6 The Quest for the Magic Spoon

Learning outcomes:

Identify the main events and characters in the story.

Understand and use new vocabulary words from the story.
Explore the concept of imagination through creative activities.
Learn to solve puzzles and think critically about solutions.
Distinguish between common and proper nouns.
Identify and practice irregular spellings in words.
Create visual art based on the story's themes.

Warm up

1. What pictures do you choose from the above? Why?

2. Did you think about any strange adventures in midst of these locations?
3. What was it?

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In a sunny town, there was an ice cream parlour
called “Scoops of Wonder.” One afternoon, a little
boy named Max visited the parlour with his family.
Max loved ice cream and couldn't wait to try a
new flavour. As he looked at the colourful choices,
he noticed something unusual. The ice cream
cones were talking!
“Hello, Max!” said a cone of chocolate chip. “I'm Choco, and I'm the
best for a fun adventure!”

Max was amazed but a bit sceptical. He chose Choco and took a big
bite. Suddenly, he was transported into a world made entirely of ice
cream! There were rivers of fudge, mountains of whipped cream, and
forests of cotton candy.

Max met various ice cream creatures, like Waffle Cone Wizards and
Sprinkles Fairies. They told him that their world was in trouble because
the Magic Spoon that kept everything frozen was missing.

Max, with the help of his new friends, embarked on a quest to find the
Magic Spoon. They solved puzzles, navigated sweet landscapes, and
finally discovered the spoon hidden in a giant sundae.

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With the spoon restored, the ice cream world was
saved, and Max returned home with a new
appreciation for every scoop of ice cream he
enjoyed.

Max learned that sometimes, the most exciting

adventures can start with something as simple
as a visit to your favourite ice cream parlour, and
that imagination can make the ordinary truly
extraordinary.

Moral:

Imagination and curiosity can turn ordinary moments into

extraordinary adventures. Embracing the wonders around us, even in
everyday experiences, can lead to incredible discoveries and teach
us valuable lessons..

Did you know?

The first known recipe for ice cream appears in the 17th century in
Italy.

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 Vocabulary

Glossary

Parlour A place or room where a specific activity occurs; in this

context, a shop where ice cream is sold.

Sceptical Doubtful or hesitant; unsure about something.

Quest A long or arduous search for something; a mission or

journey to achieve a goal.

Whimsical Playfully quaint or fanciful, especially in an appealing and

amusing way.

Whipped cream Cream that has been beaten until it becomes light and
fluffy.

Cotton candy A sweet, fluffy candy made by spinning sugar.

Transported Moved from one place to another; in this context, magically

moved to a different world.

Reading comprehension

Read the passage to answer the following questions.

"As he looked at the colourful choices, he noticed something unusual. The
ice cream cones were talking! 'Hello, Max!' said a cone of chocolate chip.
'I'm Choco, and I'm the best for a fun adventure!'”
Questions:
1. What unusual thing did Max notice about the ice cream cones?
2. What did the cone of chocolate chip say to Max?
3. How did Max feel when he saw the talking cones?
4. What did Choco the cone promise Max?
5. What do you think might happen next in the story?

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Answer the following questions in your note book.
1. Why do you think Max was amazed but also a bit sceptical?
2. How did Max help the ice cream world?
3. What did Max learn about imagination from his adventure?
4. How did the Magic Spoon affect the ice cream world?
5. What are some ways you use your imagination in everyday life?

Multiple Choice Questions

1. What was the name of the cone that spoke to Max?
a) vanilla b) choco c) strawberry
2. What did the ice cream world have instead of rivers?
a) rivers of chocolate b) rivers of lemonade c) rivers of milk
3. Who were some of the creatures Max met in the ice cream world?
a) unicorns b) waffle cone wizards c) dragons
4. Where was the Magic Spoon hidden?
a) In a giant sundae b) In a cake c) In a pie
5. What did Max learn from his adventure?
a) How to make ice cream b) The importance of imagination
c) How to cook a meal
6. What was one of the landscapes Max saw?
a) mountains of whipped cream b) sand dunes c) forests of trees

Fill in the blanks using words from the glossary. Glossary clues are given
in the box below.
Clues:
A place to buy ice cream.
A sweet dish made from cream.
A journey with a goal.

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 A sweet topping for ice cream.
Extraordinary or special.

1. Max was amazed when he saw the __________ cones talking.

2. The __________ world had rivers of fudge and mountains of whipped

cream.

3. Max embarked on a __________ to find the Magic Spoon.

4. The __________ was hidden in a giant sundae.

5. Max learned that imagination can make ordinary moments _________.

Grammar

Common nouns and Proper Nouns

Common nouns refer to general items, people, or places and are not
capitalized unless they start a sentence.
Examples:
• ice cream: A general term for the frozen dessert.
• boy: Refers to any young male child, not a specific individual.
• parlour: A place or shop where ice cream is sold.
• world: Refers to any world or environment, not a specific one.
• creatures: General term for beings or animals.

Proper Nouns
Proper nouns refer to specific names of people, places, or organizations
and are always capitalized.
Examples:
• Max: The specific name of the boy in the story.
• Scoops of Wonder: The specific name of the ice cream parlour.

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• Choco: The name of the talking chocolate chip ice cream cone.
• Waffle Cone Wizards: Specific characters in the ice cream world.
• Sprinkles Fairies: Specific fairies in the ice cream world.

Read the sentences below and underline the common nouns and circle
the proper nouns.
1. Max went to Scoops of Wonder to buy some ice cream.
2. The parlour had many flavours, including chocolate chip and vanilla.
3. Choco the ice cream cone welcomed Max with a friendly smile.
4. Sprinkles Fairies danced around the mountains of whipped cream.
5. Alice went to the Wonderland to meet the Mad Hatter.
6. The tea party was held at the Hatter's house.
7. Cheshire Cat appeared with a mysterious smile.
8. The game was played with flamingos and hedgehogs.

Choose the correct option for each sentence.

1. In the sentence, "Max went to Scoops of Wonder to buy some ice
cream," which of the following is a proper noun?
a) Scoops of Wonder b) ice cream c) went d) buy
2. In the sentence, "Choco the ice cream cone welcomed Max," which of
the following is a common noun?
a) Choco b) ice cream cone c) Max d) welcomed
3. ________ is a popular ice cream flavour.
(common noun/proper noun)
a) Chocolate b) Baskin Robbins c) Scoops d) None of the above
4. The ________ in the story helps Max find the Magic Spoon.
(common noun/proper noun)
a) ice cream b) Choco c) strawberry d) vanilla

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Fill in the blanks with the appropriate proper nouns from the list below.

List of Proper Nouns: Paris, Disney World, Sherlock Holmes, Eiffel Tower

1. ________ is known for its iconic tower and beautiful architecture.

2.________ is a famous detective created by Arthur Conan Doyle.

[Link] families visit ________ for fun and entertainment.

4.________ is a romantic city in France.

Classify each noun in the sentences below as either a common noun or

a proper noun.

1. Max visited the Grand Canyon during his summer vacation.

Max: _______

Grand Canyon: _______

2. The museum has an exhibit on Ancient Egypt.

museum: _______

Ancient Egypt: _______

3. Emma loves reading books about Harry Potter.

Emma: _______

Harry Potter: _______

Reading time

Word search.
Divide the class into possible groups. Group A, B, C & D. A random group
gives a random word from lesson and challenges the opposite group to
search it. If they get it right, they must read at least 4 lines continuing the
sentences from which they found the word in.

