LEARNING IMPROVEMENT PROGRAMME (ENGLISH)

Integrated Lesson Plan for A / B / C grades

Name of the School: Z.P.H.School, Janakayyapeta, Nakkapalli Mandal

Name of the Teacher: G.KUMARASWAMY

Class: VI Subject: English Unit: VII Title of the lesson: Dr B R Ambedkar

No. of periods allotted : 20

ACADEMIC STANDARDS: ACADEMIC STANDARDS TO BE FOCUSSED IN LIP

1. Listening and Speaking 1. Speaking

2. Reading Comprehension

3. Conventions of Writing 2. Reading

4. Vocabulary

5. Grammatical Awareness 3. Writing

6. Creative Expression (Oral and Written)

 Strategy to be followed to teach A, B & C grade students simultaneously
Component
Pre-reading: Trigger pictures
given at page 98 of the
reader
Picture Interaction:
I will ask the students to look at
the face-sheet given at page 98
and assign them grade specific
tasks as mentioned based on
the picture.
for ‘A’ grade students
Task 1: Name the persons given in the Task 1: Fill the blanks with suitable
trigger / face sheet picture.
Task 2: Write one sentence each
about all the four persons given at the
face sheet.
Task 3: Answer the following
questions:
1. Who is the father of the our
nation?
2. Who do we call as iron man of
India?
3. Who is the first Prime Minister
of the independent India?
4. Where did Swami Vivekananda
go to attend the world religious
meet?
for ‘B’ grade students for ‘C’ grade students
Task 1: Match the following
options. pictures with the names.
1. Father of our nation --------( )
a) Mahatma Gandhi
b) Jawaharlal Nehru ( ) a. Sardar Patel
c) Swami Vivekananda
2. The first PM of the
independent India is --------------- (
) ( ) b. Jawaharlal
Nehru
a) Sardar Vallabha bhai Patel
b) Nehru
c) Mahatma Gandhi
3. Who is the iron man of India? ( ) c. Vivekananda
( )
a) Gandhi
b) Ambedkar
c) Patel
( ) d. Mahatma Gandhi
4. Who participated in the world
religious meet in Chicago? ( )
a) Ambedkar
b) Vivekananda
c) Gandhi

