rhyming words in the poem, list them.
3. “But mother says that kind is good…” what is the mother referring to?

46
 L
E
S
S
O
N
P
DATE: 11 October 2021
L
NAME OF STUDENT TEACHER: NIHARIKA JAIN
th

ENROLLMENT NO: 04614902120

CLASS: VII A AGE GROUP: 12-13yrs
SUBJECT: English PERIOD: 2 nd

N
TOPIC: Poem-The Squirrel DURATION: 30mins
47
1
0
SPECIFIC OBJECTIVES:

After completion of the poem students will be able to-

Knowledge
i. Define terms like tease, straight, etc.
ii. Summarise the poem.

Understanding
i. Sketch the image of a squirrel.
ii. Explain the reference of ‘question mark’ as the shape of squirrel tail.

Application
i. Illustrate the gist of the poem by their own understanding.
ii. Encourage towards the love for nature .

TEACHING AIDS:

General: Textbook, Board, marker, duster

Specific: pictures of meadow.

MINIATURE TEACHING AID

PREVIOUS KNOWLEDGE TESTING

Pupil Teacher Activity Students’ Activity

1. Have you ever seen a squirrel? Yes ma’am

2. Where have you seen a squirrel? Mostly in parks, near the trees.

3. What does the squirrel do when we It often runs away and gets scared
go close to them?

48
ANNOUNCEMENT OF TOPIC
So, in today’s class we’ll read the poem titled ‘The Squirrel written by Mildred Bowers
Armstrong.

PRESENTATION POINTS
S. Content/ Pupil Teacher Students’ Activity Blackboard
No. Teaching Activity Writing
point
1. Gist of the poem Pupil teacher will Students will listen The
explain the gist of the attentively and Squirrel by
poem. understand. Mildred
Bowers
The Squirrel is a short
Armstrong.
poem consisting of just
6lines. In this poem, the
poet talks about squirrel
which we often find on
the trees in the park.
The poet praises its
looks and then says that
if we go closer to it, it
runs away.
2. Model Teacher will ask the Students will close
Recitation students to close their their eyes and will
eyes and will further listen actively and
recite the poem with understand the
voice modulations and general meaning of
pitch variation. the poem.
3. Pronunciation Pupil teacher will ask Students will repeat
drill the students to open the words after the
their eyes and will offer teacher with correct
them the correct pronunciations.
pronunciation of the
words in the poem.
Straight (stray-tuh) Straight

Tease (tea-suh) Tease

4. Model recitation After explaining the Students will

pronunciation of the volunteer and read

49
 words teacher will ask the poem.
the students to
volunteer and read the
poem.
5. Word meanings Pupil teacher will Students will listen
explain the meaning of attentively and
the words to the understand the
students. meaning of words.
Straight -
Straight:
Do you know what a yes ma’am, the street be properly
straight means? lights are often positioned so
straight as to be
It means to be properly
positioned so as to be level, upright
and
level, upright and
symmetrical.
symmetrical.

tease –
we get sad and angry
what do you do when
Tease :
someone makes fun of to make fun
you? or attempt to
‘yes right’ provoke
someone.
Tease means to make
fun or attempt to
provoke someone.

6. Imitation Pupil teacher will ask Students will read

reading / loud the students to re read the poem again with
reading the poem loudly and proper pronunciation
clearly. and pitch variations.
7. Comprehension Pupil teacher will ask
questions few questions for better
understanding of the
poem.
What all surprises can Walk softly by
we get in a meadow ? velvet grass and
listen the brook. We
may also see a
butterfly.

50
 Which animal can we A rabbit.
scare in a meadow?

Dandelion has turned

How has the dandelion to parachutes that
changed? flutter when we
blow.

8. Appreciation of What is the rhyme abcbdb

the poem scheme of the poem?

GENERALISATION

So in this poem, The poet says that the squirrel has a question mark for tail, In other words
the tail of the squirrel is like a question mark. And its skin which is grey in colour appears to
be an overcoat that is a large coat. The squirrel sits up straight on its two legs to eat a nut. The
squirrel loves to tease and play that is to keep running here and there however if we go near
to its tree, it runs away because it fears of being caught away.

RECAPTULATION/ EVALUATION

1. Whatis the squirrel’s tail being compared to?

2. What do you mean by ‘overcoat of gray’?
L
3. What is the rhyme scheme of the poem?

HOME ASSIGNMENT
E
1. “He liked to tease and play”. Who is teasing whim? How?
2. Why does the poet Ssay the squirrel “wore a question mark for tail.
S
O DATE: 12 October 2021
th

NAME OF STUDENT TEACHER: NIHARIKA JAIN

ENROLLMENT NO: N04614902120
CLASS: VI AGE GROUP: 11-12yrs
SUBJECT: English P PERIOD: 2 nd

TOPIC: ADVERBS DURATION: 30mins

L
SUB TOPIC: Adverbs of time, place and manner.

SPECIFIC OBJECTIVES: A
N
After completion of the poem students will be able to-

51
1
1
Knowledge
i. Define adverbs.
ii. Recall the meaning of adverbs of time, place and manner
iii. List the types of adverbs.

Understanding
i. Identify adverbs as modifiers to express time and place.

Application
i. Use adverbs as modifiers to express time and place.
ii. Construct sentences using adverbs of time and place .

TEACHING AIDS:

General: Textbook, Board, marker, duster

Specific: images, games.

PREVIOUS KNOWLEDGE TESTING

Pupil Teacher Activity Students’ Activity

1. What is a verb? Verbs are words that give an idea of an
action or activity

2. What is the meaning of adjectives? Words used to add meaning to a noun or

pronoun.

ANNOUNCEMENT OF TOPIC
So, in today’s class we’ll start a new grammar topic- ‘Adverbs’

PRESENTATION POINTS
S. Conte Pupil Teacher Activity Studen Blackboard
N nt/ ts’ Writing
o. Teach Activit
ing y
point
1. Adverb In the beginning of the class, we
s- discussed the meaning of ‘Verbs’.
Meanin
Who is going to recap it for the whole
g
class?

52
 (Teacher will ask students to raise hands) Verbs
are wor
Very good. ds that
Now look at this sentence: give the
idea of
We bought this house. action,
of
What is ‘bought’ in this sentence? doing;
Excellent somethi
ng. 
Now if I add one word in this sentence-
We bought this house yesterday.
What is ‘yesterday’ in this sentence?

Correct, it expresses the relation of time.

Ma’am,
As the name suggests ‘Adverbs’ means it is a
‘Adding something/some word to the verb.
verbs. But it is not just limited to verbs.
An adverb is a word that is used to
modify or qualify words like an adjective,
a verb, a clause and another adverb
expressing a relation of place, time,
manner, frequency, degree.) Adverbs
(The teacher will repeat the definition for
 Verbs
students to write in their notebooks) It shows
time.  Adjective

Here we also talked about adverb  Clause

expressing adverb expressing a relation of
place, time, manner, frequency, degree,  Another
etc. These are known as types of Adverbs. Adverb
Student
In the above sentence yesterday is the
s will
Adverb and the type is -Adverbs of listen
time. We will discuss in detail further. carefull
In today’s class our topic of discussion y and
will be on first two types: - Place and write it
in their
Time.
noteboo
ks.

Types of Adverbs

 Place

53
  Time

 Manner

 Degree

 Frequency
Student
s will
listen
carefull
y and
write it
in their
noteboo
ks.
2. Adverb Adverb of time shows the time when the Student Adverb of Time
s of action take place. We usually see these s will
When?
time kinds of adverbs placed at the beginning listen
or at the end of the sentence. It answers carefull
the question ‘When’? y and
make
Adverbs of time usually include -
notes in
annually, daily, tomorrow, monthly,
their
recently, during, yet, soon, etc.
noteboo
  ks.

For example:
a. We recently bought a puppy.
a. We recently bou
b. I am going to my new drawing class
ght a puppy.
tomorrow. b. I am going to
Now give me an example of the adverbs my new drawing
of place. class tomorrow.