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 Writing time

Keep a daily or weekly journal where you write about your thoughts,
experiences or observations.

Listening time

Dictation

Listen to a passage read aloud and write down exactly what is heard.

Speaking time

Choose an object or topic to talk about for a few minutes. Share details
about it, such as its significance, how it works, or why you find it interesting.
Participants give a short presentation on a favourite hobby or recent
experience.

Phonics

Irregular Spelling
Irregular spellings are words that do not follow common spelling rules and
patterns. Unlike most words where the spelling closely matches how they
sound, irregularly spelled words might look different from their pronunciation.
For example:
"Scoop" is pronounced /skup/, but its spelling doesn't follow regular phonetic
rules.
"World" is pronounced /w rld/, and its spelling also doesn't match typical
phonetic patterns.

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Circle the words with irregular spellings in the list below.

• Scoop

• House

• Fly

• World

• Light

Sort the following words into two categories: Regular Spelling and
Irregular Spelling.

• Light

• World

• Chair

• Scoop

• House

• Cake

Irregular Spelling: ________________________________

Regular Spelling: ________________________________

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 Riddles!

Test your fruit knowledge with these playful riddles! See if you can
guess them based on the clues provided.

I'm cool and sweet and often a treat,

In many flavours, I can be found to eat.
From chocolate chip to minty delight,
What am I that makes summer days bright? (Ice cream)

I'm dark and rich, with a hint of a bean,

In cookies and cream, or just on its own, I'm seen.
What flavour am I, so classic and bold,
That many have loved since they were just old? (Chocolate)

I'm berry-like and tangy, with a pinkish hue,

A favourite in summer, and a refreshing choice too.
What flavour am I, so fruity and light,
That makes any dessert a sweet delight? (Strawberry)

I'm green and minty, and I chill your breath,

With chocolate chunks, I'm a favourite for many a guest.
What flavour am I that's cool and sweet,
Perfect for a summer day's treat? (Mint Chocolate Chip)

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 Art integration

Design an interactive map of the ice cream world. Draw or construct a

map showing various locations like the Giant Sundae and the Fudge
River, and use it as a tool to narrate the adventure.

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 7 Paper boats

Learning outcomes:

Understand the symbolic meaning of paper boats in the poem.

Identify new vocabulary and use it in context.
Grasp the role of imagination and dreams in overcoming loneliness.
Recognize the poetic elements in Tagore's writing.
Express personal interpretations of the poem.
Improve reading, writing, speaking, and listening skills through various activities.
Use prepositional phrases in sentences correctly.

Warm up

1. What are some fun activities you can do on a rainy day?

2. How do animals react to rain?

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 Day by day I float my paper boats
one by one down the running stream.
In big black letters I write my name on them,
and the name of the village where I live.
I hope that someone in some strange
land will find them and know who I am.
I load my little boats with shiuli flowers from our garden, and
hope that these blooms of the dawn will
be carried safely to land in the night.
When night comes, I bury my face in my arms and dream that
my paper boats float on and on under the midnight stars.
The fairies of sleep are sailing in them, and the
lading is their basket full of dreams.

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 About the Poem and Poet:

Rabindranath Tagore, a renowned Indian poet, writer, and artist who

received the Nobel Prize for Literature. He was known for his vivid
imagination and deep connection with nature. Paper Boats explores
a child's imaginative journey, as the poet dreams of his boats
travelling to distant lands, carrying flowers and dreams under the
night sky.

Moral:

The poem emphasizes the power of imagination and dreams to

connect people across distances, giving comfort and hope during
moments of solitude.

Key fact:

The stars have always been used for navigation? Sailors in the past
would use the stars to guide their ships at night, just like the paper
boats in the poem sail under the "midnight stars." These stars help
dreams find their way, even in the darkest nights!

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 Vocabulary

Glossary

Shiuli flowers Small, fragrant flowers that bloom at dawn.

Lading Cargo or load carried by a ship or boat.

Midnight The middle of the night, often symbolizing dreams or

mystery.

Fairies Mythical creatures that often appear in folklore, symbolizing

magic or dreams.

Stream A small river.

Reading Comprehension
Read the passage to answer the following questions.
"Day by day I float my paper boats one by one down the running stream. In
big black letters I write my name on them, and the name of the village
where I live. I hope that someone in some strange land will find them and
know who I am."
1. What does the poet write on his paper boats?
2. Where does the poet send his paper boats?
3. What does the poet hope for when someone finds his boats?
4. Why do you think the poet includes flowers in his boats?
5. What do the paper boats symbolize in the poet's imagination?

66
Answer the following questions in a phrase or sentences.

1. Why does the poet write his name on the paper boats? (Understanding)

2. What are the “fairies of sleep” carrying in the boats? (Knowledge)3. What
would you send in your own paper boat if you could? (Application)

4. Why do you think the poet sends flowers in the boats? (Analysis)

5. How does the poet feel about his paper boats? (Synthesis)

6. How can you relate the poem to your own dreams or imagination?
(Evaluation)

Match the Following according to the poem:

1. paper boats sleep

2. shiuli flowers dreams

3. midnight stars river

4. running stream dawn

5. fairies night

Fill in the Blanks:

1. The poet floats his paper boats down the _________ stream.

2. He writes his _________ on the boats.

3. The poet hopes someone in a _________ land will find them.

4. Shiuli flowers bloom at _________.

5. The fairies of _________ sail in the paper boats at night.

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 Grammar

A prepositional phrase is a group of words that shows the relationship

between two things.
It usually starts with a preposition (like in, on, under, near, or with) and tells
you where something is, when something happens, or how something is
done.
For example:
• In the sentence "I float my boat under the stars", the phrase "under the
stars" tells us where the boat is floating.
• Think of it like this: the preposition is the glue that connects words,
showing how they fit together!
1. In
The preposition in shows that something is inside or within something else.
• When we say something is in something, it means it's surrounded by it
or enclosed by it.
Examples:
• The toy is in the box.
• I live in the city.
• The flowers are in the boat.
2. On
The preposition on shows that something is on top of something else or
touching its surface.
• When we say something is on something, it means it is resting or
placed above or on the surface.
Examples:
• The book is on the table.
• The boat floats on the water.
• The butterfly landed on the flower.

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3. Under
• The preposition under shows that something is below or beneath
something else. When we say something is under something, it means
it is lower than or hidden beneath it.
Examples:
• The cat is hiding under the bed.
• The boat sails under the bridge.
• The ball rolled under the chair.
4. Near
The preposition near shows that something is close to or beside
something else.
• When we say something is near something, it means it's close by, but
not necessarily touching.
Examples:
• My school is near my house.
• The boat docked near the shore.
• The tree grows near the river.
5. With
The preposition with shows that something or someone is accompanied
by something or someone else.
• When we say something is with something, it means they are together
or side by side.
Examples:
• I am walking with my friend.
• The boat is filled with flowers.
• He painted the picture with bright colours.

