Santoor Grade 5 English New book Lesson Plans PDF | All Chapters Explained || NCERT-Based Santoor Class 5 English Lesson Plans || Complete Santoor Grade 5 English Chapter-Wise Lesson Plans for Teachers

Introduction

Are you a primary teacher or educator looking for ready-made lesson plans for Santoor Grade 5 English? You're in the right place! This blog provides detailed, well-structured, NCERT-aligned lesson plans for all chapters, including poems and stories. These plans include learning outcomes, pedagogical strategies, assessments for all levels, 21st-century skills, and real-life applications. Whether you're teaching in a school or preparing for your classroom observation, this comprehensive guide will make your teaching smooth, engaging, and effective.

OTHER LESSON PLANS OF CLASS 5TH

HINDI LESSON PLAN

MATHS LESSON PLAN

TWAU LESSON PLAN

KHEL YOGA LESSON PLAN

BANSURI LESSON PLAN

Lesson Plan

Chapter 1- Papa’s Spectacles

1. Concept | संकल्पना

Importance of observation and attentiveness
Vocabulary and rhyming words through poetry
Humour in poetry and everyday life
Speaking and listening skills through poems
Positivity and expressing gratitude

2. Learning Outcomes | सीखने के परिणाम

Learner identifies rhyming and meaningful words in a poem.
Learner recites the poem with correct intonation and expressions.
Learner responds to questions based on the poem.
Learner expresses gratitude through words and writing.
Learner classifies and rearranges objects and words logically.

3. Pedagogical Strategies | शैक्षणिक रणनीतियाँ

1. Interactive Recitation: Recite poem using gestures and voice modulation.

2. Think-Pair-Share: Discuss misplaced items at home and school.

3. Role Play: Enact scenes where Papa is searching for spectacles.

4. Sorting Activity: Arrange words and objects based on size or category.

5. Picture-Based Discussion: Use visuals of spectacles, house objects, etc.

6. Word Game: Spelling correction and rhyming word matching.

7. Group Discussion: Gratitude expression – who helps us and how.

4. Integration with Other Subjects | अन्य विषयों के साथ एकीकरण

1. EVS: Discuss roles and responsibilities at home.

2. Math: Ascending/descending order activity with numbers/objects.

3. Hindi: Translate a line from the poem and find Hindi rhyming words.

4. Art: Draw spectacles and other commonly misplaced items.

5. ICT: Use digital flashcards and videos to enhance vocabulary.

5. Assessment | मूल्यांकन

Oral Assessment:

Q: Where did Papa finally find his spectacles?
Q: Recite the poem with expressions.

Written Assessment:

Q: Write a paragraph on something you misplaced and how you found it.
Q: Fill in the blanks – “Papa’s spectacles were on his ______.”
Complete spelling correction exercises from the textbook.

Behavioral Observation:

Participation in group tasks
Listening during poem recitation
Respecting peer opinions

Assessment for All Learner Levels:

Basic Learners: Match rhyming words (e.g., TV – be)
Average Learners: Reorder jumbled lines from the poem
Advanced Learners: Write the poem as a story using their own words

6. Resources | संसाधन

1. Textbook – Santoor Grade 5

2. Flashcards with poem vocabulary

3. Audio recording of poem recitation

4. ICT Tool – Smartboard/Projector for visuals of spectacles, home scenes

5. Worksheet – Spelling, preposition, and rhyming exercises

7. 21st Century Skills / Values / Education / Vocational Skill | 21वीं सदी के कौशल / मूल्य / शिक्षा / व्यावसायिक कौशल

Critical Thinking: Finding logical places to search for lost items
Communication: Expressing thoughts, feelings, and gratitude
Collaboration: Participating in group activities like role-play
Digital Literacy: Using digital tools for spell-check and story creation
Empathy & Values: Appreciating family support and being helpful

8. Extension / Real-life Application | विस्तार / वास्तविक जीवन में अनुप्रयोग

1. Learners talk about things they usually misplace at home.

2. Children help parents find lost items and express gratitude.

3. Learners observe things around them more attentively.

4. Children write thank-you notes to helpers at home or school.

5. Learners create a personal checklist to avoid misplacing items.

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Lesson Plan

Gone with the Scooter

1. Concept | संकल्पना

Observation, imagination, and honesty
Story sequencing and moral understanding
Importance of returning found items
Fun and teamwork through games
Road safety and awareness

2. Learning Outcomes | सीखने के परिणाम

Learner identifies main events from the story.
Learner imagines and expresses possible story extensions.
Learner uses new words like "grab", "dribble", "boast" in sentences.
Learner participates in discussion about road safety.
Learner writes dialogues and conversations.

