Class 2 English Lesson Plans as per CG & Competencies | Complete Teacher Guide || Class 2 English Competency-Based Lesson Plans PDF | CG Wise Teaching Plans || Class 2 English CG-Based Lesson Plans | Competency-Based Teaching Guide 2026 ||

 

LESSON PLANS

Chapter 3  – It is Fun

1. Concept / Curricular Goals (CG)

CG-1: Sustains effective communication skills for day-to-day interactions by reciting the poem, answering oral questions, participating in conversations, and expressing ideas confidently.

CG-2: Develops reading fluency and comprehension by reading the poem with proper rhythm, recognising sight words, understanding animal actions, and interpreting picture-based information.

CG-3: Develops writing skills by forming meaningful sentences using action words, writing short descriptions, and expressing ideas through picture-based writing.

CG-4: Enriches vocabulary by learning action words, names of animals and birds, sight words, and using them appropriately in speaking and writing.

 

2. Competencies / Learning Outcomes (NCERT)

Students are able to—

• C-1.3: Converse meaningfully by answering questions based on the poem and imaginary situations.
• C-1.4: Recite the poem confidently with proper rhythm and expression.
• C-2.2: Recognise sight words, action words, punctuation marks and simple sentence patterns.
• C-2.3: Read the poem fluently with correct pronunciation and pauses.
• C-2.4: Understand the poem and answer comprehension questions correctly.
• C-3.1: Write simple sentences using words like climb, leap, swim, trot and fly.
• C-3.3: Express imagination by describing what they would do if they were an animal.
• C-4.1: Use newly learnt vocabulary while speaking and writing.

 

3. Integration with Other Subjects

• EVS: Identify animals, birds and their movements, habitats and characteristics.
• Physical Education: Perform movements such as hopping, climbing, running, flying and swimming through action games.
• Art & Craft: Draw favourite animals and colour them creatively.
• Music: Recite the poem rhythmically with actions and sing the "Song of I".
• Theatre: Role-play different animals using gestures, sounds and movements.

 

4. Real-Life Application / Joyful Learning

• Observe animals and birds in the surroundings and describe their actions.
• Mimic different animal movements in a fun classroom activity.
• Play "Guess the Animal" using sounds and actions.
• Talk about favourite animals and explain why they like them.
• Participate in picture talk and storytelling using imagination.
• Connect action words with daily activities such as run, jump and climb.

 

 

21st Century Skills

• Communication through poem recitation and discussion.
• Creativity through role-play, drawing and imagination.
• Critical thinking while matching animals with actions.
• Collaboration in pair and group activities.
• Observation skills through picture reading.

Value Education

• Love and kindness towards animals.
• Respect for nature and living beings.
• Confidence in expressing ideas.
• Cooperation while working with classmates.
• Appreciation of different abilities of animals.

Vocational Skills

• Observation and identification skills.
• Speaking confidently before a group.
• Listening carefully and following instructions.
• Creative presentation through drawing and acting.

 

6. Pedagogical Strategies

• Storytelling: Introduce the poem through a short story about animals.
• Theatre/Role Play: Students imitate different animals and speak as those animals.
• Toy-Based Learning: Use animal toys or puppets to introduce vocabulary.
• Experiential Learning: Students perform actions like hop, leap, trot and fly.
• Poem Recitation: Choral reading, pair reading and action recitation.
• Picture Reading: Observe pictures and describe what is happening.
• Interactive Discussion: Teacher asks imaginative questions and encourages every child to respond.

 

7. Assessment (Item Format)

Oral Assessment

• Recite the poem with correct pronunciation.
• Identify animals from sounds.
• Answer simple comprehension questions.
• Speak one sentence about a favourite animal.

Written Assessment

• Match animals with their actions.
• Fill in the blanks using action words.
• Make sentences using given words.
• Write two sentences about the picture.
• Circle the correct sight word.

Activity-Based Assessment

• Animal role-play.
• Picture description.
• Action game.
• Vocabulary flashcard activity.

Observation Checklist

• Reads fluently.
• Speaks confidently.
• Uses new vocabulary.
• Participates actively.
• Writes meaningful sentences.

 

8. Resources (Digital / Physical)

Digital Resources

• Animal sound audio clips.
• Short animated video on animal movements.
• Smart board/PPT showing animals.
• Interactive phonics video.
• Digital flashcards.

Physical Resources

• Textbook.
• Animal flashcards.
• Puppets or toy animals.
• Picture cards.
• Blackboard and chalk.
• Word cards.
• Worksheets.

 

9. Competency-Based Assessment

Competency	Assessment Task
Communication	Recite the poem with actions and answer oral questions.
Reading	Read the poem aloud with correct pronunciation and pauses.
Comprehension	Answer "Who?", "What?" and "Which?" questions from the poem.
Vocabulary	Match animals with their actions and use new words in sentences.
Writing	Write 3–4 simple sentences about a favourite animal or picture.
Creativity	Imagine being an animal and describe what you would do.

 

10. Homework

• Learn the poem with proper actions.
• Draw your favourite animal and write three sentences about it.
• Write five action words from the chapter.
• Observe any animal near your home and write two things it can do.
• Read the poem aloud to a family member.

 

11. Planning for Remedial Teaching

• Teach vocabulary using flashcards and real pictures.
• Conduct phonics practice for difficult words.
• Use repeated reading with teacher support.
• Pair slow learners with peer buddies.
• Give oral practice before written work.
• Use simple worksheets with matching and picture clues.
• Encourage speaking through games and role-play.
• Provide individual feedback and positive reinforcement.

______________________________________________________________________________

 

Chapter 4 – Seeing without Seeing

 

1. Concept / Curricular Goals (CG)

CG-1: Develops effective communication by listening to the story, expressing opinions, participating in discussions, and sharing personal experiences.

CG-2: Develops reading fluency and comprehension by reading the story with proper pronunciation, understanding the sequence of events, identifying characters, and answering comprehension questions.

CG-3: Develops writing skills by completing sentences, answering questions, and writing about family activities and personal experiences.

CG-4: Enriches vocabulary by learning sight words, new words, sensory-related vocabulary, and using them correctly in speaking and writing.

 

 

Students are able to—

• C-1.2: Listen to the story and identify the main characters, events and message.
• C-1.3: Participate confidently in classroom discussions and answer oral questions.
• C-1.4: Express ideas and experiences during role-play and group activities.
• C-2.2: Recognise sight words, punctuation marks and sentence structures.
• C-2.3: Read the story fluently with correct pronunciation and expression.
• C-2.4: Understand the story and answer comprehension questions correctly.
• C-3.1: Write meaningful sentences about family members and daily activities.
• C-4.1: Use new vocabulary such as quiet, sniff, blink, joy, difficulties appropriately in speech and writing.

 

3. Integration with Other Subjects

• EVS: Learn about the five senses and how differently-abled people perform daily activities.
• Health & Physical Education: Practise eye care habits and simple eye exercises.
• Art & Craft: Draw objects identified through smell and taste.
• Music: Identify objects through different sounds.
• Life Skills: Develop empathy, kindness and cooperation towards visually impaired people.

