Class_IV_Eng Lit_First Term_Cold & Warm Region(full permission).pdf

class

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Army Public Schools and Colleges System
SOW Summary
Academic Session 2024-2025
First Term
Subject: English Literature Class: IV

Content Page No.
Prescribed Reader:
· The Railway Children by Edith Nesbit
Top Readers Level 2 by mm publications
Resource:
· Teacher’s Book Level 2
· Multi-lingual Glossary Level 2
· Audio CD
· Laptop & Speakers
· Photocopies of poems
· Pictures of birds

Prescribed Notebook:
· English four- lined large notebook (large)
1 x Notebook to be used for the whole Year.

Scope & Sequence 02
Progression Grid 04
General Instructions 06
Chapter 1 16
Chapter 2 18
Poem: My Bird Sings 20
Chapter 3 21
Chapter 4 23
Chapter 5 25
Poem: The Golden Keys 26
Poems 27

3. Army Public Schools & Colleges System
Scope and Sequence
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Subject: English Literature Reader: The Railway Children
Teaching Weeks: 17 Class: IV
Week Chapter Topic
1

Author / Novel Intro
Chapter 1
· Activity-based introduction
· Reading / listening
· Picture analysis
2 Activity Section · Comprehension
· Follow -up activities
3 Activity Section contd. · Vocabulary
· Writing a diary page
4

Chapter 2

· Reading & listening
· Comprehension
5 Activity Section

· Picture study
· Follow -up activities
6

Activity Section contd... · Vocabulary + Revision
· Writing a letter
7 Poem: My Bird Sings · Recitation & Paraphrasing
· Vocabulary discussion

8 Poem: Continued · Comprehension Qs
· Imaginary writing
9 Chapter 3 · Review of Chapter 1 & 2
· Reading & listening

4. Army Public Schools & Colleges System
Scope and Sequence
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Week Chapter Topic
10 Activity Section · Comprehension,
· Vocabulary
11 Activity Section contd.. · Follow -up activities
· Writing a letter
12 Chapter 4 · Reading test & listening
· Comprehension
13 Activity Section · Vocabulary
· Follow -up activities
14 Activity Section contd. · Writing a newspaper article
Chapter 5 · Reading & listening
15 Activity Section · Vocabulary+ Revision
· Follow -up activities
16 Activity Section contd.. · Comprehension
· Writing a diary page
17

Poem:
Golden Keys
· Recitation, paraphrasing
· Comprehension Qs
· Summary writing

Note: The estimated number of Periods / weeks are allocated for each chapter. Any adjustment in the Teaching Periods / weeks must be planned
during the Teachers Subject Coordination Meeting headed by the Section Head.

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Progression Grid
English Literature
Cl III Cl IV Cl V
Heidi Railway Children The Secret Garden
Reading

· Reading of text
· Recitation of poems

Writing
Word count 20 – 40

· Writing a description
· Writing sentences
· Complete sentences
· Comprehension Qs
· Character description
· Title/ cover page description
· Punctuation


Speaking & listening

· Listening to audio
· Story Prediction
· Narrating incidents
· Story Quiz
· Role Play
· Follow-up activities
· Discussion Qs
· Describing a scene / incident
· Who said words to whom



Reading

· Reading of chapters
· Recitation of poems

Writing
Word count: 40-60 words

· Writing a diary page
· Letter writing
· Imaginary writing
· Writing newspaper article
· Summary writing
· Comprehension Qs
· Writing Themes
· Character sketch / description
· Paraphrasing
· Sentence making
Speaking & listening

· Listening to script
· Story Prediction
· Story Quiz
· Role Play
· Follow-up activities
· Discussion Qs
· Picture Description
· Who said words to whom
· Real-life application


Reading

· Reading of chapters
· Recitation of poems

Writing
Word count: 60-80 words

· Writing a diary page
· Letter writing
· Descriptive writing
· Summary writing
· Imaginary writing
· Writing conversation in a dialogue
format
· Comprehension Qs
· Writing Themes
· Character Description
· Character sketch
· Paraphrasing
· Sentence making

Speaking & listening

· Listening to audio
· Story Prediction
· Narrating incidents
· Story Quiz
· Role Play
· Follow-up activities
· Discussion Qs

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Cl III Cl IV Cl V
Heidi Railway Children The Secret Garden




Vocabulary & Grammar

· Contextual meanings
· Noun, adjectives
· Forms of verb
· Rhyming words





Vocabulary & Grammar

· Contextual meanings
· Nouns, verbs, adjectives,
preposition
· Phrasal verbs
· Rhyming words

· Describing a scene / incident
· Who said words to whom
· Real-life application

Vocabulary & Grammar

· Contextual meanings
· Noun, adjectives, preposition
· Forms of verb
· Rhyming words
· similes

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ARMY PUBLIC SCHOOLS & COLLEGES SYSTEM
APSACS Scheme of Work
General Instructions for Teachers

1. APSACS Scheme of Work :
· The SOW is a road map to guide teachers to develop their daily lesson plan. SOW has brief teaching methodology which
connects to the SLOs. It enables teachers to be more flexible in choosing teaching methodologies, suggested learning activities
and AFL strategies. It is a living document that is easy, convenient and simple to use.

