Subect: English

Month No. of Pre Chapter/

working knowledg Content
days e/
Concepts
to be
revised.

1. Activities mentioned
Throughot Ongoing in Throughout the Year Segment, are to be conducted on regular basis everyday.
the year
APRIL,MAY 21 REMAINING WORK FROM STD.1,MY
LEARNING LADDER BOOK-2

JUNE 25 CH-1,TOO BIG TOO SMALL,

UNDERSTANDING THE STORY, 1.GAP
FILL 2.WH-
QUESTIONS, GRAMMER AND
USAGE 1.COMMON NOUNS-
SINGULAR,PLURAL, 2.COUNTABLE
AND UNCOUNTABLE NOUNS,
WORDS IN USE
1.ADJECTIVES WITH ENOUGH,
SPEAKING-THINGS YOU ARE TOO BIG
OR TOO SMALL TO DO, WRITING-
SENTENCE COMPLETION

JULY 24 REVISION PRE-MID TERM EXAM

JULY 24 CH-2 GRANDPA FAROUK'S GARDEN
1.MCQS
2.WH-QUESTIONS
3-LITERARY APPRECIATION-CHARACTER
ANALYSIS, GRAMMER
: PREDICATIVE
ADJECTIVES PHRASES FROM
THE TEXT (WORK TOGETHER,COULD'NT
BELIEVE IT,SPEND TIME,WITHOUT SAYING
A WORD,DO SOMETHING)
SPEAKING -WHAT YOU CAN SEE AND
HEAR AND SMELL .
SEQUENCING
POEM- HAVE YOU SEEN THE CUCKOO
BIRD

AUG 20 CH-3,THE LOST LAUGH,

1.SENTENCE COMPLETION, 2.WH-
QUESTIONS,ERC, 3.SEQUENCING,
4.LITERARY APPRECIATION-
CHARACTER ANALYSIS,
GRAMMER-
PRONOUNS,
OBJECT PRONOUNS, ANTONYMS,
SPEAKING -WHILE-LISTENING TASK,
WRITING-MATCH TO COMPLETE
SENTENCES

SEP 25 REVISION MID TERM EXAM

OCT 18 CH-4,PARTHO THE PARK KEPER, 1.
WH-QUESTIONS, 2.ERC,
3.SEQENCING,
4.LITERARY APPRECIATION-
LANGUAGE ANALYSIS,
GRAMMER-ARTICLES- A,AN,THE.
ANTONYMS,
SPEAKING- CLEAN OUR SURROUNDINGS,
WRITING -MATCH TO
COMPLETE SENTENCES,
THE SUN POEM

NOV 6 REVISION POST MID-TERM EXAM

DEC 25 CH-5 NANI WALKS TOMTHE PARK,
1.MATCH THE COLUMNS
2.WH-QUESTIONS
3.LITERARY APPRECIATION-CHARACTER
ANALYSIS,
GRAMMER-
POSSESIVES WITH - 'S
POSSESIVE OBJECTIVES
WORD FAMILY-NAMES OF PLACES,
LISTENING-WHILE LISTENING TASK,
WRITING-PARAGRAPH COMPLETION
WITH THE HELP OF PICTURES
POEM-THE RAINDROPS
DEC 25 CH-6, THE MAN CUB
1. MCQ'S
2.WH-QUESTIONS,ERC,
3.LITERARY APPRECIATION-LANGUAGE
ANANLYSIS,
GRAMMER-PREPOSITIONS OF THE PLACE-
IN,ON,UNDER,AT,BEHIND,BETWEEN,IN
FRONT OF.
POEM- THE CLASSROOM
JAN 23 CH-7-RABBIT'S TURNIP,
1.SENTENCE COMPLETION
2.WH-QUESTIONS,ERC, SEQUENCING,
3.LITERARY APPRECIATION-LANGUAGE
ANALYSIS,
SIGNIFICIANCE OF THE LAST LINE,
APPRECIATION OF THE TITLE, GRAMMER-
PREPOSITIONS OF THE
TIME-IN,ON,AT,TILL,AFTER,
WORD FAMILY-MOVEMENT WORDS,
SPEAKING -COMPLETE DIALOGUES OF A
COMIC STRIP (ROLE PLAY), WRITING-
PARAGRAPH COMPLETION
JAN 23 CH-8,THE SONG OF THE TRAIN,
1.WH-QUESTIONS,
2.WHO SAYS THIS LINES?
3.LITERARY APPRECIATION-CHARACTER'S
EMOTIONS; GRAMMER-
CONNECTORS-AND AND BUT.
WORD FAMILY-NAMES OF JOBS,
LISTENING-WHILE AND POST LISTENING
TASKS, WRITING-
PARAGRAPH COMPLETION POEM-TRAINS
 CH-9, PLEASE LEAVE A MESSAGE, 1.WH-
QUESTIONS 2.MCQS, 3.LITERARY
APPRECIATIONS-CHARACTER ANALYSIS,
GRAMMER
-THE SIMPLE PRESENT TENSE,
GENDER WORDS
LISTENING-POST-LISTENING TASKS,
WRITING-PARAGRAPH WRITING

