Purpose of the Unit The main purpose of selecting Traditional Stories as a unit curriculum is to appreciate the literature of target language .These stories embrace the cultural and historical essence and promote language diversity. They enrich our vocabulary and introduce us to various structures of language. They enhance our quest for reading by invoking our thinking and inferential skills. They provide us a pattern to construct a well formed story and focus on collaborative learning. They are a great source of learning authentic language. They provide students a chance to differentiate between direct and indirect speech and enjoy natural language. They highlight various traits of characters and give deep insight into their intricate emotions and feelings. Traditional stories promote moral lessons to inculcate ethical values in readers. This unit curriculum encompasses two competency levels namely Reading and Thinking skills and Writing skills. Their standards and bench marks are taken from National Curriculum. Detailed lesson plans having instruction objectives, methodology and assessment technique are devised to teach this unit effectively. The scope and sequence of unit is also discussed in detail. Competency Reading and Thinking skills Standard1 All students will search for, discover and understand a variety of text types through tasks which require multiple reading and thinking strategies for comprehension, fluency and enjoyment. Benchmarks Analyze patterns of text organization, and function of various devices used in a paragraph. Extend conceptual understanding of processes, procedures, events and issues, applyinag reading comprehension and thinking strategies. 2
Standard2 All students will read and analyze literary text to seek information, ideas, enjoyment: and to relate their own experiences to those of common humanity as depicted in literature. Benchmarks Analyze short stories and poems: identify with characters emotional response, motives and actions Students Learning Outcomes Invoke inferential skills by using traditional stories. Utilize time line graph to teach various components of the story. Draw a character sketch by exploiting students knowledge about various traits of individual. Competency Writing Skills Standard 1 All students will produce with developing fluency and accuracy, academic, transactional and creative writing skills, which is focused, purposeful and shows an insight into the writing process. Benchmark Write descriptive, expository and narrative text for different purposes and audiences Students Learning Outcomes Enrich students vocabulary through synonyms. Use direct and reported speech efficiently and effectively while writing stories. 3
Develop a well-structured traditional story using all the essential components.
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Teaching Plan Day 1 Class: 7 th Subject: English Unit: Why the Tortoises shell is not smooth Topic: Questions/Answers SLOs Instructional Objectives Plan/ Methodology Resources Assessment
Invoke inferential skills by using traditional stories.
Trigger students inferential and thinking skills to answer the questions logically.
Oracy: First the teacher will brainstorm the students by making two clouds on the board of fiction and nonfiction. Teacher will ask about traditional stories. Like; What are traditional stories? Are they fiction or nonfiction? Which traditional stories are based on your culture? How do you know about these stories? Do you know any traditional stories from other cultures? What do we learn from traditional stories of other cultures? Name some traditional stories you know Routine Lesson: 1-The teacher will ask the students to read the story Why the Tortoises shell is not smooth in the form of pairs 2-After reading the students will conduct a group discussion on different questions. 3-The complex questions will be viewed from different angles to check students understanding of the text It will also provide them a chance to analyze the situation logically and develop their inferential abilities Wrap up: The teacher will share his own point of view regarding different questions whose details are not mentioned in the text Home work: Students will be asked to write questions/answers in note books.
White board Handouts of the story Why the Tortoises shell is not smooth in printed form
Pupils will be assessed informally on their abilities to:
Understand the text thoroughly and to conduct group discussions and analyze the situation by giving logical answers using their inferential skills.
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Teaching Plan-Day 2 Class: 7 th Subject: English Unit: Why the Tortoises shell is not smooth Topic: Time line graph SLOs Instructional Objectives Plan/ Methodology Resources Assessment Utilize time line graph to teach various components of the story
Measure students excitement level about various events in the story by using time line graph.
Warm up: The teacher will brain storm the students by asking different types of graphs and their elicited answers will be written on the white board. i) Line graph ii) Bar graph iii) Pie chart Main Activity: The teacher will distribute printed line graphs amongst the students. The series of actions will be written horizontally at the bottom of graph whereas excitement rating out of 10 will be written vertically along the line graph. The students will read all events written on the time line. They have to join the dots to make an excitement graph for the story. They will mention the words complication, climax, and resolution at the appropriate places on the excitement graph. They will also have to explain why they think those events are exciting.
