LESSON PLAN : UNIT VI: EXPERT DETECTIVES

CLASS: VII ENGLISH / Name of the Teacher: P.UMA PRASAD, SA-Eng, GTWAHS, THARLI

Name of Timeline for

No. of periods
the teaching
Topic Any specific information

required
Lesson
/ Unit From To

Before you read 1 1-11-

A brief introduction about the story.
23
Nishad, a boy of seven (also called Seven because
his name means the seventh note on the musical
scale) and his ten-year-old sister Maya are very
curious about one Mr Nath. Then one day the
children’s marble rolls into Mr Nath’s room, and
EXPERT DETECTIVES 6
Nishad gets a chance to see him. Is he a crook on
Unit VI: EXPERT DETECTIVES (Honeycomb),

the run? Why is his face badly scarred? Why has he

MYSTERY OF THE TALKING FAN (POEM)

no friends? Nishad’s mother, a doctor, knows Mr

Nath as a patient, who is very polite.

Working with the text 6 Inferential and open-ended questions from

1 all the important concepts of the lesson
Working with language Phrasal verbs with the verb ‘tip’, their
3 meaning and usage.
Synonyms Matching
Working with language 3 Uses of word "break" and it's usage

Speaking 3 Play detectives with each other. Find a person in

your class to speak to. Find out the answers to the
questions given below. Be careful to ask your
questions in a polite and inoffensive way. Do not
force the person to answer you. Then allow the
person to ask you the same questions.
Writing 2 Paragraph writing using the given points at
page no. 96 of the reader.
MYSTERY OF THE TALKING 2 written by MAUDE RUBIN
FAN (POEM)
Working with the poem 1 30-11- 5 Inferential and open-ended questions from
23 the poem
Prior Concept/ Skills: ( E s s e n t i a l c o n c e p ts a n d s k i l l s to b e ch e c k e d / bri d g e d b e f ore te a c h i n g t h e
cur r e n t c o n c e p t.)
1. Listen to the teacher and understand
2. Read and comprehend the text
3. Express their ideas, opinions and doubts etc.
4. Speak about their real life experiences
5. Write simple sentences on their own
6. Uses words contextually
7. Children talk about shoes they wear and the shoemakers they know etc.
Learning Outcomes: ( Select from SCERT Academic Calendar and Textbook)

periods to achieve all these learning outcomes for this unit.

➢ Answers questions orally and in writing on a variety of texts.

➢ Reads textual/non-textual materials in English/Braille with comprehension.

➢ Identifies details, characters, main idea and sequence of ideas and events in textual
/non-textual material

➢ Reads aloud stories/ recites poems with appropriate pause, intonation and pronunciation. (Expert
Detectives (prose) / Mystery of the Talking Fan (poem)

➢ participates in different activities in English such as role-play, poetry recitation, skit, drama,
debate, speech, elocution, declamation, quiz, etc., organized by school and other such organizations;

➢ asks and responds to questions based on texts (from books or other resources) and out of curiosity.

➢ Takes notes while teacher teaches /from books / from online materials.

➢ Infers the meaning of unfamiliar words by reading them in context.

No. of Periods: Total 25

➢ Writes stories in own words by using the given hints.

TEACHING LEARNING PROCESS

Induction/Introduction
( Generating interest, informing students about the outcomes and expectations for the lesson)

1. Do you like detective stories?

2. Where do you the storeis?
3. How technology use in the detective movies?
4. What is the last movie you watched in detective category?

Experience and Reflection ?