 

4. Real-Life Application / Joyful Learning

• Play a "Blindfold Guessing Game" using safe classroom objects.
• Identify familiar objects using touch, smell, hearing and taste.
• Discuss ways to help visually impaired people in daily life.
• Observe good eye-care habits at home and school.
• Share family activities and experiences with classmates.
• Learn to appreciate how different senses help us in everyday life.

 

5. 21st Century Skills / Value Education / Vocational Skills

21st Century Skills

• Effective communication
• Observation and sensory awareness
• Critical thinking and problem-solving
• Collaboration during group activities
• Creativity through role-play and drawing

Value Education

• Empathy towards differently-abled people.
• Respect and inclusion for everyone.
• Helping others with kindness.
• Confidence in expressing ideas.
• Responsibility for personal health and eye care.

Vocational Skills

• Observation skills.
• Listening carefully and following instructions.
• Safe handling of classroom materials.
• Effective interpersonal communication.

 

6. Pedagogical Strategies

• Storytelling: Narrate the story using expression and picture cards.
• Theatre/Role Play: Enact the conversation between Onshangla and Ava.
• Experiential Learning: Conduct blindfold activities using safe classroom objects.
• Toy-Based Learning: Use real objects and educational toys for sensory identification.
• Discussion Method: Encourage students to express feelings about helping others.
• Picture-Based Learning: Use illustrations to predict and retell the story.
• Collaborative Learning: Pair and group activities for guessing games and discussions.

 

7. Assessment (Item Format)

Oral Assessment

• Read a short passage aloud.
• Answer comprehension questions.
• Identify objects using clues.
• Explain how to help a visually impaired friend.

Written Assessment

• Fill in the blanks.
• Short answer questions.
• Sentence writing.
• Vocabulary matching.
• Picture-based writing.

Activity-Based Assessment

• Blindfold sensory game.
• Role-play activity.
• Eye-care demonstration.
• Picture discussion.

Observation Checklist

• Reads fluently.
• Listens attentively.
• Speaks confidently.
• Uses new vocabulary.
• Shows empathy and cooperation.
• Participates actively in activities.

 

8. Resources (Digital / Physical)

Digital Resources

• Audio clips of different sounds.
• Short video on the five senses.
• Video on helping visually impaired people.
• Smart Board/PPT presentation.
• Interactive vocabulary games.

Physical Resources

• Textbook.
• Blindfold/scarf.
• Bell, flower, juice, water and other safe objects.
• Flashcards.
• Picture cards.
• Worksheets.
• Blackboard and chalk.

 

9. Competency-Based Assessment

Competency	Assessment Task
Listening	Listen to the story and answer oral questions.
Communication	Participate in role-play and classroom discussion.
Reading	Read the story aloud with fluency and expression.
Comprehension	Sequence the story events and answer questions.
Vocabulary	Use new words in meaningful sentences.
Writing	Write about favourite family activities and complete workbook exercises.
Life Skills	Demonstrate empathy and explain how to help visually impaired people.

 

10. Homework

• Read the story aloud to a family member.
• Write five things you can do by yourself.
• Draw two objects you like to smell and two you like to taste.
• Write three good habits for taking care of your eyes.
• Observe how your five senses help you during the day and share one example in class.

 

11. Planning for Remedial Teaching

• Pre-teach difficult vocabulary using pictures and real objects.
• Read the story in small parts with repeated practice.
• Use phonics support for unfamiliar words.
• Pair slow learners with supportive peers.
• Conduct additional oral comprehension activities.
• Use matching, picture clues and simple worksheets.
• Give extra practice in sentence formation.
• Provide individual guidance and positive reinforcement to build confidence.

_______________________________________________________________________________

 

Unit 3 – Going Places

Chapter 1 – Come Back Soon

 

1. Concept / Curricular Goals (CG)

CG-1: Develops effective communication by reciting the poem, sharing travel experiences, answering questions, and participating in classroom discussions.

CG-2: Develops reading fluency and comprehension by reading the poem with correct pronunciation, identifying different means of transport, and understanding the main idea.

CG-3: Develops writing skills by classifying vehicles, writing names of different means of transport, and expressing personal travel experiences through simple sentences.

CG-4: Enriches vocabulary by learning transport-related words, travel expressions, action words, and using them appropriately in speaking and writing.

 

2. Competencies / Learning Outcomes (NCERT)

Students are able to—

• C-1.1: Listen carefully to the poem and identify important ideas.
• C-1.3: Share personal travel experiences confidently with classmates.
• C-1.4: Recite the poem with proper rhythm, pronunciation, and expression.
• C-2.2: Recognise sight words, transport-related vocabulary, and simple sentence structures.
• C-2.3: Read the poem fluently with appropriate pauses.
• C-2.4: Understand the poem and answer comprehension questions.
• C-3.1: Write simple sentences about travelling and favourite vehicles.
• C-4.1: Use new vocabulary such as bus, train, boat, plane, taxi, rocket, near, and far correctly in speaking and writing.

 

3. Integration with Other Subjects

• EVS: Learn different means of transport and classify them into land, air, and water transport.
• Art & Craft: Draw favourite or imaginary vehicles and colour them creatively.
• Mathematics: Count and classify different vehicles using simple tables.
• Physical Education: Action-based rhyme using movements such as jump, stand, stop and run.
• General Knowledge: Discuss safe travelling habits and traffic awareness.

 

4. Real-Life Application / Joyful Learning

• Share real travel experiences with family or friends.
• Identify different vehicles seen on the way to school.
• Play "Guess the Vehicle" using clues or sounds.
• Sort toy vehicles into land, air and water categories.
• Draw and describe an imaginary vehicle.
• Discuss how different vehicles help people in daily life.

 

5. 21st Century Skills / Value Education / Vocational Skills

21st Century Skills

• Communication through discussion and poem recitation.
• Creativity by designing imaginary vehicles.
• Critical thinking through classification activities.
• Collaboration during group games and discussions.
• Observation while identifying different means of transport.

Value Education

• Follow traffic rules and travel safely.
• Respect public property and transport.
• Be responsible while travelling.
• Develop patience and discipline during journeys.
• Appreciate the importance of different modes of transport.

Vocational Skills

• Observation and classification skills.
• Communication and presentation skills.
• Decision-making while choosing suitable transport.
• Following safety instructions during travel.

 

6. Pedagogical Strategies

• Poem Recitation: Read and recite the poem with rhythm and actions.
• Storytelling: Begin with a short story about an enjoyable journey.
• Experiential Learning: Students share their own travel experiences.
• Toy-Based Learning: Use toy vehicles for identification and classification.
• Picture-Based Learning: Show flashcards and transport charts.
• Activity-Based Learning: Group activity to sort vehicles into land, air and water.
• Interactive Discussion: Ask questions about journeys, favourite vehicles and travel safety.

 

7. Assessment (Item Format)

Oral Assessment

• Recite the poem with proper expression.
• Answer questions related to travel experiences.
• Name different means of transport.
• Explain why a particular vehicle is their favourite.