FEB 23
CH-10, OWL AND THE MOON,
1,WH-QUESTIONS,ERC,
2.LITARARY APPRECIATION,LANGUAGE
ANALYSIS,IMAGERY,
GRAMMER-
LY-ADVERBS ,ANTONYMS
SPEAKING-FRIENDS AND FRIENDSHIPS
WRITING-PARAGRAPH COMPLETION
POEM-THINGS PEOPLE DO

FEB 23
 CH-11, JANE AND THE CHIMPS 1.
T OR NT, 2.
WH-QUESTIONS,ERC
3.LITERRATY APPRECIATION - CHARACTER
ANALYSIS, GRAMMER-
THE SIMPLE PAST
TENSE,REGULAR VERBS,IRREGULAR
VERBS, WORDS FAMILY-
ANIMAL SOUNDS, SPEAKING -DESCRIBE
THE PICTURE, WRITING-PARAGRAPH
WRITING

FEB 23
CH-12 THE CART DRIVER, 1.SEQUENCING,
2.WH-
QUESTIONS , ERC,
3.LITERARY APPRECIATION-GENRE AND
THEME.
GRAMMER-
THE SENTENCE
WH-QUESTIONS,
WORDS WITH -RE,
WRITING-FLOWCHART
POEM- SWINGING

FEB 23
MAR 24 REVISION ANNUAL EXAM
 Objectives
ASK

be conducted on regular basis everyday.

1.OPPOSITE WORDS.
2. RHYMING WORDS,
3.THIS,THAT,THESE,THOSE,
4.SINGULAR-PLURAL
5.DESCRIBING WORDS
6.PREPOSITIONS
7.AM,IS,ARE,
8.ASKING PERMISSION,
9.PICTURE COMPOSITION

1. Describe the character, setting and main idea in

the story,2. Name and use the singular and plural
nouns,3. Identify the countable and uncountable
nouns4. Complete the sentences using the
appropriate words from the word bank
Learning Objectives: Refer to Blooms taxonomy.;
maximum of four objectives including a minimum
of two from the higher levels (application,
analysis, synthesis)

1. Describe the characters, setting, events and

main idea in the story.
2. Identify the adjective in the sentence and use
adjective in the sentence
3. List the sentences in the correct order to set a
meaningful text.
4. Develop empathy and care feelings of others.

