ourishing

nglish through trengthening

alents

(A Special English Tryout Programme)

DIET - Malappuram

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research conducted by DIET Malappuram, and is being tried out in six schools this year.

Nourishing English through Strengthening Talents is a

has been brought to you which will benefit children at all levels of

A material prepared in tune with the prevailing methodology

achievements , especially the Low Proficient Learners. The success in your class room.

of this programme lies in your sincere effort to implement this material Please go through it and practice it in your class with a will.

Keep a record of your personal experiences, your views on the material, out to all the schools in the district next year.

its merits/de merits etc, which will help us refine it before we spread it

Wish you every success. Sincerely P Abdul Razak Principal, DIET Malappuram.

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Proficiency in English has always been a matter of serious discussion, not among the academicians but among the parents too. To satisfy this need we were planning and executing various programmes throughout the past several years. The studies and tryouts conducted by District Institute of Education and T raining reveals that the performance level of the children, has not improved much ,despite our efforts and pedagogic innovations . However we have to take responsibility to make our students competent for the foreign tongue. Programmes in tune with this aim have to be charted out. While doing so we have to bear in mind the educational rights of the child which is envisaged in the historic act of RTE passed by the Government of India. One of the major issues in our class room is the case of Low Proficient Learners LPL . We have to design or derive new strategies for them, keeping all the processes intact. The LPL have to go through the graphic reading and writing at a pace convenient for them .Of course we the teachers have to take effort for them. They have their own talents and these talents can be modulated to develop language skills. Through determined team work we can overcome this issue. Here arises the new program NEST (Nourishing English through Strengthening Talents.) designed by DIET Malappuram.

1. To equip teachers proficient in class room process. 2. To Develop strategy for strengthening language learning 3. To ensure equality of opportunity for all children 4. To develop strategies and techniques to support low proficient learners.

In the academic year 2012-13 six schools from four sub-districts will be nested. They are 1. 2. GVHSS Vengara (Vengara) (Vengara)

PMSAMUPS Karathode

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3. 4. 5. 6.

Pariyapuram Central AUP School (Tanur) AMUPS Vaniyannur (tanur) GWUPS Thrikkulam (Parappanangadi) GUPS Purathur (Tirur)

Pre test administration in all divisions of Vth standard Material development of NEST Orientation workshop for AEOs, BPOs, DIET Faculties, Head Master of the corresponding schools, PTA, MPTA presidents. One day initial training for teachers for the material familiarization including tryout classes SRG meeting for evaluating the progress of the programme Frequent monitoring of AEO, BPO, Faculties, Trainers and On Site Support whenever needed Parental awareness of NEST Interim review and Sharing and solving classroom issues Dissemination seminar For community awareness

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Dear ones, The material focuses on the enhancement of reading and writing. Each reading passage is enriched by interactive pictures .These pictures are used as the platform for interaction in order to lead the children for graphic reading. The text evolved by the teacher using the pictures are named as Sub texts NEST Concentrate on evolving subtexts using picture interaction Stratagies for the recurrence of the subtexts are given for each reading text Extended activities for the same passage is given for further enhancement of reading

P. Nisha Lecturer (Planning & Management) DIET Malappuram

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ourishing

nglish through

trengthening

alents- (

Teaching Manual
English Unit - II Issue Sub issue : : Dream on Wheels The lack of human resource development 1) There are veriety of jobs in the society 2) Every job has its dignity. Std-V

** Dear friend, For every activity there should be some visual evidence for its successful completion. Please note down them in the space provided.

Process
CAN I BUY A BICYCLE? Draw the attention of the children to the picture on the T.B. Page No. 27 and interact, Assessment: Look , the children are riding bicycles. Where are they going? Can you guess? school, play ground...... Do you know cycling? Do you have bicycles? How many of you have bicycles? Okay, all of you like bicycle verymuch. Dont you? Here is a story of two friends and their bicycle. Module 1 Narrative Presentation Can I buy a bicycle (H.B.) Page 58 Gist : - On the way to school, Binu and Basheer stopped infront of a bicycle shop. Binu wished to buy a bicycle. Interaction Who are the friends ? O.K. Binu and Basheer. Where are they now? Binu likes to buy a bicycle, doesnt he? Visual Evidence of Narrative Presentation. Visual evidences of the trigger.

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Can he buy it? Lets see. Lets read Can I buy a bicycle (T.B. Page No. 28)

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Can you identify the characters? Where are they going? Where are they standing now.? What did Binu want to buy? What did he say? Can Binu buy the bicycle? See the price tag. How much does it cost? Is Binu happy? He is gloomy now. Isnt he? (write on BB) ( write on BB) Visual evidences of sub - text

They are standing in front of a bicycle shop. Look Binu tells about his wish to Basheer.

(Write on BB )

Basheer is his friend. He is saying some thing to Binu. Can you guess? What is it? (Write on BB)

Strategy
There are four sentences in the chart. Cut every sentence into words. Shuffle these words and distribute to groups. The groups can arrange the words in right order to get the sentence. Activity Reading the picture story.

Visual evidences of the chart with pasted strips.

Five pictures are given for you. There are some speech bubbles in each picture. Some speach bubbles are blank. Can you select the expressions suitable to each bubble from the box.

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I
Hello children, What do you want ? ........................

* That blue bicycle. * Why are you gloomy? * This bicycle costs Rs Two Thousand.
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What is the picture about Who is the other person? Shop keeper Why do they go to the shop? To buy a bicycle

* Dont worry friend; which bicycle are you planning to buy? * I want a bicycle.

Can you see Binu and Basheer in the picture?

Okay, then what will the shop keeper ask. Teacher reads the first bubble. What will Binus reply be? You are right! I want a bicycle. Find it out from the box and write it on your note book.

II

Which bicycle do you want ?

........................

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I want a bicycle, Binu said to the shop keeper. What will the shop keeper ask next. The shop keeper asked, Which bicycle do you want?. What will Binu say? Find that also from the table and write it in your note book.

III
...........................

Oh! Rs Two Thousand. I cant buy it.

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Will Binu ask about the price? Surely he will. What is the cost of this bicycle? Binu asked. How will Basheer reply? It is in the first bubble. Can you write it in your note book? It is also in the box After writing the response, The teacher can interact with the second bubble. What will Binus reply be? See his expression. Binu says Oh! Rs Two Thousand. I cant buy it.

IV
..........................................

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What is the price of the bicycle. Yes it is Two Thousand rupees. Binus face became gloomy. The shop keeper noticed it. Will he ask about it? What will he ask? Yes. He will ask Why are you gloomy? It is also in the box.

............................................ ...............................

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Basheer is his friend. He is also there. Basheer is trying to console Binu. What is he saying? Page : 12

Can you write it in your note book? It is also in the box. How many of you could write the dialogues? Okay, now all of you go through the reading passage and underline the sentences in the chart Visual evidence of the activity in the note book Reading process Now all of you read the passage CAN I BUY A BICYCLE?. CB Page 28 Individual reading Children, all of you read the passage silently. Read the passage once again and put x for the ideas or words that you cant understand. LPL identifies the subtext from the reading passage and underlines it. Collaborative reading You have got some ideas. You may have some doubts too. You can now sit in groups. Now share the ideas in turn. You can ask your friends and clear your doubts. ( Inter group interaction) You can make use of glossary if needed.. See children, group one has a doubt. Can any group help them? ( Groups help each other - intra group interaction) Teacher clarifies the remaining doubts through interaction (Teacher- class interaction. ) The teacher can check comprehension of the passage using the following questions * * * * Where are the friends going to ? They stopped at the bicycle shop. Didnt they? What is the cost of the bicycle ? Binus face turned gloomy. why ? Visual evidence of the collaborative reading, loud reading by the learners in the T.M.

How did Basheer console Binu ? * Ensure children mark the portion/portions coveying the idea revealed through the following questions. Loud reading by the teacher. Scaffold reading Teacher displays the question in the class Dont worry . Why did Basheer says so ? - Groups share the idea -Group presentation Teacher can direct the outstanding children to write the response the scaffold questions. Loud reading by learners. Give the following instructions. Page : 13 Visual evidence of Scaffold reading (Questions and responses in the chart)

1. 2. 3. 4. Assignment 1.

Take turn and read one sentence aloud . Select one child to read aloud in the whole class. Others can offer suggestions to make loud reading better. Selected learners read aloud two or three sentences in turn. (The second child begins where the first child stopped.)

Binu likes bicycle very much. I think you also like bicycle, All of you draw a beautiful bicycle. colour it bring it when you come tomorrow. Module 2 Discourse Construction I hope all of you have drawn your dream bicycle. Interaction based on the picture drawn. Has your bicycle a dynamo ? How many mirrors are there ? Is the handle bar glittering ? What about the bell ? Now describe your bicycle . Individual attempt - Teacher interact with L.P.L - Elicits ideas and megaphones it in English. - Teacher writes their ideas in their notebook. Group Sharing Each member shares their ideas in group L.P.Lshould be given first preferance Group presentation Teacher Version. Teacher has to prepare evolving teacher version instead of a readymade one. Editing. Follow this process given in the course bok Page No 36,37 A DREAM Interaction - Where is Binu now ? - What will he do after school ? - Who will be there at home ? Ok Let us see. Module 1 Narrative Presentation. visual evidence of edited group product in the chart visual evidence of the individual writing and SAT (CB page 29) in the note book, group product in the chart, teacher version.

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A Dream Page No 59 SB Gist:- Malathy came home late. Binu asked her to buy a bicycle for him. Her eyes filled with tears. Seeing that Binu told sorry mother. * Why does Malathy cry ? * How does Binu respond ? * Will Binu get a bicycle ? * Can you guess what happend then ? visual evidence evolving big picture

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he? Children, have you seen the picture? Who is in the picture? What is Binu doing?

