182120085-Passport-G5-Teacher Companion Book-English-Part1-A

Day 2/5 Day Annual Day: 5/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 13 min Activity Method: • Divide the class into groups of four. • Write the prefixes ‘un-’, ‘in-’, ‘im-’, ‘dis-’ and ‘mis-’ on one side of the board. Write a list of words on the other side. • Give each group five minutes to combine the prefixes and words to create as many new words as they can. Learners must write their words in their books. • Clap twice to indicate that the time is up, and ask each group to share their words. The group with the most number of correct words wins. Class Pulse Check – CW HW – – Page 48

Day 3/5 Day Annual Day: 6/64 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Revise the concept of nouns and their types by completing practice exercises (Grammar)  Identify and sort nouns according to their types (Grammar) Transactional Tip(s) Duration: 7 min Monitoring Comprehension (4 min): Ask learners to read the practice passage under the ‘Grammar’ section silently and underline the nouns in it. Then, ask learners to volunteer and share the nouns with the class. Nominate other learners to then sort each noun read out into the correct column of the table on Pg. 5. Clarify doubts regarding the category of certain nouns from the passage. Silent Reading (3 min): Ask learners to silently read the revision tree diagram about the types of nouns. Then, elicit examples of common, proper and collective nouns from learners. Class Pulse Check – Duration: 6 min CW HW Ex. 3.1 (3 min) – Ex. 3.2 (3 min) Page 49

Day 3/5 Day Annual Day: 6/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 10 min Direct Instruction (5 min): • Explain the meaning, usage and importance of abstract nouns. Use the explanation and examples given in the book. • Emphasise the fact that abstract nouns cannot seen or touched. • Also explain the term ‘abstract’ as the opposite of something concrete or physical. • Explain that abstract nouns are about ideas, concepts or feelings. • Show the IMAX chart on abstract nouns to help learners understand the topic better. Reading Aloud (5 min): Nominate learners to read the abstract nouns from the table on Pg. 6. Ask learners to raise their hands and share one abstract noun each that is formed from an adjective, verb and a common noun. Class Pulse Check Duration: 1 min 1) Make abstract nouns from the words ‘good’, ‘sick’ and ‘curious’. CW HW – – Page 50

Day 3/5 Day Annual Day: 6/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 5 min Brainstorming (3 min): Ask learners to observe the pictures and sort the nouns into the columns given under Ex. 3.1. Walk around the classroom and ensure that all learners are sorting the nouns correctly. Practice (2 min): • Ask learners to underline the abstract nouns under Ex. 3.2. Nominate learners and ask them to give the answers while the others check their work. • Learners can be asked to complete Ex. 3.3 as homework to practise abstract nouns as well as the noun types learnt earlier. Class Pulse Check – CW HW Ex. 3.3 – Page 51

Day 4/5 Day Annual Day: 7/64 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Rewrite sentences by correcting the usage of punctuation marks and capital letters (Language in Use)  Use the colon and semicolon appropriately (Language in Use) Transactional Tip(s) Duration: 9 min Monitoring Comprehension: • Nominate a learner to come up to the board and write the first sentence of the practice exercise, under the ‘Language in Use’ section, by using the correct punctuation marks. • Ask that learner to nominate another learner to come forward and circle those letters in that sentence which should be in capital letters. • In this way, let learners keep nominating each other till the practice exercise is completed. • Give feedback on the accuracy of each sentence written on the board. Class Pulse Check – Duration: 6 min CW HW Ex. 4.2 – Page 52

Day 4/5 Day Annual Day: 7/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 7 min Reading Aloud: • Ask learners to volunteer and read out the explanations and corresponding examples for each of the punctuation marks given in the table on Pgs. 8 and 9. • Elicit further examples for each punctuation mark. • Then, ask learners to silently read the sentences under Ex. 4.1. • Discuss the answers in class and ask learners to complete the exercise as homework. Class Pulse Check – CW HW – – Page 53

Day 4/5 Day Annual Day: 7/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 5 min Direct Instruction: • Explain the usage of the colon and semicolon using the explanations and examples from the book. • On the board, write the instances when these punctuation marks are used. • Leave this information on the board for learners to refer to while completing Ex. 4.2 in class. • Discuss the answers so that learners can check their work. Class Pulse Check – CW HW – – Page 54

