Lesson Plan for Class III - Pearson Education



Lesson Plan for Class III

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 3

Lesson 1: The Princess

Class III

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|Learning Outcome |The children will learn to accept their siblings, adjust/bond with them and have love and care |

| |for them in their heart. The feeling of oneness and looking after their little brother/sister |

| |should be their first priority. The habit of helping parents and grand parents with household |

| |work should be inculcated in them. |

|Extra Poems | I Am Just Five |

| |I’m just five and so small, |

| |But one day, I’ll grow tall, |

| |As Daddy is, and just as strong. |

| |And oh! So clever, and never wrong. |

| |As kind as mummy and so polite, |

| |As wise as my grandma (grandpa), |

| |Who is always right. |

| |But right now I want to be, |

| |Just as little as little old me. |

|Optional |Ask the children to bring their family photograph. Cut chart paper a little larger than the |

| |picture. Paste the picture in the centre of the chart paper. Let the child draw a design around |

|Project work / |the edge or do a collage with some glitter. Stick a piece of ribbon or thick thread at the back |

|Material Required |so that the photo frame can be hung. |

| |Let the children draw on individual sheets, pictures of each of their family members and write a |

| |few sentences about each one of them. Punch the papers and tie a ribbon to make a personal album.|

| |Tell the children to draw their own picture wearing their favourite set of clothes. This can be |

| |the first picture in the album. |

| |Worksheets: ‘Draw your favourite food’, ‘Tick the work that your mother does for you’, ‘Draw a |

| |picture from your favourite storybook’. |

|Reading |Warm up with a discussion about the members of your own family; who all live in your house. |

| |Develop the interest of the children so that they are able to discuss their family members. Ask |

| |their feelings when a baby came into their home. Encourage them to tell their incidents and |

| |feelings. Ask questions like how many members in your family or how many brother/sisters are you |

| |etc. Let them express how they feel when something they have been waiting for finally happens. |

| |The importance of bonding, loving, caring and protecting your siblings should be emphasized. |

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

| | |

| |Read the lesson and explain it to the class. Do the question answers orally. |

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| | |

| | |

|Let’s talk about | |

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|1 period | |

|Word Fun |A & B: Do orally in class and written for homework. Ask the children to write all the words |

| |alphabetically and meanings on different sheets of paper. Punch holes and tie a ribbon to make |

| |their personal dictionary. Keep adding as you go along the lessons. |

| | |

| |A: Explain and then do in class. This will develop the art/skill of conversing in the children. |

| | |

|Listen and Talk |A: Discuss and explain what describing words are. Can do orally in class and give for homework. |

| |B: Children can draw and colour a picture of their brother / sister / cousin whom they are |

| |writing about. |

|Write Other Things |C: A class activity. Talk about and then let the children make a list and compare. Explain the |

| |meaning of the word compare. |

| | |

| |Make a colourful welcome card for your grandparents. Write a message or a poem welcoming them. |

| |Colours will develop their chromatic sense and poem their musical or rhythm sense. |

| | |

| | |

|What else? | |

| | |

|1 period | |

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2. Main Course Book 3

Lesson 11: Ice Cream

Class III

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|Learning Outcome |The children will know how small plants are planted. Their life cycle will be clear to them – |

| |seeds, plants, leaves, buds, flower and fruit. They will learn that when fruits are green, they |

| |are raw and when they change colour and get their original colour, they become ripe and can be |

| |eaten. They can also be told the difference between plants, shrubs, creepers and trees. They will|

| |comprehend that they should listen to their elders and cooperate with them to get a better |

| |outcome. The habit of caring, sharing, giving, taking and thanking will develop in the children. |

| |The advantages of drinking milk can also be told. They will learn the process of making ice |

| |cream. |

|Extra Poems | Ice Cream |

| |Add the sugar |

| |Milk and cream. |

| |Surround with layers |

| |Of salt and ice. |

| |Churn and churn, |

| |Turn and turn. |

| |Add the fruit |

| |And mix some more. |

| |Eat the ice cream |

| |Sweet and nice. |

|Optional |Group activity: Make ice cream with the children in the school. Any fruit can be used. Incase a |

| |wooden ice cream maker is difficult to obtain, take orange juice, put in ice trays, place two |

|Project work / |toothpicks in each cube and freeze. Ice-lollies are ready for the children to eat. |

|Material Required |Take them to a modern ice cream factory to show how ice cream is manufactured in modern times. |

| |Take the children to a farm and show them how a cow is milked. |

| |Do the concept of hot/cold and solid/liquid with the children. |

| |On a chart paper, make a pictograph with the children’s names and the different flavours of ice |

