Army Public Schools and Colleges System

Academic Session 2023-2024

First Term
Subject: English Literature Class: I

SOW Summary
Prescribed Textbook: SOW Summary
· Ladybird Reader: Sly Fox and Red Hen (Level 2) Scope & sequence
Instructions(Anx-A)
Prescribed Notebook:
Scheme of Work
· APSACS English four- lined notebook (small)
Poems (Anx-B)
Resources
Total Teaching Weeks: 15
· APSACS English Language Development (ELD) Programme
Syllabus Content
Note: Chapter No & Title No. of
· Section Heads to ensure the availability of APSACS Policy Booklets Periods
Introduction & Pgs. 4 – 9 6
for Teachers:
Pgs. 10 – 17 6
Ø Academic Package
Poem: Here We Go Round the Mulberry Bush 4
Ø Curriculum Implementation Guide
Pgs. 18 – 25 6
Ø Management Facilitation Booklet
Pgs. 26 – 29 4
· The estimated number of periods is allocated for each chapter. Any
Poem: Jungle Song 4
adjustment in the Teaching Periods must be planned during the
- -
Teachers’ Subject Coordination Meeting.
- -
- -
- -

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 APSACS
Scope & Sequence
Subject: English Literature Class: I

Weeks Topics/ Sub topics Suggested Content

Week 1 Introduction, Title, Characters& Title Page

Week 2 Page no. 4 – 6& TB activities

Week 3 Page no. 7 – 9&TB activities

Ladybird Reader ‘Sly Fox and Red Hen’
Week 4 (Level 4) Page no. 10 –12& TB activities

Week 5 Page no. 13 – 15& TB activities

Week 6 Page no. 16 – 17 &Short Quiz

Week 7
Here We Go Round the Mulberry Bush by Annie Poem
Week 8
Kubler

Week 9 Page no. 18 – 19& TB activities

Week 10 Page no. 20 – 22& TB activities

Ladybird Reader ‘Sly Fox and Red Hen’
Week 11 Page no. 23 – 25&TB activities
(Level 4)
Week 12 Page no. 26 – 27& TB activities

Week 13 Page no. 28 – 29& TB activities

Week 14
Jungle Song by Clare Beynon Poem
Week 15

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 Anx-A
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.
Their intent is to increase student engagement, make curriculum development and accessibility easier and increase student
achievement. Digital resources include
· Educational videos
· Google Earth
· Graphing calculators
· Learning games

Ø Digital Tools: Tools that reduce teachers’ workload, help teachers differentiate with large classroom sizes. Digital tools include
· Online assessment
· Curriculum Development aids
· Family communication

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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.
- explain that students are expected to do words and meanings, questions and answers, paraphrasing, summary, character sketches
(major and minor), and central idea of each poem and story.
- 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/reader, so as to use them to develop
character sketches and to explain important lines.
- share the success criteria through short, clear and crisp instructions before the task is assigned.
- discuss 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, similar to the exercises given at the end of the reader.
- plan revision periods according to class needs.
- focus on acquiring of academic skills.
- the vocabulary of each syllabus is attached with the multi -lingual glossary pages with each textbook. Students should be
encouraged to tell meaning in context to the lines read. Use of dictionary should be a regular feature of class practice to confirm literal
meaning of difficult words.
- Relevant end of content 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 I-III. 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.
- A selection of poems has been attached with SOW, mainly for recitation purposes. 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 during Coordination Meeting and played in the class.
- Conduct variety of Language Development activities mentioned in English Language Development Program (ELD). Ref Curriculum
Implementation Guide

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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 in level appropriate manner.
- give clear, stepwise, precise, specific instructions and focus on imparting skills in each lesson.
- make students want to know, not be forced to learn.
- 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 in routine depending on the nature of work.
- teacher to stress Inter–disciplinary Learning. (Relate it with real life 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. Writers of poems, called poets, describe something, for
example, the weather, or talk about their experiences. Others write about 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.
- try to get the main idea
- annotate the poem
- make connections

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.

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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.

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.

Digging for Meaning: Levels of Understanding Poetry

Use the following structure as a guide to understanding a poem:
- Who is doing the 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 rhyme?
- What are the images?
- What is the setting, tone and style?
____________________________
____________________________
____________________________
____________________________
____________________________

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 Mind Map

Setting

Character Rhyme
Poem/
Novel
Theme
Language

Novel/Reader
Teacher to:
- read the novel/other readers 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.

