Unit 4 THE JUNGLE TALE

Issues Sub issue

: :

lack of ecofriendly industrialization and urbanization all living beings are integral part of nature and are to be protected.

Objectives 1. To realise the importance of harmonious living by listening and reading narratives,stories ,dialogues,etc 2. To realise the need for protecting nature by listening to and reading narratives,stories,etc.. 3. To construct simple discourses based on the theme. Module 1 Time Input discourse Output discourse

: : :

11/2hours 4 narratives conversation

Process Initial interaction: Children do you love animals? Which is your favourite animals? What is its name?(my favourite animal is a cat, its name is Blacky) Where do they live? Ok, Where do lion and tiger live? Allow them to say in Malayalam,megaphone it in English and write it in BB(Jungle) The jungle is the house of animals. Isnt it? What are the other animals live in the jungle?(concept map) \n Imn t]mbn- pt- m ? Ftm?FhnsS? AhnsS Fsm- s I- p ? Megaphone it and write on BB - Can you draw a picture of a forest? (paper and crayons are to be supplied) Help them with necessory questions Such as Where will you draw big trees? Animals, squirrels? Presentation Show and say something about the picture. Let us have a story about a jungle.

Presentation of narrative 1 : Chinnan rabbit and his family lived in a forest.Mottu his friend leads him to river side for big pineapples. Somebody calls him behind. Images : Chinnan rabbit very eagerly running towards the river. Feelings : eagerness. (special focus on SEN) Free response: Who will call Chinnan? For what? (ask to SEN too) (megaphone in English and write on BB) Let us see Presentation of narrative 2 Gist : Golu the squirrel accompanied him to the river side. Images : Chinnan and Golu are running towards the river. Free response will they get pineapple? Ah AhnsS Fsms I- n - c npw? Bscms AhnsS D- m - b n- c pp F- d n- t bt- ? Take your CB and open it(picture) teacher elicits the text(CB) from them using necessory questions. Who is this? Elephant Can you say his name? (Allow them to say his name) Yes his name is Veeran. What is he doing? They may say in Malayalam ,Megaphone and write it on BB. Plucking Pineapples. Write the full sentence on a chart. Veeran, the elephant is plucking pineapples. Presentation of narrative . 3 Gist Image Interaction : : : Chinnan wants to see the thing. Chinnan and Golu are going to see the thing - Where are they going? - Will they see the thing? How will it be? Gist

AXp \n-fpsS ]pkvX-I-n-ep--v. hmbnp t\mq. Individual reading Ask them to under line the unknown words. Sharing their ideas in groups? Teacher reading. Teacher asks some question to the children for better comprehension.

Discussion showing the picture:- Is it an animal? - How is it moving? - Is it like an elephant? - How many legs does it have? - Have you ever seen such a thing? - Where did you see? - What will it do? - What do we call it? (Ask the SEN to identify the picture and say something about it.) - What will Chinnan and Golu do then? Elicit response. - Yes let us see.....,listen. Presentation of narrative Gist : Worried Chinnan and Golu began to runback. Veeran,Minnu and Manku came there. Image/feeling : Worried Chinnan,Golu,Veeran,Minu and Manku. Interaction What will Manku ask Chinnan and Golu? What will Chinnan and Golu say?

Interaction
Where is Golu now? Do you want to see? look at the picture. ap-htcm? - Why did Golu come to the river side? to eat pineapples. Ah ]pXnb hoSp- - m - n- b - X t? Atm thsd Fs- nepw Imcy- a p- - m - b ncnptam? Ah Ahsc hon-tev Wn-ptam? A-s\-sb-n tKmep Fm-bn-cnpw ]d-n-cn-pI? AXn\v ap--h Fp adp-]Sn ]d-n-cnpw? Elicit responses and megaphone it in English and write on BB.ask them to select relevant dialogues and write it on the book Golu: ........................................... Chinnan: .............................................. (ask SEN to say in English or Mothertongue) Random presentation. Group refinement. All of you read in group. Share your ideas. Make a better one and write it on a chart. Group presentation Presentation of Teacher version

\nsfgpXnbXp Xs-bmtWm Rms\-gp-Xn-bXv? Fp hyXym-k-am-WpXv? \n-sf-gp-Xn-b-Xn Fs-nepw amm-\ptm? Ds-n amn \nfpsS ]pkvXIn Fgp-Xq.. - Compile group products and Teacher version to make Big book.

