182920061-Traveller-G4-Teacher Companion Book-English-Part1-A

Day 4/5 Day Annual Day: 4/63 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Discuss questions related to the lesson in pairs (I Speak)  Discuss a part of the story in groups and act out the story ( I Speak)  Drill pronunciation of difficult words from the lesson (Listen and Say Aloud)  Practise listening to and writing spellings of words dictated (Word Dictation) Transactional Tip(s) Duration: 25 min Peer Learning – Group (15 min): • Divide the class into pairs. Ask learners to discuss the pair discussion activity under ‘I Speak’. Ask them to share their points of view with the class. • Divide the class into groups. Give the groups some time to prepare for the role play. Once they are prepared, ask them to present it in class. Practice (5 min): Read aloud the words given under ‘Listen and Say Aloud’ with proper pronunciation for learners and ask them to repeat in order to drill the pronunciation. Practice (5 min): Dictate the words for dictation from the Teacher Reference section. Repeat the words if required. Discuss the spellings in class. Class Pulse Check ̶ Duration: 4 min CW HW Dictation ̶ Page 48

Day 5/5 Day Annual Day: 5/63 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Narrate the story taking turns (Language Game)  Listen to the audio piece and write the answers (Listening Audio)  Integrate the theme of the lesson with other subjects (Connect the Dots) Transactional Tip(s) Duration: 11 min Summarising (6 min): Play the ‘Start and Stop’ game. Encourage the entire class to participate. Nominate a learner to start summarising the lesson, say ‘stop’ at a point and ask that learner to choose another learner to continue by saying ‘start’. Practice (5 min): • Play the audio the first time and allow learners to listen. • Replay the audio and ask learners to write the correct answers. Then, discuss the answers with the class as a whole. Class Pulse Check ̶ Duration: 8 min CW HW Listening Audio ̶ Page 49

Day 5/5 Day Annual Day: 5/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 10 min Activity Method (6 min): • Encourage learners to read up on how clothes are made. You can also refer to the Teacher Reference section for a basic explanation of how cloth and clothes are made. • Divide learners into groups. Give different groups different types of fabric – cotton, silk and woollen to research and present on. • Ask the groups to find out how those clothes are made as homework. Encourage groups to make a flowchart based on the production of each kind of cloth. Ask them to display their charts in class in the coming week. Practice (4 min): Ask learners to solve the word problem under Maths Fun. Discuss the answer with the class as a whole. Class Pulse Check ̶ ̶ CW HW Make a chart on how clothes are made. Page 50

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 51

Grammar & Composition Allocated Teaching Days 3 Speed up/Slow down Plan Nouns, W1 Prior knowledge needed (for the learners): Day No. Planned Summary of Day’s Plan Date  Proper, common, collective and material nouns  Noun genders Day 1 Nouns Desired Learning Outcomes for the Lesson Day 2 Nouns G Day 3 W1: Formal Writing and Creative Writing • Revise noun types and genders • Identify and sort nouns according to their types and genders W Complete an C explanatory paragraph • using linking words ̶ • Describe a picture Other Resources • Express one’s opinion 1) Chits with nouns written about a picture on them (Day 1) Lesson Preparation Notes IMAX Resources 2) One chart paper (Day 1) 3) Coloured marker (Day 1) 1) IMAX Grammar and Composition Page 52

Day 1/3 Day Annual Day: 6/63 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Revise types of nouns and noun genders (Nouns)  Sort nouns as per their types and gender (Nouns) Transactional Tip(s) Duration: 11 min Activity Method (5 min): Prepare chits with various types of nouns and put them into a pouch. Nominate learners to come, pick chits and state the noun, its type as well as the gender of the noun. Try to give maximum number of learners a chance to participate in the activity. Monitoring Comprehension (6 min): Ask learners to read from the ‘Remember’ box on Pg. 1. Then, ask them to raise their hands and explain the different types of nouns in their own words. Nominate learners to give new examples for each type of noun. Note this information on a chart paper and put it up in the class for reference. Class Pulse Check Duration: 1 min 1) Is ‘family’ a collective noun or a proper noun? 2) Is ‘eraser’ a material noun or a common noun? Duration: 5 min CW HW Nouns: Ex. 1 ̶ Page 53