Sheets of time line graphs
Students will be assessed individually on their abilities to:
Construct an appropriate time line graph. They will be judged by mentioning correct level of excitement on the scale and ability to defend their choice regarding complication, climax and resolution.
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Teaching Plan-Day 3 Class: 7 th Subject: English Unit: Why the Tortoises shell is not smooth Topic: Tortoises character sketch SLOs Instructional Objectives Plan/ Methodology Resources Assessment Draw a character sketch by exploiting students knowledge about various traits of individual.
Develop a character sketch of Tortoise by extracting responses from the students. Warm Up The teacher will ask the students about their favorite characters either from cartoons or traditional stories. Later, the teacher will solicit the reasons for their liking about that particular character. Ask them to describe that character using TWO adjectives i.e. vivacious, funny, kind, benign etc Main Activity: Draw a SQUARE on the white board and elicit one adjective that they can relate to the Tortoise from all students The teacher will distribute sheets of paper having some statements about the Tortoise and the students have to mark them as True or False. Now the students will discuss the character of Tortoise in group reflecting on his appearance, nature, attitude, convincing power, relationship with other birds, and how he acts in times of crisis in detail. After this group discussion students will draw the character sketch of Tortoise individually in their copies.
White board, Marker, and printed handouts of the story Why the Tortoises shell is not smooth
Students will be assessed on their abilities to:
discuss the various traits of Tortoise informally and draw an elaborated character sketch individually by using those traits in written form. The correct use of vocabulary and sentence structure will be accounted in their written sketches.
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Teaching Plan Day 4 Class: 7 th Subject: English Unit: The Lost Ruby. Topic: Synonyms SLOs Instructional Objectives Plan/ Methodology Resources Assessment Enrich students vocabulary through synonyms
To teach vocabulary through synonyms by using thesaurus based game
The whole class will be divided into two groups. Thesauruses will be provided to them. The story The Lost Ruby will be divided into two halves. . Each group will be asked to select 20 words with their synonyms. They have to make synonym lists. Each group leader will ask the synonyms of words from the other groups. Note:2 synonyms are to be told Their scores will be written on the board Final wrap up by teacher through throwing light on final scores. Two thesauruses, White board and handouts of the story The Lost Ruby. Informal assessment of pupils ability to conduct a game based on thesaurus. Student final score will determine their knowledge of vocabulary
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Teaching Plan Day 5 Class: 7 th Subject: English Unit: The Lost Ruby Topic: Synonyms SLOs Instructional Objectives Methodology Resources Assessment Enrich vocabulary through synonyms
Utilize online thesaurus to enhance vocabulary through synonyms. Students will be taken to computer lab and they will be asked to write a traditional story of their own choice in 250 words For example: Sleeping Beauty, Cinderella, The Fair one with golden locks, The Frog Prince, Ugly Duckling etc. Students will be shown how to use the tool bar of word processor to access the thesaurus or how to use online thesaurus. Students will highlight the words, which seem boring or weak in the story. They will use word processing or on line thesaurus to look up all of the highlighted words. Students will edit their stories using more descriptive and interesting words On line & word processing thesauruses, students writing samples Students stories, written on word document will be monitored and checked individually. If words from their original stories are changed appropriately with interesting synonyms, then accomplishment will be noted.
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Teaching Plan Day 6 Class: 7 th Subject: English Unit: The Lost Ruby Topic: Direct and Indirect Speech SLOs Instructional Objectives Methodology Resources Assessment Use direct and reported speech efficiently and effectively while writing stories
Differentiate between direct and indirect speech.
Teacher will play a news clip in the class, in the clip the news caster will report about a recent protest of any political group. Teacher will give instruction to the students for noticing the general information and comments of political leaders on it. Teacher will form pairs and ask first member to write general report and second student to write comments of leaders in inverted commas to differentiate between direct and reporting speech. Teacher will explain the purpose of using direct and indirect speech in stories to bring real, authentic and natural language in stories. The teacher will explain the rules for changing direct speech into indirect speech and vice versa on white board. Teacher will ask the students to read the story The Lost Ruby. He will ask the students to highlight the sentences written in inverted commas He will ask the students to make a list of highlighted sentences. Teacher will give instruction to rephrase the highlighted sentences into indirect speech -
Home work:
Students will be asked to write the whole story The Lost Ruby in the form of a dialogue. News clip, Television, CD player, Head phones, Note book, pens
Handouts of the story The Lost Ruby The students will be assessed on their ability;
To differentiate between direct and indirect speech, evident from sentences written in their note books and to transform a story into an interesting dialogue.