1. Describe the main idea, character, setting and

the key details in the story.
2. Use pronouns to create a sentence accurately
3. Identify and use subject and object pronouns
accurately
4. Name the emotions and use them to talk about
one’s feelings
5. Match sentences to create a grammatically
correct sentence
1. Describe the key details in the poem ‘The Sun’.
2. Name the rhyming words in the poem and
create rhyming words
3. Compose a poem with the AABB rhyme scheme
4. Use vocabulary words in sentences
1. Describe the characters, setting, events and
main idea in the story.
2. Sequence the story accurately
3. Use possessive nouns accurately in a sentence
4. Use possessive adjectives accurately in a
sentence
5. Compose text for the pictures
6. Use vocabulary words in sentences
1. Describe the main idea, settings, characters and
key details from the story.
2. Use prepositions accurately to make sentences
which make sense.
3. Use the appropriate ‘animal movement’ word
to describe animal movement.
4. Create a Frayer’s Model for each vocabulary
words in the lesson.
5. Create a ‘character sketch’ using key details
about the character from the story.
1. Describe the characters, setting, events and
main idea in the story.
2. Use movement words to describe a movement
accurately.
3. Use prepositions of time and complete the
phrases.
4. Create a comic strip with dialogues.
5. Use appropriate phrases from the box and
complete the paragraph.
6. Use the Frayer’s Model for the vocabulary
words in the lesson
1. Describe the key details in the poem ‘Trains’.
2. Name the rhyming words in the poem and create
rhyming words
3. Understand the meaning of the term ‘synonyms’
and match synonyms.
4. Use the words ‘over’ ‘under’ and ‘through’
appropriately in a sentence.
5. Create a Frayer’s Model for the vocabulary words
1. Describe the main idea, settings, characters and key
details from the story.
2. Use simple present tense verbs accurately to make
sentences.
3. Use masculine and feminine nouns correctly in a
sentence
4. Illustrate messages with the details.
5. Create a Frayer’s Model for each vocabulary word in
the lesson.
6. Draw and compose simple sentences

1. Describe the main idea, settings, characters and key

details from the story.
2. Identify and use adverbs in the sentences.
3. Identify the nocturnal animals.
4. Write the opposite words in a poem.
5. Compose a short paragraph about your best friend
with the help of a ‘bubble map’
6. Use the Frayer’s Model to record the meaning and
use the word appropriately in a sentence.
1. Describe the characters, setting, events and main
idea in the story ‘Jane and the Chimps’.
2. Articulate, recognize and use forms of some simple
past tense verbs.
3. Use regular and irregular verbs correctly in speech
and writing.
4. Compose an effective paragraph.
5. Describe the connection between the illustrations
and words in a story.
6. Use the Frayer’s Model for the vocabulary words in
the lesson

1. Describe the characters, setting, events and main

idea in the story.
2. Identify the subject and the predicate in a sentence
3. Generate appropriate ‘wh’ questions in real-world
contexts
4. Identify prefixes and words that contain prefix -re.
5. Sequencing steps in the correct order to complete
the flowchart.
6. Use the Frayer’s Model for the vocabulary words in
the lesson
 Curriculum Planning
Teachers Activity

TEACHER WILL MAKE PPTS OF ALL CONCEPTS, USE

ONLY THOSE TEXT BOOK IMAGES WHICH ARE USEFUL TO
UNDERSTAND THE CONCEPTS FROM TEXT BOOK , SHOW
RELATED VIDEOS,CLASS WORK EXERCISES TO
UNDERSTAND THE CONCEPTS

a. Reading-Comprehension questions: Students will

read and answer factual questions about the text.
b. Worksheet: Create singular and plural forms of the
nouns.
c. Online Game: Practice the formation of singular and
plural with ‘s’ or ‘es’
d. Worksheet: Identify the Countable and Uncountable
Nouns
e. Worksheet: To create sentences with the help of
picture-word associations.
f. Worksheet: Choose the grammatically correct
sentence for the vocabulary word.
a. Reading-Comprehension questions: Students will read
and answer factual questions about the text.

b. Worksheet: Use of adjective after the verb

c. Game: Practice Adjectives using the Khan Academic

for Kids application.

a. Reading-Comprehension questions: Students will

read and answer factual questions about the text.
b. Textbook Exercise: Pronouns
c. Feelings: Draw, label and give reason.
d. Read Books about Feelings
e. Textbook Worksheet: Match sentences and
create a paragraph
Comprehension questions and answers.Teacher will
show the students ‘A Time Lapse Video’ released by
NASA about the Sun. Teacher will ask the students to
watch the video carefully for 30 seconds and answer the
question “What did you see? How do you know it is the
Sun?” Answer: I saw the Sun. I know this because it is
bright, orange-yellow and looks very hot.

Note: Show the students ONLY first 30 seconds of the

video

Worksheet: Identify, use and create rhyming words.

Worksheet: Reading Comprehension question and
answers.Teacher will share an interactive maze with the
students and ask any 2-3 students in turns, to use
direction words like ‘top, bottom, up, down, right, left’
to help the teacher guide the space ship back to Earth.

