LESSON PLAN

Subject: English Class & From To

Sec: IX a date: date:
4.11.24 5.11.
24
Topic: Total No. of
Exploring ‘Kathmandu’-A Travelogue sessions: 2 days

General Objective
(use verbs from
Bloom’s
taxonomy):
Students will be
able to…
 Identifies and appreciates different forms
of literature (prose, poetry, drama) and
 styles of writing (narrative, descriptive,
expository, persuasive) C-2.1
 Expresses through speech and writing
their ideas and critiques on the various
aspects of their social and cultural
surrounding C-2.3

Sub Topics Specific Objectives (Use No.
verbs from Bloom’s of
Taxonomy) Students Ses
will be able to … sio
ns
1. Create  create an advertisement 1
an based on the inputs given
adver below.
tiseme  Read and comprehend the
nt text
based
on the
inputs
given
2. Model
readin
g
1. Su  critically analyze the 1
mmarizes advantages of traveling and
core ideas exploring places
from the  Understand the importance
material of the beauty and solace
that was that travelling offers
read out working in collaborative
manner and
communicating ideas with
each other.
 critically examine
the beauty and
solace
2. Co
which nature offers.
nverses
fluently,
meaningf
ully, and
coherentl  express views using
y in apt oral skills to
different explain the theme
contexts and moral of the
story
 locate and structure
the sequence of
ideas and events of
the story
 express orally
opinion/
understanding
about the particular
portion read in
English
  respond
appropriately to
questions asked for
comprehension
using meaningful
sentences orally

Fr  Discuss about the

a cities the students
m have visited and
e complete the table
a based on the
de information
sc collected
rip
tiv
e
pa
ra
gr
ap
h
1. Dr • read a new material that 2
aws uses the similar setting in
connectio order to strengthen
ns with vocabulary and
books in demonstrate inquisitiveness
the library about real life examples of
by linking language with context to
ideas the setting
learned • express opinion on the new
from the material read to strengthen
textbook vocabulary and speaking
skills with context to the
2. Co setting
mprehend • express opinion/
s understanding about the
narrated/r story and characters in the
ead-out
story in English (orally)
stories
and • ask simple questions, for
identifies example, on characters,
characters places, the sequence of
, storyline, events in the story, etc.
and
author’s
view

3. Ra
ise
questions
on the
text read.

1.  comprehend the 1
Demonstr text and respond
ates the appropriately to
 ability to questions asked for
speak comprehension
their using meaningful
reasoning sentences orally
coherentl
y

3. Uses • write answers expressing opinion/ understanding about the

prewriting strategies travelogue and author.
like planning sequence
of ideas

4. write a  write a descriptive paragraph.on a famous city visited by them

descriptive paragraph. based on the table attempted by them
PRE-REQUISITE: (What students know)
Students are aware of the followings:-
1. Basic language skills
2. Understand, appreciate and enjoy travelling and exploring new places
3. Infer, analyze and evaluate the
text.

LESSON FLOW
Description Resource & AFL + In- Learner C
Tool Class Outcome o
questions (Indi d
cate e
portf
olio)
Facilitation : (Include trigger before starting every session)

Session – 1 : Warm up – Group Activity

Students will create an advertisement based on the inputs given below. Students, Group C
They will be divided into groups. Teacher reads the following information Pictures and Discussions, • enrichm M
and draws the outline/ picture/ map on the Board -(Charts, Pictures, Speaking ent N
Cutouts, Flash Cards etc. may be used.) activity of
vocabul C
Hotel Aristocrat situated in the vicinity of Pashupatinath temple in ary L
Kathmandu wants to attract more foreign tourists. So the owner plans to In – Class N
print an advertising leaflet. Look at the maps and picture of the hotel questions:
below. Then write the first page of the leaflet describing the following C
information Students, T
 General position of the hotel. Facts H
 Information about nearby sights worth visiting. related to
 Amenities and Facilities. the Advertisemen C
 Availibility Kathmandu ts T
Information V
about S
adverisement D
s G

S
R
F
D
M
L
A
R
I
K
S
A

Session – 2
Model Reading: The travelogue on Kathmandu given in the book will
be read by some students while the other students will keep the above
given points in mind (instructions for creating an advertisement) and
keep underlining the same from the text

Session – 3: Pick a question:

Students will be working in 5 groups(Syndicate). Each group will contain 6
students and each group will be given a basket. Each student will write a
question on a slip and place it in a basket. Questions from the text will also
be included.
1 member from each group will come and pick up a slip from the basket

He/ She will ask a question related to the lesson to recapitulate it.
 Students,
Colourful • Presentation
Session – 3: Recapitulation through Completion of Tables
Table
Completion of Table
Students,
Students will be asked to attempt the table given below in word/s,
pairs story • Notebook
work
They will discuss about the cities they have visited and
come up with their experiences.

Session 5:
Assignment of writing task
Descriptive paragraph Students will write a descriptive
paragraph on a famous city visited by them based on the
table attempted by them.

LESSON FLOW
Description Resource AFL + In-Class questions Learner Code
& Tool Outcome
(Indicate
portfolio)
Closure: Notebook Work CMN
 Summarization of lesson Students Recall and Reflect CTH
(Speaking Skill + Creative Thinking) • CTV
 Worksheet SDG
1. Name two temples author STG
visited in Katmandu SRF
2. What signboard is there KSA
outside the Pashupatinath
temple?
3. What does everyone do to the
Nepalese Princess in the
temple?
4. Which river flows through
Kathmandu?
5. Who owned most of the shops
in Kathmandu?
6. How does the author decide
to take his return journey to
Delhi?
7. Who is the writer of the lesson
Kathmandu?
8. What does the author
compare to the quills of a
porcupine?
9. Name any 3 kinds of flutes
10. State the difference between
 the fruits seller and other
hawkers
11. State the belief at
Pashupatinath about the end
of Kaliyug
12. List any 4 things the author
sees at Katmandu’s busy
streets
13. Explain- To hear any flute is to
be drawn into commonality of
all mankind.
14. Give the meaning of “febrile
confusion” and “haven”
15. Mention any 2 shrines apart
from the given in the text

Accommodation: Mind Map Mind map CMN

Learners on the way Students, CTH
 Will be grouped with advanced Workbook CTV
learners for the warm up activity SDG
 They will give answers for the STG
worksheet given below. SRF
 Concise lessons with KSA
demonstrated
examples Flowcharts
 Textual
Questions/Assignments/Character
sketches/Value Based Questions
will be shared

Independent Practice:  Notebook CMN

Exercises for Homework Students, work CTH
Practice SRF
Exercises KSA
REFLECTION OF TEACHER: (What went well-what did not go well-thought for the future)

CHECKLIST
COMMUNICATION CMN STORYTELLING STG ART INTEGRATION (PAVA) ARI
COLLABORATION CLN STUDENT REFLECTION SRF MULTI-DISCIPLINARY MLD
CRITICAL THINKING CTH DIGITAL-MEDIA LITERACY DML MI-VARK MIV
CREATIVITY CTV LITERARY SKILLS LTS KNOWLEDGE, SKILLS, KSA
ATTITUDE
SDG AWARENESS SDG SCIENTIFIC TEMPERAMENT SCT PROJECT BASED LEARNING PBL
VOCATIONAL SKILLS VOC SUBJECT ENRICHMENT SEN Any other ANO