Sample English Lesson Plans Embedding A Competency-based

CBSE assessment framework for English for Classes 6 to 109Main activity5 minRead the poem ‘A House, A Home’ to the class. Model goodProviding modelling to movereading practices by reciting the poem in a rhythmic way and in a learning forwardslively tone.Then engage the class in reciting the poem by splitting it into twolines at a time. Ask learners to copy your rhythm andpronunciation.Providing feedback andmodelling to move learningforwardsNext, recite the poem as a whole class. You could record it andplay the recording back to them.During reading aloud activities, support good use of pause, tone,and intonation by praising learners who clearly demonstrate itand by reading sections yourself to demonstrate good practicebefore passing back to a learner.5 minOrganise learners into pairs and ask them to imagine what anempty house would look like and how it would make them feel.Learners collaborating toimprove learningIf necessary, you can suggest some words and phrases, such as‘bare walls, ‘silent hallways’, or ‘curtainless windows’, to help getlearners thinking.Using discussion to elicitevidence of priorAsk learners to share the words or phrases they identified that are knowledge and to introduceuseful for describing an empty house. Write these on the board.the topic7 minReferring to the words and phrases recorded on the board, asklearners to write either a descriptive paragraph (prose) or a poemunder the heading ‘The Empty House’.If learners choose to write a poem, remind them that they can userhyme but do not have to.Before learners start writing, ask them to identify what wouldmake their writing successful for this activity. Record the agreedsuccess criteria on the board alongside the example words andphrases, so learners can refer to them during the activity.Sharing success criteriaOnce they have finished writing, ask learners to swap their writing Peer review to movelearning forwardswith a partner and offer feedback using the success criteria.3 minAsk learners to look at the second verse of the poem and discusswith a talk partner what it suggests about a home.Using discussion to elicitGather whole-class feedback, bouncing ideas around the classevidence of learningand using a no-hands-up approach to involve as many learners aspossible.

105 minCBSE assessment framework for English for Classes 6 to 10Ask learners to independently write six sentences about whatmakes a home. Each sentence should include one of the followingwords:1.shelter2. cosy3. safe4. laughter5. sharing6. considerateRemind learners that they should punctuate their sentencescorrectly.Organise learners into small groups and ask them to share anddiscuss their sentences with each other. Encourage them to referto the class success criteria for writing in this lesson.5 minSharing success criteriaSupporting learning inowning their own learningAsk learners to add a second verse or paragraph to their ‘TheEmpty House’ writing. This should include at least three examplesfrom learners’ shared sentences about ‘home’.Plenary5 minAsk all learners to consider and respond to the followingstatement:Using plenary activity toelicit evidence of learningA house is only a home when people are in it.Ask learners to write their response on an ‘exit slip’ and hand it inas they leave the lesson.Key competenciesCollaborationCommunicationEmotional developmentLearning to m/photo-1495863367063-b9ac3e6394f7?ixid B8fDB8fA%3D%3D&ixlib rb-1.2.1&auto format&fit crop&w 600&q 60

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12CBSE assessment framework for English for Classes 6 to 10Who Did Patrick’s Homework?LearningOutcomesThis lesson focuses on the highlighted parts of the following learning outcomes: Reads a variety of texts in English / Braille and identifies main ideas, characters,sequence of ideas and events and relates with his/her personal experiences. Writes words / phrases / simple sentences and short paragraphs as dictated by theteacher. Uses meaningful sentences to describe / narrate factual /imaginary situations inspeech and writing.Learning Ladder Shows understanding of explicit meaningsAssessment Shows understanding of implicit meanings and perspectivesContent Communicates a personal response to texts [what is read], supported by textualreferenceLesson duration40 minutesResourcesneeded Honeysuckle Textbook in English for Class VI, Chapter 1: Who Did Patrick’s Homework? Handout with explanations of different parts of the text Exit slipsLesson ActivitiesAssessmentIntroductory activity5 minAsk learners to vote on whether they think homework is fair orunfair.Once learners have voted, ask for their reasons. You could usequestions to direct the discussion, for example: Do children need to relax after a day at school? Do some children get unfair help with their homework? Do some children struggle to find a quiet place to do theirhomework? Is homework important to give teachers information about theirlearners’ understanding? Is homework useful for giving children a good work ethic? Does homework help motivate you to learn independently?Explain that they are going to read a story today called ‘Who DidPatrick’s Homework?’Using discussion to elicitevidence of priorknowledge and to introducethe topicAsking questions to movelearning forwards