2. Scope and Sequence :
· A scope and sequence is a commonly used term in education when talking about a curriculum, books or courses. It is a list of the
concepts, topics and material that is covered in a book, course or the lesson plans of a particular curriculum. A scope refers to
the topics and areas of development within a curriculum and the sequence is the order in which those skills are taught.

3. Student Centered Activities :
· Student centered Activities are suggested in SOW, incorporate the activities in lessons or conduct your own activities related to
the Learning Outcomes. Use teaching aids to relate the topic to daily life. Vary teaching strategies – encourage students to ask
questions, enquire and develop critical thinking and decision-making skills. Have discussions related to the topic to help students
learn from the ideas and issues raised during the lesson. The discussion can create an interest and enhance students learning
and understanding. It also helps the teacher to assess students’ knowledge (AFL).

4. Assessment for Learning (AFL) :
· Assessment for learning is an approach to teaching and learning designed to improve students’ performance and create effective
feedback. The main aim of AFL is to close the gap between the learners current learning and where they need to be for their
summative assessment.
· Below are some of the assessment strategies that can be used to get effective results.
Ø Application cards
Ø Muddiest Point
Ø Brainstorming
Ø Chain Notes
Ø Exit cards
Ø Gallery walks
Ø Hand Signals

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5. Weblinks :
· Weblinks are divided into two parts namely digital resources and digital tools.
Ø Digital Resources: Digital learning resources are learning resources that aid students and teachers in the educational process.
The intent is to increase student engagement, in the learning process, provide access to instructional content and increase
student achievement. Digital resources include
· Educational videos
· Blogs
· Lectures
· Learning games
· Audio Readings

Ø Digital Tools:
· Digital tools are the softwares, programs or applications that provide readily available online assessment or content creation
opportunities to design quizzes as per the required complexity level. Digital tools not only enhance the teaching quality by
facilitating collaboration and evaluation but also provide prompt feedback. These tools help teachers, students and parents in
monitoring the learning progress.

6. Progression Grid
· Progression grid is a visual representation, giving interconnection of concepts, content and skills across different levels of
proficiency. It enables a teacher to evaluate individual learner’s progress against the objectives and identifies the next steps in
learning, which are working towards expectation, meeting the expectation and exceeding the expectation.

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Instructions for English Literature Teachers
Teacher to:
- introduce the concept of literature, and talk about the different genres like novel, drama, short story and poetry etc. Talk about the
abridged form of novels, and the objectives of abridgement of the original text.
- explain that students are expected to work on words and meanings, questions and answers, paraphrasing, summary, character
sketches (major and minor), and central idea of each poem and chapter.
- inform the students that CD attached with the novel provides opportunities for the students to listen to a UK accent and correct their
pronunciation.
- encourage students to do silent reading of the text. reading may be done in two ways: loud and silent. the entire lesson should not be
spent in reading out loud.
- ensure that students underline the difficult words/important lines while reading the novel, so as to use them to develop character
sketches and to explain important lines.
- share the success criteria before the task is assigned.
- discus the homework before it is assigned.
- instruct students to date and edit (check grammar, punctuation and spellings) the assignment before submission.
- guide students to annotate material they do not understand (always use lead pencil while taking notes in textbooks)
- make different worksheets for practice.
- plan revision periods according to class needs.
- focus on acquiring of academic skills.
- Each reader has a multi-lingual glossary. Students should be encouraged to guess the contextual meanings & use them in
sentences.
- Relevant end of chapter questions must be done the same day the text is read. Key words must be written on the board.

Language Development Instructions
- To improve students’ Language development, reading skill, and inculcate passion for reading books, set of level specific readers
have been selected for Classes IV-VIII. These readers are either in the custody of Section Head or kept in school libraries. Students
are to read them during library period.
- Teachers will bring set of recommended books to the class according to class strength.
- After completing one reader the next reader will be started. There will be no written work on these readers. The objective is to
develop reading passion and to improve reading proficiency .
- Poems in Eng Lang Textbooks are to be used for the recitation purpose. The teacher will recite the poem first, with proper intonation,
and pronunciation. Students will then recite in chorus. Individually the recitation will also be done. Effort should be made to memorize
the poem as it facilitates fluency in spoken language.
- As an alternative, the poem can be recorded / downloaded during Coordination Meeting and played in the class.

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- Conduct variety of Language Development activities mentioned in English language Development Program (ELD). Ref Curriculum
Implementation Guide

While doing literature lessons, emphasize the following:
- ask critical thinking, decision making and problem-solving questions
- for all literature lessons, reading, recitation, vocabulary, spelling, analysis & synthesis, is mandatory. Students should infer, interpret,
evaluate and apply skills learnt.
- give clear, stepwise, precise, specific instructions and focus on imparting skills in each lesson.
- make learning cooperative, not competitive, evoke the spirit of inquiry, awe and wonder to help students explore and enjoy.
- significance of the title (Poetry & Novel)
- students to underline important lines related to plot, character & theme. Teacher to stress the effectiveness of right choice of words
and the impact. Use of Dictionary is recommended.
- Group Work, Peer & Pair Work, Activity-based learning method should be adopted.
- teacher to stress Inter–disciplinary Learning. (Link aspects of one subject to the other for better understanding)
- wherever available, teachers to make use of the Internet. Develop the passion to explore & keep knowledge up-dated. The world of
knowledge is just a click away.