Day 4/5 Day Annual Day: 7/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 2 min Silent Reading: In the remaining time, ask learners to read the sentences under Ex. 4.3 and clarify any doubts they have about the punctuation marks to be used. Ask learners to complete the exercise as homework. Class Pulse Check – CW HW Exs. 4.1 & 4.3 – Page 55

Day 5/5 Day Annual Day: 8/64 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Write an explanatory paragraph using linking words (Formal Writing)  Write an explanatory paragraph with the help of hints (Formal Writing)  Observe a photograph and complete a character sketch (Creative Writing) Transactional Tip(s) Duration: 8 min Interactive Discussion: • Discuss a few ideas to complete Ex. 5.1 and list them in the form of phrases on the board. • Learners can then be asked to complete the paragraph independently. • Nominate learners to read their completed paragraphs in class. • Provide feedback and suggestions to improve the paragraphs that learners have written. Class Pulse Check Duration: 1 min 1) Will breaking the rules of a game make it fair? Why or why not? Duration: 10 min CW – HW Ex. 5.1 (5 min) Ex. 6 (5 min) Page 56

Day 5/5 Day Annual Day: 8/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 4 min Peer Learning – Pair: • Divide the class into pairs. Ask learners to discuss with their partners and list different things that one can do to show that they care about their family members. • Encourage learners to share ideas with each other and suggest pointers to each other as well. • You can also assign family members to each learner in a pair. E.g.: Learner 1 speaks about caring for one’s parents, pets and distant relatives like uncles and aunts, whereas Learner 2 speaks about caring for one’s grandparents and siblings. • Ask learners to make notes and use these points to complete Ex. 5.2 as homework. Class Pulse Check – CW HW – – Page 57

Day 5/5 Day Annual Day: 8/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 6 min Brainstorming (2 min): Allow learners two minutes to read the outline under Ex. 6 and to observe the photograph of the two girls. Then, ask them to join and complete the sentences using suitable words and phrases. Reading Aloud (4 min): • Nominate one learner to read out their paragraph in class. • Ask the others to suggest additions or improvements to the paragraph. • Provide feedback for the paragraph read out as well as the suggestions given by the class. • Commend the learner who read out their paragraph in class. Class Pulse Check – CW HW – – Page 58

Day 5/5 Day Annual Day: 8/64 Actual Date: __________ Progress Duration: Transactional Tip(s) – Class Pulse Check – CW HW Ex. 5.2 – Page 59

My Reflections Progress Passbook 5 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by ___ days OR Slow down by ___ days  Academic Coordinator’s Signature: Page 60

English Textbook Allocated Teaching Days 3 Speed up/Slow down Plan Non-detailed Prose: Lesson 2 – The Happy Prince Lesson Connect Theme: Peace and Harmony Day No. Planned Summary of Day’s Plan This lesson is about a happy prince who tried to make others Date happy with the help of his friend, a swallow. Day 1 Let Us Start, I Read Desired Learning Outcomes for the Lesson Day 2 I Read, I Understand, I Speak L S Day 3 I Speak, Language Game, Connect the Dots • Listen to and repeat • Discuss with a partner words from the ways in which they can lesson help one another • Discuss why people help others without expectations R W • Read the story with • Write meanings of appropriate voice new words modulation and pronunciation Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX English Textbook ‒ Page 61

Day 1/3 Day Annual Day: 9/64 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Practise the pronunciation of words from the lesson (Listen and say aloud)  Discuss warm up questions leading to the lesson (Warm Up)  Read the lesson silently (I Read) New Words: sapphire, ruby, swallow, migrating, square, gathering, gratitude, precious Transactional Tip(s) Duration: 10 min Practice (5 min): Drill the pronunciation of the new/difficult words from the lesson that are given under ‘Listen and say aloud’ with the class as a whole. Interactive Discussion (5 min): Read out the ‘Warm Up’ questions and conduct a lively discussion on helping others. Encourage learners to share their experiences and opinions. Class Pulse Check ‒ CW HW ‒ ‒ Page 62