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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.
inally, 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

Climax
Rising

Falling
Exciting
incident

Conclusion
Introductio

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 What he says What others say about him

The way he dresses What he does Evidence from the text
His facial features The decisions he makes
The way he walks/stands Evidence from the text
Evidence from the text

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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.
- 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.

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Subject & Class: English Literature– I
Content & SLOs
Ladybird Reader:
Sly Fox and Red Hen
(Level 2)
Students will be able to:
· describe the characters
with help of realia
· suggest a title with the
help of picture on the
title cover
· describe the book blurb
· familiarize with
directions, setting of the
story
· describe the scene &
characters
· use adjectives to
describe character
traits
· use the vocabulary to
form sentences
Skills
· Listening
· Reading
· Speaking
· Writing
· Predicting
· Describing
First Term (2023-2024) No. of periods per week: 2
APSACS SCHEME OF WORK
Assessment for
Teaching Strategies and Suggested Learning Activities Resources
Learning
· English teachers will prepare the flash cards, puppets of · evaluate the ability to · Ladybird Reader
the main two characters and pictures of woods, big black discuss title page, Sly Fox and Red
bag, stones etc., in the Coordination Meeting with the help picture or expected Hen Pgs 4-9
of the Art Teacher. story line through · Lap top &
· Plan a visit to the library and explain the meaning of Brainstorming speakers
fantasy or fairytales by showing such level appropriate · assess identification · Flash cards/
books. and correct use of puppets of fox
Pre Reading adjectives through and red hen
· Show pictures of woodlands using realia/multimedia/laptop written work · Pictures of
and discuss the main features of woods (Thick trees and · ability to construct a woods
bushes, darkness etc.), discuss certain animals living in sentence to be · Digital Resource
woods, including fox. checked by involving
· Ask students to observe the picture on the cover page and in written work
describe what do they see,then write the title of the reader · assess language and
on whiteboard and ask some general questions relating to communication skill
it inorder tohelp studentsmake some predictions about the through Role Play
story.
Some sample Qs can be:
1. What do you think the reader is about?
2. Which animals do you see in the pictures?
3. Tell the colours of the animals?
4. Do you know any movie with the same title or
characters?
5. Describe the picture on cover page.
6. Have you read any other story about a Fox?
· Explain what a book blurb is, and how it gives a short intro
of the story. Ask students to read the blurb of the reader
and discuss what they understand from it.
· Students will get to know the key vocabulary and
characters with the help of pictures given on page 4 & 5.
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Subject & Class: English Literature– I First Term (2023-2024) No. of periods per week: 2
Assessment for
Content & SLOs Teaching Strategies and Suggested Learning Activities Resources
Learning
· Critical thinking Emphasize on the correct pronunciation of words.
· Role play Listening & Reading
· Decision making · Play the audio of the story from the following Digital
Resources.
- https://www.ladybirdeducation.co.uk/ladybird-books/sly-fox-
and-red-hen-2/
- https://www.youtube.com/watch?v=zIhQSpiP9GY
· Afterwards ask students to read while taking turns,
highlight the new & difficult vocabulary.
· Explain the definition and examples of nouns& adjectives.
Afterwards ask students to underline nouns and adjectives
in the text.
· Students to observe the pictures given along the text and
Freeze the frame on specific scene for Picture
Description/making predictions for upcoming story.
Activities:
· While working in pairs students to make thought bubbles of
the characters and add notes (thoughts) in the bubbles.
· Write a list of adjectives on white board and students will
choose and write two adjective for describing the
characters in the reader.
· Divide students in groups and ask each group one dialogue
to guess who said the words to whom.
· Provide list of words from the text on whiteboard and
students while working independently will choose any three
words and use them in sentences.
Role Play:
· Students to act out the role of fox and repeat the dialogues
(ref pg. 8, 10).The volunteers will come one by one and
repeat the dialogues of the Sly Fox and Hen.
· Ask pertinent Qs based on the text to check students’
comprehension level after the reading is over.
· Ask Qs that can assess the comprehension, some sample
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Subject & Class: English Literature– I First Term (2023-2024) No. of periods per week: 2
Assessment for
Content & SLOs Teaching Strategies and Suggested Learning Activities Resources
Learning
Qs can be:
1. Where did the Red Hen and Sly fox live?
2. Where was the tree house?
3. Why do you think the fox is called sly?
4. Whom did the fox want to eat? Why?
C.W:
· Activity 1& 2
· Answer the Qs
· Sentence making
H.W:
· Activity 3
· Prepare words (teacher’s discretion) from Pgs. 8 & 10 for dictation.
· assess the speaking · Sly Fox and Red
Sly Fox and Red Hen · Quick recap of pages 4-11 using RSQC2, i.e Recall, skill through Role Hen(Level 2)
(Level 2) Summarize, Question (about non clarity), Comment & Play Pgs 10-17
Connect. · check the · Laptop &
Students will be able to: Pre-Reading comprehension by speakers
· describe the pictures · Before moving on to the next pages ask students to playing Beach ball · Digital Resource
and predict the events observe& discuss the pictures on pages 12 – 17. Students activity
of the story to predict the story · recognition of verbs &
· learn and use key Listening & Reading ability to write
vocabulary · Play the audio of the story from the following Digital sentences to be
· describe the characters Resources. evaluated through
· comprehend the text to - https://www.ladybirdeducation.co.uk/ladybird-books/sly-fox- writing activity
answer the Qs and-red-hen-2/ · understanding of the
· identify verbs from the - https://www.youtube.com/watch?v=zIhQSpiP9GY story as well as the
text · After that students will read the text by taking turns. Ask knowledge of
· prepare and present a them to relate the text to the pictures. language components
role play · Discussion about the events, characters &vocabulary will to be assessed
· identify & discuss the take place. Provide meaning of the difficult words. through
values · Ask students to use any five words to make meaningful · check students’
sentences. (Teacher’s own discretion). understanding about
· Students will be asked to identify and underline verbs in the good/ bad social
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Subject & Class: English Literature– I First Term (2023-2024) No. of periods per week: 2
Assessment for
Content & SLOs Teaching Strategies and Suggested Learning Activities Resources
Learning
Skills text. behaviours through
· Listening · Ask some Follow-up Questions, e.g. Hands Signals activity
· Reading 1. For whom is the fox waiting?
· Speaking 2. Where is the fox hiding? Why?
· Writing 3. Why does the fox think that the hen cannot run fast?
· Identifying 4. Why did the fox go out?
· Predicting 5. What did she carry with her? Why?
· Describing · Summarize the events of pgs 12-17 using the Flow Chart
· Decision making or graphic organizer.
Activities
· Initiate a discussion on the following points, discuss in
detail with students participation
a) bullying
b) self defense
· After the discussion teacher will read sentences about
good/ bad behaviours and students will respond through
Hand Signals (thumbs up, thumbs down)
· Enlist the verbs from the text and students will make
sentences using those verbs.
· Divide students in pairs and provide 1 situation and a pair
of Qs (2 questions) to each pair to think and respond e.g.,
i. ‘If you are the sly fox where would you hide in the
hen’s house’?
ii. ‘If you are the red hen how would you defend
yourself?
Role Play:
· Divide students in pairs and each pair to act out the role
play of fox and hen ref pgs. (12,14,16)
Wrap up (Beach ball game).
· Paste the text based Qs on the beach ball and Toss it
randomly at students to get the answer. They will answer
the question that will be closer to their right thumb when
they catch the ball.
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Subject & Class: English Literature– I First Term (2023-2024) No. of periods per week: 2
Assessment for
Content & SLOs Teaching Strategies and Suggested Learning Activities Resources
Learning
C.W:
· Activity 4, 5 &6
· Answer the Qs
· Write three sentences about woods
H.W:
· Activity 10 & 14
· Draw a picture of woods in notebook

