Lesson Plan for Class IV



Lesson Plan for Class IV

Before commencing a lesson, it is very vital to develop inquisitiveness in the children; inquisitiveness to know how you are going to begin the lesson, what innovative things you will initiate while doing it, where the discussions will take place (you do not at all times have to learn in the class room), what activities will be carried out and where the children can go (an excursion or a picnic).

1. Main Course Book 4

Lesson 1: The Story of the Socks

Class IV

| | |

|Learning Outcome |The children should learn to care for others; their feelings, their emotions and sentiments, what|

| |they like or dislike, what they would want or need etc. They will know how to help a person in |

| |need and will not deter from solving problems for others. Helping out others should be their |

| |motto. Inculcate in them the habit of being neat and tidy; of changing and putting their clothes |

| |for wash daily. |

|Extra Poems | Washing Machine |

| |Round and round we go, |

| |On a roller coaster. |

| |This way and that way, |

| |On a roller coaster. |

| |Hurly, burly, twirly, swirly |

| |On a roller coaster. |

| |Up and down, turn around, |

| |On a roller coaster. |

| |Humming in the washing machine |

| |Like a roller coaster. |

|Optional |Cut out large pairs of socks from chart paper and paint them. You can label them as well as |

| |school socks, PT socks etc. Punch holes, string ribbon and tie on the waist of some children. Let|

|Project work / |them have a conversation among themselves discussing and describing the type of feet they adorn -|

|Material Required |soft/hard feet, smelly/fragrant feet, dirty/clean feet, powdered feet, feet with long sharp |

| |nails, nail varnish etc. Do this in class. |

| |Conversation between all the clothes can also be conducted in class. |

| |For homework, ask the children to observe how many clothes their mother loads in the washing |

| |machine, the amount of soap that is put, what is special about this soap, how long the entire |

| |cycle takes and whether there is water dripping from the clothes when they are hung out to dry. |

| |Take 26 sheets of paper and write one letter of the alphabet on the top. Punch holes on the side |

| |and tie with a string. The papers should be kept alphabetically. From each lesson, write the |

| |words you find difficult along with there meaning. Make your own personal dictionary. Keep adding|

| |as you go along. |

| |Make a pictograph of the types and the number of clothes you have – shoes, socks, shirt, t-shirt,|

| |shorts, trousers for boys; shoes, socks, t-shirts, skirts, dresses, trousers, shorts for girls. |

| | |

|Reading |This is the first lesson of the book. The class requires bonding, team building, caring and |

| |sharing activities. Ask each child to bring a pair of socks from home; preferably socks which are|

| |a bit different. The sports socks are thicker, party socks of girls are lacy, cotton socks are |

| |soft, nylon socks are elastic, tights are stretchable and transparent, some socks are long while |

| |others are knee or ankle length. Display them in class. Let the children feel them and decipher |

| |the difference for themselves. |

| |The teacher should read, as this is the first lesson. Stop and explain wherever needed. Ask |

| |questions as you read to make sure the children are attentive and have understood the lesson. |

| | |

| |The learning outcome of the lesson should be clear to them. |

| | |

| |Introduce the children to a debate. Form two teams and let one speak for the motion and the other|

| |against it – ‘Were the socks justified in tickling the children.’ |

| | |

|Let’s talk about | |

|2 periods | |

| | |

|Word Fun |A: Explain and discuss and give for homework. |

| | |

|Question Answers |Discuss all the answers; let them write two in class and rest for homework. |

| | |

| |A and B: Have a brain storming session with the children for both the exercises. To be done in |

|Listen and Talk |class. |

| | |

| |A: Talk about punctuation to the children, its importance and how meaning can change if used in a|

|Write other things |wrong manner. Give for homework. |

| |B: Again have a brain storming session. Discuss all the points and give for homework. |

| | |

| |Group activity: Divide the class into groups of 5 children. Give each group a different topic and|

| |let them draw a poster. Don’t forget to give an interesting message. |

| | |

|What else? | |

|1 period | |

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2. Main Course Book 4

Lesson 5: Why the Sun and the Moon live in the sky

Class IV

| | |

|Learning Outcome |Imbibe in the children the need to make friends, be hospitable towards them, care for them, help |

| |them, give them whatever you can, invite them over to your home, look after them etc. Basically, |

| |the want, the will to make adjustments should be inculcated in the children. If we modify our |

| |behaviour, our ways, we will be able to win over the people around us and obtain their love and |

| |understanding. We will be able to live in peace and harmony. Be flexible when situation demands. |

|Extra Poems | Lady Moon |

| |‘Lady moon, lady moon, |

| |Sailing so high, |

| |Come to the children, |

| |Down from the sky.’ |

| |‘Down on the earth, |

| |Children so dear, |

| |I send you my moonbeams, |

| |But I cannot appear.’ |

| | |

|Optional |Conduct water related experiment – ‘Water (liquid) takes the shape of the object you put it in.’ |