Module 2
Input discourse Out put discourse Process Initial interaction:
Golu invited all the friends to his new house. What will they do now? let us see.

narrative, conversation

Presentation of the narrative.

Gist Images/feelings Interaction : : : why was Golu afraid? what did he see? While Chinnan was sleepjng Golu came frightened. Chinnan and family sleeping. Golus frightened call .

[Free response,Special focus on SEN]

Let us see........., listen,

Presentation of narrative .
Gist : Golu went on crying. They heard a loud noice of falling trees. Golu describes the big thing that destroyed his house. fear

Feelings :

Interaction
tKmep ]d km[\w Fm-bn-cnpw?, ]d-bmtam? Megaphone it in English and write on BB - CXmWp ]d--Xv. hmbnp t\mq. Prepare separate paper scripts using
sentences in page 42 and give individual students.

Individual reading Random presentation Sharing in group

AXn-se-gp-Xnb Imcyw A`n-\-bnv ImWn-mtam? Allow them to mime. After group presentation ask them to draw and colour the picture. Then ask them to name it, presentation. Interaction: FmWv Ahsc `b-s-Sp-nb km[\w? what will Chinnan do then? Let us see.

Elicit responses and write it on BB Ask questions to channelise their thoughts Why were the animals running? Were they afraid? Why? ap Fmhpw tNmZn-pI? tKmep-hns Dcw Fm-hpw.? Manku: ........................................ (BB) Golu : .................................... Ask them write individually. Random presentation. Sit in pair group and ask them to refine. Presentation by role play. Let them sit in small groups ask each child to read out the initiation, fix the initiation. Read the coming response Select the appropriate one. Group presentation in a chart Teacher version. Select the average one from the group products. Sensitize the errors by asking questions? Compile group product and prepare big book.

Module 3
Input discourse Output discourse Interaction : : : narrative concept map arK--sfms t]Sn-n-cn-p-I-bm-Wv. At? C\n Ah Fmhpw sNpI? listen

Presentation of narrative Gist : Chinnan and Golu went back to home while Veeran and others goes to see the big dangerous thing. Images/feelings:fear Interaction: Will Mikky and Children be there in Chinnans home?

Presentation of narrative .
Gist : Chinnan saw a crowd infront of his house.They saw Micky crying. All the other animals came there for a meeting. fear

Images/feelings: Interaction

Introduce the picture Page. 49 Bscmsbmbncnpw aonw-Kn\p hncn-pI? Elicit the response and write on the BB. Now you know where are the animals Who came for the meeting. Do you want to know the place? This is the place where they are going to held the meeting. It is near Chinnanshouse Who are there in the picture? (show the Page.49)

Picture interaction Who are there in the picture? (The children may say the rabbit and the squirrel ) Where are the other animals? (They are not in the picture.) Can you draw the picture of that animals in your CB. Colour them. Teacher interact with the students with following questions Which is your animal? Only one? Can you draw one more? Can you write the name of your animal in the box? (Special attention SEN) ask the children to refer the elicited word on the BB Or concept map developed in the first module.

Module 4
Input discourse : Narrative,discription(CB) Output discourse : Description process initial interaction: - where are the animals? They are in a meeting - what will they do now ?(elicit response) Let us see... Presentation of narrative Gist : All the animals gathered and worried about the big thing. Images/feelings : Anxity Interaction - will they plan to kill the thing? - who will help them? - will they go to the king? - will they ran away from the forest?(elicit responses) Presenting the narrative: Gist Feeling Interaction : animals decided to go to Porky for help : relief : who is Porky?(elicit responses)

Let us listen., Presentation of narrative Gist : animals go to kooman hill for searching Porky the Porapine.