Poetry
The term poetry refers to poems as a whole. A poem is a special way of writing. Some poets, describe something, for example, the
weather, or talk about their experiences, where others write about the abstract matters. Poets try to look at their subjects from unusual
angles, or write about them in ways that are different from other people. Poems are written in verse.

Approaching a Poem
The correct way to approach a poem:
- read through the poem at least twice. The first time, once through without stopping. The second time, pick out words and phrases that
are difficult to understand or seem interesting.
- once you have worked out the difficult words or phrases, read through the poem again, slower, giving it more attention and
imagination. Take note of your feelings and where your attention is drawn to.
- annotate the poem. Do not be afraid to write on the margins of the poem. This will help remind you of your reactions and your
thoughts. Make sure your notes are short but clear.

Paraphrasing:
It is the process of rewriting a text in simple words to show the understanding. However, the paraphrase is not a substitute for the text
itself but a key to comprehension of a poem. We generally paraphrase a text line by line, but with a poem, it is best to paraphrase stanza
by stanza.

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Rhyme
Rhyme is a characteristic of poetry. Words that sound the same or are very close to one another are called rhyming words. These words
give a poem its unique rhythm.

Theme
The theme of a poem/story is the main idea or issue that the writer is trying to make the reader think about. The content of the
poem/story and the way in which it is written will help the reader think of the important ideas and things that can be learnt from the
poem/story.

Image
An image refers to the mental picture that we have of an object, or scene or what we imagine an object to be. Usually, an image assists
in evoking the feelings associated with the particular object or the experience itself.
Images in literature are usually visual; but they can represent sensory experiences too. In poetry, images are very crucial. As poems
tend to be much shorter than prose, the use of images is a quick and efficient way to convey ideas and emotions.

Images through figures of speech
‘Figures of speech’ refers to words or phrases that depart from the straight – forward, literal language. They are often used to provide
emphasis or clarity.
Hence, besides giving a physical description of things, we can also describe things, using figures of speech.

Tone
Tone is the quality of language spoken or written, that conveys emotions and meanings. The way a sentence is read reveals the tone
and thus, altering the meaning of the sentence.

Poetic Devices and Literary Terms : (Teachers may find out more)
Types of Images /
Figures of Speech
Definitions Examples
Symbol Something that represents something else either by association,
familiarity, quality or convention, through popular use.
- sun for life
- white for purity
- red for anger/blood/life.

Simile The comparison of two things usually with a quality that is
shared
- proud as a peacock (the way the bird
moves and displays its tail).
- majestic as a lion (due to the mane and
gait of a lion)

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Metaphor A word or phrase used to describe something in a way that is
different from its normal use, in order to show that the two things
have the same qualities & to make the description more
powerful.
Something which is used to describe an object ordinarily used to
describe something else as a way of expression or emphasis.
- a mountain of paperwork.
- he was so scared that he flew out of the
door.

Personification Where non-human things, including inanimate objects, are given
human-like qualities.
- the sun shone angrily on the farmers.
- the storm lashed out at the
beach/huts/trees.
Rhyme · a strong, regular, repeated pattern of sounds or movements.
A regular pattern of rhythmic chapter or events
I wandered lonely as a cloud
that floats on high o’er vales & hill b
when all at once I saw a crowd a
a host of golden daffodils
b a-a & b-b lines rhyming.
Digging for Meaning: Levels of Understanding Poetry
Use the following structure as a guide to understanding a poem:
- Who is speaking in the poem? (person /speaker)
- What is the poem about? (Themes, sub-themes, subject)
- What is the poet trying to say? (Intention, purpose)
- How does the poet convey meaning to you? Did he/she choose to use:

Foundation Grid

Foundation Grids have five basic questions that students need to ask themselves during & after reading a poem. Think deeply about the
poem so as to get a better understanding of the poem & later to prepare a summary. The Grid may be used to analyze poetry.

Basic Questions Answers with textual evidence
- What is the theme? ____________________________
- What is the rhythm? ____________________________
- What is the rhyming scheme? ____________________________
- What are the images? ____________________________
- What is the setting, tone and style? ____________________________

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Mind Map







Novel
Teacher to:
- read the novel/other novels by the same author to understand the essence of the author’s ideas.
- shed their inhibitions and be natural in their approach towards teaching. Fear of going wrong is what kills creativity.
- cover the background and setting; predict text – students’ personal response to text
- cover all major, minor characters*, picture description*, plot,* setting* summary* so as to develop observation and curiosity in
students
- develop short, simple, and relevant on-spot questions for conceptual clarity (AFL)
- allow students to underline and find meanings of difficult words
- find moods, emotions, role play in each chapter.

