All LP English(Poorvi) Class 6th.pdf SJKLSJ SLKJLKFSJ LKJSL;

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LESSON PLAN

General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 6th 7. Date of Commencement :
3. Subject :English(Poorvi) 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : A Bottle of Dew

Specific
Learning
Outcomes
Pedagogical
Strategies for
Experiential
Learning
Individual/Gro
up activities /
experiments /
hand-on-
learning
Interdisciplina
ry Linkages
and infusion of
Life-skills,
Values
Resources
(including ICT)
Competenc
y Based
Assessmen
t items for
measuring
the
attainment
of Learning
Outcomes
Feedback and
Remedial
Teaching Plan
Inclusive
Practices
/ Gender
Sensitivit
y

Understand
the plot
and
character
of
Ramanatha.
 Discuss
the key
themes of
kindness,
responsibilit
y, and
generosity.
 Analyze
the
consequenc
es of
neglecting
 Reading and
Discussion:
Read the story
aloud in class
and discuss key
events, asking
students to
identify the
turning points.
 Role Play:
Have students
act out the main
events of the
story, focusing
on Ramanatha's
inner conflict
and
transformation.

 Group
Discussion: In
groups, students
discuss the
significance of
kindness and
generosity. They
can share real-life
examples.
 Write a Letter:
Students write a
letter from
Ramanatha to the
people he had
ignored, asking for
forgiveness and
promising to be
responsible.
 Character
 Life Skills:
Responsibility,
kindness,
empathy.
 Values:
Generosity,
learning from
mistakes, helping
others.

Interdisciplinary
Linkages: Moral
science, Social
studies (on
responsibility),
language skills
(writing letters,
character
sketches).
 Textbook
and
Workbook.
 Interactive
Board for
displaying
key concepts
and
questions.
 Multimedia:
Show a short
video or
animation on
the
importance of
kindness and
responsibility.

 Oral
Assessment
: Students’
participatio
n in
discussions
and role
plays.
 Written
Assessment
: Write a
letter from
Ramanatha
to his
friends/fami
ly
apologizing
for
neglecting
 Feedback:
Provide
individualiz
ed feedback
on role
plays and
written
tasks.
 Remedial
Teaching:
For
students
struggling
with theme
identificatio
n, offer
additional
reading
materials or

Inclusive
Teaching:
Use
examples
from
diverse
contexts to
ensure all
students
can relate
to the
story.
 Gender
Sensitivity
:
Encourage
equal
participatio

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one's duties.
 Identify
moral
lessons
from the
story.






Debate/Reflecti
on: Encourage
students to
debate the
choices made by
Ramanatha. Ask,
“What would
you do if you
had a bottle of
magical dew?”
Sketch: Write a
character sketch of
Ramanatha,
highlighting his
initial selfishness
and final
realization.
them.
 Quiz: A
short quiz
on the
story’s
themes and
character
analysis.
simplified
versions of
the story for
better
comprehens
ion.

n from
both boys
and girls in
activities
and
discussions
.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan
Signature of the Teacher VP/HM Signature of the Principal

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LESSON PLAN

General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 6th 7. Date of Commencement :
3. Subject :English(Poorvi) 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : The Raven and the Fox

Specific
Learning
Outcome
s
Pedagogica
l Strategies
for
Experienti
al Learning
Individual/Grou
p activities /
experiments /
hand-on-
learning
Interdisciplinar
y Linkages and
infusion of Life-
skills, Values
Resources
(including ICT)
Competenc
y Based
Assessmen
t items for
measuring
the
attainment
of Learning
Outcomes
Feedback and
Remedial
Teaching Plan
Inclusive
Practices
/ Gender
Sensitivit
y

Summariz
e the story
and
identify the
main
characters.

Recognize
the moral
of the
story: The
dangers of
being
flattered.
 Analyze
character
 Story
Reading &
Discussion:
Read aloud
the poem and
discuss the
characters’
traits and
actions.
 Group
Activity:
Role play the
fox and the
raven.
Discuss how
pride and
flattery led to
 Drawing:
Ask students
to draw the
raven and
the fox,
depicting the
scene when
the fox
tricks the
raven.
 Flattery
Debate:
Students
debate
whether
flattery is
always bad
 Life Skills:
Critical thinking,
decision-making,
self-awareness.
 Values:
Avoiding the
negative effects of
pride and flattery.

Interdisciplinary
Linkages:
Language arts
(writing poems),
Social studies
(studying animals
in nature).
 Textbook
and
Workbook.
 Visuals:
Show a
short
animation
or video on
the story of
the raven
and fox.
 Audio: Play
a recording
of the poem
being
recited to
highlight
 Oral
Assessment:
Participation
in the role
play.
 Written
Assessment:
Students write
their own
versions of
the story,
changing the
characters or
moral.
 Peer
Assessment:
Peer reviews
 Feedback:
Provide
positive
reinforcemen
t for
participation
in activities.
 Remedial
Teaching:
For students
struggling
with
understandin
g the moral,
use
additional
examples or
 Inclusive
Teaching:
Use
different
mediums
(text, video,
discussion)
to cater to
different
learning
styles.
 Gender
Sensitivity:
Ensure the
participatio
n of both
genders

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behavior
in the
poem and
understand
the themes
of trickery
and pride.






the raven’s
downfall.
 Class
Discussion:
Discuss
examples of
flattery in real
life and how
to avoid
being
deceived by
false praise.
or can it
sometimes
be useful.
 Write a
Poem: Write
a poem on
the theme of
not being
easily
flattered.

tone and
expression.

of each
other’s work
on the poem
writing.
fables with
similar
lessons.

equally in
group
activities.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan
Signature of the Teacher VP/HM Signature of the Principal

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LESSON PLAN

General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 6th 7. Date of Commencement :
3. Subject :English(Poorvi) 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : Rama to the Rescue

Specific
Learning
Outcome
s
Pedagogic
al
Strategies
for
Experienti
al
Learning
Individual/Gro
up activities /
experiments /
hand-on-
learning
Interdisciplinary
Linkages and
infusion of Life-skills,
Values
Resources
(including ICT)
Competency
Based
Assessment
items for
measuring the
attainment of
Learning
Outcomes
Feedbac
k and
Remedia
l
Teaching
Plan
Inclusive
Practices/
Gender
Sensitivity
 Identify
the
character
traits of
Rama,
such as
bravery
and quick
thinking.

