Chapter : Together We Can (Class 4 English)
| Concept | Curricular Goals / Competencies (NCF 2023) | Learning Outcomes | Pedagogical Strategies | Integration with Other Subjects / Areas | Assessment | Resources (Digital / Physical) | 21st Century Skills / Values / Vocational Skills | Extension / Real-Life Application |
|---|---|---|---|---|---|---|---|---|
| 1. Understanding the Poem – “Together We Can” | CG-4 – Developing socio-emotional and ethical responsibility through cooperation and teamwork. CG-7 – Appreciating rhythm and rhyme in language expression. |
Read and recite the poem with correct rhythm and intonation; understand the idea of teamwork and unity. | Poem recitation, discussion on meaning, identifying rhyming words. | Music (rhythm and tone), Value Education (teamwork and cooperation). | Oral recitation evaluation, question–answer on meaning. | Audio of poem, flashcards of rhyming words. | Confidence, expression, empathy, collaboration. | Students compose and recite their own 4-line teamwork poem. |
| 2. Speaking about Unity and Teamwork | CG-5 – Developing positive communication and social participation. CG-4 – Encouraging collaboration and empathy in peer interaction. |
Use simple sentences to talk about teamwork, cooperation, and helping others. | Pair conversation, model dialogue between Bokali and Darsana, sharing favourite foods and festivals. | Social Studies (unity in diversity), Moral Science (helping others). | Observation of conversation etiquette, peer feedback. | Conversation cards, classroom chart on teamwork phrases. | Communication, respect, social bonding. | Participate in group discussions or morning assembly sharing. |
| 3. Vocabulary – Collective Nouns | CG-7 – Making sense of the world through language structures and pattern recognition. | Identify and use collective nouns (e.g., a bunch of flowers, a pack of wolves). | Picture-based exercises, flashcard matching, fill-in-the-blank activity. | TWAU (animals and objects), Art (illustration of groups). | Worksheet completion, oral spelling quiz. | Flashcards, picture charts, blackboard. | Observation, memory, accuracy. | Use collective nouns in everyday examples (family, team, etc.). |
| 4. Grammar – Prepositions of Place | CG-7 – Understanding relationships through language. CG-3 – Using observation to describe positions and surroundings. |
Identify and use words like “behind”, “between”, “near”, and “in front of” correctly in sentences. | Map-based activity using picture of a town; describing locations orally. | Math (directions), TWAU (places in neighbourhood). | Worksheet completion, oral description check. | Printed map of community, cutouts of buildings. | Spatial understanding, description, logical thinking. | Describe locations at home or school using prepositions. |
| 5. Writing – Describing Actions and Future Plans | CG-7 – Expressing ideas clearly in writing. CG-4 – Developing responsibility and empathy through writing. |
Write short answers using correct tense and helping verbs (will/is helping). | Picture-based question writing, guided examples from textbook. | Language and TWAU (helping others, care in action). | Written worksheet and oral reading of responses. | Textbook illustrations, board examples. | Critical thinking, sequencing, empathy. | Write about how they can help someone in need. |
| 6. Creative Activity – Symbol of Togetherness | CG-2 – Developing aesthetic and creative expression. CG-4 – Encouraging cooperation and appreciation of others’ efforts. |
Create and decorate a paper symbol representing unity and teamwork. | Hands-on art activity, folding and cutting paper figures, colouring and display. | Art & Craft (symmetry and design), Moral Education (team spirit). | Observation of design and participation. | Plain paper, crayons, scissors. | Creativity, cooperation, fine motor skills. | Display symbols on classroom teamwork wall. |
Suggested Activities (Short Explanations)
- Team Chant: Recite the poem “Together We Can” in groups using rhythm and actions.
- Pair Talk: Practice Bokali–Darsana conversation to learn polite turn-taking.
- Collective Noun Game: Match words like “herd”, “swarm”, and “bunch” with pictures.
- Map Talk: Use a classroom map to describe where places are located using prepositions.
- Helping Hands Writing: Write what you and your friends can do to help others.
- Unity Craft: Create a folded paper figure showing connected people to symbolize togetherness.
- Celebrating Together: Share stories of festivals that bring people together.
Chapter : The Tinkling Bells (Class 4 English)
| Concept | Curricular Goals / Competencies (NCF 2023) | Learning Outcomes | Pedagogical Strategies | Integration with Other Subjects / Areas | Assessment | Resources (Digital / Physical) | 21st Century Skills / Values | Extension / Real-Life Application |
|---|---|---|---|---|---|---|---|---|
| 1. Reading and Understanding the Story | CG-7 (observation & logical thinking), CG-4 (emotional & ethical values) | Read with expression, identify moral values like honesty, kindness. | Guided reading, discussion on moral dilemmas of the characters. | Language (reading comprehension), Moral Education. | Oral questions, short written responses on moral lessons. | Textbook story, character flashcards. | Empathy, ethics, comprehension. | Relate story event to real life when being honest pays off. |
| 2. Vocabulary and Word Meanings | CG-9 (communication in two languages), CG-10 (fluency in Language 1) | Use new vocabulary (e.g. “tinkling”, “honest”, “mistake”, “praise”) in sentences. | Word webs, flashcards, sentence formation. | Language skills; art to illustrate new words. | Worksheet, oral usage in sentences. | Flashcards, dictionary, chart of words. | Fluency, vocabulary expansion, expression. | Use words in daily speech or writing tasks. |
| 3. Grammar – Degrees of Comparison | CG-7 (logical thinking), CG-8 (mathematical / measurement thinking for comparison) | Identify and use positive, comparative, superlative adjectives correctly. | Picture-based comparison, chart activity (e.g. tall / taller / tallest). | Math (measuring height), Art (drawing comparisons). | Fill-in blanks, oral comparisons. | Adjective charts, measurement tools. | Critical thinking, reasoning, accuracy. | Compare classmates, objects at home using adjectives. |
| 4. Opposites and Synonyms | CG-9 (communication), CG-7 (logical thought / pattern of words) | Recognise pairs of opposite / similar words from context. | Matching games, activities to find opposites / synonyms. | Language, TWAU (real-life contexts). | Worksheet or oral tests. | Word cards, posters. | Vocabulary building, reasoning. | Use matching pairs in daily vocabulary games. |
| 5. Speaking – Role Play & Moral Situations | CG-5 (work / service / empathy), CG-4 (ethical behaviour) | Express choices in moral situations similar to story characters. | Role play, group discussion on moral decisions. | Social studies, moral education. | Observation of role play, peer & teacher feedback. | Scenario cards, classroom role / script. | Ethical reasoning, empathy, communication. | Write about honesty and performing service in daily life. |
| 6. Writing – Sentence & Reflective Writing | CG-10 (writing fluently in Language 1), CG-13 (learning habits / reflection) | Write sentences using key vocabulary and reflect on honesty meaning. | Writing exercises, journaling about honesty and mistakes. | Language, moral reflection. | Notebook checks, peer review. | Notebook, prompts, writing tasks. | Reflection, writing fluency, self-regulation. | Write a pledge or paragraph about being honest in daily life. |
| 7. Craft – Making Tinkling Bells | CG-12 (arts & creativity), CG-6 (environmental consciousness by using waste materials) | Create tinkling bells using recyclable waste materials. | Hands-on craft activity, demonstration & group craft making. | Art & craft, environmental study. | Observation of craft, creativity assessment. | Waste materials, craft supplies (caps, strings, beads, foil). | Creativity, cooperation, environmental values. | Display crafts in classroom or school exhibitions. |
Suggested Activities (Short Explanations)
- Story Reading: Read “The Tinkling Bells” aloud and discuss moral lessons of honesty.