3. Pedagogical Strategies | शैक्षणिक रणनीतियाँ

1. Story Mapping: Draw a story map showing key events.

2. Role Play: Enact the story scene – ball lost in scooter.

3. Think-Pair-Share: What would you do if you found someone’s ball?

4. Vocabulary Bingo: With new words like boast, rustling, dribble.

5. Creative Writing: Imagine where the ball went after the scooter.

6. Safety Circle: Discuss road safety rules with drawing activity.

7. Interactive Reading: Use actions and sound effects while reading.

4. Integration with Other Subjects | अन्य विषयों के साथ एकीकरण

1. EVS: Road safety, importance of helmet for both riders.

2. Art: Draw the scene – ball falling into scooter basket.

3. Math: Count and graph how many friends, how many passes, etc.

4. Value Education: Honesty – returning lost things.

5. Hindi: Compare vocabulary and try to translate simple lines.

5. Assessment | मूल्यांकन

Oral Assessment:

Q: What did Gopi find in the garden?
Q: What did children do after losing the ball?

Written Assessment:

Q: Write a short paragraph about a time you played with friends.
Q: Fill in the blanks using: rustling, thud, unaware, grab.
Q: Imagine and write a story: “Where did the hockey ball go?”

Behavioral Observation:

Shows honesty in group discussions
Takes turns and listens to peers
Demonstrates road safety understanding

Assessment for All Learner Levels:

Basic Learners: Match words with meanings (rustling – sound)
Average Learners: Sequence story pictures in order
Advanced Learners: Write a dialogue between Gopi and Ramani after the ball is lost

6. Resources | संसाधन

1. Story from Santoor Grade 5 textbook

2. Flashcards of story words: “boast”, “grab”, “thud”

3. ICT: Short video on road safety rules for children

4. Drawing sheet and colours

5. Worksheets on story completion and vocabulary

Problem Solving: What would you do if you lost or found something?
Teamwork: Playing and resolving issues with peers
Empathy: Understanding other’s emotions – e.g., Ramani's excitement
Creativity: Imaginative writing about the ball’s journey
Safety Awareness: Road safety learning through storytelling

8. Extension / Real-life Application | विस्तार / वास्तविक जीवन में अनुप्रयोग

1. Students share real incidents of finding or losing things.

2. Practice road safety rules while crossing roads or riding a bicycle.

3. Write thank-you notes to friends who help or support them.

4. Design a “Lost and Found” poster for the school notice board.

5. Encourage returning found items honestly.

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Lesson Plan

Chapter 3: "The Rainbow"

1. Concept

The poem "The Rainbow" celebrates the beauty of nature, comparing human-made objects (boats, ships, bridges) with natural wonders (clouds, rainbows).
It highlights the poet’s admiration for the rainbow as a bridge between earth and sky, symbolizing joy and imagination.

2. Learning Outcomes

By the end of the lesson, students:

Recite the poem with correct pronunciation and rhythm.
Identify rhyming words and metaphors (e.g., "bow that bridges heaven").
Compare natural and human-made objects using adjectives.
Express personal connections to rainbows through creative writing.
Demonstrate understanding of abstract nouns (e.g., joy, beauty) from the poem.

3. Pedagogical Strategies

1. Multisensory Learning:

o Show videos of rainbows forming (ICT resource) and listen to rain sounds.

o Use colored ribbons to mimic a rainbow’s arc.

2. Collaborative Discussion:

o Think-Pair-Share: "Why does the poet find rainbows ‘prettier’ than bridges?"