Understan
d the plot
and key
events of
the story.
 Discuss
the themes
of courage

Storytelling
&
Interactive
Discussion:
Use
storytelling
techniques to
narrate the
incident
where Rama
saves his
friends.
 Drama
Activity:
Students act
out the
rescue scene,
 Role Play:
Groups act out the
scene where Rama
saves his friends,
discussing their
feelings of fear and
courage.
 Hero’s Journey:
Ask students to
write a short
narrative about
their own ‘heroic’
moments or times
they helped others.
 Quiz: Test
understanding of
key events in the
story.
 Life Skills:
Problem-solving,
leadership, and
teamwork.
 Values: Bravery,
selflessness, and
loyalty.
 Interdisciplinary
Linkages: Science
(wildlife and
elephants), Social
Studies (safety and
responsibility).

 Textbook
and
Workbook
.
 Visuals:
Show a
short video
about
elephants
or an
animated
version of
the story.
 ICT:
Interactive
quizzes or
apps to test
knowledge
about the
 Written
Test:
Summariz
e Rama’s
qualities
and
actions in
the story.
 Oral
Assessme
nt:
Students
present
their
version of
the heroic
rescue.
 Peer
Assessme

Feedback:
Provide
individual
feedback
based on
participatio
n and
written
work.

Remedial
Teaching:
For
students
who
struggled
with the
 Inclusive
Participatio
n:
Encourage
all students,
regardless of
gender, to
take part in
discussions
and role
plays.
 Gender
Sensitivity:
Emphasize
that anyone,
regardless of
gender, can
demonstrate

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and
loyalty.






emphasizing
Rama’s
courage and
problem-
solving
skills.
 Class
Discussion:
Discuss the
qualities that
made Rama a
hero.
story’s
characters
and
themes.

nt: In
group
work,
assess the
accuracy
and
creativity
of role
plays.

concept of
bravery,
use real-
life
examples
of courage
to
reinforce
the theme.
bravery and
leadership.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan
Signature of the Teacher VP/HM Signature of the Principal

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LESSON PLAN

General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 6th 7. Date of Commencement :
3. Subject :English(Poorvi) 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : The Unlikely Best Friends

Specific
Learning
Outcomes
Pedagogica
l Strategies
for
Experienti
al Learning
Individual/Grou
p activities /
experiments /
hand-on-
learning
Interdisciplinar
y Linkages and
infusion of Life-
skills, Values
Resources
(including ICT)
Competenc
y Based
Assessmen
t items for
measuring
the
attainment
of Learning
Outcomes
Feedback
and
Remedial
Teaching
Plan
Inclusive
Practices/
Gender
Sensitivity
 Identify the
key themes of
friendship and
loneliness.
 Analyze the
character
traits of
Gajaraj and the
stray dog.
 Understand
the
importance of
companionshi
p and
kindness in
building
meaningful

Storytelling
and
Discussion:
Read the
story aloud
and
encourage
students to
discuss
Gajaraj’s
loneliness and
how the dog
became his
true friend.
 Character
Comparison:
 Friendship
Poster: In groups,
students create a
poster highlighting
the qualities of a
true friend (e.g.,
kindness, trust,
loyalty).
 Diary Entry:
Ask students to
write a diary entry
from the perspective
of either Gajaraj or
the dog, describing
their feelings before
and after they
became friends.
 Life Skills:
Empathy,
emotional
intelligence, social
skills.
 Values:
Friendship,
compassion,
kindness,
acceptance.

Interdisciplinary
Linkages:
Psychology
(emotions,
loneliness),
Science (animal
 Textbook
and
Workbook.
 Visuals:
Show a short
video or
animated
story of an
unlikely
friendship
between an
animal and a
human.
 Interactive
Tools: Use a
word cloud
or quiz tool
 Oral
Assessment:
Evaluate
students’
participation
in discussions
about
friendship.
 Written
Assessment:
Have students
write an essay
on "What
makes a good
friend?"
 Peer
Review: Ask

Feedback:
Provide
feedback on
their written
work,
focusing on
emotional
depth and
understandin
g of the
theme of
friendship.
 Remedial
Teaching:
For students
struggling
 Inclusive
Participation:
Ensure both
boys and girls
have equal
opportunities
to participate
in group
activities.
 Gender
Sensitivity:
Avoid
reinforcing
gender
stereotypes
during
discussions

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relationships.
 Discuss the
moral lesson
that true
friendship
comes from
the heart, not
based on status
or wealth.