Day 1/3 Day Annual Day: 6/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 12 min Reading Aloud (4 min): Nominate four learners to read out each of the noun gender explanation and examples given in the book. Brainstorming (6 min): Ask learners to brainstorm and share examples of other masculine-feminine gender pairs. Also ask learners to raise their hands and name neuter gender nouns that they see in the classroom. Finally, ask them to give examples of occupations that would come under common gender nouns. Ask learners to complete Ex. 2 at home to further practise noun genders. Practice (2 min): Ask learners to complete Ex. 1 to practise sorting nouns as per their types and genders. Read out the answers and ask learners to check their own work. Class Pulse Check ̶ CW HW Nouns: Ex. 2 ̶ Page 54

Day 2/3 Day Annual Day: 7/63 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Differentiate between different types of nouns (Nouns)  Complete practice exercises based on revision of nouns (Nouns) Transactional Tip(s) Duration: 8 min Summarising (4 min): Ask learners to use the chart you put up in the previous class and summarise the noun types and genders. Ask learners to provide examples of collective nouns and material nouns. Peer Learning – Pair (4 min): Ask learners to discuss Exs. 3 and 4 with their partners. One learner in the pair can complete Ex. 3 and justify their answers to their partner. The other learner in the pair can do the same for Ex. 4. Discuss the answers in class once both exercises are completed. Class Pulse Check ̶ Duration: 10 min CW ̶ HW Nouns: Ex. 3 (3 min) Nouns: Ex. 4 (3 min) Nouns: Ex. 5 (4 min) Page 55

Day 2/3 Day Annual Day: 7/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 6 min Silent Reading (2 min): Ask learners to read the passage under Ex. 5 silently and then underline the nouns. Questioning (4 min): Once learners have read the passage under Ex. 5 and marked the nouns, ask questions such as the ones given in the exercise. Check whether learners are able to identify all nouns correctly and are able to differentiate between the various noun types and genders. Clarify any doubts that seem to be confusing the learners. Learners can then be asked to complete Ex. 5 and discuss the answers. Class Pulse Check Duration: 2 min 1) What gender is the word ‘classroom’? 2) The whole class agreed. – What is the gender of the word ‘class’? CW HW ̶ ̶ Page 56

Day 2/3 Day Annual Day: 7/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 3 min Reading Aloud (3 min): Nominate learners to read out the passage under Ex. 6 sentence by sentence. Other learners can raise their hands and share the nouns in each sentence. Ensure that all nouns are underlined. Prompt learners and point out the nouns that they miss in a sentence. Ask them to complete Ex. 6 at home along the same lines as Ex. 5. Class Pulse Check ̶ CW HW Nouns: Ex. 6 ̶ Page 57

Day 3/3 Day Annual Day: 8/63 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Use linking words to write a paragraph (Formal Writing)  Observe and describe a picture (Creative Writing)  Express an opinion about a particular issue (Creative Writing) Transactional Tip(s) Duration: 6 min Direct Instruction (4 min): Explain linking words with the help of the box on Pg. 6. Give examples of linking words such as ‘firstly’, ‘then’, ‘later’, ‘finally’ and so on to demonstrate how they are used. Questioning (2 min): Ask learners to come up with a few sentences in which they can use at least two of the linking words introduced above. Commend learners for correct usage of linking words. Class Pulse Check ̶ Duration: 12 min CW ̶ HW Formal Writing: Ex. 1 (5 min) Creative Writing: Ex. 2 (7 min) Page 58

Day 3/3 Day Annual Day: 8/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 7 min Interactive Discussion (3 min): Discuss points for Ex. 1 of ‘Formal Writing’. Ask learners what they can do to become understanding and caring members of their families. Note the points on the board. Learners can then use these points and complete the exercise using linking words. Brainstorming (4 min): Ask learners to observe the picture given under Ex. 2 of the ‘Creative Writing’ section. Ask them to write down a few observations or points in rough that describe the picture. They can then complete Ex. 2 independently. Class Pulse Check ̶ CW HW ̶ ̶ Page 59