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Imagine you're on an adventure with your paper boat, and you need to
describe where it goes. Find the prepositional phrases in the sentences
below:
1. The boat sails down the river.
2. The stars twinkle in the sky.
3. The fairies fly through the air.
4. The flowers float with the boat.
5. The dream floats across the sea.

Bonus Challenge: Draw a picture of where your boat is and describe it

using a prepositional phrase!

Complete the sentences below using your imagination and a

prepositional phrase:

1. The boat floats _________.

2. The flowers bloom _________.

3. The stars shine _________.

4. The fairies dance _________.

5. The dream travels _________.

Reading time

Read aloud lines from the poem in pairs and discuss the emotions they
feel when reading it.

Listening time

Listen to a recording of the poem and identify the rhyming words and key
themes.

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 Speaking time

Describe what you would place in your paper boats and explain why you
chose these items.

Writing time

Write a short paragraph describing an adventure their paper boat might

have on its journey to a distant land.

Phonics:
Phonics refers to the sounds of letters and how they blend together to
make words. In the poem, we can find certain sounds that repeat and
make the poem sound nice.
Focus on the 'S' Sound:
Words with the 's' sound include “stream,” “stars,” and “sleep.” These
words help make the poem sound smooth and soothing.

Find the 'S' Sound

• Look through the poem and circle all the words that have the 's' sound
in them.
Example Words: stream, stars, sleep, etc.
Long Vowel Sounds
Write down words from the poem that have long vowel sounds (like the
sound in “boat” or “moon”).

____________ ____________ ____________

____________ ____________

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 Riddles !

Test your fruit knowledge with these playful riddles! See if you can
guess them based on the clues provided.

I float down a stream, with flowers inside,

I carry dreams and hopes on my ride.
You write your name for all to see,
What am I as I sail so free?
Answer: Paper boat

I twinkle above in the midnight sky,

Guiding boats as they sail by.
I shine bright when the night is clear,
Can you guess who I am, my dear?
Answer: Midnight stars

I bloom in the morning, fresh and bright,

I travel with boats until the night.
With petals soft and colours so fine,
Can you name this flower of mine?
Answer: Shiuli flower

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 Art integration

Create a paper boat by following the instructions, decorate them with

drawings of stars and flowers, and write a short message on them,
imagining where the boat might travel.

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 8 The Wonderful Wishing Wand

Learning outcomes:

Learn to value and harness their creativity

Grasp the concept of visualizing their wishes and dreams

Enhance their storytelling and language skills

Focus on rhyming words and action words (verbs)

Share a story about what they would wish for if they had their own magic wand

Write about an invention or magical item they would create

Read the poem aloud, emphasizing rhyme and rhythm to enhance their fluency in reading
and comprehending skill

Warm up

1. Do you know who are the persons in the picture and what was their
invention?
2. Discuss! What kind of invention do you want to create?

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 With a twinkle of magic and a sprinkle of cheer,
A child invents something special, my dear.
It's a wand with a handle that's shiny and bright,
That grants all your wishes with a flick of delight.

They wave it around, and with a whoosh and a swirl,

It turns all their wishes into a magical whirl.
From flying high up to dancing with stars,
The wand makes each wish come true from afar.

So pick up your tools and invent with great care,

For wonders and magic are just waiting to share.
Create with your heart, and let your dreams shine,
For inventing brings joy that's simply divine!
- Mia Lawson

About the Poem and Poet:

The Wonderful Wishing Wand by Mia Lawson is a whimsical poem

that explores the magic of creativity and invention. Mia Lawson, an
imaginative poet, crafts a tale that inspires children to dream big and
believe in their own ideas. The poem encourages young readers to
see the magic in their creations and understand that their wishes and
dreams can come true with a little bit of imagination.

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 Moral:

Creativity and imagination can turn dreams into reality. By inventing

and thinking positively, we can bring our ideas to life and experience
joy.

Key fact:

In many magical stories, wands are made from special trees, like the
ancient yew tree, and each wand has its own unique powers!

Vocabulary

Glossary

Twinkle To shine with a flickering or sparkling light.

Sprinkle To scatter or distribute something lightly over an area.

Delight A feeling of great pleasure or joy.

Swirl To move in a twisting or spiralling motion.

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 Grammar

Verb: A verb is a word that tells you what someone or something is doing.
It's like an action or a state of being. Verbs help us know what happens in a
sentence!
For example, in the sentence "The dog runs fast," the word "runs" is the verb
because it shows what the dog is doing.
• Jump - The frog jumps into the pond.
• Sing - The children sing a happy song.
• Write - She writes a letter to her friend.
• Swim - He swims in the pool on hot days.
• Build - He builds a sandcastle on the beach.

Write the sentences with the missing verb.

1. The cat likes to _________ on the windowsill. (nap, swim, climb)

2. He _________ his bike to school every day. (rides, jumps, paints)

3. The children _________ with their toys in the living room. (play, read,

bake)

4. She _________ a beautiful picture of the sunset. (paints, sings, builds)

5. The birds _________ in the trees during the morning. (chirp, drive, write)

6. The baby _________ when he is happy. (laughs, runs, eats)

7. They _________ a delicious meal for dinner. (cook, fly, draw)

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Frame your own sentences using the given verb.
1. pick up:
___________________________________________________.
2. make:
___________________________________________________.
3. invent:
___________________________________________________.
4. create:
___________________________________________________.
5. grant:
___________________________________________________.
Reading comprehension
Read the paragraph and answer the following questions in your note book.

They wave it around, and with a whoosh and a swirl,

It turns all their wishes into a magical whirl.
From flying high up to dancing with stars,
The wand makes each wish come true from afar

1. What happens when the child waves the wand?

2. What kind of wishes does the wand make come true?

3. How does the wand make the wishes come true?

4. Where do the wishes come true?

5. What are two examples of wishes mentioned in the poem?

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Let us practice
Answer the following in a word or a phrase.
1. What does the wand do with a flick of delight? (remembering)
2. How does the wand turn wishes into magic? (understanding)
3. What makes the wand special according to the poem? (analysing)

Answer the following in 2 to 3 sentences in your notebook.

1. Do you think inventing something magical could be fun? Why or why
not? (evaluating)
2. How does the poem describe the wand's ability to make wishes come
true? (understanding)
3. What does the wand do when you wave it around? (remembering)
4. Why do you think the poem emphasizes inventing and creating with
your heart? (analysing)

Choose the correct answer from the given options

1. What does the child invent in the poem? ( )
a) A magical wand
b) A flying broomstick
c) A dancing robot
2. What does the wand do when wave around? ( )
a) It makes music
b) It grants wishes
c) It glows in the dark
3. What happens when the wand is used? ( )
a) It creates fireworks
b) It turns wishes into a magical whirl
c) It makes animals appear

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4. What can the wand help the child do? ( )
a) Fly high up
b) Swim underwater
c) Run very fast
5. What should one do to create wonders and magic according to the
poem? ( )
a) Study hard
b) Invent with great care
c) Play sports

Match the following with the correct answer according to the poem
1. Shiny and bright a) Dance with stars
[Link] a whoosh and a swirl b) With great care
3. Flying high up c) The wad's handle
4. Invent d) Grants wishes
[Link] with your heart e) Magical whirl

Rewrite the jumbled words

1. GAMIC: _________________

2. HILDC: _________________

3. DNWA: _________________

4. SIHESW: _________________

5. WSIRL: _________________

6. NIEDIV: _________________

7. IHEGDTL: _________________

80
 Speaking time

“Wish Story Sharing":

Share a story about what you would wish for if you had your own magic
wand. (Note to the teacher: Encourage them to describe how their wishes
would come true.)