Have students
compare
Gajaraj and
the dog’s
feelings of
loneliness
before and
after their
friendship
began.
 Emotional
Mapping:
Ask students
to map
Gajaraj’s
emotions at
different
stages of the
story.
 Class
Discussion: Discuss
how friends can
come from
unexpected places
and how kindness
can bring people
together.
behavior), Social
Studies
(community and
relationships).
to review the
qualities of a
true friend.

students to
review each
other’s diary
entries for
creativity and
depth of
emotion.
with the
concept of
friendship,
use
examples
from their
own lives or
stories they
are familiar
with.
about
friendship and
companionshi
p.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan
Signature of the Teacher VP/HM Signature of the Principal

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LESSON PLAN

General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 6th 7. Date of Commencement :
3. Subject :English(Poorvi) 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : A Friend’s Prayer

Specific
Learning
Outcomes
Pedagogical
Strategies
for
Experiential
Learning
Individual/Group
activities /
experiments /
hand-on-learning
Interdisciplinary
Linkages and
infusion of Life-
skills, Values
Resources
(including
ICT)
Competency
Based
Assessment
items for
measuring
the
attainment
of Learning
Outcomes
Feedback
and
Remedial
Teaching
Plan
Inclusive
Practices/
Gender
Sensitivity
 Identify
the theme
of
friendship
and selfless
care in the
poem.

Understand
the
emotional
depth of a
prayer from
a friend.
 Discuss
the
significance
 Poetry
Reading and
Recitation:
Read the poem
aloud and
encourage
students to
reflect on the
emotions
expressed in
the poem.
 Class
Discussion:
Discuss how a
friend’s prayer
can be a
gesture of
 Write a Prayer
for a Friend: Ask
students to write their
own prayer for a
friend, wishing them
success, happiness,
and safety.
 Class Poem:
Create a class poem
where each student
adds one line
expressing a good
wish for a friend.
 Illustration:
Students draw a
picture that
symbolizes a friend’s
 Life Skills:
Compassion,
emotional
intelligence, and
empathy.
 Values: Caring
for others, genuine
friendship,
selflessness.
 Interdisciplinary
Linkages: Arts
(creating visual
representations of
the prayer),
Religious Studies
(understanding the
concept of prayer in
 Textbook
and
Workbook.

Multimedia:
Show a video
of friends
giving each
other
heartfelt
wishes, or a
video on the
power of
positive
thoughts and
prayers.

 Written
Assessment:
Evaluate
students'
prayers or well-
wishes for their
friends in
writing.
 Oral
Assessment:
Ask students to
recite their
prayers for
their friends in
front of the
class, focusing
on expression

Feedback:
Offer
feedback on
the
emotional
depth and
creativity of
their written
prayers.

Remedial
Teaching:
For students
who
struggle
with
 Inclusive
Participatio
n: Ensure
equal
participation
by
encouraging
all students,
irrespective
of gender, to
share their
prayers or
well-wishes
for friends.
 Gender
Sensitivity:
Use non-

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of praying
or wishing
well for
friends.

Appreciate
the value of
genuine
friendship
and its
emotional
aspects.






deep care and
affection.
 Group
Reflection:
Have students
reflect on the
friends they
care about and
what they
would wish for
them.
prayer or good
wishes.
different cultures). Interactive
Tools: Use
online
brainstorming
tools for
students to
share their
ideas about
what they
would pray
for a friend.
and emotional
delivery.
 Peer
Review:
Students
provide
feedback to
each other’s
prayers,
focusing on
how sincere
and heartfelt
they are.
emotional
expression,
provide
examples of
caring
gestures and
discuss the
importance
of kindness
and support
among
friends.
gendered
language
when
discussing
friendship
and avoid
stereotypes
about
friendship
being only
for one
gender.


Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan
Signature of the Teacher VP/HM Signature of the Principal

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LESSON PLAN

General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 6th 7. Date of Commencement :
3. Subject :English(Poorvi) 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : The Chair

Specific
Learning
Outcomes
Pedagogical
Strategies
for
Experientia
l Learning
Individual/Grou
p activities /
experiments /
hand-on-learning
Interdisciplinar
y Linkages and
infusion of Life-
skills, Values
Resource
s
(including
ICT)
Competenc
y Based
Assessment
items for
measuring
the
attainment
of Learning
Outcomes
Feedback
and
Remedial
Teaching
Plan
Inclusive
Practices/
Gender
Sensitivity

Understand
the
importance
of true
friendship
and
recognize
the qualities
that define a
real friend.
 Analyze
the use of
magical
elements
(like the
invisible
 Interactive
Storytelling:
Start by
narrating the
story of Mario
and his
grandfather,
making sure to
engage
students with
questions like
“What do you
think makes a
good friend?”
and “Why is it
important to
understand
 Friendship Map:
Ask students to draw
a "Friendship Map"
where they label their
friends and
categorize them
based on different
qualities
(trustworthy, helpful,
funny, etc.).
Encourage them to
identify who their
true friends are.
 Write a Letter:
Have students write a
letter to a close
friend expressing
 Life Skills: Self-
awareness,
emotional
intelligence,
interpersonal skills,
and empathy.
 Values: Trust,
loyalty, sincerity,
and the significance
of understanding
true friendship.