Images/feeling:- fear and anxiety Interaction: The animals are ready to go to kooman hill. - How will they go there? - who will lead them?Veeran or Bablu? or any other animal?(elicit response) Introduce The Unity(CB)

Picture interactions - Whome do you see in the picture? - Who is leading the animals? - Who is on Veerans back? - Who is behind Veeran? - Where is Golu? Elicit responses and write them on the chart. Let them read the elicited text(go through the process of graphic reading) Do you want to know what is in your Text Book. Read it. Let them read the text given in the TB individually, follow the process of reading. After reading interact with the children by using the following questions based on the picture. Bablu is remaining behind Veeran. Where is Chinnan? Where is Minnu? Who is on Minnus back? What is it doing? What is Manku doing?

After discussion allow them to write individually. Random presentation. Group refinement. Group presentation. Presentaion of Teacher version and editing. So Fgp-Xn-bXpw IqSn hmbnv \n Fgp-Xn-b-Xn Fp am-amWp th--sXp ]dbq.. After discussion allow them to correct the groups version. Compile them to make big book.

Module - 5
Input discourse Output discourse Process Initial Interaction Now they are going to kooman hill. why do they go there? Will they see Bheeman snake on the way? `oa ]mv Ahsc ]nSnp Xnptam? Let ius listen., Presentation of narrative Gist: They are leading towards koomans hill. On the way they saw Bheeman snake. They frightened. Suddenly they heard Mottus cry. Images/feelings: fear : : Narratives, The trap(CB) Conversion

Interaction questions - Why did Mottu cry? - What happened to him? Atm ap--h Fp-sN-bvXn-cnpw? (Megaphone it and write it on BB) AX-dn-b-tWm? \app t\mmw. \n-fpsS Sn._n FSp-q. Page No.52,53. Picture reading Who are there in the picture? Where is Mottu now? What is he saying? Elicit various expressions and megaphone it in English and write it on BB. CXp icn-bmtWm F-dn-tbs-? sSIvv hmbnp t\mq. Individual reading

special focus onSEN ask them underline known words

Underline un known ideas. Share in groups (ideas of the text and un known words) Teacher Reading Ask some questions for better comprehension Group presentation. (One Child from each group or each sentence, each child) Interaction: Mottu was in danger. Bheeman Snake caught him. What will happen now? - Will others help him? How will they? or Bheeman will eat him up?(Free response) Let us see.... Presentation of narrative. Gist : Minnu asked Veeran to help Mottu. He came out to help mottu. Image : Veeran coming out raising his trunk to help Mottu. Interaction: Can he save Mottu?(Free response) OK, let us see Presentation of the narrative. Gist: Veeran tried to save Mottu. Suddenly an eagle,Betty came and saved Mottu. They thanked Betty. Images: Veeran going to save Mottu. Betty sharply came down and using her sharp nails saves Mottu. Chinnans smile at Betty thankfully. Feeing: Relief Interaction: - What was Bettys question? write on BB. Betty : Hi ok,Chinnan.But why are you here? What will Chinnan say to Betty? Elicit response,megaphone it in English and write on BB. What will be her reply? will she help them?

Elicit response and allow them to write Individually. Make them pair group and ask them to refine. Presentation by the group as role play. Let them sit in six member or four member group and share their conversation. Ask them to select/refine the conversation and prepare a group product. Group presentation. As role play. Teacher version. Prepared from the class room selecting some sentence from groups and adding some more. Ask them to go through all the group products and teacher version What are the changes you want to make in your writing? Sensitise the error by asking some questions Compile group product and Teacher Version to make Big book.

