VISA_English_G3_Lesson sample

VISA LESSON PLAN ENGLISH

Annual Day: Day: Actual Date: Page(s): Important Words Duration: – – ________________ – _ Transactional Tip(s) Duration: • Mario’s Cat is a story about a boy who loses his cat and discovers that kindness and friendship are the true magic in life. • Grandma’s Photographs is a story about a little girl who loves looking at her grandmother’s photographs and listening to her stories. • The Champa Flower is a poem about a child who pretends to be a champa flower and plays hide and seek with his mother. Class Pulse Check Duration: _ Page 2

Lesson Overview – 1: Mario’s Cat Day and TB Page Daily Learning Teaching Strategies Resources Practice Teacher's Planned No. and Outcome(s) CW HW Notes Section Name Date –– 1 2 • Differentiate between the • Activity Method – –– DD/MM/YYYY Let Us Start pronunciation of words that – have the soft 'c' and hard 'c' • Interactive sounds Discussion • Discuss questions leading to the lesson 3 • Read a paragraph from the • Reading Aloud – –– I Read story • Read and discuss the story • Reading Aloud – –– – –– 2 3 DD/MM/YYYY I Read • Identify characters and their • Monitoring actions from the story Comprehension 4 • Find and write the meanings • Peer Learning – • Five Ex. 1, Pg. 4 – I Understand of new words using a Group dictionaries Ex. 3, Pg. 5 dictionary 3 • Interactive DD/MM/YYYY • Discuss, mark and write Discussion answers to the literature 4 to 5 comprehension and value- – Ex. 2, Pgs. I Understand based questions 4, 5 Page 3

Day and TB Page Daily Learning Teaching Strategies Resources Practice Teacher's Notes Planned No. and Outcome(s) Section Date Name CW HW • Share one's thoughts on friendship and connect it to ––– 4 5 the lesson • Peer Learning – DD/MM/YYYY I Speak Pair • Speak about three things that ––– one is thankful for 6 • Rearrange the letters to find Language Language words from the story • Activity Method – Game, – Game • Integrate the theme of the 5 lesson with other subjects • Questioning Pg. 6 DD/MM/YYYY 6 to 7 • Activity Method Connect the ––– Dots Written Work Section Ex. 1 Ex. 2 Ex. 3 Language Game Comp. Qs./ A Total Qs. B C Names Teacher's Notes Page 4 Handhold Learners Challenge Learners

Annual Day: Day: Actual Date: Page(s): Important Words Duration: 1 min 1/65 1/5 ________________ 2, 3 • Today: magic show, tricks, magician Transactional Tip(s) Duration: 26 min Activity Method (12 min): • Say the soft ‘c’ and hard ‘c’ sounds to the class. Ask learners to repeat the sounds and their names after you. • Instruct learners to read the first two words from the soft ‘c’ and hard ‘c’ columns of the ‘Listen and say aloud’ table. • Say the remaining words aloud, and instruct learners to raise their left hand when they hear the soft ‘c’ sound and their right hand for the hard ‘c’ sound. Monitor the learners’ responses, and pause to correct them if required. Interactive Discussion (10 min): • Write the word ‘magic’ on the board. Ask learners what comes to their mind when they hear the word ‘magic’. Make a mind map and write the words shared by the learners on the board. • Discuss the questions given under the ‘Warm Up’ section. Invite learners to share their responses. Reading Aloud (4 min): • Tell learners that the story is about a boy named Mario who loved to do magic tricks. • Read the first paragraph of the story aloud to them. Class Pulse Check Duration: 3 min 1) Can you tell me one word with the soft ‘c’ sound and one with the hard ‘c’ sound? 2) How many ‘c’ sounds can you hear in the words ‘circle’ and ‘circus’? Are they hard 'c' sounds or soft 'c' sounds? Page 5

Annual Day: Day: Actual Date: Page(s): Important Words Duration: 1 min 2/65 2/5 ________________ 3 • Last class: magic show, tricks, magician • Today: fluffy, disappear, mongoose, parrot, wise Transactional Tip(s) Duration: 26 min Reading Aloud (16 min): • Nominate learners to recall the first paragraph of the story in their own words. • Read the next two paragraphs of the story aloud to the class. • Next, nominate a few learners to read the rest of the story by turns. • Instruct the rest of the class to follow the words in their books with their fingers. Ask them to pay attention to the names of the characters in the story. Monitoring Comprehension (10 min): • Ask learners to tell you the names of the characters in the story. Write them down on the board. • Divide the class into four groups. Assign one character from the board to each group. Instruct the groups to find out all the actions done by that character from the story. • Nominate learners from each group to share their responses. Class Pulse Check Duration: 3 min 1) What does ‘fluffy’ mean? Can you name something that is fluffy? 2) How old was Mario? (Pg. 4, Q. 1) 3) Who was Golly? (Pg. 4, Q. 2) Page 6