Day 1/3 Day Annual Day: 9/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 17 min Silent Reading (10 min): Ask learners to read the lesson silently. Encourage them to underline any words that they find difficult. Summarising (7 min): • Ask learners to volunteer and share what they have understood so far from their reading of the lesson. • Draw an event-line while they speak. • Ensure you address any words that learners find difficult. • Encourage learners to try and guess the meanings from context. Class Pulse Check Duration: 2 min 1) What was the prince’s statue made of? (Pg. 11, Q. 1) 2) Who came to rest at the foot of the statue one day? (Pg. 11, Q. 2) 3) To whom was the first eye given? 4) Why did the swallow feel warm despite it being cold? CW HW Ask learners to read the story as ‒ homework. Page 63

Day 2/3 Day Annual Day: 10/64 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Read the lesson silently to revise the story (I Read)  Discuss the meanings of the new words (New words)  Discuss with a partner ways in which one can help the other and vice versa (I Speak) Transactional Tip(s) Duration: 20 min Silent Reading (7 min): Ask learners to read the lesson silently to revise the lesson. Peer Learning – Pair (2 min): Ask learners to pair up and write the meanings and then, make sentences with the new words given in the ‘New words’ table. Ask a few pairs to share their sentences and meanings for the class to check and compare. Activity Method (11 min): Ask learners to stay in pairs and discuss ways in which they can help one another, to complete the pair discussion activity under ‘I Speak’. Encourage a few pairs to come up and share their ideas with the rest of the class. Class Pulse Check Duration: 1 min 1) Why was the prince called ‘the happy price’? (Pg. 11, Q. 3) 2) What did the people of the city do when they saw the bare statue? (Pg. 11, Q. 4) 3) What is the meaning of ‘gratitude’? Duration: 8 min CW HW Ex. 1 ‒ Page 64

Day 3/3 Day Annual Day: 11/64 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Discuss the questions in groups and practise making arguments (I Speak)  Unscramble jumbled words from the story (Language Game)  Integrate the theme of the lesson with other subjects (Connect the Dots) Transactional Tip(s) Duration: 14 min Activity Method (12 min): Divide the learners into four groups and allow learners to discuss the questions given for group discussion under ‘I Speak’. Then, ask each group to come forward and share their opinions. Encourage each member of the group to participate. Activity Method (2 min): Ask learners to scramble five words from the text and challenge their partners to unscramble them. Then, ask them to complete the ‘Language Game’ independently. Do a quick check of the answers with the class as a whole. Class Pulse Check ‒ Duration: 5 min CW HW Language Game ‒ Page 65

Day 3/3 Day Annual Day: 11/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 10 min Practice (5 min): Allow two or three minutes to learners to solve the word problem under Maths Fun and discuss the answer with the class as a whole. Activity Method (5 min): Read the Science Fun aloud and ask learners to discuss why birds migrate. Where do they start from and where do they go? Also discuss whether humans need to migrate and why. Class Pulse Check ‒ CW HW ‒ ‒ Page 66

My Reflections Progress Passbook 3 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by ___ days OR Slow down by ___ days  Academic Coordinator’s Signature: Page 67

English Workbook Allocated Teaching Days 5 Speed up/Slow down Plan Module 2: The Happy Prince Prior knowledge needed (for the learners): Day No. Planned Summary of Day’s Plan Date  Grammar: Subject, object, relative, possessive, reflexive and demonstrative pronouns  Language in Use: Countable and uncountable nouns Day 1 I Listen Desired Learning Outcomes for the Lesson Day 2 Vocabulary V G Day 3 Grammar • Formulate spellings of • Replace nouns with words with the long appropriate subject and Day 4 Language in Use ‘e’ sound object pronouns Day 5 Formal Writing, Creative Writing • Complete a word • Identify the types of search puzzle with pronouns and complete words that have the sentences with them long ‘e’ sound W L • Write informal letters • Identify and sort using the correct countable and format uncountable nouns • Describe a character • Use appropriate terms based on a photograph to refer to countable and hints and uncountable nouns Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX English Workbook 1) Six dictionaries (Day 2) 2) Listening audio 2) Slips of paper with flipbook/pendrive (Day 1) sentences that have relative pronouns (Day 3) 3) Chart: Abstract Nouns & Pronouns (Day 3) 3) A few six-sided dice (Day 4) Page 68