Poem: · Teacher to record or find a recording of the poem with · check the · Poem attached
Here We Go Round the correct pronunciation and intonation during the understanding of the at the end of
Mulberry Coordination Meeting. Paste the copy of poem in students’ poem through Follow SOW
Bush notebooks. up Qs · Laptop/mobile&
Pre-Reading · knowledge of good speakers
Students will be able to: · Show the pictures/video of how to wash hands, face & hygienic habits will be · Pictures/video
· recite the poem and brush teeth. Discuss the importance of cleanliness and assessed through clip how to wash
discuss the main idea personal hygiene in light of the Sunnah of Prophet class discussion hands, face &
· mime the actions Muhammad (PBUH), to stay safe and healthy & prevent · language competence brush teeth
· identify nouns, verbs & the risk of infections and other contagious diseases. to be assessed · Flash cards
rhyming words in the Listening & Reading through written work
poem · Play the audio of the poem, recorded with correct · check communication
pronunciation and intonation. skill by involving
Skills · Afterwards students will recite the poem, followed by students in Role Play
· Listening explanation of the poem by the teacher. Vocabulary flash
· Reading cards to be displayed on whiteboard and discussed.
· Speaking · Students to make a list of rhyming words, nouns and verbs
· Writing in the poem.
· Recitation · Ask students to underline the new vocabulary.
· Identifying · Students to answer the Follow up Qs related to the poem.
· Describing Sample Qs can be:
· Miming 1. Why we need to wash our hands and face daily?
2. How many times a day we should brush our teeth?
Why?
3. List down things we need to do daily for personal
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Subject & Class: English Literature– I First Term (2023-2024) No. of periods per week: 2
Assessment for
Content & SLOs Teaching Strategies and Suggested Learning Activities Resources
Learning
hygiene.
4. Why do we need to keep ourselves clean?
Discussion (Values):
· Importance of cleanliness & personal hygiene.
Activities
Role Play/mime the actions
· Students will mime the actions of washing hands & face,
combing hair and brushing teeth. Teacher to model the
activity. Students will guess which action is being
performed. Verbs will be reinforced with the help of this
activity.
· Written work (identification and writing of rhyming words,
nouns & verbs) to be done in notebooks after the teacher’s
feedback.
· Recapitulate the main idea of the poem. Sing the poem
again in chorus for fun learning.
CW:
· Identify nouns and verbs
· Identify rhyming words
Online assignment:
· Students will list down 3 Personal Hygiene Rules to prevent Diseases.