3. Creative Expression:

o Draw/paint a rainbow and label colors (VIBGYOR).

o Write a short poem about their favorite natural wonder.

4. Language Skills:

o Identify prefixes (re-, un-) in words like "rebuild" or "unhappy."

5. Role Play:

o Act as clouds, boats, or rainbows to narrate their "feelings."

6. Critical Thinking:

o Debate: "Are human-made things (bridges) or natural things (rainbows) more useful?"

7. Real-world Connection:

o Discuss how rainbows appear after rain (science link).

4. Integration with Other Subjects

Science: How rainbows form (light refraction).
Art: Color mixing (e.g., red + blue = purple).
Geography: Types of bridges worldwide.
Math: Counting colors/patterns in symmetrical shapes.

5. Assessment

Oral:

Recite the poem with emotions (happy/angry/surprised tones).
Q&A: "What does the rainbow symbolize in the poem?"

Written:

Worksheet: Fill in blanks (e.g., "Boats sail on ______").
Write 5 sentences using abstract nouns (e.g., "The rainbow fills me with joy.").

Behavioral:

Participation in group activities (e.g., rainbow craft).
Respect for peers’ opinions during debates.

Level-based Questions:

Basic: List colors in a rainbow.
Intermediate: Compare a rainbow and a bridge.
Advanced: "If you could design a bridge, how would it look?"

6. Resources

ICT: YouTube video on rainbow formation, DIKSHA audio of the poem.
Print: NCERT textbook, picture cards of bridges/rainbows.
Physical: Watercolors, prisms, flashcards for rhyming words.
Community: Invite an artist to demonstrate color blending.

7. 21st Century Skills / Values / Vocational Skills

Creativity: Design a rainbow-themed poster.
Empathy: Discuss how nature inspires happiness.
Environmental Awareness: Importance of preserving natural beauty.
Vocational Link: Careers in meteorology or art.

8. Extension / Real-life Application

Home Task: Observe the sky after rain; note colors.
Project: Create a "Rainbow Journal" with weather observations.
School Campaign: "Save Water to See More Rainbows."

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Lesson Plan

Chapter 4: "The Wise Parrot"

1. Concept

The story "The Wise Parrot" teaches the value of freedom, intelligence, and compassion through the tale of a caged parrot who cleverly gains its liberty.
It highlights themes of trust, deception for a good cause, and respect for nature.

2. Learning Outcomes

By the end of the lesson, students:

Summarize the story in their own words.
Identify the moral ("Freedom is precious; wisdom triumphs over force").
Discuss why the parrot's plan was clever.
Relate the story to real-life situations (e.g., helping others gain freedom).
Use new vocabulary (e.g., merchant, cunning, perched) in sentences.

3. Pedagogical Strategies

1. Interactive Storytelling:

o Read aloud with voice modulation (e.g., parrot’s sly tone, merchant’s distress).

o Use puppets or role-play to act out key scenes.

2. Critical Thinking:

o Debate: "Was the parrot right to trick the merchant?"

o Predict: "What if the merchant had understood the parrot’s plan?"

3. Creative Expression:

o Draw the parrot’s escape sequence.

o Write an alternate ending (e.g., the merchant learns a lesson).

4. Values Integration:

o Discuss: "How would you feel if you were caged?" (Empathy building).

5. Language Skills:

o Identify verbs (e.g., swooped, deceived) and adjectives (e.g., wise, cunning).

6. Collaborative Activity:

o Group discussion: "Name other stories where animals outsmart humans."

7. Real-World Connection:

o Link to bird conservation (e.g., why birds shouldn’t be caged).

4. Integration with Other Subjects

Science: Bird adaptations (e.g., how parrots mimic sounds).
Social Science: Discuss wildlife protection laws.
Art: Create a "Freedom Poster" for birds.
Moral Science: Honesty vs. cleverness for a good cause.

5. Assessment

Oral:

Retell the story using picture prompts.
Q&A: "Why did the parrot pretend to die?"