Textbook:
Read the
poem from
the NCERT
book,
focusing on
the key
events and
turning
points in
Mario’s
journey.
 ICT
Tools:
Show a
short video
 Written
Assessment:
Students will
write a short
reflection on
the poem,
discussing
what they
think makes a
true friend and
if they have
ever
experienced
something
similar to
Mario's story.
 Creative
 Feedback:
Provide
individualize
d feedback on
how students
relate the
poem to their
own
experiences
and how well
they
understand
the values
presented in
the poem.
 Remedial
Teaching:
 Inclusive
Participatio
n: Ensure
that every
student,
regardless of
gender or
background,
is
encouraged
to share their
thoughts on
friendship
and
participate in
activities.
 Gender

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chair) as a
metaphor for
testing
relationships
.






who your true
friends are?”
 Role Play:
After reading
the poem,
have students
perform a skit
or role play
where they
pretend to be
Mario and his
friends,
demonstrating
the emotional
experience of
being tested
for true
friendship.
what that friend
means to them,
reflecting on the
qualities that make
their friendship
special.
or animation
about
friendship
and loyalty,
perhaps
focusing on
fictional
characters
or real-life
examples of
friendship.
Activity
Assessment:
Assess
students on
their creativity
and depth of
thought in the
"Friendship
Map" or letter-
writing
activity.
For students
who might
struggle with
understanding
the deeper
moral of the
poem,
provide
examples
from popular
culture (e.g.,
books or
movies about
friendship)
that they can
relate to.
Encourage
group
discussions to
help clarify
concepts.
Sensitivity:
Emphasize
that true
friendship
transcends
gender, and
make sure
that all
activities
and
discussions
are inclusive
of both boys
and girls.


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LESSON PLAN

General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 6th 7. Date of Commencement :
3. Subject :English(Poorvi) 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : Neem Baba

Specific
Learning
Outcome
s
Pedagogical
Strategies for
Experiential
Learning
Individual/Gr
oup activities
/ experiments
/ hand-on-
learning
Interdisciplinary
Linkages and
infusion of Life-
skills, Values
Resourc
es
(includi
ng ICT)
Competen
cy Based
Assessme
nt items
for
measurin
g the
attainmen
t of
Learning
Outcomes
Feedback and
Remedial
Teaching Plan
Inclusive
Practices/
Gender
Sensitivity
 Identify
the
significanc
e of neem
tree in
different
cultures and
regions.

Understan
d the
symbolism
of the neem
tree (as a
"magic
 Interactive
Discussion:
Begin with
a brief
discussion
about the
importance
of trees and
their role in
the
environment
.
 Storytelling
: Read the
story aloud,
 Create a
Poster: In
groups, students
create a poster on
"Neem Baba" and
its benefits,
illustrating its
various uses in
medicine, culture,
and history.
 Research
Activity: Assign
students to
research about
neem's role in
 Life Skills:
Environmental
awareness,
responsibility,
and care for
nature.
 Values: Respect
for nature,
importance of
trees, and
ecological
balance.
 Interdisciplina
ry Linkages:
Science (botany,

Textbook
and
Visuals:
Use
visuals of
neem
trees from
around
the world.
 ICT
Tools:
Present an
interactive
map
 Oral
Assessment
: Assess the
students’
understandi
ng of the
medicinal
uses and
cultural
significance
of the neem
tree.
 Written
Assessment
: Have
 Feedback
: Offer
individual
feedback
on
students’
participati
on in
discussion
s and
creativity
in group
work.
 Remedial
Teaching:
 Inclusive
Particip
ation:
Ensure
everyone
gets a
chance to
present
their
ideas,
whether
boys or
girls.
 Gender
Sensitivi

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tree" and
"bitter grace
of God").
 Discuss
the
ecological
and
medicinal
value of
neem.

Appreciate
the concept
of talking
trees and
the
personificat
ion of
nature.






then discuss
how the
neem tree is
presented as
a wise,
ancient
entity.
 Role-play:
Have
students
role-play as
different
parts of
nature (tree,
wind,
animal) and
explain their
significance.

different cultures
around the world.
 Debate:
Organize a short
debate on
whether trees
should be treated
as sacred beings
or simply as
resources.
medicinal
plants),
Geography
(global
distribution of
neem).

showing
the
regions
where
neem is
found.
students
write about
the
importance
of neem in
India and its
global
significance.
For
students
who need
extra
support,
provide
more
examples
of trees in
literature
and
culture.

ty: Avoid
stereotyp
es when
discussin
g the role
of nature
and
spiritualit
y.


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LESSON PLAN

General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 6th 7. Date of Commencement :
3. Subject :English(Poorvi) 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : What a Bird Thought

Specific
Learning
Outcomes
Pedagogical
Strategies
for
Experientia
l Learning
Individual/Grou
p activities /
experiments /
hand-on-
learning
Interdisciplinar
y Linkages and
infusion of Life-
skills, Values
Resource
s
(includin
g ICT)
Competenc
y Based
Assessment
items for
measuring
the
attainment
of Learning
Outcomes
Feedback
and
Remedial
Teaching
Plan
Inclusive
Practices/
Gender
Sensitivity

Understand
the journey
of growth
and
realization
symbolized
by the bird’s
perspective.
 Discuss the
concept of a
changing
worldview
and how
experiences
shape our
understanding
 Guided
Reading:
Read the poem
together and
discuss its
meaning line
by line.
 Metaphor
Analysis:
Discuss the
metaphors
used in the
poem (e.g.,
world as a
“pale blue
shell” and
“straw”).
 Perspective
Drawing: Students
draw what the world
looked like to the
bird when it was in
the nest and what it
looks like after it
flies out.
 Poetry
Recitation: Students
can memorize and
recite a stanza,
focusing on
expression and tone.
 Group
Discussion: Discuss
how the bird's shift
 Life Skills:
Growth, learning,
and broadening
one’s horizon.
 Values:
Exploration,
curiosity, and the
joy of learning.
 Interdisciplinary
Linkages: Science
(bird behavior,
growth stages), Art
(visualization of
changing
perspectives).
 Poem in
Textbook.
 Visuals:
Illustrations
of birds in
different
stages of
growth.
 ICT
Tools:
Present
short videos
or
animations
of birds in
their nests
and as they
 Written
Assessment:
Students
explain the
symbolism of
the bird’s
journey.
 Creative
Assignment:
Write a short
poem about
the world seen
from different
perspectives.
 Feedback:
Encourage
reflection on
how personal
experiences
shape one’s
worldview.
 Remedial
Teaching:
For
struggling
students,
offer
additional
resources on
metaphor
usage and its
 Inclusive
Participatio
n: Ensure
that every
student,
irrespective
of gender,
feels
encouraged
to share
their
perspectives.
 Gender
Sensitivity:
Avoid
gender
stereotypes

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.
 Identify
metaphors
and symbols
in poetry,
such as the
bird and the
world.