Ok, See his face; he is very happy in his sleep. He is also smiling; isnt Why he smiling in his sleep? Yes, he had a dream

What did he see in his dream? Cycle Ok, what was he doing with the cycle? Can you say the colour of his bicycle? Red? Green? Orange? Blue? Geetha, you are right, It was a blue bicycle. How many of you said blue?

Good; Binu is very happy and rides the bicycle. Look at the picture once more. What did he do with the finger? How does the bell sound?

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Look, he started riding the bicycle. What was he doing with his legs?

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Look at the picture. Binu is riding fast. How do you like to ride the bicycle? Slowly or fastly? Tell me about Binu.Does he like to ride it fast? Yes, Binu also likes to ride the bicycle fast. Look at the picture. What did Binu do? Where?

I like to ride it slowly. Najeeb what about you? Do you like to ride it fast?

(write on BB) ( write in continuation )

Binu loves his cycle very much. No , He bent down.

Look at the picture. Is Binu sitting straight ? Modify the sentences already elicited to write the subtext on chart. See how happy he is! Can you say it?

He says something to his dear bicycle. Do you want to know it?

LPL identify the sub text from the reading passage and underline Strategy - I There are balloons tied to Binus bicycle. Why there are balloons? Yes to decorate. Page : 16

You canuse flowertoo. Cant you? Whatelsecanyouuse? Balloons,flowersandthen? Ofcourse,ribbons, beads, cds.. WritethewordsonBB. Balloons,Ribbons,Beads,CDs Childrenmayreadthewordsinturn.Letthemgroupthemselves. Teacher talk for grouping Alltheballoonscanflyandsithere. Ribbonspleasefindyourspacehere. Beads rolldownandsettlehere. CDs pleasesithere. Nowyouare ingroups. TellmeArun;whichisyourgroup? Arunisin theballoongroup.Mohanwhichgroupdoyoubelongto? That sfine. Now, look at the BB. There are 6 sentences on it.
[Showsacover.]

Visual evidences of the chart with pasted strips.

See this cover,I have one sentencein thiscover. It can be the first, it can be the last. You can guess. Whichsentenceisinthecover? Divyaanyidea? Thefirst one?Canyou readit?
[Helpthechildtoreadit.]

Divya, says itis the first one. Iwillgiveatallymarkforthefirstone. Maya,whatdoyouthink? Thatsfine,onemoretallytosentenceone. Now there are two tally marks for sentence.................. Meera, whatisyour choice? Meerasays it issentence four.
[Likethisgivechancetomaximumnumberofchildren.]

Visual evidence of the activity in the note book

Now letus seewhat isinside the cover. Openthecover. Seethesentence.Teachershowsthesentence. Okay,cantyou read it? Letchildrenreadthesentence. Howmanyofyouwerecorrect? Page : 17 visual evidence of the individual writing and SAT (CB page 29) in the note book, group product in the chart, big book, teacher version.

NowIwillgiveyousomewords.Youcanmakeanysentenceofthechart. Supplieswords.Yourtimebeginsnow. Strategy - II Afterelicitingand writing thesub texts onthechart, readthe sentencesas if you presenta narrative with toneandpitch variation.Supplystripsofpapertochildren.Childrenofonewing(lefthalf/righthalf)choosewordfromthefirstsentence.The secondsentenceisusedbytheotherhalf.ThelefthalfcandepositthestripsintheAboxplacedonthetable(emptychalkbox). TheothergroupusesboxBtodeposittheirwords.Thenexchangetheboxes.Letchildrenassemblesentenceswithwordsinthe box. Seewhichgroupcomesfirst. Shows the same picture Who is sleeping? Yes, it is Binu. What did he do with the balloons? Binu likes the bicycle. Doesnt he? Do you like Binus bicycle? How do you know?

Visual evidences of the chart with pasted strips.

See his face. He is very happy. Binu had a dream. A sweet sweet dream. While riding the bicycle Binu was singing a song too. Do you want to hear that song?

Let children sing the song after you. Play the audio cd of the song. Elicit lines.

Shall we hear the song? Pupil hear the audio track. Binu had a dream Okay, have you enjoyed it? Can any body identify the lines? No? Dont worry, you can! Page : 18

 words.

I will give you a clue. There are four words in the first line. Plays audio once again. Children ,which is the first word? Teacher writes the first word in BB and put ___ for the next Can you say the second one? Repeats the process. Fills the gaps and complete the stanza. Children sing with the audio track. Visual evidence of the activity in the note book

What about the third and fourth?

( Teacher can supply the unidentified words /sentences if necessary..) Binu had a dream Sweet sweet dream The dream of a bicycle, His new blue bicycle. How bright it shines Like a mirror in the sun. How sweet the bell sounds, Tring Tring Tring How he pedals it Round round round How nice it goes Fast fast fast Binu had a dream Sweet sweet dream The dream of a bicycle. His cute little bicycle. After enjoying the poem teacher asks; Children did you like the poem? You have enjoyed it, havent you? Okay, what is this poem about? Yes it is about Binus bicycle. Please open the course book page 30. Now you go through the passage. Can you see the word rim in it? Page : 19 Visual evidence of the activity in the note book

Teacher writes rim on the BB. Underline it. Okay, try to find the handle bar in your passage. At the same time teacher writes handle bar; on the BB. Children , these are parts of the bicycle. There are some more parts written in the passage. Try to find out and complete the word web in the next page. [ This can be given as home assignment.]

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Reading process Now all of you read the passage A DREAM CB Page 30 Individual reading Children, all of you read the passage silently. Read the passage once again and put x for the ideas or words that you cant understand. LPL identifies the subtext from the reading passage and underlines it. Collaborative Reading You may have some doubts in the passage. Interact with your friends and clear your doubts (Inter - group - interaction ) Do you have any more doubts, if so use glossary and clear it. Are there any doubt still, ? Visual evidence of the collaborative reading, loud reading by the learners in the T.M.

Teacher invites other groups to clear the doubts (Intra - group-interaction) Teacher clarifies the remaining doubts through interaction (Teacher - group - interaction) Teacher elicit shared ideas from all the group through interactions Ensure children mark the portion/portions coveying the idea revealed through the following

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questions. * What was Binus dream about ? * Can you describe his dream bicycle ? * Binu was whispering something to the bicycle. What was it ? Visual evidence of Scaffold reading Loud Reading by the teacher (Questions and responses in the chart) Scaffold questions * Have you ever experienced such a dream ? Share it ? * Suppose Binu wakes up from his dream, what will be his thoughts? Teacher can direct the outstanding children to write the response the scaffold questions. Loud reading by learners. Give the following instructions. 1.Take turn and read one sentence aloud . 2. select one child to read aloud in the whole class. 3. others can offer suggestions to make loud reading better. 4. The selected learners read aloud two or three sentences in turn. The second child begins where the first child stopped. AN ATTEMPT

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Module 1 Interaction Draw attention to the picture. (Trigger) Binu is dreaming. Isnt he ? Look at Malathy. Is she happy ? Why ? What is Malathy thinking ? Lets see. Narrative Presentation ( An attempt S.B. Page 59) Gist:- Malathis income is not enough to buy a new bicycle. She decided to ask money from the supervisor Visual Evidence of Narrative Presentation. Interaction 1. Malathi asked for some money from the supervisor, didnt she ? 2. What will he say ? 3. Will Malathy get money from the Supervisor ? 4. Can you guess what happened next ? Visual evidences of the trigger.

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Process for Reading (An attempt TB Page No 31) All of you read the passage An attempt silently. You can read the passage once again and put X mark for the ideas or words that you cant understand.
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Can you say who are in the picture? Yes, you are right; It is supervisor and Malathy. Where are they? They are in the Quarry. What is Malathy doing there? She is crushing the stone. She is a Coolie in the quarry. How much money does she want from the supervisor? She went to the superviser and what will she ask? Sir, will you give me some money? What will the supervisor say? Can you guess? Look at his face. Is he ready to lend money? No Is he a nice man? You are right; he is a tough man. Then what will be his answer? She wants two thousand rupees from the supervisor.

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visual evidence of the Picture interaction

15

See the next picture

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Malathy is standing there. She is very sad. What will she say? Can you guess?

Does she want to say something more to the supervisor? Sir, please, Malathy pleaded again.

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Look at the picture. No. Is the supervisor angry? Will he give money to Malathy?

Ok children,What is her wage? Two thousand rupees. Yes.

One twenty rupees.How much money does Malathy want? Will the superviser ask what is it for? Then how will he ask it? What do you want two thousand rupees for? She has to buy a bicycle for her son. Can she tell it to the supervisor? No. What will she do then? Will she tell a lie? What lie will she say?

Deepak, what is your opinion? Consulting a doctor? Quiet possible. Yes. Thats a good reason. Mini, tell me , wont she think about her old house? Malathy will ask money for repairing her house. How will she say it to the supervisor? Will the supervisor get back money? Okay, you are saying Yes. But he is not sure about it. Why? Malathy is getting only 120 rupees per day. Can she repay? He thought. He asked her about it. Page : 23 Visual evidence of the activity in the note book

What will he ask? Strategy - I The above sentences are written on the chart. Ask the following questions. Who is saying No? Supervisor or Malathy? You are right; it is the supervisor. Raghu can you show the word supervisor? Thats fine ! Well done Raghu. Who can show Malathy? See, Rema is coming. Give her a clap! There are two words starting with P. One is please. What is the other word? George is ready to answer. Arent you George? That is very good. It is pleaded. There is one word starting with r. What is that? One is rupees, isnt it? What is the other word? Okay children, it is repaired. Role play Now one can take the role of supervisor and one can act as Malathy. Who is ready? So nice; Pinku and Tony are coming. Are you acting as Malathy? Yes, Pinku is acting as Malathy. Then Tony must be the supervisor. Tony am I right? Yes I am. Tony the supervisor is standing here. ( mark the position on the floor) Where is Malathy standing ?In front of the supervisor or behind the supervisor? Negotiate and fix the position. Who is saying first? Is it Malathy? No it is the supervisor. What does he say? Pinku says no. Pinku, say it aloud in a harsh voice. Good. Malathy can say your dialogue. Sir please............ Thats fine. Why cant you give them a big clap? Page : 24 visual evidence of role play in T.M. Visual evidences of strategy children underline please, pleaded, rupees, repaired in their note book.