Plot Structure

The plot of any story usually begins with what we call the exposition in which we are introduced to:
- the setting: where and when the story takes place
- the main character and sometimes other key characters
- clues to the kinds of struggles the main character is likely to face
The next stage in the plot is the rising action . This is usually a string of events in which the main character goes through all kinds of
problems and challenges ( conflict ). We often become quite involved as this part of the plot unfolds and are keen to discover what
happens next.
The rising action leads us to the climax which is the high point of the story and where the main character faces his or her most intense
challenge.

Poem
Character
Setting
Rhyme
Imagery
Tone
Theme

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This leads us to falling action (denounement) which usually refers to one or several events that lead fairly quickly to the end. Often, we
would want to know if conflict has been resolved or not.
finally, we have the end which is known as the resolution , which usually leaves readers experiencing some feeling of satisfaction no
matter what the outcome is.
Journey of a Novel









Exploring Characterization

The people in a story are called characters. We are able to discover more about characters by examining their physical appearance,
behavior, speech, action and what others think or say about them. It is through these devices that we find out about characters rather
than being told in a direct or straightforward manner.










Character
His appearance
The way he dresses
His facial features
The way he walks/stands
Evidence from the text

What he says
What he does
The decisions he makes
Evidence from the text

What others say about him
Evidence from the text

Intro
ductio
n

Exciting incident

Rising
action

Falling action

Conclusion

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Character Sketch
- words that describe a character’s appearance, ie. how they look
- descriptions of the things a character does- general behavior, the way they move/ their actions and reactions.
- background: age; gender; race; religion; education; occupation; personal history; where they live- city.
- accent; dialect; the tone they use in certain situations.
- the things a character says
- the things other characters say about another character
- a character’s different roles: as friend, foe, son
- different kinds of relationships: loving, unfriendly, bully –victim
- personal values, beliefs and habits
Summary
A summary is a shortened passage, which retains the essential information of the original text. It is a fairly brief restatement---in your
own words---of the contents of a passage.

Characteristics of a good summary:
- can be understood without reference to the original text.
- it ought to be 1/3 rd of the original:
Ø it ought to be in the third person.
Ø is a faithful reproduction of, or contains only the ideas or information of the original
- is brief without any unnecessary detail.
- is a readable unified whole.
- comprehensive: underline the important points in the original passage. List the points. Review them. Include only the points that are
essential to the author’s story.

How to write a Summary
- read the passage the first time for understanding.
- read the article to understand and find the main idea.
- make sure you understand the content, including major and minor sections, as well as the overlying message being conveyed.
- look closely at topic sentences and key words repeated throughout.
- reread the article. Never start writing a summary before you read the passage for a second time.
- write down the main idea of the whole article.
- divide the article into sections and label each section.
- underline topic sentences in the paragraphs and the key ideas in them. Cross out useless information while underlining what you
believe to be the most important points, even if those points are words and phrases.
- each paragraph expresses and develops one main idea or point.
- eliminate unnecessary words and repetitions.

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- eliminate personal ideas and inferences.
- use transitions for a smooth and logical flow of ideas.
- any word or phrases from the original need to be properly documented and punctuated.
- conclude with a ‘summing up’ sentence.

18. Subject & Class: English Literature IV First Term (2024-2025) No of periods per week: 02

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APSACS Scheme of Work

· Success Criteria for every lesson to be shared with students at the appropriate time
· Teacher to assign C.W / H.W & Online assignment as per the decision taken during Subject Coordination Meeting

Content, SLOs & Skills
Teaching Strategies, Suggested Learning Activities
Digital Resources / Digital Tools
Assessment for Learning
Strategies
Introduction to the Author and
the Novel
Chapter 1

Students will be able to:
· identify story elements
· discuss the title page
· predict story of the novel
· listen to the text / CD
· answer the Qs
· list the adjectives from the text
· describe the incidents
beginning in Past Tense
· practice who said to whom

Skills
· Predicting
· Describing
· Critical Thinking

Story Pyramid
· Discussions about story elements to be carried out. Start with simple
elements such as beginning, middle, and end. Complex elements
such as character, setting, events, problem, and resolution should
also be introduced to increase difficulty level.

Create a Story Board
· Creating a storyboard is a wonderful way to integrate art with story
retelling. To make a storyboard, write beginning, middle and end on
the whiteboard with a large empty box next to each element.
Students to copy the same in notebooks and draw a scene or write
few sentences from the text that illustrates the element.
· Ref. Introduction pg 2. Students to read & identify places where the
family moves and experience adventure. Brainstorm the word
‘adventure’ for logical connection.
· Talk about European countries mentioned in intro. Students to
identify the countries on globe.

Pre-reading:
· Ask some high order thinking Qs about the title page e.g.,
- Talk about three children on the title page.
- Why do you think children are happily waving the passengers?
- Predict the happenings of the story after exploring pictures inside
the story book.
- Comment upon any other movie with the same title.