Reading time

"Poem Recitation":
Practice reading the poem aloud, focusing on expressive intonation to
convey the magic and excitement of the poem.

Listening time

Do as instructed
Materials Needed:
• Simple drawing materials (paper, crayons/coloured pencils)
• A list of instructions

Activity Steps:
Instructions:
• "Draw a big circle in the middle of your paper."
• "Inside the circle, draw two small circles at the top for eyes."
• "Below the eyes, draw a triangle for a nose."
• "Draw a big smile under the nose."
• "Draw two ears on the sides of the big circle.”

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• "Colour the eyes blue."
• "Colour the smile red."
• "Draw some hair on top of the circle."
• ”Draw a bow tie under the circle.”

Writing time

Create a set of rules for using the magical wand. What are the dos and
don'ts of wand usage? Why are these rules important?

__________________________________________________

__________________________________________________

__________________________________________________

Phonics
• Initial Sounds: Practice the initial sounds of words like "Wishing," "Wand,"
"Whirl," and "Wonders."
• Rhyming Words: Emphasize the rhyming pairs such as "delight" and
"bright," "swirl" and "whirl.”

Create a set of rules for using the magical wand. What are the dos and
don'ts of wand usage? Why are these rules important?

__________________________________________________

__________________________________________________

__________________________________________________

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Phonics
• Initial Sounds: Practice the initial sounds of words like "Wishing," "Wand,"
"Whirl," and "Wonders."
• Rhyming Words: Emphasize the rhyming pairs such as "delight" and
"bright," "swirl" and "whirl."
List out the rhyming words from the poem:

1. _____________, ____________________________________

2. _____________, ____________________________________

3. _____________, ____________________________________

4. _____________, ___________________________________

5. _____________, ___________________________________

6. _____________, ___________________________________

7. _____________, ___________________________________

Riddles !

Test your fruit knowledge with these playful riddles! See if you can
guess the fruit based on the clues provided.

I am held in your hand and can make dreams come true. Wave me
around, and wonders will ensue. What am I? (A magic wand)

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 Art integration

Draw a wand of your choice, colour it and name it.

My magical wand- ____________________

Share a few things about your special wand.

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 9 A Surprise for Me!

Learning outcomes:
Understand the concept of surprises and celebrations in everyday life
Comprehend the meaning and emotions conveyed in the story
Identify and explain new vocabulary words from the text
Recognize and apply Subject-Verb Agreement rules in sentences
Discuss and express their thoughts on the theme of surprises
Practice reading comprehension and critical thinking through questions and exercises
Develop listening and speaking skills through structured activities
Enhance phonics awareness through targeted exercises
Develop creativity through art integration activities

Warm up

1. Have you ever received a surprise? How did it make you feel?
2. What kind of surprises do you like the most?
3. Have you ever given someone a surprise? What was it?

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Today is my birthday. I am eight years old!
I wake up early. Mom makes breakfast. She does not say "Happy Birthday."
Dad drives me to school. He talks about the weather. He did not mention my
birthday.
At school, my best friend Ravi smiles at me. He whispers to Maya. They both
laugh.

My teacher, Mrs. Lee, gave me a wink. She asked me to help her after school.
When I get home, the house is
quiet. Too quiet.
“Hello?" I call. No one answers.

I walk into the living room.

Suddenly, the lights turned on!

"SURPRISE!" everyone shouts.

Mom, Dad, Ravi, Maya, and Mrs.
Lee were there!

There is a big cake with candles. There are colourful balloons. There are
presents wrapped in shiny paper.

"Happy Birthday!" they all say. "We fooled you!"

I am so happy. This is the best surprise ever!

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 About the Story:

“A Surprise for Me!” is a delightful story about a young child named

Sam who thinks everyone has forgotten his birthday. Throughout the
day, he notices his family members acting strangely but doesn't
understand why. Ultimately, he discovers they were secretly planning
a surprise birthday party for him all along!

Moral:

The story teaches us that sometimes things may not be what they
seem. People who care about us might keep secrets for a good
reason - to make us happy! It also shows the joy of celebrating
special moments with family and friends.

Key fact:

Surprise parties are a popular tradition in many cultures around the

world, where friends and family secretly plan a celebration for
someone special.

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 Vocabulary

Glossary

Surprise Something unexpected or astonishing

Whisper To speak very quietly

Wink To close one eye briefly as a signal

Mention To refer to or speak about something briefly

Fooled Tricked or deceived someone in a playful way

Reading Comprehension:

Read the following lines and answer the questions below:

"At school, my best friend Ravi smiles at me. He whispers to Maya. They
both laugh."

Questions:
1. Who is Ravi?
2. What does Ravi do with Maya?
3. Why do you think they are whispering and laughing?
4. How might the main character feel when seeing this?
5. Have you ever had a secret with your friends? How did it make you feel?

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Answer the following Questions in your notebook:
1. Why does the main character think everyone has forgotten his birthday?
2. What clues in the story suggest that the family is planning something?
3. How does the main character feel at the beginning compared to the
end?
4. What surprise would make you as happy as the boy in the story?
5. Why do you think surprising someone can be fun?

Match the Following

1. Birthday - A special day when someone was born

2. Whisper - Speak very quietly

3. Wink - Signal with one eye

4. Quiet - Without much noise

5. Presents - Gifts for special occasions

6. Balloons - Colorful decorations filled with air

Fill in the Blanks

1. Today is my _____________.

2. Mom makes _____________.

3. Dad talks about the _____________.

4. My teacher gives me a _____________.

5. When I get home, the house is _____________.

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 Grammar

Grammar: Subject-Verb Agreement

Subject-verb agreement means that the subject and verb in a sentence must
agree in number. If the subject is singular, the verb must be singular.

Examples from the story:

• "Mom makes breakfast." (Singular subject - singular verb)
• "They both laugh." (Plural subject - plural verb)
More examples:
• The boy runs. (Singular)
• The boys run. (Plural)
• She plays. (Singular)
• They play. (Plural)
• The dog barks. (Singular)
• The dogs bark. (Plural)

Rules to Remember:
1. Add 's' or 'es' to the verb when the subject is singular (he, she, it, name of a
person, singular noun)
2. Don't add 's' or 'es' to the verb when the subject is plural (they, we, you,
plural nouns)
Practice Exercises:
Circle the correct verb form:
1. My friend (walk/walks) to school.
2. The children (play/plays) in the park.
3. The balloon (float/floats) in the air.
4. Mom and Dad (make/makes) dinner together.
5. The present (look/looks) beautiful.

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Fill in the blanks with the correct form of the verbs:

1. My mother ________ (cook) delicious food.

2. The students ________ (listen) to the teacher.

3. The cat ________ (sleep) on the sofa.

4. My friends ________ (come) to my party.

5. The balloon ________ (pop) with a loud noise.

Complete these sentences with correct subject-verb agreement:

1. The birthday cake _____________ (taste) delicious.

2. The candles _____________ (shine) brightly.

3. My family _____________ (sing) the birthday song.

4. The surprise _____________ (make) me happy.

5. My friends _____________ (bring) nice gifts.

Speaking time

Role-play: In groups of three, act out a scene where two friends are
planning a surprise for the third friend. Practice using whispers and
expressions to show that you are keeping a secret.