Written Assessment

• Fill in the blanks.
• Match vehicles with their category.
• Classify transport into land, air and water.
• Write 3–4 sentences about a journey.
• Circle the correct transport word.

Activity-Based Assessment

• Vehicle sorting game.
• Toy vehicle identification.
• Draw and describe a vehicle.
• Group discussion on transport.

Observation Checklist

• Reads fluently.
• Speaks confidently.
• Uses correct vocabulary.
• Participates actively.
• Correctly classifies different vehicles.

 

8. Resources (Digital / Physical)

Digital Resources

• Animated video on means of transport.
• PPT showing land, air and water transport.
• Audio recording of the poem.
• Interactive transport games.
• Smart Board presentation.

Physical Resources

• Textbook.
• Toy vehicles.
• Vehicle flashcards.
• Picture charts.
• Worksheets.
• Blackboard and chalk.
• Colour pencils and drawing sheets.

 

9. Competency-Based Assessment

Competency	Assessment Task
Listening	Listen to the poem and answer oral questions.
Speaking	Share a travel experience with the class.
Reading	Read the poem fluently with correct pronunciation.
Comprehension	Identify different means of transport and answer questions.
Vocabulary	Use transport-related words in meaningful sentences.
Writing	Write short sentences about a favourite vehicle or journey.
Application	Classify vehicles into land, air and water transport.

 

10. Homework

• Learn and recite the poem with actions.
• Draw your favourite vehicle and write five sentences about it.
• Make a list of five vehicles you see on your way to school.
• Ask your family about their favourite means of transport and write their answers.
• Practise reading the new words from the chapter.

 

11. Planning for Remedial Teaching

• Use real objects, toy vehicles and flashcards to teach vocabulary.
• Provide repeated reading practice with teacher support.
• Conduct simple oral conversations before written work.
• Use picture-based worksheets for classification.
• Pair slow learners with supportive classmates.
• Give extra practice in reading sight words and new vocabulary.
• Conduct hands-on activities for better understanding.
• Encourage every child through praise and individual guidance.

_________________________________________________________________

Unit 3 – Going Places

Chapter 2 – Between Home and School

 

1. Concept / Curricular Goals (CG)

CG-1: Develops effective communication by listening to the story, sharing experiences about the journey to school, participating in classroom discussions, and expressing ideas confidently.

CG-2: Develops reading fluency and comprehension by reading the lesson with correct pronunciation, understanding the sequence of events, identifying places on the way to school, and answering comprehension questions.

CG-3: Develops writing skills by describing the route from home to school, writing meaningful sentences, completing language exercises, and expressing personal experiences.

CG-4: Expands vocabulary related to school surroundings, nature, routes, transport, and daily life through reading, discussion, and writing.

 

2. Competencies / Learning Outcomes (NCERT)

Students are able to—

• C-1.2: Listen to the lesson and identify the main events and important ideas.
• C-1.3: Share their daily journey to school using simple and meaningful sentences.
• C-1.4: Participate confidently in classroom discussions and oral presentations.
• C-2.2: Recognise new words, sentence patterns and the "ch" sound in words.
• C-2.3: Read the lesson fluently with proper pronunciation and pauses.
• C-2.4: Understand the lesson and answer comprehension questions correctly.
• C-3.1: Write short paragraphs and meaningful sentences about their school route and daily experiences.
• C-4.1: Use new vocabulary such as paddy fields, grove, canals, branches, route, bicycle, lizards appropriately in speaking and writing.

 

3. Integration with Other Subjects

• EVS: Identify natural surroundings, fields, roads, trees, canals and safe routes to school.
• Mathematics: Estimate distance and time taken from home to school.
• Art & Craft: Draw the route from home to school and create a neighbourhood map.
• Physical Education: Discuss safe walking habits and road safety rules.
• Social Studies: Understand the importance of roads, transport and public places.

 

4. Real-Life Application / Joyful Learning

• Draw a simple map showing the route from home to school.
• Observe and describe interesting places seen while travelling.
• Share fun experiences during the journey to school.
• Identify safe and unsafe places on the school route.
• Conduct a "Neighbourhood Walk" (if possible) to observe surroundings.
• Play a "Route Finder" game using classroom maps and picture cards.

 

5. 21st Century Skills / Value Education / Vocational Skills

21st Century Skills

• Effective communication through discussion and presentation.
• Observation and environmental awareness.
• Critical thinking while identifying the shortest and safest route.
• Creativity through map drawing.
• Collaboration in pair and group activities.

Value Education

• Reach school on time.
• Follow road safety rules.
• Respect nature and keep surroundings clean.
• Care for trees, plants and animals.
• Develop responsibility and discipline during travel.

Vocational Skills

• Observation and mapping skills.
• Communication and presentation skills.
• Decision-making while choosing safe routes.
• Following directions and instructions accurately.

 

6. Pedagogical Strategies

• Storytelling: Introduce the lesson by narrating Ravi's journey to school.
• Experiential Learning: Encourage children to talk about their own school route.
• Picture-Based Learning: Show pictures of roads, canals, trees, fields and villages.
• Toy-Based Learning: Use toy vehicles and miniature road models to explain routes.
• Map Activity: Students draw and explain their route from home to school.
• Interactive Discussion: Discuss interesting places seen during travel.
• Phonics Activity: Practise words containing the "ch" sound through games and flashcards.

 

7. Assessment (Item Format)

Oral Assessment

• Read the lesson aloud with correct pronunciation.
• Describe the route from home to school.
• Name places seen on the way.
• Answer comprehension questions.

Written Assessment

• Fill in the blanks.
• Rearrange jumbled words.
• Make meaningful sentences.
• Write a short paragraph about the school journey.
• Draw and label the route from home to school.

Activity-Based Assessment

• Route drawing activity.
• Picture identification.
• Road safety discussion.
• Vehicle picture collection and classification.

Observation Checklist

• Reads fluently.
• Speaks confidently.
• Uses new vocabulary correctly.
• Draws the route accurately.
• Participates actively in classroom activities.
• Demonstrates awareness of road safety.

 

8. Resources (Digital / Physical)

Digital Resources

• Google Maps or digital map of the neighbourhood.
• Animated video on road safety.
• PPT on neighbourhood and routes.
• Interactive phonics video for the "ch" sound.
• Smart Board presentation.

Physical Resources

• Textbook.
• Flashcards.
• Picture cards of roads, trees, canals and vehicles.
• Chart paper.
• Worksheets.
• Blackboard and chalk.
• Toy vehicles and road models.

 

9. Competency-Based Assessment

Competency	Assessment Task
Listening	Listen to the lesson and answer oral questions.
Speaking	Describe the route from home to school confidently.
Reading	Read the lesson fluently with proper pronunciation.
Comprehension	Identify important places and answer questions from the lesson.
Vocabulary	Use new words in meaningful sentences.
Writing	Draw and describe the school route in 4–5 simple sentences.
Application	Demonstrate awareness of safe travel and road safety practices.

 

10. Homework

• Draw the route from your home to your school and label important places.
• Write five sentences describing your daily journey to school.
• Learn the meanings and spellings of the new words.
• Observe three interesting things you see on your way to school and write about them.
• Collect and paste a picture of any vehicle and write its name.