CBSE assessment framework for English for Classes 6 to 1013Main activity5 minRead ‘Who Did Patrick’s Homework? (up to the end of paragraph4) to model good reading skills.Providing modelling to movelearning forwardsAt this point, pause the reading and ask learners for theirimpressions so far of Patrick and the doll. If necessary, you canguide the feedback by asking targeted questions, for example:PatrickWhat words would you use to describe him? (Elicit from learnersthat although he comes across as lazy, he is also aware of hisweaknesses: ‘he did feel like an ignoramus’.)Asking questions andproviding feedback to movelearning forwardsDoll“a man of the tiniest size. He had a little wool shirt with oldfashioned britches and a high tall hat much like a witch’s.” Who doyou think ‘the little man’ might be? (Elicit words such as ‘pixie’,‘goblin’ and ‘magic’.)5 min15 minRead the rest of the story as a class, giving learners theopportunity to read sections aloud.Supporting learners inowning their own learningDuring reading aloud activities, support good use of pause, toneand intonation by praising learners who clearly demonstrate itand by reading sections yourself to demonstrate good practicebefore passing back to a learner.Providing feedback andmodelling to move learningforwardsOrganise learners into groups of three and ask them to look atfour paragraphs explaining the story. Put these on a sheet andgive one to each group:Learners collaborating toimprove learning1.The elf is sent to Patrick by magic to teach him all theschoolwork he has missed so he can catch up and get greatgrades. Patrick doesn’t really like the elf telling him what to do.The elf does all the work so Patrick will go back to being lazywhen he has gone.2. The elf comes to Patrick because he knows he needs help tobecome a better student. Patrick is unhappy about being lazybut doesn’t know how to change. The elf is clever and so canteach Patrick everything he has missed out on. When the elfleaves, Patrick might fall back into his old ways and get behindagain.3. The elf is used by the writer to show that Patrick could do it allalong but was just lazy and disorganised. The elf makesPatrick do all the work himself and just acts as motivation.Patrick has changed as a person so will carry on being hardworking, helpful and organised.4. The elf doesn’t really exist. He is just used by the writer toshow that Patrick needed to become more motivated tobecome a better learner. At the beginning it says that Patrickdidn’t like being an ‘ignoramus’ so he was unhappy. The elfkeeps asking more of Patrick but really that is Patrick beingmore demanding of himself. He has changed by the endthrough his own hard work and determination to change hisways.

14CBSE assessment framework for English for Classes 6 to 10Ask all learners to independently underline any parts of eachUsing discussion to elicitparagraph that they agree with and circle any parts they disagree evidence of learningwith.Asking questions to moveThen they discuss their annotated paragraphs within their group, learning forwardsconsidering the following questions: Do you agree or disagree with the paragraph? Do you agree with some parts of the paragraph, but not all? Are you in agreement as a group about which parts of theparagraph you agree and disagree with?Remind learners to refer to and reference evidence from the textto support their decisions.Using the outcomes from their discussion, ask each group to writetheir own short paragraph explaining what they think the story isabout.5 minAsk each group to swap their own paragraph with that of anothergroup and repeat the process: underline and circle points of agreement and disagreementLearners using peerassessment to support andimprove learning annotate the paragraph to explain their rationale use references to the text to support their rationale.Once each group has finished annotating, ask them to hand itback to the original group.5 minPlenaryAsk all learners to consider the question:Why is it important that children learn to work independently andmotivate themselves?Ask learners to write their response on an ‘exit slip’ and hand it inas they leave the lesson.Key competenciesCollaborationCommunicationLearning to LearnSocial ResponsibilityUsing plenary activity toelicit evidence of learning

