Topic The Story of Keesh Week 9

Class VII Duration 60 min

Upon completion of this lesson, students will be able to:

Learning Outcomes
 Comprehend text post reading
 Write composition
 Answer while reading question
 Write answers to comprehension questions
 Read the text on their own
 Read and understand the words to know
 Understand the moral of the story
 Enhance their listening and speaking skills
 Enhance their writing skills
 Enhance their reading skills
 Work on individual tasks
 Talk about the author of the story
 Work well in pair tasks
 Answer challenge question
 Answer more challenging questions on their own
 Choose the best answer
 Identify and use Idioms
 Match the given Idioms with their respective meanings
 Identify the Adjective phrases
 Identify which of the given groups of the words are phrases
 Make adjective phrases to describe the given words
 Rewrite the given sentences by replacing the adjectives with adjective phrases of similar meanings
 Practise questions in the present tense
 Write dialogues on the given topic
Date and Content and teacher activity Formative
Time assessment

Day 1: Settling time: Verbal response

00/00/00 Ask the students to settle down and share if they have any difficulty or if they have not understood from the previous
05 min lesson. Ask them to take out their textbooks and notebooks.

10 min Starter: Verbal response

Recap through questioning. Ask students the questions to see how much they remember from the previous lesson. Ask Recall
the students who were present in the previous class to help them revise. Ask the everyone and gently probe and Speaking and
encourage the students to provide answers. Try and gauge their speaking and listening skills as well. listening skills

Class presentation skills:

If someone is willing to come to the front of the class and present, invite them. Start with the most confident students,
however, gently move towards the shy students and encourage them to participate as well. Encourage the students to say
a few points of summary on the previously discussed topic.

Keep in mind that some students may be shy to participate but may have excellent listening and speaking skills. Scaffold
information and make them feel comfortable enough so they may participate.

Pre-reading:
10 min
A pre-reading activity is useful in securing the attention of the students through activities that lead them to the text. Brainstorming
Prereading activities should be interesting, relevant, and fun to do. For each text, a pre-reading section has been Creative
designed. It should be used to lead a class discussion. thinking
Most pre-reading activities suggested are open-ended, i.e., they may not have a particular answer, but are useful for
discussion that leads learners to the text. Use any other interesting pre-reading activities with direct relevance to the text
to be taught. All the pre-reading activities contain a reading focus. The purpose of the pre-reading section is that the
students read a text with that focus in mind.
Date and Content and teacher activity Formative
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Ask the pre-reading question present with the text. Try to scaffold the information. Provide helpful hints and gauge if
they are able to provide information on their own.

Gently probe students and encourage them to participate.

Classroom procedure (group and pair work)

10 min Reading skills
The students should be given enough opportunities to find answers in pairs and groups and refer to the texts as many Comprehension
times as they want. skills
Silent reading
After reading of the text is done, follow this sequence for the questions: i. comprehension, ii. vocabulary, and finally, iii. skills
pronunciation.
Discussion
skills
Focused [Group/Silent] Reading: Focused reading
After pairing the students into groups, write the following questions on the board ask the students to find out the answers Brainstorming
after reading the chapter once.
Skim & scan
1. Who is the central character in the story?
2. Who was the most famous hunter of the clan? Group work
3. What happened to Keesh’s father?
4. What happened after the death of Keesh’s father?
5. What did Keesh decide to do?
6. How did Keesh’s hunt go?
7. How did Keesh react to the sudden fame?
8. Was everyone happy with Keesh’s success?
9. What did the young spies report of Keesh’s methods of hunting?
10. How does the story end?
10 min Class discussion:
Write the above-mentioned questions on the board and ask the students to read through the text and try to find the
Date and Content and teacher activity Formative
Time assessment

answers to these questions. However, ask them to be mindful and not share the answers with anyone.
After the entire class has read through the chapter and has successfully found all the answer then as a class discuss the
answers and see how many pairs have found the correct answers.