Module - 6
Input discourse - Narrative and a reading material The fighter CB Output discourse Conversation Time1 hours Process Initial interaction: will Betty help the animals? what will the animals do then? will they meet Porky? let us see. Presentation of narrative Gist : Bettty takes them to Porkys house. Images/feelings: Veerans helplessness to find out Porkys house Bettys readiness to show the way to Porkys house. Interaction Fp sIm- m - b n- c npw s_n .- H - - b p- - m - - c pXv Fp ]d- Xv? ]dbq? Elicit responses and megaphone it in Engish and write it on BB.(All responses) Ok., it is in your CB. Read. Picture interaction Who are there in picture? Who is Porkey? What is he doing? Betty says something to other animals. What is she saying? Elicit and write on BB by saying the sentence. Teacher reads all the sentence on BB once. Then ask them to read the textThe Fighter on CB. Individual reading Underline unknown ideas Reading in groups-ask them to

Share idea and unknown words.allow them to guess the meaning of unknown words. Teacher reading. Ask some questions for better comprehension. Group presentation

Interaction Now where is Porky? What is he doing? Will Porky help them? (Free responses) Ok., Let in see Presentation of narrative Gist : Animals are waiting for Porkys awake. Betty has no courage to call him. Chinnan compelled him to call. At last Betty called him. Porky woke up very angrily . Betty make him cool. Images /feelings: Picture of angry Porky. Interaction: t]mn XWpp ImWptam? AtXm Ah s_nsb B{I-an-ptam? What will Porky ask Betty? What will Bettys reply? Elicit responses Can you write atleast one exchange? Porky : ........................................ Betty : .......................................... Then (BB/chat) Porky:.................................... Betty:....................................... Sit in pair group Ask them refine their work and select best one. Presentation (role play ) Teacher gives necessary instruction. Such as how to play the roles..etc. At first all of you read in the group ]ns Fm-h-cp-sSXpw tNv Hcp henb kw`m-j-W-am-q. AXp Nmn hep-Xmbn Fgp-Xq. {Kqn \npw c-p-t] hv AXv tdm t Bbn Ah-X-cn-n-q. Teacher version \n-sf-gp-Xn-bXpw Rms\-gp-Xn-bXpw hmbn-p-h-tm. \n Fgp-Xn-b-Xn\v Fs-nepw amw hcp--W-sap tXmppt-m? Fsms? ChnsS hv Nmn Fgp-Xq. Ask them to write the conversation which they like Compile group product and Teacher Version to make Big book .

Module -7
Input discourse: Narratives and a reading Material Porky helps

Output discourse: Adding lines Time:2 hours Process

Initial interaction:
- Betty requested to Porky to help the animals. Will he help them? How? - Will Porkys friends join him to help the animals? What will he say? Ok ., Let as listen.,

Narrative Presentation

Gist: Porky accepted the request of Chinnan and Golu to destroy the big thing.
Images and feelings: Animals polite request to destroy the Big thing. Porkys half minded acceptance of the request. Interaction: F-s\-bmhpw t]mn ap--hsc klm-bn-Xv? ]dbq? Elicit responses megaphone it in English and write it on BB/chart. To know that read your CB PORKY HELPS Picture Interaction: Who are there in the picture? What ios Porky saying to his friends? Where are they going? How do they attack the big thing? Elicit and write on BB. read it individually.(ask SEN to underline known words) Underline un known words. Group reading-read in group and share your idea and unknown words. After their discussion in groups ask some scaffolding questions. Such as \n Ftm-sg-nepw Iqp-Imsc klm-bn-n-pt-m? Fs\? Can the animals attack JCB? How? Group presentation. Teacher reading.

Interaction:
Porky and friends are attacking the Big JCB. Can they save theanimals? Let us see Listen. Presentation of the narrative. Gist: Porky and his friends attacked The JCB. Other animals joined them. JCB stopped.A man from JCB ran away. All the animals went near the JCB.

