Theme : Kindness

Sub Theme : Helping Other

Learning Outcome

 Identifies the word such as dig, gasp,sweep,sight,regular,dissapear

etc..
 Uderstand simple questions starting with ‘where’,’why’,’how’,etc
 Maches pictures with appropriate lines of poem
 Develops as word web based on place visited
 describes action shows in picture
 Describe a place
 Arranges word in alphabetical order
 undertake simple project work

Entry activity

 Do you like picture ?

 How many of you can draw the picture?
 Which are the picture do you like most?
 so, now I want a picture of a boat?
  Who will draw the picture of a boat?

Teacher distributes the paper to each student and ask them to draw the
picture of a boat.
[Children drawing and coloring the boat. Ask them to paste it on the chart
paper and write their name below the picture

Where do you see the boat?

(eliciting responser)
Which are the other things that you see in the sea shore
(list the item on the BB)
Shall we draw the all their items listed on the BB in your note.
Let them draw indivitually and make modification in the group and prepare
a big picture as a group product.Tr.Encourage the students by ensuring all
the items that they listed above.
Teacher show the big picture of seashore then interaction
o what do you see in the picture?
o What are they doing ?
o Can you know their name?
o How many boats are there?
Is it really shows the picture of sea shore.
Do you want to know name of The boy ? Let us see...
I will tell you a story (Teacher narrate the story by showing the picture) TB
70
Their lived a fisherman family .Their son is Abin. They are busy in preparing
the net for fishing. Let’s see what happened then?
Reading process [At the Sea shore TB page 71]
Indivitual reading [find out the difficalt word/sentence] meanings
Group sharing
Interaction (Comprehensive)
 o What is the name of the Boy?
o What is Abin Father?

o Where did Abin and his father go?

o Why Abin sat on the shore?
o What all things he saw in the shore?

Loud reading by the Student

Teacher ask the student to read 2/3 sentence and turn to other
child. Let her read next 2/3 sentence and like wises complete task.

Loud reading by the teacher-give stress voice modulation aptly.

Scaffolding
Have been ever been to the seashore

Teacher distribute the worksheet no.1 to the children .

(Individual Work)
Narration Continues
“Abin and his father reached the seashore. Abin’s father was getting
ready for fishing . Father will say something to Abin.What may be the
dialogue between Abin and his father.”

Teacher shows the teacher version of the dialogue between Abin and
his father.

Abin : How beautiful ....Seashore is very beautiful

Father : yes, very beautiful
Abin : where are you going?
Father : I am going for fishing
Abin : When you will com back?
Father : I will come back soon
Abin : may i come with you ?
father : No, sit here
[Teacher can prepare a dialogue of their own]
Teacher distributes the paper strips to the children [Which consists of one
exchange]
1. Ask them to rearrange the sentence in a meaningful order.
2. To find out your friend.
3. Arrange according to the dialogue above.
4. After pairing ask them to paste it on a chart as per the order

Give chance for them to read.

Eg :

Seashore is very beautiful

What did Abin see in the sea. A small boat

What was in the boat A big fish
Where did they get the fish They got it from the sea

Picture Intraction TB p 73

Teacher shows the picture of huge fish given in TB p73

(teacher can draw the picture )

Look at the picture
What do you see?
is it colorful
What is the colour of the fins and tail?
See the mouth, why is it open, what it shows?
Ok, What Abin do with the Fish?
Abin hold it tightly
 What was the feeling of Abin?
Is the fish happy?
Why it is not happy?
what was the thought of Abin?

poor fish i will let it

go back to the sea

What did Abin do with the fish

Let as find out
Read the text p73 follow the text process of reading
Individual
group
Teacher give some question to each group

Give brief description of the fish

What was the thoughts of Abin

What did Abin do with the fish

Why did the Abin let the fish go

Each group present it

Teacher write the answer on the BB Ask them to read 2/3 times.
Loud reading by the children (read 2/3 sentences and turn to the other
child and continues)
Loud reading by the teacher with voice modulation and intonation
LET THE CHILDRNE WRITE THE SUB TEXT ON THEIR NOTE BOOK

Narration continues

Abin felt sympathy to the fish and allow it to go back to the sea

Interaction Does his father like it?

What may be the reaction of his father?
What will you do if you get a chance like this?
Eliciting responses
Let us see what will happened next.
Read the text- The Furious Father TB page 74
Follow the process of reading
Individual
Group sharing
Interaction with comprehensive questions
What will Abin do with the fish?
Why his father was furious?
Does he happy with Abib”s work?
Did Abin’s father sclod him?
What was his opinion?
Loud reading by children (read only 2/3 sentence by each child, ensure
all students participation)
Loud reading by the teacher
Teacher narrates,
poor Abin, what did he do? Where will he go.?
What will you do if you are in Abin’s place? (Random presentation)
Teacher narrates the text GRATITUDE

Abin sat on the shore looking at the boats sailing away. Suddenly he
heard a voice from the sea. He turned around in surprise. He saw the
same fish saying ‘Thank You for saving my life’Abin could not believe his
eyes. Can a fish speak. He stood like a statue. “Dear boy, I’ll never forget
your kindness, the fish said. I will give youa present. Do you know the
what was the present.
Let us go through the text GRATITUDE