| |creams. |

| | |

| |Pictograph: |

| | |

| |Name |

| |Chocolate |

| |Mango |

| |Vanilla |

| |Strawberry |

| | |

| | |

| |Abhinav |

| | |

| |1 |

| | |

| | |

| | |

| |Akbar |

| |1 |

| | |

| | |

| | |

| | |

| |David |

| | |

| | |

| |1 |

| | |

| | |

| |Jasmine |

| | |

| | |

| | |

| |1 |

| | |

| | |

|Reading |To warm up, talk of surprise gifts, surprise outings and surprise parties. Talk of all the |

| |excitement they caused and the enjoyment that was experienced. |

|1 period |Encourage the children to take turns to read the story. Keep explaining wherever required. |

| |Continue questioning children to know whether they can comprehend the lesson. Ask them to read |

| |the lesson for homework. |

| |Emphasize on sharing, caring, giving, taking, helping and thanking the people who help them or do|

| |work for them. |

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

| | |

|Let’s talk about |Discuss the four questions here. The second is an open-ended question where the answer of all the|

| |children can be different. |

| | |

| |A: Match the meaning and add to the dictionary. Can be given for homework. |

|Word Fun | |

| |A & B: Discuss in class, do 2 questions and give rest for homework. |

| | |

|Question Answers |Let each child talk about his/her favourite grand parent; what they like about him/her and what |

| |she/he does for them. |

| | |

|Listen and tell |A: Explain that when we add ‘est’ to a word, we are talking of the finest, the greatest; we are |

| |talking in superlative degree. Explain and give for homework. |

| | |

| |B: Clarify to the children that some words have double letters. When you break these words into |

|Write other things |syllables, they generally break at the double letter, e.g. let-ter, din-ner, pret-ty, bat-tle |

| |etc. Explain and give for homework. |

| | |

| |C: A group of things has a particular name or collective noun. Discuss orally and give for |

| |homework. |

| | |

| |D: Dialogues or conversation are always written in quotations. Do these in class and give a |

| |worksheet on this for homework. |

| | |

| |E: Teach children the art of letter writing. Start with the postal address, addressing the person|

| |whom you are writing to, the body of the story to be divided into neat paragraphs and then |

| |ending. Discuss thoroughly and let them write independently in class. |

| | |

| |F: Poetry doesn’t have to end in rhyming words. It is just your thoughts written down in free |

| |verse. Jot down your thoughts and write. Explain, give examples and do in class. |

| | |

| |A & B: Have an alu chaat party and invite not only your class teacher but your subject teachers |

| |as well. Make cards for all. |

| | |

|What else? | |

|1 period | |

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3. Main Course Book 3

Lesson 19: Caterpillar Voice

Class III

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|Learning Outcome |The children should be able to comprehend what a play is, why it has plenty of characters, |

| |settings, narrator and dialogues. They will know how to learn the dialogues and deliver them with|

| |expression, zest and feelings. They will develop the sense of taking turns, attentively listening|

| |to the dialogues of others and know when it is their turn to deliver their lines. Thus they will |

| |enhance their attention span, concentration, build a rapport with their peers, learn to respect |

| |each other and let other have a turn before them. |

| | |

|Optional |Group activity: Cut out facemasks of all the characters/animals of the play. Paint them and tie |

| |an elastic string at the back. Cut out some trees and bushes. Paint them or do leaf collage. A |

|Project work / |broken hut can also be made. Stick hay or dried grass on it to give it a grassy effect. |

|Material Required |Make invitation cards. Conduct the play and invite the other classes, teachers and principal. |

| |Worksheets: ‘Circle the animals who could not help the hare’, ‘A caterpillar is a baby butterfly.|

| |Draw the various stages of a butterfly’, ‘Circle the animal names with the sound they make’. |

| | |

|Reading |Warm up time! Explain what a play is, the way it is written, dialogues, characters, settings, |

| |narrator, props etc. Take 7 children at a time. Let them play different roles. Ask them to read |

|2 periods |the play accordingly. Teach them to bring expression, zest and feelings into their lines. Take |

| |some more children to hold the trees, bushes and the hut. Let them enact the play in class. |

