OPG WORLD SCHOOL – LESSON PLAN

Class: IV Subject: English Teacher: Ms. Pia Arora

Topic: The Magic Wardrobe
Day Learning/S Learning Methodology/ Assignments Specific Resource Student
pecific Outcome Subject s Assessment/
Objectives Vocabulary HOTS/
Chapter end
assessment
Day 1 Introduce Students should Facilitator to ask student to draw
students to be able to – a magical wardrobe, and even Book/ -
the story write about its qualities. They ruled
Draw a magical
"The can even express why they think sheet 1
wardrobe and
Magic this magical wardrobe would be for each
even express its
Wardrobe" helpful for them. group
qualities and
by C.S.
powers. Reading: Let students Read the
Lewis and
its main Recognise the first part of the story, focusing
characters. genre (fantasy). on the introduction of the main
characters and the setting (pages
26 & 27) in groups of 4-5.
Give ruled sheets to each group
to pen down the points they
discuss after reading pg 26 & 27.
Group Discussion: Engage
students in a discussion about
the characters, setting, and initial
events of the story. Encourage
them to share their thoughts and
predictions about what might
happen next.
*Let students fill only – title,
author, settings, characters and
beginning.
 Home Task
Mr Tumnus is a faun which is
a mythological creature. Name
and describe a character from
Indian mythology. You may
also describe the epic in which
the character plays a vital role.
Day 2 Students to Students should Let students read the remaining Book, Q.Describe
strengthen be able to pages of the story and complete ruled Mr.
their clearly the Story Elements task. sheet Tumnus’s
understandi understand the Let them fill ‘What I like in this (used on character.
ng of the story. text’ Day 1)
chapter.
Describe the (KNOWLEDGE &
characters and UNDERSTANDING)
Draw
also understand Students complete Ex – A given
inferences
their situation on pg -31 independently in the
from the
clearly. book itself.
text read
and answer Should be able
questions to answer the
based on it. questions based
on the text.
Day 3 Students to Students should Q/A of Ex B discussion. Book CBQ - Q.
be able to be able to write Students will be encouraged to Notebook Why do you
give answers to the frame grammatically correct think Lucy
appropriate questions asked. sentences followed by writing felt so many
answers to answers to Q 3 and 4 in emotions at
the Describe how notebook. (KNOWLEDGE & the same
questions they felt about a UNDERSTANDING) time when
asked. particular she finds
character. herself in the
Frame Hometask wood?
grammatica Do Ex – A (Words in Use) given
lly correct on pg 34-35.
sentences.
Express in
writing
what they
feel about
the
characters.
Day 4 Students Students should Day -4 Book Using
-5 will be able be able to Ask them to draw on A4 sheets, prepositions
to complete complete the and you keep giving them (near, beside,
the back exercises instructions to draw (making in front of,
exercises independently. sure that prepositions are used.) behind,
independen i. Draw a house in the opposite,
tly. middle of your sheet. next to)–
ii. Draw a tree next to the describe the
Understand house. location of
ing the iii. Draw a sun above the your house.
usage of house.
preposition iv. Draw a car in front of the
s. house.
v. Draw a cat sitting under
the tree.
vi. Draw a bird flying above
the tree.
vii. Draw a fence behind the
house.
viii. Draw flowers between Draft an
the tree and the house. invitation for
ix. Draw a dog beside the your birthday
car. party keeping
x. Draw clouds in the sky in mind the
above the house and tree. prepositions
Highlight the importance of of place and
preposition words, because of time.
which they could understand
the position of the nouns.
Completion of book exercise A
individually given on page - 33.
Facilitator to ensure that students
understand the usage of these
words.
Day - 5
Activity –
Describe what are your plans for
the coming Sunday.
Use words –
 at
 on
 for
 in
My Plan
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Home task – Do Ex – C given on
page 15-16 of your Language
Practice Book.