Reading segment – I
(Dear Kusuma……………..
……………………………
……………………………
on the tender mind of Bhim.)
Task : Students read and understand the
segment with the help of the glossary
chart given by the teacher
eminent = well-known, famous
Task : Students are asked to read the
segment and put a ? mark against
the words / sentences they don’t
understand
Task: Students are asked to identify the
key words / phrases they come across
while reading
ex: pillars of modern India, eminent,
foundation, heart-touching, pangs of
1. Model Reading by the teacher
2. Silent Reading by the students.
2. Group Reading
3. Collaborative Reading
4. Individual Reading (reading
aloud by the students)
Generating subtext: I will ask the
following questions and elicit
responses from the students.
Subtext: Bhim was born into a
Mahar family in 1891. Bhim
started experiencing the pangs
of untouchability from his
childhood. One summer they
went to Koregaon where his
father was working. He didn’t
come to receive them. They
engaged a bullock-cart and the
cart-man ill-treated them. This
incident made an indelible
impression on the mind of Bhim.
pangs = pains
distant = far-off
arrival = coming
frightened = afraid, scared
thirst = need for water/liquids
indelible = impossible to remove
tender = gentle
(After the silent reading by the students
they are made into groups having 1 or 2
A grade student / students in each group.
They will read and understand with the
help of the leader)
Task: Answer the following questions.
1. What is the title of the project?
2. Who does Swapna want to tell Kusuma
about?
3. Where was Bhim born?
4. Where did they go spend their
summer vacation?
5. Why didn’t Bhim’s father come to the
railway station?
6. What frightened the children on the
way?
7. Which incident made an indelible
impression on the mind of Bhim?
put a tick mark against the words untouchability, Koregaon, ill-treatment
and sentences they understood etc.
Collaborative Reading: If anything is
unclear in the group reading they
will ask the other groups for a better
understanding of the concept.
Task: Count the number of
sentences in the text.
Individual Reading: Students are asked
to read the text aloud while other
students observe their presentation
and offer suggestions
Task: fill in the following blanks Task: identify some key words / phrases
choosing from the list words given from the text.
below.
1. I will tell you certain -------------
incidents from the life of Bhim.
2. Bhim experienced the pangs of ----
--------------------- in his childhood.
3. They want to spend --------------- (summer vacation, indelible impression,
in Koregaon. rudely, heart-touching, untouchability,
4. They managed to rend a ------------- , bullock-cart, frightened
----
5. The ill-treatment of the cart-man -
----------- the children.
6. The cart-man replied -------------
7. This nightmare incident made -----
------- impression on Bhim.
(summer vacation, indelible
impression, rudely, heart-touching,
untouchability, , bullock-cart,
frightened)
Reading segment – II
(They reached Koregaon……………
………………………………………………
in Political Science.)
1. Model Reading by the teacher
2. Silent Reading by the students.
2. Group Reading
3. Collaborative Reading
4. Individual Reading (reading
aloud by the students)
Generating subtext: I will ask the
following questions and elicit
responses from the students.
Subtext: Bhim’s father was
surprised to see them as he was
not aware of their coming. Bhim
remembered his Brahmin teacher
as he loved Bhim very much.
Bhim understood that lack of
education is the root cause of
caste discrimination and decided
to uplift the oppressed classes.
The Maharaja of Baroda helped
Bhim to join a college in Mumbai.
Later he completed his Ph.D from
Columbia university.
Task : Students read and understand the
segment with the help of the glossary
chart given by the teacher
forgotten = be unable to remember
recess = break, time off
remember = keep in mind
discrimination = bias, favouritism
oppressed = keep down
barriers = blocks, difficulties
intellectual = knowledgeable
Task: Answer the following questions.
1. Why was his father surprised?
2. Why didn’t Bhim’s father know about
their coming?
3. What did Bhim come to know?
4. Who offered meals to Bhim during his
recess?
5. What is the root cause of caste
discrimination?
Task : Students are asked to read the Task: Students are asked to identify the
segment and put a ? mark against key words / phrases they come across
the words / sentences they don’t while reading
understand
put a tick mark against the words
and sentences they understood
Collaborative Reading: If anything is
unclear in the group reading they
will ask the other groups for a better
understanding of the concept.
(remembered, forgotten, intellectual,
recess, discrimination, oppressed,
Task: Count the number of barriers)
sentences in the text.
Task: fill in the following blanks Students understood the meaning of
choosing from the list words given these words in the context.
below
1. The servant ------------- to give the
letter to Bhim’s father.