Sly Fox and Red Hen · Recapitulate the pgs. 12 – 17 using One Sentence · evaluate the ability to · Sly Fox and Red
(Level 2) Summary of each page. describe pictures and Hen(Level 2)
Pre-Reading: story development Pgs 18-25
Students will be able to: Freeze the frame through · Lap top &
· predict the events of · Students to observe the pictures and Freeze the frame on Brainstorming& Pre speakers
the story by looking at specific scene for Picture Description/making predictions reading discussion · Digital Resource
the scenes (related to the upcoming story events) and ask students to · prediction skill to be
· read and listen to the observe & discuss the scenes in pairs (Ref pgs 18-23). checked through
story · Teacher will read out possible development in the story Hand Signals activity
· learn and use new and students will respond with Hands Signals. · communication skill to
vocabulary · Encourage students to predict the story and ask relevant be evaluated through
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Subject & Class: English Literature– I First Term (2023-2024) No. of periods per week: 2
Assessment for
Content & SLOs Teaching Strategies and Suggested Learning Activities Resources
Learning
· match the facts with Qs about the situation and characters. Role Play
characters · Teacher to facilitate students with new vocabulary or ideas · assess the
· act out a role play orally or through board work. comprehension
· identify and discuss · Teacher to draw the following table on the board and ask through Short Quiz
values students to match the descriptions with the characters.
Red Hen Is very clever and hungry.
Skills
Ran round & round & round
· Listening
· Reading Sly Fox Lives in a tree house near woods.
· Speaking
· Writing Put stones in big black bag
· Prediction Listening &Reading:
· Identification · Play the audio of the story from the following Digital
· Description Resources.
· Critical Thinking - https://www.ladybirdeducation.co.uk/ladybird-books/sly-fox-
and-red-hen-2/
- https://www.youtube.com/watch?v=zIhQSpiP9GY
· Students to read the text by taking turns for fluent reading.
Teacher to remind & help students with correct
pronunciation when the reading is over.
· Ask the students to relate the illustrations with the text they
have read.
· Teacher to discuss the events, characters &explain the
meanings of difficult words.
· Make students underline new / difficult words and find out
nouns, verbs & adjectives (ref pgs 18-23)
· Students will read the text again to notice the traits of both
the characters. Write descriptive words about the
characters on whiteboard for students to write about them
in sentences.
· Ask Qs that offer a variety of descriptions& predictions.
Sample Qs can be:

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Subject & Class: English Literature– I First Term (2023-2024) No. of periods per week: 2
Assessment for
Content & SLOs Teaching Strategies and Suggested Learning Activities Resources
Learning
1. Where did the hen fall? Why?
2. Where did the fox go with the big bag?
3. Why did the fox put the bag down?
4. How did the hen manage to run away?
· Initiate a discussion on the following
- Self Defense
- God helps those who help themselves
Activities
· Students while working independently will answer the Qs in
the short quiz.
Role Play:
· Students to act out the role of hen by taking turns and
repeat the dialogue on pg 22.
· Wrap up of the lesson will take place by using the talking
chip activity.
C.W:
· Activity 13, 16
H.W:
· Prepare words (teacher’s discretion) dictation Pgs. 20,22
· Activity 8, 17

Sly Fox and Red Hen · Quiz competition to be conducted to recapitulate pgs 6 – · comprehension of the · Sly Fox and Red
(Level 2) 23 previous events in the Hen(Level 2)
Pre –reading story to be assessed Pgs. 26-29
Students will be able to: Freeze the Frame through Quiz · laptop &
· narrate the scenes and · Show the movie Sly Fox and Red Hen to the students · check the ability to speakers
predict the ending excluding the ending. Let the students predict the ending. make sentences · Digital Resource
· recall the text and Encourage them to use their imagination and speculate through written work
answer the Qs interesting endings of their own. · check comprehension
· use the key vocabulary Listening & Reading of the complete story
to construct meaningful · Play the audio of the story from the following Digital through group work
sentences Resources. · assess the ability to
· answer the Qs and - https://www.ladybirdeducation.co.uk/ladybird-books/sly-fox- recall the complete
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Subject & Class: English Literature– I First Term (2023-2024) No. of periods per week: 2
Assessment for
Content & SLOs Teaching Strategies and Suggested Learning Activities Resources
Learning
describe the pictures and-red-hen-2/ text through Graphic
· act out the role play - https://www.youtube.com/watch?v=zIhQSpiP9GY organizer
· Later on students will read the text by taking turns.
· Detailed discussion about the events, characters and
vocabulary will take place.
· Make students underline new / difficult words and help
Skills them find out their contextual meaning during reading.
· Listening · Ask students to use any five words to make meaningful
· Reading sentences.
· Speaking · Ask pertinent Qs based on the text to check students’
· Writing comprehension level after the reading is over. Some
· Prediction sample Qs can be:
· Identification 1. What did the Red Hen put in the bag?
· Speaking 2. Where did the Red Hen run away?
· Critical Thinking 3. What did the Sly Fox do with the bag?
· Decision making 4. What happened when the sly fox tipped the bag into
the pot?
5. What lesson did you learn from the story?
Activities
· Students to be divided into groups to design a Book Cover
using their imagination and creativity in collaboration with
Art and English Teachers.
· Recapitulate the reader after a group discussion, using the
snow ball activity.
· Students to be seated in groups they will be assigned
different pages for recap and write the main events in
bullets on a paper. Teacher to model the sample on board
to facilitate the students.Cross reading of the write-ups will
take place.
· Teacher to sum up the whole story using a flow chart/
graphic organizer on the board, using students’ input.

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Subject & Class: English Literature– I First Term (2023-2024) No. of periods per week: 2
Assessment for
Content & SLOs Teaching Strategies and Suggested Learning Activities Resources
Learning
C.W:
· Activity 7,9, 12
· Sentence making
H.W:
· Activity 11, 15
Online Assignment
· Search and read another story about fox. Write the title, setting and characters of the story and draw a cover page using imagination and
creativity.