(Teacher will write

answers given by
the students on the
blackboard)

Student
s will

54
 give the
example
s.
3. Adverb Adverb of place shows the place where Student Adverb of Place
s of the action takes place. It answers the s will
question ‘Where?’. listen Where?
Place
carefull
Adverbs of place usually include - here, y and
there, nowhere, everywhere, out, in, make
above, below, etc. notes in
For example: their
noteboo
a. There were blue ks.
butterflies everywhere in the garden.
b. Let us wait for him here.
Students, now you will give me some a. There were blue
examples of the adverbs of place. butterflies every
where in the
garden.
b. Let us wait for
him here.
(Teacher will write
answers given by
the students on the
blackboard)
Student
s will
give the
example
s.
4. Adverb Now is the time for some fun game.
Detecti It is called ‘Adverb Detective’.
ve- What you have to do is, that you have to
Game write the adverbs in your notebooks, but
the interesting part of this game is that
you have to only listen to the audio that I
will play which will have a few sentences
and then write the adverbs that are in
those sentences.

This listening activity will be a fun way to

learn Adverbs.

My little detectives, Are you ready? Teacher will write

the answers on the
Link for the videos blackboard.
https://www.youtube.com/watch?v=y-

55
 339DEaEK8

https://www.youtube.com/watch? Yes
v=I5GMikXbMfE&t=4s ma’am

Teacher will discuss answers after the

game.

GENERALISATION

Today we discussed about the Adverbs and two types of Adverbs- Adverbs of Time and
Adverbs of Place.

RECAPTULATION/ EVALUATION

1. Define adverbs.
2. What are the types of adverbs.
3. Adverb of time answers the question _____. Give an example.
4. Adverb of place answers the question ____. Give an example.

56
 HOME ASSIGNMENT

Adverbs
A. What are Adverbs?

__________________________________________________________________________________

B. Underline the adverbs in the following sentences.

1. I am waiting here for my daughter. 
2. We will leave today.
3. She is standing outside. 
4. We will go to the concert soon.
5. Emma left early.

C. Fil in the blanks with suitable adverbs.

1. We went to the store _____________ (near/ inside) our house.
2. I was late for the meeting _________(yesterday/weekly).
3. The car is over _____________ (there/outside).
4. Come ____________ (there/ over here) and look at what I found!
5. I will visit my doctor ________(yesterday/tomorrow).
6. I ________ (never/today) eat outside.
7. My grandfather’s house is (nearby/everywhere).

57
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E
NAME OF STUDENT TEACHER: NIHARIKA JAIN
DATE: 14 October 2021
th

ENROLLMENT NO:
CLASS: VI
S 04614902120
AGE GROUP: 12-13yrs
SUBJECT: English
TOPIC: Poem-A House A Home
S PERIOD: 2nd

DURATION: 30mins

SPECIFIC OBJECTIVES: O
N students will be able to-
After completion of the poem

Knowledge P
i. Recall the meaning of difficult words like: - yard, eaves, stucco.

L
ii. List the characteristics of a house.

Understanding
A of home and family.
i. Understand the importance
ii. Explain the central idea of the poem
N a home and a house.
iii. Distinguish between

Application
i. Illustrate the gist 1
of the poem by their own understanding.
ii. Respect their family members.
2
TEACHING AIDS:

General: Textbook, Board, marker, duster

Specific: pictures of a house.

MINIATURE TEACHING AID

58
PREVIOUS KNOWLEDGE TESTING

Pupil Teacher Activity Students’ Activity

1. Where do you live with your family? We live in a house

2. How would you describe your Beautiful, big, full of furniture

house?
3. What is the difference between a Problematic question.
house and a home?

ANNOUNCEMENT OF TOPIC
So, in today’s class we’ll read the poem titled ‘A House, A Home’ written by Lorraine M.
Halli.

PRESENTATION POINTS
S. Content/ Pupil Teacher Students’ Blackboard
No. Teaching Activity Activity Writing
point
1. Gist of the Pupil teacher will Students will listen A House, A
poem explain the gist of the attentively and Home by
poem. understand. Lorraine M.
Halli..
It is a two stanza
poem in which the
poet talks about the
difference between a
house and a home. For
him, a house is just a
lifeless structure with
no emotions. On the
other hand a home is
place full of life. It has
a loving family which
keeps working
selflessly for others.
2. Model Teacher will ask the Students will close
Recitation students to close their their eyes and will
eyes and will further listen actively and
recite the poem with understand the
voice modulations and general meaning of
pitch variation. the poem.
3. Pronunciation Pupil teacher will ask Students will repeat
drill the students to open the words after the
their eyes and will teacher with correct

59
 offer them the correct pronunciations.
pronunciation of the
words in the poem.
Yard
yard (ya-duh)
Eaves
eaves (ee-ves)
stucco
stucco (stuh-koh)
4. Model recitation After explaining the Students will
pronunciation of the volunteer and read
words teacher will ask the poem.
the students to
volunteer and read the
poem.
5. Analysis of the In this poem, the poet Students will listen Characteristics
poem highlights the carefully and make of House
difference between a points in the
(Para 1) house and a home. notebook.  Has rooms,
kitchen,
They differ in several balcony etc.
ways. A house  Made up of
consists of rooms, a bricks,
kitchen, a balcony etc stone, wood
which are made up of and glass.
bricks, stone, wood  May have a
and glass. Some house yard,
may have a yard, chimneys
chimneys and tiled and tiled
floors. floors.
Depending on the  No signs of
need, these may have life.
a large number of
doors. There are some
cemented structures,
but no signs of life.
Thus, a house is
a non-living/inanimate
thing.

6. Imitation Pupil teacher will ask Students will read

reading / loud the students to re read the poem again
reading the poem loudly and with proper
clearly. pronunciation and
pitch variations.
7. Analysis of the Here, the poet has Students will listen Characteristics
poem explained the nature carefully and make of House
of a home and what points in the
 Where a
60
 (Para 2) makes a house- a notebook. family lives
home. A home is a with love
place where a family and
lives with love and affection.
affection. A house  The family
becomes a home when members
parents along with work for the
brothers and sisters welfare of
live together and care the family
for each other. They selflessly.
understand each other  Kind
well. The family towards
members work for the each other
welfare of the family and help
selflessly. They are each other
kind towards each in all ups
other and help each and downs.
other in all ups and
downs.

8. Word Meaning 1. Eaves- Students will write Eaves- The part

The part of a roof the meaning in the of a roof that
that meets or notebook. meets or
overhangs the overhangs the
walls of a walls of a
building. building.

2. Yard- Courtyard Yard-

Courtyard
3. Stucco- fine
plaster used for Stucco- fine
coating wall plaster used for
surfaces. coating wall
surfaces.
9. Comprehension Pupil teacher will ask
questions few questions for
better understanding
of the poem.
Define a house ? A house is a non-
living structure
made up of bricks,
stones and woods.
It consist of
windows doors and
a yard.

Differentiate between A house is a

a house and a home structure made up
based on the poem. of bricks and

61
 stones. It has
windows, doors,
chimneys and a
roof. On the other
hand, a home is a
place where family
members live
together selflessly.
They love and care
for each other.
10. Appreciation of The theme of the Students will copy Figures of
the poem poem A House, A down in their Speech
House is love, notebooks.
kindness and unity. 1. Enjambment
Figures of Speech: - 2. Repetition

1. Enjambment: It is
the continuation of
a sentence or
clause across a
line break.  e.g.,
“It’s brick and
stone and wood
that’s hard. Some
window glass and
perhaps a yard.”
Here a single
sentence is divided
into four lines.
2. Repetition: It is
the repetition of
some words or
phrases for poetic
effect. e.g., the
words “What”,
“and”, “it’s” etc
are repeated
several times.

GENERALISATION

So in this poem, we discussed the difference between the house and the home.

62
RECAPTULATION/ EVALUATION

1. What is a house made of?

2. Who lives in a home?
3. What figures of speech are there in the poem?

HOME ASSIGNMENT

1. Why family plays an important role in a home? (Write 5-6 lines)

2. Read these lines and answer the following question
What is a home?
It’s loving and family
and doing for others.
It’s brothers and sisters
and fathers and mothers.
It’s unselfish acts
and kindly sharing
and showing your loved ones
you’re always caring.

i. From where the above lines, have been taken, Name the poet and the poem.
ii. What is a home, according to the poet?
iii. Who all live in a home?
iv. Find the synonym for the word ‘loving’
a) Adorable b) kind c) Hateful d) Sweet (a) Adorable
v. Mother, father sister and brother make and completes a ...................
a) house b) building c) home d) store (b)building

63
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NAME OF STUDENT TEACHER: NIHARIKA JAIN
DATE: 16 October 2021
th

ENROLLMENT NO:
CLASS: VI
S 04614902120
AGE GROUP: 10-11yrs
SUBJECT: English
TOPIC: Taro’s Reward
S PERIOD: 2 nd

DURATION: 30mins

SPECIFIC OBJECTIVES: O
N students will be able to-
After completion of the poem

Knowledge P
i. Recall the meaning of words like- sake, expensive, pitcher, greedily, intended, tricked
and muttering.
L of the lesson.
ii. List the main characters

Understanding A
i. Understand the importance of good values, thoughtfulness, sincerity and hard work.
ii. Understand family
well.
Nvalues and duties of children towards their parents and society as
Application 1
i. Use new words and phrases in their own language.
ii. Show moral values 3like sincerity, hard work, respecting elders etc. like Taro.
TEACHING AIDS:

General: Textbook, Board, marker, duster

Specific: power point presentation.