2. A Brahmin teacher offered meals to (remembered, forgotten, intellectual,
Bhim during his -------------- recess, discrimination, oppressed,
3. Bhim ----------------- the Brahmin barriers)
teacher throughout his life.
4. Lack of education is the root cause
of caste -------------------
5. He decided to uplift the ----------
classes.
6. He wanted to remove the caste
------------
7. The maharaja Sayaji Rao was
attracted by the ------------------capacity
of Bhim.
(remembered, forgotten, intellectual,
recess, discrimination, oppressed,
barriers)
Reading segment – III
(Babasaheb was a voracious…
…………………………………………..
……….my wishes to all)
1. Model Reading by the teacher
2. Silent Reading by the students.
2. Group Reading
3. Collaborative Reading
4. Individual Reading (reading
aloud by the students)
Generating subtext: I will ask the
following questions and elicit
responses from the students.
Subtext: Babasaheb was a
voracious reader. He bought
many books by saving small
amount of money. He was
appointed Chairman of the
drafting committee to write
India’s Constitution. He was
awarded Baharat Ratna and the
Government of India released a
stamp in memory of his services.
Vocabulary:
Word map preparation
Task : Students read and understand the
segment with the help of the glossary
chart given by the teacher
voracious = extremely eager, avid
thirst = want
purchase = buy
amazing = remarkable
modern = recent, up-to-date
memory = remembrance
inspired = motivated, encouraged
bitter = unpleasant
Task: Answer the following questions:
1. What kind of a reader was Babasaheb?
2. How did Babasaheb buy books?
3. How many books did he buy when he
was in New York?
4. What was his role in drafting
committee?
5. What was his position in Nehru’s
cabinet?
6. How was Babasaheb honoured at the
end?
7. What was the secret of success of
Babasaheb according to Swapna?
Task: Prepare a word map related to
Ambedkar.
Task : Students are asked to read the Task: Students are asked to identify the
segment and put a ? mark against key words / phrases they come across
the words / sentences they don’t while reading
understand
put a tick mark against the words
and sentences they understood
Collaborative Reading: If anything is
unclear in the group reading they
will ask the other groups for a better
understanding of the concept.
(voracious, thirst, purchase, amazing,
modern, memory, inspired)
Task: Count the number of
sentences in the text.
Task: fill in the following blanks Students understood the meaning of
choosing from the list words given these words in the context.
below.
1. Babasaheb was a ---------------
reader. (voracious, thirst, purchase, amazing,
2. The Govt. of India released a stamp modern, memory, inspired)
in ----------- of his services.
3. He -------------------many people
across the country.
4. He achieved success because of his -
---------------------------
5. He experienced a ------------
childhood.
(memory , reading habit, inspired,
voracious, thirst, purchase, ,
modern,)
Task: fill the below word map with Task: Categorize the following words into
appropriate words forest related words, hospital related
words
(Mahar, voracious reader, rich, Law
 Minister, Chairman drafting
committee, Quit India, happy
childhood)
Grammar: Reported Speech Task: Do the following task with the help
of given examples: Change the following sentences into
indirect speech: One is done for you.
DS: Harika said, “ I am reading.”
IDS: Harika said that she was reading.
DS: Anitha said, “ I am eating.”
IDS: ………………………………………..
DS: Mohan said, “ I am going.”
IDS: ……………………………………………..
DS: Kumar said, “She is singing.”
IDS: …………………………………………
etc.
Adverbs: Use the following adverbs in your own Fill in the following blanks with an
sentences: appropriate adverb from the box)
quickly, correctly, suddenly, fluently, (quickly, correctly, suddenly, fluently,
rarely rarely)
a) My friend speaks ------------ in
English.
b) My grandfather--------------- goes to
movies.
c) If you answer this question ----------
you will get two marks.
lion, doctor, medicine, trees, bamboo,
nurse, first aid, elephant, rabbit, injection
Do the following task:
DS: Harika said, “ I am reading.”
IDS: Harika said that she was reading.
DS: Anitha said, “ I am eating.”
IDS: Anitha said that……………………..
DS: Mohan said, “ I am going.”
IDS: …………………. he is going.
DS: Kumar said, “She is singing.”
IDS: Kumar said that …………….
DS: Raju said, “I am a student.”
IDS: ………………….. he is a student.
Fill in the blanks with a suitable adverb
a) My friend speaks ----------------------- in
English. (suddenly, fluently)
b) My grandfather ------------------- goes to
movies. (rarely, correctly)
c) If you answer this question ---------
you will get two marks. (rarely, correctly)
d) Venu ran ---------- and caught the bus.
(quickly, correctly)
e) It started raining ----------------- (fluently,
d) Venu ran ------------------------- and suddenly)
caught the bus.
e) It started raining-------------------
 LEARNING IMPROVEMENT PROGRAMME (ENGLISH)
Integrated Lesson Plan for A / B / C grades