Discussion Circle: Take turns completing these sentences:

• "The best surprise I ever received was..."
• "If I could surprise someone I care about, I would..."
• "When someone surprises me, I feel...”

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 Listening time

The teacher will read a series of statements about planning a surprise

party. Students will listen carefully and stand up when they hear a
sentence with incorrect subject-verb agreement. They must then correct
the sentence.

Examples:
• "The balloons is colorful." (Incorrect - should be "The balloons are
colorful.")
• "My mother bakes the cake." (Correct)
• "The children helps with decorations." (Incorrect - should be "The
children help with decorations.")
• ”The party starts at six o'clock." (Correct)

Writing time

Write 5-7 sentences about a time when you were surprised or when you
surprised someone else. Make sure to use proper subject-verb
agreement in all your sentences.

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

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 Reading time

Group Reading:
Divide the class into small groups. Each student reads a part of the story
aloud, focusing on expression and tone to bring out the emotions in the
story.

Vocabulary Building
Words Related to Surprises and Celebrations:
• Celebration
• Party
• Gift
• Secret
• Excited
• Decorate
• Special
• Candles
• Wish
• Joy

Match each word with its meaning:

1. Celebration - a. A feeling of great happiness
2. Gift - b. Something you keep hidden from others
3. Secret - c. An object given to someone as a present
4. Joy - d. A special event to mark an important occasion
5. Decorate - e. To make something look more attractive with
added items

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Phonics
Focus on Long 'i' Sound:
Words from the story with the long 'i' sound:
• Surprise
• Smile
• Like
• Quiet
• I
• My

Practice Activity:
Circle all the words with the long 'i' sound:
• bike ship light sit five
• hit kite big ride win

Write three new words that have the long 'i' sound:
1. _______________
2. _______________
3. _______________

Tongue Twister Challenge!

Say the tongue twisters and see if you can say them faster each
time!
"Peter plans perfect party preparations particularly precisely."
"Susie secretly sets seven surprise situations.”

93
 Art integration

Create a Surprise Card:

Design a birthday card or invitation for a surprise party. Use colourful
paper, markers, and decorations to make it special. Write a message
inside using proper subject-verb agreement.

94
 10 Why Do We Need Rules?

Learning outcomes:

Understand the importance of rules in our daily lives

Identify the difference between past, present, and future tenses
Use past, present, and future tenses correctly in sentences
Comprehend the meaning and purpose of rules in different settings
Identify and explain vocabulary related to rules and community
Practice listening skills through a repetition recognition activity
Express their thoughts on rules through speaking and writing exercises
Apply phonics strategies to decode unfamiliar words
Develop creativity through an art integration activity

Warm up

1. Think about your favourite game. What rules does it have?

2. What might happen if there were no rules in your school?

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Long ago, people lived in small groups. Even then, they needed rules. The
oldest person in the group often made the
rules. Everyone followed these rules to stay
safe.

Today, we have many rules in our lives. At

home, your parents set rules like "Brush your
teeth before bed" and "Do your homework
before playing." These rules help you stay
healthy and learn good habits.

At school, there are rules, too. "Raise your hand

before speaking" and "Walk, don't run in the
hallways" are rules that help everyone learn and
stay safe. Without these rules, classrooms
would be noisy and chaotic!

In our community, we follow rules called laws.

We stop at red lights and use crosswalks to
cross the street. These laws keep everyone safe
on the roads.

Tomorrow and in the future, we will continue to need rules. As our world
changes, some rules will change, too. New technology might need new
rules. But the purpose of rules will stay the same to keep us safe, help us
get along with others, and make our communities better places to live.

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 Rules may sometimes seem strict, but they are like
invisible helpers that protect us every day. Next time you
follow a rule, remember that it has an important purpose!

Key Message

Rules are essential for safety, fairness, and harmony in our

communities. They help protect people and create order in society.

Key fact:

Even the earliest human societies had rules and laws to help people
live together peacefully.

Vocabulary

Glossary

Rules Instructions that tell us what we can and cannot do

Laws Rules made by the government that everyone must follow

Community A group of people living in the same area or having

characteristics in common

Chaotic Very confused or messy with no order

Crosswalk A marked path where people can safely cross a road

Purpose The reason why something exists or is done

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Reading Comprehension
Read the following lines and answer the questions below:
"Tomorrow and in the future, we will continue to need rules. As our world
changes, some rules will change too. New technology might need new
rules. But the purpose of rules will stay the same ΓÇô to keep us safe, help
us get along with others, and make our communities better places to live."

Questions:
1. Will we still need rules in the future? Why?
2. Why might some rules change in the future?
3. What three purposes of rules are mentioned?
4. What do you think might be a new rule we need for future technology?
5. Why is it important that rules can change over time?

Answer the following Questions in your notebook.

1. Why did people in the past need rules?
2. Give two examples of rules at home mentioned in the story.
3. What would happen in classrooms without rules?
4. What are rules in our community called?
5. How are rules like "invisible helpers"?

Match the Following

1. Home rules (a) Help everyone learn
2. School rules (b) Made by the government
3. Laws (c) Help us learn good habits
4. Ancient rules (d) Brushing teeth before bed
5. Red lights (e) Keep us safe on roads
6. Crosswalks (f) Oldest person often made these

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Fill in the Blanks

1. Long ____________, people lived in small groups.

2. At ____________, your parents set rules.

3. Without rules, classrooms would be noisy and ____________.

4. In our community, we follow rules called ____________.

5. As our world ____________, some rules will change too.

Grammar:

Past, Present, and Future Tenses

Verbs change their form to show when something happens. This is called
tense.

Past Tense tells us about something that already happened.

• Example from the story: "Long ago, people lived in small groups."
• Past tense verbs often end with "-ed" like "played," "walked," "jumped."
• Some special verbs change completely: "went" (from "go"), "made"
(from "make"), "was/were" (from "is/are").

Present Tense tells us about something happening now.

• Example from the story: "At school, there are rules too."
• For "he," "she," or "it," we often add "-s" to the verb: "He plays," "She walks,"
"It jumps.”
• For "I," "you," "we," or "they," we use the base form: "I play," "You walk,"
"They jump."

99
Future Tense tells us about something that will happen later.
• Example from the story: "Tomorrow and in the future, we will continue to
need rules."
• We usually use "will" or "going to" before the main verb: "will play," "going
to walk."

Think of it this way:

• Past tense: It already happened (yesterday, last week, long ago)
• Present tense: It's happening now (today, these days, currently)
• Future tense: It hasn't happened yet (tomorrow, next week, in the future)

Identify the Tense:

1. The oldest person in the group made the rules.
2. We stop at red lights.
3. New technology will need new rules.
4. Children played games with rules.
5. Our teacher explains why we need classroom rules.

Change the Tense:

Change these sentences from present to past tense:
1. We follow rules at school.
2. The crossing guard helps children cross the street.