Day Day Annual Day: Actual Date: __________ Progress Transactional Tip(s) Duration: Note to Teacher: The module page is a summary of the topics covered in this module. Class Pulse Check – CW HW – – Page 69

Day 1/5 Day Annual Day: 12/64 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Write the sentences dictated (I Listen)  Listen to an audio piece and choose the correct options (I Listen) Transactional Tip(s) Duration: 18 min Reading Aloud (8 min): • Read the dictation sentences aloud from the Teacher Reference section. • Read each sentence twice, and ask learners to write it under Ex. 1.1. • Nominate learners to come up to the board and write each sentence. The other learners can be asked to say whether the spellings of the words in each sentence are correct or not. • Ask learners to write the correct spellings of incorrect words thrice, on the board, for practice. Practice (10 min): Play the audio the first time and allow learners to listen. Replay the audio and ask learners to write answers to Ex. 1.2 in their books. Ask learners to share the answers and discuss them with the class as a whole. Class Pulse Check Duration: 1 min 1) Which state is the major producer of tea in India? Duration: 10 min CW – HW Ex. 1.1 (5 min) Ex. 1.2 (5 min) Page 70

Day 2/5 Day Annual Day: 13/64 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Formulate spellings of words with the long ‘e’ sound (Vocabulary)  Complete a word search puzzle with words that have the long ‘e’ sound (Vocabulary) Transactional Tip(s) Duration: 15 min Direct Instruction (5 min): Read out the explanation under the ‘Vocabulary’ section. Explain each bulleted and numbered point with appropriate examples. Activity Method (10 min): • Divide the class into groups of six. Provide each group with a dictionary. • Ask the groups to look for words with the letter pairs given under Ex. 2.1. The fastest group to find four words for each of the letter pairs wins. • Ask learners to read out their words and give feedback on the pronunciation of the words. • Also ask learners to identify whether the long ‘e’ sound is coming at the beginning, middle or end of each word. Class Pulse Check Duration: 1 min 1) Does the word ‘search’ have the long ‘e’ sound? Duration: 10 min CW – HW Ex. 2.1 (5 min) Ex. 2.2 (5 min) Page 71

Day 2/5 Day Annual Day: 13/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 3 min Practice: • Ask learners to complete Ex. 2.2 to find words with the long ‘e’ sound. • Ask learners to practise pronouncing each word correctly. • Also ask them to point out the letter pairs that make the long ‘e’ sound in each word. Class Pulse Check – CW HW – – Page 72

Day 3/5 Day Annual Day: 14/64 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Replace nouns with the appropriate subject and object pronouns (Grammar)  Identify and use the correct pronouns in exercises (Grammar) Transactional Tip(s) Duration: 8 min Summarising (2 min): Show the IMAX chart on pronouns and revise the function of pronouns. Questioning (3 min): Frame a few sentences using names of learners and objects in the subjects and objects of the sentences. Then, nominate learners to replace the subjects and objects with the correct subject and object pronouns. Monitoring Comprehension (3 min): Nominate learners to frame sentences using the possessive and reflexive pronouns you call out. Check whether learners are using the pronouns correctly. Provide feedback where needed. Ensure that all learners get an opportunity to participate in one or more of these practice activities. Class Pulse Check – Duration: 6 min CW HW Ex. 3.1 (3 min) – Ex. 3.2 (3 min) Page 73

Day 3/5 Day Annual Day: 14/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 15 min Activity Method (5 min): Write several sentences on slips of paper using relative pronouns in the middle. Then, cut up the strips into three pieces – the beginning of the sentences, the relative pronoun part, and the end of the sentences. Shuffle all the pieces together and give them to a group of three or four learners. They must then work together to assemble each of the sentences correctly with the pieces that you have given them using contextual clues. Activity Method (8 min): Divide the class into two teams. Have each team take turns choosing an object in the room to give clues about. Each clue should start with: ‘This/That/These/Those is/are…’ Each team will give three clues for its chosen object. The other team gets a point for guessing the object. Play this game for a few rounds to practise demonstrative pronouns. Practice (2 min): Ask learners to complete Exs. 3.1 and 3.2 independently. Then, discuss the answers with the class as a whole. Assign Ex. 3.3 as homework. Class Pulse Check – CW HW Grammar: Ex. 3.3 – Page 74