Written:

Worksheet: Fill in blanks (e.g., "The parrot lived in a _____ of gold").
Write a diary entry from the parrot’s perspective.

Behavioral:

Participation in role-play/discussions.
Respect for peers’ opinions during debates.

Level-based Questions:

Basic: Who are the main characters?
Intermediate: How did the parrot trick the merchant?
Advanced: "Would you set a pet bird free? Why?"

6. Resources

ICT: Video of parrots in the wild (National Geographic).
Print: Flashcards with vocabulary, story sequencing cards.
Physical: Bird feathers, a small cage (for demonstration).
Community: Invite a bird rescuer to speak about wildlife rehab.

7. 21st Century Skills / Values / Vocational Skills

Critical Thinking: Analyzing the parrot’s strategy.
Empathy: Understanding animals’ desire for freedom.
Creativity: Designing a "bird-friendly" garden.
Vocational Link: Careers in wildlife conservation.

8. Extension / Real-life Application

Home Task: Observe birds in your area; note their behaviors.
Project: Build a bird feeder (link to Chapter 3’s activity).
School Campaign: "Say No to Caged Birds."

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Lesson Plan

Chapter 5: "The Frog"

1. Concept

The poem "The Frog" describes the life cycle, habitat, and characteristics of frogs in an engaging, rhythmic style.
It highlights adaptations (webbed feet, camouflage) and survival challenges (predators like snakes).
Connects to themes of nature appreciation and biodiversity.

2. Learning Outcomes

By the end of the lesson, students:

1. Recite the poem with expression and rhythm.

2. Describe a frog’s life cycle (egg → tadpole → frog) and habitat.

3. Identify action words (e.g., hop, swim, croak) and rhyming pairs.

4. Compare frogs and other amphibians (e.g., toads).

5. Express the importance of frogs in ecosystems through a poster/writing.

3. Pedagogical Strategies

1. Multisensory Learning:

o Play frog sounds/videos (ICT).

o Use a tadpole-to-frog life cycle model.

2. Creative Expression:

o Art: Draw a frog’s habitat with labels (pond, lily pads).

o Drama: Act out frog movements (hopping, swimming).

3. Language Skills:

o Highlight onomatopoeia (e.g., croak, splash).

o Frame sentences using verbs from the poem.

4. Science Integration:

o Discuss frog adaptations (e.g., sticky tongue for catching insects).

5. Critical Thinking:

o Debate: "Why are frogs important to humans?" (Pest control, medicine).

6. Collaborative Activity:

o Group quiz: "True or False—Frogs drink through their skin!"

7. Real-World Connection:

o Visit a local pond (if possible) or analyze a water sample for tadpoles.

4. Integration with Other Subjects

Science: Amphibian classification, food chains.
Math: Count frog eggs (clusters of 10–100).
Art: Origami frogs or clay models.
Social Science: Discuss wetlands conservation.

5. Assessment

Oral:

Recite the poem with gestures (e.g., hopping for "I jump so high").
Q&A: "How do frogs breathe underwater?" (Through skin!).

Written:

Worksheet: Fill in blanks (e.g., "Frogs use their _____ to catch food").
Write 3 sentences on "How to protect frogs."

Behavioral:

Participation in drama/group activities.
Respect for living creatures during discussions.

Level-based Questions:

Basic: Name two things frogs eat.
Intermediate: Why do frogs have webbed feet?
Advanced: "What happens if frogs disappear from ponds?"

6. Resources

ICT:

Video: Frog life cycle (YouTube).
App: "FrogID" (to identify frog calls).

Print: Diagram of frog anatomy, poem flashcards.
Physical: Magnifying glasses (for pond exploration), frog puppets.
Community: Invite a biologist to discuss local frog species.

7. 21st Century Skills / Values / Vocational Skills

Environmental Stewardship: Frog conservation.
Creativity: Designing a "Frog Sanctuary" poster.
Collaboration: Group projects on frog habitats.
Vocational Link: Careers in herpetology or ecology.