- Honesty Talk: Students share real-life honesty stories or experiences.
- Comparison Chart: Create charts comparing objects (e.g. bigger / biggest) with classmates or items.
- Opposite / Synonym Hunt: Match opposite / similar words from story text.
- Role Play:
- Enact a scenario of a character returning money (moral choice).
- Reflective Writing: Journal writing on “What honesty means to me.”
- Bell Craft: Make tinkling bells using waste materials learned from lesson.
- Word Game: Use new vocabulary in daily conversations or pledge statements.
Chapter : Be Smart, Be Safe (Class 4 English)
| Concept | Curricular Goals / Competencies (NCF 2023) | Learning Outcomes | Pedagogical Strategies | Integration with Other Subjects / Areas | Assessment | Resources (Digital / Physical) | 21st Century Skills / Values | Extension / Real-Life Application |
|---|---|---|---|---|---|---|---|---|
| 1. Road Safety Awareness | CG-1 – Developing habits that ensure safety and well-being. CG-4 – Developing emotional and ethical responsibility in public spaces. |
Recognize and follow basic road safety rules; understand importance of safety habits. | Story discussion (letter from Traffic Police), interactive questioning, visual chart of rules. | TWAU (community helpers), Moral Science (responsibility). | Oral questions, identifying correct and incorrect behaviours. | Textbook letter, road safety posters, videos. | Responsibility, awareness, discipline. | Follow safety rules while coming to school or crossing the road. |
| 2. Understanding Traffic Symbols | CG-7 – Making sense of the world through observation and logical thinking. CG-9 – Communicating meaning of symbols and signs effectively. |
Identify and explain the meanings of common traffic signs. | Flashcards of symbols, matching activity, “Traffic Quiz.” | Art (drawing signs), Social Studies (community signs). | Symbol identification worksheet, oral explanation. | Charts, flashcards, projector slides. | Observation, reasoning, communication. | Create safety posters displaying correct road symbols. |
| 3. Safe and Unsafe Behaviours | CG-1 – Health and safety habits. CG-4 – Recognizing right and wrong behaviours. |
Differentiate between safe and unsafe behaviours on roads. | Sorting activity (Safe vs Unsafe), classroom discussion, visual analysis of picture errors. | TWAU (community safety), Language (descriptive vocabulary). | Checklist or oral reasoning test. | Picture cards, activity worksheet. | Decision making, critical thinking. | Explain safety do’s and don’ts at home and school. |
| 4. Grammar – Countable and Uncountable Nouns | CG-7 – Making sense through observation and categorization. CG-10 – Developing fluency and correctness in Language 1. |
Classify nouns as countable or uncountable with examples. | Sorting objects, recipe reading (banana milkshake), classification table. | Math (quantities), TWAU (food items). | Worksheet classification, peer checking. | Textbook examples, real-life objects (rice, apples, etc.). | Language reasoning, observation. | Apply concept while writing or speaking about everyday items. |
| 5. Vocabulary Development | CG-9 – Effective communication in two languages. CG-10 – Reading and writing fluently in Language 1. |
Use and understand new words like “pedestrian,” “footpath,” “reflective,” and “distract.” | Word wall, contextual sentence making, crossword / word search. | Language, Art (word illustrations). | Word use in sentences or quiz. | Flashcards, dictionary, poster. | Language enrichment, comprehension. | Use road-safety vocabulary in classroom discussions. |
| 6. Writing – Letter to Traffic Police | CG-10 – Developing writing fluency. CG-13 – Building responsible learner habits through reflection. |
Write a short letter showing gratitude and promising safe behaviour. | Model letter writing, brainstorming sentences, guided writing. | Language, Moral Science (values expression). | Letter assessment rubric (content, structure, grammar). | Notebook, sample letter, visual aid. | Gratitude, communication, empathy. | Encourage students to write thank-you notes to community helpers. |
| 7. Creative Integration – Safety Art Project | CG-12 – Developing artistic sensibility and creative expression. CG-6 – Promoting care for the environment and surroundings. |
Create art-based projects or posters showing “Safe Road Habits.” | Poster drawing, slogan writing, safety role play. | Art & Craft, Moral Science. | Observation of creativity and participation. | Chart paper, colours, recycled materials. | Creativity, collaboration, social responsibility. | Display posters in classroom or school corridors. |
Suggested Activities (Short Explanations)
- Safety Pledge: Take a road-safety oath every morning.
- Traffic Light Drill: Red–Stop, Yellow–Wait, Green–Go classroom activity.
- Sign Hunt: Identify traffic signs around school or home.
- Word Wall: Display new road-safety words with pictures.
- Safe or Unsafe? Sorting chart of safe and unsafe actions.
- Milkshake Grammar: Highlight countable/uncountable nouns in recipe reading.
- Letter to Police: Write and decorate letters thanking local traffic police.
- Poster Campaign: “Be Smart, Be Safe” art competition for awareness.