Teacher’s Resource: Answers

10 min
1. The central character of the story is Keesh.
2. The most famous hunter of the clan was Keesh’s father.
3. Keesh’s father was killed during hunting a giant he-bear for the tribe.
4. The clan started to forget about Keesh and his mother and they started to get less and less food supply.
5. Keesh decided to join the council meeting and speak for his mother and himself, although he was only a child.
Upon being challenged he decided to hunt and bring food for the clan.
6. Keesh managed to become a successful hunter and brought lots of food back home.
7. Keesh became a local celebrity, his mother was treated differently as well. Keesh demanded a new and bigger
igloo to be made for his mother and him as he spends all his time hunting. His wish was complied to.
8. No, the elders accused him of witch craft and sent young men to spy after him.
9. The young spies reported that Keesh apparently picks a fight with the bear and then feeds them some sort of
medicine that makes them weak / sick. Then Keesh follows them for two to three days until the bear is
completely exhausted and unable to move or defend itself. Then Keesh puts the animal out of its misery and kills
the animal.
10. The council orders Keesh to come to them, however, Keesh refuses to visit instead invites them to his place. To
which the council complies.

Feedback:
Give feedback on responses.

Reading aloud:
10 min Reading skills
Have a reading session with the students. Focus on the words that they are having difficulty in and repeat until they can
read the passage without any problem. Comprehension
skills
Date and Content and teacher activity Formative
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WHILE READING Discussion

skills
Inferring vocabulary
Close reading
Students will read the text individually and highlight unfamiliar words in a text, guess their meaning using context clues, skills
as a home-task check their conjectures against a reliable dictionary, and finally, use them in their own sentences as a part
of their daily usage. Keeping a vocabulary notebook is also a viable reading strategy to broaden mental lexicon.

Words Context Clues Inferred Meaning Dictionary Meaning

Comprehension questions
Day 2: Verbal response
00/00/00
Comprehension questions (factual, inferential, as well as extrapolative) are meant to be used to hold a class discussion Brainstorm
20 min leading towards better understanding of the text. They should not be used for rote learning and memorization of facts Creative
from the text. thinking
Extra clues from the text / learning questions should be used during discussion to help the students grasp the context and Prediction
the text better. It is always a good idea to ask the students to go back to the text to find out the facts during a class Foreshadowing
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discussion.

Comprehension questions should be done orally in a discussion mode and not in a question-answer mode.
The students may write the answers after the oral work.

Class Work: Comprehension

Attempt Exercise A 1, 2 in class.

Challenge Question:
Have a small discussion on ‘Challenge Question’.

Feedback:
Give feedback on responses and correct any answer if required.

ACTIVITY 1: IDIOMS
20 min Verbal
Response
1. Make a list of ten common or well-known idioms.
2. Type these out in slightly bigger point-size on the computer in such a way that there is a blank line between each Writing skill
idiom—you will have to cut each idiom out in the form of strips. Ensure that the idiom does not run into two lines but Brainstorming
finishes in one line.
3. Once you have the sheet(s) with the list of idioms, make photocopies of it equal to the number of teams you plan to Creative writing
make in class. So if you have five teams, make five copies.
4. Now cut out the idioms as paper strips, one sheet at a time. Leave the other sheets aside.
5. Once you have the individual idioms, cut each idiom into two parts. For example, if you have the idiom, ‘Make hay
while the sun shines’, you could cut it into: ‘Make hay while’ and ‘the sun shines’.
6. In this way, you will have all the idioms cut into two parts and now you should mix up all these parts together. Then,
put these strips neatly into an envelope. In this way, prepare five envelopes for five teams.
7. The team members should take out all the strips from their envelopes and spread them out on the desk. They will be
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required to join together the correct parts so that ten complete and correct idioms are formed.
8. The first team to make all the idioms correctly will be winner. However, there should not be any errors in any of the
idioms.
ADDITIONAL HELPFUL RESOURCE: IDIOMS

Match the phrases in list A with their meaning in list B. Write them against the idioms.

List A

1. to live by one’s wits = ____________________________________________

2. to call to witness = ____________________________________________
3. to keep up the good work = ____________________________________________
4. to give in kind = ____________________________________________
5. be out of one’s mind = ____________________________________________
6. to give oneself airs = ____________________________________________
7. to carry the weight of the world on one’s shoulders = ____________________________________________
8. to get out on the wrong side of bed = ____________________________________________
9. to pull/make a long face = ____________________________________________
10. have a hand in something = ____________________________________________
11. to come to grief = ____________________________________________

List B
(i) to testify (vii) arrogant
(ii) not be in one’s right mind (viii) to be ill humoured
(iii) match as good as one gets (ix) to carry on
(iv) to be unhappy or sad (x) cause difficulty or have a mishap
(v) involved in an activity (xi) to provide for oneself by cunning
(vi) to feel heavy with responsibility or troubles

Class Work: Working with words:

Date and Content and teacher activity Formative
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It is not necessary to give the meanings of all the unknown words to the students because getting the message / meaning
of a text does not depend on understanding every word occurring in it. It is best not to give the meanings of the essential
words to the students right away. For young students, the following approach can be used to deal with the vocabulary
items occurring in a text:

• Generally, the meaning of a word is available from the context in which it occurs. Students should be trained in
guessing the meaning of words using the contextual clues available. The meaning of some words can be given through
pictures. For many verbs, actions can be used to show their meaning, for example, ‘laughed’.