8. Extension / Real-life Application

Home Task: Observe rain puddles for frogs/toads.
Project: Build a mini-pond in school (using a container, rocks, water plants).
School Campaign: "Save Our Frogs" (ban pesticides near water bodies).

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Lesson Plan

Chapter 6: "What a Tank!"

1. Concept

The chapter explores traditional water storage systems in India, focusing on Punjab's creatively designed overhead tanks.
Themes: Water conservation, cultural heritage, and community collaboration in rural areas.

2. Learning Outcomes

By the end of the lesson, students will:

1. Describe the purpose and uniqueness of Punjab’s water tanks.

2. Compare traditional (e.g., Tankas, Ooranis) and modern water storage methods.

3. Explain how tank designs reflect owners’ identities (e.g., football-shaped tanks for sports lovers).

4. Create a model/prototype of an innovative water tank.

5. Discuss water conservation’s importance through a poster/slogan.

3. Pedagogical Strategies

1. Visual Learning:

o Show images/videos of artistic water tanks (ICT).

o Compare Punjab’s tanks with local water storage (e.g., Matkas, wells).

2. Hands-on Activity:

o Build a mini-tank model using clay/recycled materials (shapes: tractor, rooster).

3. Group Discussion:

o Debate: "Are decorative tanks practical or just artistic?"

4. Language Skills:

o Vocabulary: Conservation, heritage, concrete.

o Write a paragraph: "If I had a water tank, it would look like…"

5. Science Integration:

o How tanks prevent water evaporation (STEM link).

6. Role Play:

o Act as villagers planning a community tank.

7. Real-World Connection:

o Interview grandparents about traditional water sources.

4. Integration with Other Subjects

Science: Water cycle, evaporation.
Social Science: Punjab’s culture, water scarcity issues.
Math: Measure water tank capacities (liters/gallons).
Art: Design a tank with cultural motifs (e.g., Phulkari patterns).

5. Assessment

Oral:

Present tank models with explanations (e.g., "My tank is shaped like a book because I love reading").
Q&A: "Why do Punjab’s tanks have unique shapes?"

Written:

Worksheet: Label parts of a water tank (inlet, outlet, base).
Short essay: "How can we save water at school?"

Behavioral:

Teamwork during model-making.
Respect for diverse opinions in discussions.

Level-based Questions:

Basic: Name one traditional water storage system.
Intermediate: How do tanks help in water conservation?
Advanced: "What problems arise if community tanks are neglected?"

6. Resources

ICT:

Video: Rainwater harvesting in Rajasthan.
Google Earth: Locate Punjab’s villages with unique tanks.

Print: Diagrams of tank construction, flashcards (e.g., pani ki tanki).
Physical: Clay, cardboard, paint for models.
Community: Invite a mason to explain tank-building techniques.

7. 21st Century Skills / Values / Vocational Skills

Innovation: Designing eco-friendly tanks.
Collaboration: Group model-making.
Environmental Awareness: Water conservation slogans.
Vocational Link: Careers in plumbing, architecture.

8. Extension / Real-life Application

Home Task: Check home water tanks; note their shapes/capacity.
Project: Start a "Save Water" club to fix leaky taps in school.
School Campaign: "Adopt a Tank"—Decorate school’s water tank with murals.

Note: For inclusive learning, use tactile models (textured materials) for visually impaired students.

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Lesson Plan

Chapter 7: "Gilli Danda"

1. Concept

The chapter introduces Gilli Danda, a traditional Indian outdoor game that promotes teamwork, physical fitness, and strategic thinking.
It connects to themes of cultural heritage, sportsmanship, and simple joys of childhood.

2. Learning Outcomes

By the end of the lesson, students will:

1. Explain the rules and objectives of Gilli Danda.

2. Demonstrate basic gameplay skills (hitting, catching).

3. Discuss the importance of traditional games in modern times.

4. Compare Gilli Danda with similar games (e.g., cricket, baseball).

5. Create a poster/slogan promoting traditional sports.

3. Pedagogical Strategies

1. Experiential Learning:

o Live Demo: Teacher demonstrates how to play (use safe, lightweight sticks).

o Outdoor Session: Students play in small groups (mark play area with chalk).