PREVIOUS KNOWLEDGE TESTING

Pupil Teacher Activity Students’ Activity

1. In what ways do you help your Answers may vary
parents?

2. How can you make your parents Obeying them, helping them, not being rude
happy? etc.

64
ANNOUNCEMENT OF TOPIC
Today we are going to start with the prose ‘Taro’s Reward’ adapted from the Japanese fairy
tale called "The Enchanted Waterfall".

PRESENTATION POINTS-

S. Content/Teachin Pupil Teacher Activity Students’ Activity Blackboard

No g point Writing
.
1. Model Reading Pupil teacher will start Students will listen Chapter 3
reading the chapter and in attentively, and Taro’s
between ask the students underline the Reward
to underline difficult words.
words like sake, pitcher,
muttering, intended etc.

2. Pronunciation sake (say-kuh) Students will repeat Sensible

Drill the words with Preserve
pitcher (pich-uh) proper Pyramids
pronunciation.
muttering (muh-tuh-ring)
3. Imitation Reading Teacher will ask the Students will repeat
students to read the text the words with
line by line and help them correct
by offering the correct pronunciation.
pronunciation of the
words again.

4. Word- meaning Pupil teacher will explain Students will listen

the meaning of each word actively and repeat
underlined. the meaning of the
words.

1. Saké : a popular
Japanese drink
2. Expensive: costly
3. Pitcher: a pot usually
made of mud
4. Greedily: as if
desiring more and
more
5. Intended: planned
6. Tricked: deceived
7. Muttering: speaking
unclearly

65
 5. Silent reading Pupil teacher will ask the Students will read
students to silently read the text silently.
the text.

7. Comprehension Pupil teacher will ask few Students will

questions questions to the students respond to the
to test their understanding questions.
of the lesson.

1. What did Taro do for Taro was a wood

a living? cutter.
“very good”

2. What was the wish of Taro’s father

the father to save wished to drink
himself from cold? sake to save
“excellent students” himself from cold.

3. What was the plan of Taro decided to

Taro to arrange sake’ work harder to
for his father? arrange sake for his
father.

GENERALISATION

Today, we studied a beautiful story adapted from the Japanese Fairy Tale which highlights
how everyone should respect their parents and work hard, with utmost sincerity and
honesty to provide everything they need.

RECAPITULATION/EVALUATION

1. How did villagers got to know about source of saké?

2. What was the reward of Taro’s good news?
3. Why did the emperor reward Taro?

HOME ASSIGNMENT

1. Make sentences with the new words learnt in class.

2. What value can be learnt from the life of Taro? (50words)

66
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NAME OF STUDENT TEACHER: NIHARIKA JAIN
DATE: 18 October 2021
th

ENROLLMENT NO:
CLASS: VI
S 04614902120
AGE GROUP: 11-12yrs
SUBJECT: English
TOPIC: PRONOUNS
S PERIOD: 2
DURATION: 30mins
nd

SPECIFIC OBJECTIVES: O
N students will be able to-
After completion of the topic

Knowledge P
i. Recall the meaning of pronoun.
ii. Lof pronouns
List different types

Understanding A
i.
ii.
N
Explain Personal, Possessive, and Demonstrative Pronouns.
Classify pronouns into Personal, Possessive and Demonstrative

Application 1
i. 4pronouns.
Describe the use of

ii. Frame sentences using Personal, Possessive and Demonstrative pronouns

TEACHING AIDS:

General: Textbook, Board, marker, duster

Specific: power point presentation.

PREVIOUS KNOWLEDGE TESTING

Pupil Teacher Activity Students’ Activity

1. What do you understand by nouns? Noun is the name given to a thing, object or
feeling.
2. Look at the two sentences- Rohan is Rohan and Delhi.
good boy. He lives in Delhi?
Can you identify the nouns?

3. What is he in this sentence? Problematic question

67
ANNOUNCEMENT OF TOPIC
So, in today’s class we’ll start with a new grammar topic PRONOUNS.

PRESENTATION POINTS
S. Content/ Pupil Teacher Students’ Blackboard
No. Teaching Activity Activity Writing
point
1. Meaning of Look at this first Pronouns
Pronouns sentence-
Ria is 8 years old.

What is Ria here? Noun

Good, now if I add
one more sentence-
Ria is 8 years old.
She likes to dance. Ria is 8 years old.
She likes to
‘She’ here is pronoun. dance.

A word that is used to

replace a noun is Students will listen
called pronoun. The carefully.
word ‘Pronoun’
means ‘for a noun’.

In the example above

‘She’ is a pronoun.
Which replaces the
noun- ‘Ria’.

There are 7 types of

Pronouns Types of
a) Personal Pronouns
pronouns. a) Personal
b) Possessive pronouns.
pronouns. b) Possessive
c) Relative pronouns.
pronouns. c) Relative
d) Reflexive pronouns.
pronouns d) Reflexive
e) Intensive pronouns
pronouns. e) Intensive
f) Indefinite pronouns.
pronouns f) Indefinite
g) Demonstrative pronouns
pronouns. g) Demonstrative
h) Interrogative pronouns.
68
 pronouns. h) Interrogative
pronouns.
2. Personal A pronoun which Students will listen
Pronouns stands for a person or carefully.
thing is called a
Personal Pronoun.
For example, he, she,
they, I, her, it etc.

Let’s look at a few

sentences- 1. They don’t
1. They don’t understand.
understand. 2. It is cold
2. It is cold outside. outside.
Can you identify They and It
personal pronouns in
these sentences?

Excellent
Let’s also recall the
first example that we
took when we started
the class.
3. Ria is 8 years old. 3. Ria is 8 years
She likes to old. She likes
dance. to dance.

‘She’ here is a
personal pronoun.
3. Possessive What do you Have as belonging
Pronouns understand by to one, to own
‘Possess’?

Correct, As the name Students will listen

suggests Possessive carefully.
Pronouns show that
something belongs to
someone. The
possessive pronouns
are my, our, your, his,
her, its, and their.

Let’s look at a few

examples.
1. My plane is
1. My plane is
delayed.
delayed.
2. Your dinner is My and Your
2. Your dinner is
ready.
ready.

69
 Students, tell me the
pronouns here.
Very Good Students will listen
carefully.

Apart from these

there are Independent
Possessive Pronouns-
They are not
immediately followed
by a noun. You can
think of them this
way: they are
independent because
they don't need a
noun after them.
Mine, ours, yours,
his, hers and
theirs are the
independent
possessive pronouns.

Examples are- 1. This book

1. This book is mine.
is mine. Mine and Theirs 2. The house on
2. The house on the the corner
corner is theirs. is theirs.
What are the
independent
possessive pronouns
in these sentences?
4. Demonstrative A demonstrative Students will listen
Pronouns pronoun is carefully.
a pronoun that is used
to point to something
specific within a
sentence. These
pronouns can indicate
items in space or
time, and they can be
either singular or
plural.

This, That, These,

Those, Their-
Demonstrative
Pronouns 1. This is an

70
 1. This is an umbrella.
umbrella. This and That 2. That is a
2. That is a House. House.
What are the
pronouns here?

Very Good.

5. Practise Pupil Teacher will Students will

Questions show the PowerPoint answer the
Presentation for the questions.
questions.

GENERALISATION

Today we understood the meaning of pronouns and three types of Pronouns- Personal,
Possessive and Demonstrative.

RECAPTULATION/ EVALUATION

1. What is the meaning of pronouns?

2. List the types of Pronouns.
3. Give examples of Personal Pronouns.
4. Give examples of Demonstrative Pronouns.
5. Frame a sentence with Possessive Pronoun.

HOME ASSIGNMENT

Complete the worksheet and paste it in your notebook.