 

11. Planning for Remedial Teaching

• Introduce difficult vocabulary using real pictures and flashcards.
• Conduct repeated guided reading in small groups.
• Use phonics activities to strengthen the "ch" sound.
• Provide picture-supported worksheets for sentence formation.
• Pair slow learners with peer buddies for oral practice.
• Use map-based activities to simplify route understanding.
• Offer one-to-one support in reading and writing tasks.
• Reinforce learning through games, praise and continuous feedback.

_________________________________________________________________

Unit 3 – Going Places

Chapter 3 – This is My Town

 

1. Concept / Curricular Goals (CG)

CG-1: Develops effective communication by talking about one's town, home, street and surroundings, participating in discussions, and answering simple questions confidently.

CG-2: Develops reading fluency and comprehension by reading the text with correct pronunciation, understanding the sequence from town to basket, identifying key ideas, and observing details in pictures.

CG-3: Develops writing skills by writing home address, framing meaningful sentences, completing language activities, and expressing ideas about the neighbourhood.

CG-4: Expands vocabulary related to places, home, neighbourhood, and everyday surroundings through reading, speaking, listening, and writing activities.

 

2. Competencies / Learning Outcomes (NCERT)

Students are able to—

• C-1.1: Listen carefully and identify important information from the lesson.
• C-1.3: Speak confidently about their town, street, home and surroundings.
• C-1.4: Participate actively in classroom discussions and oral presentations.
• C-2.2: Recognise sight words, new vocabulary, sentence patterns, and the "sh" sound in words.
• C-2.3: Read the lesson fluently with correct pronunciation, rhythm and pauses.
• C-2.4: Understand the lesson and answer comprehension questions correctly.
• C-3.1: Write their home address and simple sentences using newly learnt words.
• C-4.1: Use vocabulary such as town, street, house, room, basket, flowers and location words like in, on, there correctly in speaking and writing.

 

3. Integration with Other Subjects

• EVS: Identify different parts of a neighbourhood such as streets, houses, parks and public places.
• Social Studies: Develop awareness about home address, locality and community.
• Mathematics: Count letters, identify patterns and compare quantities.
• Art & Craft: Draw a town, house or neighbourhood and add creative details.
• ICT: View digital maps or pictures of towns and neighbourhoods.

 

4. Real-Life Application / Joyful Learning

• Introduce yourself by telling your complete address.
• Observe and describe your neighbourhood.
• Draw your dream town or locality.
• Play "Find the Place" using classroom models or maps.
• Identify important places near your home such as school, park, market and hospital.
• Spot differences between pictures to improve observation skills.
• Use classroom objects to understand position words like in, on, under, and near.

 

5. 21st Century Skills / Value Education / Vocational Skills

21st Century Skills

• Effective communication.
• Observation and analytical thinking.
• Creativity through drawing and imagination.
• Collaboration during pair and group activities.
• Problem-solving while identifying differences and completing activities.

Value Education

• Keep your neighbourhood clean.
• Respect community helpers and neighbours.
• Take pride in your town and surroundings.
• Develop responsibility towards public property.
• Show cooperation and kindness to everyone.

Vocational Skills

• Communication and presentation skills.
• Observation and mapping skills.
• Organising information systematically.
• Following instructions accurately.

 

6. Pedagogical Strategies

• Storytelling: Introduce the lesson through a short story about a child's town.
• Picture-Based Learning: Use pictures of towns, houses, streets and neighbourhoods.
• Experiential Learning: Students describe their own locality and home.
• Toy-Based Learning: Use miniature houses, roads and buildings to explain concepts.
• Phonics Method: Practise the "sh" sound through word-building and pronunciation activities.
• Collaborative Learning: Pair discussion on "My Town" and "My House".
• Observation Activities: Spot the differences, count letters and identify objects in pictures.

 

7. Assessment (Item Format)

Oral Assessment

• Read the lesson aloud with proper pronunciation.
• Describe your town and home.
• Answer comprehension questions.
• Speak about important places near your home.

Written Assessment

• Write your complete home address.
• Frame sentences using new words.
• Fill in the blanks using "sh".
• Match words with pictures.
• Count letters and answer observation-based questions.

Activity-Based Assessment

• Draw your neighbourhood.
• Spot the differences between pictures.
• Word-building activity.
• Classroom object identification game.

Observation Checklist

• Reads fluently.
• Speaks confidently.
• Uses correct vocabulary.
• Writes meaningful sentences.
• Identifies places correctly.
• Participates actively in activities.

 

8. Resources (Digital / Physical)

Digital Resources

• PPT on neighbourhood and community.
• Animated video on "My Town".
• Digital maps showing streets and localities.
• Interactive phonics video for the "sh" sound.
• Smart Board presentation.

Physical Resources

• Textbook.
• Flashcards.
• Picture cards of houses, streets and towns.
• Local area map.
• Toy buildings and vehicles.
• Worksheets.
• Blackboard and chalk.
• Drawing sheets and colours.

 

9. Competency-Based Assessment

Competency	Assessment Task
Listening	Listen to the passage and identify important information.
Speaking	Introduce your town, street and home using simple sentences.
Reading	Read the lesson fluently with correct pronunciation.
Comprehension	Answer questions related to the lesson and identify the sequence of places.
Vocabulary	Use new words and position words correctly in speaking and writing.
Writing	Write your address and frame meaningful sentences using lesson vocabulary.
Observation	Identify differences in pictures and complete visual observation tasks.

 

10. Homework

• Write your complete home address neatly.
• Draw your house and label its different parts.
• Write five sentences about your town or village.
• Learn the spellings of the new words.
• Observe five important places near your home and write their names.

 

11. Planning for Remedial Teaching

• Teach vocabulary using real objects and picture cards.
• Give repeated reading practice in small groups.
• Use phonics activities for the "sh" sound.
• Help children practise writing their address step by step.
• Use matching and picture-based worksheets.
• Pair slow learners with supportive classmates.
• Provide extra oral practice before written activities.
• Reinforce learning through games, praise and individual guidance.

_________________________________________________________________

Unit 4 – Life Around Us

Chapter 1 – A Show of Clouds

 

1. Concept / Curricular Goals (CG)

CG-1: Develops effective communication by reciting the poem, observing clouds, sharing imaginative ideas, and participating in classroom discussions confidently.

CG-2: Develops reading fluency and comprehension by reading the poem with correct pronunciation, rhythm and expression, identifying the main ideas, and answering comprehension questions.

CG-3: Develops writing skills by answering questions, writing simple sentences about the sky, and expressing imagination through creative writing and drawing.

CG-4: Expands vocabulary related to nature, sky, clouds, animals, colours, and action words through listening, reading, speaking and writing activities.

 

2. Competencies / Learning Outcomes (NCERT)

Students are able to—

• C-1.1: Listen carefully to the poem and identify its important ideas.
• C-1.3: Express observations and imagination about clouds using simple English sentences.
• C-1.4: Recite the poem confidently with correct rhythm, pronunciation and expression.
• C-2.2: Recognise sight words, punctuation marks and the "ck" sound in words.
• C-2.3: Read the poem fluently with appropriate pauses and voice modulation.
• C-2.4: Understand the poem and answer oral and written comprehension questions.
• C-3.1: Write simple sentences describing things seen in the sky during the day and night.
• C-4.1: Use new vocabulary such as bear, sea, sailing, waving, sky, clouds and colour words correctly while speaking and writing.