Day 3/3 Day Annual Day: 8/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 4 min Reading Aloud (4 min): Nominate different learners to read out different parts of the picture description. Take some time to provide feedback. You can also read out snippets from the sample response given in the Teacher Reference section. This will give learners a better idea of how they can write. Class Pulse Check ̶ CW HW ̶ ̶ Page 60

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 61

English Literature Allocated Teaching Days 4 Speed up/Slow down Plan Non-detailed Prose: Lesson 2 – The Peaceful Lesson Connect Warrior Theme: Peace and Harmony Day No. Planned Summary of Day’s Plan This is a story about a warrior who carves a road through a Date mountain to help villagers connect to the rest of the world. Day 1 Warm Up, I Read Desired Learning Outcomes for the Lesson Day 2 I Read, New Words L S Day 3 I Speak, Listen and Say Aloud, Dictation • Listen to and repeat • Discuss and speak Day 4 difficult words on what one Language Game, Listening Audio, Connect understands by the Dots • Listen to the audio ‘peace’ and choose the correct options • Discuss and describe character traits R W • Read the story with • Listen to and appropriate voice write sentences modulation and dictated pronunciation Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX English Literature ̶ Book 2) Listening Audio flipbook/pendrive (Day 4) Page 62

Day 1/4 Day Annual Day: 9/63 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Discuss questions leading to the lesson (Warm Up)  Read the lesson with appropriate voice modulation and discuss the story (I Read) New Words: regretted, scared, single-handedly, carve, tunnel, revenge, fascinated, patience, rubble, kneeling, sword Transactional Tip(s) Duration: 27 min Interactive Discussion (7 min): Begin by reading out the ‘Warm Up’ questions and discussing learners’ responses to the questions. Encourage as many learners as possible to share their experiences. Reading Aloud (20 min): Nominate learners to read aloud the story turn by turn. Provide feedback on voice modulation, pronunciation, clarity and volume. Ensure you do this in a positive and non-threatening manner. Class Pulse Check Duration: 2 min 1) Why did the samurai run away? (Pg. 10) 2) How did the samurai decide to help the villagers? CW HW ̶ ̶ Page 63

Day 2/4 Day Annual Day: 10/63 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Practise reading the lesson with proper pronunciation and voice modulation (I Read)  Discuss and write the meanings of new words (New Words) Transactional Tip(s) Duration: 16 min Reading Aloud (10 min): Continue reading the lesson. Nominate learners to read aloud the story turn by turn. Provide feedback on voice modulation, pronunciation, clarity and volume. Ensure that you do this in a positive and non- threatening manner. Questioning (6 min): Ask the class to discuss whether the samurai should have been punished for the actions or forgiven for his good deed. Ask learners questions to reach their own view points. Encourage learners to share their views with the class and have a discussion around the same. You can bring in concepts of justice, fairness and forgiveness into the discussion. Class Pulse Check Duration: 2 min 1) How long did it take the samurai to dig halfway into the mountain? (Pg. 11) 2) Why did the young man not kill the samurai? Duration: 6 min CW HW New Words ̶ Page 64

Day 2/4 Day Annual Day: 10/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 5 min Interactive Discussion (4 min): Read out the new words from the ‘New Words’ table and discuss what they mean in the context of the lesson. Encourage learners to make a different sentence with each word. Practice (1 min): Ask learners to write the meanings of the new words in their own words in the table provided. Class Pulse Check ̶ CW HW ̶ ̶ Page 65