71
 Pronouns
Class 6th
Complete the sentences with Personal, Possessive and Demonstrative Pronouns.
1. My name is Samuel. ________ am a German.
2. These purses belong to my mother. These purses are _____________.
3. _______ likes playing football.
4. Are ___________ your shoes?
5. This toy belongs to you. This toy is _____________.
6. Ram has taken __________ wife to the doctor.
7. That car is _______.
8. I really like ___________ restaurant.
9. The boys were late so the teacher scolded ________.
10. This book has many interesting pictures and stories. I like _________ very much.
Choose the correct option.
1. Ria forgot _____ bag in the playground.
(a). She
(b). Her
(c). His
2. Pronouns take the place of
a) Noun
b) Verb
c) Adjective
3. What sort of pronouns are the words "he", "me" and "you"?
a) Interrogative
b) Indefinite
c) Personal
4. If you can't find your book, you can borrow ______.
a) Them
b) My
c) Mine
5. Is _______ bike yours?
a) His
b) They
c) That

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NAME OF STUDENT TEACHER: NIHARIKA JAIN
DATE: 19 October 2021
th

ENROLLMENT NO:
CLASS: VI
S 04614902120
AGE GROUP: 11-12yrs
SUBJECT: English
TOPIC: ADJECTIVES
S PERIOD: 2
DURATION: 30mins
nd

SUB-TOPIC- Adjectives of quality, quantity, number

O
SPECIFIC OBJECTIVES:
N
After completion of the poem students will be able to-

Knowledge
P
i.
ii.
Define adjectives.
L
List the type of adjectives.

Understanding A
i. Identify adjectives and their role in the sentence.
ii. N
Explain the meaning of adjectives of quality, adjectives of quantity and adjectives of
number.

Application 1
i. 5 adjectives.
Frame sentences using
ii. Describe people, things, cartoon characters etc. using adjectives.

TEACHING AIDS:

General: Textbook, Board, marker, duster

Specific: images and games..

PREVIOUS KNOWLEDGE TESTING

Pupil Teacher Activity Students’ Activity

1. What do you understand by noun? students will give examples
Can you give me a sentence with a
noun?

2. What do you understand by A word that is used to replace a noun is

Pronoun? called pronoun.

3. What is the color of your school Varied responses

bag?

73
 4. Is it big or small? Varied response

ANNOUNCEMENT OF TOPIC
Today we are going to start new grammar topic ‘Adjectives.’

PRESENTATION POINTS
S. Content/ Pupil Teacher Students’ Blackboard
No. Teaching Activity Activity Writing
point
1. Meaning of Before we start with
Adjective the lesson. I want to
play a game. Where
each one of you will
describe yourself with
one word. And that
word should start with
the first letter of your
name. Students will
For example- My name give
is Bhavika. So, I will responses.
say- ‘Brave Bhavika.’

So, we came up with Adjectives

words that describe us.
And this is our topic for
today- ‘Adjectives’.

Adjectives are used to Students will

describe the nouns listen
(person, place, animal carefully.
or thing) and pronouns
in a sentence.

It also indicates the

number, quality, size,
shape, and feelings etc
of a noun or pronoun.

What kind? How

many? Which one?
How much? Are a few
questions that tell us

74
 more about an
adjective.

Some of the descriptive

words or adjectives are-
big, blue, small, tall,
beautiful, intelligent,
some, little, ten etc.

Let’s understand it
further with the types
of adjectives and its
examples.

2. Types of In our syllabus there Types of Adjectives

Adjectives are three types of A. Adjectives of
adjectives: Quality
A. Adjectives of B. Adjective of
Quality Quantity
B. Adjective of C. Adjective of
Quantity Number
C. Adjective of
Number

3. Adjectives of Adjective of quality

Quality describe the quality of
a person or thing. It
answers the question
‘What kind?’

1. I have a blue car. 1. I have a blue

Can you identify Blue car.
adjective in this?

Correct. The word

‘blue’ is describing an
attribute of the car or
we can say it tell us the
quality of the car.

2. Dr. Singh is an
honest man. Honest 2. Dr. Singh is an
What is the adjective honest man.
here?

Excellent. The word

‘honest’ here tells us
the quality of the
Doctor/person.

75
4. Adjectives of An adjective of
Quantity quantity specifies the
quantity of a thing. It is
used with an
uncountable noun.
It answers the question
‘How much?’

1. We 1. We need some
need some water. Some water.

Can you spot adjective

here?

Good, water is an Little

uncountable noun, so
we have used some 2. He has little
here. patience.
2. He has little
patience.
What is the adjective
here?

Correct, patience again

is an uncountable noun,
so we have used little
here to as an adjective
to describe the
patience.
5. Adjectives of An adjective of the
Number number tells how many
persons or things are
meant. It is used with a
countable noun. It
answers the question
‘How many?’

1. There are five 1. There are five

rooms in this house. rooms in this
house.
What is the adjective Five
here?

Good, five here

answers the question
how many for the
rooms.
2. He can speak
2. He can speak several

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 several languages. languages.
Now as you can see
that there is no specific
number in this
sentence. We have used
several as an adjective
here. And we consider
it as adjective of
number because the
noun with which it
corresponds is
countable i.e.,
languages.

6. Riddles and The Pupil Teacher will Students will

Describe the show PowerPoint answer the
Characters Presentation with questions.
riddles and activity
questions.

GENERALISATION

Today we discussed Adjectives and three types of adjectives – Adjectives of Quality,

Quantity and Number.

RECAPTULATION/ EVALUATION

1. What is the meaning of adjectives?

2. What are three types of adjectives?
3. Give an example with adjective of quality.
4. Give an example with adjective of quantity.
5. Give an example with adjective of number.

HOME ASSIGNMENT

Complete the worksheet and paste it in your notebooks.

77
 Adjectives
Class- 6th
A. IDENTIFY THE KIND OF EACH UNDERLINED ADJECTIVES.
1. Watching a football was wonderful experience.
2. The stadium had only 70 spectators.
3. The whole stadium looked so festive.
4. Both teams seemed confident of winning.
5. The team had 15 players.
6. All the players had many fans.
7. I was disappointed because my country lost the match.

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 L
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NAME OF STUDENT TEACHER: NIHARIKA JAIN
DATE: 21 October 2021
th

ENROLLMENT NO:
CLASS: IX
S 04614902120
AGE GROUP: 13-14yrs
SUBJECT: English
S
TOPIC: POEM- A Slumber did My Spirit Seal
PERIOD: 3 rd

DURATION: 30mins
O
SPECIFIC OBJECTIVES:
N
After completion of the poem students will be able to-

Knowledge
P
i. Recall the meaningLof slumber, seal and diurnal.
ii. Read aloud the poem with correct pronunciation.

Understanding
A
i. N of life and death.
Understand the reality
ii. Identify main idea and supporting details in poem.
iii. Take dictation of 1
new words, phrases and simple sentences

Application 6
i. Use newly learnt vocabulary in day-to-day life.
ii. Enjoy philosophical sort of poems.
iii. Connect poem with real life.

TEACHING AIDS:

General: Textbook, Board, marker, duster

Specific: flashcards.

PREVIOUS KNOWLEDGE TESTING

Pupil Teacher Activity Students’ Activity

1. How will you feel if someone Varied response
snatches away something or
someone you love?

2. What do you understand by the The end of the life of a person or organism
term- ‘ Death’?

79
 3. Have you ever experienced loss of Varied response
someone you loved?

ANNOUNCEMENT OF TOPIC

Today, we are going to start with this philosophical poem by William Wordsworth- A
Slumber Did My Spirit Seal.

PRESENTATION POINTS
S. Content/ Pupil Teacher Students’ Blackboard
No. Teaching Activity Activity Writing
point
1. Gist of the poem Pupil teacher will Students will listen A slumber did
explain the gist of the attentively and my spirit seal
poem. understand. by William
Wordsworth.
The poem Is about the
death of a loved one.
The poet gives an
internal message of
life. He says that he
did not realise the
importance of life
when his beloved was
alive. He has taken his
life for granted but
after her death he has
understood the real
essence of life.
2. Model Teacher will ask the Students will close
Recitation students to close their their eyes and will
eyes and will further listen actively and
recite the poem with understand the
voice modulations and general meaning of
pitch variation. the poem.
3. Pronunciation Pupil teacher will ask Students will repeat
drill the students to open the words after the
their eyes and will teacher with correct
offer them the correct pronunciations.
pronunciation of the
words in the poem.
slumber (slum-buh) Slumber

80
 seal (sea-luh) Seal
diurnal (dai-uh-nuhl) Diurnal
4. Analysis of the Teacher will explain Students will listen
poem the background of carefully.
poem, idea behind the
poem and summarize
it.
5. Word meanings Pupil teacher will Students will listen
explain the meaning attentively and
of the words to the understand the
students. meaning of words.

a) Slumber-Sleep
Students will make Slumber-Sleep
b) Seal- Fasten or sentences.
close securely
c) Diurnal- Daily
Seal- Fasten or
Pupil teacher will ask close securely
students to frame
sentences using these Diurnal- Daily
words.