 

3. Integration with Other Subjects

• EVS: Observe different types of clouds, weather conditions and the day and night sky.
• Art & Craft: Draw cloud shapes and colour imaginative sky scenes.
• Science: Identify natural objects seen in the sky such as clouds, the Sun, Moon and stars.
• Music: Recite the poem rhythmically with actions.
• ICT: Watch short videos showing cloud formations and different weather conditions.

 

4. Real-Life Application / Joyful Learning

• Observe clouds and describe what they resemble.
• Keep a simple "Sky Observation Diary" by drawing what is seen each day.
• Play the "Cloud Shape Guessing Game" with classmates.
• Identify objects seen in the sky during the day and at night.
• Express imagination by creating stories from cloud shapes.
• Join-the-dots and drawing activities to enhance observation and creativity.

 

5. 21st Century Skills / Value Education / Vocational Skills

21st Century Skills

• Communication through poem recitation and discussion.
• Creativity and imagination while interpreting cloud shapes.
• Observation skills through nature study.
• Critical thinking by comparing day and night skies.
• Collaboration during group discussions and activities.

Value Education

• Appreciate the beauty of nature.
• Develop curiosity about the natural world.
• Respect and protect the environment.
• Learn patience while observing nature.
• Encourage positive thinking and imagination.

Vocational Skills

• Observation and recording skills.
• Creative expression through drawing and storytelling.
• Listening carefully and following instructions.
• Presentation and communication skills.

 

6. Pedagogical Strategies

• Poem Recitation: Read and recite the poem with actions, rhythm and expression.
• Experiential Learning: Take students outdoors to observe real clouds and the sky.
• Storytelling: Encourage children to create stories based on cloud shapes.
• Picture-Based Learning: Show different cloud formations and sky pictures.
• Activity-Based Learning: Conduct cloud observation, drawing and guessing games.
• Collaborative Learning: Pair and group discussions about things seen in the sky.
• Phonics Strategy: Practise the "ck" sound using words such as back, duck, truck, tick, and pack.

 

7. Assessment (Item Format)

Oral Assessment

• Recite the poem with expression.
• Describe cloud shapes using complete sentences.
• Answer comprehension questions.
• Identify objects seen in the sky during the day and night.

Written Assessment

• Answer short questions.
• Write three things seen in the daytime sky.
• Write three things seen in the night sky.
• Complete vocabulary exercises.
• Use new words in meaningful sentences.

Activity-Based Assessment

• Cloud observation activity.
• Cloud drawing competition.
• Join-the-dots picture activity.
• "Guess the Cloud Shape" game.

Observation Checklist

• Reads fluently.
• Recites confidently.
• Uses new vocabulary correctly.
• Expresses imagination clearly.
• Participates actively in discussions.
• Observes nature carefully.

 

8. Resources (Digital / Physical)

Digital Resources

• Animated video on clouds and weather.
• PPT showing different cloud shapes.
• Nature videos of the sky during day and night.
• Interactive phonics video for the "ck" sound.
• Smart Board presentation.

Physical Resources

• Textbook.
• Flashcards.
• Picture cards of clouds and sky objects.
• Drawing sheets.
• Colour pencils and crayons.
• Worksheets.
• Blackboard and chalk.

 

9. Competency-Based Assessment

Competency	Assessment Task
Listening	Listen to the poem and identify important ideas.
Speaking	Describe cloud shapes and share imaginative ideas confidently.
Reading	Read the poem fluently with proper pronunciation and expression.
Comprehension	Answer questions related to the poem and identify the objects mentioned.
Vocabulary	Use new words related to clouds and the sky in meaningful sentences.
Writing	Write simple sentences about the day and night sky.
Creativity	Draw cloud shapes and explain what they resemble.

 

10. Homework

• Observe the sky for five minutes and draw the clouds you see.
• Write five sentences about your favourite cloud shape.
• Learn and recite the poem with proper expression.
• Make a list of five things seen in the daytime sky and five seen at night.
• Practise reading the "ck" sound words from the lesson.

 

11. Planning for Remedial Teaching

• Teach new vocabulary using colourful pictures and flashcards.
• Provide repeated guided reading of the poem.
• Use simple oral questions before written work.
• Conduct additional phonics practice for the "ck" sound.
• Encourage slow learners to describe pictures using one or two words first, then complete sentences.
• Use drawing activities to support language development.
• Pair struggling learners with supportive peers during discussions.
• Reinforce learning through praise, repetition and individual guidance.

_________________________________________________________________

Unit 4 – Life Around Us

Chapter 2 – My Name

1. Concept / Curricular Goals (CG)

CG-1: Develops effective communication by listening to the story, answering questions, participating in discussions, expressing personal ideas, and speaking confidently.

CG-2: Develops reading fluency and comprehension by reading the story with proper pronunciation, identifying the sequence of events, understanding the characters, and answering comprehension questions.

CG-3: Develops writing skills by completing sentences, answering questions, writing about one's name, and constructing meaningful sentences using new vocabulary.

CG-4: Develops vocabulary through story reading, nature-related words, action words, animal names, and blends while using them appropriately in speaking and writing.

 

2. Competencies / Learning Outcomes (NCERT)

Students are able to—

• C-1.2: Listen to the story and identify the main characters, sequence of events, and central idea.
• C-1.3: Share ideas confidently during classroom discussions and answer oral questions.
• C-1.4: Present information about the meaning of their own name and participate in storytelling activities.
• C-2.2: Recognise sight words, punctuation marks, sentence patterns, and beginning blends such as pl and bl.
• C-2.3: Read the story fluently with proper pronunciation, pauses, and expression.
• C-2.4: Understand the story and answer oral and written comprehension questions correctly.
• C-3.1: Write meaningful answers, complete story-based exercises, and frame simple sentences.
• C-4.1: Use vocabulary such as fly, ant, tree, cow, grass, leaf, shade, wind, remembered appropriately in speaking and writing.

 

3. Integration with Other Subjects

• EVS: Learn about insects, trees, animals, leaves, grass, and the natural environment.
• Value Education: Understand the importance of identity, self-respect, and helping others.
• Art & Craft: Draw the characters from the story or illustrate the sequence of events.
• Music & Drama: Enact the story through role-play using voice modulation.
• ICT: Watch a short animated story on insects or nature.

 

4. Real-Life Application / Joyful Learning

• Find out and share the meaning of your own name with the class.
• Observe insects, plants and trees around the school campus.
• Perform a role-play of the fly, ant, tree, cow and grass.
• Play "Who Am I?" by giving clues about animals or objects.
• Listen carefully to different environmental sounds and identify them.
• Create a story chain by adding one sentence at a time.