Visualization:
Ask students
to visualize
the bird’s
perspective
and how it
changes.
in perspective can
symbolize human
growth and maturity.
grow and
explore.
interpretation
.
when talking
about human
growth and
exploration.


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LESSON PLAN

General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 6th 7. Date of Commencement :
3. Subject :English(Poorvi) 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : Spices that Heal Us

Specific
Learning
Outcome
s
Pedagogical
Strategies
for
Experientia
l Learning
Individual/Grou
p activities /
experiments /
hand-on-
learning
Interdisciplinar
y Linkages and
infusion of Life-
skills, Values
Resources
(including
ICT)
Competenc
y Based
Assessment
items for
measuring
the
attainment
of Learning
Outcomes
Feedback and
Remedial
Teaching Plan
Inclusive
Practices/
Gender
Sensitivity
 Identify
the healing
properties
of common
spices used
in everyday
life.

Understan
d the
cultural
importance
of spices in
food and
medicine.
 Explain
how
 Interactive
Learning:
Introduce the
topic by
asking
students about
spices they
use at home
and their
benefits.
 Hands-On
Activity:
Have students
smell and
touch a variety
of spices, and
discuss their
 Spice Chart:
Create a chart with
pictures of different
spices and list their
medicinal uses.
 Group
Discussion: Divide
students into groups
to research a specific
spice and present its
health benefits.
 DIY Spice Bags:
Have students create
small spice bags with
common spices
(turmeric, ginger,
etc.) and explain how
 Life Skills:
Healthy lifestyle
choices, natural
remedies.
 Values:
Appreciation of
traditional
knowledge, respect
for natural
medicine.
 Interdisciplinary
Linkages: Science
(plant-based
healing), Social
Studies (cultural
significance of
spices).
 Spices
Samples:
Bring in real
samples of
spices used
in the
lesson.
 ICT
Tools: Use
interactive
presentation
s or videos
showing
how spices
are grown
and their
benefits.
 Practical
Assessment:
Evaluate
students’
understanding
of the healing
properties of
spices through
a group
presentation.
 Written
Assessment:
Have students
write a short
essay on their
favorite spice
and its health
 Feedback:
Provide
feedback on
their
knowledge of
the healing
properties of
spices and
their
presentation
skills.
 Remedial
Teaching:
For struggling
students,
provide more
examples of
 Inclusive
Participation
: Ensure all
students,
regardless of
gender,
contribute
equally to the
activities.
 Gender
Sensitivity:
Avoid
reinforcing
stereotypes
about certain
spices being
for specific

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natural
ingredients
can
promote
health and
wellness.






benefits.

Storytelling:
Read the
grandmother’s
letter aloud
and discuss
the wisdom
passed
through
generations.
they are used for
healing.
benefits. spices and
discuss their
uses in daily
life.

genders or
cultural
groups.

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LESSON PLAN

General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 6th 7. Date of Commencement :
3. Subject :English(Poorvi) 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : Change of Heart

Specific
Learning
Outcomes
Pedagogica
l Strategies
for
Experientia
l Learning
Individual/Grou
p activities /
experiments /
hand-on-
learning
Interdisciplinar
y Linkages and
infusion of Life-
skills, Values
Resources
(including
ICT)
Competenc
y Based
Assessmen
t items for
measuring
the
attainment
of Learning
Outcomes
Feedback and
Remedial
Teaching Plan
Inclusive
Practices/
Gender
Sensitivity
 Identify the
traits of a
competitive
nature and the
consequences
of excessive
focus on
winning.
 Discuss the
concept of
sportsmanshi
p, humility,
and learning
from losses.
 Reflect on
personal
experiences in
 Discussion:
Initiate a class
discussion on
the
importance of
winning and
losing in
games. Ask
students how
they feel after
winning or
losing.
 Reflection
Activity: Ask
students to
reflect on a
time when
 Sportsmanship
Pledge: Have
students create a
sportsmanship
pledge, outlining
values like respect,
fairness, and
kindness, and
encourage them to
live by it.
 Debate: Conduct
a debate on whether
winning is
everything in sports
or if there are more
important values.
 Journaling: Have
 Life Skills:
Emotional
regulation,
humility,
resilience.
 Values: Fair
play, respect, and
learning from
failure.

Interdisciplinary
Linkages: Physical
Education
(sportsmanship and
teamwork),
Psychology
(handling
 Textbook:
Story
excerpts for
reading and
discussion.
 ICT
Tools: Short
video clips of
sports teams
demonstratin
g good
sportsmanshi
p or
interviews
with athletes
discussing
the
 Written
Assessment:
Ask students
to write a
paragraph on
why humility
and good
sportsmanship
are more
important than
winning.
 Oral
Assessment:
Have students
share their
reflections or
experiences
 Feedback:
Provide
feedback
based on
how students
share their
experiences
and
understandin
g of the
values
presented.
 Remedial
Teaching:
For
struggling
students,
 Inclusive
Participatio
n: Ensure
equal
participation
from all
students,
regardless of
gender, when
discussing
experiences
of
competition.
 Gender
Sensitivity:
Avoid
reinforcing

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sports and
understand the
importance of
fairness and
respect.






they lost in a
game and
how they
handled the
situation.
 Role-
Playing:
Have students
act out
situations
where they
experience
victory and
defeat in
games,
showing the
importance of
good
sportsmanship
.
students write about
a time when they
experienced victory
or defeat, what they
learned from it, and
how they can apply
the lesson in life.
emotions). importance
of losing
gracefully.
about
sportsmanship
.
provide
additional
examples of
sportsmanshi
p in various
contexts
(school,
national
sports
events).

gender
stereotypes in
sports.