Name of the School: Z.P.H.School, Janakayyapeta, Nakkapalli Mandal

Name of the Teacher: G.KUMARASWAMY

Class: VII Subject: English Unit: VII Title of the lesson: THE BOND OF LOVE

No. of periods allotted : 20 (Teaching Periods + Practice Periods)

ACADEMIC STANDARDS: ACADEMIC STANDARDS TO BE FOCUSSED IN LIP

1. Listening and Speaking 1. Speaking

2. Reading Comprehension

3. Conventions of Writing 2. Reading

4. Vocabulary

5. Grammatical Awareness 3. Writing

6. Creative Expression (Oral and Written)

 Strategy to be followed to teach A, B & C grade students simultaneously
Component
Pre-reading: Trigger pictures
given at page 107 of the
reader
Picture Interaction:
I will ask the students to look at affection? How?
the face-sheet given at page 107 4. Do you think our pet animals too
and assign them grade specific
tasks as mentioned based on
the picture.
for ‘A’ grade students for ‘B’ grade students for ‘C’ grade students
Task 1: Answer the following Task 1: Fill in the blanks with a Task 1: Identify the following in
questions: suitable option. the picture at page 107
1. Identify and name the animals in
the picture. 1. The first picture shows…( ) a) a puppy
2. Do you have any pet animals? a. The boy loves the puppy b) two girls
c) a calf
3. Have you ever felt their love and b. The puppy loves the boy
d) a boy
c. They love each other
e) open fields
miss us when we are away? f) flowers
2. What are the girls in the 2nd
5. How are pet animals similar and g) the sky
picture doing? ( )
different from domestic animals? h) trees
a. playing with the calf
b. grazing the calf Task 2: Fill in the blanks
c. beating the calf
Task 2: Write one sentence each
about all the four persons given at the 1. The boy is --------------- (holding
face sheet. 3. The children are ------------- / licking) the puppy.
with their pet animals ( ) 2. The puppy is -----------(holding
a. wasting time / licking) the boy.
b. enjoying 3. Two girls are -----------
(playing/beating) the calf.
c. quarrelling
4. The children in the picture
seem to be --------------- (happy /
4. Do you like to spend time with
sad)
your pet animals? ( )
a) Yes. I like.
b) No. I don’t like
c) can’t say
Reading segment – I
(I will begin with ……………..
……………………………
……………………………
to sleep on our beds)
1. Model Reading by the teacher
2. Silent Reading by the students.
2. Group Reading
3. Collaborative Reading
Task : Students read and understand the
segment with the help of the glossary
chart given by the teacher
sloth = laziness
companion = friend
panting= breathing heavily
scooted = move quickly
claws = claws
delighted = felt happy
ingredients = components
tenants = renters
Task : Students are asked to read the Task: Students are asked to identify the
segment and put a ? mark against key words / phrases they come across
the words / sentences they don’t while reading
understand
put a tick mark against the words
and sentences they understood ex: sloth bear, companion, panting,
Collaborative Reading: If anything is scooted, snapped, hooked claws,
unclear in the group reading, they gunny-bags, delighted, ingredients,
will ask the other groups for a better tenants, porridge etc.
understanding of the concept.
Task: Count the number of
sentences in the text.

