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    L-2 How The Dog Found Himself A New Master

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    Amisha Dalal

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    © All Rights Reserved
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    L-2 How The Dog Found Himself A New Master

    Uploaded by

    Amisha Dalal
    3 views2 pages

    Original Title

    L-2 How the Dog found himself a New Master

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    © © All Rights Reserved

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    PDF, TXT or read online from Scribd

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    Copyright:

    © All Rights Reserved
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    3 views2 pages

    L-2 How The Dog Found Himself A New Master

    Uploaded by

    Amisha Dalal

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    TOPIC TOPIC: How the Dog Found Himself a New

    Master
    CLASS : 6
    OBJECTIVES Students will be able to:
     Students will analyze and understand
    the fable "How the Dog Found Himself
    a New Master,"
     Identifying the key themes and
    implications. Students will enhance
    their vocabulary and improve reading
    comprehension skills.
     Students will demonstrate their
    understanding through creative
    projects using everyday materials.

    CONCEPTS & SKILLS/KEY POINTS  Understanding the fable and its moral.
     Identifying the sequence of events in the
    story.
     Exploring themes such as loyalty,
    independence, and the search for
    security.
     Creating a visual representation that
    includes these elements.

    LEARNING OUTCOMES  Students will be able to :-


     Understand to Identify ones’ strengths
    and weaknesses and develop areas for
    growth
     to accept new challenges and adjust to
    new situations.
     Don’t hesitate in acquiring what you
    want.
    OPENING ACTIVITY  To start with a brief discussion about
    pets and what qualities they look for in
    a master or companion.
     Have students share their thoughts on
    what makes a good master and if they
    think animals can make such
    decisions.
    INSTRUCTIONAL TOOLS & REFERENCES  Books on related pet stories
     Videos and Animations on related topic
     Story telling by students.

    SELF REFLECTION - What were the highlights of the lesson?


    - What student responses or engagements
    stood out?
    - What difficulties did students encounter?
    - How did I address these challenges?
    - What misconceptions or areas of
    improvement did I identify?
    - How will I adjust my teaching to meet
    their needs?
    STUDENT’S ROLE - Engage actively in class discussions and
    activities.
    - Ask questions to clarify doubts and seek
    help when needed.
    - - Participate in group work and
    collaborative activities.
    PEDAGOGY  Socratic Method: Encourage critical thinking
    through guided questioning during
    discussions.
     Cooperative Learning: Facilitate group
    activities where students collaborate on story
    analysis and projects.
     Visual Learning: Utilize visual aids to
    enhance comprehension and retention of the
    story's concepts.

    ACTIVITY/ASSIGNMENTS/RESEARCH - Story Sequencing Game: Use visual


    aids to arrange key events of the story
    in the correct sequence on a
    storyboard.
    - Worksheets as assignment

    STUDENT PRESENTATION  Groups will present their character maps and


    storyboards to the class, discussing what they
    learned about the characters and plot
    development.

    RECAPITULATION Brief discussion about the whole chapter with


    students.
    ADDITIONAL INFORMATION  Discuss the historical and cultural context of
    the story if applicable, and how the themes
    might relate to students' own lives.

    ASSESSMENT Role-Play: Organize a role-play activity where


    students act out different parts of the story.
    Assign them roles and have them improvise
    dialogues based on their understanding of
    character motivations and plot.
    The students will be assessed through pen paper
    test, assignments and practice sheets.

    NAME OF THE TEACHER Ms. Anupama Yadav

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