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Teaching Plan Day 7 Class: 7 th Subject: English Topic: The Lost Ruby Topic: Collaborative Story SLOs Instructional Objectives Plan/ Methodology Resources Assessment Develop a well- structured traditional story using all the essential components.
Exploit various components of traditional stories to construct a collaborative story.
Warm Up: The teacher will ask the students about various genres of stories. Their elicited responses will be written on white board as: Horror Suspense Crime Love Contemporary Traditional
Main Activity: The students will be asked for loud reading individually in the form of different sections. Teacher will write the name of sections i.e. introduction, problem, climax and resolution on board and explain them. Extension Activity: Students will be divided into groups of four members. They will be asked to discuss the story of their own choice with their group. For example, Alice in Wonder land, Aladdin and his magic lamp, Rapunzel, Seven dwarfs, Snow white etc. First student has to write introduction, second will write problem, third will suggest climax and fourth will present resolution on separate sheets of papers. Then every story will be compiled. All stories will be read and best story will be selected amongst all. Handouts of traditional story The Lost Ruby
White board, Sheets of Papers
Pupils ability to construct a collaborative story will be assessed by monitoring connections, cohesion, coherence, unity and syntactical structure of the stories as different sections will be developed by students individually.
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Scope and Sequence Why the tortoises shell is not smooth Trigger students inferential and thinking skills to answer the questions logically.(Day 1) Observations occur when one can see something happening. In contrast, inferences are what we figure out based on our experiences. Helping students understand when information is implied, or not directly stated, will improve their skill in drawing conclusions and making inferences. These skills will be needed for all sorts of school assignments, including reading, science and social studies. Inferential thinking is a complex skill that develops over time and with experience. It can be taught through explicit instruction in inferential strategies. Inferring requires higher order thinking skills, which makes it a difficult skill for many students. Teaching inference includes the following assumptions: One needs to find clues to get some answers. One needs to add those clues to what we already know or have read. There can be more than one correct answer. We need to be able to support inferences In this lesson, the students by answering complex questions learn to infer and it will enhance their comprehension of the text. The learners in the form of pairs will read the story Why the Tortoises shell is not smooth. Then, after reading the passage they will conduct a group discussion on different questions. Next, the complex questions will be posed to check students understanding of the text and answers will be analyzed from different angels. In fact all will be done purposely because the teacher will ask the easy questions first, students will search the answer from the text one by one. Later, he will ask difficult questions so that they could be able to infer correctly from the text. So, the teacher should work on developing inferential skills by giving appropriate training and challenging tasks.
Measure students excitement level about various events in the story by using time line graph.(Day 2) A timeline graph is a way of displaying a list of events in chronological order, sometimes described as a project artifact. It is typically graphic design showing a long bar labeled with dates alongside itself and events labeled on points where they would have happened. One uses the timeline graph because it helps make any data more effective, interesting, easy to understand, effortless to analyze and compare. It also helps one to present data in a logical and a consistent way. Timeline allows students to create a graphical representation of an event or process by displaying items sequentially along a line. Fiction texts, in many students' opinion, lack the excitement, energy, and element of adventure. In this lesson, students use timelines as a motivational factor to read more fiction, which will, in turn, help to increase their comprehension level. Students will start by reading all the events written on the timeline. Then, they have to join the dots to make an excitement graph for the story. Afterwards, students will mention the words 12
complication, climax, and resolution at the appropriate places on the excitement graph. Last but not the least, learners will also have to explain why they think those events are exciting. By using timeline graph, the teacher will bring an element of interest in the lesson and students varied excitement level regarding various sections of story will be monitored by the teacher and students have to present logical reasons for their choices. Develop a character sketch of Tortoise by extracting responses from the students.(Day 3) A character sketch is a short piece of writing that tells about a certain character in a short story or novel. It is a characterization tool used by many writers as a way of adding details not just to the character's physical description, but also the personality and traits of that certain character. Novelists write character sketches in order to create a strong mental image of characters. Since they are writing fiction, the characters that they include in their stories are products of their imagination. However, they still need to mold the characters in their minds in order to impart their characteristics to readers. A character sketch does this job, making the characters more alive and believable on paper. It helps writers to bring out the motivations of characters, thus making for a more logical flow of plot in a piece of fiction. Similarly, readers also use character sketches so that they can understand a character better. Character sketches are also used in writing exercises for aspiring writers. In this lesson, Why the tortoises shell not smooth the teacher will break the ice by asking the students about their favorite character either from story books or cartoons. They describe different qualities of those characters. Similarly, the students will learn to develop a character sketch of Tortoise. They will begin this by relating adjectives to the Tortoise. From there onwards students on sheets of paper which has few lines regarding Tortoises character will mark it either True or False. Afterwards, in groups the students will discuss its character, appearance, nature, and attitude etc. as well behavior in hour of crisis. At the end, every learner would draw the character sketch of Tortoise individually in their copies.