Day 4/5 Day Annual Day: 15/64 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Sort nouns into countable and uncountable nouns (Language in Use)  Use appropriate expressions to refer to the amount, quantity or number of countable and uncountable nouns (Language in Use) Transactional Tip(s) Duration: 5 min Brainstorming: Ask learners to observe the pictures in the practice exercise and sort them into countable and uncountable nouns. Discuss the answers and ask learners to justify why they have classified a noun as countable or uncountable. Class Pulse Check – Duration: 6 min CW HW Ex. 4.1 (3 min) – Ex. 4.2 (3 min) Page 75

Day 4/5 Day Annual Day: 15/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 12 min Direct Instruction (4 min): Explain the concept and proper usage of countable and uncountable nouns using the explanation and examples from the book. Activity Method (8 min): • Put learners into pairs, and give each pair one standard six-sided dice. • Ask learners to take turns rolling the dice. If they roll a one, two or three, they make a statement using a countable noun. • If they roll a four, five or six, they make a statement about the classroom using an uncountable noun and its appropriate quantifier. • If a pair can give a correct statement, they get a point. • The first pair to score five points wins. Class Pulse Check Duration: 1 min 1) Is ‘freedom’ countable or uncountable? CW HW – – Page 76

Day 4/5 Day Annual Day: 15/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 4 min Practice: Ask learners to complete Exs. 4.1 and 4.2 to practise the concept of countable and uncountable nouns. Then, discuss the answers with the class as a whole. Assign Ex. 4.3 as homework. Class Pulse Check Duration: 1 min 1) I took out a spoon of syrup to put over the cone of ice cream. – Pick out countable nouns from the above sentence. CW HW Ex. 4.3 – Page 77

Day 5/5 Day Annual Day: 16/64 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Write informal letters using the correct format (Formal Writing)  Write a character sketch based on a photograph and hints (Creative Writing) Transactional Tip(s) Duration: 4 min Monitoring Comprehension: • Ask learners to read the different parts of an informal letter and revise them with their books closed. • Put the points that learners share up on the board for reference. Class Pulse Check Duration: 1 min 1) If you write a letter to your mother, would it be formal or informal? Duration: 10 min CW – HW Ex. 5.1 (5 min) Ex. 6 (5 min) Page 78

Day 5/5 Day Annual Day: 16/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 5 min Brainstorming: • Discuss phrases for an informal letter of apology and note them in the form of a mind map on the board. • Then, have learners complete Ex. 5.1 independently. • Ask a few learners to volunteer and read their letters in class. • Discuss what improvements could be made to these letters. However, do appreciate the learners who volunteer to share their letters. Class Pulse Check – CW HW – – Page 79

Day 5/5 Day Annual Day: 16/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 5 min Peer Learning – Group: • Form groups and ask learners to share a point each about what should be written in the letter under Ex. 5.2. • Let learners within a group suggest additions or improvements to the ideas shared by their group members. • Ask learners to make notes of the points discussed and complete Ex. 5.2 as homework. Class Pulse Check – CW HW – – Page 80

Day 5/5 Day Annual Day: 16/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 4 min Summarising: • Discuss how to write a character sketch and emphasise on the important details that complete a character sketch. • Then, discuss phrases that can be used to complete Ex. 6. • Ask learners to then frame sentences and draw the character sketch of the girl in the photograph under Ex. 6. Class Pulse Check – CW HW – – Page 81

Day 5/5 Day Annual Day: 16/64 Actual Date: __________ Progress Duration: Transactional Tip(s) – Class Pulse Check – CW HW Ex. 5.2 – Page 82

My Reflections Progress Passbook 5 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by ___ days OR Slow down by ___ days  Academic Coordinator’s Signature: Page 83