Note: Screen will be shared and the teacher will ask any
2-3 students to help her navigate the spaceship in FOUR
LEVLS ONLY. There are more levels, but the teacher can
stop after 4 levels.

Worksheet: Use the possessive nouns and adjectives

accurately.

Worksheets: Sequence the story.

Frayer’s Model: Create a Frayer’s Model in the notebook

for the vocabulary words.
Comprehension questions: Students will read and
answer factual questions about the text.

Worksheet: Use prepositions accurately in the blanks.

Character Sketch: Write a character sketch for Shere

Khan, Mother Wolf and Self.

Frayer’s Model: Create it for vocabulary words.

Worksheet: Look at the animals and fill in the blanks

with movement words
Reading-Comprehension questions: Students will read
and answer factual questions about the text.

Worksheet: Draw and Label animals or things in the

environment which correspond to the movement word
mentioned.

Worksheet: Use prepositions in the blanks.

Worksheet: Write conversations in the speech bubbles.

Worksheet – Complete the paragraph using the sentence

prompts and pictures.

Frayer’s Model: Create it for vocabulary words. I. Gain

attention:(Hook)
Duration: 5 minutes

Teacher will ask the students to watch the video ‘Colour

Your World with Kindness’ and ask the students some
questions after watching the video. (till 2:00 minutes
ONY)

a. Why did the little boy give the little girl an apple? How
did she feel? Answer: The little girl had a rotten banana
and was sad she couldn’t eat any fruit. But when the boy
shared his apple, it made her happy.
b. What happens to all the characters when they get
something? And what happens to all the characters
when they give something? Answer: They all get a colour
and they get happy because everyone is sharing with
one another.

Note: After this activity, introduce or recap the Online

Reading-Comprehension questions: Students will read
and answer factual questions about the text.

Worksheet – identify and create rhyming words.

Worksheet – Solve a crossword by identifying the

synonyms.

Home assignment - Click images and make sentences

using the words over, under and through.

Frayer’s Model: Create a Frayer’s Model for each

vocabulary word
Comprehension questions: Students will read and
answer factual questions about the text.

Worksheet: Use simple present tense verbs accurately in

the blanks.

Activity: Share an image/video of a task done

independently.

Frayer’s Model: Create it for vocabulary words.

Worksheet: Complete the sentences with the correct

Worksheet: Students will read and answer questions

about the text.

Worksheet: complete the sentences with –ly words

Worksheet – Complete the sentence using opposite

meaning and observe the images and write the
appropriate opposites.

Notebook: Compose a paragraph about your best friend

using the ‘Bubble Map’.

Notebook: Draw and write 1-2 lines about nocturnal

animals.

Frayer’s Model: Create a model for the vocabulary

words.
Reading-Comprehension questions: Students will read
and answer factual questions about the text.

Worksheet: Match and write past tense verbs. Fill

correct past tense verb in each sentence.

Worksheet – Write the correct irregular verbs.

Compose a story using word prompts, picture and

sentence prompts with the help of a story mountain
organizer.

Frayer’s Model: Create it for each vocabulary word.

Reading-Comprehension questions: Students will read

and answer factual questions about the text.

Worksheet: Identify subject and predicate.

Worksheet: fill in the blanks with –wh words.

Worksheet: Fill in the blanks with ‘re’ words and make

sentences with them.

Worksheet – Complete the story flowchart.

Frayer’s Model: Create it for vocabulary words.

 Curriculum Planning
Students Activity Teaching Learning Material/ Multiple
21st century skills Intelligence
Educational Tools/Technology

STUDENTS WILL ANSWER ONE BY ONE WHEN WORD PICTURES, CHAPTER VIDEOS,
TEACHER WILL ASK QUESTIONS,THEY WILL MAKE GRAMMER CONCEPT
SENTENCES AND PLURALS AND OTHER THINGS BY VIDEOS,PPTS,WHITE BOARD,MS
THEIRSELF AFTER LEARNING FROM TEACHER,THEY FORMS,ETC
WILLL LISTEN TO THE VIDEOS AND GO THROUGH PPTS
PROVIDED BY THE TEACHER AND WILL WRITE IN THEIR
NOTEBOOKS.