Chapter : One Thing at a Time (Class 4 English)
| Concept | Curricular Goals / Competencies (NCF 2023) | Learning Outcomes | Pedagogical Strategies | Integration with Other Subjects / Areas | Assessment | Resources (Digital / Physical) | 21st Century Skills / Values | Extension / Real-Life Application |
|---|---|---|---|---|---|---|---|---|
| 1. Understanding the Poem | CG-7 – Making sense of the world through observation and logical thinking. CG-4 – Developing emotional balance, discipline, and focus. |
Read and recite the poem with rhythm and understand its message of focus and time management. | Poem recitation with expression, discussion on meaning, rhyming word identification. | Language (rhymes and rhythm), Moral Science (value of concentration). | Oral recitation evaluation, Q&A on meaning and values. | Poem chart, audio recitation, blackboard. | Focus, self-discipline, understanding values. | Apply “one thing at a time” rule during study and playtime. |
| 2. Vocabulary – Rhyming Words and Meanings | CG-9 – Communication through language. CG-10 – Developing fluency and word recognition in Language 1. |
Identify rhyming words and match words with meanings. | Word matching, rhyme-finding exercises, group quiz. | Language, Art (rhyme poster making). | Worksheet, oral participation. | Flashcards, rhyme lists, dictionaries. | Language fluency, memory skills. | Compose short rhyming couplets in pairs. |
| 3. Grammar – Present Continuous Tense (is/are + verb-ing) | CG-7 – Observation and sentence pattern understanding. CG-10 – Correct sentence framing in Language 1. |
Use present continuous tense to describe actions in pictures or daily life. | Picture description activity using “is/are + verb-ing.” | Language, TWAU (daily actions), Art (drawing activity). | Oral practice, written sentences. | Charts, flashcards, picture worksheet. | Observation, expression, language accuracy. | Describe family activities at home using “is/are” sentences. |
| 4. Listening and Pronunciation – Silent ‘L’ Words | CG-10 – Developing listening and pronunciation fluency. CG-9 – Oral communication in Language 1. |
Recognize and pronounce words correctly that contain silent letters (like calm, talk, palm). | Read-aloud practice, teacher modelling, sound discrimination exercise. | Phonics and Music (sound recognition). | Listening comprehension check. | Word list chart, phonics audio. | Listening, articulation, attention to detail. | Apply correct pronunciation in daily reading practice. |
| 5. Writing – My Daily Routine | CG-10 – Writing fluency and sequence building. CG-13 – Developing organization and habit of structured learning. |
Write a paragraph about their daily routine using correct sequence and time expressions (a.m./p.m.). | Guided writing, use of time-table chart, sequencing words (first, next, then, finally). | Math (time), TWAU (daily life), Language (sentence order). | Notebook check, oral presentation. | Routine chart, sample writing model. | Time management, self-awareness, organization. | Prepare a daily study schedule for home. |
| 6. Speaking – Picture Description | CG-9 – Communication through language and observation. CG-7 – Logical expression of thoughts. |
Describe scenes or pictures using action verbs correctly. | Pair/group speaking, sentence modelling, peer feedback. | Art (picture-based speaking), Language (spoken fluency). | Observation of language fluency and relevance. | Pictures, flashcards. | Observation, articulation, confidence. | Describe morning activities at school or home in English. |
| 7. Creative Integration – Riddle and Drawing Activity | CG-12 – Artistic expression and creativity. CG-4 – Emotional joy through play and creativity. |
Guess riddles and draw activities they enjoy doing in free time. | Riddle guessing, drawing or collage activity. | Art & Craft, Moral Science (joy of work and play). | Observation of creativity and expression. | Riddle cards, drawing sheets, crayons. | Creativity, comprehension, emotional balance. | Organize a “Riddle and Art Corner” in classroom. |
Suggested Activities (Short Explanations)
- Rhyming Chain: Build a chain of rhyming words from the poem.
- Action Talk: Students describe class actions using “is/are + ing”.
- My Routine Chart: Create a timetable showing daily tasks with times.
- Focus Pledge: Take a pledge to focus on one task at a time.
- Silent Letter Hunt: Find and circle silent-letter words in the poem.
- Work & Play Sorting: Sort daily actions under ‘Work’ or ‘Play’ columns.
- Creative Riddle Art: Solve and draw the riddles (teeth, candle, etc.).
Chapter : The Old Stag (Class 4 English)
| Concept | Curricular Goals / Competencies (NCF 2023) | Learning Outcomes | Pedagogical Strategies | Integration with Other Subjects / Areas | Assessment | Resources (Digital / Physical) | 21st Century Skills / Values | Extension / Real-Life Application |
|---|---|---|---|---|---|---|---|---|
| 1. Reading and Understanding the Story | CG-7 – Making sense of the world through observation and logical thinking. CG-4 – Developing empathy and ethical understanding. |
Read and comprehend the story; identify moral values like kindness, sharing, and care for nature. | Guided reading, comprehension questions, moral discussion. | Language (reading comprehension), Value Education (moral learning). | Oral questions, short written responses. | Textbook, story flashcards. | Comprehension, empathy, environmental awareness. | Discuss similar real-life examples of kindness or resource sharing. |
| 2. Vocabulary Development | CG-9 – Communication through language. CG-10 – Developing fluency and vocabulary in Language 1. |
Learn meanings of new words: lush, hillock, tender, recovery, shaded. | Matching games, use-in-sentence activity, word-picture pairing. | Language, Art (illustrate vocabulary words). | Worksheet or oral recall test. | Flashcards, dictionary, vocabulary chart. | Language enrichment, creativity. | Use new words in daily conversation or journaling. |
| 3. Grammar – Adverbs of Manner | CG-10 – Language structure and grammar fluency. CG-7 – Observation and pattern recognition in language. |
Identify and use adverbs that describe how an action is done (e.g., slowly, quickly, cheerfully). | Highlighting adverbs in story sentences, fill-in-the-blank activities, pair discussions. | Language, Drama (expression through acting). | Worksheet, oral sentence framing. | Chart of adverbs, examples from the story. | Observation, communication, clarity. | Describe daily actions using adverbs (e.g., walk slowly, speak politely). |
| 4. Speaking – Moral Discussion | CG-4 – Socio-emotional learning and ethical understanding. CG-5 – Attitude of service and responsibility. |
Discuss the moral: “Nature has enough for everyone; use wisely.” | Circle-time discussion, moral role play, story retelling. | Social Studies (resources), Moral Science (values education). | Observation, group participation, oral feedback. | Story pictures, flashcards. | Empathy, ethics, awareness. | Practice responsible resource use in school and home. |
| 5. Grammar Practice – Degrees of Comparison | CG-7 – Logical understanding through comparison. CG-10 – Grammar application in Language 1. |
Identify and form comparative and superlative adjectives from examples in story context. | Chart activity (kind–kinder–kindest), fill-in exercises. | Math (comparisons), Art (drawing examples). | Written worksheets, oral comparison sentences. | Comparison cards, adjective posters. | Critical thinking, reasoning, accuracy. | Compare personal qualities (e.g., strong–stronger–strongest) in a fun way. |
| 6. Writing – Story Completion & Paragraph Writing | CG-10 – Developing coherent writing skills. CG-13 – Building learning habits and reflection. |
Complete short dialogues or paragraphs with correct grammar and moral sense. | Guided writing (dialogues for “The Monkeys’ Fast”), paragraph on “My Best Friend.” | Language, Art (speech bubbles, poster writing). | Notebook evaluation, creative writing samples. | Story charts, dialogue templates. | Creativity, reflection, writing fluency. | Write a short story with a moral message. |
| 7. Creative Integration – Thank You Card for the Old Stag | CG-12 – Artistic expression and creativity. CG-4 – Emotional development through gratitude. |
Create a “Thank You” card from the Old Stag showing gratitude to friends. | Drawing, colouring, writing kind messages inside the card. | Art & Craft, Value Education (gratitude). | Observation of effort, creativity, and expression. | Chart paper, crayons, recycled paper. | Creativity, empathy, gratitude. | Display cards in class or give them to school helpers. |
Suggested Activities (Short Explanations)
- Reading Circle: Students take turns reading paragraphs aloud with expression.
