LESSON PLAN : CLASS ‘VI’ : UNIT III: Taro’s Reward

CLASS: VI ENGLISH / Name of the Teacher: [Link] /

ZPHS, AKKIREDDIPALEM

Name No. of Timeline for

of the Topic periods teaching Any specific information
required
Lesson 25 From To
/ Unit
Before you read 1 1-8- Whole class interaction about the
23 theme and setting of the story.
Taro’s Reward 8 A young man’s love and respect
Unit III: Taro’ s Reward (Honey Suckle)

towards his parents and his

commitment to fulfill his father’s
desire is depicted in the story.
3 10 Inferential and open-ended
Working with the text questions and blanks from all the
important concepts of the lesson
Working with language 2 --words describing Taro and marking
the right item.
Working with language 2 --rhyming words; filling in the
blanks with appropriate words
4 --tongue twisters; discussion about
Speaking & Writing different activities.. Dictation.
The Quarrel (poem) 2 written by Eleanor Farjeon
Working with the poem 1 8 Inferential and open-ended
questions from the poem
The Friendly Mongoose 2 31-8-23 A story taken from Panchatantra
(from the supplementary read tales which exemplifies the bond
A Pact With the Sun) between human beings and animals.

Prior Concept/ Skills: (Essential concepts and skills to be checked/bridged before teaching the current concept.)

1. Listen to the teacher and understand

2. Read and comprehend the text
3. Express their ideas, opinions and doubts etc.
4. Speak about their real life experiences
5. Write simple sentences on their own
6. Uses words contextually
7. Shares how much they love, respect their parents.

Learning Outcomes: ( Selected from SCERT Academic Calendar and Textbook) No. of
Periods:
➢ Answers questions orally and in writing on a variety of texts.

➢ Reads textual/non-textual materials in English/Braille with comprehension. Total 25

periods to
➢ Identifies details, characters, main idea and sequence of ideas and events in textual achieve all
/non-textual material these
learning
outcomes
➢ Reads aloud stories/ recites poems with appropriate pause, intonation and
for this unit.
pronunciation. (Taro’s Reward – prose / The Quarrel – poem)

[Link]
 ➢ participates in different activities in English such as role-play, poetry recitation, skit,
drama, debate, speech, elocution, declamation, quiz, etc., organized by school and
other such organizations;

➢ asks and responds to questions based on texts (from books or other resources) and out
of curiosity.

➢ Speak about merits and demerits of homework (pair work)

➢ Takes notes while teacher teaches /from books / from online materials.

➢ Infers the meaning of unfamiliar words by reading them in context.

➢ Writes sentences with the action words he identified from the poem.

TEACHING LEARNING PROCESS

Induction/Introduction
( Generating interest, informing students about the outcomes and expectations for the lesson)

1. What is your father / mother?

2 Who do you like the most in your family?
3. Why do you like your father / mother most?
4. Do you help your parents in their work?
5. What qualities of your father / mother do you like the most?

Experience and Reflection ?

(Task/question that helps students explore the concept and connect with their life)

1. Has your father / mother ever asked you to get something for them?
2. Would you like to work hard to fulfill their wishes?
3. Have you heard of any stories, incidents about the rewards people get for their hard work?
4. If so, share the story to your classmates.
Explicit Teaching/Teacher Group Work (We Do) Independent Work (You Do) Notes for:
Modelling ● Using
(I Do) textbook
--Segment wise model reading --read in groups to make the --participates actively in the prompts
by the teacher (Taro’s Reward) uncleared concepts in individual activities suggested by the and
by following the strategies like reading teacher i.e. individual reading, activities
individual reading, group group reading, collaborative for each of
reading and scaffold reading to reading, conversations etc. the sections
make the students understand ● Allotting
the text (with the help of the time for
given glossary chart) students to
ask
and
--explain how to comprehend --comprehend the text in groups --tries to comprehend the text responding
the text (by putting a tick mark, sharing the ideas among the group with the help of the group to students’
question mark etc. under the members members queries
sentences) ● Asking
open-ended
--guide the students to answer --answer all the questions in --learns those questions questions
the inferential / open-ended group with the guidance of the beyond
questions given under ‘working teacher textbook
with the text’ content
● Allotting
[Link]
--sensitize the students to use --they try to use words --uses those words time for
appropriate words to describe with the help of a contextually. group
Taro’s concern to his parents. dictionary and group activities
members which suitably and helping
describe Taro’s students
characteristics. engaged
--make them to pair the rhyming --students, in groups make pairs --identifies rhyming words with
words from the list of words. of rhyming words from the give when he/she reads a poem or a tasks
list of words. text etc. it more
● Giving
targeted
--provide a list of tongue --try to read tongue twisters as --try to read tongue twisters on feedback
twisters and ask them to read as quickly as possible. his / her own. and
quickly as possible. appreciation
to students
● Managing
student’s
--encourage them to speak --students share their views on --tries to tell incidents of magic behaviour
about their views on magic. magic and magical things happen / stories during
in the stories. activities