2. Cultural Connection:

o Discuss regional names for Gilli Danda (e.g., Danguli in Bengal, Viti Dandu in Maharashtra).

3. STEM Link:

o Measure distances hit (math integration).

o Discuss force/angles in hitting the gilli (physics).

4. Language Skills:

o Vocabulary: Danda, Gilli, Swing, Pitcher.

o Write a short paragraph: "My First Time Playing Gilli Danda."

5. Creative Expression:

o Art: Design a gilli and danda using recycled materials.

6. Debate:

o "Traditional Games vs. Video Games: Which are better?"

7. Real-World Connection:

o Interview grandparents about games they played as children.

4. Integration with Other Subjects

PE: Develop hand-eye coordination and motor skills.
Math: Scoring/measurement (e.g., "My gilli flew 3 meters!").
Social Science: History of indigenous games in India.
Art: Decorate gilli-danda sticks with traditional patterns.

5. Assessment

Oral:

Explain rules in their own words.
Q&A: "Why is teamwork important in Gilli Danda?"

Written:

Worksheet: Sequence the steps of gameplay.
Reflection: "What I learned from playing Gilli Danda."

Behavioral:

Sportsmanship during gameplay.
Participation in group discussions.

Level-based Questions:

Basic: Name the two sticks used in the game.
Intermediate: How is scoring done in Gilli Danda?
Advanced: "How would you adapt this game for indoor play?"

6. Resources

Physical: Bamboo sticks (danda), small wooden piece (gilli), chalk.
ICT: Video of Gilli Danda tournaments (e.g., rural competitions).
Print: Rulebook with illustrations, flashcards of terms.
Guest Speaker: Local sports coach to discuss traditional games.

7. 21st Century Skills / Values / Vocational Skills

Teamwork: Collaborative gameplay.
Critical Thinking: Strategizing hits/catches.
Cultural Pride: Preserving heritage.
Vocational Link: Sports coaching, toy-making (handcrafted gilli-danda sets).

8. Extension / Real-life Application

Home Task: Teach Gilli Danda to a sibling/friend.
Project: Organize a school-wide Gilli Danda tournament.
Community Outreach: Donate handmade gilli-danda sets to local NGOs.

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Lesson Plan

Chapter 8: "The Decision of the Panchayat"

1. Concept

The story highlights traditional village governance (Panchayat system) and ethical decision-making through a dispute over water rights.
Key Themes: Justice, wisdom, community harmony, and problem-solving without force.

2. Learning Outcomes

By the end of the lesson, students will:

1. Summarize the story’s conflict and resolution.

2. Explain the role of a Panchayat in villages.

3. Discuss the moral: "Fairness triumphs over cunning."

4. Relate the story to modern conflict-resolution (e.g., school disputes).

5. Dramatize key scenes to internalize values.

3. Pedagogical Strategies

1. Interactive Storytelling:

o Read aloud with pauses for predictions ("What will the Panchayat decide?").

o Use a gram panchayat mock setup with student roles (farmer, neighbor, Panchayat members).

2. Critical Thinking Activities:

o Debate: "Was the neighbor’s trick justified?"

o Venn Diagram: Compare Panchayat system vs. court trials.

3. Values Integration:

o Circle Time: Share personal experiences of fairness/unfairness.

4. Language Skills:

o Vocabulary: Adamant, cunning, judgment, wisdom.

o Write a letter from the farmer to his son explaining the incident.

5. Creative Expression:

o Art: Draw a scene of the Panchayat meeting under the banyan tree.

6. Real-World Connection:

o Invite a local Panchayat member to speak (or watch an interview video).

7. Drama Activity:

o Role-play alternative endings (e.g., neighbor apologizes willingly).

4. Integration with Other Subjects

Social Science: Local self-governance (Gram Panchayat roles).
Moral Science: Honesty and ethical decision-making.
Language: Persuasive writing ("Why the Panchayat’s decision was wise").
Drama: Expressing emotions through role-play.

5. Assessment

Oral:

Retell the story from the Panchayat head’s perspective.
Q&A: "What would you do if you were the farmer?"

