ACTIVITIES FOLDER

CLASS -VI

TOTAL ACTIVITIES =5

MARKS=25
 BIRLA INTERNATIONAL SCHOOL

NAME : CLASS -VI -THE KITE-POEM-2

I. Activity Procedure: The students will listen to the poem ‘The Kite’ twice and copy those
lines that
repeat a particular sound. For example: Top of a tree (/t/ is repeated).
Lines that Repeat a Particular Sound:
i.
bright on the blue

ii. dive and a dip

II. Activity Procedure:

When we change a singular noun to plural noun, we usually add /s/ or /es/ to the
given noun.
These plural markers (i.e. /s/ or /es/) are pronounced in three different ways e.g. /s/, /z/,
and /iz/.
For example, when we add ‘s’ as a plural marker to the word ‘book’, it is pronounced as /s/;
when we attach it to the word ‘dog’ it is pronounced as /z/ and when we add /s/ to the word
‘class’, it
is pronounced as /iz/.
Here, the students are asked to listen to the recording of the given words
carefully first and then classify them on the basis of pronunciation of the plural marker.

Given Words: snaps, soars, rides, climbs, pulls, seems, falls, goes, blows, flaps.
/-s/ /-z/

/-s/ /-z/

snaps soars

goes rides

flaps climbs

falls pulls

goes seems
III. Activity Procedure: The students will be asked to write a poem on ‘Kite’ using the
following
rhyming words at the end of each line of the poem. These rhyming words are given as hints
only.

Rhyming Words: sky, high, jumps, bumps, glides, abides, takes, bakes, writes, rites, soar,
roar,
colors, dollars, bride, and pride.

IV. Activity Procedure: After going through the poem ‘The Kite’, the students will be asked
to find out
as many as differences between a ‘bird kite’ and a ‘paper kite’ as possible. Paper kite and bird
kite,
both fly in the sky but they are different from each other. They will be asked to mention as
many
differences between them as possible in the space given below.
Paper-Kite Bird-Kite
i. It is a non-living thing.

ii.

iii.

i. It is living thing.

ii.

iii.
V. Activity Procedure: The teacher will ask the students to frame sentences using each letter
of a set of
letters. The first word of the sentence will start from first letter of the set of letters; the second
word of
the sentence will start from the second letter of the set of letters; and so on. For example,
using the set
of letters ‘I H A B K’ the sentence ‘I have a blue kite’ can be framed. Using the given set of
letters the
students are asked to frame as many as sentences.
Set of letters:

1. T W A B B -

2. T I A B H -

3. I L B -