- Word Web: Build a web of new words (lush, tender, hillock, recovery).
- Adverb Action: Act out adverbs like “slowly,” “cheerfully,” “quietly.”
- Moral Talk: Discuss how greed harmed the animals and what they learnt.
- Comparison Chart: Create adjective ladders using “kind–kinder–kindest.”
- Story Completion: Write missing dialogues for “The Monkeys’ Fast.”
- Thank You Card: Create gratitude cards from the stag to his forest friends.
- Sharing Game: Enact the jalebi-sharing situation to discuss fairness.
Chapter : Braille (Class 4 English)
| Concept | Curricular Goals / Competencies (NCF 2023) | Learning Outcomes | Pedagogical Strategies | Integration with Other Subjects / Areas | Assessment | Resources (Digital / Physical) | 21st Century Skills / Values | Extension / Real-Life Application |
|---|---|---|---|---|---|---|---|---|
| 1. Understanding the Life of Louis Braille | CG-7 – Making sense of the world through observation and logical thinking. CG-4 – Developing empathy and social awareness. |
Read and comprehend the story of Louis Braille; understand his contribution to education for the blind. | Story narration with visuals, timeline charting, class discussion on Braille invention. | History (inventions), Value Education (empathy and perseverance). | Oral questions, comprehension worksheet. | Textbook, Braille alphabet chart, visuals. | Empathy, curiosity, problem-solving. | Discuss inventors who changed lives through innovation. |
| 2. Vocabulary and Word Meanings | CG-9 – Developing communication skills in language. CG-10 – Enhancing reading and writing fluency in Language 1. |
Learn meanings of words: blacksmith, blind, pincushions, invented, recovery. | Flashcard matching, pronunciation drill, use in sentences. | Language, Art (illustrate new words). | Worksheet completion, oral vocabulary test. | Word cards, dictionary, visuals. | Language building, memory, expression. | Use learned words in paragraph writing or daily speech. |
| 3. Grammar – Past Continuous Tense | CG-10 – Developing grammar usage and sentence structure. CG-7 – Logical understanding through sentence formation. |
Identify and form sentences using was/were + verb-ing. | Board examples, conversion of present tense to past continuous, role play. | Language, TWAU (actions and activities). | Worksheet on tense conversion, oral practice. | Charts, worksheets, examples from story. | Observation, reasoning, grammar accuracy. | Write short paragraphs describing past events. |
| 4. Sensory Learning – Understanding by Touch | CG-2 – Developing sensory perception and awareness. CG-6 – Developing care for differently abled persons and environment. |
Understand how touch helps people with blindness “see” through Braille dots. | Hands-on “feel the shape” activity with paper or clay; closed-eye object guessing. | TWAU (sense organs), Art (texture art). | Observation of participation and description accuracy. | Paper, pencils, clay, objects box. | Sensory learning, observation, empathy. | Try writing one’s name using bindis in Braille form. |
| 5. Writing – Using Braille Letters | CG-10 – Writing fluency in Language 1. CG-12 – Artistic and tactile expression. |
Write simple words like Cat, Man, Boy using Braille dots or bindis. | Guided writing with tactile aids (bindis or clay dots). | Art & Craft, Language Writing. | Observation and self-correction. | Bindis, paper sheets, Braille templates. | Creativity, motor skills, concentration. | Create a Braille label for classroom objects. |
| 6. Speaking and Listening Skills | CG-9 – Oral communication skills. CG-4 – Empathy and respect for differences. |
Discuss the importance of Braille and experiences of people with blindness. | Pair discussions, mock interviews (“If I meet Louis Braille…”), listening games with “spl” cluster sounds. | Phonics (listening), Moral Education. | Oral participation, pronunciation check. | Word lists, phonics recordings. | Active listening, empathy, articulation. | Discuss how to help visually impaired classmates. |
| 7. Writing and Reflection – Eye Safety | CG-1 – Developing habits ensuring health and safety. CG-13 – Reflective thinking and responsibility. |
List precautions for protecting eyes and preventing accidents. | Brainstorming, poster creation on “Protect Your Eyes.” | Science (body parts), Health Education. | Poster evaluation, oral reflection sharing. | Chart paper, crayons, pictures. | Awareness, responsibility, creativity. | Display posters and conduct an eye-safety awareness drive. |
Suggested Activities (Short Explanations)
- Story Talk: Narrate Louis Braille’s life with visuals or puppet storytelling.
- Word Web: Build a vocabulary web for “invented”, “blind”, “recovery”.
- Feel and Guess: Identify objects by touch while blindfolded.
- Bindis Braille: Write names in Braille using bindis on paper.
- Listening Drill: Practice consonant clusters like “spl”, “spr”, “spn”.
- Poster Creation: Design an “Eye Safety” poster with slogans.
- Role Play: Enact a short dialogue between a sighted and blind friend.
- Classroom Awareness Corner: Create a “Braille Board” with labels in raised dots.