Students will answer Q1, Q2 and Q3 from the Calendar, Today, we are going to
textbook. After this, teacher will ask them to draw learn the meanings of the new words
and label any two things which they like to do at this from the story ‘Too Big! Too Small’.
age.
Materials Required:
Note: Offline Activity. Teacher will share the link of a. Word-Pictures + Sentences need to
the ‘Chapter Video’ with the students via the parent be shared with the parents
app, so that they can listen to the chapter again. b. Chapter Video -
https://www.youtube.com/watch?
Gifted Students: Create grammatically correct v=CvIhq3LmhZ0
sentences and describe the answer in complete c. Word Building Game:
sentences. https://www.turtlediary.com/game/wo
Average Students: Draw and write key words for the rd-scramble.html
questions.
Below-Average Students: Draw and label the
picture.

Material for sensory training.

Visual/spatial intelligence
Natural
Bodily kinaesthetic
I. Elicit performance (practice): (Independent Practice) Today we are going to read a story
Duration: 10 minutes about Amir and His Grandpa. We will
Teacher will ask students to draw the answer and learn about what Amir did to help his
label the key word (like the teacher demonstrated Grandpa and make him happy.
above) and then write the answer in complete Material required (Teacher
sentences. reference)
Note: a. Pre-work: Send the PDF version of
Gifted Students: Write complete grammatically correct the story home (without the exercises)
answers for Q1 till Q6. and ask the students to read the
Average Students: Draw the key words and label them chapter before coming to class.
correctly. b. PPT – with the picture for recall,
Below Average Students: Draw and write the key images for the teach and questions.
words to all the answers. The spellings may or may not c. Chapter Video – Use the video
be correct. Encourage them to copy spellings from the ‘Animation – Grandpa Farouk’s Garden’
textbook. from the OBS website.
d. Vocabulary Sheet – check in the
Additional Materials Folder on
OneDrive

Students will complete Exercise A and B in the a. Pre-work: Send the ‘Chapter Voice
notebook. Over’ YouTube link home (link has been
Gifted Students: Write answers in complete sentences. shared with Section Head) and ask the
Average Students: Write key words for the answers. students to listen to the chapter and
Below-Average Students: Answer the question for Part find the answer to 1 question “What
B. Q2 only. Students can be given the option to did Monkey do to bring Hyena’s
illustrate the answer by drawing the animal in its laughter back? Before coming to class.
habitat and labelling it. b. PPT – picture of the hyena (shown in
the hook), picture sequence (teach)
c. Closing Activity Video:
https://www.youtube.com/watch?
v=8v-dya-zfPA
Student will look at the completed Frayer’s Model for I. Inform learner of objectives: (Lesson
one vocabulary word to understand the different parts objective)
of it. Then, they will copy it in their notebook. Duration: 3 minutes
Today, we are going to learn a poem
Step 2: Students will draw this model in the notebook about the Sun.
and create it for the following vocabulary words: Materials Required:
a. Hide a. Sun Video:
b. Chill https://www.youtube.com/watch?
c. Town v=l3QQQu7QLoM&feature=youtu.be
d. Flat b. Earth Day and Night -
e. Round https://www.youtube.com/watch?
Step 3: Student will take a picture and share it with v=YQD320c_q7Q
the teacher c. Animation Video – Please show the
students the video from the OBS
website
d. Vocabulary Sheet – to be shared
with the students on the first day of
the new lesson and a spelling test to be
taken as closure on the last day of the
lesson
e. YouTube Link of the Chapter Voice
Over: Share with the students 2 days
prior to the lesson and ask them to
come prepared to the class.
f. Closure Video:
https://www.youtube.com/watch?v=-
S1WZNtcqnc