Day 3/4 Day Annual Day: 11/63 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Discuss and share one’s viewpoints on the questions (I Speak)  Discuss and describe the character traits of the samurai (I Speak)  Practise the pronunciation of new words (Listen and Say Aloud)  Practise listening to and writing sentences dictated (Sentence Dictation) Transactional Tip(s) Duration: 24 min Interactive Discussion (7 min): Divide the class into groups of four. Ask them to discuss questions for the group activity under ‘I Speak’ and share their view points with the class. Peer Learning – Group (8 min): Let learners remain in the same groups and give each group a different character trait. Ask learners to discuss what it would be like if the samurai embodied that character trait and to justify their response with examples. Encourage the groups to share their views with the class. Practice (3 min): Drill the pronunciation of difficult words from the lesson given under ‘Listen and Say Aloud’. Practice (6 min): Dictate the sentences for dictation from the Teacher Reference section. Repeat the sentences if required. Ask learners to exchange their books to check each other’s work while you write the sentences on the board for their reference. Class Pulse Check ̶ Duration: 5 min CW HW Dictation ̶ Page 66

Day 4/4 Day Annual Day: 12/63 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Identify words related to war and peace (Language Game)  Listen to the audio piece and choose the correct options (Listening Audio)  Integrate the theme of the lesson with other subjects (Connect the Dots) Transactional Tip(s) Duration: 11 min Activity Method (8 min): Tell the class about the game they will play under ‘Language Game’ with words related to war and peace. Read out the words from the Teacher Reference section and check if the learners are responding appropriately. Nominate learners to come forward and write the words under the correct columns. Practice (3 min): Play the audio the first time and allow learners to listen. Replay the audio and ask learners to mark the correct options. Then, discuss the answers with the class as a whole. Class Pulse Check ̶ Duration: 8 min CW HW Listening Audio ̶ Page 67

Day 4/4 Day Annual Day: 12/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 10 min Interactive Discussion (2 min): Nominate learners to read out the Social Studies Fun. Ask learners if they know of any female heroes. Practice (3 min): Allow a minute or two to learners to solve the word problem under Maths Fun and discuss the answer. Summarising (5 min): Ask learners to volunteer to summarise the story in their own words. They can also share what they liked or disliked about the story. Class Pulse Check ̶ CW HW ̶ ̶ Page 68

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 69

Grammar & Composition Allocated Teaching Days 4 Speed up/Slow down Plan Punctuation, W2, R1 Prior knowledge needed (for the learners): Day No. Planned Summary of Day’s Plan Date  Usage of full stop, comma, question mark and exclamation mark  Usage of capital letters as per M.I.N.T.S. table Day 1 Punctuation Desired Learning Outcomes for the Lesson G Day 2 Punctuation • Revise previously learnt punctuation marks Day 3 W2: Formal Writing and Creative Writing • Revise capital letters Day 4 R1: Reading Comprehension through the M.I.N.T.S. table • Complete practice exercises based on punctuation and capital letters W C • Observe the sample of an • Read and discuss the informal letter given passages • Complete an informal letter • Answer questions based on an outline based on the passages • Write a character sketch with the help of a photograph and an outline Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX Grammar and 1) Printouts of an informal Composition letter from the internet (Day 3) 2) IMAX Literature Book (Day 1) Page 70

Day 1/4 Day Annual Day: 13/63 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Complete practice exercises using punctuation marks and capital letters correctly (Punctuation)  Punctuate dialogues in statement form (Punctuation) Transactional Tip(s) Duration: 8 min Activity Method (3 min): Read out the functions of the different punctuation marks and ask learners to guess which punctuation mark you are describing. E.g.: I come at the end of all questions. Who am I? Ans. Question mark I help you end all statement sentences. Who am I? Ans. Full stop Practice (5 min): After the activity, ask learners to complete the practice exercise based on their knowledge of punctuation marks and capital letters. Discuss the answers in class. Class Pulse Check ̶ Duration: 2 min CW HW Punctuation: Ex. 1 ̶ Page 71