Pupil teacher will use

flashcards.
6. Comprehension Pupil teacher will ask
questions few questions for
better understanding
of the poem.
Who is the poet of the William
poem ? Wordsworth

The poem is dedicated The poem is

to whom? dedicated to poet’s
beloved.

Why does the poet

refer the word The poet here refers
‘slumber’ in the ‘slumber’ for death.
poem? The literal meaning
of slumber is deep
sleep which is used
here for death.
7. Appreciation of The rhyme scheme of Students will listen 1. Alliteration

81
 the poem this poem is abab carefully. 2. Enjambment
cdcd which gives a 3. Metaphor
musical sense to the
poem.

The poetic devices

are: -

1. Alliteration – The
repetition of a
consonant sound at
the start of two or
more consecutive
words is called
alliteration. The
instances of
alliteration are as
follows –
‘Spirit sealed’,
‘rolled round’

2. Enjambment
– when a sentence
continues into two
or more lines
ending without
any punctuation
marks, it is called
Enjambment. The
instances of
enjambment are as
follows –
“She seemed a thing
that could not feel
The touch of earthly
years.”

3. Metaphor: The
examples of
metaphors used in
this poem are;
Calling tranquillity
as a sleeping spirit.
Calling not being
affected by time
and aging as the
touch of earthly
years. The entire
second stanza is a
metaphor for death

82
 and becoming one
with the earth,
with the universal
forces.

GENERALISATION

So in this poem, The poem reflects on the thinking and feeling of the author’s regarding his
beloved’s death. Her death has made the soul of the author a sin. For the more the author was
in a state of deep sleep. This is because the author didn’t think about the harsh reality of life.
Life was taken for granted here. Most noteworthy the author came to this realisation
regarding this harsh truth of life only after her death.

RECAPTULATION/ EVALUATION

1. What are the two literary devices used in the poem?

2. Why is the poet’s beloved at peace now?
3. How does the poet react to his beloved’s death?

HOME ASSIGNMENT

1. All of us know that nothing is ours permanently, then why do we suffer so much to have
more and more? (Write a short paragraph)
L
2. No motion has she now, no force –
She neither hears nor sees,
E
Rolled round in earth’s diurnal course
With rocks and stones and trees.

(a) Name the poem and the Spoet.

(b) What happened to the poet’s beloved?

(c) How does she becomeSan inseparable part of nature?

(b) Where is she now?

(d) Explain: she is in “earth’s diurnal course with rocks and stones and trees”?
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1
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 DATE: 11th October 2021
NAME OF STUDENT TEACHER: NIHARIKA JAIN
ENROLLMENT NO: 04614902120
CLASS: VII AGE GROUP: 12-13yrs
SUBJECT: English PERIOD: 2nd
TOPIC: PROSE- The Invention of Vita-Wonk
SUB TOPIC- PART 1 DURATION: 30mins

SPECIFIC OBJECTIVES:

After completion of the text students will be able to-

Knowledge

i. Name the main characters in the story.

ii. Recall the meaning of different words- set to work, recipe.
iii. List the different kinds of trees mentioned in the paragraph.
iv. Read aloud the paragraph with correct pronunciation.

Understanding

i. Identify main ideas, characters and sequence of events.

ii. Identify different types of trees mentioned in the paragraph.

Application

i. Frame grammatically correct sentences to be used in day-to-day life.

ii. Develop thinking skill and appreciate the imaginary writing.
iii. Take dictation of new words, phrases and simple sentences.

TEACHING AIDS:

General: Textbook, Board, marker, duster

Specific: images, chart.

MINIATURE TEACHING AID

84
PREVIOUS KNOWLEDGE TESTING

Pupil Teacher Activity Students’ Activity

1. Who are the oldest people you Grand parents, great grand parents.
know?
2. What is the oldest thing in your Varied response
house?

3. Have you wished that you could Yes / No ma’am.

grow up in a hurry?

ANNOUNCEMENT OF TOPIC
So, in today’s class we’ll read first part of the Chapter 7- The Invention of Vita-Wonk by
Roald Dahl.

PRESENTATION POINTS
S. Content/ Pupil Teacher Students’ Activity Blackboard
No. Teaching Activity Writing
point
1. Model Reading Pupil teacher will start Students will listen Chapter-7
reading the chapter and attentively, and
in between ask the underline the words. The
students to underline Invention of
difficult words like Vita-Wonk
recipe, cedar, flea etc.

2. Pronunciation Pupil teacher will ask Students will repeat

drill the students to open the words after the
their eyes and will offer teacher with correct
them the correct pronunciations.
pronunciation of the
words in the poem.

85
 Recipe (reh-suh-pee) Recipe
cedar (see-duh) Cedar
flea (flee) Flea
4. Word meanings Pupil teacher will Students will listen
explain the meaning of attentively and
the words to the understand the
students. meaning of words.
Set to work - Set to work
Began to work Began to
work
Recipe –
Recipe
Instructions for making
something Instructions
for making
something

5. Silent Reading Teacher will direct the Students will do as

students to read the directed.
paragraph silently.

6. Comprehension Pupil teacher will ask

questions few questions for better
understanding of the
poem. Mr. Willy Wonka
was a scientist who
Who was Mr.Willy invented Wonka-
Wonka ? Vite that makes
people much
younger.

What are the different Mr. Wonka mentions

kinds of trees so many kinds of
mentioned by Mr. trees –Oak, Douglas
Willy Wonka? fir, cedar and
bristlecone pine tree.

Who was Charlie? Charlie was Mr.

Wonka’s friend. 

GENERALISATION

86
Today we read ‘The Invention of Vita Wonk’ the story that is about Mr. Willy Wonka, a
scientist who is gathering ingredients with the help of his friend Charlie to make a recipe or
formula that would make people instantly old.

RECAPTULATION/ EVALUATION

1. Which tree does Mr. Wonka say lives the longest?

2. Can you name some of the oldest living things that you remember from Mr. Wonka’s
list? Do you think all these things really exist, or are they purely imaginary?
3. Who did Mr. Wonka asked Charlie to confirm Bristlecone pine trees live the longest?

HOME ASSIGNMENT

1. “Mr. Wonka said, “So once again I rolled my sleeves and set to work. Once again, I
squeezed my brain,
searching for the new recipe… I had to create age… to make people old… old, older,
oldest… ‘Ha-ha!’ I cried for now the ideas were beginning to come. “What is the
oldest living thing in the world? What lives longer. then everything else?’

a) Who is I in the above line

b) Whom is he talking to?
c) L
Why did he roll up his sleeves?
d) What was he looking out for?
e)
E
Write three degrees of adjective’s (old) from the passage.

S
2. Make sentences using the newly learnt vocabulary.

S
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1
8
 DATE: 23rd October 2021
NAME OF STUDENT TEACHER: NIHARIKA JAIN
ENROLLMENT NO: 04614902120
CLASS: VIII AGE GROUP: 13-14yrs
SUBJECT: English PERIOD: 2nd
TOPIC: LETTER WRITING DURATION: 30mins
SUB TOPIC- Formal Letter Writing

SPECIFIC OBJECTIVES:

After completion of the topic students will be able to-

Knowledge

i. Recognize the use of appropriate vocabulary, style and tone in formal letters.
ii. List the different types of formal letters.

Understanding
i. Identify situations that require formal business letter writing.
ii. Identify elements of a formal letter.
iii. Understand the format of formal letter.

Application

i. Differentiate between formal and informal letter.

ii. Develop writing skill.
iii. Analyse and compare various informal and formal letters to note differences of
conventions, vocabulary, style and tone.
iv. Write formal letters to people in immediate and extended social and academic
environment for various purposes.

TEACHING AIDS:

General: Textbook, Board, marker, duster

Specific: pictures of sample letters.

MINIATURE TEACHING AID

88
PREVIOUS KNOWLEDGE TESTING

Pupil Teacher Activity Students’ Activity

1. What is a letter? A written, typed or printed communication

2. What is an informal letter? Letters which are written to a friend.

ANNOUNCEMENT OF TOPIC
Today we are going to learn how to write Formal Letters.