| |Take a glass of water and some other containers of different shapes. Transfer the water into |

|Project work / |another vessel, preferably a flattish one. Show how the water changed its shape and ‘adjusted’ to|

|Material Required |that shape. Take a narrow vase and show the children how water changes itself to the required |

| |need. Water is flexible. Show how a hard solid rigid stone or rock cannot do that. |

| | |

| |Group 1: Join five sheets of chart paper lengthwise and let the children make a collage of all |

| |the different creatures, plants and objects the sea looks after. |

| | |

| |Group 2: Make an aquarium – Take thermocole as the base and paint it light blue. Embed a 1 ½’ |

| |long stick on each corner. Wrap cellophane paper around to make it look like a tank. Fix some |

| |plants at the base. Now make a roof for the aquarium with two pieces of thermocole joint at an |

| |angle. Paint it red. From the inside, hang fish from thin thread. When you place the roof, the |

| |fish should be dangling inside. You can place some shells and small stones inside as well. |

| |Worksheets: ‘Circle the objects that the sea looks after’, ‘How we get light from the moon at |

| |night’ and ‘Water cycle’. |

| | |

|Reading |To warm up, you can conduct the water activity. Let the children take turns to read. To know that|

| |they are paying attention and concentrating, call out their names at random to read. Explain |

|1 period |wherever necessary. Talk about how adjusting and accommodating water is; how well it looks after |

| |the creatures and plants that live in it. When it goes to a friend’s house, all the creatures go |

| |along. The Sun made room for water and went off into the sky when there was no place for him |

| |inside. Both were dutiful and kind. Inculcate in the children the need to be adjusting and |

| |accommodating. |

| |The learning outcome of the lesson should be clear to them. |

| | |

|Let’s talk about |Have a brain storming session with the children and let them freely give their opinion. |

| | |

| |A: Teach the children how to handle a dictionary. Encourage them to add these words to their |

|Word Fun |personal dictionary as well. To be done in class. |

| |B: This can be given for homework. |

| | |

| |Discuss in class and give for homework. |

| | |

|Write the Answers |This activity will develop the art of conversation in the children and will enhance their |

| |manners. They will be able to talk politely. Explain the meaning, the importance and the |

|Listen and talk |necessity of using the words written in red. Discuss and carry out this activity in class. |

| |Different topics can also be given. |

| | |

| |A: This is a very important exercise. Explain what ‘noun’ and ‘verb’ are. How a same word, when |

| |used differently, can be either noun or verb. Give short simple examples and then give this |

| |exercise for homework. |

|Write other things |B: Explain the importance of punctuation marks; when a question mark is used; the difference |

| |between a sentence and a question; how punctuation marks can change the meaning of a |

| |sentence/question. Do the exercise orally in class and then give for homework. |

| |C: Discuss in class and give for homework. |

|1 period | |

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3. Main Course Book 4

Lesson 21: A Tale of a Fortune Teller

Class IV

| | |

|Learning Outcome |Children should be well versed with what a ‘play’ is; what is the meaning of ‘scenes’; why the |

| |curtain falls during a ‘play’; why characters go on and off the stage; why people keep moving |

| |around and talking; why different props for each scene etc. Everyone is not as lucky as Ahmed. |

| |The main thing is to be honest and diligent with whatever work you do. |

|Optional |Group activity: Make the props for the play. |

| |Make a headgear for Ahmed, the vegetable seller, King, courtiers, thieves, Minister’s wife and |

|Project work / |the people shopping in the market. Use chart paper that can be painted. |

|Material Required |With chart paper, make eye masks for some thieves. |

| |Decorate a chair as the Kings throne. |

| |Cutouts of some vegetables for the vegetable seller. |

| |Weave some mats with chart paper – a small one for Ahmed’s home and a larger one for him to sit |

| |on in the market place. |

| |Gold coin can be made from cardboard cutouts covered with golden paper. |

| |From thermocole, cutout a treasure chest and cover it with light brown glazed/marble paper. |

| |Group activity: Now dramatize the play. Let all the children participate. |

| |Make invitation cards to invite the heads of the school, the subject teachers and other class |

| |children. The card can be made in the form of a scroll, the type a courtier reads in a Kings |

| |courtroom. |

| |Group activity: Organize a debate ‘Do you think Ahmed deserved his good luck? Should Ahmed have |

| |listened to Jamell and pretend to be a fortune teller.’ |

| |Make worksheets on ‘Find one word for’ and ‘Synonym and antonym’. For the latter worksheet, you |

| |can give a picture and ask the students to write the synonym and antonym e.g. draw a plump person|

| |and they can write ‘fat’ and ‘thin’. |

| | |

|Reading |To warm up, talk about honesty, working diligently and attentively. Explain the play to them. The|

| |learning outcome of the lesson should be clear to them. Then take 12 children and let them read |

