VI V: AT THE VEGETABLE SHOP

CLASS: VI ENGLISH / Name of the Teacher: G.KUMARASWAMY / ZPHS, JANAKAYYAPETA

Name of No. of Timeline for

the Lesson Topic periods teaching Any specific information
/ Unit required From To
(25)
Pre-Reading (Face Sheet) 1 1-11-22 -- Trigger given at page 67
At the Vegetable Shot (along 5 -- -- Story of an innocent girl whose love and
with reading comprehension) concern for her brother saved him

Vocabulary 3 -- -- Classification of the vegetables,

finding the names of fruits in the grid
4 -- --- Past Continuous Tense exercise,
Unit v: At the Vegetable Shop

Grammar substitution table; active voice, passive

voice introduction and exercises
Writing 4 -- -- Paragraph writing with the hints; Picture
based story writing
-- -- Expressions to be used for giving an
3 advice; Making an announcement at
Talking Time
the bus station; Reading the words
aloud
1 -- -- The Two Friends and the Bear (a moral
Listening story)
Two Brothers (Read it 2 -- -- To promote extensive reading skills
yourself)
Study Skills 1 A chart showing the steps about how to
make tea and comprehension questions
1 -- 30-11`- A poem and some Palindromes
Fun Time
22

Prior Concept/ Skills: (Essential concepts and skills to be checked/bridged before teaching the current concept.)
The students:
1. Listen to the teacher and understand 2. Read and comprehend the text 3. Express their ideas, opinions and doubts etc. 4.
Speak about their real life experiences 5. Write simple sentences on their own 6. Use words contextually 7. Talk about their
experiences of buying vegetables and vegetables they like / dislike
Learning Outcomes: ( Select from SCERT Academic Calendar and Textbook) No. of
Periods:
Answers questions orally and in writing on a variety of texts.

Reads textual/non-textual materials in English/Braille with comprehension. Total 25

periods to
Identifies details, characters, main idea and sequence of ideas and events in textual /non-textual material
achieve all
Reads aloud stories/ recites poems with appropriate pause, intonation and pronunciation. these
learning
participates in different activities in English such as role-play, poetry recitation, skit, drama, debate, outcomes
speech, elocution, declamation, quiz, etc., organized by school and other such organizations; for this unit.

Asks and responds to questions based on texts (from books or other resources) and out of curiosity.

Classifies the vegetables based on how they grow, finds out the vegetables in the grid

Uses Past Continuous Tense in both speech and writing discourses

Learns to active voice and passive voice forms wherever necessary and changes the active voice into
passive voice

Writes paragraphs using the given hints and writes picture based stories

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 Takes notes while teacher teaches /from books / from online materials.

Infers the meaning of unfamiliar words by reading them in context.

TEACHING LEARNING PROCESS

Induction/Introduction ( Generating interest, informing students about the outcomes and expectations for
the lesson) (Questions based on the trigger given at page number 67)
1. What is the woman doing? 2. Tell the names of vegetables shown in the picture. 3. Why should we eat
vegetables? 4. What curry did you take last evening? 5. Do you eat same kind of vegetables everyday? 6
Which vegetable do you like most? Why?
Experience and Reflection ?
(Task/question that helps students explore the concept and connect with their life)
(At the Vegetable Shop)
1. Have you ever gone to a vegetable shop to buy vegetables? If so who with? 2. If you go alone to a
vegetable shop what kind of vegetable do you buy? Why? 3. What kind of vegetables are grown in your
village / area? 4. Have you ever grown vegetables at your home? If so what kind of vegetables? 5. How do
you feel when you grow vegetables at your home?

Explicit
Teaching/Teacher
Modelling
(I Do)
--Model reading of the text
At the Vegetable Shop &
The Two Brother by the
teacher (segment wise)
--helps to comprehend the
text individually, in group
and by scaffolding
--presents glossary to help
the students to comprehend
the text.
--makes the students to
classify the vegetables and
finds the names of
vegetables in the grid
--transacts the form and use
of the past continuous tense
with the help of the
substitution table
Group Work (We Do)
--read in groups to make
the uncleared concepts in
individual reading (taking
the help of glossary given
by the teacher and
exchanging their ideas
among themselves )
--classify the vegetables
based on the way they
grow
--write sentences using the
substitution table and fills
in the blanks with the
appropriate form of the
verb given in the brackets.
Independent Work (You Do) Notes for:
and activities for each of
the sections
--participates actively in
the activities suggested by students to ask
the teacher i.e. individual
reading, group reading, queries
collaborative reading, -ended
conversations etc. questions
beyond textbook content
activities
and helping students
engaged with
tasks
it more
--classifies the vegetables
(other than those given in and
the textual exercise) appreciation to students
behaviour during activities
--does the additional
exercises given by the
teacher on the above
grammar topic