Change these sentences from present to future tense:

3. I brush my teeth before bed.
4. She raises her hand before speaking.

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Change these sentences from past to present tense:
5. The teacher taught us about safety rules.
6. They walked quietly in the hallway.

Create Your Own Sentences:

Write one sentence about rules using each tense:
1. Past tense:
_________________________________________________
2. Present tense:
_________________________________________________
3. Future tense:
__________________________________________________

Speaking time

Work with a partner to discuss:

• Three rules you follow at home and why they are important
• A new rule you think would make your classroom better
• A rule you think might change in the future
Remember to use past, present, and future tenses correctly in your
discussion. Take turns speaking and listening, and give reasons for your
ideas.

Writing time

Write a short paragraph about a day without rules. What would happen?
Use past, present, and future tenses in your writing. Start with:

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Do as instructed (Teacher reads out the instruction, students follow it)
Following instructions by creating a fruit bowl with a variety of fruits based
on verbal directions.
Materials Needed:
• Chopped fruits (e.g., apple, banana, orange, blueberry, pineapple)
• A large bowl
Instructions for Students:
1. Pay close attention to the instructions given. You will need to follow these
instructions to create your own magical fruit bowl.

2. Step-by-Step Instructions:
1. Place a picture or cutout of an apple into the bowl. (Pause for students
to complete this step.)
"Yesterday, our teacher asked us to imagine a day without rules. I thought
about what would happen if..."
__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

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 Reading time

Group reading session

Take turns reading parts of the "Why Do We Need Rules?" text aloud. Pay
attention to the tenses used in each paragraph. After reading, discuss
which parts of the text talk about the past, present, and future.

Listening time

Recognizing Repetition
Your teacher will read a short passage about rules. Every time you hear
the word "rules" repeated, tap your desk quietly. For other repeated words
or phrases, raise your hand. Afterward, discuss why the author might have
repeated certain words and how repetition helps emphasize important
ideas.

Vocabulary
Understanding and Using Vocabulary Related to Rules
Important words to know when talking about rules:
• Obey - To follow a rule or do what you are told
• Consequence - What happens as a result of following or breaking a
rule
• Permission - Being allowed to do something
• Prohibit - To not allow something
• Responsible - Doing what you should do and accepting the results of
your actions

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Using Vocabulary in Context:
Complete these sentences using the vocabulary words:

1. When you ____________ the classroom rules, everyone can learn

better.

2. The ____________ of running in the hallway might be falling and

getting hurt.

3. You need to ask for ____________ before using someone else's

belongings.

4. School rules ____________ shouting during quiet reading time.

5. Being ____________ means cleaning up your mess without being

reminded.

Phonics
Applying Strategies to Decode Unfamiliar Words
When you see a new word, you can break it into smaller parts:

1. Look for word parts you know (prefixes, suffixes, root words)

2. Sound out each syllable

3. Blend the sounds together

4. Think about what would make sense in the sentence

104
Vocabulary
Understanding and Using Vocabulary Related to Rules
Important words to know when talking about rules:
• Obey - To follow a rule or do what you are told
• Consequence - What happens as a result of following or breaking a rule
• Permission - Being allowed to do something
• Prohibit - To not allow something
• Responsible - Doing what you should do and accepting the results of
your actions

Using Vocabulary in Context:

Complete these sentences using the vocabulary words:

1. When you ____________ the classroom rules, everyone can learn

better.

2. The ____________ of running in the hallway might be falling and

getting hurt.

3. You need to ask for ____________ before using someone else's

belongings.

4. School rules ____________ shouting during quiet reading time.

5. Being ____________ means cleaning up your mess without being

reminded.

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Practice with these words from our lesson:
• com-mun-i-ty
• re-spon-si-ble
• pur-pose
• pro-hib-it
• con-se-quence

Break these words into syllables:

1. Tomorrow: ______________________

2. Technology: _____________________

3. Important: ______________________

4. Following: ______________________

5. Invisible: _______________________

Tongue Twisters:

Say the tongue twisters and see if you can say them faster each
time!
"Responsible Rita respectfully remembers remarkable rules."
“Future friends will follow fair and friendly family functions.”

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 Art integration

Rule Book Mobile

Create a hanging mobile that shows rules from different times:
1. Cut out 6 paper circles
2. On two circles, write and illustrate rules from the past (use past tense)
3. On two circles, write and illustrate rules we follow today (use present
tense)
4. On two circles, create rules you think we might need in the future (use
future tense)
5. Hang your circles from a coat hanger or stick using different lengths of
string
6. Decorate your mobile with colours and patterns

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 11 I wish

Learning outcomes:
Recognize how imagery is used to convey the wishes of the flower, lamp, and pond.
Retell the poem in their own words, showing understanding of the sequence of
events.
Understand and discuss the moral of the poem about contentment and accepting
one's own nature.
Learn new words and their meanings from the poem.
Answer questions based on a selected paragraph to demonstrate comprehension.
Identify and use phonics rules within the context of the poem.
Participate in art, speaking, and writing activities to express their understanding of
the poem creatively.

Warm up

1. What can you see in the picture?

2. How do you feel when you them?
3. Do you any interesting wish that you are waiting to happen?

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 The flower thought, just imagine the fun
If I could fly to any place under the sun!
Determined, it spread its wings one day,
Became a butterfly and fluttered away.

The lamp, it wondered, day after day,

How nice if I could simply fly away!
Undaunted, its very own wings it grew,
Became a firefly, and away it flew.

Alas! thought the pond: how still I lie.

While all the birds can happily fly!
And so, on wings of mist, one day,
It became a cloud and floated away.

If I were a horse, through fields I'd gallop free,

If I were a fish, I would swim in the sea,
As a bird, I'd soar in the sky, so blue.
Will none of my wishes ever come true?
- Unknown

109
 About the poem and Poet:

The poem describes how a flower, a lamp, and a pond wish to

transform into something else, reflecting their desires and
frustrations. It highlights their imagination and the idea of longing for
what they are not.

The poet is unknown, but their work captures the universal feeling of
wanting to change and the joy of imagination.

Moral:

The poem teaches us that while it's natural to wish for different things
or to be different from what we are, it's also important to appreciate
and be content with who we are and what we have.

Key fact:

Many animals, like butterflies and fireflies, have special adaptations

that allow them to fly and glow in the dark, just like in the poem!
These natural abilities make them fascinating creatures and
symbolize the magic of transformation.

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 Vocabulary

Glossary

Fluttered Moved with quick, light movements (e.g., how a butterfly

moves).

Undaunted Not discouraged by fear or difficulty.

Mist A collection of tiny water droplets floating in the air, often

forming clouds.

Gallop A fast movement of a horse, where all four legs are off the
ground in each stride.

soar To fly high in the air.

Reading Comprehension

Read the paragraph to answer the following questions.

Selected Paragraph: "The lamp, it wondered, day after day,

How nice if I could simply fly away!
Undaunted, its very own wings it grew,
Became a firefly, and away it flew."

Questions-
1. What did the lamp wish for?
2. How did the lamp make its wish come true?
3. What new form did the lamp take?
4. How does the lamp's transformation reflect its desire?
5. What does the word "undaunted" mean in the context of this paragraph?