· Story Pyramid




· Story board







· Q & Ans Session

· Critical thinking


· Oral Communication

19. Subject & Class: English Literature IV First Term (2024-2025) No of periods per week: 02

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Content, SLOs & Skills
Teaching Strategies, Suggested Learning Activities
Digital Resources / Digital Tools
Assessment for Learning
Strategies
Activities:
1. Begin the story with a BIG Q. Connect students’ responses to the
content of chapter 1.
- How would you feel if you had to move to a new house?
Would you be excited for the change in your life? Why? Why not?
2. CD to be played. Students to listen to the content or ask 4-5 students
to read the chapter. Assess reading comprehension using Ex1 pg 40
Qs 1-4 & Ex 2.
3. Play vocabulary games. Decide an age-appropriate game during the
Coordination Meeting for vocabulary development.
4. Underline adjectives from the chapter. Prepare a list of adjectives
and identify the nouns it refers to.
5. Identify the setting, characters & scene in pictures pgs 5 & 6.
6. Ask Qs that offer a variety of predictions & descriptions. Sample Qs
are:
- Describe: (a) the beginning of the story (b) the incident in the
pictures in Past Tense.
- Why were children curious about the two gentlemen?
- Why was mother looked sad and worried that night?
- What do you think happened to the father?
- Discussion on Ex 5 Q1 & 3 pg 41.

7. Practice who said the words to whom by selecting different dialogues
from chapter 1.
8. Talk about theme of chapter 1 in connection with real life issues
- the importance of home and family.
- We must be kind to our siblings/youngers.
- Being respectful and kind to parents/elders.
· Big Q





· Vocabulary games




· Qs & Ans associated to
prediction & description









· Real-life application

Class / Home Work
· Vocabulary:
- Ex 3, 4 (Textbook work) pg 40, 41

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Content, SLOs & Skills
Teaching Strategies, Suggested Learning Activities
Digital Resources / Digital Tools
Assessment for Learning
Strategies
· Follow-up activities
- Ex 5 Q 2 & 4 (Notebook work) pg 41
- Ex 6 (Notebook work)
· Students to prepare entire chapter for dictation. Teacher to choose any paragraph /scene / conversation for dictation

Online Assignment / Project Work: None

Chapter 2

Students will be able to:
· listen to the Chapter
· identify:
- theme of the chapter
- and use phrasal verbs in
sentences
· write an informal letter
· convert the conversation in a
dialogue format
· perform a role play

Skills
· Listening
· Summarizing
· Writing
· Role play

Pre-Reading:
· Students to imagine that they are Bobbie and describe their first day
at the new house.
· Draw KWL chart on the board as a recap for chapter 1.
· Reading of chapter 1 till the line ‘I love apple pie!’ pg 8.
· Students’ ideas to be elicited on:
- Why Breakfast is the most important meal of the day?
- Tell them to prepare a chart listing healthy breakfast food.
Activities:
1. Begin chapter 2 with a BIG Q.
Q. What it is like to live in a house near railway?
2. Keeping the novel closed, listen to the Audio CD or loud reading of
chapter 2. Ask a few questions about the chapter students have
listened / read. Students to assess their reading comprehension by
completing Ex 1 & Ex 2 on pg 42.
3. Use variety of assessment techniques such as: formulating Qs from
the answers, true & false statement, match sentences or words with
their meanings, guess contextual meaning for new vocabulary,
sequencing events, MCQs, Quiz, crossword puzzle etc. to check
students’ comprehension. Some sample Qs given:
- How do you think the children felt when they first lit candles and
looked around the kitchen?
- Describe Peter’s idea to find coal & Station master’s reaction.
- Why did the children have mixed feelings at the end of chapter 2?


· KWL chart



· Brainstorming




· BIG Q




· Teacher-generated Qs

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Content, SLOs & Skills
Teaching Strategies, Suggested Learning Activities
Digital Resources / Digital Tools
Assessment for Learning
Strategies
4. Introduction to the concept of phrasal verbs with multiple meanings.
Oral practice of sentence construction for the fol:
going to, looked around, coming out & run along.
· Students to solve Vocabulary Ex 3, 4 pg 42, 43 in the Textbook.
5. Discussion on theme of chapter 2
- Show contentment & gratitude in hostile situation
- Always be thankful of what you have
- Stealing is wrong. Take permission for the things that do not
belong to you.
6. Summarize the events of Chapter 2 using story map as a graphic
organizer.
7. Role Play:
- Students to prepare, rehearse & act out the conversation between
mother and kids at the Three Chimneys (Ref pgs 7, 8). Invite
groups for class presentation.
- Explain the dialogue writing format so that students convert the
conversation between station master and Peter in the form of
dialogue.








· Story map

· Role Play


· Dialogue writing

Class / Home Work
· Follow-up activities
- Ex 5 Q 3 & 4 (Notebook work pg 43)
- Ex 6 (Notebook work)
· Use phrasal verbs in sentences (Notebook work)
· Write the conversation between Station Master and Peter in the dialogue format.

Online Assignment:
· Research activity on the history of Railway. When the children move to Three Chimneys, the railway becomes a part of their lives. George
Stephenson was the ‘Father of Railways’. Research more about George Stephenson and his work on the railways. Write a short passage
that introduces the key facts about Stephenson’s life and his work.