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LESSON PLAN

General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 6th 7. Date of Commencement :
3. Subject :English(Poorvi) 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : The Winner

Specific
Learning
Outcomes
Pedagogical
Strategies
for
Experiential
Learning
Individual/Group
activities /
experiments /
hand-on-learning
Interdisciplinary
Linkages and
infusion of Life-
skills, Values
Resources
(including
ICT)
Competency
Based
Assessment
items for
measuring
the
attainment
of Learning
Outcomes
Feedback
and
Remedial
Teaching
Plan
Inclusive
Practices/
Gender
Sensitivity

Understand
the joy of
physical
activity and
outdoor
play.
 Reflect
on the
sense of
community
and
teamwork
that
emerges
during
group play.
 Poetry
Reading:
Have students
read the poem
aloud, paying
attention to
rhythm and
expression.
 Group
Discussion:
Discuss the
joy of outdoor
play and what
the poem
conveys about
childhood.
 Creative
 Creative Writing:
Ask students to write
about an evening of
play in a field,
inspired by the poem.
 Role-Play: Have
students act out the
playful scenes
described in the
poem, focusing on
physical movement
and expression.
 Art Project: Ask
students to draw a
scene depicting
children playing in a
field, based on the
 Life Skills:
Physical fitness,
teamwork,
collaboration.
 Values: Joy of
being active,
outdoor play,
friendship.
 Interdisciplinary
Linkages: Physical
Education
(importance of
outdoor games), Art
(drawing scenes of
play).
 Poem in
Textbook.
 ICT
Tools: Show
a video clip
or an
animation
that depicts
children
playing
outside,
enjoying the
natural
environment.
 Written
Assessment:
Evaluate
students based
on their creative
writing or
description of
childhood play.
 Practical
Assessment:
Observe their
ability to
express the
mood of the
poem through
role-play.
 Feedback:
Provide
feedback on
the students’
creative
interpretations
of the poem
and their
understanding
of its themes.
 Remedial
Teaching:
For students
who have
difficulty with
the themes of
the poem,
 Inclusive
Participation:
Ensure all
students,
regardless of
gender, have
the
opportunity to
participate in
discussions
and activities
related to
outdoor play.
 Gender
Sensitivity:
Avoid
reinforcing

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 Identify
and
appreciate
the simple
pleasures
of
childhood.






Exercise:
Encourage
students to
describe their
favorite
childhood
game or
outdoor
activity.
poem. provide
additional
examples of
joyful outdoor
activities.
gender
stereotypes
when
discussing
play activities.

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LESSON PLAN

General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 6th 7. Date of Commencement :
3. Subject :English(Poorvi) 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : Yoga—A Way of Life

Specific
Learning
Outcome
s
Pedagogical
Strategies
for
Experiential
Learning
Individual/Grou
p activities /
experiments /
hand-on-
learning
Interdisciplinar
y Linkages and
infusion of Life-
skills, Values
Resource
s
(includin
g ICT)
Competenc
y Based
Assessment
items for
measuring
the
attainment
of Learning
Outcomes
Feedback and
Remedial
Teaching Plan
Inclusive
Practices/
Gender
Sensitivity

Understan
d the
importance
of yoga for
overall
health and
well-being.
 Identify
different
yoga
postures
and their
benefits.
 Explore
the concept
of mental

Demonstration
: Demonstrate
simple yoga
postures and
breathing
exercises in
class.
 Guided
Practice: Lead
students
through a basic
yoga routine,
focusing on
mindfulness
and breathing.
 Interactive
 Yoga Practice:
Have students follow
along with a simple
yoga routine
focusing on
flexibility and
balance.
 Mindfulness
Activity: After
practicing yoga,
guide students
through a
mindfulness session
where they reflect on
their thoughts and
feelings.
 Group
 Life Skills:
Emotional
regulation, self-
awareness, focus.
 Values:
Discipline, self-
care, physical
health.

Interdisciplinary
Linkages: Physical
Education (yoga
postures), Health
(mental health and
well-being).

Textbook
and
Visuals:
Simple
illustrations
of yoga
postures.
 ICT
Tools: Use
videos from
the WHO
mYoga app
to guide
students
through a
yoga
 Practical
Assessment:
Evaluate
students based
on their ability
to perform
yoga postures
and their
mindfulness
during the
session.
 Reflection:
Have students
write a
reflection on
how yoga
made them
 Feedback:
Provide
feedback on
the students’
posture and
engagement
during the
yoga practice.
 Remedial
Teaching:
For students
struggling
with specific
postures,
offer one-on-
one guidance
or additional
 Inclusive
Participation
: Ensure that
all students,
regardless of
gender, feel
comfortable
practicing
yoga and
participating
in the class.
 Gender
Sensitivity:
Avoid
reinforcing
gender
stereotypes in

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clarity and
emotional
balance
through
yoga.






Discussion:
Ask students
how yoga could
help them with
focus,
relaxation, and
emotional
health.
Discussion: Discuss
how yoga helps with
concentration, stress
relief, and overall
well-being.
session. feel. resources.

physical
activities like
yoga.