 

5. 21st Century Skills / Value Education / Vocational Skills

21st Century Skills

• Effective communication through storytelling and discussion.
• Critical thinking while sequencing events.
• Creativity through role-play and story extension.
• Observation and listening skills.
• Collaboration during group activities.

Value Education

• Develop self-identity and self-confidence.
• Respect everyone regardless of differences.
• Help others whenever possible.
• Appreciate nature and living organisms.
• Be patient while solving problems.

Vocational Skills

• Communication and presentation skills.
• Active listening and observation.
• Story sequencing and logical thinking.
• Following instructions accurately.

 

6. Pedagogical Strategies

• Storytelling: Narrate the story with expressive voice and picture cards.
• Role Play (Theatre): Students act as the fly, ant, tree, cow, grass, leaf and wind.
• Experiential Learning: Encourage children to discover the meaning of their own names and share them.
• Toy-Based Learning: Use insect and animal toys to introduce characters.
• Picture-Based Learning: Arrange story sequence cards in the correct order.
• Listening Activities: Identify natural and animal sounds.
• Phonics Strategy: Practise pl and bl blends using flashcards and word-building games.

 

7. Assessment (Item Format)

Oral Assessment

• Read the story aloud with proper pronunciation.
• Retell the story in the correct sequence.
• Explain how the fly remembered its name.
• Share the meaning of your own name.

Written Assessment

• Answer short questions.
• Fill in the blanks using the help box.
• Arrange events in sequence.
• Frame meaningful sentences.
• Complete story-based exercises.

Activity-Based Assessment

• Story sequencing cards.
• Character role-play.
• Sound identification activity.
• "Guess the Character" game.

Observation Checklist

• Reads fluently.
• Listens carefully.
• Speaks confidently.
• Uses new vocabulary correctly.
• Writes meaningful sentences.
• Participates actively in classroom activities.

 

8. Resources (Digital / Physical)

Digital Resources

• Animated story video.
• PPT on insects and nature.
• Audio clips of birds and animal sounds.
• Interactive phonics video for pl and bl blends.
• Smart Board presentation.

Physical Resources

• Textbook.
• Flashcards.
• Story sequence cards.
• Toy insects and animals.
• Picture cards.
• Worksheets.
• Blackboard and chalk.

 

9. Competency-Based Assessment

Competency	Assessment Task
Listening	Listen to the story and identify the sequence of events.
Speaking	Retell the story and explain the meaning of your name.
Reading	Read the lesson fluently with proper pronunciation and expression.
Comprehension	Answer questions based on the story and identify characters.
Vocabulary	Use new words in meaningful oral and written sentences.
Writing	Complete story-based exercises and write about yourself.
Application	Identify environmental sounds and relate the story to real-life experiences.

 

10. Homework

• Find out the meaning of your name and write it in 4–5 sentences.
• Learn the spellings of the new words.
• Read the story aloud to a family member.
• Draw your favourite character from the story and write two sentences about it.
• Practise five words beginning with pl and five words beginning with bl.

 

11. Planning for Remedial Teaching

• Introduce new vocabulary using flashcards and real-life pictures.
• Conduct repeated guided reading in small groups.
• Use story sequence cards to strengthen comprehension.
• Give extra oral practice before written work.
• Reinforce pl and bl blends through phonics games.
• Pair slow learners with peer buddies during activities.
• Use role-play to improve confidence and speaking skills.
• Provide individual support, continuous feedback, and positive reinforcement.

_________________________________________________________________

Unit 4 – Life Around Us

Chapter 3 – The Crow

 

1. Concept / Curricular Goals (CG)

CG-1: Develops effective communication by reciting the poem, expressing opinions, participating in discussions, and confidently sharing ideas about birds and personal qualities.

CG-2: Develops reading fluency and comprehension by reading the poem with correct pronunciation, rhythm, and expression, understanding its message, and answering comprehension questions.

CG-3: Develops writing skills by identifying birds, writing meaningful sentences, completing rhyming word activities, and expressing ideas about favourite birds.

CG-4: Expands vocabulary related to birds, colours, appearance, qualities, rhyming words, and descriptive words through reading, listening, speaking, and writing.

 

2. Competencies / Learning Outcomes (NCERT)

Students are able to—

• C-1.1: Listen carefully to the poem and identify its central message.
• C-1.3: Express opinions about birds, beauty, and good qualities using simple English sentences.
• C-1.4: Recite the poem confidently with correct pronunciation, rhythm, and expression.
• C-2.2: Recognise sight words, rhyming words, punctuation, and syllables in new vocabulary.
• C-2.3: Read the poem fluently with proper pauses and voice modulation.
• C-2.4: Understand the poem and answer oral and written comprehension questions.
• C-3.1: Write simple sentences about favourite birds and complete language exercises correctly.
• C-4.1: Use vocabulary such as crow, peacock, feather, wings, colourful, beautiful, another, fool appropriately in speaking and writing.

 

3. Integration with Other Subjects

• EVS: Identify different birds, their habitats, food habits, and physical features.
• Art & Craft: Draw and colour favourite birds and create bird collages.
• Value Education: Appreciate inner beauty, self-confidence, and respect for diversity.
• Music: Recite the poem rhythmically with actions.
• ICT: Watch educational videos about common birds and their characteristics.

 

4. Real-Life Application / Joyful Learning

• Observe birds around the home or school and identify their features.
• Discuss why every bird is unique and special.
• Draw your favourite bird and describe its qualities.
• Play "Guess the Bird" using clues, sounds, or pictures.
• Share one good quality about yourself and one good quality about a friend.
• Create a classroom "Bird Gallery" using students' drawings.

 

5. 21st Century Skills / Value Education / Vocational Skills

21st Century Skills

• Effective communication through discussion and poem recitation.
• Creativity through bird drawing and descriptive writing.
• Critical thinking while comparing birds and their qualities.
• Observation skills through bird watching.
• Collaboration during group discussions and activities.

Value Education

• Respect yourself and others for who they are.
• Understand that true beauty lies in good qualities.
• Appreciate diversity among people, birds, and animals.
• Build self-confidence and positive self-image.
• Encourage kindness, respect, and acceptance.

Vocational Skills

• Observation and classification skills.
• Public speaking and presentation skills.
• Creative drawing and visual expression.
• Listening carefully and following instructions.

 

6. Pedagogical Strategies

• Poem Recitation: Read and recite the poem with proper rhythm, actions, and expression.
• Storytelling: Introduce the moral of the poem through a short story about self-acceptance.
• Experiential Learning: Observe birds in the school surroundings and discuss their features.
• Toy-Based Learning: Use toy birds or bird models for identification activities.
• Picture-Based Learning: Show pictures of different birds and compare their characteristics.
• Collaborative Learning: Conduct group discussions on inner beauty and friendship.
• Phonics & Syllable Strategy: Practise clapping syllables in words such as beautiful, colourful, feather, peacock, another and identify rhyming words.

 

7. Assessment (Item Format)

Oral Assessment

• Recite the poem with expression.
• Identify different birds from pictures.
• Explain the message of the poem.
• Describe one good quality of a friend.

Written Assessment

• Answer comprehension questions.
• Identify and write names of birds.
• Complete rhyming word activities.
• Frame meaningful sentences.
• Write about your favourite bird.