Annual Day: Day: Actual Date: Page(s): Important Words Duration: 1 min 3/65 3/5 ________________ 4, 5 • Last class: fluffy, disappear, mongoose, parrot, wise • Today: comprehension Transactional Tip(s) Duration: 28 min Peer Learning – Group (15 min): • Divide the class into four groups. Distribute one dictionary per group. • Hold up your dictionary and explain its use to the class. • Show learners how to find the word ‘fluffy’ in the dictionary. Instruct them to write the meaning in the ‘New words’ table. • Next, assign one of the remaining four words from the ‘New words’ table to each of the groups. • Instruct the groups to find the meaning of the word assigned to them using the dictionary. • Ask groups to share the meanings of the assigned words. Instruct the class to write down each meaning in the table as it is shared. Interactive Discussion (13 min): • Discuss the literature comprehension questions given under Ex. 2 with the class. • Tell learners to mark the answers in their books and start writing the answers for Ex. 2 independently. • Tell them that they can complete Ex. 3 as homework. Class Pulse Check Duration: 1 min 1) What was Percy doing when he saw the sad cat? (Pg. 4, Q. 3) 2) What did Percy give Macaroni? (Pg. 4, Q. 4) 3) How did Mario feel when Macaroni disappeared? Page 7

Annual Day: Day: Actual Date: Page(s): Important Words Duration: 1 min 4/65 4/5 ________________ 5 • Last class: comprehension • Today: discussion, public, thankful Transactional Tip(s) Duration: 29 min Peer Learning – Pair: • Divide the class into pairs for the pair discussion activity under ‘I Speak’. • Explain the activity to the class, and let the pairs discuss the proverb for six to seven minutes. • Invite some pairs to share what they discussed, by taking turns. Provide feedback wherever required. • Ask learners to remain in the same pairs. • Read out the topic for the public speaking activity under ‘I Speak’. Explain it by referring to the story in which Mario is thankful because Macaroni comes back. • Instruct learners to discuss what they are thankful for. • Invite pairs to come forward and share the things they are each thankful for with the class. • Provide feedback on voice modulation where required. You can also use the Speaking Rubric provided at the end of this Teacher Companion Book. Class Pulse Check Duration: _ Page 8

Annual Day: Day: Actual Date: Page(s): Important Words Duration: 1 min 5/65 5/5 ________________ 6 • Last class: discussion, public, thankful • Today: unscramble, confused Transactional Tip(s) Duration: 16 min Activity Method (12 min): • Write the word ‘thankful’ in a scrambled form on the board. Ask the class to guess what the word is. • Next, instruct them to take a look at the scrambled words given under ‘Language Game’ and to write the correct spellings independently. • Nominate learners to share their answers, and instruct the rest of the class to check their answers in their books. Questioning (4 min): • Read out the Maths Fun question to the class. • Ask learners to answer the question independently and to share their answers with the class. Class Pulse Check Duration: _ Page 9

Annual Day: Day: Actual Date: Page(s): Important Words Duration: 5/65 5/5 ________________ 7 • Today: communicate Transactional Tip(s) Duration: 13 min Activity Method: • Ask learners to look at the pictures given under Science Fun. • Explain that we can understand a cat’s mood by looking at its body movements. • Divide the learners into five groups. Give each group one mood/feeling from the picture on Pg. 7, and ask them to think of a body movement to show that feeling. E.g.: They could jump to show that they are happy. • Give the groups four minutes to choose their gestures or actions. • Invite each group to come forward and perform their action before the class, and ask the class to repeat that action after the group. Class Pulse Check Duration: _ Page 10

Reflection Suggested questions to test the key concept(s) Key Concept(s) Remarks Fill in the blanks with the correct words. Day 2 – comprehension questions based on the Actual Days Macaroni was a ________ (small/large), fluffy, lesson A ______________ 1 B ______________ ________ (red/orange cat.) C ______________ (Ans. large, orange) Co-ordinator Signature State whether the following statement is true or false. Day 1 – comprehension questions based on the 2 Mario was a magician. lesson (Ans. true) According to Mario, what are the real magic in our Day 2 – comprehension questions based on the lesson 3 lives? (Ans. friendship and kindness) 4– – 5– – 6– – Lesson Review Progress Passbook What went well: Carried Forward Planned Days What to improve: This lesson Till now 5 A ____________ A ____________ B ____________ B ____________ C ____________ C ____________ Speed Up Slow Down ↑ days A _______________ ↓ days A __________ B _______________ B __________ C _______________ C __________ Page 11