PRESENTATION POINTS
S. Content/ Pupil Teacher Students’ Blackboard
No. Teaching Activity Activity Writing
point
1. Meaning A formal letter is one Students will listen Formal Letter
written in a formal and carefully and write Writing
ceremonious language in the notebooks.
and follows a certain
stipulated format. Such

89
 letters are written for
official purposes to
authorities, dignitaries,
colleagues, seniors, etc
and not to personal
contacts, friends
or family.
Due to the official
nature, the written
expression of formal
letters is often more
stringent than informal
letters. Good
vocabulary is used and
the abbreviations are
normally avoided
while drafting such
letters.

2. Types of formal The types of formal The types of

letters. letter are: - formal letter
 Letter to Editor are: -
 Application to the  Letter to
Principal Editor
 Letter to  Application
Government to the
Official Principal
 Letter of Enquiry  Letter to
 Order Letter Government
 Letter of Official
Complaint  Letter of
 Business Letter Enquiry
 Order Letter
 Letter of
Complaint
 Business
Letter
3. Format of the Pupil teacher will Students will write
formal letter. make the format on it in their
the board. notebooks.

Teacher will explain

the format.
Students will listen Straight
carefully.
Students, have you Tease
understood the format Yes ma’am

90
 of the informal letter?

Pupil teacher will

show images of
formal letters.

Let’s look at some of

the sample formal Students will look
letters. carefully.
4. Written Pupil teacher will Students will listen
Expressions, explain the proper carefully and write
Salutations, phrases and in their notebooks.
Greeting, expressions to be used
Subject, Body in a formal letter.
of the letter.
5. Question Write a letter to the Students will write
editor of a newspaper it in the class.
about poor condition
of the roads in your
locality.

GENERALISATION

L
Today we understood the meaning of formal letter, types of formal letters and how to write a
formal letter.
E
RECAPTULATION/ EVALUATION
S
1. To whom, do we write formal letters?
S
2. What are the expressions used for the greeting?
3. List the different types of formal letters?

HOME ASSIGNMENT
O
NPrincipal for a transfer certificate as you are shifting to another
Write an Application to the
city with your family.
P
L
A
DATE: 11 October 2021
N
th

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1
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NAME OF STUDENT TEACHER: NIHARIKA JAIN
ENROLLMENT NO: 04614902120
CLASS: X AGE GROUP: 14-15yrs
SUBJECT: English PERIOD: 4th
TOPIC: Poem-Fog DURATION: 30mins

SPECIFIC OBJECTIVES:

After completion of the poem students will be able to-

Knowledge

i. Recall the meaning of the word- ‘Haunches’.

ii. Read aloud the poem with correct pronunciation.
iii. List the poetic devices used in the poem.
Understanding
i. Take dictation of new words, phrases and simple sentences.
ii. Identify main idea and supporting details in poem.
Application

i. Use newly learnt vocabulary in day-to-day life.

ii. Develop the habit of enjoying poetry and rhyme.

TEACHING AIDS:

General: Textbook, Board, marker, duster

Specific: flashcards.

MINIATURE TEACHING AID

PREVIOUS KNOWLEDGE
TESTING

Pupil Teacher Activity Students’ Activity

1. How does a cat move? Slowly

92
 2. Have you ever experienced fog in Yes ma’am
winter season?

3. What effect does it have on us? Low visibility, cold etc.

ANNOUNCEMENT OF TOPIC
Today we are going to start a very short poem- FOG by Carl Sandburg. He has described
the process of arrival of the fog into a city and the harbour. He has very beautifully compared
it to a cat.

PRESENTATION POINTS
S. Content/ Pupil Teacher Students’ Blackboard
No. Teaching Activity Activity Writing
point
1. Model Reading Pupil teacher will start Students will listen Fog by Carl
reading the chapter attentively, and Sandburg..
and in between ask the underline the words.
students to underline
difficult words like
sensible, preserve,
pyramids etc.

2. Pronunciation Pupil teacher will ask Students will repeat

drill the students to open the words after the
their eyes and will teacher with correct
offer them the correct pronunciations.
pronunciation of the
words in the poem.
harbour (hah-buh) Harbour

haunch (hawnch) Haunch

3. Imitation After explaining the Students will

recitation pronunciation of the volunteer and read
words teacher will ask the poem.
the students to
volunteer and read the
poem.
4. Analysis of the The pupil teacher will Students will listen
poem tell the idea behind the carefully.
poem, explain the
poem and summarize
it.

93
 The fog is a small
poem the fog is a
small poem consisting
of one stanza. The
poem talks about the
fog which is observed
during the winter
season.
The poet has
beautifully compare
the arrival of the fog
with the cat he has
presented the arrival
of fog through a
metaphoric cat.
5. Word meanings Pupil teacher will Students will listen
explain the meaning of attentively and
the words to the understand the
students. meaning of words.
haunches –
sitting with knees bent

6. Comprehension Pupil teacher will ask

questions few questions for
better understanding
of the poem.
What does Sandburg Sandburg thinks the
think the fog is like ? fog is like a cat that
comes silently so
that no one can
sense it arrival.
How does the fog As per the poet the
come? fog comes very
silently like a cat.

7. Appreciation of "Fog" is a poem that Students will listen

the poem reflects Sandburg's carefully and write

94
 interest in the natural in their notebooks.
world and beautifully
captures a moment or
two when the fog
came moving in over
the harbour waters, a
powerful image given
life through a
metaphorical cat.
Literary devices: Metaphor: Fog
Metaphor: Fog is is compared to
compared to cat (On cat
little cat feet)
Rhyme
Rhyme scheme: There scheme: Free
is no rhyme scheme verse
followed. Poem is in
free verse Enjambment: It
sits
Enjambment: When a looking…...
sentence continues to then moves on.
next line (It sits
looking…... then Personification:
moves on) fog has been
personified –
Personification: fog Fog comes, it
has been personified – sits
Fog comes, it sits

GENERALISATION

Today we read ‘Fog’, a short poem, six lines long. The poem is an extended metaphor, the
poet seeing the fog as a cat that comes on tiny, silent feet, as cats do when they are stalking
for example.

RECAPTULATION/ EVALUATION

1. What image does the poet give to the fog? What are the similarities between that
image and fog?
2. What does ‘it’ in the third line refer to?
3. List the literary devices used in the poem.
95
HOME ASSIGNMENT
It sits looking
over harbour and city
on silent haunches
and then moves on.
a) What is the name of the poem and who is the author?
b) The fog ………. after some time just as a cat does.
c) What are the poetic devices used in the above lines?
d) Find the same meaning of ‘port’ in the extract.

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A DATE: 23rd October 2021
NAME OF STUDENT TEACHER: NIHARIKA JAIN
N04614902120
ENROLLMENT NO:
96
2
0
CLASS: VI AGE GROUP: 11-12yrs
SUBJECT: English PERIOD: 5th
TOPIC: PREPOSITIONS DURATION: 30mins

SPECIFIC OBJECTIVES:

After completion of the topic students will be able to-

Knowledge
i. Define prepositions.
ii. List the type of prepositions .

Understanding
i. Distinguish between the preposition of time, place, movement.
ii. Classify the prepositions in a sentence.

Application
i. Apply the correct preposition while making sentences.
ii. Solve the practice exercises of prepositions.

TEACHING AIDS:

General: Textbook, Board, marker, duster

Specific: images and games..

MINIATURE TEACHING AID

PREVIOUS KNOWLEDGE TESTING

Pupil Teacher Activity Students’ Activity

1. ‘The cat is under the table’. Nouns
What is cat and table in above
sentence?

97
 2. What is ‘under' in the sentence? Problematic question

ANNOUNCEMENT OF TOPIC
Today we are going to start new grammar topic ‘prepositions’, various kinds of prepositions
and their application.

PRESENTATION POINTS
S. Content/ Pupil Teacher Students’ Blackboard
No. Teaching Activity Activity Writing
point
1. Introduction- A preposition is a word Students will Prepositions- a
Meaning of placed before a noun or listen word placed before
Preposition a pronoun to show in attentively. a noun or a
what relation the pronoun.
person or thing denoted
by it stands in regard to
something else.
Examples:
 I shall wait at the
school gate. Examples:
 I shall wait at
 The book is on the the school
table. gate.
 He pointed to the  The book is on
tree. the table.
Teacher pupil will ask  He pointed to
the students to Students will
answer, the tree.
recognise the
preposition in the At, on, to
above sentence.
2. Types of Teacher pupil will tell Students will
prepositions the students about the 3 listen
types of prepositions attentively.
using graphic organizer
and with relevant
examples.