English Textbook Allocated Teaching Days 4 Speed up/Slow down Plan Poem: Lesson 3 – Community Peace Lesson Connect Theme: Peace and Harmony Day No. Planned Summary of Day’s Plan This is a poem about the importance of maintaining peace and Date harmony in our communities. Day 1 Let Us Start, I Read, I Understand Desired Learning Outcomes for the Lesson Day 2 I Understand, I Speak, Language Game L S Day 3 Connect the Dots , Speaking Project • Listen to and repeat • Recite a poem on peace rhyming words from • Create and share Day 4 Reading Comprehension the lesson sentences that reflect R peace and those that do not • Read the poem with • Speak about the Nobel appropriate voice Peace Prize modulation and pronunciation W • Read the questions that • Write answers to follow the lesson questions based on the poem • Practise reading comprehension • Write meanings of new words Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX English Textbook 1) Chits of paper with words related to peace (Day 2) Page 84

Day 1/4 Day Annual Day: 17/64 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Practise pronunciation of words from the poem (Listen and say aloud)  Discuss questions leading to the poem (Warm Up)  Read the poem with appropriate expressions (I Read)  Discuss word meanings (New words) New Words: harmony, community, relations, conflict, embrace Transactional Tip(s) Duration: 7 min Practice (4 min): Drill the pronunciation of rhyming words from the poem that are given under the ‘Listen and say aloud’ section. Interactive Discussion (3 min): Discuss the ‘Warm Up’ questions with the class as a whole. Allow learners to share their opinions and views. Class Pulse Check Duration: 1 min 1) What rhymes with ‘find’? Duration: 5 min CW HW Ex. 1 ‒ Page 85

Day 1/4 Day Annual Day: 17/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 15 min Page 86 Reading Aloud (9 min): • Read the poem with appropriate voice modulation and pace. Tell learners that the poem is about maintaining peace and harmony by having a caring heart and by being open to new things. • Ask learners to reread the poem for better comprehension and to practise voice modulation and intonation. Peer Learning – Pair (6 min): • Ask learners to write the meanings of the words given under Ex. 1 after they discuss them in pairs. Ask them to make sentences with any three words. • Ask learners to mark the answers for Exs. 2 and 3 in pairs. Encourage them to ask you for help if they are confused. They can be asked to complete the answers at home. Class Pulse Check Duration: 1 min 1) Which two things go together? (Pg. 15, Q. 1) 2) What is the key to peaceful nations? (Pg. 15, Q. 2) 3) What is the key to peaceful nations? (Pg. 15, Q. 3) 4) How does peace grow in a community? CW HW Ask learners to read the poem as ‒ homework; Exs. 2 & 3

Day 2/4 Day Annual Day: 18/64 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Discuss answers to questions based on the poem (Literature comprehension, Value-based questions)  Practise recitation skills (I Speak)  Frame sentences and practise speaking (I Speak)  Identify words related to peace (Language Game) Transactional Tip(s) Duration: 16 min Peer Learning – Group (6 min): • Ask learners to get into groups of four and discuss their answers to Exs. 2 and 3 that they have written. • Go around the class to provide feedback and clarify doubts. Activity Method (10 min): Divide learners into groups for the role play activity under ‘I Speak’. Allow them time to brainstorm the sentences. Encourage different groups to write about various real-life situations and then share them with the rest of the class who can then try and guess. Class Pulse Check Duration: 1 min 1) What is the poem about? (Pg. 15, Q. 1) CW HW ‒ ‒ Page 87

Day 2/4 Day Annual Day: 18/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 12 min Reading Aloud (5 min): Nominate learners to read the poem under ‘I Speak’. Provide feedback on pronunciation and intonation. Peer Learning – Pair (7 min): • Prepare chits of various words from the poem or related to peace for the ‘Language Game’. You can use the Teacher Reference section for this lesson for a list of words for this activity. • Ask learners to form two teams. • One member at a time comes, picks a chit and enacts the word with no sound. The team members have to guess the word. • The team able to guess the most words correctly wins. Class Pulse Check ‒ ‒ CW HW Make groups and assign topics for the Speaking Project for the next class. Page 88