Strategy - II Can you point out the sentence saying Malathy wants to repair her house Good guess. (Tell children that you are going to erase one word from BB.) Come on children, look at the BB once again. I am going to rub off one word from the first sentence. You close your eyes for a while. Okay. (Rub off the word thousand) Now open your eyes. Devapriya, can you say the word? Correct .. It is thousand. Who can write the word on BB? Hari is coming. Hari, do not write the full word. Write only one letter. Yes; Hari has written t. Which is the next letter? Radhika; It is your turn. Radhika is writing o. Do you agree with her? Sorry Radhika ; I will give you a clue. The letter is in Hari, it is in happy. It is there in the.. Teacher writes Hari and, happy in BB. Good guess. It is h. (If the children cant write teacher put a round on .Now we got the letter h of the word thousand.) Try the next.[ Elicit the spelling through interaction.] As earlier we can role play these dialogue of all evolved sub texts. Visual evidences of interaction in the note book

Who is Malathy? Yes, Malathy is Binus mother.- write on the BB. What is she? She is a coolie. Isnt she? Teacher writes on the BB. Rahim, what is your father? Yes, Rahims father is a driver. Teacher can elicit different types of jobs and writes on the BB. Is there any other jobs that you know? (Teacher elicits the responses and write on the BB) Teacher writes only the jobs written in the activity on the BB. Can we read it again? Teacher asks the children to read it again. Visual Evidence of Narrative Presentation. Page : 25

Teacher introduces the activity. There are some pictures in the activity. Who are they? Let them go through the pictures. Who is in the first picture? There is a box. Can you find out from the box. Look at the picture; Who is he ?

Visual evidence of the activity in the note book

Look at the pictures. ( teacher rubs the jobs on the BB.)

This is Binu. He is a Doctor

This is Malini. ..................

Driver Teacher Doctor Coolie Merchant This is Mr. Balan. ..................... Policeman This is Mr. Basheer ..................

This is Mr. James. .....................

This is Malathi.

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..................

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Reading process Now all of you read the passage AN ATTEMPT CB Page 31 Individual reading Children, all of you read the passage silently. Read the passage once again and put x for the ideas or words that you cant understand. LPL identifies the subtext from the reading passage and underlines it. Collaborative Reading Now you may have some doubts in the passage, interact with your friends and clear your doubts. (Intra group interaction) The teacher can check comprehension of the passage using the following questions * Do you have any more doubts ? If so use glossary and clear it. * Are there any doubt still, Teacher invites other groups to clear the doubts (teacher groupinteraction) * Teacher elicit shared ideas to all the group through interactions * Malathy asked for money, didnt she ? Visual evidence of the collaborative * What did supervisor say to Malathy ? reading, loud reading by the learners * Malathy pleaded again. didnt she ? in the T.M. * How did supervisor react ? * Malathy told a lie to the supervisor. what was it ? * Can you repay the money , the supervisor asked. why ? Ensure children mark the portion/portions coveying the idea revealed through the following questions. Visual evidence of Scaffold reading (Questions Loud reading by the teacher and responses in the chart) Scaffold Reading (Teacher displays the questions in the chart) * The supervisor was not ready give money to Malathi. Do you agree with supervisor ? why ? * I want to get my house repaired, Malathi lied. Do you agree with Malathi?. why? Teacher can direct the outstanding children to write the response the scaffold questions. Group shares the ideas. Group presentation Loud reading by learners. Give the following instructions. 1. 2. 3. 4. Take turn and read one sentence aloud . Select one child to read aloud in the whole class. Others can offer suggestions to make loud reading better. Selected learners read aloud two or three sentences in turn. (The second child begins where the first child stopped.)

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JOBS IN MY LOCALITY Module 2 Interaction Malathy works in a quarry. She is a coolie there. People do different kinds of jobs. Some are coolies, some are drivers , some others are doctors. - Do you know what is your neighbour ? - Is he a teacher or a nurse? ( acknoledge their responses) Lets find out the jobs of people in our locality. - What will you do for it? You are right. We will meet them and ask questions to them. - What all questions will we ask? - Remya, any idea? Remya says what is your name . Thats fine. (write name on BB) - Tinu, any other questions ? - What are the details you want to collect ? Of course we will collect their address. (write address on BB) - Dont we ask about their job? (write job) Thats good - Now tell me how we can tabulate these data? Lets draw a table. Draw the table given on page 32 of CB Look at the table. There are four columns. I will write the head of the first column. (write serial number in the first column.) Sita, come and write the head of the second column. Sita has written name in the second column. - What about third and fourth?. - Who is ready to come and write? Then Teacher farmiliarises the table given in the CB (page 32) Preparing a questionnaire Dont you remember the questions we discussed ? Lets write it Individual attempt Teacher interact with LPL. Elicits ideas and megaphones it in English. Teacher writes their ideas in their notebook. Group Sharing (teacher interacts with the groups ) Page : 28

- When you go to a house to collect the data How will you treat the person ? Each member get chance to share their idea. Eg :Good Morning Sir Excuse me sir Hai sir Let the group select the best idea and each member in that group writes in their notebook. - How will you ask for the name ? Eg:Your name please ? May I know your name ? etc... - What are the other details you want to collect? - Children say address - How will you ask address ? - Will you ask about his job ? Group presentation Teacher Version. Teacher has to prepare an evolving teacher version instead of a already prepared one. Editing Let the children do the project work as home assignment. Compile a big book on the project done by them. The big book may contain the questionnair, and tabulated data Visual evidence of the project report

THE BICYCLE
Module 1 Interaction Yesterday we have collected the data. - What are the different types of jobs , people do in your locality ? - Can you suggest a good job for Malathi. ? - Why do you select it ? - Will it be convenient for malathi. Why ? Allow them to respond orally first. Ask them to write their opinion individually. Teacher may interact with LPL elicit idea and megaphone. She writes it in the childs note book Allow them to discuss their ideas in the groups. Teacher interacts with the group for ensuring the participation of all the members. Groups present their ideas orally. Lets go back to the story. Narrative Presentation Page : 29

SB page 60 Gist :- Binu is doing his home work. Mother comes there and console him and suggest to buy an old bicycle from Balan, the fish merchant. Interaction: - What will be Binus decision ? - Will he agree to buy an old bicycle ? Lets see Visual evidence of the narrative and responses for the interactions.

Binu has no money to buy a new bicycle. Binu and Basheer decided to buy an old one. Mother told that Balan had an old bcycle. - Will Balan sell the old bicycle?

- How will you know? Will they go to meet Balan? You are right. They will go to meet Balan. - What is Balan ? Is he a doctor? You are right. He is a fish monger. (complete the sentence adding fish monger)

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Look at the picture. Who do you see in the picture? Who is standing near to Balan? It is Basheer. Baletta do you want to sell your bicycle? Basheer asked. Yes I want to sell it. Balan said. What did he say? Binu was anxious He wanted to sell the bicycle. Basheer said.. Page : 30

Can you see the bicycle in the picture. - Has it a stand ?

- What about its stand? Have a close look at the picture.

- The bicycle had no stand. Then how is it kept?

- How is the bicycle placed? (show the action leaning against the wall) - Can you remember Binus dream cycle. What about this bicycle? - What is the colour of the bicycle? - What about the handle bar? - Can you see the bell and mirror?

Strategy

Visual evidence of the subtext pasted strips of strategy.

[Let the sub text be on the BB. Children go through the sub text once again.] They had many chances to read the following words of this sub text earlier. Basheer,Binu, He , And, Bicycle, Handle bar, His, The, etc. Let the children write the words they are familiar with in their note book. Write the subtexts on a paper. Then cut it into words. Keep the words in a box or in a can. Teacher talk: - See the box, can you guess what is inside ? - Toffees ? Sorry dear. make another guess, Words? Okay, lets see Now you can take lots. Let every child take one strip containing words of the sub text elicited. Jyothy, Read your word please. Yes you are right. It is stand. - Beena you have the word leaned, havent you? - Jasmine yours is the bicycle. Isnt it? Yes, it is. All of you have got the words.Now you can assemble and form the sentence. - Okay, who have got the words of first sentence? Look at the chart and find out.[ the chart to be exhibited must be prepared carefully. Sentences are written one after another,ie One sentence in one line.] - Ravi, what is your word? Ok, it is handle bar. Can you find out ? Page : 31

- Is it in the first sentence? No. - Then where is it? It is in the fifth sentence. Find out your sentence first. Then find out your partners/ friends . Chart to be exhibited BasheerandBinuwenttomeetBalan,thefishmonger. Hewantedtosellhisoldbicycle. Ithadnostand. Itleanedagainstthewall. The colour ,the glittering handlebar,the bell, the mirror..nothing wasthere. Note: Children who are the part of one sentence will stand in one group. There will be some confusions regarding the repeated words like it, the, he, etc. Try to eliminate the confusions through negotiations.