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LESSON PLAN

General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 6th 7. Date of Commencement :
3. Subject :English(Poorvi) 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : Hamara Bharat—Incredible India!

Specific
Learning
Outcomes
Pedagogical
Strategies
for
Experiential
Learning
Individual/Group
activities /
experiments /
hand-on-learning
Interdisciplinary
Linkages and
infusion of Life-
skills, Values
Resources
(including
ICT)
Competency
Based
Assessment
items for
measuring the
attainment of
Learning
Outcomes
Feedback
and
Remedial
Teaching
Plan
Inclusive
Practices/
Gender
Sensitivity
 Identify
the diversity
and unity of
India,
understanding
its cultural,
historical, and
geographical
features.
 Recognize
the
importance
of India’s
landmarks
(e.g., Taj
Mahal, Red
Fort) and its
rich cultural
 Discussion:
Start with a
discussion on
what makes
India unique.
Ask students
about their
favorite
places,
festivals, or
cultural
practices in
India.
 Group
Activity:
Divide the
class into
groups and
 Poster Making:
Have students create
posters about India’s
diversity, showcasing
different states,
cultures, or festivals.
 Presentation: In
groups, have students
present on topics
such as India's
historical
monuments, famous
rivers, or cultural
practices.
 Writing Activity:
Ask students to write
a short essay on
"What makes India
 Life Skills:
Critical thinking,
research skills,
communication.
 Values: Unity in
diversity, national
pride, respect for
cultural differences.
 Interdisciplinary
Linkages: Social
Studies (Indian
history and
geography), Art
(poster making),
Languages
(presentation skills).
 Textbook
and
Visuals:
Images of
India’s
landmarks
and cultural
icons.
 ICT
Tools:
Videos or
virtual tours
of famous
Indian
landmarks
like the Taj
Mahal,
Qutub
 Group
Assessment
: Evaluate
students
based on
their group
presentation
s about
different
aspects of
India.
 Written
Assessment
: Assess
students on
the quality
of their
essays
about
 Feedback:
Provide
feedback on
students’
creativity in
their poster
designs and
the accuracy
of their
presentations.
 Remedial
Teaching:
Offer
additional
research
materials to
students who
need help
 Inclusive
Participation:
Ensure all
students have
the
opportunity to
contribute in
group
discussions
and activities,
irrespective of
gender.
 Gender
Sensitivity:
Encourage the
celebration of
all gender
roles in Indian

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traditions.
 Celebrate
the
uniqueness
of their
country and
the diversity
of languages,
food, and
customs.






assign each
group a
different
aspect of India
(e.g., historical
landmarks,
festivals, food,
languages).
Let them
research and
present their
findings.
 Visual
Learning:
Show images
or videos of
famous Indian
landmarks,
festivals, and
cultural
practices to
spark interest
and
appreciation.
Incredible?" Minar, etc. "What
makes India
Incredible?
"

understanding
India’s
diverse
regions or
history.
society,
avoiding
stereotypes.

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LESSON PLAN

General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 6th 7. Date of Commencement :
3. Subject :English(Poorvi) 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : The Kites

Specific
Learning
Outcome
s
Pedagogic
al
Strategies
for
Experienti
al Learning
Individual/Gro
up activities /
experiments /
hand-on-
learning
Interdisciplinary
Linkages and
infusion of Life-skills,
Values
Resources
(including ICT)
Competenc
y Based
Assessmen
t items for
measuring
the
attainment
of Learning
Outcomes
Feedback
and
Remedial
Teaching
Plan
Inclusive
Practices/
Gender
Sensitivity
 Analyze
the poem
and
understand
the
symbolic
meaning of
the kite in
relation to
freedom
and life's
challenges.
 Discuss
the theme
of
freedom
and loss,
 Poetry
Reading:
Have
students read
the poem
aloud with
emphasis on
rhythm and
imagery.
 Class
Discussion:
Discuss the
symbolism of
the kite in the
poem and
how it relates
to freedom
 Poetry Analysis:
In pairs, have
students identify
metaphors in the
poem and discuss
their meanings.
 Art Activity:
Ask students to
draw a scene from
the poem,
illustrating the kite
flying freely and
then getting caught
in a tree.
 Writing
Activity: Have
students write a
 Life Skills:
Critical thinking,
emotional
expression, and
creativity.
 Values: Freedom,
resilience,
acceptance of
challenges.
 Interdisciplinary
Linkages: Art
(drawing the kite),
Social Studies
(symbolism and
culture).

 Textbook:
Readings
and visual
aids related
to the poem.
 ICT Tools:
Use a short
animation or
video that
demonstrate
s the
metaphor of
the kite.

 Written
Assessment:
Ask students
to describe
the metaphor
of the kite in
their own
words and
discuss its
significance.
 Oral
Assessment:
Have students
share their
analysis of
the poem’s
meaning

Feedback:
Provide
feedback on
students’
interpretatio
ns of the
poem’s
metaphors.
 Remedial
Teaching:
For students
struggling to
grasp the
symbolism,
provide
simpler
 Inclusive
Participatio
n: Ensure
equal
participation
from all
students in
the poem
analysis and
group
activities.
 Gender
Sensitivity:
Avoid
reinforcing
gendered
expectations

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recognizin
g that
beauty and
joy can be
fleeting.

Appreciat
e the use
of imagery
and
metaphor
in poetry.






and the
passage of
time.
 Creative
Visualizatio
n: Ask
students to
imagine
themselves as
a kite in the
sky, then
describe their
feelings when
they are
trapped or
stuck.
paragraph about the
symbolism of the
kite and its
relevance to their
lives.
during a class
discussion.
examples of
metaphors
and their
meanings.
when
interpreting
the kite's
symbolism.