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The Lost Ruby
Enrich vocabulary through synonyms by using print thesaurus based game and online thesaurus (Day 4&5)
Vocabulary teaching is one of the most essential aspects of successful teaching of English as a foreign language. While studying, students deal with dubious and unfamiliar words, causing hurdles in their understanding. Vocabulary is the glue that holds stories, ideas and content together, making comprehension accessible for children. To make students proficient in using vocabulary effectively is the significant objective of the unit. Vocabulary can be taught by employing various techniques such as by teaching word parts (suffixes and prefixes), definitions, contrasts, flash cards, context clues etc. Usually teachers use bilingual dictionaries to teach vocabulary but they may contribute to a narrow view of language learning as being merely a matter of one-to-one word translation. But vocabulary is learnt more effectively through synonyms. Synonyms can be defined as words having similar or almost identical meanings For example synonyms for crisis are disaster, calamity, emergency, plight or catastrophe etc. Synonyms help writers to develop style. If we ask the student to tell more words for beautiful, he can tell you one or two words, pretty or charming that seems boring and exhibit limited vocabulary. But while referring to the same subject several times, students can avoid repetition and create interest in their writing by using synonyms. Instead of saying "beliefs" every time, a writer can substitute the word with "values," "credo," "philosophy" or "faith" at different times. Second language learners retained more studying words whose synonyms they had learned Synonyms help to enrich student's vocabulary bank and provide alternative words instantly. Students build ample vocabulary through synonyms to write interesting stories. Using online thesaurus helps the students to refine their sample stories by substituting boring and simple words with more descriptive and interesting synonyms to bring uniqueness and originality into their stories. Playing thesaurus based games in fun loving way break the monotony of class room environment and makes lessons more involving. Students enjoy this motivating and innovative experience very much and retain vocabulary on long term basis. Being involved in competition, they will develop synonym lists efficiently and tell the synonyms quickly, when they will be asked by leader of a rival team. Differentiate between direct and indirect speech.(Day 6) Direct speech refers to the quoted words of a character given by the narrator. It is an attempt to represent exactly what a character says. Good storytellers know how to narrate a story in a lively and engaging manner. They use more direct speech than indirect speech in their narratives. Almost all great novelists use direct speech as a stylistic device to give a live portrayal of the characters in their stories. Why direct speech? Conversational style is a natural way of communication. If arguments, quarrels and different moments of action are presented in direct speech, they provide excitement, tension, and amusement. As each character speaks differently, it is important to let the audience know what and how the characters speak in different situations. It helps in depicting the portrayal of the characters. Direct speech reveals the tone and mood. Indirect speech, if it is not used properly, creates a distance between the utterance and the 14
readers perception of it. Sometimes when we convert jokes into indirect speech it kills their charm and make them artificial. The teacher will use news report about a recent political protest to grab the attention of students. He will invite their auditory and visual senses. They will have to listen very carefully and separate the general incident from the comments of political leaders. After noting down those comments, they will put inverted commas with these comments and label them as direct speech. Then the teacher will explain certain rules to convert direct speech into indirect speech. Use of conjunction that before the indirect statement. Change of pronoun Change of verb form Change of adverbs of time The teacher will also explain rules about same tense forms, questions, commands and requests, exclamations and wishes as well. He will also teach them how to convert indirect speech into direct speech. He will give them sheets and ask them to convert direct speech into indirect and vice versa. The teacher will relate this newly learnt knowledge to the unit The Lost Ruby by asking the students to highlight the direct speech and convert it into indirect speech. The students will be assigned the home task of removing unnecessary details from the same story and transform into an interesting dialogue between king and Prime Minister. The same story, presented in the form of dialogue will look more authentic and natural. Exploit various components of traditional stories to construct a collaborative story.(Day7)