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See the pictures. One is Balans old bicycle and the other one is Binus dream bicycle. Compare the two bicycles. - Binu and Basheer went to meet Balan. Why? Yes. They wanted to buy Balans old bicycle. - What was the condition of the old bicycle. Was it a beautiful bicycle? - Does it have a stand? - What about its mirror? - How was the handle bar? - Was it shining? - Did it have the blue colour? Teacher elicits the answer from the children and writes on the BB. Okay, lets think about Binus dream bicycle . - What about the handle bar? - How was the seat? - Do you remember the sound of the bell? Teacher elicits the response and write each quality of the new bicycle on the BB. Page : 32

Okay, now the features of the old and new bicycles are on the BB. Lets read it again. Now we are going to sit in groups. (Teacher writes the words like bell, mirror, handle bar etc. on the BB. Make the group accordingly.) Teacher makes the sentence strip of the features of old and new bicycles.Shuffle the strips and distribute 5 strips to each group. Make the children read their strips and paste it on the chart provided.

- Okay, you got some sentence strips right? - What is it about? - Its about Binu s dream bicycle and Balans bicycle. Isnt it? You can arrange it on your desk in two rows. Teacher has to check whether they are doing it correctly and gives one chart for each group with two columns. ( Balans old bicycle and Binus dream bicycle.) Now children, let us play a game. Teacher congratulates each group. - Have you completed the work? I also have prepared a table comparing the old bicycle and the dream bicycle . Teacher shows the teachers version. Now all of you compare your group product with this chart. Visual evidence of the activity in the note Reading process book Now all of you read the passage THE BICYCLE CB Page 33 Individual reading Children, all of you read the passage silently. Read the passage once again and put x for the ideas or words that you cant understand. LPL identifies the subtext from the reading passage and underlines it. Collaborative reading Yes, you may have some more doubts on the passage. Try to clear it, sharing with your friends (intra group) Again if there are doubts you can seek the help from the other groups (inter group sharing) Teacher clarifies the remaining doubts (Teacher group interaction) Teacher tries to elicit the ideas in the group through interactions. * Who did they meet to buy the bicycle ? Page : 33 Children write down the missing traits . ( Teacher gives the chart to each group.) You come and paste the strips in the right place of the chart.

* What was the condition of the bicycle? Loud reading by the teacher Scaffold Teacher reading exhibits questions on the Visual evidence of the collaborative reading, loud reading by the learners in the T.M. chart.

Why did Balan decide to sell his bicycle ? Binus face turned pale, Why ? Group shares the ideas Group Loud reading Give the presentation. by learners. instructions. aloud . whole class. following Visual evidence of Scaffold reading (Questions and responses in the chart)

1.Take turn and read one sentence

2. select one child to read aloud in the ter.

3. others can offer suggestions to make loud reading bet 4. The selected learners read aloud two or three sentences in turn. The second child begins where the first child stopped. Teacher ensures the Module 2 Interaction - Binu saw a bicycle at Balans home. Didnt he? - Does it match with his dream bicycle ? Lets compare the bicycle in his dream with that of Balans . - Is there a dynamo on Balans cycle? - Which one has glittering handle bar? Process - Writing Compare the bicycle Binu saw at Balans house and the dream bicycle. Write in the column CB page number 34. Discourse construction Individual Writing Teacher interacts with the LPL, elicits idea, negaphones it and write it in his notebook. Random Presentation Elicit responses of LPL first. Megaphone the responses in English Group Refinement visual evidence of the individual writing and SAT (CB page 29) in the note book, group product in the chart, teacher version. participation of LPL

Page : 34

Frame interaction questions to ensure comparison of the old and new bicycles. Group Presentation Teacher can present evolving teacher version instead of a prepared one. Editing Follow the process of editing given in S.B Page No 35,36,37. Module 3 Binus Thoughts Interaction - Binu and Basheer are near the fish monger, arent they ? - Why did they come there ? - Balans bicycle is an old one. Isnt it ? - What will be the price? - Will it cost two thousand rupees? - Will Binu buy that bicycle ? Lets see Narrative Presentation Gist : Balan sells his bicycle for 275 rupees. He doesnt allow them to take it without paying the full amount. SB page 61 Discourse construction - Balan didnt allow them to take the bicycle . Did he ? - Was Balan so cruel ? - Will Binu think about Balan ? - What will he think ? - He needs 25 rupees more, doesnt he ? - Will he think of making that much money ? - Who will help him? Binu was in deep thoughts. Now lets write down Binus thoughts. Individual writing Teacher interact with LPL Elicit ideas and megaphone it in English Teacher writes their ideas in their note book Group Sharing Teacher intevenes in the groups and ensures the turn of each member (LPL should be given the first preference) Balan did not allow them to take the bicycle. - What will Binu think of Balan ? Each member in the group says their ideas taking turn. Page : 35 Visual evidence of the narrative and responses for the interactions.

Select the best idea and write it in their notebook. - What is the cost of Balans bicycle ? Yes, 275 rupees. - How much money has Binu with him? He has only 250 rupees. He needs twenty five rupees more. Doesnt he? - Will Malathy give him money? - What will Binu think about it ? Group Presentation Teacher Version The teacher has to prepare an evolving teacher version , instead of an already prepared one. Editing Follow the process given in the source book Page No 36,37 visual evidence of edited group product in the chart BASHEER, THE FRIEND Module 1 - What will Binu do ? - Who will help him ? visual evidence of the individual writing and SAT (CB page 29) in the note book, group product in the chart, teacher version.

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Look, Basheer is in deep thought. - What is he thinking ? - What came to his mind ? Yes, Binus face came to his mind. - See Binus face. Is he happy ? Gopi, you are right. Binus face is gloomy. - What made Binu gloomy? Page : 36

- How much money had he with him? - How much Binu needs more?

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Basheer is his real friend. He wants to help Binu. -What will his thoughts be? He is thinking about making money. - Where will he get it from? He may think about it. - What will he think? Visual evidence of the subtext pasted strips of strategy.

- Where can I get it from? (act and say it in the apt tone) Some thing came to his mind like a flash. Reading process Now all of you read the passage Basheer the Friend (TB Page No35) Visual evidence of LPL identifies Individual reading and underlines subtext in CB. Children, all of you read the passage silently. Read the passage once again and put x for the ideas or words that you cant understand. LPL identifies the subtext from the reading passage and underlines it. Collaborative reading In oder to clear doubts, ask the members in your group. (intra group interaction) I think some more doubts are still there in your group. Just ask to the next group. (Intergroup interaction) Then teacher clarifies the remaining doubts (Teacher group interaction) Then teacher elicits the shared ideas in the group through interactions. * Why did Basheer think about Binu ? * How much more money does Binu need to buy his bicycle ? Loud reading by teacher Page : 37

Scaffold reading Balan is a rude fellow. Why does Basheer think so Can you say the idea that flashed through Basheers mind ? Group shares their ideas Loud reading by learners. Give the following instructions. 1. 2. 3. 4. Take turn and read one sentence aloud . Select one child to read aloud in the whole class. Others can offer suggestions to make loud reading better. Selected learners read aloud two or three sentences in turn. (The second child begins where the first child stopped.) Visual evidence of the collaborative reading, loud reading by the learners in the T.M.

Module 2 Interaction Basheer has decided some thing. - What will Basheer do ? Narrative Presentation Page No 61,62 of SB Gist:- Binu decided not to buy the bicycle because he has no money. He sets out to Balans home to get the money back. At that time Basheer comes with money. Both of them go to buy the bicycle. Basheer gave money to Binu to buy the Bicycle. - Where did Basheer get the money from ? Visual evidence of the narrative and responses for the interactions. Elicit responses Draw the attention of the children to the picture on page 36 of CB. Let them write his thoughts and dialogues in the bubbles. Individual writing Teacher interacts with LPL Elicits responses, Megaphones it and writes it in his notebook. Random Presentation Gives chances to LPL first Megaphone his responses in English if needed. Group Sharing Teacher intervenes in the group and ensure the turn of each member in group sharing through interactions Look at the first picture - What is Basheer thinking ? - What is he looking at ? Page : 38

- What is there in the shelf ? Look at Second picture - What is Basheer doing? - What is in his hand ? Ok Coin box. - What is he going to do with it ? - Can you write it ? Look at the third picture . - What is Basheer doing with Coin box ? - Who is standing behind him ? - What will his mother ask him ? - What will his reply be ? Look at fourth picture - What is in his hand ? - What will he do with it ? - Will his mother ask him about it ? - What will she ask ? - What will Basheer reply ? Group presentation Teacher version Evolving teacher version can be used instead of a prepared one Editing Follow the processes suggested earlier visual evidence of edited group product in the chart A GENTLE WASH Module 1 Interaction Basheer gave Binu 25 rupees. Basheer and Binu went to Balans house. - Will they get the bicycle? Surely they will. What will they do then? - Wont they go for a ride? Let us see. Narrative presentation page 62 SB Gist :- Basheer and Binu reaches Balans house with the money. Balan gives the cycle by Page : 39 visual evidence of the individual writing and SAT (CB page 29) in the note book, group product in the chart, teacher version.

receiving the money. They decided to give it a nice wash since it smelt fish. - What did they do with the cycle? - They wanted to wash the bicycle. Didnt they ? - They started singing a song Lets sing that song. Visual evidence of the narrative and responses for the interactions. Sing the song A Gentle wash. Page: 37 CB. Teacher reads aloud the poem. Let the learners find out their own tune for the song. presentation by the group. Teacher sings the poem for the whole class. Let the learners sing after the teacher Write the poem on a chart. Cut it out into words. Supply these words to groups. Groups can assemble the the words to get the rhyme. Let the groups paste these words on a paper. Interaction. They washed the bell, the tyre. the wheels and the seat. - Wont they wash the other parts? - Which are the other parts to be cleaned? - Rim, and then? Interact and elicit. Suppose Binu nwashes the rim. What may be the lines he sings - Can you write the lines when he washes the rim? Individual writing. Teacher interacts with LPL Meghaphones his ideas and writes it in his notebook. Random presentation. visual evidence of the individual writing and SAT (CB page 29) Give chances to LPL first. in the note book, group product in the chart, teacher version. Elicit ideas from the children and develops two lines as a whole class activity. Interaction - What is the poem about? - What are the parts of the cycle mentioned in the poem? - What are the other parts of the bicycle? OK- mirror - what is the shape of the mirror? OK , You are right, round - How can we make one line about mirror? Elicits and writes Page : 40