22. Subject & Class: English Literature IV First Term (2024-2025) No of periods per week: 02

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Content, SLOs & Skills
Teaching Strategies, Suggested Learning Activities
Digital Resources / Digital Tools
Assessment for Learning
Strategies
Poem:
My Bird Sings

Students will be able to:
· compare cage-birds vs free
birds
· identify rhyming words
· talk about ‘if I were a bird’
· recite the poem
· demonstrate comprehension of
the poem while answering Qs
in simple words


Skills
· Recitation
· Comparing
· Identifying

· Distribute photocopies of poems to students.
Pre-reading
· Start the lesson by showings pictures of different birds. Identify their
names and categorize them as free & cage birds. Paste the pictures
on the board in two columns. Ask critical thinking Q to brainstorm
ideas.
- Which bird do you think is happy: the one in a cage or the one
outside? Why do you think so?
· Recitation & explanation of the poem. Vocabulary to be displayed
and discussed. Students to make a list of rhyming words in the poem.
Paraphrasing to be done in simple words.

Activities:
1. Group discussion & Presentation:
Students to imagine ‘if I were a bird, what would my life be’. Expected
response could be:
- I would sing a song and fly the whole day long
- I would go in my cozy bed and rest at night
- I would visit the flowers, sit on the grass…
2. Pair work:
Compare & contrast cage-birds vs free birds. Select words from the
poem that describe the two birds. Write phrases in two columns.
3. Ask students to explain lines from the poem in simple words.
4. Class discussion on Ex Qs. Written work to be done in notebooks
after the feedback session.

· Pre-reading activity


· Brainstorming




· Loud Recitation




· Group work





· Pair work

Class / Home Work
· The speaker says that the cage-bird ‘flutters its sorrowful wings’. Why are the wings described as being sorrowful?
· The speaker’s bird is free, and therefore can do a number of things. Make a list of the things.
· Both the birds sing, but the song of the cage-bird is different. Why?
· The cage-bird is described as ‘a crippled thing’ because
o Its wings are broken
o It is not free to fly and soar (Tick the correct answer)

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Page 21 of 29
Content, SLOs & Skills
Teaching Strategies, Suggested Learning Activities
Digital Resources / Digital Tools
Assessment for Learning
Strategies
· Pick out another word from the poem that means the same as the following:
a. sings
b. cage-bird
c. fly
· Prepare a list of rhyming words in the poem. For each pair think of 2 more words that rhyme
· Which bird do you think is happy? Cage bird vs free bird.
· Imaginary writing ‘if I were a bird, what would my life be’

Chapter 3

Students will be able to:
· identify the facts with
characters
· answer direct and critical
thinking Qs
· think of appropriate words to
describe the three children &
the station master
· write an Informal Letter for
thanking someone
· develop decision making skill

Skills
· Critical Thinking
· Collaborating
· Decision making

Pre-reading
· Review of Chapters 1& 2 using any of the following AFL methods.
- Quiz
- Game
- Spelling Bee
- Picture description
· Students to brainstorm a new name for the green train. Draw the train
and give it a different title.
· CD to be played. Students to discuss & respond to the story
developments in pairs
- children’s adventures at the railway junction
- exploring the railway lines
- waving at the trains and
- making friends.

Activities:
1. Match facts with the Characters:
Group work:
Prepare 16 Cards of the same size and make two equal packs of
cards prior to the activity. (Preferably use recycled /one sided chart
paper). The first pack has the names of characters (one on each
card). The second pack have the facts about the characters.
Shuffle the Character Cards and lay them face down, lay the Fact
Cards face up in parallel rows. Tell each group to pick one character
· Pre-reading activity





· Brainstorming

· Think-Pair-Share








· Matching card activity

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Content, SLOs & Skills
Teaching Strategies, Suggested Learning Activities
Digital Resources / Digital Tools
Assessment for Learning
Strategies
card each turn wise and match the card related to the character from
the second row. Later the matched cards will be displayed on the
board (teacher to repeat the facts about all the characters for further
clarity of the students).
2. Map Making Activity:
In the countryside the author introduces several locations
Three Chimney, the railway, the canal, the railway tunnel and the
village. Draw a map that shows different places where children go for
adventures in the countryside.
3. In pairs, students to think of appropriate words/adjectives that
describe three children and the Station Master. Give reason for your
choice.
4. Group work:
Make 4x groups. Assign 1x Q from Ex 5 to each group for discussion.
Key points for each answer to be written on the board during
feedback. Students to select & attempt any 2x Qs of their choice.
5. Students to imagine that they are Bobbie. Their mother has a flu.
Doctor has prescribed a list of things for the mother, but you cannot
afford to buy all those things. Decide what you will do.
6. Pick a Card Activity:
Write the story elements on cards. Make pairs and have each student
pick a card without revealing its element. Each student reads a
passage from a story that illustrates the element while the other
student tries to identify what’s on the card.
Setting:
Characters:
Time:
Place:
Problem:
Events:
Resolution:





· Map making activity




· Think-Pair-Share


· Group work



· Decision making



· Pick a card activity

25. Subject & Class: English Literature IV First Term (2024-2025) No of periods per week: 02

Page 23 of 29
Content, SLOs & Skills
Teaching Strategies, Suggested Learning Activities
Digital Resources / Digital Tools
Assessment for Learning
Strategies
Class / Home Work

· Comprehension:
- Ex 1, 2 (Textbook work pg 44)
· Vocabulary:
- Ex 3, 4 (Textbook work pg 44, 45)
· Follow-up activities
- Ex 5 Q 1-4 (Notebook work) pg 45
- Ex 6 (Notebook work)

Chapter 4

Students will be able to:
· develop comprehension skill
· describe:
- the stranger
- Mother’s attitude towards
the stranger
· suggest chapter title
· summarise:
- the values
- chapter theme
· present a role play
· predict Russian’s reunion with
his family

Skills
· Critical thinking
· Questioning
· Predicting
· Summarizing
· Role Play
Pre-Reading `
· Practice ‘who’ said the words to ‘whom’ and ‘when’ using dialogues
from the previous chapters. This activity can be conducted in groups
to engage maximum number of students.
· Prepare two sets of flash cards. One for the words and the other for
their meanings. Keep the two sets of cards in 2 baskets. Call
students one by one to pick one card from the vocabulary basket and
match its meaning from the other basket. Paste the correct pair of
words meaning on the board.
· Conduct reading test followed by explanation of Chapter content.
Students to underline the new and difficult words/phrases/ and infer
their contextual meanings during the reading. (Ref Chapter 4 Multi-
lingual Glossary)
· Students to read chapter once again & solve comprehension Ex 1& 2
in the Textbook. Pair-check to be carried out
Activities
1. Assign 10-15 lines and illustrations from chapter 4 to each group.
Students to develop pertinent thinking Qs from the lines / pictures
assigned to them. Arrange a quiz using the question bank developed
by the students.
2. Ask Qs to check students’ comprehension and communication skill.
Describe:
· Pre-reading activity


· Vocabulary card game





· Reading Test


· Pair-check


· Quiz


· Q & Ans Session

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Page 24 of 29
Content, SLOs & Skills
Teaching Strategies, Suggested Learning Activities
Digital Resources / Digital Tools
Assessment for Learning
Strategies
- The stranger
- Mother’s attitude towards the stranger. What does it tell you about
her character?
- How did the children and their mother help the Russian?
- How do you know that the Russian was a good man? What was
his profession?

3. Suggest suitable title to each chapter 1-4.
4. Class discussion on the following with reference to chapter content:
- Usefulness of foreign languages vs importance of National
Language
- Be kind and helpful to the strangers.
- Shall we take every stranger to home who needs help or be smart
about them?
- Briefly summarize the chapter theme in few sentences.
5. Role Play: Act out the conversation between Mother and the Station
master
6. Predict how will the Russian find his family.
7. Distribute one chapter to each group for shared reading. Students to
find problems the character/s are facing in the particular chapter. Let
them come up with possible solutions.







· Group discussion







· Role Play


· Problem solving

Class / Home Work

· Vocabulary:
- Ex 3, 4 (Textbook work pg 46, 47)
· Follow-up activities
- Ex 5 Q 2, 3 (Notebook work) pg 47
- Ex 6 (Notebook work) after class discussion.

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Content, SLOs & Skills
Teaching Strategies, Suggested Learning Activities
Digital Resources / Digital Tools
Assessment for Learning
Strategies
Chapter 5

Students will be able to:
· narrate events in the story
· develop listening / reading skill
· identify the sounds
· participate in class discussion
· prepare and present role play
· devlop decision making skill
· write Perks’ character

Skills
· Listening
· Writing
· Decision making
· Role play
· Identifying



Pre-Reading
· Ask students to choose and narrate the event they liked in the story
till chapter 4. Explain reason for the choice.
· Students look at illustrations and predict what will happen.
· Play the audio CD twice. Pause the CD in between and ask relevant
Qs to check students’ listening comprehension skill. e.g.,
- How did the children react to the sound they heard?
- How and why did the children make red flags?
- Describe the incident of saving the train from an accident.
Activities
1. Sound Game:
Play different sounds & sirens using a cell phone/tab. e.g., sounds of:
shutting doors, train, car, truck, cracking trees, a horse hoof, thunder,
gale, fire siren, ambulance siren, war siren etc.). Students will listen
and identify the relevant sounds.
2. Role Play :
· Students to perform the role of Bobbie, Phyllis and Peter when they
see the landslide and decide to do something to stop the train.
3. Ask decision making & critical thinking Qs:
- What would you do if you were in children’s’ place?
- Do you think the children deserve an award for this adventure?
How will the Railway company award the children?
4. Group work Brainstorm:
- story titles for chapter 5. Decide which title is the best & why.
- to elicit points about the personality traits of Perks.
5. Discussion on chapter theme:
- act wisely and sensibly during any unforeseen/difficult situation to
reduce damage (Crisis management).
- Help others in difficulty without asking for reward. (self-motivation)
- It is very important to recognize sirens for our safety.
6. ‘SWBST’ Strategy
The “Somebody Wanted But So Then” exercise provides a


· Decision-making



· Listening





· Sound Game




· Role Play



· Critical Thinking Skills


· Group discussion

28. Subject & Class: English Literature IV First Term (2024-2025) No of periods per week: 02

Page 26 of 29
Content, SLOs & Skills
Teaching Strategies, Suggested Learning Activities
Digital Resources / Digital Tools
Assessment for Learning
Strategies
framework for summarizing a story by identifying and describing key
story elements. Using a table like the one below, have students fill in
each box with a brief summary from the story.