Written:

Worksheet: Match characters to actions (e.g., Who said, "Remove your water"?).
Diary Entry: Write as the neighbor after the judgment.

Behavioral:

Participation in role-play/discussions.
Respectful listening during debates.

Level-based Questions:

Basic: Who were the two main characters in dispute?
Intermediate: Why did the Panchayat ask the neighbor to remove the water?
Advanced: "How can schools use Panchayat-like systems to solve conflicts?"

6. Resources

ICT: Video of a real Panchayat meeting (e.g., Rajya Sabha TV documentary).
Print: Flashcards with key terms, story sequencing cards.
Physical: Props for role-play (turban, gamcha, fake well).
Community Resource: Elder from a village to share Panchayat experiences.

7. 21st Century Skills / Values / Vocational Skills

Critical Thinking: Analyzing ethical dilemmas.
Empathy: Understanding multiple perspectives.
Leadership: Role-playing Panchayat members.
Vocational Link: Careers in law/community service.

8. Extension / Real-life Application

Home Task: Discuss a family dispute resolved through dialogue.
Project: Create a "Class Panchayat" to address minor student conflicts.
School Campaign: Poster-making on "Justice and Fairness."

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Lesson Plan

Chapter 9: "Vocation"

1. Concept

The poem "Vocation" by Rabindranath Tagore explores a child's envy of the perceived freedom of laborers (a hawker, gardener, and watchman).
Themes: Freedom vs. responsibility, childhood curiosity, and societal roles.

2. Learning Outcomes

By the end of the lesson, students will:

1. Recite the poem with rhythm and emotion.

2. Interpret the child’s perspective on different vocations.

3. Compare the apparent freedom of laborers with their realities.

4. Express their own vocational dreams through writing/art.

5. Discuss the value of all professions (no job is "small").

3. Pedagogical Strategies

1. Multisensory Introduction:

o Play sounds of a hawker’s call, gardener digging, and watchman’s whistle.

o Show images of the three professions (ICT).

2. Interactive Reading:

o Think-Pair-Share: "Why does the child admire these jobs?"

o Dramatization: Students act out stanzas (e.g., swinging a lantern like the watchman).

3. Critical Discussion:

o Debate: "Is the hawker/gardener/watchman truly ‘free’?"

o Venn Diagram: Child’s vs. adult’s view of work.

4. Language Skills:

o Vocabulary: Vocation, drudgery, lantern, spade.

o Write a stanza about a profession they admire (e.g., "When I see the astronaut...").

5. Real-World Connection:

o Guest Speaker: Invite a hawker/gardener to class (or watch interviews).

6. Creative Expression:

o Art: Draw "A Day in the Life" of a watchman.

o Music: Sing the poem with a tune (Tagore’s original style).

7. Reflection:

o Journal Entry: "What I want to be vs. what my parents want."

4. Integration with Other Subjects

Social Science: Discuss informal labor rights.
Music: Set the poem to a melody (link to Tagore’s Rabindra Sangeet).
Art: Collage of different professions.
Moral Science: Respect for all jobs (e.g., "Why we thank sanitation workers").

5. Assessment

Oral:

Recite one stanza with expressive tone.
Q&A: "Why does the child envy the watchman?"

Written:

Worksheet: Fill in blanks (e.g., "The hawker sells ______").
Letter: "Dear Hawker, I admire you because…"

Behavioral:

Participation in dramatization.
Empathy during guest speaker session.

Level-based Questions:

Basic: Name the three professions in the poem.
Intermediate: What does "vocation" mean?
Advanced: "Is freedom the same as happiness? Debate."

6. Resources

ICT:

Audio of Tagore’s poems (YouTube).
Video: "A Day in the Life of a Street Hawker."

Print: Flashcards with poem lines, images of tools (spade, lantern).
Physical: Props for role-play (toy coins, gardening tools).
Community: Parent volunteers share their professions.

7. 21st Century Skills / Values / Vocational Skills

Empathy: Understanding laborers’ challenges.
Creativity: Writing new stanzas.
Critical Thinking: Analyzing societal hierarchies.
Vocational Link: Career exploration (e.g., "Meet a Potter" workshop).