Images and feelings: Porky and his friends marching towards JCB. They attacked using their quills. All other animals followed them. They saw a man running out from JCB. They became very happy in stopping the JCB. Interaction: The JCB stopped. A man ran away from JCB. What will they do next? Ok.,... Let us see... Presentation of narrative. Gist: Veeran pushed the JCB on the top of the hill and gave a strong push to down. All others joined him. They clapped and sing a song. Images and feelings: Veeran and others pushing the JCB and enjoying the Distruction of JCB. Interaction: We have won,we have won We have saved our homes. (Write on BB) Sing 2/3 times. Ah thsd Fn-s\-sbms cn-n-p--mIpw? . Elicit and write on BB. Such as Trees; rabbits,elephants, lion, earth. And ask them to sing using this words instead of homes. Make them groups according to the names and ask them sing. poem \nn-jvS-stm? CjvS-s hcn-I Fgp-Xn-sb-Sp-q... Interaction: They saved the forest. Isnt it? What will happen next? apdnp hoW ac-v Fp kw`-hn-n-cnpw? Will they spring up again? How is the jungle now? How do the animals feel? Are they happy? Using these questions prepare a narrative Such as Days passed one by one. Animals are happy now. Golu built a new home. He invited all friends to his house. He prepared all kinds of food items to give them.

Then continue interaction - Who were the friends came to him? Elicit and write on one side of the BB What may be the food items he collected? Write on the other side. Will all the animals eat the same thing? What will Chinnan rabbit eat? Elicit and write as this Chinnan the rabbit carrot,pineapple,nuts. For SEN prepare a Now you write the name of Golus friends and food items. work sheet using Allow them to write individually picture of animals on Random presentation one side and picture of food items on the Make them groups and ask to share their ideas. other. Ask them to (-Ign-bp-sa-n IqSp-X arK--sfbpw ^qUv sFwkpw draw lines from the tNp sImq.) animal to the food Group presentation in chart. Teacher version adding more animals and food items. How do you feel now?\n-sf-gp-Xn-b-Xn Fs-nepw amw thtWm? thW-sa-n hcp-q.. Compillation for a big book.

Module 8
Input discourses : Output discourses : poem the elephant. Tuning the poem,picture.

Time: 1hour Interaction You have enjoyed the story. Havent you?

Free response question

Cu IY-bn Bsc-bmWv \nv Ghpw CjvS-s-Xv? Fp-sIm-v? Do you like Veeran?why? How does an elephant look like? How do you think a ride on an elephant? How do we sit there? Can you show walking of an elephant(presentation) Ok , do you like a poem of an elephant? Read the poem The Elephant (CB) individually.

Let them sit in groups and share their ideas

Tune in groups. Presentation by the groups. Teacher reading. Can you draw the elephant? Draw,paint and name the elephant

Draw and paint along with them and give positive command to the children Ask them write their names on it . Presentation by saying something about the picture Ie, It is Veeran Its colour is black It is a big animal. Compile all the picture to make big book .

UNIT-5

STD II

A TRUE FRIEND
Issue Sub issue
: Lack of cohesive universal vision. Lack of scientific land and water management. : The importance of loving our fellow beings Realizing the importance of playgrounds, ponds and gardens.

Learning objectives.
To identify the value of friendship with fellow beings in nature. To construct simple discourses based on the theme. To realize the value of friendship by listening to and reading narratives.

Module I
Input discourse - Narrative Output discourse - Conversation

Process
Initial interaction

Children do you have friends? Who is your best friend? Do you play with your friend? Do you love your friend? Lets listen this story. The story of two friends

Elicit responses

ask some questions focusing SEN/may be in mothurtongue

Presentation of the narrative Gist of the narrative

Subin and friends were playing cricket. The ball missed among the grass children started searching. while presenting Images to be formed narrative give attention to SEN Playing children A red ball raising up in the sky.
Interaction Subin heard a sound What was the sound?

Elicit responses

For V I , use large print, picture, for MR coloured picture, HI - ask them to point out charactors

Let seeIntroduce course book. Teacher shows the picture given in the course book and ask the following questions.

