7494 lesson plan

Lesson: - The Great Race No of Periods: - Factual Reading Learning Outcome: Students will listen to a read aloud and interpret information within the story Students will understand the elements of a story Students will respond to the questions from the teacher and discuss ideas with each other Skills developed: Reading, listening and thinking skills Resources required: Crescendo curriculum, chart, story map worksheet/handout Getting started: - (5 minutes) Read the lesson aloud and ask the students to listen carefully The Inquiry Process: - (30 Minutes) Open the lesson with a brief discussion about the parts of a story (beginning, middle, end, and the setting), about character traits, and how sometimes there are problems in a story Talk about the problem faced by the motorcycle in the story Discuss with them the possible solutions Introduce how we are going to bring all these elements together in our story map Explain that an important event can also be a problem of a story Activity: Divide the class into four groups Let the members of each group read the lesson silently Then they discuss the story among the team Let Team discusses about the setting of the story, Team will talk about the main characters of the story, Team identifies a problem in the story and informs Team 4, who will then find a solution for the same All the four teams will compile their information on a big story map on a chart Have students work on the story map handout They will fill in the map on the story's characters, setting, problem, important events, and solution Closure: - (5 minutes) Students are given a story map template Assignment: Complete the exercises on page no 13 and 14 Assessment: - Students will be assessed on their reading skills Day 2- Pronouns Learning Outcome: • • • Students will be able to define a pronoun Students will be able to distinguish a pronoun in a sentence Students will be able to write their own sentence using a pronoun Skills developed: Thinking and speaking skills Resources required: Ball, Crescendo curriculum Getting started: - (5 minutes) Ask children what are other ways of addressing people other than calling out their names Like:Rani is going to the park Ramesh is singing a song The Inquiry Process: - (30 Minutes) Pronouns are words that can take the place of nouns When talking about yourself, you would say "me" or "I" instead of your own name Wrong: Rita called Sameer to ask Sameer if Sameer could meet Rita at the park (This sentence doesn't make sense - no pronouns.) Correct: Rita called Sameer to ask him if he could meet her at the park (Substitutes the pronouns him and he for Sameer, and her for Rita.) Then tell them about singular and plural pronouns ‘It’ is a singular pronoun and ‘they’ is plural pronoun ‘It’ is used for things and animals whereas ‘they’ is used for people This is Namita’s pen It is blue in colour They are going for a movie tonight Activity: Arrange a ball and make children stand or sit in a circle Randomly toss the ball to the student and have them say a sentence with at least one pronoun in it Once they complete the task have them toss the ball to another student and so forth and so forth Closure: - (5 minutes) What is a pronoun? Give an example of a singular pronoun and use it in a sentence Give an example of a plural pronoun and use it in a sentence Assignment: - Worksheet Read each sentence Choose the correct pronoun Be sure to use a capital letter whenever required Assessment: - Assess students based on their knowledge and usage of pronouns Day-3 Using Instructions Learning Outcome: Students will understand what instructions are Students will recognize the importance of sequencing them Skills developed: Listening, speaking and writing skills Resources required: Piece of cloth for blindfold, crescendo curriculum Getting started: - (10minutes) ‘Leading the blind’ Teacher teaches pupils to play the game 'Leading the Blind': Blindfold student A and make him stand at a certain position in the classroom Then, get him to turn round twice Get student B to stand at a corner of the classroom Place obstacles (tables and chairs) between students A and B Student B is to give instructions to student A to move towards him, without bumping into the obstacles The Inquiry Process: - (30 Minutes) Teacher discusses with students on the importance of instructions Ask students I What happens if the instructions were unclear? II What happens if the instructions were wrongly sequenced? Teacher explains that the instructions give the recipients information on how something should be done in order to achieve a goal Teacher to give examples of instructions: recipes, origami, etc Teacher also highlights that written instructions can involve number sequencing or words such as 'First', 'Next', 'Then', 'Finally', etc Activity: Give each child A4 size paper with a picture Tell them that you are going to give some instructions which they have to listen very carefully and draw accordingly in the paper Instructions: - Draw sun and colour it Draw mountains, and birds flying high in the sky Draw another boat with a man Draw water Colour the complete picture Closure: - (5 minutes) Collect the worksheets and display it on the bulletin board Assignment: - Cut and paste worksheet Day-4 Learning Outcome: Students will learn about -oo-, -ee-, and –ea- words Students will identify the word with the given sound in a sentence Students begin to understand which words contain which spelling alternatives Skills developed: Organizational skills, thinking skills Resources required: Old newspaper , magazine, flash cards with -oo-, -ee-, and –ea- sound words, crescendo curriculum Getting started: - (5 minutes) Write the words ‘smooth’, ‘food’, ‘pool’, ‘book’, etc on the blackboard Ask the students how many vowels and consonants are there in these words The Inquiry Process: - (30 Minutes) Say the word ‘smooth’ aloud Show the flash cards and ask them to repeat each and every word twice or thrice Demonstrate the pronunciation of the word Show the flash card with the ea sound on it - ask students to say the sound and to give some ea words Then show the flash with the ee sound on it, explain that ee sounds the same as ea but is used in different words - can they think of any? Activity: Split the class into three groups - the 'ea' group, the ‘oo’ and the 'ee' group Give them the template as per their group Distribute newspaper old magazines among them Ask the pupils to write as many words as they can from the newspaper and magazines Then check out which team has collected maximum no of words Closure: - (5 minutes) Display the work done by the students Assignment: - Worksheet