Poem: · Teacher to record the poem with correct pronunciation, · evaluate the ability to · Poem attached
Jungle Song rhythm and intonation during the Coordination meeting. guess from the title at the end of
by Clare Beynon · Paste the copy of poem in students’ notebooks. and pictures through SOW
Pre-Reading Brainstorming · Mobile/laptop&
Students will be able to: · Show the short video about jungle animals from the given · pair work to check the speakers
· read the title and derive Digital Resource. identification of · Video/pictures
meaning/idea about the https://www.youtube.com/watch?v=PbmWs1rR8io&t=14s rhyming words of Jungle
poem · Students will predict the topic of the day by watching the · group work to assess animals
· recite the poem with video. Short diccussion about jungle animals &their the ability to · Animal masks/
intonation features. recognize and write costumes
· watch the video and Listening & Reading the nouns & · Digital Resource
relate it with the text · Play the audio of the poem, recorded earlier. adjectives
· act out a role play · Afterwards students will take turns to recite the poem with · communication skill to
proper intonation. Discuss the vocabulary, title and theme be evaluated through
Skills of the poem. Role Play
· Listening · Start a discussion on the following topics
· Reading - love nature, taking care of nature
· Speaking - physical features of animals mentioned in the poem
· Writing · Recap nouns& adjectives by giving examples
· Reciting · Explain how to identify the rhyming words.
· Identifying · Ask comprehension questions, Some sample Qs can be:
· Describing 1. How does the tiger look?
2. How does an elephant look?

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Subject & Class: English Literature– I First Term (2023-2024) No. of periods per week: 2
Assessment for
Content & SLOs Teaching Strategies and Suggested Learning Activities Resources
Learning
3. What is the colour of crocodile?
4. Where does the Hippopotamus live?
5. How does a Giraffe look?
6. What is special about a lion?
7. Which jungle animal you like? Why?
Activities
· Students while working in pairs will find and underline all
the rhyming words in the poem
· Divide students in groups, each group will find and write
the nouns and adjectives used in the poem.
Role play
· Students to act out the role of different jungle animals using
masks, costumes and props. Ask them to make sounds of
the animal and say one sentence about each of the
character they are chosen to act upon. Teacher to model
the role play for facilitation.
C.W:
· List down some jungle animals
· Pick and write the describing words and rhyming words
Online assignment
· Paste or draw the picture of your favourite jungle animal and write three sentences to describe how it looks & where it lives.

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 Anx-B

Here We Go Round the Mulberry Bush

by Annie Kubler

Here we go round the mulberry bush,

The mulberry bush,
The mulberry bush.
Here we go round the mulberry bush
So early in the morning.

This is the way we brush our teeth,

Brush our teeth,
Brush our teeth.
This is the way we brush our teeth
So early in the morning.

This is the way we wash our face,

Wash our face,
Wash our face.
This is the way wash our face
So early in the morning.

This is the way we comb our hair,

Comb our hair,
Comb our hair.
This is the way we comb our hair
So early in the morning.

This is the way we put on our clothes,

Put on our clothes,
Put on our clothes.
This is the way we put on our clothes
So early in the morning.

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 Here we go round the mulberry bush,
The mulberry bush,
The mulberry bush.
Here we go round the mulberry bush
So early in the morning.

Source: https://www.pinterest.co.uk/pin/383298618269280870/

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 Jungle Song

By Clare Beynon

Tiger, tiger, orange and black,

He’s got stripes upon his back.
When he growls sharp teeth I see,
He’s as scary as can be!
Tiger, tiger, orange and black,
He’s got stripes upon his back.

Elephant, elephant, large and grey,

Swings his trunk along the way,
His ears are big, his tusks are white,
Don’t be scared, he doesn’t bite !
Elephant, elephant, large and grey,
Swings his trunk along the way.

Crocodile, crocodile, long and green,

The sharpest teeth you’ve ever seen,
His legs are short, his mouth is wide,
Get too close, you’ll be inside!
Crocodile, crocodile, long and green,
The sharpest teeth you’ve ever seen.

Giraffe, giraffe so very tall,

He spreads out his legs so he won’t fall,
He eats leaves from the tops of the trees,
His long neck helps him reach them with ease,
Giraffe, giraffe so very tall,
He spreads out his legs so he won’t fall.

Hippopotamus wallows and lies,

In the mud right up to his eyes,
Wallowing in the muddy pool,
Keeps his skin so very cool,
Hippopotamus wallows and lies,
In the mud right up to his eyes.

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 Lion, lion mighty and strong,
With a very loud roar and a mane so long,
A lioness has no mane,
A cub is a baby lion’s name,
Lion, lion mighty and strong,
With a very loud roar and a mane so long.

Source: https://www.earlylearninghq.org.uk/themes/jungle/jungle-song/

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