Day 1/4 Day Annual Day: 13/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 8 min Monitoring Comprehension (7 min): Write a few sentences on the board with incorrect usage of punctuation marks and capital letters. Ask learners to refer to the revision table on Pg. 10 as well as the M.I.N.T.S. table on Pg. 11 and correct the sentences you have written on the board. Try giving as many learners a chance as possible. Practice (1 min): Ask learners to complete Ex. 1 to further practise the usage of punctuation marks at the end of sentences based on the types of sentences (statement, question, exclamation). Class Pulse Check ̶ CW HW ̶ ̶ Page 72

Day 1/4 Day Annual Day: 13/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 11 min Direct Instruction (8 min): Explain how punctuation is used in dialogue. Use the examples given in the book. Point out the important things to keep in mind such as the comma that separates the quoted part, the use of single quote marks and the usage of capital letters in such sentences. Activity Method (3 min): Ask learners to open their Literature books. Ask them to find five examples from five different lessons where punctuation in dialogue is used for regular sentences or statements. Class Pulse Check ̶ CW HW ̶ ̶ Page 73

Day 2/4 Day Annual Day: 14/63 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Complete exercises to master the use of punctuation and capital letters (Punctuation) Transactional Tip(s) Duration: 6 min Brainstorming (5 min): Divide the class into three groups. Ask the groups to read Ex. 2. Group 1 has to brainstorm together and identify where capital letters need to be used. Group 2 has to identify where full stops need to be added. Group 3 has to identify where commas, question marks and exclamation marks need to be added. Give the groups three minutes for this task. Then, discuss the answers and correct the learners if they have missed anything. Learners can then be added to complete Ex. 2 independently. Practice (1 min): Ask learners to complete Ex. 4 based on their understanding of the usage of punctuation marks, capital letters and punctuation in dialogue. Ask them to complete Ex. 3 at home. Class Pulse Check ̶ Duration: 12 min CW ̶ HW Punctuation: Ex. 2 (3 min) Punctuation: Ex. 4 (6 min) Punctuation: Ex. 5 (3 min) Page 74

Day 2/4 Day Annual Day: 14/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 8 min Peer Learning – Group (8 min): Form groups of five. Ensure that each group has one learner who has understood the topic well. Ask each group to read out the passage under Ex. 5 amongst themselves. Then, ask them to try correcting the punctuation errors and rewriting the passage. Let each group be guided by the learner who has grasped the topic well. Walk around the class to ensure that all groups are on the right track. Provide feedback and suggestions wherever required. Class Pulse Check ̶ CW HW ̶ ̶ Page 75

Day 2/4 Day Annual Day: 14/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 2 min Silent Reading (2 min): If time permits, ask learners to read the passage silently under Ex. 6 and mark places where changes need to be made in terms of punctuation and capital letter usage. They can complete the exercise at home. Class Pulse Check Duration: 1 min 1) I am a swimmer said Amruta – Punctuate this sentence. ̶ CW HW Punctuation: Ex. 3 Punctuation: Ex. 6 Page 76

Day 3/4 Day Annual Day: 15/63 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Discuss the parts of an informal letter (Formal Writing)  Write an informal letter by filling gaps in a given outline (Formal Writing)  Write a character sketch with the help of a picture and an outline (Creative Writing) Transactional Tip(s) Duration: 9 min Questioning (9 min): Give learners five minutes to read the sample of an informal letter and observe its components. Then, form six groups and provide a printout of a letter (from the internet). Ask learners to read this letter. Then, ask questions regarding the different parts of the letter. E.g.: Group 1 – Read out the closing paragraph. Group 3 – What is the salutation in the given letter? Group 6 – What is the main idea of the letter? Class Pulse Check Duration: 2 min 1) 2 September, 2018 – Is this the correct format of writing the date? 2) Whose address is given in the top left corner of the letter? Duration: 7 min CW ̶ HW Formal Writing: Ex. 1 Page 77

Day 3/4 Day Annual Day: 15/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 5 min Practice (1 min): Ask learners to practise completing a letter by filling in gaps. Ask them to complete Ex. 1 of the ‘Formal Writing’ section independently. Reading Aloud (4 min): Nominate learners to read out parts of their letters in class. Provide feedback where needed. Commend learners for their efforts. Class Pulse Check ̶ CW HW ̶ ̶ Page 78