8. Extension / Real-life Application

Home Task: Interview a family member about their job.
Project: "Unsung Heroes" poster series (highlighting essential workers).
School Activity: "Role-Reversal Day" (students shadow school staff).

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Lesson Plan

Chapter 10: "Glass Bangles"

1. Concept

The story highlights Firozabad's glass bangle industry, showcasing traditional craftsmanship, generational skills, and modern innovation through the journey of Ravi (artisan) and his daughter Ananya.
Themes: Cultural heritage, gender roles in crafts, and balancing tradition with change.

2. Learning Outcomes

By the end of the lesson, students will:

1. Describe the process of making glass bangles.

2. Explain the significance of bangles in Indian culture (e.g., festivals, weddings).

3. Compare traditional and modern bangle designs.

4. Debate the challenges faced by artisans (child labor, low wages).

5. Create a poster/collage on "Save Handicrafts."

3. Pedagogical Strategies

1. Visual Storytelling:

o Show documentaries on Firozabad’s bangle industry (e.g., YouTube: "The Glassmakers of Firozabad").

o Display real glass bangles (or images) with regional names (chooda, kada).

2. Hands-on Activity:

o Art: Decorate paper bangles with traditional motifs (using glitter, beads).

o Science: Discuss glass properties (transparency, melting point).

3. Role Play:

o Act as Ravi/Ananya debating design changes.

4. Critical Discussion:

o Circle Time: "Should children learn family crafts or go to school?"

5. Language Skills:

o Vocabulary: Furnace, artisan, floral patterns, innovation.

o Write a diary entry as Ananya: "My First Design Success."

6. Real-World Connection:

o Guest Speaker: Local artisan/parent who works with hands (potter, weaver).

7. Math Integration:

o Calculate profit margins (e.g., "If 10 bangles cost ₹50, what’s the cost of 100?").

4. Integration with Other Subjects

Science: States of matter (glass melting/solidifying).
Social Science: Child labor laws, "Make in India" campaign.
Art & Culture: Regional jewelry variations (e.g., Lac bangles of Rajasthan).
Economics: Supply-demand of handicrafts.

5. Assessment

Oral:

Explain bangle-making steps in own words.
Q&A: "Why did Ananya mix modern designs with traditional ones?"

Written:

Worksheet: Label tools (furnace, molds) and steps (heating, shaping).
Letter: "To PM Modi: How to protect bangle artisans."

Behavioral:

Teamwork in group activities (e.g., poster-making).
Sensitivity during child labor discussions.

Level-based Questions:

Basic: What is Firozabad famous for?
Intermediate: How does Ananya help her father?
Advanced: "Can machines replace bangle artisans? Why/why not?"

6. Resources

ICT:

VR tour of a glass furnace (Google Arts & Culture).
Video: "From Sand to Sparkle – The Journey of a Bangles."

Print: Map of Firozabad, infographic on bangle types.
Physical: Paper, beads, colors for bangle craft.
Community: Visit a local jewelry shop to observe handmade items.

7. 21st Century Skills / Values / Vocational Skills

Innovation: Designing eco-friendly bangles (recycled glass).
Empathy: Understanding artisans’ struggles.
Entrepreneurship: "Market Your Bangle" pitch activity.
Vocational Link: Careers in design, handicraft marketing.

8. Extension / Real-life Application

Home Task: Interview grandparents about traditional jewelry.
Project: Organize a "Handmade Bangle Sale" to support local artisans.
School Campaign: "Say No to Machine-Made Bangles" awareness drive.

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Conclusion

We hope these chapter-wise lesson plans for Santoor Class 5 English help you create a fun, inclusive, and goal-oriented classroom experience. Each plan is thoughtfully designed to align with NCERT learning outcomes, integrate multiple subjects, and promote critical skills in young learners. Bookmark this page or share it with fellow educators who are looking for smart teaching solutions. Stay tuned for more subject-wise and grade-wise lesson plan guides!

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