111
Answer the following.

1. Why do you think the flower wanted to become a butterfly?

2. How did the pond feel about not being able to fly?

3. What does the poem suggest about accepting who you are?

4. How does each character's wish reflect their feelings?

5. Do you think it's good to always want to be something different? Why or

why not?

Multiple Choice Questions

1. What did the flower want to become?

a) A bird

b) A butterfly

c) A firefly

2. What did the lamp transform into?

a) A bird

b) A firefly

c) A butterfly

3. How did the pond wish to change?

a) To become a flower

b) To become a cloud

c) To become a fish

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4. What does the word "undaunted" mean?

a) Discouraged

b) Unafraid

c) Angry

5. What did the pond become?

a) A river

b) A cloud

c) A fish

6. How does the flower feel about its wishes?

a) Content

b) Sad

c) Hopeful

Fill in the Blanks using the clue box.

wings cloud firefly fly butterfly

1. The flower wished it could __________ to any place under the sun.

2. The lamp grew its own __________ and became a firefly.

3. The pond became a __________ and floated away.

4. If the flower were a __________, it would flutter away.

5. The lamp wished to fly like a __________.

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 Grammar

Articles are special words we use before nouns to show whether we're
talking about something specific or something general. They help us
understand more about the nouns we're discussing.
There are two types of articles: definite articles and indefinite articles.

Definite and Indefinite Articles

[Link]finite Article: The
We use the when talking about something very specific that we both know
about. For example, if we say, "The flower in my garden is beautiful," we are
talking about a particular flower that we know about.
Example: Imagine you have a special teddy bear. If you say, "The teddy
bear on my bed is soft," you are talking about that exact teddy bear.

2. Indefinite Articles: A and An

We use a or an when talking about something in a general way, not a
specific one. A is used before words that start with a consonant sound
(e.g., a cat), and an is used before words that start with a vowel sound
(e.g., an apple).

Example: If you say, "I want to buy a toy," you are talking about any toy,
not a specific one. If you say, "I saw an elephant at the zoo," you are talking
about any elephant, not a particular one.

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Complete the sentences with Definite or Indefinite Articles (the, a, or an).

1. The cat jumped over __________ fence.

2. She found __________ apple in her lunchbox.

3. __________ bird is flying high in the sky.

4. I saw __________ beautiful butterfly in the garden.

5. __________ dog barked loudly at the mailman.

6. __________ orange is on the table.

Fill in the correct article to complete each sentence.

1. __________ apple is on the counter. (A/The/An)

2. I need __________ pencil to write. (A/The/An)

3. __________ teacher is explaining the lesson. (A/The/An)

4. Can you pass me __________ book? (A/The/An)

5. __________ moon shines brightly at night. (The/A/An)

6. She wants to be __________ astronaut. (A/The/An)

Listening time

Read the poem aloud while others close their eyes and visualize each
transformation. Afterward, discuss what they saw in the imagination and
how it relates to the poem's message.

115
 Speaking time

After completion of art integration, present your drawing or craft to the

class and explain why they chose that particular wish and how it relates to
their own desires or dreams.

Reading time

Practice and recite a stanza of the poem to improve fluency and

expression, focusing on conveying the emotions and desires of the
characters.

Writing time

Write a short story about an object or animal that wishes to become

something else. You should include details about your transformation and
what you learned from the experience.

Phonics:
Understanding Phonics: Long "I" Sound
Phonics is all about the sounds that letters make when we put them
together to form words. Understanding phonics helps us read and spell
words correctly. Today, we're going to focus on the long "I" sound.

What Is the Long "I" Sound?

The long "I" sound is made when the letter "I" sounds like the name of the
letter itself. It often appears in words with the letters i, ie, or igh. For
example, in the words "fly," "light," and "firefly," the "I" sounds like "eye.”

116
• How to Spot the Long "I" Sound:
• Look for the Letter "I": Sometimes the letter "I" is part of the long "I"
sound.
• Example: "Fly" (I sounds like "eye")
• Look for "IE": The letters "IE" together often make a long "I" sound.
Example: "Pie" (I sounds like "eye")
• Look for "IGH": The letters "IGH" together also make the long "I" sound.
Example: "Light" (I sounds like "eye")

Circle the Long "I" Sound

Circle the words with the long "I" sound in the list below.
1. Fly
2. Lamp
3. Light
4. Day
5. Firefly

Complete the sentences with the correct long "I" words from the list
provided.

The __________ (flower) wanted to __________ (fly) to a new place.

The __________ (lamp) wished for a __________ (bright) light.

Word List:
• Flower
• Fly
• Lamp
• Light

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Draw a line to match each word with a picture that shows the long "I"
sound.
Words:
1. Fly

2. Firefly

3. Light

4. Pie

Tongue Twister Challenge!

Tongue Twister Challenge! Say the tongue twisters and see if you
can say them faster each time!
"Charming chicks chase cheerful chipmunks."
"Feathers fly fast and furiously from friendly flamingos."
"Zany zebras zigzag zealously through the zoo."
"Giggling goblins gather green grapes on grassy hills."

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 12 Mr. Singh

Learning outcomes:

- Understand the importance of farmers and agriculture in our daily lives

- Learn and apply capitalization rules in writing
- Comprehend the meaning and significance of farm-related vocabulary
- Identify silent letters in words (kn, wr, gn, mb)
- Practice listening skills by picking out keywords from spoken instructions
- Develop speaking skills through structured activities
- Express appreciation for farmers' contributions through art integration
- Connect concepts of hard work and perseverance to their own lives

Warm up

1. Where does the food on your plate come from?

2. Have you ever visited a farm? What did you see there?

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 About the story:

"Mr. Singh" is an informative non-fiction story that explores how

farmers grow the food we eat every day. It shows the dedication,
patience, and effort that goes into farming throughout the changing
seasons. This story helps us understand and appreciate where our
food comes from and the people who work hard to produce it.

Early in the morning, when most people are

still sleeping, Mr. Singh wakes up. He looks out
at his fields as the sun begins to rise. Today,
he will plant rice in the eastern field.

Mr. Singh has been a farmer for twenty years.

He grows different crops like wheat, rice, and
vegetables. His farm is located near the
Yamuna River in Uttar Pradesh. The river
helps him water his crops during the dry
summer months.

Spring is the busiest time for Mr. Singh. He prepares the soil by ploughing
the land with his tractor. Then, he plants seeds in neat rows. He works
from sunrise to sunset, taking only a short break at noon to eat lunch
under the shade of a neem tree.

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 During the summer, Mr. Singh checks his irrigation
system every day. He makes sure the plants get
enough water. He also removes weeds that might
steal nutrients from his crops. Sometimes, birds try to
eat the seeds, so he puts up scarecrows in the fields.

When autumn comes, it's time for harvest. Mr.

Singh and other farmers from the village work
together to collect the crops. They use machines
like harvesters for the wheat and rice. For
vegetables, they carefully pick them by hand.

In winter, Mr. Singh plans for the next growing season. He visits the local
agriculture office in Delhi to learn about new farming techniques. He also
repairs his tools and machinery.

Farming is not easy work. Mr. Singh faces many

challenges like unpredictable weather, insects that
eat crops, and rising costs of seeds and fertilizers. But
he is proud of his work because he helps feed people
across India and even in other countries.