II. Stimulate recall of prior learning:

(Prior Knowledge)
Duration: 5 minutes
Teacher will tell the students “Look at
the clock below carefully. It shows you
the time in other cities in the world like
New York, London and Tokyo”.
a. Is the time same everywhere?
Answer: No
 Material required:
Teacher will put the story sequence cards in random a. Pre-work: Send the YouTube voice
order and ask any 4-5 students sequence the story inover + PDF version of the story home
the correct order. As the student selects a sequence(without the exercises) and ask the
card, ask them “Why?”, in this way they will students to read the chapter before
remember the sequence of the story. coming to class.
b. Hook Game -
Note: Copy-paste images on a slide and number them. https://toytheater.com/maze/
As the students suggest the correct order, create a c. PPT – Go through the lesson plan
table like this and write the number. carefully and prepare it with images,
questions…
d. Chapter Video – Use the video
‘Animation – ‘Nani walks to the park’
from the OBS website ONLY.
e. Story Summary Flashcards: Main
characters of the story (cutouts) + real
objects to symbolise the lane. (Lane of
Treasures – showpieces, Lane of
Happiness – milk in a glass, Lane of
Mischief – point to the students, Lane
of Dreams – books in your hand, Lane
of Friendship – picture of your friend
and you and Lane of Magic – flower
petals/flowers in hand
I. Elicit performance (practice): (Independent Practice) Material Required:
Duration: 5 minutes a. Pre-work: Send the Chapter Voice
Teacher will ask the students to complete the Over and Vocabulary Sheet 2-3 days
exercises as follows: prior to the class and ask the students
Gifted Students: Exercise A + Exercise B from the to read the story and come prepared to
textbook +Online Game (to re-arrange the sentences class with the question “Why did the
in the correct order with the prepositions) wolves take the baby into their cave?”
Average Students: Exercise A + Exercise B from the b. Pre-work: Bare Necessities – Jungle
textbook Book Song -
Below – Average Students: Exercise A + Write only the https://www.youtube.com/watch?
name of the preposition shown in Exercise B. v=08NlhjpVFsU (Students will listen to
this song before class and share what
II. Provide feedback: Baloo is teaching Mowgli)
Duration: Variable c. Chapter Animation: Watch from the
OBS website ONLY.
Note: Teacher will ask specific students to share d. PPT – read through the lesson plan
images of their homework. Feedback will be given and prepare the PPT with the resources
about the sentence construction for the sentences mentioned.
created and the appropriate use of prepositions in the e. Closure Activity: The jungle book
fill in the blanks. For the rest of the students, answer Animation story in short -
key will be shared and students will be asked to self- https://www.youtube.com/watch?
check with parent support. v=VdFmjFyrsHw (watch from 2:28 till
3:50 seconds) and then watch
https://www.youtube.com/watch?
v=C_S91Kx5-Co (from the beginning till
2:17 seconds only)
Teacher will ask students to complete Exercise A and B a. Pre-work: Send the Chapter Voice
from the textbook. Over and Vocabulary Sheet 2-3 day
Note: The Voice Over and the PDF can be referred to prior to the class and ask the students
for the answers. to read the story and come prepared to
Gifted Students and Average Students: Answer all the class with the question “What is similar
questions in Exercise A and B using complete about what the animals do?”
sentences. b. Hook: Colour Your World with
Below-Average Students: Write the key words in the Kindness video -
answer https://www.youtube.com/watch?
v=rwelE8yyY0U
Note: Teacher will ask specific students to share their c. Chapter Animation: Watch from the
homework. The sentence construction, spellings and OBS website
the accuracy of the content will be checked. For the d. PPT – read through the lesson plan
rest of the students, teacher will share the answer key and prepare the PPT with the resources
and ask them to self-check with the support of the mentioned.
parent. e. Closure Activity: sharing and caring
song- https://youtu.be/h0bc0djGpM0
f. Picture Flashcards – Turnip, rabbit,
goat, donkey, deer (or draw on a
whiteboard as you narrate the story)
Teacher will ask the students “How many kinds of
trains are there? What do they transport?” Answer:
There are many different kinds of a trains – passenger
trains, freight trains, toy trains, luxury trains, metro
rail…
Material required: (Teacher reference)
a. Pre-work: Send the PDF version of
the poem home (without the exercises)
and YouTube Voice Overlink and ask
the students to read the poem before
coming to class with the answer to 1
question “What are the different things
a train sees on its journey?”
b. Hook: Audio Sample of different
modes of transport – cycle, bus,
autorickshaw, truck, train and airplane
(In the Additional Materials Folder)
c. Magic Train Ride:
https://www.youtube.com/watch?
v=8eSxrPzoZY0
d. PPT – Go through the lesson plan
and create a PPT with the meaning ,
pictures
e. Vocabulary Sheet – share with the
students on Day 1 of the week. Ask the
students to learn the spellings of the
words by-heart
Teacher will ask the students to watch the video
carefully. After watching the video, ask the students
“What can we do with our mobile phone? Answer:
Save Mobile numbers, talk with friends and family
members, click photograph, send text message, attend
class, record a video etc...
Note: Teacher will ask 3-4 students in turns
Students will answer the questions,
arrange the details in mind map on display board,
write the answers in worksheets individually, correct
according to teachers' feedback.
Pre-work: Send the Chapter Voice Over
and Vocabulary Sheet 2-3 days prior to
the class and ask the students to read
the story and come prepared to class
with the question “Why did Dudi draw
a wolf in a forest?”
b. Hook – My mobile phone song -
https://youtu.be/-sqT4s70hQ8
c. Chapter Animation: Watch from the
OBS website ONLY.
d. PPT – Please read through the
lesson plan and prepare the PPT with
the resources mentioned.
Teacher will ask specific students to
share their homework with her.
Teacher will check for spelling mistakes
and ensure that the answers are
written in completely. For the benefit
of the other students, teachers will
share the answer key for the above
questions.

