Lesson Plan for Class V - Pearson Education



Lesson Plan for Class V

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 5

Unit 1: Under the Banyan Tree

Lesson 2: The Story Spirits

Class V

|Learning Outcome |The children should learn the habit of sharing everything they have. Sharing knowledge makes |

| |knowledge grow or increase. You do not loose it. Keeping information to yourself makes you very |

| |secretive which is a sign of insecurity. If you are sure of yourself, your knowledge, your |

| |stories, your things, then share them with others. When some one older than you or your |

| |well-wisher gives you advise, take it without questioning. They will never let any harm come to |

| |you. Treat everyone as an equal even if he/she is working for you. |

|Optional |Game: Spin a story. Let the children sit in a circle and you should sit along with them. Start a |

| |story by saying just the first line. Let the child on your right add to that line. Suppose you |

|Project work / |say, ‘While walking through a jungle, I saw a lion.’ The next child could say, ‘The lion was |

|Material Required |large and fierce looking’. Continue in this manner till the story finishes at the last child. You|

| |have made a new story for your class. |

| |Group activity: Divide the children into 4 groups. Let each group make a working model of a well.|

| |Help the children make caps like Dong Chin’s and paint or decorate it. |

| |Worksheets: ‘Synonyms and antonyms’, ‘Give one word for’, ‘Crossword’. |

| |Let the children dress up as ghosts and have a conversation. They could be good ghosts who want |

| |to help people in need. |

|Reading |To warm up, talk to the children about how stories are made. Every country has some special |

| |stories that depict their culture like the Panchtantra stories are to India. Some stories are |

|1 period |excerpts from epics like our short stories from Ramayan and Mahabharat. Similarly, this story is |

| |from China. |

| | |

| |Let the children take turns to read the story. Ask any child at random to continue. Keep |

| |explaining and questioning as you go along to know whether the children have comprehended and are|

| |paying attention. Emphasize on ‘sharing’. The learning outcome of the story should be stressed |

| |upon. |

| | |

|Comprehension |Let the children read the lesson quietly, understand it, find the answers and then write them in |

| |class. |

| | |

|Word power |A, B & C: Discuss in class and give for homework. |

| | |

|Write the Answers |Discuss and then ask the children to write the answers in class. |

| | |

| |Let the children put on their imagination caps, think and then write the story for homework. |

|Writing skills | |

|2 periods | |

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2. Main Course Book 5

Unit 3: Humour

Lesson 3: Oily Mess

Class V

| | |

|Learning Outcome |The children should learn to help out at home, not take their mother for granted, learn to |

| |respect her and obey her. Taking care of some household chores is nothing to be ashamed about. |

| |Admire mother for the work she does for you, give her credit for her efforts and never take her |

| |for granted. Running a house is a full time job. |

| |Also stress on keeping your belongings in the right place. Putting them just anywhere results in |

| |a mess. |

| | |

|Optional |Let each child make a list of all the work his/her mother does at home. Combine all the lists to |

| |form a graph. |

|Project work / |Now let each of them list out all the areas where they help mother. Combine all the lists to make|

|Material Required |another graph. Compare the two graphs. |

| |Group activity: Cook dalia or porridge with the students and let them taste it. |

| |Fill medicine, hair oil, ghee and lubricant in separate similar looking bottles. Let the children|

| |smell them and decipher between them. Blindfold them and then let them differentiate by smelling.|

| |This will enhance their sense of smell. |

| |Group activity: Get bread, butter, tomato / cucumber / chutney / tomato paste or any other thing |

| |you want to put and make sandwiches with the children. Ask them to go home and make them for |

| |their mother. Let them observe the delight/reaction on their mothers face and draw it. Let |

| |children show the picture and talk about what their mother said. The reaction should be quite |

| |similar, that of pleasure and delight. |

| |By making milk shake you could do a similar activity. |

| |Worksheet: Give a small simple unseen passage along with some questions and ask the children to |

| |read it. Then ask them to answer the questions given below. ‘Make sentences’, ‘Unscramble words’,|

| |‘Underline the verb / noun / adjectives from the sentences’, |

| | |

|Reading |To warm up you could explain the meaning of the term ‘humour’ and tell a joke or read out a funny|

| |poem. Talk about the story explaining the gist. Once the children have settled, start reading the|

|1 period |chapter. The students could read, taking turns. Plenty of expression and emotions are required |

| |when reading is being done. This story can be done in a play form as well. Along with the story, |