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

| | |

|Word Fun |A: Discuss in class and give as homework. |

| | |

| |B: Choose 8 children. Do not take the ones you took for the play. Let each of them wear a |

| |facemask of the animal they will represent. Ask them to have a conversation with the sounds these|

| |animals make. |

| | |

| |Discuss all the question answers in class. Do two and give the rest for homework. |

|Question Answers | |

| |Make groups of 2 or 6 children. Ask each of them to develop two lines of the story and continue |

| |telling it. |

|Listen and talk | |

| |A: A very interesting exercise for the children. Explain with different examples and let them |

| |think for themselves with the words given in the textbook. Give as homework. |

|Write other things |B: Discuss all the characters in class. Ask them to think and choose one of them without |

| |discussing with their friends. Think what they liked or disliked about that character. Then write|

| |a few lines about why you liked him. Do in class. |

| | |

| |Make colourful posters inviting people to see your play. You must write the date, time, venue, |

| |availability and price of the tickets. This activity will teach them how to draft invitations, |

| |enhance their chromatic sense, artistic skills, sense of responsibility etc. Can be done in the |

| |art class. |

| | |

|What else? | |

| | |

| | |

|1 period | |

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4. The Storyteller Book 3

Lesson 3: Poetry – What is Pink?

Class III

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|Learning Outcome |The children are well versed with the names of different colours and an object that is always of |

| |that particular colour. This will enhance their chromatic sense and visual discrimination. |

| | |

|Optional |Give large xeroxed pictures of a rose, poppy, pear, orange and clouds. Ask the children to colour|

| |them according to the colours they represent in the poem. |

|Project work / |Group activity: Draw a large swan on a chart paper. Help the children do cotton wool collage on |

|Material Required |it. |

| |Ask the children to draw a garden on a sheet of paper and colour the grass and flowers or let |

| |them do collage. Hang all the pictures on a string or put all on the soft board. |

| | |

|Reading |To warm up, you can bring a colourful soft ball to class. Play ‘throw and catch’ for a few |

| |minutes with all the children to help them settle faster. |

|1 period |Read the poem to them with expression, zest and feelings. Help them read in the same manner. |

| |Explain the gist of what the poet is trying to say. Tell them who is narrating the poem and why |

| |she is talking of only the things that always have a specific colour. |

| |Ask the children to list out five things that are always of a particular colour. |

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

| | |

|Creative activities |A: Think of your favourite colour. List out things that are always of that colour; whether it is |

| |a primary or secondary colour; which two colours when mixed, give us that colour; whether it is a|

|2 periods |dark or light shade etc. Only then write about it. Can be given for homework. |

| | |

| |B: Write about the natural things you see around you. Form pairs and do in class. |

| | |

| |C: At first, paint a small picture that has these weird colours. Draw the objects you would like |

| |to write about or include in your poem. Look at this picture and then write your poem. You will |

| |find it much easier and thoughts and words will come to you much faster. |

| | |

| |D: Experiment with paints. Try mixing colours and jot down the new colour you get. Make a chart |

| |for the class depicting this activity. |

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5. The Storyteller Book 3

Lesson 12: The Amazing Shawl

Class III

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|Learning Outcome |The children should understand that they have to work for themselves, become something or someone|

| |in life. They should not only be known by their parents name and should not only splurge on their|

| |money. Being known for your own efficiency and work gives you confidence, poise, assurance and |

| |belief in yourself. You are aware of the fact that you can do just anything. |

| | |

|Optional |Take a sheet of glazed or marble paper and cut thin slits leaving a ½” boarder all around. Cut |

| |strips of a contrasting colour from a similar paper. Now weave with these strips to make a mat. |

|Project work / |Group activity: Take a rectangular piece of cloth. Trace out a pattern and paint with fabric |

|Material Required |paints. |

| | |

|Reading |Warm up by showing the children a piece of intricate weaving, a shawl or sari. Explain what a |

| |loom is and how weavers weave material with various coloured thread. Ask the children to take |

|2 periods |turns to read this lesson. At random, call out to a child to continue. This way all the children |

| |will pay attention to what is being read. Explain the story as you go along. Tell them the |

| |importance of acquiring a skill, earning for yourself and making a name for yourself in your |

| |chosen profession. When they earn, only then they learn to value money. They should have pride in|

| |whatever work they do, however big or small. |

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

| | |

|Creative activities |A, B, C: Discuss these in class and let them write the answers as homework. |

| | |

|1 period |D: Have a brain storming session in class, discuss thoroughly and then take turns to talk about |

| |it individually in front of the entire class. |

| |E: A very interesting exercise for the children. Will develop their cognitive skills, thinking |

| |capabilities, comprehending ability etc. More such worksheets can be given. |

| | |

| |F: group activity: Divide the class into 4 groups. Let each group draw and paint a shawl with the|

| |secret message. Take care that the message is different in each shawl. |

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