--sensitizes the students to --get the idea of active --gets the concept of active
identify the difference of voice and passive voice voice and passive voice
the same concept expressed working in the group
in two different ways
(active and passive) and
explains the process of
changing active voice
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sentences into passive
voice sentences
--teaches them the
procedure writing a
paragraph using the given
hints; writing a story based
on the picture
--explains them the
expressions to be used to
give some advice
--teaches to make model
announcements
--reads out the listening
story The Two Friends
and the Bear and makes
them answer the questions
--encourages them to read
Two Brothers text which
is meant for extensive
reading
--makes the student study
the given chart and
comprehend it
--change the sentences in --changes the given active
active voice into passive voice sentences into
voice passive voice on his / her
own
--write a paragraph using --writes paragraphs using
the given hints with the the given hints on his / her
collaboration of the group own
members and write a story
based on the picture --write picture based stories
on his / her own
--use the expressions ---use the expressions in
explained by the teacher debate and his/her daily life
for giving advice for giving advices
--make a model --makes model
announcement at the bus announcements on his / her
stop own
--listen to the teacher s --listens to such stories
presentation and answer the through radio / mobile etc.
questions while / after they
listen
--read and understand the -- develops interest in
text reading stories etc.
--study the chart which --study the chart on his
shows the steps of making own
tea and comprehend the
chart by answering the
questions
Contd ..
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Check For Understanding Questions TLMs
(Digital + Print)
1.Factual: (At the Vegetable Shop)
Reader
1. Where does Ramu go?
2. Why did his mother send Ramu to the shop alone that day? PPTs
3. What did carrot speak to Ramu?
4. Which vegetable has a crown on its head? Glossary chart
5. What did Ramu find among the pumpkins?
6. What did Ramu do with the purse he found? Charts (for additional
grammar practice
Two Brothers (Read it yourself)
exercises)
7. What are the names of the two brothers in the story?
8. What did the elder brother Adi think while dividing the paddy
harvest? Pictures of a vegetables shop
9. How many bags did Adi carry to his brother s store room?
10. Who did Adi see when he was carrying the bag of paddy? Pictures of different vegetables (with
2. Open Ended / Critical Thinking: (At the Vegetable Shop) their uses written on them)

1. Have you every gone to buy vegetables alone?

2. Did the vegetables really speak to Ramu? QR code scanner to scan the codes
3. How are curry leaves important for us? given at page67 and 84 in the reader
4. What quality do you find in Ramu when he returned the purse to
the vendor? At the Vegetable Shop (video lesson)
5. Why didn t the Vendor take money from Ramu that day?
6. What kind of bags do you use? Plastic bags or June bags? https://www.youtube.com/watch?v=7XhaEUxJI3w

Two Brothers (Read it yourself) Two Brothers (video lesson)

7. Why was Adi surprised the next day?
8. How do you show your love to your brother / sister? https://www.youtube.com/watch?v=DNFE-AK90Eo
9. Why did the two brothers hug each other and laugh for a long
time?

Student Practice Questions & Activities

(Exercises from workbook / textbooks/ blackboard)

1. Do the vocabulary exercises given at page no. 71

2. Do the grammar exercises given at page no. 72, 73, 74 & 75
3. Write a paragraph using the given hints
4. Write a story based on the given picture.

Assessment
(Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for assessment).

1. Write an imaginary conversation between YOU and other vegetables (which were not mentioned in the text)
2. Frame as many sentences as you can with substitution table (Present Continuous Tense substitution table)
3. Change the following sentences into passive voice (Voice worksheet)
4. Write a story with the given picture (a picture should be provided to the students)

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEAD MASTER

VISITING OFFICER WITH REMARKS

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 VII V: The Art of Weaving

CLASS: VII ENGLISH / Name of the Teacher: G.KUMARASWAMY / ZPHS, JANAKAYYAPETA

Name of Topic No. of Timeline for

the Lesson periods teaching Any specific information
/ Unit required From To
(25)
Pre-Reading (Face Sheet) 1 1-11-22 -- trigger given at page 73
The Art of Weaving (with 6 -- -- a case-study about Mangalagiri handloom
sarees under the theme Art and Culture
reading comprehension
exercises)
Vocabulary 3 -- -- Matching exercise (professions), adverbs
by adding -ly, using idiomatic
Unit V: The Art of Weaving

expressions in own sentences

Grammar 5 -- --- present continuous tense / progressive
tense exercises, reported speech,
prepositions
Writing 2 -- -- preparation of an invitation card for a
handicraft exhibition sale
Talking Time 1 -- -- role play, language function, question
tags, reading the words aloud
Study Skills 1 -- -- studying a bar diagram about handicrafts
export
Project 2 -- -- designing an advertisement for a cloth
showroom
Fun Time 1 -- -- preparation of a door mat, language game
Listening 1 -- -- announcement made in an exhibition
Indian Weavers (poem) by 2 -- 30-11- Sarojini Naidu is an Independence
activist politician, a renowned orator and
Sarojini Naidu 22 an accomplished poet

Prior Concept/ Skills: (Essential concepts and skills to be checked/bridged before teaching the current concept.)
The students:
1. Listen to the teacher and understand
2. Read and comprehend the text
3. Express their ideas, opinions and doubts etc.
4. Speak about their real life experiences
5. Write simple sentences on their own
6. Uses words contextually
7. Talks about the handloom sarees / clothes and weavers in their vicinity

Learning Outcomes: ( Select from SCERT Academic Calendar and Textbook) No. of
Periods:
Answers questions orally and in writing on a variety of texts.

Reads textual/non-textual materials in English/Braille with comprehension. Total 25

periods to
Identifies details, characters, main idea and sequence of ideas and events in textual /non- achieve all
textual material these
learning
Reads aloud stories/ recites poems/read it yourself texts with appropriate pause, intonation and outcomes
pronunciation. (The Art of Weaving & Indian Weavers poem ) for this unit.

participates in different activities in English such as role-play, poetry recitation, skit, drama,
debate, speech, elocution, declamation, quiz, etc., organized by school and other such
organizations;

asks and responds to questions based on texts (from books or other resources) and out of
curiosity.

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