Chapter : Fit Body, Fit Mind, Fit Nation (Class 4 English)
| Concept | Curricular Goals / Competencies (NCF 2023) | Learning Outcomes | Pedagogical Strategies | Integration with Other Subjects / Areas | Assessment | Resources (Digital / Physical) | 21st Century Skills / Values | Extension / Real-Life Application |
|---|---|---|---|---|---|---|---|---|
| 1. Understanding the Poem and Its Message | CG-1 – Developing habits that ensure health and safety. CG-4 – Emotional balance, confidence, and teamwork. CG-7 – Logical understanding through observation and discussion. |
Read and recite the poem with rhythm and expression; understand that physical activity and creativity together make life joyful. | Recitation with gestures, group reading, meaning discussion. | Language (rhymes and comprehension), Physical Education (fitness awareness). | Oral recitation, comprehension questions. | Textbook, audio of poem, sports images. | Confidence, teamwork, rhythm. | Adopt one physical activity to practice daily. |
| 2. Vocabulary – Adjectives and Descriptive Words | CG-9 – Communication in two languages. CG-10 – Fluency in reading and writing Language 1. |
Identify adjectives and use them to describe people or things. | Matching activity (blue sky, green leaves), fill-in blanks, group discussion. | Art (illustrate adjectives), Grammar (word function). | Worksheet completion, oral practice. | Flashcards, adjective chart, visuals. | Language building, observation. | Describe family or friends using adjectives. |
| 3. Grammar – Describing Words and Word Formation | CG-10 – Understanding word structure. CG-7 – Logical understanding of patterns in language. |
Form correct adjective-noun combinations (beautiful baby, healthy nation). | Chart preparation, pair work, oral repetition. | Language, Art (poster making). | Worksheet, class quiz. | Chart paper, word cards. | Critical thinking, accuracy. | Write descriptive lines about yourself or your country. |
| 4. Grammar – Words with Double Letters | CG-10 – Vocabulary enrichment and spelling accuracy. | Identify and write words with double letters (e.g., village, green, yellow). | Kitchen scavenger hunt, spelling game, interactive whiteboard activity. | Language, TWAU (real objects identification). | Spelling test, oral recall. | Charts, flashcards, real items. | Attention to detail, curiosity. | Find and list words with double letters in surroundings. |
| 5. Writing – Rhyming and Creative Expression | CG-12 – Developing creative and rhythmic expression. CG-9 – Oral and written language expression. |
Write simple rhyming words and compose short lines of verse. | Rhyming chain game, poem continuation task. | Music (rhythm), Art (illustrating rhyme). | Peer evaluation, class reading. | Word lists, poem cards. | Creativity, imagination, fluency. | Compose a 4-line poem on your favorite game. |
| 6. Speaking – My Favorite Game | CG-5 – Building teamwork and cooperation. CG-4 – Emotional and ethical confidence. |
Speak a few sentences about one’s favorite game or sport. | Show-and-tell, picture talk, group sharing. | Physical Education, Language. | Oral presentation evaluation. | Game pictures, props, flashcards. | Confidence, articulation, cooperation. | Organize a short class discussion on different sports. |
| 7. Writing – Preparing a Dish Without Fire | CG-1 – Developing safe health habits. CG-13 – Learning by doing and collaboration. |
Write steps for preparing a simple dish safely. | Demonstration, sequencing words (first, next, then, finally). | TWAU (nutrition), Math (measurements). | Checklist and presentation review. | Kitchen items, bowls, spoons, fruits. | Responsibility, safety awareness. | Try making a salad at home safely with parents’ help. |
Suggested Activities (Short Explanations)
- Poem Recitation: Read aloud with gestures and rhythm.
- Adjective Hunt: Find describing words in the poem and use them in sentences.
- Healthy Dish: Prepare a “No Fire” salad in groups and list ingredients.
- Word Web: Make a web of words with double letters (green, yellow, village).
- Rhyming Race: Match rhyming words from poem (hockey–rocky, skates–mistakes).
- Game Talk: Speak about your favorite game or musical instrument.
- Sports Day Poster: Create a poster promoting “Fit Body, Fit Mind, Fit Nation.”
- Paralympic Awareness: Discuss the importance of inclusion and respect for all athletes.
Chapter : The Lagori Champions (Class 4 English)
| Concept | Curricular Goals / Competencies (NCF 2023) | Learning Outcomes | Pedagogical Strategies | Integration with Other Subjects / Areas | Assessment | Resources (Digital / Physical) | 21st Century Skills / Values | Extension / Real-Life Application |
|---|---|---|---|---|---|---|---|---|
| 1. Reading and Understanding the Story | CG-7 – Making sense of the world through observation and logical thinking. CG-4 – Developing emotional intelligence and teamwork values. |
Read the story aloud with proper intonation; identify key characters and moral message about teamwork and traditional games. | Group reading, story narration, moral discussion. | TWAU (community games), Value Education (team spirit). | Oral comprehension questions, peer discussion. | Textbook, flashcards, story visuals. | Teamwork, empathy, observation. | Discuss importance of traditional Indian games like Lagori or Kabaddi. |
| 2. Vocabulary Development – Traditional Games | CG-9 – Developing communication skills in two languages. CG-10 – Building vocabulary in Language 1. |
Use and understand new words like “referee,” “opponent,” “stacked,” “boundary,” “dodged.” | Word wall, sentence making, visual matching game. | Language, Physical Education. | Vocabulary quiz, oral use in sentences. | Flashcards, pictures of games. | Language enrichment, pronunciation, comprehension. | Use new words while describing games played locally. |
| 3. Grammar – Types of Sentences | CG-10 – Understanding grammar and sentence structure. CG-7 – Logical thinking through language patterns. |
Identify and use sentences (statement, question, exclamation). | Sorting activity, rewriting statements as questions, classroom dialogue practice. | Language, TWAU (rules & safety). | Worksheet, oral examples. | Sentence cards, charts, whiteboard. | Grammar accuracy, communication, reasoning. | Frame correct sentences while giving instructions in games. |
| 4. Speaking – Team Discussion on Fair Play | CG-4 – Developing social and emotional values. CG-5 – Positive attitude toward work and service. |
Express views about teamwork, fairness, and sportsmanship. | Group discussion, role play of match moments, peer appreciation. | Value Education, Moral Science. | Observation and reflection chart. | Props for role play, flashcards. | Communication, empathy, leadership. | Organize a short “Fair Play Pledge” in class. |
| 5. Writing – Paragraph on My Favourite Outdoor Game | CG-10 – Developing written fluency. CG-13 – Developing learning habits and organization. |
Write 6–8 sentences on favourite outdoor game using correct sequence and vocabulary. | Guided writing, brainstorming on traditional games, use of prompts. | Language, TWAU (community life). | Notebook check, peer review. | Textbook examples, board chart. | Organization, expression, creativity. | Encourage writing about local sports events. |
| 6. Grammar – Rearranging Words to Form Sentences | CG-7 – Logical thinking. CG-10 – Language structure and comprehension. |
Rearrange jumbled words into meaningful sentences. | Sentence rearranging game, blackboard race. | Language, Reasoning Skills. | Worksheet, verbal test. | Flashcards, slips of paper. | Analytical thinking, grammar sense. | Use correct order in daily communication. |
| 7. Creative Integration – Team Badge Activity | CG-12 – Creativity and artistic expression. CG-4 – Cooperation and unity through art. |
Design a “Lagori Team Badge” symbolizing teamwork and cultural pride. | Group art project, explanation of design meaning. | Art & Craft, Moral Science (values). | Observation of creativity and explanation clarity. | Drawing sheets, colours, markers. | Creativity, collaboration, national pride. | Display badges during “Traditional Games Week.” |
| 8. Reflective Thinking – Learning from Traditional Games | CG-6 – Environmental and social awareness. CG-13 – Reflection and appreciation of learning. |
Reflect on the values learned from Lagori—teamwork, respect, joy of physical play. | Think-Pair-Share, reflection journal writing. | Physical Education, Language. | Reflective writing check. | Notebook, projector (optional). | Critical thinking, self-awareness. | Apply lessons of teamwork and cooperation in daily class projects. |
Suggested Activities (Short Explanations)
- Lagori Talk: Read and role-play dialogues between Ravi, Deepa, and Prakash.