Wash the mirror round round mirror. - What will you do with the mirror or what is it for? - Will you look at it? Look in the mirror, round round mirror. - So, what are the two lines children Wash the mirror round round mirror. Look in the mirror, round round mirror. Let the children say the names of other parts. Like rim, chain, light, pedal etc. Let them also share the shape and use of it. Group refinement. Group presentation. Teacher version, (evolving teacher version can be used instead of prepared one) Wash the chain, long long chain Lets fix the chain, long long chain Wash the rim ,nice nice rim Lets polish the rim ,nice nice rim Wash the light, bright bright light Lets on the light, bright bright light. Wash the pedal, strong strong pedal Lets move the pedal, strong strong pedal (Write the teachers version on a chart and exhibit it) Strategy. If possible, bring a bicycle to the classroom. Chilren can write the parts of bicycle on bits of paper and paste them on the bicycle. Teacher gives a strip to each group showing the parts of bicycle such as bell, wheel,seat,rim, light, pedal and chain. If a group gets the strip rim that group acts like washing the rim.Others in the class can sing the corresponding lines of the poem.(teachers version) Visual evidence of the participation of students in the T.M. THE MECHANIC Module 1 Narrative presentation. Visual evidence of the narrative and responses for the interactions. Page : 41 Visual evidence of evolved poem.

SB Page 63 Gist:- Binu and Basheer washed and oiled the cycle. They started to school on the bicycle. The bicycle moved along the muddy road. Suddenly a grazing goat ran across the road. Teacher shows the picture:

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- What happened in the picture? - Did Binu fall down? Elicite responses. Lets see. - What will happen to the bicycle? - Where will they carry the bicycle? Now you see the next picture.

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- What happened to Binu? It was damaged.

- What happened to the bicycle? - Where did they carry the bicycle? Look at the picture.

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Is the bicycle damaged? Yes it is. Elicit responses. Look at the picture once more. - Are they alone in the picture? No they are not alone.

What happened to the front wheel?

- Somebody is watching them. Isnt it? - Do you know who they are?

- Are they helping Binu and Basheer ? - Are they mocking at them? - Could you say how did they mock at Binu and Basheer? point to the picture. See, what is Shiyas trying to say? - Will he ask Binu to carry the bicycle on his shoulder? See the last picture.

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A car is coming through the road. It passed by Shiyas and his friends . What did it do? There was muddy water on the road. Wont the car splash muddy water on them? See, Shiyas and his friends, what happened to them? Visual evidence of the subtext pasted strips of strategy.

Strategy-I Exhibit the following chart.

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They carried the bicycle to the repair shop. Its front wheel was jammed

Supply sheets of paper. Let children copy down the sentences. Teacher talk: Dear children, I am giving you pieces of paper. Can you copy down the sentences on it? Hope you have copied it down. Now tear the words out of it. Be careful, dont tear through the words on it. - How many pieces have you ? - Which are the missing words ? You can write the missing words on these strips. (Supply necessary strips.) Now you can exchange your words with your friend. Well done ! Now lets start. - What you have to do ? Fine guess. You have to form sentences with these words. Walk around and encourage children while they make sentences.

Teacher shows the pictures of events happened during the first ride. - Which incident happened first ? - Which happened next? I will mark the first one. Put number 1 to the first event .( Binu was riding the bicycle) - Rahim can you mark the second event? - Thats nice. Tinu will mark the third one. Wont you Tinu? (teacher gives chances to the LPL children) - Shall we try to write the events? Put number one and write the first event. (1. Binu was riding the bicycle) Like this you can write all the events individually. Sharing in groups Each member reads out his order of events in turn.Group can decide the changes if any. Groups present their order of events. Teacher can intervene and set right the order if needed.

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Teacher distributes strips of incidents to each groups.Groups set the order and give numbers accordingly. Groups compare their writings with that of teacher. Strips for distribution

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Visual evidence of the activity in the note book

Reading process Now all of you read the passage THE MECHANIC CB Page 38 Individual reading Children, all of you read the passage silently. Visual evidence of LPL identifies and underlines subtext in CB.

Read the passage once again and put x for the ideas or words that you cant understand. LPL identifies the subtext from the reading passage and underlines it. Collaborative reading Interaction with in the group (intra group) Clearing the doubts with the help of glossary. Interaction with other group (inter group interaction) Children clear their doubts with the help of teacher (Teacher Group interaction) Teacher elicits the students ideas through interaction. * Why did they carry the bicycle to the repair shop? * Binu bowed his head in shame, Why? * The car splashed muddy water on Shiyas and his friends.What will be the Page : 45

thoughts of Binu and Basheer? Loud reading by the teacher. Scaffold reading writes shares by the their scaffolding ideas. Shiyas , why? Visual evidence of Scaffold reading (Questions and responses in the chart) Visual evidence of the collaborative reading, loud reading by the learners in the T.M. questions on a chart.

Teacher Group Group Loud Give

Do you like

presentation. learners. instructions. the 1. 2. following

reading

Take turn and read one sentence Others can offer suggestions to

aloud . whole class. loud reading make

Select one child to read aloud in the

3. better. tences in the first Module 2

4. Selected learners read aloud two or three sen turn. (The second child begins where child stopped

Discourse construction BINUS LETTER Interaction - What happened to the bicycle? Narrative Presentation Page No: 63 SB , Gist:- Basheer and Binu reached the mechanic with the damaged bicycle. He demanded Rs. 50 to repair the cycle. Visual evidence of the narrative and responses for the interactions.

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Interaction Where are the friends now? Do they have money? The friends have no money. They have spent all their money for buying the bicycle, have nt they? Page : 46

- What will they do now? - What can I do? Binu thought. Let me write a letter to the mechanic stating all the pain I had taken for buying the bicycle. - Binu thought. What will I write? Poor Binu. The mechanic asked for money. He needs money to repair the cycle. - Has he got money? He had suffered a lot to buy a bicycle. - Will he write all about it? Process - Letter - To whom the letter is address to? - How will Binu begin the letter? - How will he end the letter? Individual writing Random presentation. Group refinement. Teacher intervenes and ensures the turn of each members in sharing ideas. Presentation by groups. Teacher version. Evolving teacher version can be used instead of an already prepared one. Editing visual evidence of edited group product in the chart Tool Box Module 3 Interaction Binu wrote a letter to the mechanic. Didnt he? - What will the mechanic do? - Will he be angry? - Will he help Binu? Elicit responses Narrative Presentation Page No: 64 SB , Gist: Visual evidence of the narrative and responses for the interactions. visual evidence of the individual writing and SAT (CB page 29) in the note book, group product in the chart, teacher version.

The mechanic agrees to repair the cycle. Inorder to pay the money Binu expresses his willingness to help the mechanic. Being a boy, mechanic refused that. He asks Binu to take a tool to cut the rubber tube. He takes the apt tool for that.

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Children, Binu saw some tools in mechanics tool box. Teacher exhibits a picture chart of tools.

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-What do you see there? Yes, they are tools. -Can you write the names of them? Children write the names of the tools they know. Teacher charts the names of tools. Now you look at page 40 of CB The names of the tools are given in the puzzle board. Can you find out each ones use Write the use of each tool. I - Teacher can interact with the LPL, meghaphone his responses and can write it in the notebook. Random presentation Give chances to LPL first Megaphone the responses if needed Group sharing Teacher intervens in the group and ensures the turn of each member in sharing ideas. Can you read the first one?
Screw driver

- What is the use of it? It is used to tighten screws. - What about the second one? It is a knife - What is the use of it? It cuts things. Group presentation Presentation of evolved teacher version Visual evidence of the activity in the note book Page : 48

RIDING RIDING Module 1 The friends got their bicycle repaired, Are they happy? Yes, they are very happy All of you please have a look at the picture.

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You have got some ideas. Havent you? Now you can say something about this picture. - They have become friends. Havent they? - Where is Binu now ? He is on the road, isnt he? Binu rides his bicycle to many places. Teacher shows some pictures. Look at the picture. - Do you have something to say about their relationship?

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Where has he reached now? In the market Which are the other places he went to? To the valley, near the hills. Bicycle Who was with him in all these places?

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Everyday Binu wanted to go out. He wanted to get permission from mother to go out. - Suppose he is going to market? - What will he ask? (Elicit responses and megaphone it on the BB.)

Every day they went out side. Which were the usual places of their ride? Visual evidence of the subtext pasted strips of strategy. 1. Binu and his bicycle at the market. 2. The friends are at the road 3. The friends are at the school 4. Through the valleys we go. 5. A joyful ride on the hills 6. Meet my best friend

Strategy Give the following sentences written on a chart.

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Look at the sentences and look at the picture chart. There are some numbers for the pictures. Which picture would you select for the fisrt sentence? - Remya , can you say? Remya says picture number 1. - Sheeja, do you agree with Remya? Page : 50

Read the second sentence. Select the picture from the chart. Teacher can complete matching of all the sentences with the pictures like this. Now all of take CB page41

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- Which are the usual places of Binus visit? Village road,the hills, valleys and the market. Children, now look at the picture.. What are the things that you can see in the picture Random presentation - What is this picture about? It is the picture of a village - Can you say the name of the things in the village? Elicit responses and teacher writes on BB - Shall we try to describe this village? Individual writing Random presentation Grouping - Children, Here are some words on the BB.Which are the things you like in this picture?. Teacher rounds five words they say. Groups children based on the rounded words Teacher intervenes in the group to elicit the idea and megaphones it. - Eg. What are the birds doing? The birds are flying in the sky. What can you write about the hills? Evolving a product from the classroom as teacher version. Reading process Now all of you read the passage RIDING RIDING CB Page 41 Visual evidence of LPL identifies Individual reading and underlines subtext in CB. Page : 51 Visual evidence of the activity in the note book

Children, all of you read the passage silently. Read the passage once again and put x for the ideas or words that you cant understand. LPL identifies the subtext from the reading passage and underlines it. Collaborative Intragroup Intergroup Interaction Teacher ideas. asks reading interaction interaction with teacher questions to the children to elicit their some Visual evidence of the collaborative reading, loud reading by the learners in the T.M.