Day 3/4 Day Annual Day: 19/64 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Integrate the theme of the lesson with other subjects (Connect the Dots)  Practise presentation skills (Speaking Project) Transactional Tip(s) Duration: 6 min Practice (2 min): Ask learners to take a minute or two to solve the word problem under Maths Fun. Discuss the answer with the class as a whole. Interactive Discussion (4 min): Nominate learners to read out from the Social Studies Fun. Carry out a brief discussion on the importance of having an organisation to ensure world peace. Class Pulse Check – CW HW ‒ ‒ Page 89

Day 3/4 Day Annual Day: 19/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 23 min Activity Method (8 min): Ask learners to get into four groups as per the topics assigned to them and allow learners to discuss the questions given under their topics. Then, ask each group to come forward and present on their topics. Encourage each member of the group to participate. Practice (15 min): Ask the groups to present the topics they were assigned. The class, as a whole, can decide which the best presentation was. Ensure that individual members participate. You can use the Speaking Rubric provided in this Teacher Companion Book to provide more individualised feedback. Class Pulse Check ‒ CW HW ‒ ‒ Page 90

Day 4/4 Day Annual Day: 20/64 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Read and discuss the given passages (Reading Comprehension)  Answer questions based on the passages (Reading Comprehension) Transactional Tip(s) Duration: 10 min Reading Aloud (7 min): Ask learners to read out the first passage. Interrupt their reading and discuss the information given in the passage as and when required. Silent Reading (3 min): Ask learners to then read the passage silently once again. Class Pulse Check Duration: 1 min 1) Who came and stood in front of the bully? Duration: 5 min CW HW Passage 1 ‒ Page 91

Day 4/4 Day Annual Day: 20/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 10 min Interactive Discussion (5 min): • Discuss the answers to the questions and outline where the answers are in the passage. • For the grammar and vocabulary questions, ask learners to volunteer answers with reasons. Silent Reading (5 min): Ask learners to read the second passage silently along with the questions below it. Class Pulse Check Duration: 1 min 1) Why was the emperor sad? CW HW ‒ ‒ Page 92

Day 4/4 Day Annual Day: 20/64 Actual Date: __________ Progress Transactional Tip(s) Duration: 2 min Summarising: Nominate learners to summarise the events of the story under Passage 2. The questions can be answered as homework. Class Pulse Check ‒ CW HW Passage 2 ‒ Page 93

My Reflections Progress Passbook 4 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by ___ days OR Slow down by ___ days  Academic Coordinator’s Signature: Page 94

English Workbook Allocated Teaching Days 1 Speed up/Slow down Plan Module 3: Community Peace Prior knowledge needed (for the learners): – Day No. Planned Summary of Day’s Plan Date Day 1 I Listen, Vocabulary Desired Learning Outcomes for the Lesson V G • Choose the correct – words and fill in the blanks according to the context of sentences L W – – Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX English Workbook – 2) Listening audio flipbook/pendrive (Day 1) Page 95

Day Day Annual Day: Actual Date: __________ Progress Transactional Tip(s) Duration: Note to Teacher: The module page is a summary of the topics covered in this module. Class Pulse Check – CW HW – – Page 96

Day 1/1 Day Annual Day: 21/64 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Write the words dictated (I Listen)  Listen to an audio piece and answer questions (I Listen)  Use vocabulary according to context (Vocabulary) Transactional Tip(s) Duration: 10 min Reading Aloud (3 min): • Read the dictation words aloud from the Teacher Reference section. • Read each word twice, and ask learners to write it under Ex. 1.1. • Nominate learners to come up to the board and write each word. The other learners can be asked to say whether the spellings are correct or not. • Ask learners to write the correct spellings of incorrect words thrice, on the board, for practice. Practice (7 min): Play the audio the first time and allow learners to listen. Replay the audio and ask learners to write answers to Ex. 1.2 in their books. Ask learners to share the answers and discuss them with the class as a whole. Class Pulse Check – Duration: 13 min CW – HW Ex. 1.1 (5 min) Ex. 1.2 (5 min) Ex. 2.1 (3 min) Page 97