- Word Hunt: Find and underline key words like boundary, referee, team, opponent.
- Team Rules Chart: Create a chart of “Fair Play Rules.”
- Sentence Race: Rearrange mixed-up sentences on board.
- My Game Paragraph: Write about a favourite outdoor game with illustration.
- Badge Making: Design creative “Lagori Team Badges.”
- Team Reflection: Discuss how games unite communities.
Chapter : Hekko (Class 4 English)
| Concept | Curricular Goals / Competencies (NCF 2023) | Learning Outcomes | Pedagogical Strategies | Integration with Other Subjects / Areas | Assessment | Resources (Digital / Physical) | 21st Century Skills / Values | Extension / Real-Life Application |
|---|---|---|---|---|---|---|---|---|
| 1. Understanding the Story of Hekko | CG-7 – Making sense of the world through observation and logical thinking. CG-4 – Developing emotional and ethical understanding through cultural stories. |
Comprehend the story of the traditional Naga game Hekko and its moral of teamwork, strength, and fairness. | Storytelling, comprehension Q&A, and character discussion. | TWAU (local culture), Moral Science (values). | Oral Q&A, written short answers. | Textbook, visuals of Nagaland, map chart. | Empathy, cultural appreciation. | Discuss traditional games played in one’s region. |
| 2. Vocabulary and Word Meanings | CG-9 – Communication and vocabulary building in two languages. CG-10 – Developing fluency in reading and writing. |
Learn meanings and correct usage of words: disagreement, surrender, superiority, declared. | Word wall, matching exercises, use in sentences. | Language, Art (word-picture integration). | Vocabulary worksheet or oral quiz. | Word cards, dictionary, flashcards. | Language enrichment, observation. | Use new words while speaking about local games. |
| 3. Grammar – Homophones | CG-10 – Grammar awareness and listening skills. CG-9 – Effective communication and comprehension. |
Differentiate between homophones like their/there, two/too, through/threw, caught/cot, right/write. | Interactive examples, fill-in-the-blanks, and peer correction. | Language, Phonics. | Worksheet, oral activity. | Word cards, audio pronunciation clips. | Listening skills, accuracy. | Apply correct homophones in creative writing. |
| 4. Grammar – Simple Past Tense | CG-10 – Understanding tense structure. CG-7 – Logical expression through language. |
Identify and use past tense (-ed) forms correctly in sentences. | Reading past sentences, sentence transformation activity. | Language, TWAU (past experiences). | Worksheet, oral correction. | Chart of verbs, story paragraph examples. | Grammar accuracy, observation. | Write a short diary entry using past tense verbs. |
| 5. Listening – Traditional Games of India | CG-9 – Developing listening comprehension. CG-4 – Awareness of cultural and traditional diversity. |
Identify traditional Indian games (Lagori, Kabaddi, Gilli Danda, etc.) from oral clues. | Audio playback, discussion, picture identification. | TWAU (culture), Music (rhythm and chant). | Listening worksheet, oral answers. | Audio clips, charts, flashcards. | Listening, cultural awareness. | List and describe games played in their family or region. |
| 6. Speaking – Discussion on Fair Play and Teamwork | CG-4 – Ethical and social learning. CG-5 – Positive attitude and cooperation. |
Discuss importance of teamwork and fair play in games and life. | Group talk, role play of “Aami” and “Aakho” players. | Moral Science, Physical Education. | Observation of participation and expression. | Props, story flashcards. | Empathy, communication, respect. | Organize a mini “Hekko Game” in playground or class. |
| 7. Writing – Creating a New Game | CG-13 – Creative reflection and expression. CG-12 – Artistic innovation. |
Design a new game with rules, players, and materials. | Brainstorming, chart-making, and class sharing. | TWAU (creativity), Art & Craft (poster making). | Written output evaluation. | Chart paper, markers, pictures. | Creativity, innovation, collaboration. | Display posters during “Sports Innovation Week.” |
| 8. Project – Exploring Nagaland’s Culture | CG-6 – Appreciation for diversity and environment. CG-13 – Research and reflection. |
Research and present information about Nagaland’s Hornbill Festival and culture. | Research, group presentation, short report writing. | Social Studies, Art (traditional costume sketch). | Poster or short speech evaluation. | Internet, maps, pictures, textbook. | Research, curiosity, respect for culture. | Make a mini scrapbook on “Games of India.” |
Suggested Activities (Short Explanations)
- Story Time: Narrate the “Aami and Aakho” story using gestures.
- Word Hunt: Find new words from the text and use them in your own sentences.
- Homophone Game: Match pairs like “right/write” and “caught/cot.”
- Past Tense Diary: Write about your last Sunday using –ed verbs.
- Traditional Games Quiz: Identify games from teacher’s descriptions.
- Team Play: Enact Hekko in the playground to demonstrate teamwork.
- Design a Game: Students create their own game with rules and materials.
- Hornbill Festival Poster: Draw and label features of Nagaland’s famous festival.