Follow the process of reading

Individual
Group-sharing
Interaction by asking comprehensive questions from the text
# Abin heard a voice from the sea. Whose voice is that
# What was the present given by the fish?
# What was the advice of the fish?
Reading process continues
Loud reading by the student (read 2/3 sentences by each student. Ensure
all students participation while reading)
Loud reading by the teacher
#What will Abin do with the magic ring ( a scaffolded
question for thinking ,
Random pressentation)
# If you get a magic ring, what would you do?
Teacher move to the Activity 2 (Individual writing)
Narration continues
 The fish gave a magic ring as a present to Abin. He took
out the ring from the mouth of the fish. Do you know , what will abin do
with the magic ring?
Let us have a glance -Into The Forest.
Reading process (follow all the steps of reading)
Interaction
#Now where is Abin?
# #What happened to the magic ring?
# Who darted in front of Abin?
# Who chase it?
# Did Abin afraid?
# Can you give a brief description of the forest?
Loud reading by the student (read 2/3 sentences only be each child)
Loud reading by the teacher
Teacher move to the Activity 5
Discourse : Description : A Forest
Writin Process - Individual writing
Group sharing
Refining the product in group
Random presentation.
Teacher shows the teacher version
Editing: Edit any one product
Correct the errors in each sentence
Find out the miising words, tense forms, sentences etc.
Arrange the word order
Use punctuation where ever necessary.
Teacher enters the poem The Magic Wand ( Teacher can download the
song from the you tube)
#What do you see in the picture?
#What is the boy doing?
 #Is he heard anything while sleeping
#Where is the music come from?
Teacher sings the poem( with rhythm through ICT /Internet/Mobile
phone )
Children singing the poem Individually.
Teacher encourage the students to sing the poem in chorus
# Does the poem has any repeated lines?
# Underline the words ending with same sound
Sub text 1
# What does the magic wand bring?
The magic band brings cookies , cakes, and ice-creams
( teacherwrites the text on BB)
Sub text 2
# Who sings lullabies to the child ?
The magic wand sings lullabies to the child
Let the children write the sub text on their note book .
Teacher move to the Activity 1
Concept Map
 Where did Abin reach Abin reached in a forest.
 What did abin see in the forest? Abin saw huge trees and
bushes.
 What did he hear in the forest? Abin heard the chirping of
birds and the cries ofa of
animals.
 Who darted in front of him? A deer darted in front him.

Scaffolding
What happened to the deer?
Let us watch and listen to the text , The Magic Ring TB page 77.
Follow the process of reading
Interaction
*Did Abin save deer?
* Did the magic ring helpful to Abin?
*How will Abin save the deer?
* What did Abin do with the magic ring?
* What happened after he rubbed the magic ring?
Sub text 1 < How did the magic ring save the deer. (teacher writes
ir on the BB)
After completing the reading process(loud reading by the student and
the teacher)
Let the children read the sub text and write it in their note book.

Children, do you have any other idea to save the deer? (teacher gives a
scaffoldded question , oral random presentation).
Teacher moves to the Activity 2.
Narration continues –The Magic Works Again
Now Abin was in the forest. He saved the deer with the
help of magic ring. The forest was very thick and Abin walked on.
He was tired. He sat under a tree and soon fell asleep. Grr… Abin
heard a loud roar…….
Let us see what was happened there.
Read the text The Magic Works Again ( follow the process of reading)
Individual
Group –sharing ideas
Comprehensive interaction
 How did Abin wake up from his sleep?
 Who roar loudly?
 Did the Lion attack Abin?
 How did the crane help Abin from the Lion?
Teacher should encourage the children to find out the answer.
Teacher writes the answer on the BB
Loud reading by the student (follow the process 2/ 3 by each student)
and loud reading by the teacher. Now the children read the sub text
on the BB. Ask the to find out new words from the BB. Let them
write it in their note book.

Narration continues.
The Crane flew towards abin and Abin jumped up
and hold on its legs tightly. Do you know , where they go. Let us see.
Read the text- Into The Valley of Fruits
Follow the reading process
Interaction
*Have you ever been to a place full of fruit trees?
*What will you do, if you go to such a place?
* why Abin is not happy?
Loud reading by the children and the teacher.
Teacher can move to the Activity 4.

Narration continues
Now Abin very sad. He ate so much of fruit and
started crying. Crane asked, why are you crying? Are you hungry?
‘aaaaaaaaaaai want to go home and I want to see my mom.’ Abin
cried again. Did Abin reached home?
Shall we have a look on the Flight.
Tead the text- The Flight
Follow the process of reading.
#Did the crane helped Abin?
#What did Abin see when he looked down.
#How did they reach home?
Teacher writes the answer on the BB by eliciting from the students.
After completing the loud reading by the student and the teacher, ask
them to read the text from the BB. Allow them to write it on the note
book.
Now Abin was very happy. He reached his home safely. Abin calle out
his parents. When the parents seeing him, what was the scent there?
Can you imagine.
Let us go through thetext ReUnion.
Strictly follw the process of reading
Comprehensive questions
# How did father react when he saw Abin?
# Where did the crane go?
# What would Abin do if he wanted to see the
crane again?
Let them do Activity 5

For the Low Phased Learner, teacher intervene in the group work,
mark some new/ main words, sentences, read for them and asked
them to read, help them to write it on their note book.
Let the children do their Project work and other activities
in the TB.
We can also give some sentences from each text to rearrange the
sentences and write in the ascending order as a work sheet.
Here is an example of a worksheet

Re-arrange the sentences in the correct order.

 1. Father hugged Abin tightly.
2. The crane flew down to Abin’s seashore.
3. Abin saw a small boat.
4. The fish gave a magic ring to abin.
5. Abin saw a Lion jumped towards him.
6. Father went for fishing
7. The crane took the deer and flew away.
8. Abin stood in the sea shore
9. A deer darted in front of Abin.
10. Abin saw a small boat.
11. Abin allow the fish to go back to the sea.
12. Abin reached the valley of fruits.

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