( Ta s k/ q u e s t i o n t h a t he l ps s t u d e n t s e x p l o r e t he c o n c e p t a nd c o n n e c t w i t h t h e ir l i f e )
1. Describe Nishad as a child.
2. What all facts Maya collected about Mr Nath?
3. Nishad decides to trust Mr Nath. Do you think we should trust others, why so?
4. We should be friendly towards our neighbours. Why so?
Explicit Teaching/Teacher Group Work (We Do) Independent Work (You Do) Notes for:
Modelling ● Using
(I Do) textbook
prompts and
Segment wise model reading --read in groups to make the --participates actively in the activities for
by the teacher (Expert uncleared concepts in individual activities suggested by the each of
Detective) by following the reading teacher i.e. individual the sections
strategies like individual reading, group reading, ● Allotting
reading, group reading and collaborative reading, time for
scaffold reading to make the conversations etc. students to ask
students understand the text and responding
to students’
queries
(with the help of the given
● Asking open-
glossary chart)
ended
questions
beyond
textbook
content
● Allotting
--explain how to comprehend --comprehend the text in --tries to comprehend the
time for group
the text (by putting a tick groups sharing the ideas among text with the help of the activities
mark, question mark etc. under the group members group members and helping
the sentences) students
engaged with
--guide the students to tasks
answer the inferential / open- --answer all the questions in --learns those questions it more
ended questions given under group with the guidance of the ● Giving
‘working with the text’ teacher targeted
feedback and
contextualize the phrasal verbs --they understand the meaning --use those phrasal verbs appreciation to
like ‘tip of, tip out, tip and usage of the given phrasal appropriately students
over….’ etc. and let the verbs. ● Managing
students understand their student’s
meaning and usage. behaviour
during
activities
--provide them pronunciation --students learn the difference in --pronounces those words
practice of certain sets of pronunciation (given sets of appropriately
words like ‘cot…coat’ etc. words)
(with the help of technology
also )
encourage them to refer to a learn to pronounce synonyms does such exercises on his
of various words her own.
dictionary and find out
synonyms

pronunciation at initial, middle

and final position and list out
those words

sensitize them synonyms in students understand synonys of learns synonyms of

different words by presenting different words. different words
them numerous examples.
--conduct brainstorming --participate in the --narrate stories.
session to talk about writer and his brainstorming session and
story contribute ideas to the topic.

--Significance of the title

--explain the process of --in group they work together --writes stories on his / her
writing stories with the given and write a story with the given own
hints / ideas sentences at page 83 of the
reader.

--make them to participate in --take part in role play --takes part in role-plays
the role-play
If I go abroad…. I will
miss…………………
transact the poem ‘Mystery of the --recites the poem and --recites the poem and talks
talking Fan’ comprehend the poem and about the central idea of the
(model reading, individual understand the central idea of poem
reading, group reading and the poem
collaborative reading)

--help them to think about the --answer all the questions given --learn to answer such
at the end of the poem (in questions individually
poem (answering questions group)
given at the end of the poem)
 Check For Understanding Questions TLMs
( D i g i t al + P r i n t )
1.Factual: (Expert Detective)
1. What did Nishad give Mr Nath? Why? ❖ Reader, IFP panels
2. What is “strange” about Mr Nath’s Sundays?
3. Why did Nishad and Maya get a holiday? ❖ PPTs

(Mystery of the Talking Fan– poem) ❖ Glossary chart

1. Fans don’t talk, but it is possible to imagine that they do. What is ❖ Charts (for additional grammar
it, then, that sounds like the fan’s chatter? practice exercises)
2. What do you think the talking fan was demanding?
3. How does an electric fan manage to throw so much air when it is ❖ Pictures of Mr Gessler and their shop
switched on? 4. in
Is there a ‘talking fan’ in your house? Create a dialogue between the London
fan and a mechanic.

2. Open Ended / Critical Thinking: (Expert Detective)

1. What does Nishad find out about Mr Nath from Ramesh? Arrange the
information as suggested below. ❖ QR code scanner to scan the codes
• What he eats given at page in the reader
• When he eats
• What he drinks, and when ❖ Video lesson (Quality )
• How he pays
2. Why does Maya think Mr Nath is a crook? Who does she say the Sunday https://www.youtube.com/watch?v=0lcmdqvOv0s
visitor is? 3. Does
❖ https://www.youtube.com/watch?v=RkO-poKi4F0
Nishad agree with Maya about Mr Nath? How does he feel about him?
(Trees - Poem) Video lesson (Trees )

7. What are the games or human activities which use trees, or in ❖ https://www.youtube.com/watch?v=UODasP7UyOo
which trees also ‘participate’?
8. Why does the poet say ‘Trees are for birds’?
9. How are the trees for the children?
10. How do the trees help the human beings?

Student Practice Questions & Activities

(Exercises from workbook / textbooks/ blackboard)

1. What does the phrase, “he ran as still as Water” mean?

2. What was troubling the talking fan?
3. Why was all the ‘mystery’ spoilt?
Assessment
(Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for assessment).

1. What does the phrase, “he ran as still as Water” mean?

2. What was troubling the talking fan?
3. Why does the poet say, “I hope it doesn’t matter”?
4. Who do you think or understand what the talking fan wished to convey?
5. Choose the synonym of the word ‘whirling.’
(b) Chatting (c) Obscurity (d) Story

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEAD MASTER