1. Location /Place:
it is used to show a Location/ Place
place where  My grandma
something is lives in
located. Words like; Uttarakhand.
in, at, on, between,  The bus stops
98
 into etc. at the bus stop.
Examples:  The notebooks
 My grandma lives are kept on the
in Uttarakhand. table.
 The bus stops at
the bus stop.
Students will
 The notebooks are
recognise and
kept on the table. respond with
the
2. Time prepositions
it denotes time for they observe
example seasons, in each
festivals, days of sentence.
week etc. words
like in, on, at are
used to define time.
Examples:
 Let’s meet in
April.
 Let’s meet on
Saturday.
 Let’s meet at 2
o’ clock.

3. Direction
it shows the direction
where something is
going on.
Examples:
 The dog is  The dog is
jumping jumping
through the through the
loop. loop.
 I need to go out  I need to go
tonight. out tonight.
 We sat next to  We sat next
each other. to each
other.

3. Analysis Teacher will ask the

students to fill in the
blanks by using
relevant prepositions in
the following sentence
and also recognise the
type of preposition
99
 used.
1. She jumped Into (place)
_____ the river.
2. Ram was In (direction)
engrossed___
his studies.
3. She went ___
To (direction)
the library.
4. He ran ___
Away
when he felt (direction)
someone was
coming towards
him.
5. I shall wait ___
the school gate. At (place)
6. The class will
happen ___ On (time)
Monday.

GENERALISATION

So, today we discussed that A preposition is a word placed before a noun or pronoun to show
its relation with some other word in the sentence and about the three types of prepositions
that is time, place and movement.

RECAPTULATION/ EVALUATION

1. How many types of prepositions are there?

2. Name the type of prepositions.
3. Give one example each from the types of prepositions.

HOME ASSIGNMENT

Complete the worksheet and paste it in your notebooks.

Worksheet
Class VI
Prepositions

Fill in the blanks with the appropriate Prepositions: -

1. Diwali is …………. 4 November.
2. Gandhiji lived …………. the English rule.
3. They finished work …………. sunset.

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4. Gandhiji was born …………. 1869 and died …………. 1948.
5. I will call at your house sometime …………. the evening.
6. Shankar’s birthday is …………. 3 March.
7. The train leaves Delhi …………. 3.00 pm and reaches Chandigarh …………. 7.00 pm.
8. He should be here …………. now.
9. Please come to my office at 11.00 am …………. Tuesday after noon.
10. Pramod will see you …………. Monday …………. 11.00 am.

L
E
S
S
O
N
P
L
DATE: 1 November 2021 st

A TEACHER: NIHARIKA JAIN

NAME OF STUDENT
ENROLLMENT NO: 04614902120
CLASS: VI N AGE GROUP: 11-12yrs
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2
1
SUBJECT: English PERIOD: 2nd
TOPIC: Poem-Beauty DURATION: 30mins

SPECIFIC OBJECTIVES:

After completion of the poem students will be able to-

Knowledge
i. Recall the meaning of difficult words - harvest, sighing, chanting, deeds.
ii. Memorize these words with correct meanings.
iii. Recite the difficult words to remember their right pronunciation.
iv. Identify the theme of the poem ‘Beauty’.
Understanding
i. Discuss their own thoughts about the concept of beauty with the whole class.
ii. Comprehend the inherent meaning of the title ‘Beauty’ which the poet wanted to
convey through her poem.
Application
i. Locate keywords, phrases and sentences in the poem.
ii. Predict the central idea or the message which the poet is trying to convey with the
poem.

TEACHING AIDS:

General: Textbook, Board, marker, duster

Specific: images.

MINIATURE TEACHING AID

PREVIOUS

KNOWLEDGE TESTING

102
 Pupil Teacher Activity Students’ Activity
1. How do you feel when you are Good , happy
presented with a bouquet of flowers?

2. Can you name some flowers? Roses, lily, orchids etc

3. Why do we like flowers? Because they are beautiful and they smell
nice.

ANNOUNCEMENT OF TOPIC
So, in today’s class we’ll read the poem titled ‘Beauty written by E-Yeh-Shure.

PRESENTATION POINTS
S. Content/ Pupil Teacher Students’ Activity Blackboard
No. Teaching Activity Writing
point
1. Gist of the poem Pupil teacher will Students will listen Beauty by E-
explain the gist of the attentively and Yeh-Shure.
poem. understand.
It is a three stanza
poem in which the poet
explains the idea of
beauty. For him beauty
is in everything. It can
be seen, it can be heard
and it can be felt. In
each stanza the poet
describes one type of
beauty.

2. Model Teacher will ask the Students will close

Recitation students to close their their eyes and will
eyes and will further listen actively and
recite the poem with understand the
voice modulations and general meaning of
pitch variation. the poem.
3. Pronunciation Pupil teacher will ask Students will repeat
drill the students to open the words after the
their eyes and will teacher with correct
offer them the correct pronunciations.

103
 pronunciation of the
words in the poem.
Harvest
Harvest (ha-vuhst)
Sigh
Sigh (sai

4. Model recitation After explaining the Students will listen

pronunciation of the carefully and
words teacher will read understand the
the poem once again poem.
loudly.
5. Analysis of the The pupil teacher will Students will listen
Poem tell the idea behind the carefully.
poem, explain the
poem and summarize
it.

It is a three stanza
poem in which the poet
explains the idea of
beauty. For him beauty
is in everything. It can
be seen, it can be heard
and it can be felt. In
each stanza the poet
describes one type of
beauty.

6. Word meanings Pupil teacher will Students will listen

explain the meaning of attentively and
Harvest
the words to the understand the
means the
students. meaning of words.
season when
Harvest means the ripened crops
season when ripened are gathered
crops are gathered
Sighing
Sighing means sound means sound
of a deep, loud breath of a deep,
or exhale taken in loud breath or
relief exhale taken
in relief
Chanting means
singing Chanting
means singing
Deeds means
something that is done,
104
 performed, or Deeds means
accomplished; an act something
that is done,
performed, or
accomplished;
an
7. Comprehension Pupil teacher will ask
questions few questions for better
understanding of the
poem. You can see beauty
in the sunlight, trees
Where can you see
and birds. It can also
beauty?
be seen in people
who are working
hard on fileds and
growing crops.

How can we find

We can find beauty
beauty in ourselves?
in ourselves by
doing good things
and good thoughts
come to our minds.

8. Appreciation of Pupil Teacher will tell Students will listen

the poem students about the to pupil teacher
literary devices that attentively and write
have been used in the down the important
poem Beauty: points in their
notebooks.
Imagery: It is a type of
poetic device that
sparks off the senses.
In other words, it
makes us see, hear and
feel the poetry. In the
poem, the poet uses
visual imagery (beauty
is seen), olfactory
imagery (beauty is
heard), sensory
imagery (beauty is in
yourself).

Repetition: It is the

105
 repetition of words and
phrases for poetic
effect. In the poem
various words like
“beauty”, “your” are
repeated several times.

GENERALISATION

Today, we read a poem in which beauty is defined in several ways by the poet E-Yeh-Shure.
She told us that beauty is everywhere. It is in attitude, the way we look at things. Actually,
everything is beautiful in its own unique manner, the need is to see, hear and feel it.

RECAPTULATION/ EVALUATION

1. What is beauty according to the poet?

HOME ASSIGNMENT

1. Read the first and second stanzas of the poem again.

Note the following phrases: - Corn growing, people working or dancing, wind sighing, rain
falling, a singer chanting These could be written as:

Corn that is growing,

People who are working or dancing

Can you rewrite the other phrases like this? Why do you think the poet uses the shorter
phrases?

2. Write a short paragraph (in 6-7 lines) about beauty. Use your own ideas along with
the ideas in the poem.

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 L
E DATE: 2 November 2021
nd

NAME OF STUDENT
ENROLLMENT NO: 04614902120
S TEACHER: NIHARIKA JAIN

CLASS: VI
SUBJECT: English
S AGE GROUP: 11-12yrs
PERIOD: 2
nd

TOPIC: PROSE- An Indian American Woman in Space: Kalpana Chawla

DURATION: 30minsO

SPECIFIC OBJECTIVES: N
P students will be able to-
After completion of the text

Knowledge
i. Recall the meaning Lof different words – encourage, disbelief, fulfill etc.
ii. Name the characters of the story.
A with proper pronunciation.
iii. Repeat difficult words

Understanding
N
i. Interpret the theme of the prose.
ii. Differentiate between an aeroplane and a spaceship

Application
2
2
i. Practice making sentences using new rods learnt.
ii. Appreciate the bravery of Kalpana Chawla.