Teacher will ask ALL the students to complete
Exercise A and B (Page no. 99 &100) from the
textbook. Also, students will listen to the Audio –
Words in Use from the OBS website (share a recording
with them) and ask them to complete the sentences
found on Page no. 102 Exercise – A with the correct
words.
Teacher will ask specific students to share their
homework. The sentence construction, spellings and
the accuracy of the content will be checked. For the
rest of the students, teacher will share the answer key
and ask them to self-check with the support of the
parent
Teacher will ask students to complete Exercise A, B
(Page no. 108 ) and B (page 109) from the textbook.
Note: The Voice Over and the PDF can be referred to,
for the answers.
a. Pre-work: Send the Chapter Voice
Over and Vocabulary Sheet 2-3 day
prior to the class and ask the students
to read the story and come prepared to
class with the question “How are the
chimps similar to human beings?”
b. Hook: Cheeky Monkey video -
https://youtu.be/POQwMHs1-RM
c. Chapter Animation: Watch from the
OBS website
d. Audio – Words in Use - From the OBS
website (share with students)
e. PPT – read through the lesson plan
and prepare the PPT with the resources
mentioned.
f. Closure Activity: Jane Goodall -
https://thekidshouldseethis.com/post/
the-story-of-jane-goodall-and-her-
chimps-2010 (watch till 1:43 seconds
only)
a. Pre-work: Send the Chapter Voice
Over and Vocabulary Sheet 2-3 day
prior to the class and ask the students
to read the story and come prepared to
class with the question “Which do you
like better, reading a story or watching
a play?”
b. Chapter Animation: Watch from the
OBS website
c. PPT – read through the lesson plan
and prepare the PPT with the resources
mentioned.
d. Closure Activity: Puppies Escape -
https://www.youtube.com/watch?
v=cznXlvzMbXE
Learning Outcomes Assessment/ Special Budget
Blooms Taxonomy Evaluation Events /
*(to be evaluated) Almanac

CHILDREN WILL BE ABLE TO : they will do

1. understand the opposite words, assensment from
2. they can identify the describing each
words 3. they will learn rhyming topic,provided by
words, 4. identify prepositions the teacher,few in
5. they can make notebook and few
sentences from this/that/these/those, assesment will be
6.they can easily use am,is,are, taken in google
7.they can use new sentences with classroom and
new words for asking permissions, ms.forms
8. they can identify different things
from picture and they will beable to observerve
more from the picture content.