* How do you know that the bicycle is Binus best friend? * Why does Binu Loud reading Teacher by writes the the is ask mother to go to market always? * Which are the places of their usual visits ? teacher scaffolding riding questions his on a chart. happened to Scaffold reading always bicycle. What

1. Binu Ba s h e e r?

2.Can you share a wonderful experience of your cycle ride? Group shares their ideas. Group presentation. Loud reading by learners. Give the following instructions. 1. 2. 3. 4. Take turn and read one sentence aloud . Select one child to read aloud in the whole class. Others can offer suggestions to make loud reading better. Selected learners read aloud two or three sentences in turn. (The second child begins where the first child stopped.) (Teacher ensures the chances for LPL) ON MY BICYCLE Lead the learners to the song On my bicyclegiven in the CB 42 Interaction - Is Binu happy with his bicycle? O.K. He is very happy with it. Binu and Basheer went to market on the bicycle They are very happy now. They began to sing Visual evidence of Scaffold reading (Questions and responses in the chart)

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- Would you like to sing that song? Teacher sings the song three or four times with correct rythm and tune Let the learner sing along the teacher Children identify the lines and chart it. Sing it again looking at the chart Sensitise the rhythm and pattern The following interaction questions will help the teacher to elecit some lines from the children. - Can you find out the lines which are repeated ? - Will you find out the words which are repeated? - Can we replace the word road, meadow, valley, hill,etc with another words ? Let the children make some lines using replaced words (Individual writing) For LPL teacher makes interaction with the following questions - Where did Binu and Basheer ride the bicycle to? (road, meadow, valley, hill side etc.) - What are the other places they may go to? Teacher elicits ideas from the children , megaphones and writes it in their note books. Random presentation Refinement in groups Teacher interacts in the group and ensures everybodys contribution. Group presentation Teacher version Compiling the big book Visual evidence of the evolved poem.

ON MY BICYCLE Down the road I slide La la la la la Through the meadow I ride La la la la la On my cycle ,With my friend Down the road l I slide Through the ground I ride La la la la la Through the hills I ride Page : 53

La lalalala On my cycle, with my friend Through the ground I ride

Through the market I slide La la la la la Near the pond I ride La la la la la On my cycle, with my friend Through the market I slide Through the grass I ride La la la la la To the school I ride La la la la la On my cycle, with my friend Through the grass I ride Through the village I ride La la la la la To the shops I ride La la la la la On my cycle,With my friend Through the village I ride. Processing the rhyme. Exhibit the rhyme on a chart. Sing the song two or three times, looking at the chart, touching every word/ sentence with a pointer. Familiarize the tune and rhythm of the song. Adding lines to the poem Children may add lines to the poem keeping the rhythm intact. To begin with, they can simply replace some words such as road,/ meadow/ hills/ etc, with words like ground / school/ market. Etc. Later they can change the phrases and coin new ones like To the school I go Or To the market I go You can also allow them to keep certain lines as a refrain of the song. Page : 54

You can draw attention to the places of Binus usual visit. Your interaction can be like this. He rides the cycle through the roads. And then? Where will he go? Niju, what do you say? That is good. Hisham, what did Niju say? Good . He said Valley. Now we can change word Road with Valley and sing the song.( the class sings the song) Go on and change the other words too. Be sure to stick on to the rhythm, because it is the only challenge we can set for them. Let them add lines and sing the song. Play the recorded version of the song two or three times. Let them identify the lines of the song. Your interaction may be like this. Dears can you identify the first line of the song? ( they may have to listen to the song once again- play it without any hesitation) I will give you a clue. There are five words in the first line. ( put five dashes on the BB) I shall write the first word. It is Down ( write down on the first dash. They will of course identify the second and third words readily. You will have to elicit the words I and slide. Do remember to write the words in the appropriate places as soon as you elicit them. Like this you can elicit all the lines of the poem at your valuable patience.) Choreographing the rhyme. Choreographing a song , in a nut shell, means visualizing a song. Before we go for it, we must be aware of the classroom implications of it . While we visualize a song, children will have to make some movements and will have to perform some actions. They will of course need help. We can give apt instructions in English and children will listen to you with a purpose. Their major aim is performing the choreograph and ours is providing rich language inputs. It touches all kinds of intelligence and we view it as a strong pedagogic tool. Here we go..... * Identifying the theme. The first step is to identify the theme of the song. Read the song once again. You can identify the theme friendship or a joyful ride as the theme of the song.Please remember that the theme of any song can change depending on your perception. For example, the famous rhyme Row, row, row, your boat Page : 55

Gently down the stream Merrily, merrily, merrily, merrily Life is but a dream. For a child the theme of this rhyme may be a joyful ride . He may not be able to make out any meaning out of the last line. But to a philosopher, the theme can be nothing less than the life itself. He may be much interested in the last line which speaks a lot about nothingness of life! Lets come back to Binu and Basheer. We have identified the theme. What will be our next step ? Dont we have to tell our children about the theme? We have to fix the theme through negotiation to ensure their participation. * Fixing the location Draw attention to the locations described in the poem. * Fixing the events Negotiate and fix the events happened/ might have happened at every location. * Fixing the characters. Fix the characters( Raheem and Binu are common. But some other characters can appear. * Fixing up the actions Every characters have their own actions. Through negotiation fix the actions. Fix also the entry points for every character.( when does he appears or on hearing what line or music bit of the song) * Sequencing the actions Which action should come first ? What is the consequent action? Negotiate and fix. * Make the audiens feel the location. How will the audiens feel that this a market/ house/ school etc? Who will enact as trees/ vehicles/ etc? How can make the busy feeling of the street? What are the properties you needed? The events/ characters/ actions differ according to the theme you select. The teacher can interact well in English in the class to make the children participate actively. The song is sung by the chorus The actors Come to the scene as fixed early. Visual evidence of the perfomance of the choreography in T.M.

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ON THE WHEELS Module 1 Interaction - Do you like to ride a bicycle? - Howmany of you know cycling? - Who helped you to learn it? - Is it your brother,father, uncle or friend?

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Now all of you look at the picture.

- Who is riding the bicycle? Who is sitting back? - Who rides the cycle always? - It is Binu. Is it not? - Why Basheer is not riding?Can you guess?

Santhosh, it is a very good guess.Basheer doesnt know cycling. - Will he ask Binu to teach him to ride the cycle? - How will he ask it? Teacher elicits ,megaphones and writes on the BB - Will Binu teach him? - What will Binu say? - Where will they go to learn cycling? - Can you guess? - Ravi, from where did you learn cycling? Okay. - Will Binu and Basheer go to the playground ? Yes, you are right. )

Now Binu and Basheer are in the playground. Page : 57

- Binu is ready to teach Basheer cycling.

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- See the picture, Who is riding the bicycle now? - What will Binu ask Basheer to do first? Yes, to get on to the cycle.isnt it ? Then what did Basheer do ? - What will be the first instruction ? Visual evidence of the subtext pasted strips of strategy. Strategey
Teacher writes the whole subtext on a chart. But some words are hidden. Children have to guess and write those words in their notebook. Later they can check the words looking at the textbook.

- Do you know how to ride a bicycle ? - Who taught you cycling ? - Is it your father ? brother ? neighbour ? - What do you do at first ? - Yes. Hold the handle bar and get on to the bicycle isnt it ? - What will you do next ? Yes, Pedalling Teacher can megaphone the answers Through interaction teacher elicits the different steps of cycling, megaphones and write in on the chart. In the form word web The following steps will form the wordweb 1. Hold the handle bar 4. Look foward Playing a game. Teacher takes children out to the play ground. Children stand in a circle. Teacher gives directions and children act accordingly. 2. Get on to the cycle 5. Pedal it 3. Sit straight 6. Move foward

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Children we are going to ride our cycle. Get ready. All of you get on to your bicycle.( children act like getting on to a bicycle) Like this give other commands also. In the second round teacher will not say say Visual of the activity in the note anything but will show commands written on a evidence strips.Children who cannot follow book the commands are out. - What other instructions would Binu give to Basheer? Visual evidence of LPL identifies and underlines subtext in CB. Children write in the notebook Reading process Now all of you read the passage ON THE WHEELS CB Page 43 Individual reading Children, all of you read the passage silently. Read the passage once again and put x for the ideas or words that you cant understand. LPL identifies the subtext from the reading passage and underlines Visual evidenceit. of the collaborative reading, loud reading by the learners in the T.M. Collaborative reading Intragroup interaction Intergroup interaction Interaction with teacher Teacher asks some questions to the children to elicit their ideas. * How did Binu teach cycling to Basheer? Loud reading by the teacher Scaffold reading Teacher writes the scaffolding questions on a chart. 1. Who taught you cycling ? 2.Can you share the experience of learning cycle ride? Visual evidence of Scaffold reading Group shares their ideas. (Questions and responses in the chart) Group presentation. Loud reading by learners. Give the following instructions. 1. 2. 3. 4. Take turn and read one sentence aloud . Select one child to read aloud in the whole class. Others can offer suggestions to make loud reading better. Selected learners read aloud two or three sentences in turn. (The second child begins where the first child stopped.) (Teacher ensures the for LPL) and SAT (CB page 29) in visual evidence of thechances individual writing the note book, group product in the chart, teacher version.