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

| | |

|Comprehension |Let the children read the lesson quietly, comprehend it and then answer the questions working |

| |entirely on their own. |

| | |

| | |

|Word power |A, B, C & D: Discuss these in class and then give for homework. |

| |Give an example of an onomatopoeic poem: |

| |If I met….. |

| |If I met a crow, I should say,” Caa – caa!” |

| |If I met a lamb, I should say, ”Baa – baa!” |

| |If I met a cow, I should say, “Moo – moo!” |

| |If I met a dove,I should say, “ Coo – coo!” |

| |If I met a dog, I should say, “ Bow – wow!” |

| |If I met a cat, I should say, “Mi-aow!” |

| |If I met a crocodile, what should I say? |

| |Why – nothing at all! |

| |I should just run away! |

| | |

| | |

| |A & B: Very descriptive answers are required here. Discuss various ‘describing words’ with the |

|Write the Answers |children; words that they can use in the answers, words that will help them make their answers |

| |more descriptive and interesting. With this exercise you will know which children are ‘Linguistic|

| |intelligent, word smart or verbal smart’. Discuss in class and give for homework. |

| | |

| |A: A very interesting exercise for the children. This will also help you in understanding which |

| |students are ‘Linguistic intelligent, word smart or verbal smart’. To be done in class. |

| | |

| |B: First the teacher should give an example. Tell a joke and explain what was funny, the |

|Listening and Speaking |character, situation or language. Once the students have understood, go ahead with the activity. |

| |To be done in class. |

| | |

| |Discuss in class and explain what exactly the children are supposed to do. Incase the children |

| |have not experienced any such incident, ask them to imagine one and write about it. Can be given |

| |for homework. This will again help you decipher the ‘Linguistic intelligent’ children according |

| |to the Multiple Intelligence table. |

| | |

| | |

|Writing skills | |

|2 periods | |

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3. Main Course Book 5

Unit 4: Born free

Lesson 3: The Cheetah and the Sloth

Class V

| | |

|Learning Outcome |Do your work, whatever it may be, slowly but in a very steady manner. Any work should be done |

| |diligently, meticulously and thoroughly rather than hastily or at a high speed. Work done without|

| |any errors is better than work done quickly with plenty of mistakes or inaccurately. Being over |

| |confident of yourself is a fault which some of us have. Be just confident of yourself. |

| | |

|Optional |Make facemasks of all the characters. Let the students paint them and put an elastic band at the |

| |back. |

|Project work / |Make invitation cards and invite people to see your play. |

|Material Required |Group activity: Present the play. The teacher should teach the expression and check on the |

| |pronunciation of the children. Make sure they know their dialogues well. All the children of the |

| |class should be assigned some work. |

| |Group activity: Explain the meaning of a debate. Organize a debate – ‘Slow and steady wins the |

| |race’. |

| |Worksheets: ‘Give synonyms and antonyms’, ‘Underline the adjectives in the subsequent sentences’,|

| |‘Comprehension practice’, ‘Make sentences’, ‘Unscramble words’, ‘Outline of some animals |

| |overlapping one another and the students should guess which animals are there’. |

|Reading |To warm up, talk about the story of ‘The hare and the tortoise’ and ‘King Alexander and the |

| |spider’. Give details of the story especially all the characters so that the play is not |

|2 periods |interrupted. Compare it to the other two stories. |

| |Choose some students as the characters of the play and let them read the lesson to the class. |

| |Teach the children the tone of the cheetah, sloth, announcer and the commercial voice. |