Chapter : The Swing (Class 4 English)
| Concept | Curricular Goals / Competencies (NCF 2023) | Learning Outcomes | Pedagogical Strategies | Integration with Other Subjects / Areas | Assessment | Resources (Digital / Physical) | 21st Century Skills / Values | Extension / Real-Life Application |
|---|---|---|---|---|---|---|---|---|
| 1. Poem Appreciation and Comprehension | CG-7 – Observing nature and expressing joy through imagination. CG-4 – Developing emotional awareness and appreciation of beauty. |
Read the poem with rhythm; interpret what the poet sees and feels on a swing. | Poem recitation with gestures, meaning discussion, and visualization activity. | Language (rhymes), Art (drawing the poem’s scene). | Oral recitation, comprehension questions. | Textbook, audio recitation, poem visuals. | Imagination, observation, emotional expression. | Observe surroundings while on a swing or walk and describe what you see. |
| 2. Vocabulary and New Words | CG-9 – Communication in language and word recognition. CG-10 – Reading and spelling fluency. |
Understand and use words: pleasantest, cattle, countryside. | Word cards, picture-word association, sentence-making. | Language, TWAU (rural environment). | Oral and written vocabulary quiz. | Flashcards, dictionary, charts. | Language enrichment, curiosity. | Use these words in small self-made poems or stories. |
| 3. Grammar – Nouns and Verbs Used as Both | CG-10 – Grammar usage and language patterns. CG-7 – Logical understanding through categorization. |
Identify words that can be both nouns and verbs (play, swing, dance, answer, fly, waves). | Chart-making, sorting game, and sentence writing practice. | Language, Reasoning Skills. | Worksheet (circle nouns, underline verbs). | Chart paper, flashcards, board examples. | Reasoning, language accuracy. | Find and list more words with dual usage. |
| 4. Grammar – Prepositions of Place | CG-10 – Correct language usage. CG-7 – Understanding spatial relations. |
Use correct prepositions like on, beside, under, between, above, behind. | Picture-based fill-in activity (garden scene), classroom demonstrations. | Art (labelling objects), TWAU (spatial awareness). | Worksheet, oral correction. | Charts, flashcards, images. | Spatial understanding, accuracy. | Describe classroom objects using prepositions. |
| 5. Phonics – Pronunciation of ‘W’ and ‘V’ Sounds | CG-9 – Developing pronunciation and listening skills. CG-10 – Clear articulation in Language 1. |
Differentiate between /w/ and /v/ sounds in words like wet, vet, white, vine, wait. | Teacher demonstration, lip movement activity (“O” shape for ‘W’), tongue twisters. | Phonics, Music (rhythm practice). | Oral repetition, listening test. | Audio clips, mirror, pronunciation cards. | Listening, phonemic awareness. | Practice saying tongue twisters at home. |
| 6. Writing – My Favourite Free-Time Activity | CG-10 – Writing expression. CG-13 – Reflective and personal learning habits. |
Write a short paragraph about hobbies or free-time activities. | Guided writing using hints, sharing in class, teacher feedback. | Language, Art (illustrate their hobby). | Notebook check, oral sharing. | Worksheet, writing prompts. | Reflection, expression, organization. | Share hobby charts in “My Hobbies Corner.” |
| 7. Listening – Rhyming Words | CG-9 – Developing listening and sound discrimination. CG-12 – Enjoyment of rhythm and rhyme. |
Identify and add rhyming pairs from the poem (swing–thing, wall–all, down–brown). | Listen-and-repeat games, rhyming basket, poem chanting. | Music, Phonics. | Oral rhyme recognition. | Audio recording, poem cards. | Phonemic awareness, auditory learning. | Create rhyming couplets in English or mother tongue. |
| 8. Creative Expression – “My Magical Swing” | CG-12 – Artistic imagination and creativity. CG-13 – Expression through art and language. |
Draw and describe a magical swing adventure (to a jungle, moon, or fairyland). | Art integration – drawing followed by short paragraph writing. | Art & Craft, Language Writing. | Observation of creativity and content. | Drawing sheets, crayons. | Creativity, imagination, expression. | Display artwork during “Poetry and Art” exhibition. |
Suggested Activities (Short Explanations)
- Poem Recitation: Read aloud with gestures and proper rhythm.
- Word Sorting: Identify words that are both nouns and verbs.
- Preposition Picture Game: Fill in prepositions based on a garden scene.
- Sound Practice: Repeat tongue twisters focusing on /w/ and /v/.
- Rhyme Basket: Match rhyming pairs from the poem.
- Paragraph Writing: Write about “Things I Love Doing.”
- Creative Art: Draw “My Magical Swing” adventure and describe it.
- Festivals with Swings: Research and share about Teej, Jhoola, or other swing-related festivals.
Chapter : A Journey to the Magical Mountains (Class 4 English)
| Concept | Curricular Goals / Competencies (NCF 2023) | Learning Outcomes | Pedagogical Strategies | Integration with Other Subjects / Areas | Assessment | Resources (Digital / Physical) | 21st Century Skills / Values | Extension / Real-Life Application |
|---|---|---|---|---|---|---|---|---|
| 1. Reading Comprehension – Minam’s Journey | CG-7 – Observing and making sense of the natural world. CG-4 – Emotional development through family bonding and respect for elders. |
Read and understand Minam’s adventure with her grandfather in the Himalayas. | Story narration, guided reading, comprehension question discussion. | TWAU (mountains and animals), Moral Science (respect and care for elders). | Oral and written question-answer activity. | Textbook, pictures of mountains, word flashcards. | Comprehension, empathy, observation. | Discuss a trip or experience with a family member and share memories. |
| 2. Vocabulary – Mountain Words | CG-9 – Vocabulary enrichment. CG-10 – Fluency in reading and word use. |
Understand and use words like Himalayas, Sherpa, journey, snowman, yaks, memories. | Word-picture matching, crossword, fill-in-the-blanks. | Language, Geography (mountain terms). | Word puzzle activity or matching sheet. | Flashcards, crossword chart, dictionary. | Curiosity, observation, word recognition. | Identify and collect pictures of mountain life and label them. |
| 3. Grammar – Conjunctions | CG-10 – Language structure and grammar understanding. CG-7 – Logical reasoning in sentence formation. |
Join sentences using and, or, but, because. | Sentence completion games, fill-the-gap exercises. | Language, Communication Skills. | Worksheet evaluation, oral exercises. | Flashcards, chart on conjunctions. | Grammar accuracy, reasoning. | Use conjunctions in daily speech or journal writing. |
| 4. Grammar – Using Body Parts in Phrases | CG-10 – Word meaning and context understanding. CG-13 – Creative thinking in language learning. |
Identify and use expressions like “foot of the mountain”, “neck of the bottle”. | Matching game, creative writing task using examples. | Language, Art (illustrations). | Matching worksheet, oral quiz. | Chart paper, flashcards. | Creativity, linguistic awareness. | Create a mini poster of body-part idioms with pictures. |
| 5. Writing – Paragraph on a Journey | CG-13 – Reflective learning and organization. CG-10 – Writing skill development. |
Write a short paragraph about a trip or memorable journey. | Guided writing with picture prompts. | Language, TWAU (nature and travel). | Notebook evaluation. | Worksheet, writing prompts, pictures. | Expression, organization, creativity. | Write about a place you visited with family or friends. |
| 6. Speaking – Sentence Completion Game | CG-9 – Communication in spoken language. CG-4 – Confidence and social interaction. |
Speak confidently by completing given sentences. | Group game: “Sentence Chain” and “Finish My Line.” | Language, Social Skills. | Observation checklist for fluency. | Flashcards with sentence starters. | Confidence, communication, listening. | Play sentence-building games at home with family. |
| 7. Project – Mountain Animals and Birds | CG-6 – Awareness and appreciation of biodiversity. CG-13 – Research and presentation skills. |
Identify Himalayan animals/birds and their features. | Research, chart-making, and class presentation. | Science (animals), Art (poster design). | Observation, presentation marking. | Pictures, charts, Internet resources. | Research, creativity, environmental awareness. | Prepare a “Mountain Wildlife Chart” for class display. |
| 8. Value Education – Protecting Nature | CG-4 – Emotional and ethical learning. CG-6 – Developing care for the environment. |
Understand the importance of preserving mountains and natural beauty. | Discussion, storytelling, poster activity. | TWAU, Moral Science. | Student reflection paragraph. | Pictures of Himalayas, slogan posters. | Empathy, environmental ethics. | Take a “Nature Protection Pledge” in class. |
Suggested Activities (Short Explanations)
- Story Walk: Read Minam’s journey aloud while showing pictures of the Himalayas.