Writing Process

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Individual writing Random presentation. Group refinement. Teacher intervenes and ensures the turn of each members in sharing ideas. Presentation by groups. Teacher version. visualof evidence of edited group product in the chart Evolving teacher version can be used instead an already prepared one. Editing THE PAINTED BICYCLE Module 1

38

Narrative presentation SB page 66 Gist:- The mechanic changed some parts. They were of different colours. They watched the bicycle.How can I make it a better one? An idea flashed through Basheers mind.

How can we make it a better one? We have to do one thing. Basheer said. - What is that? Binu asked. Elicit and accept . - Children , can you say? What might have Basheer said?

Yes. You are right.

It has to be painted. Basheer said.

Where will we get the paint from ? Look at the picture

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- What is Basheer thinking? - Can you guess from the picture? How will Basheer console Binu? Yes . that s a nice guess. Basheer has some cans of paint at home. Teacher writes Dont worry on BB. Can you read it? Very good! What will Basheer say? - See the paint cans. Are they fresh cans? You are right. They are not fresh. They are

Can you complete what Basheer did say?

- Where are the cans of paint kept? Good. at home ( write in continuation.) What did Basheer say? Read the whole sentence

Did Basheer bring the cans?

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Yes Basheer brought paint. What were the colours?: Red ? Only red? No . they were of different colours.

Strategy Write the sub text neatly on a chart.

Visual evidence of the subtext pasted strips of strategy.

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Cut it into strips. Distribute the strips to groups. The groups will come forward and reads out the strip without sound. (only lip movement) Others can guess what the sentence is. Visual evidence of the activity in the note book

Group the children The above grouping can be retained.

Each group enact The painted bicycle using their own dialogues. Appreciate their performance. Reading process Now all of you read the passage CB Page 28 Individual reading Children, all of you read the passage silently. Read the passage once again and put x for the ideas or words that you cant understand. LPL identifies the subtext from the reading passage and underlines it. Collaborative reading Intra group interaction Inter group interaction Interaction with teacher Visual evidence of the collaborative reading, loud reading by the learners in the T.M. Visual evidence of LPL identifies and underlines subtext in CB.

Teacher asks some questions to the children to elicit their ideas. * Binu wanted to make his bicycle a new one? How did Basheer console him? * Can they make the bicycle a new one? Loud reading by the teacher Scaffold reading Teacher writes the scaffolding questions on a chart. 1. Basheer has some left over paint at home. will his mother allow him to take the paint? Group shares their ideas. Group presentation. Loud reading by learners. Give the following instructions. 1. 2. 3. 4. Take turn and read one sentence aloud . Select one child to read aloud in the whole class. Others can offer suggestions to make loud reading better. Selected learners read aloud two or three sentences in turn. (The second Page : 62 Visual evidence of Scaffold reading (Questions and responses in the chart)

child begins where the first child stopped.) (Teacher ensures the chances for LPL) Assignment All of you take CB page 45 . Colour it from home and come with your colourful bicycle tomorrow A COLOURFUL BICYCLE Module 1 Discourse construction Description All of you have painted the bicycles beautifully. Interaction - What is the colour of the Tyre? Okay, Black - What colour will you give to the mudguard? - What about the seat? - Can you describe the bicycle you have painted? Writing Process Individual writing Teacher interacts with LPL elicits his ideas and megaphones it and writes it in his note book. You have completed writing. Teacher displays the picture of a bicycle coloured by herself /himself . Can you help me to describe it? Elicits ideas from children. Select the best ideas and write them on the chart. Group refinement. Teacher intervenes and ensures the turn of each members in sharing ideas. Presentation by groups. Teacher version. Evolving teacher version can be used instead of an already prepared one. Editing A WARNING Narrative presentation Page No. 66 and 67 SB. Gist: Binu and Basheer completed painting their bicycle. Binu decided to keep it in the sunlight. He tried to touch the bicycle. Dont touch! Basheer Shouted - Why did Basheer shout at Binu? Page : 63

- What did Basheer say? - What will Binu ask then? - What will Basheer reply? Why didnt he allow to touch the cycle? - What will be Binus response? Will he say sorry? Binu was doubtful, if some body touches it . what will happen? - How will Binu ask this to Basheer?
?

- What will we do? Then What may Basheer say? Wont he tell about the caution notice?

Strategy

Visual evidence of the subtext pasted strips of strategy.

Cut the text into words. Shuffle the words and supply in the group. ( 5 strips in one group) Groups rearranges the words to form sentences. Teacher says a sentence.. Those who have the sentence with them, assemble in a line. When teacher says two sentences ,Children having the first sentence assemble first. Then the children having the second sentence comes in order. Teacher can repeat the activity by saying any number of sentence.

( Teacher places Five chalk boxes in different places of the classroom. Teacher pastes the subtexts on the chalk box. paper strips are given to each child) Children,All of you come and take one paper strip from the table.Five chalk boxes are kept in our classroom. All of you read your strip and put it in the correct box. After completing the game,the teacher reshuffle the paper and the game can be continued. Module 2 Discourse construction Basheer and Binu decided to prepare a caution notice. All of you prepare caution notices and write it in your notebook. Individual writing Teacher interacts with the LPL elicits ideas and megaphones it in English and writes it in his Page : 64

notebook Random presentation. Give chances to LPL first. Group refinement Teacher intervens and ensure the turn of each member in group sharing Group presentation Evolving teacher version can be used instead of prepared one. Editing

A CLEVER IDEA Module 1 Narrative presentation Page No. 67 SB Gist:- Binu and Basheer are preparing a caution notice. They think of a safe plan to keep the bicycle at night. Basheer says an idea - Okay children, where is the bicycle now? Out side Yes, It is outside the house. - Can they take it inside now? - Sajin says no - why sajin? It was painted just then

Yes - They have to wait for more time - Is it safe to keep it outside? Somebody will take it away. - Yes, you are rightWhat will they do then? Shall we tie it up, Binu? Basheer asked. - Good idea ! What do you want for it ? I want a long plastic rope Basheer, do you have any idea? Binu asked - No - Why Meenu ? Why is it not safe ?

Ok children, We know Basheer wants a long rope for tying the bicycle - Does Binu have a long plastic rope with him? - How will Basheer ask for the plastic rope?

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- Will Binu get the plastic rope? Yes You are right .Binu got the plastic rope

- What will Basheer do with the rope ? Can you guess?

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- What did Basheer do? - Basheer tied the rope to the bicycle - Did he tie both the ends?

- Where did he tie that end to?

Okay children , one end is tied to the bicycle - What about the other end ? See - the next picture

42

- Where is Binu now ? He is standing outside the room! - Ok, where is Basheer now? He is inside the room. - What is Binu doing ? He is giving the rope.

See the picture once again. - How is he giving the rope ? He is giving the rope through the window - How did Basheer take the other end ?

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- Where did Basheer tie it to? Where is the table?

teacher writes in continuation to the previous subtext) (Teacher writes the

complete subtext in the BB)

- Children, how the bicycle is tied ? It is tied to the leg of the table No, No dont be hurry,Binu. I want a bell also Children, now Basheer needs a bell - How will he ask it ? Is my bicycle safe now? Binu asked

- Will Binu give a bell? Yes, you are right,Binu gave a bell to Basheer - What is Basheer going to do with the bell? - See the picture ,What did Basheer do?

43

Yes,

( elicits and writes on BB) (Writes in continuation of the previous subtext) )

Where did he hung it?

- Is the rope near the table or away from the table ?

Binu was surprised - Basheer, what is the bell for ? Come, I will show you

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- What did Basheer do? - What happens when Binu pulled the rope? It made sound ring ring Binu checked it.

Yes It makes sound-ring ring Is Binu happy now?Yes - What did he do? Binu ran towards Basheer and hugged him. Look he says something to Basheer. See the next picture,

45

- What is Binu saying?

Strategy Teacher supplies some words to the whole class.

Visual evidence of the subtext pasted strips of strategy.

Teacher writes the subtexts on the Blackboard leaving gaps for some words. Those who get the rubbed off words come forward and write them on the board. (make sure that all children are getting chance to write on the board) When one sentence is completed,those who supplied the words can read the sentence for the whole class. Eg:Children, here is a sentence for you. But there are some gaps in it. All of you read the Page : 68

strips you got..Those who got the missed words please come and fill the gap on the board. Okay,Very Good. Now All of you read the sentence you made. (Teacher takes back the strips from the children and calls the next group with the next sentence) Activity - What was Basheers idea to keep the bicycle safe? - Do you like the idea? Yes, It was a clever idea. Binu was thrilled by Basheers idea. Now lets sing about the wonderful idea. Teacher exhibits the poem What shall I do on a chart Let the children read the poem individually Let them find out a tune for the poem in group and sing it Presentation by each group Teacher plays /sings the song The children sing with the teacher Poem - What shall I do ? Binu : My cute little bicycle looks very nice The paint is not dried what shall I do? Basheer : Put it inside Keep it safe Nobody will see it None will take Binu : No my dear friend Mom will scold me Cant keep it inside what shall I do ? Basheer : Give me a bell And a plastic rope Hang the bell and go to sleep

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Binu : I can sleep and wake at the bell Oh! my dear friend You are a genius Okay, all of you write down the poem in your notebook All of you take your CB and read the passage A CLEVER IDEA Page No. 47 Reading process Now all of you read the passage A CLEVER IDEA CB Page 47 Individual reading Children, all of you read the passage silently. Read the passage once again and put x for the ideas or words that you cant understand. LPL identifies the subtext from the reading passage and underlines it. Collaborative reading Intra group interaction (Interaction with group members) Children try to clear their doubts with the help of glossary Inter group interaction (Each group approach other group for clearing their doubts) Teacher clarrifies remaining doubts. Teacher elicits the shared ideas from the group through interaction - Why did they search the plastic rope? - What did Basheer do with the bell? Loud reading by the teacher Scaffold reading - Why did they think about a safe place? - What is your opinion about the idea? - Do you think Basheer is a genius? Group shares their ideas Group presentation Loud reading by listners 1.Take turn and read one sentence aloud . 2. select one child to read aloud in the whole class. 3. others can offer suggestions to make loud reading better. 4. The selected learners read aloud two or three sentences in turn. The second child begins where the first child stopped. Teacher ensures the participation of LPL Page : 70

Module 2 Discourse construction Interaction What is Basheers idea? Will it work? What will you do if you were in his place? Write your idea in a short paragraph Individual writing Teacher interacts with LPL elicits his ideas megaphones and writes it in his/her English notebook Random presentation Give chances to LPL Let them share their ideas in mothertongue. Teacher can megaphone it in English. Group sharing Teacher intervens in group and ensures the turn of each member Group interaction Teacher version ( Evolving teacherversion can be used instead of an already prepared one) Editing THE LOSS Interaction - What do you think about Basheers idea? - Have you faced such a situation? Narrative presentation Page No: 68 SB Gist:- Binu couldnt sleep well on that night. He feared that some one will steal his bicycle. Mother mocked him saying who want your old bicycle.