4. Individual Reading (reading (After the silent reading by the students

aloud by the students) they are made into groups having 1 or 2
A grade student / students in each group.
They will read and understand with the Individual Reading: Students are asked
help of the leader) to read the text aloud while other
students observe their presentation
and offer suggestions
Generating subtext: I will ask the Task: Answer the following questions. Task: fill in the following blanks Task: identify some key words / phrases
following questions and elicit choosing from the list words given from the text and know the meanings
responses from the students. 1. How did the narrator get the sloth below. of those words and phrases.
bear?
Subtext: A baby sloth bear was 2 Where did the narrator drive the wild 1. 1. How did the narrator get the
caught accidentally while they pigs away from? sloth bear?
were driving away the wild pigs. 3. Who shot the bear on the spot? Ans: ----------------
The narrator presented it to his 4. What did the bear do when the 2 Where did the narrator drive the
wife. She named it Bruno and narrator tried to catch it? wild pigs away from?
put a coloured ribbon around its 5. How did the narrator’s wife feel when Ans: -------------------- ex: sloth bear, companion, panting,
neck. Bruno soon started eating she was presented the baby bear? 3. Who shot the bear on the spot? scooted, snapped, hooked claws,
and drinking everything else. It 6. What did Bruno eat at the narrator’s Ans: --------------------- gunny-bags, delighted, ingredients,
became very attached to their home? 4. What did the bear do when the tenants, porridge etc.
Alsatian dogs and all the children 7. Did the narrator leave Bruno freely in narrator tried to catch it?
of the tenants living in their the home? Ans: -----------------------
bungalow. He was left quite free
when he was young. He spent
his time playing, running into the
kitchen and going to sleep on
their beds.
Reading segment – II
(One day an accident befell on
him……………………………………
…………So, I took her by car)
1. Model Reading by the teacher
2. Silent Reading by the students.
2. Group Reading
3. Collaborative Reading
4. Individual Reading (reading
aloud by the students)
Generating subtext: I will ask the
following questions and elicit
responses from the students.
Task : Students read and understand the
segment with the help of the glossary
chart given by the teacher
befell = take place
disdainfully = scornfully
mischievous = naughty
signifying = suggesting
tackle = challenge
hastily = hurriedly, quickly
inconsolable = terribly upset
fretting = worrying
Task: Answer the following questions.
1. What happened to Bruno one day?
2. Where was Bruno rushed in the car?
3. What did vet do Bruno?
5. How did the narrator’s wife feel
when she was presented the baby
bear?
Ans: -----------------------
6. What did Bruno eat at the
narrator’s home?
Ans: ------------------------
(everything, delighted, scooted into
the sugarcane field, companion,
accidentally, sugarcane fields)
Task : Students are asked to read the Task: Students are asked to identify the
segment and put a ? mark against key words / phrases they come across
the words / sentences they don’t while reading
understand
put a tick mark against the words
and sentences they understood
Collaborative Reading: If anything is
unclear in the group reading they
will ask the other groups for a better
understanding of the concept. (ex. Befell, disdainfully, mischievous,
signifying, tackle, hastily, inconsolable,
Task: Count the number of fretting straw bed etc.)
sentences in the text.
Task: fill in the following blanks Students understood the meaning of
choosing from the list words given these words in the context.
below
Subtext: One day Bruno ate rat poison
which was kept in the library. It was
taken to the vet’s residence and he
gave three shots of anti-poison
injection and within thirty minutes
Bruno became normal. As the time
passed Bruno became bigger and
could do a few tricks like wrestling,
boxing, cradling a baby (stump of
wood). The narrator’s wife was
convinced to give Baba to the zoo in
Mysore. The narrator consulted the
superintendent and sent Baba to the
zoo. But his wife became
inconsolable. After 3 months she
decided to go to see Baba.
Reading segment – III
(Friends said that……………..
…………………………………………..
……….memory and no emotions?)
1. Model Reading by the teacher
2. Silent Reading by the students.
2. Group Reading
3. Collaborative Reading
4. Individual Reading (reading
aloud by the students)
4. What tricks could Bruno perform?
5. Who is Bruno’s baby?
6. What advise did they give to the
narrator’s wife?
7. Where was Bruno sent to?
8. Why did the narrator’s wife become
inconsolable?
Task : Students read and understand the
segment with the help of the glossary
chart given by the teacher
recognize = identify
petted = stroked
bitterly = severely
depressed = sad, unhappy
certainly = surely
hoisted = surely
delighted = felt happy
emotion = feeling