Day 3/4 Day Annual Day: 15/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 5 min Interactive Discussion (5 min): Allow learners one minute to observe the photograph under Ex. 2 of the ‘Creative Writing’ section. Then, have a discussion in class about the people in the photograph. Concentrate more on the woman. Ask learners to describe her physical appearance. Also ask them to guess what might be the exchange taking place between the people in the photograph. Learners can complete the character sketch at home based on this discussion. Class Pulse Check Duration: 1 min 1) What is the woman wearing? CW HW Creative Writing: Ex. 2 ̶ Page 79

Day 4/4 Day Annual Day: 16/63 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: 9 min Reading Aloud (5 min): Ask learners to read out the first passage and discuss the information given in the passage. Silent Reading (4 min): Ask learners to then read the first passage silently once again and attempt to answer the questions given below the passage. Class Pulse Check Duration: 1 min 1) What did a small group of children do? Duration: 5 min CW HW Passage 1 ̶ Page 80

Day 4/4 Day Annual Day: 16/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 9 min Interactive Discussion (6 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 to answer with reasons. Silent Reading (3 min): Ask learners to read the second passage silently along with the questions below it. Class Pulse Check ̶ CW HW ̶ ̶ Page 81

Day 4/4 Day Annual Day: 16/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 4 min Summarising (4 min): Nominate learners to summarise the events of the story under Passage 2. The questions can be answered at home. Class Pulse Check Duration: 1 min 1) Which picture won the prize? CW HW Passage 2 ̶ Page 82

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 83

English Literature Allocated Teaching Days 5 Speed up/Slow down Plan Poem: Lesson 3 – Indian Weavers Lesson Connect Theme: Our Country Day No. Planned Summary of Day’s Plan This is a poem about the Indian weaver community and the Date different types of cloth they weave for different occasions. Day 1 Warm Up, About the Poet, I Read Desired Learning Outcomes for the Lesson Day 2 New Words, Literature Comprehension L S Day 3 Vocabulary, I Feel • Listen to and repeat • Discuss about different rhyming words from types of clothes and Day 4 I Speak, Listen and Say Aloud, Dictation poem how they are made Day 5 Language Game, Listening Audio, Connect • Listen to the audio • Discuss and speak the Dots and write answers to about different the questions occupations and their importance R W • Recite the poem with • Write answers to appropriate voice questions based modulation and on the poem pronunciation • Write the words • Read the questions dictated that follow the poem Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX English Literature 1) Slips of paper for an Book activity on compound words (Day 3) 2) Listening Audio flipbook/pendrive (Day 5) Page 84

Day 1/5 Day Annual Day: 17/63 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Discuss questions leading to the poem (Warm Up)  Read about and get familiarised with the poet (About the Poet)  Read the poem with appropriate expressions (I Read) New Words: gay, halcyon, plumes, solemn, funeral shroud Transactional Tip(s) Duration: 25 min Interactive Discussion (5 min): Discuss the ‘Warm Up’ questions with the class as a whole. Allow learners to share their opinions and views. Reading Aloud (5 min): Read from the ‘About the Poet’ section with appropriate voice modulation and pace. Talk to the class about Sarojini Naidu and her achievements. Silent Reading (7 min): Ask learners to first read the poem on their own silently. Ask them to mark any words they find hard to understand. Encourage learners to guess the meanings from the context. Reading Aloud (8 min): Nominate learners to read out the poem turn by turn slowly and with appropriate voice modulation for a dramatised effect. Have learners reread the poem aloud at least two times for better familiarity and understanding. Class Pulse Check Duration: 4 min 1) What is the blue of the garment compared to? (Pg. 17, Q. 1) 2) Whose marriage veils do the weavers weave? (Pg. 17, Q. 2) CW HW ̶ ̶ Page 85