Attempt Exercise B 1.

Feedback:
Give feedback on responses and correct any answer if required.

Day 3: ADDITIONAL HELPFUL RESOURCES: ADJECTIVE PHRASES Writing skill

00/00/00 Brainstorming
15 min State whether the underlined phrases in the sentences are noun phrases, adjective phrases, or adverb phrases: Creative
thinking skills
1. The play was not all that bad.
2. Both of her younger sisters are still in college.
3. Her new dress was really expensive but very beautiful.
4. This works out really well for now.
5. We drove very slowly and carefully through the snowstorm.
6. Ali’s room had wallpaper that was yellow with stripes.
7. We finished school in no time.
8. With a bright vibrant look, his suit drew everyone’s attention.
9. I wore one of my father’s old ties to school.
10. Everyone put their hands together when they announced the winner.
Date and Content and teacher activity Formative
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Class Work: Learning about Language

Attempt Ex: C 1, 2, 3.

Homework:

Complete any incomplete work.

Workbook Exercise:
10 min Writing skill
Workbooks are designed to support classroom learning and to provide the students an opportunity to develop their Independent
writing skills and practice their grammar. Generally filled with practice problems, with empty space after each question thinking
so that the answers can be written directly in the book. Revision
Workbooks ensure that the students are acquiring the required learning outcomes of the selected topic / course. Each Practise
student’s learning style is different. There, merely attending the class or attempting the couple of exercises present in the
textbook may not be enough for each and every student to grasp the concept. Workbooks ensure that the students get the
chance to go through multiple types of exercise for the same activity but being approached in a different manner, that
helps them get a better conceptual clarity.

Advantages of Workbook:

 Making lessons more effective

 Introducing fun learning
 Development of independent thinking
 Ensuring better parent involvement
 To keep children engaged
 To help reduce screen time
 Practice makes perfect
 Enable easy revision
 Help in gauging student’s performance
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 Help evaluate class progress

 Bring a structure to the learning process

Workbook: Class work

Attempt workbook exercises.

HOMEWORK:
Complete any incomplete work.
Day 4: Activity: Listening and pronunciation skills Verbal response
00/00/00 Role play
15 min This activity will sharpen the students’ listening and pronunciation skills.
Divide the class in pairs and ask the students to conduct the activity on their own. Keep an eye on the students to see how
they are carrying on, however, let them take charge.
Make sure that the students are enunciating the words properly and making the questions correctly. The point of this
exercise is not to check their speaking and listening and most importantly their question making skills in a particular
tense. Move on when the students are able to speak and convey their message properly to the other party.

Class Work:
Attempt Ex: D.

Feedback:
Give feedback on responses and correct any answer if required.

Day 5: Activity: Dialogue Writing Verbal response

00/00/00 Writing skills
20 min
Date and Content and teacher activity Formative
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Rules for Dialogue Writing: Reading skills

1. Each speaker gets a new paragraph Speaking skills
2. What is said by the characters goes inside the inverted commas Listening skills
3. Each paragraph, except for the start of the chapter or scene break, is indented
4. Long speeches, with several paragraphs, do not have end quotations Composition
5. Use single inverted comma when the character quotes someone else skills
6. Focus on the important information, skip the small talk
7. Cut out greetings
8. Keep your dialogue brief and impactful
9. Make each character unique
Basic mistakes to avoid:
1. Long dialogue paragraphs
2. Use a character’s name repeatedly
3. Dumping information through dialogue
4. Repetitive dialogue
5. Repetitive dialogue styles

Discuss the composition with the students and make sure that they understand the concept in detail. Provide them with
everything that they may require and keep providing them assistance whenever required.

Class Work: Composition

Attempt Exercise E in class.

Feedback:
Give feedback if required.

Homework:
Date and Content and teacher activity Formative
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Complete any incomplete work.

05 min Plenary: Ask the students the following questions:

Write the dictionary definitions of new terms learnt today. Brainstorm
Written
Response

ASSESSMENT REFLECTION