What do you see in the picture? Who is this?(pointing the picture of Subin and puppy) How does the pup look like? Is it nice to look at? Is it big or small?

Elicit the response, Write the answer on BB ( eg: it is a small pup) what is its colour? What about its ear and eyes? What do the pup do when he see Subin? What did Subin do then? ask simple questions to MR and LD Elicit responses one by one and write them on a chart. Teacher reads the elicited version. Ask the children to read the elicited text. For individual reading SEN You may ask some questions. has to read with his friends Eg:you say the pup is white. Can you read that line? Can you show the line?

Interaction
Have you read about the pup? In your text book something is about the pup. Can you read it?

For SEN ask them to read picture with word.

Let them read the text individually

* Ask them to underline the unfamiliar sentence. * Allow them to sit in small groups and share their ideas. * Teacher reading. Teacher helps the children by asking some questions. Do you have a pup in your home ? What colour is it? Do you like your pup? why? Will the pup go near subin? Subin went near the pup.will the pup run away?

ask SEN to read familier words

Loud reading by children(Random) Interaction Subin went near the pup.Will the pup run away? What will subin do then? Elicit responses Lets continue the story. Presentation of narrative Gist : subin called out his friends , Friends ran to subin. Interaction What will Reema and Fazlu see there? Introduce CB Picture interaction Who is this? Where is he sitting? What is he doing? Reema and Fazlu are coming. Who reached there first? Yes,Reema, Will Reema ask anything to Subin? What will Reema ask to Subin?

Ask the children to write the response individually Teacher may ask the following questions Will Subin reply? What will be the reply?

Give time to write individually. Let the children sit in pairs and share their ideas. After refining the conversations let them present their product by role playing. Share their ideas in 4/6 member group refining the dialogue and prepare a group product. Presentation by the group. Teacher presents her version. editing.

Module 2
Input discourse Output discourse Process Interactions Subin and his friends saw a pup there. What will they do then? Will they take the pup to their home? or what else they do? Elicit responses from children Present the narrative Gist of the narrative Children were enjoying the beauty of the pup. Interaction Why did Sibin walk towards the pup? What is Sibins idea? Elicit responses Introduce the ideagiven in the CB. Let them read the text individually. Children are asked to underline the unknown ideas given in the passage. Share their ideas in 5 member groups. While sharing the unknown ideas, Teacher facilitate the group works. After the sharing ask two or three children to read the text loudly. Teacher interact the children by using the following questions. narrative a song

- Subin likes biscuits.Am I right If the answer is yes - why did you say yes? - Pups likes biscuits.Is it right? What is your experience?
Interaction Subin showed the biscuits to the pup. - Will the pup take the biscuit? Interact with children. Presenting the narrative Gist of the narrative Subin gave the biscuits to the pup. Pup ate the biscuits.Subin held the

Pup close to his chest.

Images and feelings to be created: Interaction Subin named the pup Pinku Do you have a pup in your home? What is its name? Do you have any other pets at home? What is its name? - Subin was happy with his pup. - He started singing a song. - Dont you listen the song? Introduce the little pup given In the CB by singing Ask them to read the text Individually. Let them sit in groups. And share the lines. Now you have read the song Can you sing the song Give time to tune the song Let them present the song Interaction Have you enjoyed the song Can you sing some lines about your pet or pup Processing the poem Interact with children by using The following question. What colour is your pup/pet? Is it big or small? Can it dance? Will it run? Ask them write lines about their pets.( Individual writing) Random presentation. Let them share their lines in groups. refine their lines Select the best 12 lines from the group. Let the group present their lines by singing. Presentation of teachers version Sensitize the rhythm of their song by singing Let time to refine the lines according to the rhythm

Module3
Input discourse Output discourse Time :1hr

narrative draw the sketch of the play ground and describe.

Process
Subin likes the pup very much Will he take the pup home? What will his friends do then? Will they search the ball?or will they go home?