Activity-Based Assessment

• Bird identification game.
• Bird drawing and colouring activity.
• Role-play of the crow and other birds.
• Syllable clapping activity.

Observation Checklist

• Reads fluently.
• Recites confidently.
• Uses new vocabulary correctly.
• Identifies birds accurately.
• Expresses ideas confidently.
• Participates actively in classroom activities.

 

8. Resources (Digital / Physical)

Digital Resources

• Animated video on birds and their habitats.
• PPT showing different types of birds.
• Audio recording of bird sounds.
• Interactive phonics and rhyming activities.
• Smart Board presentation.

Physical Resources

• Textbook.
• Bird flashcards.
• Picture charts.
• Toy birds or bird models.
• Worksheets.
• Drawing sheets.
• Colour pencils and crayons.
• Blackboard and chalk.

 

9. Competency-Based Assessment

Competency	Assessment Task
Listening	Listen to the poem and identify its message.
Speaking	Share opinions about birds and describe one good quality of a friend.
Reading	Read the poem fluently with correct pronunciation and expression.
Comprehension	Answer questions based on the poem and identify its moral.
Vocabulary	Use new bird-related words in meaningful sentences.
Writing	Write 4–5 sentences about a favourite bird.
Creativity	Draw a bird and explain why it is special.

 

10. Homework

• Learn and recite the poem with proper actions.
• Draw your favourite bird and write five sentences about it.
• Observe three birds near your home and write their names.
• Learn the spellings and meanings of the new words.
• Write one good quality about yourself and three good qualities of your best friend.

 

11. Planning for Remedial Teaching

• Introduce difficult vocabulary using bird pictures and flashcards.
• Conduct repeated guided reading of the poem.
• Use picture-supported comprehension questions.
• Give additional practice in rhyming words and syllable clapping.
• Pair slow learners with peer buddies during reading activities.
• Encourage oral responses before written work.
• Use bird identification games to reinforce learning.
• Provide individual support, continuous feedback, and positive reinforcement.

_________________________________________________________________

Unit 4 – Life Around Us

Chapter 4 – The Smart Monkey

 

1. Concept / Curricular Goals (CG)

CG-1: Develops effective communication by listening to the story, expressing opinions about cleanliness, participating in discussions, and sharing personal experiences confidently.

CG-2: Develops reading fluency and comprehension by reading the story with correct pronunciation, understanding the sequence of events, identifying the characters, and answering comprehension questions.

CG-3: Develops writing skills by completing sentences, answering questions, writing about cleanliness habits, and expressing ideas through short paragraphs.

CG-4: Expands vocabulary related to shopping, cleanliness, waste management, nature, and daily life through reading, listening, speaking, and writing activities.

 

2. Competencies / Learning Outcomes (NCERT)

Students are able to—

• C-1.2: Listen to the story and identify the characters, sequence of events, and the moral of the story.
• C-1.3: Express ideas confidently while discussing cleanliness and environmental responsibility.
• C-1.4: Participate actively in classroom discussions, role-play, and presentations.
• C-2.2: Recognise sight words, punctuation marks, sentence structures, and beginning blends such as cl and fl.
• C-2.3: Read the lesson fluently with correct pronunciation, pauses, and expression.
• C-2.4: Understand the story and answer comprehension questions correctly.
• C-3.1: Write meaningful sentences about cleanliness, good habits, and daily experiences.
• C-4.1: Use vocabulary such as market, monkey, groundnuts, branch, peel, dustbin, empty, shopping correctly in speaking and writing.

 

3. Integration with Other Subjects

• EVS: Learn about cleanliness, waste disposal, pollution, and environmental conservation.
• Art & Craft: Draw a clean park, school campus, or dustbin awareness poster.
• Health Education: Understand the importance of personal hygiene and clean surroundings.
• Mathematics: Count different waste items and classify them as biodegradable and non-biodegradable.
• ICT: Watch educational videos on waste segregation and the importance of using dustbins.

 

4. Real-Life Application / Joyful Learning

• Practise throwing waste only in dustbins.
• Participate in a classroom or school cleanliness drive.
• Observe and identify clean and unclean places in the neighbourhood.
• Play "Clean or Dirty?" sorting game using picture cards.
• Discuss how small actions can keep the environment clean.
• Share personal experiences of visiting a market or park.

 

5. 21st Century Skills / Value Education / Vocational Skills

21st Century Skills

• Communication through discussion and storytelling.
• Critical thinking while identifying correct cleanliness practices.
• Collaboration during cleanliness activities.
• Creativity through poster making and drawing.
• Responsible citizenship and environmental awareness.

Value Education

• Keep the surroundings clean.
• Use dustbins responsibly.
• Respect public places.
• Learn from good examples set by others.
• Develop responsibility towards nature and society.

Vocational Skills

• Waste segregation awareness.
• Observation and decision-making skills.
• Communication and presentation skills.
• Teamwork during cleanliness campaigns.

 

6. Pedagogical Strategies

• Storytelling: Narrate the story with pictures and expressive narration.
• Role Play (Theatre): Students enact the roles of Anju, Farida, and the Smart Monkey.
• Experiential Learning: Conduct a classroom or school cleanliness activity.
• Toy-Based Learning: Use toy animals and miniature dustbins to demonstrate correct waste disposal.
• Picture-Based Learning: Show pictures of clean and dirty surroundings for discussion.
• Collaborative Learning: Group activity on waste segregation and good habits.
• Phonics Strategy: Practise the cl and fl blends through word-building and pronunciation games.

 

7. Assessment (Item Format)

Oral Assessment

• Read the story aloud with correct pronunciation.
• Explain the moral of the story.
• Answer questions related to cleanliness.
• Describe how to keep the school clean.

Written Assessment

• Fill in the blanks.
• Tick (✔) the correct statements.
• Complete the sentences.
• Write five sentences on "How I Keep My Surroundings Clean."
• Frame meaningful sentences using new vocabulary.

Activity-Based Assessment

• Cleanliness poster making.
• Dustbin sorting activity.
• Story role-play.
• Picture discussion on good and bad habits.

Observation Checklist

• Reads fluently.
• Speaks confidently.
• Uses new vocabulary correctly.
• Demonstrates cleanliness habits.
• Participates actively in group activities.
• Shows responsibility towards the environment.

 

8. Resources (Digital / Physical)

Digital Resources

• Animated video on cleanliness and waste management.
• PPT on the importance of using dustbins.
• Interactive phonics video for cl and fl blends.
• Smart Board presentation.
• Educational video on the Swachh Bharat Mission.

Physical Resources

• Textbook.
• Dustbin models.
• Flashcards.
• Picture cards showing clean and dirty surroundings.
• Toy monkey and classroom objects.
• Worksheets.
• Blackboard and chalk.
• Drawing sheets and colour pencils.