Next time you eat a roti or rice, remember the

farmers like Mr. Singh who worked hard to grow that food for you.

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 Moral:

The story teaches us to value hard work and perseverance. It also

reminds us to appreciate the farmers who grow the food we eat
every day.

Key fact:

Farming is one of the oldest and most important jobs in the world. In
India, more than half the population depends on agriculture for their
livelihood.

Vocabulary

Glossary

Agriculture The science or practice of farming, including growing crops

and raising animals

Irrigation The supply of water to land or crops to help them grow

Ploughing Turning over soil with a special tool before planting

Scarecrow A figure made to look like a person and placed in fields to frighten
birds away

Harvest The process of gathering crops when they are ripe

Nutrients Substances that plants and animals need to live and grow

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Reading Comprehension:
Read the following lines and answer the questions below:
"During summer, Mr. Singh checks his irrigation system every day. He
makes sure the plants get enough water. He also removes weeds that
might steal nutrients from his crops."

Questions:
1. What does Mr. Singh check every day in summer?
2. Why does he remove weeds from his fields?
3. Why is water important for crops?
4. What might happen if Mr. Singh didn't check his fields regularly?
5. What season comes after summer in the farming cycle?

Answer the following Questions in your notebook.

1. How long has Mr. Singh been a farmer?
2. Which river helps Mr. Singh water his crops?
3. Name two types of crops that Mr. Singh grows.
4. What challenges do farmers like Mr. Singh face?
5. Why is Mr. Singh proud of his work?

Match the Following

1. Spring (a) Irrigation and weeding
2. Summer (b) Used to prepare soil
3. Autumn (c) Planning for next season
4. Winter (d) Used to scare birds
5. Tractor (e) Ploughing and planting
6. Scarecrow (f) Harvest time

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Fill in the Blanks

1. Mr. Singh wakes up ____________ in the morning.

2. The farm is located near the ____________ River.

3. Mr. Singh has been a farmer for ____________ years.

4. In winter, Mr. Singh visits the local ____________ office.

5. Farmers use ____________ to collect wheat and rice during harvest.

Grammar

Capitalization Rules
Capitalization means using CAPITAL LETTERS (big letters) in the right
places. Let's learn when to use capital letters!
Rule 1: Capitalize the first word of a sentence
- Example: The farmer works hard every day.
- Not: the farmer works hard every day.

Rule 2: Capitalize the names of people and their titles

- Example: Mr. Singh is a farmer. Farmer Ram lives nearby.
- Not: mr. singh is a farmer. farmer ram lives nearby.

Rule 3: Capitalize the names of places

- Example: He lives in Uttar Pradesh near the Yamuna River.
- Not: He lives in uttar pradesh near the yamuna river.

Rule 4: Capitalize the names of days, months, and holidays

- Example: Farmers celebrate harvest festival in October.
- Example: Monday is market day in the village.

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- Not: Farmers celebrate harvest festival in october.
- Not: monday is market day in the village.

Rule 5: Capitalize the names of specific buildings, organizations, and

brands
- Example: He visits the Agriculture Department in Delhi.
- Not: He visits the agriculture department in delhi.

Complete these sentences with proper capitalization:

1. my father visited a farm in punjab last sunday.
2. farmer joseph grows wheat, rice, and vegetables.
3. the ganga river flows through uttar pradesh.
4. diwali is celebrated in october or november.
5. mr. patel attended a meeting at the agriculture office in mumbai.

Find and correct capitalization errors in these sentences:

1. Yesterday, i saw Farmer kumar working in his Field.
2. The Village is near the krishna river in karnataka.
3. He sells vegetables at the Market every tuesday.
4. During Summer, farmers work from sunrise to Sunset.
5. my Sister visited Delhi and agra during the Winter holidays.

Vocabulary
Understanding and Using Nature-Related Words
Let's learn more about words related to farming and nature:
Soil: The top layer of earth in which plants grow
- Example: Good soil helps plants grow strong and healthy.

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Crops: Plants that are grown in large quantities for food
- Example: Wheat and rice are important crops in India.

Seasons: The four main periods of the year (spring, summer, autumn,
winter)
- Example: Different crops grow better in different seasons.

Seeds: Small parts of plants from which new plants grow

- Example: The farmer plants seeds in the soil.

Weather: The condition of the atmosphere at a particular place and time

- Example: Farmers watch the weather forecast to plan their work.

Complete the sentences with vocabulary words:

1. The farmer checks the ____________ forecast to know when it will

rain.

2. In spring, farmers prepare the ____________ for planting.

3. Different ____________ grow in different parts of India.

4. The four ____________ of the year affect farming activities.

5. Before planting, farmers select the best quality ____________.

Speaking time

Work with a partner to role-play an interview between a news reporter and

Farmer Singh. The reporter should ask questions about:
- Daily farming activities
- Seasonal farming tasks

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- Challenges faced by farmers
- The importance of farming

Remember to speak clearly and take turns listening and speaking. Use at
least five words from our vocabulary list.

Writing time

Write a thank-you letter to a farmer expressing your gratitude for their hard
work. Include at least five properly capitalized words (names, places, days,
etc.) and use at least three words from our vocabulary list.

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

____________________________________________________

___________________________________________________

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 Reading time

Group reading session

Take turns reading paragraphs from "Mr. Singh" aloud. Focus on proper
expression and pay special attention to words that should be capitalized
when written.

Listening time

Picking out key words from spoken instructions

Your teacher will read aloud instructions for a farming activity. Listen
carefully and write down the key words you hear. Then, compare your list
with a partner and discuss which words were most important for
understanding the instructions.

Example instruction: "First, prepare the soil by removing stones and

weeds. Then, make straight rows with your finger in the soil. Place three
seeds in each spot and cover them gently with soil. Water the seeds
carefully using a watering can."

Key words might include: prepare, soil, stones, weeds, rows, seeds, cover,
water

Phonics

Identifying and Using Common Silent Letters

In English, some letters in words are silent - we don't

pronounce them when we say the word.

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Let's learn about common silent letter patterns:
kn: The 'k' is silent
- know (sounds like "no")
- knife (sounds like "nife")
- knee (sounds like "nee")

wr: The 'w' is silent

- write (sounds like "rite")
- wrist (sounds like "rist")
- wrong (sounds like "rong")

gn: The 'g' is silent

- gnaw (sounds like "naw")
- sign (sounds like "sine")
- design (sounds like "de-sine")

mb: The 'b' is silent

- lamb (sounds like "lam")
- comb (sounds like "come")
- climb (sounds like "clime")

Circle the silent letter in each word:

1. knee

2. write

3. sign

4. lamb

5. know

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6. wrist

7. design

8. climb

9. knight

10. thumb

Write three words for each silent letter pattern:

- kn words: ____________, ____________, ____________

- wr words: ____________, ____________, ____________

- gn words: ____________, ____________, ____________

- mb words: ____________, ____________, ____________

Tongue Twister Challenge!

Say the tongue twisters and see if you can say them faster each
time!

"Farmers frequently find fresh fruit from fertile fields."

"Workers willingly wrap wheat while we watch."

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 Art integration

Here is a wheel for four seasons. Create a season wheel for what
happens on a farm during each season. Label each season and the
farming activities with proper capitalization. Use different colours to
represent each season.

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