Day 2/5 Day Annual Day: 18/63 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Discuss and write the meanings of words (New Words)  Write and discuss answers for comprehension questions (Literature Comprehension) Transactional Tip(s) Duration: 5 min Peer Learning – Pair (5 min): • Ask learners to discuss the meanings of the new words from the ‘New Words’ table. • Then ask them to write the meanings in their own words after they have discussed them. • Ask them to make sentences with any three. Nominate a few pairs to share their sentences with the rest of the class. Class Pulse Check Duration: 1 min 1) Can you think of a synonym for ‘solemn’? Duration: 18 min CW ̶ HW New Words (5 min) Exs. A & B (13 min) Page 86

Day 2/5 Day Annual Day: 18/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 5 min Practice (5 min): • Ask learners to write answers for the ‘Literature Comprehension’ section independently. • However, encourage learners to ask for help if they get stuck. You or fellow learners can help clarify their doubts. • They can complete Ex. C as homework. Class Pulse Check ̶ CW HW Ex. C ̶ Page 87

Day 3/5 Day Annual Day: 19/63 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Discuss types of compound words and complete practice exercises (Vocabulary)  Discuss the value-based questions (I Feel) Transactional Tip(s) Duration: 10 min Activity Method (10 min): • Read aloud the explanation and examples of different compound words. • Divide the class into four groups. Each group has to come up with as many compound words as they can and write them on slips of paper. • Play a game of pictionary where one group challenges another group with a compound word. One representative from the other group has to draw out the word and the other group members have to guess the word. Class Pulse Check Duration: 1 min 1) What are ‘compound words’? Duration: 12 min CW ̶ HW Ex. 7 (4 min) Exs. 8 & 9 (8 min) Page 88

Day 3/5 Day Annual Day: 19/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 6 min Practice (1 min): Ask learners to complete Ex. 7 in their books. Discuss the answers with the class as a whole. Peer Learning – Pair (5 min): Ask learners to discuss the ‘I Feel’ questions in pairs and express their views. They can complete writing the answers as homework. Class Pulse Check ̶ CW HW ̶ ̶ Page 89

Day 4/5 Day Annual Day: 20/63 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Discuss different types of occupations and their relevance (I Speak)  Discuss the skilled crafts that learners want to learn (I Speak)  Practise pronunciations of rhyming words from the poem (Listen and Say Aloud)  Practise listening to and writing words dictated (Word Dictation) Transactional Tip(s) Duration: 25 min Peer Learning – Pair (8 min): Ask the pairs to list the various occupations of people in our country and their importance. Ask them to share their views with the class to complete the pair discussion under ‘I Speak’. Activity Method (10 min): Ask learners to get into groups and discuss which skills they would like to develop from the choices under the group discussion activity under ‘I Speak’. Practice (3 min): Nominate learners to read out the words under ‘Listen and Say Aloud’ and provide feedback on their pronunciation. Practice (4 min): Dictate the words for dictation from the Teacher Reference section. Repeat the words if required. Ask learners to exchange their books to check the work. You can nominate learners to come to the board and write the spellings as part of this process. Class Pulse Check ̶ Duration: 4 min CW HW Dictation ̶ Page 90

Day 5/5 Day Annual Day: 21/63 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Discuss and complete an exercise on similes (Language Game)  Listen to an audio piece and write the answer to the question (Listening Audio)  Integrate the theme of the lesson with other subjects (Connect the Dots) Transactional Tip(s) Duration: 15 min Interactive Discussion ( 8 min): Nominate learners to read aloud the ‘Language Game’ and discuss the concept of similes. Encourage learners to match the correct answers between Column A and Column B. Discuss the answers in class. Practice (7 min): Play the audio the first time and allow learners to listen. Replay the audio and ask learners to write what they understand from the song. Then, discuss the answers with the class as a whole. Class Pulse Check _ Duration: 5 min CW _ HW Language Game (2 min) Listening Audio (3 min) Page 91