Somebody wanted But so then
Who is the
main
character?
What does
the main
character
want?
What is
the
problem?
How does
the
problem
get solved?
What is
the
result?

· SWBST Strategy










Class / Home Work
· Comprehension:
- Ex 1, 2 (Textbook work pg 48)
· Vocabulary:
- Ex 3, 4 (Textbook work pg 48, 49)
· Follow-up activities:
- Ex 5 Qs 1, 2, 3 & 4 (Notebook work) pg 49
- Ex 6 (Notebook work) after class discussion.

Poem
The Golden Keys

Students will be able to:
· recite the poem with correct
intonation
· connect the bunch of keys to
the list of polite words
· improve the vocabulary
· find the rhythm of the poem
through rhyming words
· write the summary of the poem
· Photocopies of the poem to be pasted in the notebooks.
Pre-reading
· Show the bunch of real keys and locks and pass it around. Students
to experience how a key opens a lock. Then explain the term ‘keys’
used in the title of the poem.
· Brief introduction of the poet followed by class discussion about good
manners and use of polite words in daily life.

Activities:
1. Students to do silent recitation of the poem more than once. Ask
students to respond to the theme according to their understanding.
Encourage students to ask theme-based Qs
· Pre-reading activity

· Hands-on activity






· Silent recitation

· Student-generated Qs

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Page 27 of 29
Content, SLOs & Skills
Teaching Strategies, Suggested Learning Activities
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Assessment for Learning
Strategies
in simple words
· write theme-based questions

Skills
· Recitation
· Identifying
· Summarizing

2. Explanation / paraphrasing and discussion on general & main idea of
the poem.
3. Display flash cards of five magic words on the soft-board. Using them
as a resource, stress upon their correct usage and significance.
Children to draw the keys on chart paper and write a sentence about
each key. Display students’ work on publishing board.
4. Recitation of the poem turn-wise with proper rhythm, intonation and
expression.
5. Pair work:
Find rhyming words in the poem for the following:
incline, rest, free, hostile, freeze, balm
6. Class basketball:
· This ball game is an AFL strategy to check how well students have
understood the theme and their ability to interpret 5x stanzas in
simple words.
- Pass a soft ball to one student to share main idea of stanza 1 with
the class.
- The ball is then passed to another student to add any other point
or explain a couple of lines / stanza 2.
- This continues until the teacher decides that all main points have
been covered











· Class basketball


Class / Home Work
· Answer the following questions in notebooks.
- Why should we start our day by wishing / greeting each other early in the morning?
- Where and why will you say ‘if you please’?
- What are the occasions when you say ‘Thank you?’
- Identify other word used for ‘mother?’ What pleases her the most?
- Which words will make you feel like a ‘grown up’? Give reasons for your answer.
· Write a summary of the poem in about 30-35 words.
· Paraphrasing of any two stanzas (Teacher discretion)

30. Page 28 of 29
My Bird Sings
by Thora Stowell
Your pretty bird in a gilded cage
Flutters its sorrowful wings
But there’s never a cage-bird yet
Could sing
As my bird sings.
He’s little and brown and wild and shy,
But free to build and thrive,
Your poor bit thing
Behind its bars
Is only half alive!
My bird sings out with a true wood-note,
Yours pipes of sorrowful things,
And never, now, may he learn the song
That my bird sings.
Never, now, may he wheel and soar
With the sunshine on his wings,
O, a bird in a cage is a crippled thing
But my bird sings!
For mine is every bird that flies
On free, wild wings:
And there’s never a cage-bird yet
Could sing
As my bird sings.

Gilded cage: golden cage
Flutters: (the wings) move lightly and
quickly up and down
Thrive: (here) live a successful life
Wood-note: a song that a free bird
sings in the woods
Soar: fly very high in the air

31. Page 29 of 29
Golden Keys
by Connie D Hurley
A bunch of golden keys are mine
To make each day with gladness shine
‘Good morning’ is the golden key
That unlocks every door for me.

When at the table, ‘if you please’,
I take from off my bunch of keys.
It helps to make our mealtime calm
And keeps a smile on Dad and Mom

‘Thank you’ is one magic key
That helps the world to smile at me
And ‘please’ I must remember all the time
You see, it helps me share with friends what’s mine

‘May I’ is a key my mom likes best
Because I remember to ask before I test
Oh, I see two special golden kindness keys

One is ‘I’m sorry’ and the other is ‘excuse me,
please’
When grown up is how I want to be
I use a certain golden key
That says ‘Yes please,’
‘Yes I will,’ Yes Ma’am,’ ‘Yes sir,’
Then I get treated grown up, you can be sure