CBSE assessment framework for English for Classes 6 to 1015Chandni, Lesson 1LearningOutcomes This lesson focuses on the highlighted parts of the following learning outcomes: Asks and responds to questions based on texts (from books or other resources) and out ofcuriosity 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 Thinks critically, compares and contrasts characters, events, ideas, themes and relatesthem to lifeLearningLadderAssessmentContent Shows understanding of explicit meaningsLessonduration40 minutesResourcesneeded An Alien Hand Supplementary Reader for Class VII, Chapter 7: Chandni Shows understanding of implicit meanings and perspectives Communicates a personal response to texts [what is read], supported by textual reference YouTube video ‘Mountain Goats’:https://www.youtube.com/watch?v hZWxlxrIWus Highlighters in different colours Exit slipsLesson ActivitiesAssessmentIntroductory activity7 minShow the class a video on mountain goats and ask learners tonote down their impressions of the animal from the film, focusingon their characteristics and qualities.Ask learners to feed back their impressions to the class. Notethese on the board. Then ask learners to think about the wholeclass impression and to summarise it in one word or phrase.Question their responses, for example:Using discussion to elicitevidence of priorknowledge and to introducethe topic Is this everyone’s view of all goats? Why / why not? What aspects of the video impacted your impression of goats? How much information did you need before you made ajudgement? How could we ensure that we have a more balanced andobjective view?During feedback, elicit from learners that when we gatherinformation, it’s useful to have information from lots of differentsources to give us as clear and objective a view as possible.Asking questions to movelearning forwards

16CBSE assessment framework for English for Classes 6 to 10Main activity10 minRead the story ‘Chandni’ as a class. You should read the first page Providing feedback andto model good reading practices, and then, if possible, give allmodelling to move learninglearners a chance to read aloud. However, note that learners doforwardsnot need to all read the same amount of text. The amount can bedifferentiated by learner.During reading aloud activities, support good use of pause, tone,and intonation by praising learners who clearly demonstrate itand by reading sections yourself to demonstrate good practicebefore passing back to a learner.10 minOrganise learners into pairs and ask them to discuss and makenotes on their impression of the characters. You could usequestions, such as the following, to guide and support learners’notes:Learners collaborating toimprove learning Is Abbu Khan a good or bad character, or a character with goodand bad traits? Why does Chandni do what she does? Which character do you have more sympathy for?Before they begin to make their notes, and thinking back to theintroductory activity, ask learners to identify different sourcesthat add to our impression of a character. This could includesources such as:Supporting learners inowning their own learning what they do what they say what others say about themOnce they’ve made their notes, ask each pair to join with anotherto make a group of four and share their notes. Each pair should beprepared to change, add to or develop their notes after hearingother ideas.10 minWrite the following themes on the board: Loneliness and old-age Learning from experience Freedom Respecting the rights of others Fighting for what you believe in CourageIn their pairs, ask learners to find quotes from the text to matcheach theme and organise them into notes in their books. Tell themSharing success criteriato find at least three quotes for each theme.You could ask them to choose the best approach to capturing theSupporting learners ininformation. If necessary, give them options, for example:owning their own learning divide a page into columns with a theme heading each column,e.g.