1. One day an ----------------- befell on
him. (a stump of wood, a few tricks, the vet’s
2. Bruno ate------------------------ in the residence, accident, rat poison,
library. disdainfully, small boy)
3. Bruno was rushed to ---------------
4. Bruno looked at us ----------------
5. What is the meaning of the word
Baba------------------
6. Baba could perform ----------------
7. Baba’s baby was a---------------------
(a stump of wood, a few tricks, the
vet’s residence, accident, rat poison,
disdainfully, small boy, )
Task : Students are asked to read the Task: Students are asked to identify the
segment and put a ? mark against key words / phrases they come across
the words / sentences they don’t while reading
understand
put a tick mark against the words
and sentences they understood
Collaborative Reading: If anything is
unclear in the group reading they
will ask the other groups for a better
understanding of the concept.
(recognize, petted, bitterly, depressed,
certainly, hoisted, delighted memory,
Task: Count the number of emotions)
sentences in the text.
Generating subtext: I will ask the
following questions and elicit
responses from the students.
Subtext: Surprisingly Baba
recognized them and howled
with happiness. She offered tea,
cakes, ice cream to Baba. At the
time leaving Baba and the
narrator’s wife cried bitterly.
The narrator requested the
Superintendent to give Baba
back. Baba was brought back to
Bangalore. A squad of coolies
made special arrangements like
wooden box, island surrounded
by a dry pit etc. Narrator’s wife
spend hours together with Baba.
The story proved that the
animals have love and affection
and emotions towards human
beings.
Vocabulary:
Dictionary Activities:
Consult the disctionary and fill in
the missing letters with ‘ei’ or ‘ie’
(In general ‘I’ occurs before ‘e’)
(After ‘c’, ‘e’ occurs before ‘I’)
Task: Answer the following questions:
Task: fill in the following blanks
1. How did Baba feel when he saw the choosing from the list words given
narrator’s wife? below.
2. What did the narrator’s wife offer 1. Baba saw and -------------- with
Baba? happiness.
3. How long did the narrator’s wife spend 2. At the closing time my wife cried ----
with Baba at the zoo? ---------------
3. The curator also felt --------------
4. How did Baba and the narrator’s wife
4. My wife ----------------- the
feel at the time of leaving?
superintendent.
5. Who did the narrator request to give
5. Baba was placed into a cage and ----
Baba back?
---------------------- on top of the car.
6. Where was Baba brought back?
6. The --------------- was surrounded by
7. What did a squad of coolies make for
a dry pit.
Baba? 7. Baba was --------------- when he was
8. What was kept inside the box to keep brought back to Bangalore.
Baba warm? 8. At fifteen months old Baba became
very --------------
(bitterly, island, heavy, howled,
depressed, hoisted, delighted,
pleaded)
Task: Consult the disctionary and fill in
the missing letters with ‘ei’ or ‘ie’ Task1: Read the text and list out the
‘ei’ words and ‘ie’ words.
1. Hyg -- -- ne 2. Ingred -- -- nts
3. F -- -- lds 4. Pr -- --st Task 2: Check the spelling of the
5. R -- -- gn 6. Pat -- -- nce following words with the help of a
7. Sl -- -- gh 8. V -- -- n dictionary:
ingredients, ---------------
9. W – gh
forfeit -------------------
deceive ---------------
caffeine ------------
grief -----------------
Students understood the meaning of
these words in the context.
1. Baba saw and -------------- with
happiness. (cried / howled)
2. At the closing time my wife cried --------
-----------(certainly / bitterly)
3. The curator also felt --------------
(depressed / happy)
4. My wife ----------------- the
superintendent.(pleased / demanded)
5. Baba was placed into a cage and --------
------------------ on top of the car. (climbed
/ hoisted)
6. The --------------- was surrounded by a
dry pit. (house / island)
7. Baba was --------------- when he was
brought back to Bangalore. (delighted /
tensed)
8. At fifteen months old Baba became
very --------------(light / heavy)
Task: Read the text and list out the ‘ei’
words and ‘ie’ words.
Task 2: Check the spelling of the
following words with the help of a
dictionary:
ingredients, ---------------
forfeit -------------------
deceive ---------------
caffeine ------------
grief -----------------
 C. Fill in the blanks with a suitable
Collective Nouns: collective noun.
a. a --------------- of flowers. (bouquet /
heap)
b. a -------------- of mountains. (crowd /
range)
c. a ----------------- thieves (gang /
troop)
d. a ----------------- stars. ( crowd /
cluster )
e. a ------------ of sweets (box / heap)
f. a ------------------- of events. (range /
series)
C. Fill in the blanks with a suitable
collective noun.
a. a --------------- of flowers. (bouquet /
heap)
b. a -------------- of mountains. (crowd /
range)
c. a ----------------- thieves (gang / troop)
d. a ----------------- stars. ( crowd / cluster )
e. a ------------ of sweets (box / heap)
f. a ------------------- of events. (range /
series)