|1 period |the play. Make sure they use plenty of expression while reading. Keep explaining the story |

| |wherever necessary. |

| | |

|Let’s talk about |Discuss both the questions, have a brain storming session and allow the children to freely give |

| |their opinion. Both are open-ended questions, so the answers will vary. |

| | |

| |A & B: Very important and interesting exercises for the children. Do orally in class and then |

|Word Fun |give for homework. |

| | |

| |Discuss thoroughly in class and give for homework. |

|Question Answers | |

| |A: This exercise will help the children master the art of conversation, be confident of |

|Listen and talk |themselves and be self-reliant. |

| |B: Have a brain storming session and allow the children to freely give their opinion. |

| | |

| |The art of letter writing can be emphasized upon. First the senders address, then addressing the |

| |person you are writing to, the letter cut up into neat paragraphs and then the ending. Discuss |

|Write other things |and write in class. |

| | |

| |Give the children 10 minutes thinking time. Then allow them to put forth their views without |

| |restraint. A free discussion helps boost the morale of the children, makes them confident, |

| |self-assured and self-reliant. |

|What else? | |

| | |

| | |

|2 periods | |

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4. The Storyteller Book 4

Lesson 11: Poem - Magnificent Machines

Class IV

| | |

|Learning Outcome |The children should know how machines help us; what all work they can do for us; how we should |

| |look after them, oil them, clean them, maintain them; how robots can help, work and talk. The |

| |person who designs machines is called a scientist, is a genius and is generally very |

| |absent-minded. They should know who the narrator is. |

| | |

|Optional |Group activity: Collect some broken machines, wires, bulbs etc. Take the help of your school |

| |electrician or a parent and make a robot. |

|Project work / |Let the electrician show and talk about his tools. |

|Material Required |On paper, let each child draw his/her own version of a robot or a gadget. |

| |Group activity: Make 4 groups and let each group draw any machine they feel helps them or their |

| |parents at home. Let them first discuss among themselves, come to a consensus and them draw and |

| |paint or do collage. |

| |Make a worksheet with machines on one side and the item it is used for on the other e.g. toaster,|

| |washing machine etc on one side and bread/slice, clothes etc on the other. Let the children |

| |match. |

| |Draw the electrician’s tools and some odd ones as well. Ask the children to identify the |

| |electrician’s tools. |

| |Ask them what they do when some appliance breaks down. |

| |For homework, let the children list out all the electric gadgets they have at home and how they |

| |help. |

| |Show the children a movie about magical machines. |

| | |

|Reading |To warm up, ask the children to name the different electric gadgets they use at home. Make a list|

| |on the board. Explain the gist of the poetry, taking care to go line by line. |

|1 period |The teacher should then, recite the poetry with gusto, enthusiasm, pleasure and emotions. Then |

| |ask the children to continue with the same expression. |

| |Give them 2 days to learn the poem. |

| |The learning outcome of the poetry should be clear to them. |

| | |

|Creative activities |A: Talk about the answer to the students and then let them write for homework. |

| | |

| |B: Discuss or can have a brain storming session. |

| | |

| |C: Let the children pen down their imagination. Tell them their thoughts should really run wild. |

|1 period | |

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5. The Storyteller Book 4

Lesson 6: Pip and the Convict

Class IV

| | |

|Learning Outcome |The children should know who the narrator of the story is; that he was a brave, fearless, |

| |courageous and an honest boy. He did steal food but only to keep his promise to the convict. He |

| |did not tell anyone about the convict either. He was kind and gentle, so was later rewarded by |

| |the convict. However fierce and harsh the convict was, he was also kind and gentle. Somewhere in |

| |his heart he had some love and care hidden. He believed Pip and did not name him. |

| |Who wrote ‘Great Expectations’? |

|Optional |Group activity: Bake a vegetable pie with the children. |

| |Group activity: Divide the class into 4 groups. Give each group two chart paper sheets joined |

|Project work / |lengthwise. Give one topic to each of the groups: seaside, pirate ship, village and prison. Ask |

|Material Required |them to paint or do collage. |

| |Give each child a xeroxed copy of an outline of a face. Ask them to colour/paint/draw/stick |

| |cotton wool to make it look like a fierce person. |

| |Give worksheets on ‘Give one word for’ and ‘Use of descriptive phrases’. |

|Reading |To warm up, talk about the hard work a blacksmith does; how tough his job is. Let the children |

| |learn to appreciate a job, however small. Give a gist of the story. |

|2 periods |Let the children take turns to read the lesson. Explain as they go along. |

| |The learning outcome of the story should be clear to them. |

|Creative activities |A, B & C: Discuss in class and give them to be written for homework. |

| |D: An extremely important exercise for the children. Discuss and let them do in class. |

|1 period |E: Talk about this exercise and do in class. |

| |F: Let this be totally child’s work. Let them put on their own thinking caps and write in class. |

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