Collaborative stories are sometimes called chain stories because of the way writers link their ideas together to create them. The term collaborative writing refers to projects where written works are created by multiple people together rather than individually. It is often the case that when users can directly contribute to an effort and feel that they've made a difference, they become more involved with and attached to the final outcome of the project. A collaborative approach to demonstrate the basics of writing to children was developed in the 1980s and 1990s for use in early literacy programs. The rationale behind writing collaborative story is to develop social and interactional skills amongst learners. Every student has his own learning style and individual abilities, so they help each other in attaining final goals. Group discussions provide them opportunity to exchange their views with each other. Students finish the collaborative task in tension free environment which accelerates the learning process. The teacher will write essential components of the story on white board i.e. introduction, problem, climax and resolution He will cover these sections in the form of Reading aloud by students. He will briefly discuss setting, plot, theme and characters of story. 15
The teacher will activate their prior knowledge by asking about their favorite traditional story. The students will discuss that story. i.e. The Pied piper of Hamelin in the group of four students. They will be asked to develop their assigned sections individually .These stories will be compiled after completion. These stories will be read aloud one by one. Later the teacher will check these stories on the basis of connectivity, cohesion, coherence, vocabulary, syntactical structure and style. These stories will be produced by students having different writing styles and mental abilities. So, teacher will give detailed feedback after making corrections. The best story will be selected and awarded by the teacher. Conclusion The students will find this curriculum unit on Traditional Stories very interesting and innovative. All the activities are designed to develop pleasure for reading rather than considering it as dull, tedious and unwanted activity. It stimulates students inferential skills and aims to bring remarkable increase in their vocabulary by teaching synonyms in entertaining way. It focuses on social interactions and provide ample opportunities to work collaboratively. On the whole this unit will prove to be a memorable experience for students and polish their reading, writing and speaking skills. It will provide a guide line to practicing teachers to plan, sequence and develop their materials and review their methodology. On the whole, it was an unforgettable experience to develop a unit curriculum like this.
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Appendix1 Why the tortoises shell is not smooth Adapted An African folktale Once upon a time, all the birds were invited to a feast in the sky .They were very happy and began to prepare themselves for the great day. They painted their bodies with cam wood and drew beautiful patterns on them with uli. There was a famine and tortoise had not eaten a good meal for two months. As soon as he heard of the great feast in the sky, his throat began to itch. He began to plan how he would go to the feast. Tortoise had no wings, so he went to the birds and asked to be allowed to go with them. We know you too well, said the birds. You are too cunning and ungrateful. If we allow you to come with us you will soon begin your mischief. You do not know me, said tortoise, I m a changed person. I have learnt that one who makes trouble for others is also making trouble for himself. Tortoise had a sweet tongue and soon all the birds agreed that he was a changed person. They each gave him a feather with which he made two wings. At last the great day came. When all the birds had gathered, they set off together with tortoise. Tortoise was so happy and chatty that the birds decided to let him speak for the party. There is one important thing which we must not forget, he said as they flew on their way. When people are invited to a great feast like this they take new names for the occasion. Our hosts in the sky will expect us to honor this age-old custom. None of the birds had heard of this custom. However, they knew that tortoise was widely-travelled and knew the customs of different peoples, so each bird took a new name. Tortoise called himself All of you. At last the party arrived in the sky and their hosts were very happy to see them. Tortoise stood up in his multi-colored plumage and thanked them for the invitation. His speech was so eloquent that all the birds were glad they had brought him. Their hosts mistook him for the king of the birds as he looked different from the others. After nuts had been served the people of the sky set fire. There were also pots of palm wine. When all the dishes had been set before the guests, the birds were invited to eat. Suddenly, Tortoise jumped to his feet and asked, For whom have you prepared this feast? 17