- Conjunction Race: Join cut-out sentences using correct conjunctions.
- Word Ladder: Build vocabulary with mountain-related words.
- Body-Part Phrases: Create a mini poster with idioms and illustrations.
- Sentence Completion Game: Continue each other’s sentences creatively.
- Animal Research Chart: Make colourful charts on mountain animals.
- Poster on “Save Mountains”: Design a campaign poster promoting environmental care.
Chapter : Maheshwar (Class 4 English)
| Concept | Curricular Goals / Competencies (NCF 2023) | Learning Outcomes | Pedagogical Strategies | Integration with Other Subjects / Areas | Assessment | Resources (Digital / Physical) | 21st Century Skills / Values | Extension / Real-Life Application |
|---|---|---|---|---|---|---|---|---|
| 1. Reading Comprehension – Maheshwar Fort and Queen Ahilya Bai | CG-7 – Making sense of the world through historical understanding. CG-4 – Developing empathy, respect, and appreciation for cultural heritage. |
Read and understand the story of Queen Ahilya Bai and Maheshwar Fort, identifying her contributions and values. | Read-aloud storytelling, comprehension questions, class discussion on heritage. | TWAU (history and places), Moral Science (values of leadership). | Question-answer and oral discussion. | Textbook, map of Madhya Pradesh, pictures of Maheshwar Fort. | Empathy, respect, curiosity, observation. | Locate Maheshwar on a map and share any nearby fort from your region. |
| 2. Vocabulary and Word Meanings | CG-9 – Language comprehension and vocabulary expansion. CG-10 – Word recognition and application. |
Understand and use new words: majestic, overhanging, balconies, unique, fierce. | Word matching, flashcard games, use in sentences. | Language, Art (illustrate meanings). | Worksheet, oral usage test. | Dictionary, flashcards, pictures. | Language building, imagination. | Find synonyms of “majestic” and “unique” from daily reading. |
| 3. Grammar – Articles (a, an, the) | CG-10 – Grammar usage and understanding sentence structure. CG-7 – Logical expression in context. |
Use correct articles before nouns in speech and writing. | Fill-in-the-blank passages, storytelling using articles. | Language, Communication Skills. | Worksheet evaluation, oral correction. | Chart of examples, board sentences. | Grammar fluency, attention to detail. | Write short story using correct articles. |
| 4. Grammar – Synonyms and Silent Letters | CG-10 – Phonemic awareness and grammar accuracy. CG-9 – Listening and pronunciation. |
Recognize words with silent ‘g’ and identify synonyms for words in the lesson. | Word group activity, pronunciation drill, silent letter chart. | Phonics, Language. | Oral pronunciation and written worksheet. | Audio clips, word cards, board examples. | Listening, pronunciation, accuracy. | List 5 more English words with silent letters. |
| 5. Listening – Maheshwari Sarees Description | CG-9 – Developing listening and comprehension skills. CG-6 – Understanding local crafts and cultural knowledge. |
Listen and sequence sentences describing Maheshwari sarees. | Audio narration followed by sequencing task. | TWAU (traditional craft), Art (textile patterns). | Listening comprehension worksheet. | Audio recording, saree images, video clip. | Listening, cultural awareness. | Interview a weaver or tailor in your community and share findings. |
| 6. Speaking – Describing a Historical Place | CG-9 – Oral communication and confidence building. CG-13 – Reflection and connection to personal experiences. |
Describe any local monument or fort clearly and confidently. | Show-and-tell, presentation using pictures, group sharing. | Social Studies, Language. | Observation checklist and oral rating scale. | Pictures, presentation cards. | Confidence, articulation, cultural respect. | Present a short report on a local heritage site. |
| 7. Writing – Paragraph on Maheshwar Fort | CG-10 – Written expression. CG-13 – Organization of ideas and clarity. |
Write a short paragraph about Maheshwar Fort, including details about Queen Ahilya Bai and her work. | Guided writing, use of prompts and keywords. | Language, History. | Notebook evaluation and peer feedback. | Textbook, board outline. | Expression, organization, clarity. | Write a travel diary entry about visiting Maheshwar Fort. |
| 8. Project – Our Local Historical Monuments | CG-6 – Awareness of community and heritage. CG-13 – Research and creative presentation. |
Collect information about a historical place nearby and present it. | Research, chart making, class presentation. | TWAU, Art, Geography. | Display and peer evaluation. | Charts, pictures, Internet resources. | Creativity, research, cultural pride. | Prepare a scrapbook of famous forts of India. |
Suggested Activities (Short Explanations)
- Story Time: Read the dialogue of Aarav, Ananya, and Chachi aloud in groups.
- Vocabulary Cards: Match new words with pictures of Maheshwar Fort.
- Grammar Quest: Correct articles and silent letter words in a fun worksheet.
- Audio Activity: Listen to Maheshwari saree passage and order sentences.
- Show and Tell: Describe any fort or temple visited with your family.
- Poster Making: Draw Maheshwar Fort and label its features.
- Weaver Talk: Invite a local artisan to share about weaving tradition.
- Fort Puzzle: Make and solve fort puzzle from chart paper (as in textbook).
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