- Will you get sleep on such a night? Evolving Subtext in the class - Can Binu sleep that night? No - Why ?

- Will somebody take away Binus bicycle?

Because he is thinking about his bicycle Page : 71

- What will happen to Binus bicycle ? - Had anybody taken it away? Yes/Dont know Binu woke up early in the morning Yes he will ran to the bicycle - What will he see there ? - Is the bicycle there ? - No.... bicycle is not there ? Yes... he will be shocked. what will he say ? You remember, they tied the bicycle to the table last night. If any body pull it the bell will ring. Did the bell ring? Can you guess? The bell didnt ring. - And do you know what happened to the rope? What will be the condition of Binu? If you are in the place of Binu,What you will do? Sethu tell me ,Will you cry? Yes, Binu also will cry. - What was Binu doing? Binu was crying so loudly. Who will come there? Yes, you are right. Binus mother. -What about Basheer? Wont he come there? Yes, Basheer will also come. -Will Basheer get shocked. Will he cry? Yes, Basheer also will cry with Binu. - What will happen to Binu ? - How will he react then ?

- What will he do at first ? Can you guess?

You know, Basheer and Binu are very sad. They loved the bicycle so much. - Is there any body else? Yes, Binus mother. Will she get angry? Page : 72

- Will she scold them? ( Yes/ No) Now look at the picture. - What s she doing? Yes, she is consoling Binu? - What will she say to Binu?

Strategy I Teacher presents another chart having the same idea of the Subtext and asks chilren to find out the similar sentences from the chart. Teacher talk. Children, all of you write down the subtext in your note book. - Children have you completed? Teachershowsthechartwithsentenceshavingsamemeaning. 1. Basheer alsocant stop histears. 2.Dont cry. We will try to get it back. 3.Oh!my God.. Didanyoneseemybicycle? 4.Who cut the rope into two? 5.Binu couldnt bear it. He was crying severly Reading process Now all of you read the passage CB Page 28 Individual reading Children, all of you read the passage silently. Read the passage once again and put x for the ideas or words that you cant understand. LPL identifies the subtext from the reading passage and underlines it. Collaborative reading In oder to clear doubts, ask the members in your group. (intra group interaction) I think some more doubts are still there in your group. Just ask to the next group. (Inter group interaction) Then teacher clarifies the remaining doubts (Teacher group interaction) Then teacher elicits the shared ideas in the group through interactions. * What happened to the cycle? * How was the cycle stolen? * How did the mother console Binu? Loud reading by teacher Scaffold reading Teacher writes the scaffolding questions on a chart. Page : 73

 Suppose you are Binu. What you will do? Will Binu get back the cycle? If Yes How? If No Why? Group shares their ideas. Group presentation. Loud reading by learners. Give the following instructions. 1. 2. 3. 4. Take turn and read one sentence aloud . Select one child to read aloud in the whole class. Others can offer suggestions to make loud reading better. Selected learners read aloud two or three sentences in turn. (The child begins where the first child stopped s

Strategy II The passage Thelosscanbewrittenona chart.Laterit canbecut intowordor group of words.(Itcanbelimited uptothenumberofchildrenintheclass) Thewordscanbedistributedto children .Placeachartonthewall. Read the first word. The child who possesses it comes forward and pastes it on the chart. Read the next word . Children can also read the words looking at the text book. At last the reading passage will be regenerated.

Children all of you now know what was the clever idea of Basheer and what happened to the bicycle at last. Basheer tied a rope to the bicycle. Then he tied the other end to the leg of a table. Then what happened? He tied and hung a bell on the rope. - What did Binu see in the next morning? There are two scenes for our drama. - Who are the characters appearing in this scene? You are right. Basheer, Binu and Malathi. You can plan the scenes Group children. Let all the groups present the drama. They can think about the sound effect, the stage settings, back ground music, costumes, etc. Interact with the groups to give them clear cut ideas about the above mentioned points. Page : 74

As done in choreography, the entry points of the characters can be fixed through negotiation. Different groups can decide things differently. Let everybody fill in the following table before they go to the groups Name of the pupil Characters Costumes and colour Entry point

Teacher can draw the table and fix the charecters in each group. Groups can develop the following to make announcements 1. 2. 3. 4. 5. Name of drama Name of the director Music director Stage settings Actors and character

Teacher elicits the responses and writes on the BB. - Suppose Binu gets his cycle back? - What might have happened? - Will the police help him? - Where are they now? - What are they thinking about? - What are their feeling? - What are they saying? - How can we blow up the first event in the story? Teacher initiates the discussion and write the events in each group children sit in groups according to the no of events. Module 2 Discourse construction - POSTER Binu and Basheer prepared some posters to find out the bicycle. - What the posters could be? - What will be the title? - How will they give a brief description about the cycle? - How can we make it catching? - What is the importance of layout? Now let them prepare the poster Individual writing Teacher interacts with the LPL elicits ideas and megaphones it in English and writes it in his Page : 75

notebook Random presentation. Give chances to LPL first. Group refinement Teacher intervens and ensure the turn of each member in group sharing Group presentation Evolving teacher version can be used instead of an already prepared one. Editing Module 3 Complaint letter Interaction -what happened to Binus bicycle? Yes, the bicycle is lost. - What will he do know? What will you do if you miss some thing? - Will you go to the police station? - How will he complain? - He has to write a complaint letter to the police officer, okay? - How do you write the complaint letter? - Whom do you address it? - What would you write in the letter? Okay, lets try to write a complaint letter. Individual writing - How do you start the letter? - Where will you write the place and date? - What are the matters you can include in the letter? - How do you close it? - Let them write the letter individually. - Random presentation - Group sharing and Refinement - Group presentation Teacher version. Evolving teacher version is better than an already prepared one. Editing.

Binu and Basheer decided to give complaint letter. Page : 76

Teacher Talk: - Well, you prepare the complaint letter? - What will they do now? - Whom they will complaint to? [ Elicit response and write on the BB.] - Yes they will go to the police station. [Now teacher takes the picture card.] - Whom do you see in the picture? Binu, Basheer and . - Is it the inspector? Yes you are right. It is the inspector. -What will they say first? -How will the inspector respond? -Will the inspector accept the complaint letter? Okay, you write the conversation between Binu Basheer and the Inspector. Module 4 Discourse construction Processing narrative Interaction Binu gave a complaint letter to the police. - Will the police help him? - Will he get his bicycle back? - What may happen next? - Can you complete the story? The following steps are to be followed for developing a narrative. 1. Fix the events of the narrative. Here the last event is- Binu and Basheer gave a complaint letter to the sub inspector of police. The events that would happen after this can be elicited. The following question will help What is the event? or What happened next? Elicit answers and write them on the black board in a sequential order. Now we have fixed some events. 2. Blow up an event as a whole class activity. Following questions will help. 1. Who are the characters involved in the events. 2. Where are they? (location) 3. What are they saying/ thinking/ doing.?

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Elicit answers for the above questions and write them on the black board. Let learners work on the rest of the events in groups. Let each group work on a particular event. Teacher intervens in the groups and ensure the turn of each member in sharing ideas. Megaphones the ides of LPL in English if needed. Let each group present its work. Based on the presentation of each group develop the story fully. Present the teachers version. Teacher can evolve a version eliciting the ideas from each group. (Teacher can refer the sample teacher version given on page no. 70 for more ideas.) Editing Follow the processes suggested in page no-35 to 37 in SB . Compiling a Big book of learner product.

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The Team Behind

Ajithkumar CK GUPS Ariyallur Hariprasad VV GVHSS Vengara Dominic TV CUPS Karappuram Inchappara. V Bino AUPS Thannikkod Aji Thomas GMUPS Meenadathur Nalini VV - Aups Vaniyannur Sudha K - LPS Kadampuzha Jyothi CT - KMGUPS Thavanur Rathi PT - BRC Parappanangadi Prakash C - CAUPS Pariyapuram Hameed K - BRC Tanur Suresh VP - AUPS Chiramangalam Mathews VD - GUPS Manacaud Jagadeesh KT - BRC Kuttippuram Bhavana - VR BRC Vengara Bindu S - BRC Kuttippuram Baby Raheefa - ALPS Chettiyangadi

P. Nisha - Lecturer, DIET Malappuram

Proof Reading Sukhadan KN - CAUPS Pariyapuram

Artist Sethumadhavan C - GMUPS Chemmenkadavu.

Lay out and Design Mohamed Salih P - AMLPS Pattarkadavu.

DIET - Malappuram
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