--initiate discussion on different --take part in the discussion. --takes part in the discussion.
kinds of activities and students
opinions.
--transact the poem ‘The --recites the poem and --recites the poem and talks
Quarrel’ (model reading, comprehend the poem and about the central idea of the
individual reading, group understand the central idea of the poem
reading and collaborative poem
reading)

--help them to think about the --answer all the questions given at --learn to answer such
poem (answering questions the end of the poem (in group) questions individually
given at the end of the poem)

(Supplementary Reader: --Students in group and

A Pact with the Sun) individually read the text ‘A Tale
of Two Birds’ which is meant for --develops the habit of reading
Unit I: The Friendly reading practice and try to find the stories and other authentic
Mongoose: answers to the questions given by material like newspapers,
the teacher. i.e. magazines etc.
Since the very aim of the
supplementary reader is to 1. Why did the farmer bring a
provide extensive reading baby mongoose into the home?
practice, the teacher encourages 2. Why didn’t the farmer’s
the students to read the unit on
wife want to leave the baby
their own at home. To create
alone with the mongoose?
interest the teacher asks them to
find answers from the unit.
3. Why did the farmer’s wife
strike the mongoose with her
basket?

[Link]
Check For Understanding Questions TLMs
(Digital + Print)
[Link]: (Taro’s Reward)
❖ Reader

1. Where did Taro live? ❖ PPTs

2. Who did Taro live with?
3. What did Taro’s father wish one day? ❖ Glossary chart
4. What did Taro hear suddenly when he was chopping?
5. How did Taro bring sake to his father? ❖ Charts (for additional
6. What did Taro’s father do after having a sip of sake? grammar practice
7. Why were the people angry with Taro? exercises)
( The Quarrel – poem)
8. Who is the author of the poem ‘the quarrel’? ❖ Pictures Taro, hut, waterfall etc.
9. Who did the author quarrel with?
10. What does the phrase ‘fell out’ mean? ❖ A chart showing a quarrel between
siblings.
2. Open Ended / Critical Thinking: (Taro’s Reward)

1. Why did Taro run in the direction of the stream?

2. Why did Taro want to earn extra money? ❖ QR code scanner to scan the codes given
at page 27 in the reader
3. How did Taro’s father show his happiness after drinking
sake?
❖ Video lesson (Taro’s Reward)
4. Why did the villagers want to drown Taro?
5. Why did the neighbours leave Taro’s hut? ❖ [Link]
6. Why did the Emperor reward Taro?

(The Quarrel- Poem)

7. Why are we sometimes not able to say why we quarrelled? Video lesson (The Quarrel)
8. How long do quarrels last between siblings?
9. How do such quarrels end? ❖ [Link]
10. What conclusion do you draw from the poem?
Student Practice Questions & Activities
(Exercises from workbook / textbooks/ blackboard)

1. Vocabulary: Using adjectives (describing words) page. 33 & 34.

2. Story telling activity (translating from any other language to

English)
3. Speak about the activities like fishing, dancing etc.

Assessment
(Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for assessment).

1. Why did Taro chop more wood?

2. Why did the waterfall give Taro sake and other water?
3. Write the central idea of the poem ‘The Quarrel.’

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEAD MASTER

VISITING OFFICER WITH REMARKS

[Link]