1. Describe the character, setting and main idea To be assessed Cost of

in the story,2. Name and use the singular and by the subject stationery
plural nouns,3. Identify the countable and teacher through mentioned in
uncountable nouns4. Complete the sentences observation and TLM.
using the appropriate words from the word recorded in form
bank1. Describe the character, setting and main of anecdotal
idea in the story,2. Name and use the singular record.
and plural nouns,3. Identify the countable and Mode of
uncountable nouns4. Complete the sentences assessments:
using the appropriate words from the word bank Check for
Understanding:
Teacher will do
regular checks
for understanding
during the class.
Learning Objectives: Refer to Blooms taxonomy.; Internet
maximum of four objectives including a minimum of
two from the higher levels (application, analysis,
synthesis)

1. Describe the characters, setting, events and main

idea in the story.
2. Identify the adjective in the sentence and use
adjective in the sentence
3. List the sentences in the correct order to set a
meaningful text.
4. Develop empathy and care feelings of others

Teacher will share the answer key of the homework

and ask parents to check if the student has written
the answer correctly. Some students will be asked
to share images of the homework for the students
to check
Teacher will ask specific students to share their Cost of
homework. The sentence construction, spellings stationery
and the accuracy of the content will be checked. For mentioned in
the rest of the student, teacher will share the TLM.
answer key and ask them to self-check with the
support of the parent
Ask specific students to share the images of their Cost of items
homework with the teacher. Teacher will check to mentioned in
see if the answer is written in complete sentences TLM.
using accurate spellings and content from the story.
For the benefit of the other students, teacher will
share the answer key and ask the students to self-
check the answers with the support of the parents
 Teacher will ask specific students to share their
homework. The sentence construction, spellings
and the accuracy of the content will be checked. For
the rest of the students, teacher will share the
answer key and ask them to self-check with the
support of the parent.
STUDENTS WILL BE ABLE TO : Notebook work Dance Cost of items
1. Describe the key details in the poem ‘Trains’. review * Drama/ Role mentioned in
2. Can Name the rhyming words in the poem and play TLM.
create rhyming words
3.Can Understand the meaning of the term
‘synonyms’ and match synonyms.
4. Can Use the words ‘over’ ‘under’ and ‘through’
appropriately in a sentence.
5. Can Create a Frayer’s Model for the vocabulary
words
Students will be able to :. Ask all the 0 0
1.Comprehend students to share
2.Use simple present tense verbs accurately. the images of their
homework with
the teacher.
Feedback will be
shared about, if
the answers are
written in
complete
sentences using
accurate spellings
and content from
the story. For the
benefit of the
other students,
teacher will also
share the answer
key with the
students.

a. PPT – Please go through the lesson plan carefully 0 Stationary for

and create the PPT with images, sentences, mind maps
examples… and
a. Animation Video – Use the ‘Animation video from worksheets.
the OBS website ONLY.
b. Hook - Owl song - https://youtu.be/7kEjZHKXLDg
c. Vocabulary Sheet – to be shared with the
students on the first day of the new lesson and a
spelling test to be taken as closure on the last day
of the lesson.
d. YouTube Link of the Chapter Voice Over: Share
with the students 2 days prior to the lesson and ask
them to listen to it and come prepared to class.
e. Closure Video: Why is the Moon Following Me -
https://www.youtube.com/watch?v=UXpmM7BzTfI
Note: Teacher will ask specific students to share
their homework. The sentence construction,
spellings and the accuracy of the content will be
checked. For the rest of the students, teacher will
share the answer key and ask them to self-check
with the support of the parent.

Note: Teacher will ask specific students to share

their homework. The sentence construction,
spellings and the accuracy of the content will be
checked. For the rest of the students, teacher will
share the answer key and ask them to self-check
with the support of the parent.
Annual Exam
 Class -2
CBSE Trainings:
Multi-disciplinary approach
Art integration with Sr. No. and
name as per checklist / CBE / EL

English and EVS to be integrated.

Language structures linked with
each activity.

Thank You card instead of

Birthday card.

Integrated with English, Art.

Language structures linked with

each activity.

Integrated with English, Music.

Language structures linked with
each activity.

Integrated with English, Gujarati.

Instead of Chart, classification on
display board.

Data interpretation
Integration with Math.

Structures
We get...I eat/ take...Food
helps..We should....
Integration with English
Use structure - He will/ she will
Integration with English.
Integration with Dance

Hands on activity of plantation.

Integration with Dance

Using phonetics to help students

write spellings.