Day 5/5 Day Annual Day: 21/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 8 min Practice (3 min): Ask learners to independently read the Maths Fun and solve the word problem. Discuss the answers with the class as a whole. Interactive Discussion (5 min): Read aloud the information given on looms under Social Studies Fun and discuss it with the class. Class Pulse Check Duration: 1 min 1) How did powerlooms become popular? CW HW ̶ ̶ Page 92

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 93

IV – Teacher Reference Usage Tip: Hints/Suggestions for the teacher to refer to while answering questions from the books Sub-Sections: 14. Teacher Reference Material a. Teacher Reference for Literature Book b. Teacher Reference for Grammar & Composition c. Audio Transcripts Page 94

Teacher Reference: Literature Theme: Adventure and Imagination Lesson 1: The Emperor’s New Clothes Page 95 In-text Questions ¾ What did the two men who appeared at the emperor’s court say they were? Ans. The two men who appeared at the emperor’s court said they were weavers. ¾ Who pointed out that the emperor had nothing on? Ans. A little girl pointed out that the emperor had nothing on. New Words Word Meaning emperor (n.) a powerful ruler of a group of kingdoms weavers (n.) people who make clothes invisible (adj.) unable to be seen procession (n.) a slow march by a large group of people looms (n.) machines for making cloth pretended (v.) acted as if something was true when it was not progress (n.) forward movement towards an aim minister (n.) DQRIÀFLDOLQDNLQJ·VFRXUW imposters (n.) people who pretend to be someone else to cheat others stupid (adj.) lacking intelligence or common sense The Emperor’s New Clothes

Teacher Reference: Literature Word Meaning admit (v.) accept unwillingly design (n.) a decorative pattern PDJQLÀFHQWDGM very beautiful or impressive mantle (n.) a loose cloth worn over the shoulder exclaimed (v.) said in an enthusiastic way shivered (v.) shook due to fear or shock Literature Comprehension Page 96 A) Direct questions and answers   :KRPGLGWKHHPSHURUVHQGÀUVWWRFKHFNRQWKHSURJUHVVRIWKHZRUN\" Ans. 7KHHPSHURUVHQWKLVROGIDLWKIXOPLQLVWHUÀUVWWRFKHFNRQWKHSURJUHVVRIWKHZRUN 2) What was the unique thing about the cloth that the weavers were weaving? Ans. 7 KHFORWKWKDWWKHZHDYHUVZHUHZHDYLQJZDVLQYLVLEOHWRDQ\\RQHZKRZDVGXOORUXQÀW IRUKLVRUKHURIÀFH 3) What did the two imposters do on the night before the procession? Ans. On the night before the procession, the imposters sat up and pretended to work hard. B) Reference to context 4) ‘I cannot see anything.’ a) Who said these words? Ans. The old, faithful minister said this to himself. b) What could the speaker not see? Ans. The minister could not see the garment that the weavers had claimed they were making for the emperor. The Emperor’s New Clothes

Teacher Reference: Literature c) What did the speaker think after this? Ans. $IWHUWKLVWKHPLQLVWHUZRQGHUHGZKHWKHUKHZDVVWXSLGRUXQÀWIRUKLVRIÀFH 5) ‘The procession must go on.’ a) Who said the given line? Ans. The emperor said the given line. b) When did the speaker say this? Ans. The emperor said this when a little girl pointed out that he had no clothes on. c) What did the speaker feel when he or she said the given line? Ans. The emperor felt very troubled when he said the given line. Page 97 C) Answer the following [4] 6) Number the events of the story in the order that they happened. a) The imposters asked the emperor to undress and pretended to help him with one garment after another. b) The emperor, accompanied by a number of chosen men, went to meet [3] the imposters. c) Once, there was an emperor who was very fond of new clothes. [1] d) ‘But he has nothing on’, said a little girl at last. [5] e) ‘I will never admit that I cannot see the cloth’, thought the old, faithful minister. [ 2 ] PR Vocabulary Q 7) Now, read the following situations and write which proverbs or adages match the situations. A) Like father, like son. B) Prevention is better than cure. C) A friend in need is a friend indeed. D) Make hay while the Sun shines. The Emperor’s New Clothes