For all of you, replied the host. Tortoise turned to the birds and said, you remember that my name is All of you. The custom here is to serve the spokesman first and the others later. They will serve you when I have eaten. He began to eat and the birds grumbled angrily. The people of the sky thought it must be their custom to leave all the food for their king. Tortoise ate the best part of the food and then drank two pots of palm wine. The birds gathered around to eat what was left and to peck at the bones he had thrown all about the floor. Some of them were too angry to eat. They chose to fly home on an empty stomach. Before they left, each bird took back the feather it had given to tortoise. As tortoise did not have any wings to fly home, he asked the birds to take a message to his wife. All the birds refused. In the end, parrot, who had felt angrier than the others, suddenly changed his mind and agreed to take the message. Tell my wife said tortoise to bring out all the soft things in my house and cover the compound with them so that I can jump down from the sky without hurting myself. Parrot promised to deliver the message and left. When he reached tortoises house, he told his wife to bring out all the hard things. So she brought out her husbands hoes machetes, spears, guns and even his cannon. Tortoise looked down from the sky and saw his wife bringing things out, but it was too far to see what they were. When all seemed ready, he jumped and fell through the sky. Then with a great boom, he crashed onto the compound. His shell broke into pieces. Tortoises wife sent for a great medicine man in the neighborhood. The medicine man gathered all the bits of shell and stuck them together. This is why a tortoises shell is not smooth.
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Appendix 2 The Lost Ruby By Ruskin Bond Once upon a time there lived a king, who was great and powerful monarch. One day he was very sad, and the chief minister who was a good and wise man, asked him. Defender of the World! Why is your spirit sad today? Your majesty ought not to allow grief to trouble your mind. The king would not tell him his grief .On the contrary, he resented his good ministers concern for him. It is all very well for you as talk, he said. But if you had reason to be sad. I am sure you would find it impossible to practice what you have just suggested. The king decided to put his chief minister to the test .He gave the minister a ruby of great price and told him to look after it with great care. After the wily king had given the ruby to his minister, he ordered female spies to follow him and mark where he kept the jewel. After a few days he bribed the steward of the ministers household to steal it for him. When the jewel was brought to him, he deliberately threw it into the river. The next morning, he asked the chief minister, where is the ruby which I gave you the other day? I have it Defender of the world. Well then, said the king go and fetch it , for I want it right now. Imagine the poor ministers amazement when he got home and discovered that the ruby was nowhere to be found. He hurried back to the king and reported the loss Your majesty, he said if u will allow me a few days grace. I hope to find it and bring it back to you. Very well, said the king laughing to himself, I give you three days in which to find the ruby. If, at the end of that time, you fail to find it, your life and the lives of all who are dear to you will be forfeit. And your house will be razed to the ground and ploughed up by donkeys! The minister left the palace with a heavy heart. He searched everywhere for the lost jewel, but because of its mysterious disappearance he did not have much hope of finding it. I have no one, 19
he thought, to whom I can leave my riches and possessions. My wife is the only soul on earth who is dear to me and it seems we must both die after three days. What could better then to make the most of the time thats left to us by enjoying ourselves? In this mood the told his wife about the kings decision. Let us spend our wealth liberally and freely he said, for soon we must die. His wife sighed deeply and only said. As you wish. Fate has dealt us a cruel blow. Let us take it with dignity and good cheer. That day saw the commencement of a period of great revelry in the chief ministers house. Musicians were engaged and the halls were filled with guests. Rich food was served and night and day the sound of music and laughter filled the house .In addition, large quantities of food were prepared and given to the poor. No one who came to the house was allowed to leave empty handed. Tradesmen bearing presents were rewarded with gold coins and went away rejoicing. On the morning of the last day of the minister life a fisherman living in a village nearby caught a large Rohu, the most delicious of Indian fresh water fish .Immediately he brought the fish to the minister house. The minister was pleased to see such a fine rohu and gave him two gold coins. Being very fond of fish curry, he said to his wife, Lets have one of your delightful