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

| | |

|Comprehension |Let the students read the play thoroughly, comprehend it well and then answer the questions. Do |

| |this in class and move around between the children to make sure they are attentive while doing |

| |this exercise. |

| | |

| |A, B & C: Discuss in class and give for homework. |

|Word power |D & E: Discuss in class. Teach the children to see a dictionary. Give for homework. |

| | |

| |Let the students write the answers for homework. |

| | |

|Write the Answers |A: Make groups and let them discuss. Make sure you have one linguistic smart child in each group.|

| |B: Discuss and then organize a debate. |

|Listening / speaking | |

| |A: Let the children run their thoughts wild. An award presentation ceremony here could be very |

| |interesting with the cheetah trying to cheat but still not succeeding. |

|Writing skills |B: Ask the children to think, understand and then write the questions they would like to ask. |

| |Give for homework. |

|1 period |C: Write about the strange animal. Make it as interesting as possible. Give for homework. |

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4. Main Course Book 5

Unit 5: Fear and Courage

Poetry: Fear of the Dark

Class V

| | |

|Learning Outcome |During childhood, never scare a child like closing or threatening to lock them in a dark room. |

| |This develops fear in their heart and mind; fear that lingers on for life. As teenagers, we tend |

| |to scare our younger siblings imbedding in them fear for some sort. The sounds we hear in the |

| |dark are usually that of the wind that are generally mistaken for ghosts. Fear is only in our |

| |mind. |

|Optional |Teach the students to create shadows with their hands. |

| |Organize a shadow dance. |

|Project work / |Group activity: Arrange for a class night stay at school. Light a bon fire at night and let the |

|Material Required |children see the shadows that are created around them. Talk freely about them, trying to dissuade|

| |them from the fear of shadows. Shadows belong to objects. Inculcate in them to be brave and |

| |courageous. |

| | |

|Reading |To warm up, show the children some simple shadows that can be created by our hands like deer, |

| |butterfly, bird etc. |

|1 period |Read the poem with expression and feelings, explaining wherever necessary. Let the children learn|

| |the poetry. |

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

| | |

|Comprehension |Make sure all the students have understood the poem thoroughly. Question them orally. Ask them to|

| |once again read the poem and then answer all the questions. |

|1 period | |

5. The Storyteller Book 5

Lesson 2: Totto-chan

Class V

|Learning Outcome |We should accept a person as he/she is. Even if they are a bit different from you, make an effort|

| |to acknowledge their presence. Never let them feel that they are not like you, they might just be|

| |very nice people, very loving and honest. Main thing is a person’s nature, his/her ways and |

| |behaviour. |

|Optional |Organize a conversation between the headmaster and the mother. Choose two children, one as the |

| |headmaster and the other as the mother. After his conversation with Totto-chan, what would the |

|Project work / |headmaster say to her mother. |

|Material Required |Let the children choose one topic, anything they like and talk about it. |

| |Arrange for a debate-‘Should special children be a part of a normal school?’ |

| |Worksheet: ‘Find the thesaurus/synonym for’, ‘One word with two meanings’ |

|Reading |To warm up, talk to the children about special needs of special children and how we should make n|

| |effort to accept them in our life. |

|1 period |Let the students take turns to read the lesson. Explain wherever required. Keep questioning them |

| |in between to know that they are attentive. |

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

|About the story |Talk about the questions in class and let them write for homework. |

| |A: Explain to the children that plenty of words can have similar meanings. They are the |

| |‘thesaurus’ or ‘synonyms’ of the word. |

|Word power |B: One word can have different meaning at different places. Explain how that happens. |

| |Talk to the children about conversation, how dialogues are written/delivered. Have a brain |

| |storming session about the conversation between the headmaster and teacher. Then ask the children|

| |to write for homework. |

| |You can give this in the form of a worksheet. Discuss and them let them write for homework. |

|Creative work | |

| | |

| | |

|Writer’s craft | |

|1 period | |

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