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LESSON PLAN

General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 6th 7. Date of Commencement :
3. Subject :English(Poorvi) 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : Ila Sachani: Embroidering Dreams with her Feet

Specific
Learning
Outcomes
Pedagogical
Strategies for
Experiential
Learning
Individual/Gro
up activities /
experiments /
hand-on-
learning
Interdisciplina
ry Linkages
and infusion
of Life-skills,
Values
Resource
s
(includin
g ICT)
Competency
Based
Assessment
items for
measuring
the
attainment of
Learning
Outcomes
Feedback and
Remedial
Teaching Plan
Inclusive
Practices/
Gender
Sensitivit
y

Appreciate
the strength
of
determinati
on in
overcoming
physical
limitations.

Understand
the concept
of
perseveranc
e and
resilience in
the face of
 Storytelling:
Tell the story
of Ila
Sachani and
discuss her
perseverance
and
dedication.
 Role Play:
Have
students role-
play
challenges
faced by
people with
physical
disabilities
 Discussion:
Hold a discussion
about how people
with disabilities
can contribute to
society and how
they face
challenges in their
daily lives.
 Creative
Expression: Have
students create a
poster showing
resilience and
determination,
inspired by Ila’s
story.
 Life Skills:
Self-motivation,
empathy,
resilience.
 Values:
Determination,
overcoming
adversity,
inclusivity.

Interdisciplinary
Linkages: Social
Studies (disability
rights), Art
(creative
expression
through posters).

Textbook:
Story and
illustrations
of Ila
Sachani.
 ICT
Tools:
Videos or
documentari
es about
people with
disabilities
who have
overcome
challenges.
 Written
Assessm
ent: Ask
students
to write a
short
essay on
how Ila
Sachani
inspired
them.
 Oral
Assessm
ent:
Have
students
share
 Feedback:
Provide
feedback
on how
students
connect
with the
themes of
perseveran
ce and
determinati
on.
 Remedial
Teaching:
Provide
real-life
examples
 Inclusive
Participatio
n: Ensure
that students
of all
abilities
have the
opportunity
to contribute
to
discussions
and
activities.
 Gender
Sensitivity:
Recognize
and

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adversity.
 Discuss
the
importance
of following
one's
passion
despite
obstacles.






and how they
can
overcome
them.
 Reflection:
Encourage
students to
reflect on
their own
experiences
of
overcoming
difficulties.

 Writing
Activity: Ask
students to write
about a challenge
they’ve faced and
how they
overcame it.
how they
can apply
Ila's
determin
ation to
their own
lives.

of
individuals
overcomin
g adversity
to help
struggling
students
understand
the
message.

celebrate the
achievement
s of women
like Ila
Sachani,
avoiding
any gender-
based bias.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan
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LESSON PLAN

General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required :
2. Class & Section : 6th 7. Date of Commencement :
3. Subject :English(Poorvi) 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : National War Memorial

Specific
Learning
Outcomes
Pedagogical
Strategies
for
Experiential
Learning
Individual/Group
activities /
experiments /
hand-on-learning
Interdisciplinary
Linkages and
infusion of Life-
skills, Values
Resources
(including
ICT)
Competency
Based
Assessment
items for
measuring the
attainment of
Learning
Outcomes
Feedback
and
Remedial
Teaching
Plan
Inclusive
Practices/
Gender
Sensitivity

Understand
the
significance
of the
National
War
Memorial
and its role
in honoring
soldiers.
 Express
appreciation
for the
bravery and
sacrifices
made by
soldiers.
 Poetry
Reading:
Read the poem
aloud and
discuss the
emotional tone
and meaning.
 Class
Discussion:
Have students
share what
patriotism
means to them
and why it’s
important to
honor those
who serve the
nation.
 Group
Discussion: Discuss
the significance of
the National War
Memorial and what it
represents.
 Creative Writing:
Have students write a
letter or poem
expressing gratitude
for the sacrifices
made by soldiers.
 Art Activity:
Students can draw or
design a memorial or
tribute for soldiers
who have served the
nation.
 Life Skills:
Emotional
intelligence, respect
for others, empathy.
 Values:
Patriotism, sacrifice,
bravery, respect for
soldiers.
 Interdisciplinary
Linkages: Social
Studies (history of
the National War
Memorial and
Indian soldiers), Art
(creating
memorials).

Textbook:
Poem on
National
War
Memorial.
 ICT
Tools:
Video of the
National
War
Memorial or
interviews
with
veterans.
 Written
Assessment
: Evaluate
students on
their essays
or creative
writing
pieces
about the
National
War
Memorial.
 Oral
Assessment
: Have
students
present
their
reflections
 Feedback:
Provide
feedback on
students’
ability to
connect
emotionally
with the
poem and
understand its
significance.
 Remedial
Teaching:
For students
struggling
with
understanding
the themes,
 Inclusive
Participation:
Encourage all
students to
express their
thoughts on
patriotism and
soldiers’
sacrifices.
 Gender
Sensitivity:
Acknowledge
both male and
female
soldiers who
have
contributed to
the nation’s

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 Reflect on
the values of
patriotism,
courage,
and duty.






 Reflection:
Encourage
students to
reflect on their
own
contributions
to society and
how they can
show respect
for soldiers.
or tributes
to soldiers.

provide
simpler
examples of
sacrifices
made by
soldiers.
defense.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan
Signature of the Teacher VP/HM Signature of the Principal