fish curries for lunch today for we will never be able to enjoy it again. Now heres a fine Rohu. Lets take it to the kitchen and have it cleaned. He and his wife sat together to see the fish cut. As the cook thrust his knife into the fishs belly, out dropped the ruby which had been thrown into the river. The minister and his wife were overcome with astonishment and joy. They washed the ruby in perfumed water and then the minister hastened to return it to the king. The king was equally amazed to see the ruby which he had thrown into the river. He at once demanded an explanation for its recovery. The minister told him how he had decided to spend all his riches, and how he had received the present of a fish in which the lost ruby was found. The king then acknowledged the part he had played in the loss of the ruby. But I see that you took your own advice to me, he said. Endure sorrow cheerfully! He bestowed high honors on his minister, and commended his wisdom and understanding before all his courtiers and ministers, and so the minister evil fortune was changed to good. And may the Eternal Dispenser of all good thus deal with his servants. 20
Appendix 3 Teaching Plan 1 Class: 7 th Subject: English Topic: Question &Answers Answer these questions to learn more about Why the tortoises shell is not smooth. Reading for details 1. Why were the birds happy to be invited to the sky? 2. How did the birds prepare for the feast? 3. Why was Tortoise mistaken to be the king of birds? 4. How did the birds feel when Tortoise insisted that he had the right to eat first? 5. How did the birds prevent Tortoise from returning home? Reading for meaning 6. In your own words, explain why Tortoises throat began to itch at the thought of the feast. 7. How did Tortoise convince the birds that he was a changed person? 8. What two things did Tortoise do to ensure that he would go to the sky and enjoy the feast? 9. Write out Tortoises message to his wife in your own words. 10. How did the birds finally manage to avenge themselves over Tortoises greed? 11. Why is Tortoises shell not smooth? Reading for ideas 12. What do you think had caused the birds to be easily convinced by Tortoises persuasion? 13. State Parrots real intention for agreeing to deliver Tortoises message to his wife? 14. What do you think Tortoises wifes reaction to his message reveal about her character? 15. What do you think is the moral of this story?
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Appendix 4 Teaching Plan 3 (Practice sheet) Class: 7 th Subject: English Topic: True and False Put mark in front of a True sentence and X which is False. 1. Tortoise had a sweet tongue and soon all the birds agreed that he was a changed person. 2. The custom here is to serve the spokesman first and the others later. 3. The people of the sky thought it isnt their custom to leave all the food for their king. 4. There was a famine and tortoise had not eaten a good meal for three months. 5. For the feast the birds only painted their beaks with cam wood. 6. Tortoises throat began to itch when he started eating the food. 7. Birds nominated the Tortoise to speak for the party. 8. Tortoise ate the best part of the food and then drank two pots of palm wine. 9. The birds gathered to eat what was left and to peck at the bones he had thrown all about the floor. 10. After nuts had been served the people of the sky set fire.
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Appendix 5 Teaching Plan 6 (Practice sheet) Class: 7 th Subject: English Topic: Direct and Indirect Convert the following direct narration into indirect one: i. She asked me, May I ask you a question?" __________________________________________ ii. He asked me, "Jump in!" __________________________________________ iii. He asked me, "Have you set your alarm clock?" __________________________________________ iv. He ordered us, "Get out of my way!" _____________________________________ v. Sarah said, "Pass me the salt, please." __________________________________________ Convert the following indirect narration into direct one: i. He said that he had passed the examination ____________________________________________ ii. She said that German was easy to learn. ____________________________________________ iii. Ali says that he is unwell. ____________________________________________ iv. They told that the horse had died yesterday. ____________________________________________ v. He ordered them to go away. ____________________________________________
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Appendix 6 Teaching Plan 7 (Practice sheet) Class: 7 th Subject: English Topic: Collaborative story Title of the story
Raising Mentally Strong Kids: How to Combine the Power of Neuroscience with Love and Logic to Grow Confident, Kind, Responsible, and Resilient Children and Young Adults
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Dark Psychology: Learn To Influence Anyone Using Mind Control, Manipulation And Deception With Secret Techniques Of Dark Persuasion, Undetected Mind Control, Mind Games, Hypnotism And Brainwashing