Elicit responses Present the narrative Gist of the narrative Children started searching the ball Interaction Subin and his friends were in the playground. How was the playground? Is it a small ground or big ground? Are there any trees? Are the trees in the left side or right side? Is the ground covered with grass? Is there wall around the ground? By eliciting answers you may prepare a concept map of the ground.

big trees small ground birds grass wall

Ask them to sketch the picture of the playground individually. Let them write something about the ground. Let them sit in small groups and share their sketches and description. When a child shows and read about his/her picture other members listen carefully. Then give suggestions to refine the individual work. Each child should share their work in the group and get feedback from others. Give time to refine their product .Exhibit their pictures and descriptions in the ORC.

Module 4
Input discourse Output discourse Process Narrative Discription of a room

Interaction Subin and his friends were started to search the ball. Will they get the ball? From where did they get it? Elicit responses Presenting the narrative Gist of the narrative Children were searching he ball among grass and could not find it. But they saw something other than the ball. Interaction -

Children saw something. What did they see?

Elicit responses and introduces the hero Given in CB. Children are asked to read the text individually. Ask them to underline the unknown ideas? Let the children sit in small groups and share their doubts. Teacher reading After reading teacher can interact with children by using the following questions. Pinku like the children very much. Which line gives the idea? Pinku is a hero.Why did Subin say so? Has your pet dog helped you? How did it help? You may ask this question in the group or the whole class. Interaction -

What will Subin do now? Will they continue the play? Will the puppy join the play?

Elicit responses Presenting narrative Gist of the narrative. Subin took the pup to his house and introduced it to his mother. Interaction Subin placed the pup in his room. Do you know how was the room? Dont you want to see the room? Introduce CB page No. and ask them to describe the room. Interact the children by using the following questions. What do you see in the picture? What is on the table? Is there any flower vase in the room? Where will he place the pup? Can you draw the pup? Can you describe the room?

Individual writing . (Random presentation) Let the children sit in small groups and share their descriptions. Refine the description and prepare the group product. You may interact the group. - Which is your first line? (Each child present the first line) Let them select the suitable line for beginning the description Presentation by the group. Presentation of teachers version. Editing.

Module-5
Input discourse Out put discourse Process
Interaction Will Subins mother saw his friend? What will be her response? Will she scold Subin? Will she like Subins friend?

Narrative and conversation conversation

Elicit responses Presenting the narrative Gist of the narrative Subin introduced pinku to his mother and asked her to give some milk to pinku Interaction Pinku is in Subins house. Where will pinku sleep during night? Will he make a new house for pinku? How will he make it? Elicit responses Presenting narrative Gist : pinku asked his mother to give money to buy some cardboard pieces.

Interaction What will Subin asked to his mother?

Will he agree to his idea? Elicit responses and introduce a plan given in the CB Individual reading. Share their ideas in groups. Loud reading by children. Teacher may interact with children by asking the following questions? Subin say his ideas to his mother Will she agree that idea? How will you say yes? Have you ever make a house for your pet? Interaction Where did he go for buying the cardboard? What will he ask for? Can you write the conversation between Subin and the shopkeeper. Children write the conversation individually (Random presentation) Share their works in groups select the best exchanges and refine the product. Presentation as role-play. Presentation of teachers version. Editing.

Module -6
Input discourse Narrative, descriptions Song

Output discourse Process

Interaction

Subin has make a house for pinku How was that house? It is a beautiful one? Has it any door? What is the colour of its wall? It is a big house or small house? Elicit the responses of the above questions. Write the responses on the chart. -go through the text [graphic reading.] After familiarising the elicited text, let the children read the given text Pinkus House individually. Ask them to underline the unfamiliar sentences/words. Share their ideas in groups. Teacher may help the children by asking the following questions. Do you have a house? Is it a big house? What is the colour of your house? Do you like your house? Why do you like your house? Random reading by children

Presentation of narrative. Gist:

Subin and pinku went to the pond and started swimming. Images and feelings to be formed:A boy and a dog near the pond. Green colour water. A tree with violet flowers. Violet flowers floating on the green water. The friends swam like fish. Interaction -Subin and Pinku was happy. Subin started to sing a song. Introduce the lines of the poem given in the text by singing. Write the lines on the chart. Let the children read their text. Ask the children to add more lines to the poem. You may use the following questions. When you were happy what will you do? Elicit responses and prepare a concept map.