 

9. Competency-Based Assessment

Competency	Assessment Task
Listening	Listen to the story and identify the sequence of events.
Speaking	Explain how to keep the surroundings clean and share personal experiences.
Reading	Read the lesson fluently with correct pronunciation and expression.
Comprehension	Answer questions and identify the moral of the story.
Vocabulary	Use cleanliness-related words correctly in speaking and writing.
Writing	Write 4–5 sentences on good cleanliness habits.
Application	Demonstrate proper waste disposal by using the correct dustbin during classroom activities.

 

10. Homework

• Write five good habits to keep your home and school clean.
• Draw a clean park or classroom and colour it.
• Learn the spellings and meanings of the new words.
• Observe your surroundings and write three ways to improve cleanliness.
• Read the lesson aloud to a family member.

 

11. Planning for Remedial Teaching

• Teach difficult vocabulary using flashcards and real-life objects.
• Conduct repeated guided reading in small groups.
• Use picture-based comprehension questions.
• Reinforce cl and fl blends through phonics games and repetition.
• Pair slow learners with peer buddies during reading and writing activities.
• Demonstrate correct waste disposal through hands-on activities.
• Provide additional oral practice before written exercises.
• Offer continuous individual support, positive reinforcement, and regular feedback.

_________________________________________________________________

Unit 5 – Harmony

Chapter 1 – Little Drops of Water

 

1. Concept / Curricular Goals (CG)

CG-1: Develops effective communication by singing the poem, sharing ideas about water and kindness, participating in discussions, and expressing thoughts confidently.

CG-2: Develops reading fluency and comprehension by reading the poem with proper pronunciation, rhythm, and expression, identifying the central message, and answering comprehension questions.

CG-3: Develops writing skills by completing sentences, matching phrases, rearranging words, and writing meaningful sentences related to the poem and daily life.

CG-4: Expands vocabulary related to water, nature, kindness, positive actions, collective nouns, and everyday objects through listening, reading, speaking, and writing activities.

 

2. Competencies / Learning Outcomes (NCERT)

Students are able to—

• C-1.1: Listen to the poem attentively and identify its important ideas and message.
• C-1.3: Express thoughts confidently about saving water, kindness, and helping others.
• C-1.4: Sing and recite the poem with proper rhythm, pronunciation, and expression.
• C-2.2: Recognise new vocabulary, sight words, sentence patterns, and punctuation correctly.
• C-2.3: Read the poem fluently with appropriate pauses and voice modulation.
• C-2.4: Understand the poem and answer oral and written comprehension questions accurately.
• C-3.1: Write meaningful sentences, rearrange jumbled words, and complete workbook exercises correctly.
• C-4.1: Use vocabulary such as drops, grains, mighty, pleasant, kindness, peaceful, ocean, warmth appropriately in speaking and writing.

 

3. Integration with Other Subjects

• EVS: Learn about the importance of water, natural resources, and environmental conservation.
• Art & Craft: Draw activities that make the Earth clean, green, and beautiful.
• Science: Discuss sources of water and ways to conserve it.
• Value Education: Promote kindness, cooperation, sharing, and helping others.
• ICT: Watch educational videos on water conservation and environmental protection.

 

4. Real-Life Application / Joyful Learning

• Practise saving water while brushing teeth and washing hands.
• Perform one act of kindness every day and share the experience.
• Observe different uses of water at home and school.
• Prepare a "Save Water" or "Be Kind" classroom poster.
• Participate in a classroom discussion on making the Earth a better place.
• Collect and identify grainy materials such as rice, wheat, sugar, and salt through a hands-on activity.

 

5. 21st Century Skills / Value Education / Vocational Skills

21st Century Skills

• Effective communication through poem recitation and discussion.
• Creativity through drawing and poster making.
• Critical thinking while suggesting ways to save water.
• Collaboration during classroom activities and group discussions.
• Environmental awareness and responsible citizenship.

Value Education

• Save every drop of water.
• Show kindness through words and actions.
• Respect nature and natural resources.
• Develop empathy and cooperation.
• Understand that small good deeds create a positive impact.

Vocational Skills

• Observation and classification skills.
• Communication and presentation skills.
• Environmental responsibility.
• Decision-making in adopting eco-friendly habits.

 

6. Pedagogical Strategies

• Poem Recitation: Sing and recite the poem with rhythm, actions, and expression.
• Storytelling: Narrate a short story highlighting the importance of kindness and water conservation.
• Experiential Learning: Demonstrate simple water-saving practices in the classroom.
• Activity-Based Learning: Conduct a "Save Water" pledge and kindness challenge.
• Picture-Based Learning: Use pictures of rivers, oceans, rain, plants, and clean surroundings for discussion.
• Collaborative Learning: Group discussion on helping the environment and community.
• Hands-on Learning: Let students touch and compare grainy materials like rice, wheat, sugar, and salt as suggested in the project work.

 

7. Assessment (Item Format)

Oral Assessment

• Recite the poem with proper expression.
• Explain the message of the poem.
• Describe different uses of water.
• Share one act of kindness done at home or school.

Written Assessment

• Match phrases correctly.
• Fill in the blanks.
• Rearrange jumbled words into meaningful sentences.
• Write five sentences on "How I Save Water."
• Complete vocabulary exercises.

Activity-Based Assessment

• Poster making on Save Water.
• Drawing activity: "A Beautiful Earth".
• Grain identification activity.
• Kindness sharing circle.

Observation Checklist

• Reads fluently.
• Recites confidently.
• Uses new vocabulary correctly.
• Participates actively in discussions.
• Demonstrates kindness and environmental awareness.
• Completes written work independently.

 

8. Resources (Digital / Physical)

Digital Resources

• Animated video on water conservation.
• PPT on the importance of water and kindness.
• Educational video on environmental protection.
• Smart Board presentation.
• Interactive vocabulary and sentence-building games.

Physical Resources

• Textbook.
• Flashcards.
• Picture cards.
• Water conservation posters.
• Samples of rice, wheat, sugar, salt, and flour.
• Drawing sheets and colours.
• Worksheets.
• Blackboard and chalk.

 

9. Competency-Based Assessment

Competency	Assessment Task
Listening	Listen to the poem and identify its main message.
Speaking	Discuss the importance of water and share one act of kindness.
Reading	Read the poem fluently with correct pronunciation and expression.
Comprehension	Answer questions based on the poem and explain its central idea.
Vocabulary	Use new words in meaningful oral and written sentences.
Writing	Write 4–5 sentences on water conservation or kindness.
Application	Demonstrate one water-saving habit and one act of kindness in daily life.

 

10. Homework

• Learn and recite the poem with proper rhythm and expression.
• Write five ways to save water at home.
• Perform one act of kindness and write about it in three to five sentences.
• Draw a poster on "Save Water, Save Life."
• Collect one grainy material from home (such as rice, wheat, sugar, or salt) and describe its texture.

 

11. Planning for Remedial Teaching

• Introduce new vocabulary using pictures and real objects.
• Conduct repeated guided reading of the poem.
• Use picture-supported comprehension questions.
• Practise sentence formation through simple guided activities.
• Provide additional oral practice before written exercises.
• Pair slow learners with peer buddies during reading and discussion.
• Reinforce concepts through games, drawing, and hands-on activities.
• Provide continuous individual guidance, positive reinforcement, and regular feedback.

_________________________________________________________________