CBSE assessment framework for English for Classes 6 to 1017Loneliness and old-age“He lived all alone.’‘talk to them as one talks to one’s own children’‘the poor old man was terribly lonely’‘all of his friends who were dead and gone’OR put the theme in the middle of the page with lines to eachquotation, e.g.:Once they have found their quotes for each theme, ask learners tohighlight each quote to identify whether it’s referring to Abbu KhanUsing discussion to elicitor Chandni. They should use a different colour for each character.evidence of learningAsk learners whether some of the themes are linked more to onecharacter or the other, and why. Bounce their ideas around theclass using questioning.3 minPlenaryAsk all learners to consider the question: The wise old bird says ‘Chandni is the winner’ at the end of thestory. What did she win?Ask learners to write their response on an ‘exit slip’ and hand it inas they leave the lesson.Key competenciesCollaborationCommunicationEmotional DevelopmentUsing plenary activity toelicit evidence of learning

18CBSE assessment framework for English for Classes 6 to 10Chandni, Lesson 2LearningOutcomesThis lesson focuses on the highlighted parts of the following learning outcomes: Refers to dictionary, thesaurus and encyclopaedia to find meanings / spelling of wordswhile reading and writing Asks and responds to questions based on texts (from books or other resources) and outof curiosity 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 Thinks critically, compares and contrasts characters, events, ideas, themes and relatesthem to lifeLearningLadderAssessmentContent Show understanding of explicit meaningsLessonduration40 minutesResourcesneeded An Alien Hand Supplementary Reader for Class VII, Chapter 7: Chandni Show understanding of implicit meanings and perspectives Communicate a personal response to texts [what is read], supported by textual reference Thesauri Annotatable extracts from the text (see below) Highlighters in different coloursLesson ActivitiesAssessmentIntroductory activity5 minOn the board, write the name of the story ‘Chandni’ and thenames of the main characters: Chandni and Abbu Khan.Recap on the learning from the previous lesson by askingAssessing prior knowledgequestions about the characters and main themes in the form of aand understanding to movequiz. You could ask learners to use mini whiteboards to show theirlearning forwardanswers to each question.1.2.3.4.5.How did Abbu Khan stop his goats from escaping?What happened to the goats when they escaped?What did Chandni look like?What does Chandni mean?What did Abbu Khan do when Chandni said she wanted to go tothe hills?6. Why did Chandni refuse to join the group of wild goats?7. How did Chandni feel on the hills?8. Why did Chandni decide to fight the wolf?Questions relate to explicit meanings and their purpose is toconsolidate learner comprehension of the text covered in theprevious lesson.

CBSE assessment framework for English for Classes 6 to 1019Main activity10 minExplain to learners that they will be looking more closely at thelanguage of the story in this lesson.Sharing learning intentionsShow learners a set of words, e.g. ‘sad’, ‘unhappy’, ‘miserable’,‘disconsolate’, ‘joyous’ and ask: Which word is the odd one out? How do you know? What do all the other words have in common? What do we call words that have shared or similar meaning?If no learners are familiar with the term ‘synonym’, explicitlyintroduce this term to the class.Organise learners into pairs and ask them to identify a synonymfor each of these words from the first three paragraphs of thestory:oddvanishSupporting learning inowning their own learningLearners use strategies thatwill support theirunderstanding during theirown readinglushestpoureddeprivationIf learners are struggling, allow them to use a thesaurus.Choose one of the words and ask learners to share the synonymthey found. Ask learners: Why do you think the writer chose to use this specific word?As learners give their answers, encourage them to use evidencefrom the text to support their reasoning.Put these two extracts from the story side-by-side on the boardand provide learners with annotatable copies:The new goat was verypretty. She was whiteas snow, and had twolittle horns on her head,and a pair of gleamingred eyes. She had afriendly temperamentand would listen to AbbuKhan’s tales with a lot ofinterest and affection.She stopped eatingthe green grass AbbuKhan brought for her;nor did she listen to hisstories with interest andaffection. She lost herappetite, grew very thinand stared moodily atthe hilltops bathed insunlight.Ask learners to independently circle the adjectives that de

Sample lesson plans This document is a compilation of ten sample lesson plans for English from class VI to class X. You can use these lesson plans as they are written in your classes as you would any other lesson plan. When you use the lesson plans, reflect on how: they place the student at the centre of learning