Jumping Dancing Happy

Singing -

Drawing

Suppose you are jumping. Jumping like what? Like a frog.or like a grass hopper or a rabbit? Where do you jump?On the garden? What is the colour of the garden? What is the colour of the leaves? Elicit responses one by one and write the lines on the BB Eg; We are jumping We are jumping Jumping like a rabbit. The garden is green The leaves are green We are jumping in the garden. Let the children add lines individually. Share their lines in small groups. Select the best eight lines. (Give chart paper to the group and ask them to write their lines on it. ) Let them present their lines by singing. Choreograph the song. - 2/3 has to sing the poem while others has to act accordingly. ---------------------------------------------------

Module-7
Input discourse Output discourse Process - Narratives. - Thoughts

Subin and Pinku were happy. They were swimming in the pond. What will they do then? Elicit responses. Presenting the narrative Subin towed his body and started to go home but pinku did not move.

Gist:

Interaction What happened to pinku? what will Subin do now?

Elicit responses. Write them on chart. Ask them to read the given text individually. (Follow the process of reading) Interaction Why did Pinku behave like this? What did Subin do? Elicit responses Let the children listen the narrative Gist of the narrative Subin beat Pinku. Pinku cried aloud and ran away. Interaction Pinku was sad. Will he think about Subin? What will he think? Will he think about the watch? Elicit responses from the children. If you need write some responses on BB. Let the children complete the thoughts individually. Share their ideas in the group and refine the thoughts Give chart paper to the groups and ask them to write the refined versions on it. Let them present their product. Present the teachers version. Take one product and go for editing. ---------------------------------------------

Module 8 Input discourse

Interaction -

Output discourse -

Narrative, descriptions
story

Where is Subin now? Will he come back to the pond? Will he get the watch? Will he see Pinku again?

Presenting the narrative Gist: Subin reached home and remember the watch. Interaction Now Subin know why Pinku tried to stop him. Will he think about Pinku? What will he think? Will he think about the watch? Will Subin feel happy or sad? Elicit the responses and write them on the BB Let the children read the elicited text and allow them to read the given text. [Follow the process of reading.] Interaction What will Subin do now? Will he go to Pinku? Presenting the narrative Gist: Subin ran to the pond

Interaction What happened them? Did Subin go to Pinku? Will he see Pinku? Where is Pinku? What will Subin say to Pinku? What will Pinku do? (you may write theses questions on BB) Fix the events through discussion. Eg:Subin met Pinku Let the children complete the story Individually. Share their ideas in groups and prepare a group product. Presentation Teachers version Editing Let the children do the additional activities given in the CB Draw your pet Let the children draw their pet and write about it. You may interact with them. The following questions may help you. What is your pet? What is its colour? Do you like it? Why do you like it? Let them write individually and present. Collect their writings and prepare a magazine on pets. Activity 2 Enjoy together by singing the poem loudly. (My Puppy and little Bunny) Now you have a pet Can you write a poem about your pet. select a petand process the song You may ask some questions to the students Do you have a dog? Do you like your dog? Write the responses on the BB.

I like my dog/ We like our dog/

I have a dog a white dog I like my dog It plays with me

What do the dog do? It plays with me What is its colour? You may add more questions and elicit more responses. Let the children select a pet and write their song individually. Random presentation. Let them sit in small groups(based on pets) and share their lines. Ask them to select any 6 lines from the group. The group sing the song together. Collect the group product and make a big book. -------------------------------------------------------------------------