TEACHING AIDS:
General: Textbook, Board, marker, duster
Specific: laptop, presentation, dictionary, wi-fi connectivity

MINIATURE TEACHING AID

107
PREVIOUS KNOWLEDGE TESTING

Pupil Teacher Activity Students’ Activity

1. Have you ever heard of a women Kalpana Chawla and Sunita Williams
who went to space?

2. Who was the first woman from India Kalpana Chawla

who went to space?

3. Who is an astronaut? A person who is trained to travel un

spacecraft.

ANNOUNCEMENT OF THE TOPIC

Well students! Today we are going to read an interesting chapter ‘An Indian American
Woman in Space- Kalpana Chawla’.

PRESENTATION POINTS-

S. Content/Teaching Pupil Teacher Students’ Blackboard

No point Activity Activity Writing
.
1. Model Reading Pupil teacher will start Students will Chapter-
reading the chapter and listen ‘An Indian
in between ask the attentively, American
students to underline and underline Woman in
difficult words like the words. Space- Kalpana
frontier, disbelief, Chawla’.
encourage, fulfill, etc.

2. Pronunciation Drill frontier (fruhn-teerz) Students will Frontier

repeat the
aeronautical (eh-ruh- words with Aeronautical
naa-tuh-kl)) correct
pronunciation.
encourage (uhn-kur- Encourage
uhj)
Pursuing
pursuing (pr-soo-uhng)

3. Imitation Reading Teacher will ask the Students will

students to read the text repeat the
line by line and help words with
them by offering the correct
correct pronunciation pronunciation.
of the words again.

108
4. Word- meaning Pupil teacher will Students will
explain the meaning of read the
difficult words words
underlined. carefully..

Encourage-
Encourage –
Who gives you advice Parents, to give support,
or support when you teachers advice, hope to
face difficulties? someone

So, that means you Yes ma’am

parents or teacher give
you support whenever
you’re in need?
Is it so?

So encourage means-
to give support, advice,
hope to someone.
.
Disbelief- Disbelief-
inability to
Teacher asks ‘when We feel sad. accept something
happens when you which is true or
score low in a subject real
in which you have
worked hard?

So, it means the

inability to accept
something which is
true or real.

Fulfil- Fulfil-
to complete the
Teacher asks ‘what They buy us desires or to
happens when you ask those things. achieve
your parents to buy something
something for you?

Can we say that they Yes ma’am

fulfil your wish?

Fulfil means to
complete the desires or
to achieve something.

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 5. Silent reading Pupil teacher will ask Students will
the students to silently read the text
read the text. silently.

6. Comprehension Pupil teacher will ask Students will

questions few questions to the respond to the
students to test their questions.
understanding of the
lesson.
1.where was Kalpana
Chawla born? In Karnal,
Haryana.
“very good”

2. why is she called an She got

Indian-American? married to an
American
citizen and
thus became a
naturalised
American. So,
she is called
an Indian-
American.
“excellent students”

3.when and why did She went to

she go to U.S.? the U.S. for
studies in
aeronautical
engineering.
“great students, hope
you all understood the
lesson”

GENERALISATION

So, Today, we have read an interesting chapter which was all about the first woman from
India who went to space: Kalpana Chawla. Kalpana Chawla is a national hero and a shining
star in her field of Aerospace Engineering. What we have learnt from Kalpana’s Journey is
that gender is never an obstacle to achieve greatness. Her message was that the pathway to
one’s dreams exist and they must have the courage to achieve greatness with hard work and
determination.
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RECAPITULATION/EVALUATION

1. Describe Kalpana Chawla’s first mission in space.

2. What abilities must an astronaut have, according to the journalist?
3. What does Kalpana Chawla say about pursuing a dream? Do you agree with her that
success is possible?

HOME ASSIGNMENT

1. How is the story of Kalpana Chawla an inspiration to millions of Indian and

especially girls.
2. After reading the lesson on Kalpana Chawla, what should be the aim of life- lucury or
achievement?

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 L
E
NAME OF STUDENT TEACHER: NIHARIKA JAIN
DATE: 5 November 2021
th

ENROLLMENT NO:
CLASS: VI
S 04614902120
AGE GROUP: 10-11yrs
SUBJECT: English
S
TOPIC: PROSE- Children at Work
PERIOD: 2
nd

DURATION: 30mins
O
SPECIFIC OBJECTIVES:
N
After completion of the lesson students will be able to-

Knowledge
P
i.
ii.
L
Recall the meaning of words and phrases like- pulled in, wobbly, jaggery etc
List the main characters of the lesson.

Understanding A
i. Explain the problems faced by working children.
ii. N and message of the prose.
Understand the theme

Application
i. Use new words and 2phrases in their day-day life..
ii. Express their opinions and views about child labor.
3
TEACHING AIDS:
General: Textbook, Board, marker, duster
Specific: power point presentation, images.

MINIATURE TEACHING AID

112
PREVIOUS KNOWLEDGE TESTING

Pupil Teacher Activity Students’ Activity

1. Where have you seen small children Ma’am on roads, factories and tea stalls
working?

2. Is it ethical for these children to No ma’am

work at such young age ?

3. How do you feel about such We feel pity and angry at the policy makers.
children?

ANNOUNCEMENT OF TOPIC
Today we are going to start with the prose ‘Children at Work’ by Geeta Wolf.

PRESENTATION POINTS-

S. Content/Teachin Pupil Teacher Activity Students’ Activity Blackboard

No g point Writing
.
1. Model Reading Pupil teacher will start Students will listen Chapter 3
reading the chapter and in attentively, and Taro’s
between ask the students underline the Reward
to underline difficult words.
words like sake, pitcher,
muttering, intended etc.

2. Pronunciation Wobbly (vaw-buhl-ee) Students will repeat Wobbly

Drill the words with
Porter (paw-tuh) proper Porter
pronunciation.
Miserable (miz-ruh-bl) Miserable

Grimace (gri-muhs) Grimace

3. Imitation Reading Teacher will ask the Students will repeat

students to read the text the words with
line by line and help them correct
by offering the correct pronunciation.
pronunciation of the
words again.

4. Word- meaning Pupil teacher will explain Students will listen

the meaning of each word actively and repeat
underlined. the meaning of the
words.

113
 Pulled in- it means When the cab
‘arrived’. pulled in at the
central station,
Now can you make a passenger felt
sentence out of it? happy.

Wobbly- tending to move

unsteadily from side to
side.

Now can you make a The car had a

sentence out of it? wobbly wheel.

Grimace- an ugly twisted

expression on a person’s
face, expressing disgust
and pain.

Now can you make a She gave a grimace

sentence out of it? of pain.

5. Silent reading Pupil teacher will ask the Students will read
students to silently read the text silently.
the text.

7. Comprehension Pupil teacher will ask few Students will

questions questions to the students respond to the
to test their understanding questions.
of the lesson.

How was Velu feeling Velu was unsteady

when he got down the and uncomfortable
train? when he got down
“very good” from the train.

What did he observe on

the platform? Velu at first was
shocked to see so
many people in one
place. People were
in a hurry with
their suitcase and
even hit him. The

114
 “excellent students” announcement on
the loudspeaker
was terrible to him.

What was he carrying Velu was carring a

with him? bundle with him.

What was the age of Velu Velu was 11yrs old

and why did he run away boy. He worked in
from his home? fields and the little
he earned was
taken away by his
father.

GENERALISATION

The teacher will summarize the lesson presented in the class-

Velu was an eleven-year-old boy. He ran away from home because his father was addicted to
drinking. He used to beat him and his sister and snatched whatever they earned.

The Kanyakumari Express pulled in at Chennai Station. Velu got down and sat on a bench.
He was feeling tired, miserable, and hungry. He heard the rough voice of a girl around his
own age. The girl was carrying a big bag. She was picking up plastic cups and putting them
into the sack. She sat down next to him. She said she could find some food for him to eat. She
stood up to go. Velu had nowhere else to go. So he ran after her.

RECAPITULATION/EVALUATION

1. Why did Velu decide to follow the ‘strange girl’?

2. Can ‘child labor’ be the theme of ‘Children at Work’? describe in your own words.

HOME ASSIGNMENT

1. Write a character sketch of the ‘strange girl’ (50-60 words)

2. Make sentences with the new words learnt in class.

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