PROSE MY DONKEY SALLY
Session 1
Lesson objectives
●● Appreciating texts involving
scenes from childhood
●● Identifying the subtle use of
humour
●● Instilling a sense of caring for
pets
●● Sequencing
●● Identifying the rising action,
the climax and the falling
action
●● Discussing ideas for critical
and creative thinking
Learning outcomes
By the end of this lesson,
students will be able to
●● appreciate texts involving
scenes from childhood.
●● identify the subtle use of
humour.
●● instill a sense of caring for pets
●● sequence events.
●● identifying the rising action,
the climax and the falling
action.
●● respond critically and
creatively.
Reading strategies used:
Predicting, Anticipating,
Scanning, Sequencing,
Identifying parts of the story
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Warm up: Textbook
Pre-reading
Ask students: Imagine it is your birthday
1. Who are some people you want to see and spend time with
throughout the day?
2. How would you like to spend the day do you feed it?
3. What are some of the gifts you would like to get?
4. Do you have pets at home? Have you taken care of an animal
or bird?
Group work
Share your experience of taking care of an animal or bird.
●● What do you feed it? How many times a day?
●● Do you take it for a walk?
●● Narrate a funny incident which you had with your pet / the
animal you took care of.
Write the title My Donkey Sally on the board. Read the title
aloud.
Ask students:
What is this lesson, ‘My Donkey Sally’ about?
List their responses on the board. Now direct their attention to
the Smart Book. Zoom in the pictures given.
Ask students:
What do you see in the picture? Now, what do you think the
lesson is about? (Encourage varied responses as it develops
imaginative/creative thinking.) Do you think this is a happy or a
sad story?
Tell students they are going to read a story about a donkey
named Sally.
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 READING It shook itself vigorously so that the feathers
between its ears fell off.) When Gerald receives the
Read from, Ever since we arrived in donkey, what is his first concern?(Where he should
Corfu … to … I went off to sleep. keep it)
Ask students to quickly run through the lesson and Ask students:
underline, with a pencil, the difficult words. Tell
What are the elements that go into the making of
them the meaning of the words and model some
a story?
sentences for them to understand the meaning in
context. Example: (Setting, Characters, Plot, Point of View, Theme)
Tantivy: A rapid, violent gallop; an impetuous rush. A. Tell students to discuss these questions in pairs.
Tally-ho: A huntsman’s cry to the hounds on Then discuss the questions with the whole
sighting a fox. class, picking out points from some of the pairs
●● Read from Ever since we arrived in Corfu… to … B. Divide students into groups and have them fill
I went off to sleep. up the table given below.
Read the story aloud, clearly and with modulation/
Title:
play the audio, while the class follows silently
in their books. Pause from time to time to ask Author:
questions to check their comprehension.
Ask students: When did Gerry decide his birthday Characters: Setting:
gift? What was it? (in Katerina’s wedding; a
donkey) Why was Costas building the bamboo
house? What did he tell Gerry it was for? (For
the donkey, but he thought it was for plants or
to store sweet potatoes.) Why was everyone Sequence of events:
acting mysterious? (They were trying to hide the
1.
surprise.)
2.
Session 2
3.
READING

Read from, The following morning … to Rising action in the story:

the end. Climax of the story:
Ask students: Explain how the family came Falling action in the story:
together to prepare the present for Gerry? (They
decorated the donkey, helped hide it, arranged for Theme:
its house and so on)
Focus on the roles of Mother, Margo and Larry: Session 3
Who were the people involved and how did they Post Reading
keep the secret? (Mother, Larry, Margo, Costas,
Leslie, Spiro) What did the donkey do after it Group work
entered Gerry’s bedroom? (The donkey came A Surprise Party: Tell students they have 15
to a halt by his bedside and gazed at him out of minutes to plan a surprise party for a friend/
enormous brown eyes. It seemed rather surprised. family member. The celebrations will include:

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 A birthday present that is difficult to hide Subject + modal + infinitive
Tell them they have some important questions to She can come.
answer.
●● Negative sentences:
Who will go to the party?  Where will the party
be?  What time?  What will you have to eat and Subject + modal (n’t) + infinitive
drink?  How will you hide the present creatively? She can’t come.
A very important question when planning a
surprise party is – how will you get the guest of ●● Interrogative sentences:
honour to go to the right place at the right time, (Wh) modal + Subject + infinitive
without telling them about the party?
When can she come?
Now tell the groups to present their surprise plan
to the class. Review the use of modals done in earlier classes
and in the textbook.

COMPREHENSIONExercises Practice
Discuss the answers to the questions in the Pair work
textbook.
●● Ask questions to your partner about how he
Let students write the answers in their will be the following year. How old will you
notebooks. be next year? Answer: Next year I will be
nine years old. Which class will you be in next
Session 4 year? ...

GRAMMAR Modals (Revision) Match these columns to form complete

sentences.
Resources needed: Coursebook, Slide Presentation
on TRP CD (optional). 1. Can I borrow a. this door?
Objectives 2. May I b. your homework.

●● identifying and modals and using them in 3. 

Do you think I
c. go home now.
sentences could open d. 
mind if I borrowed
your book?
Modals (Revision) 4. I might
e. visit you today.
We may win the match this year. Today’s match 5. Would you
f. 
visit Grandma
might get postponed. Will you please help me find 6. Shall we tomorrow?
the post office? Would you like me to take you
there? Shall I get you something to eat? Could we 7. You should finish g. your pen?
stop at the shop around the corner? h. come in?
8. We must
●● The highlighted words are modals.
●● Modals are helping verbs that combine with Answers:
the main verbs. 1.  Can I borrow your pen?  2.  May I comein?
●● List of modals: can, could, must, may, shall, 3.  Do you think I could open this door?
should, might, ought to, need 4.  I might visit you today.  5.  Would you mind
if I borrowed your book?  6.  Shall we visit
Structure of modals in sentences Grandma tomorrow?  7.  You should finish your
●● Affirmative sentences: homework.  8.  We must go home now.

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 Session 5
VOCABULARY Simile
Objective
●● Identifying patterns and relationship in words
●● Using antonyms and common similes in
suitable contexts
Simile
A simile is a phrase or figure of speech that
compares two things using the words like or as.
Pattern 1: “like” verb + like + noun
She swims like a fish.
Pattern 2: “as” as + adjective + as + noun
She is as graceful as a swan.
bat mouse lightning daisy cucumber
bee feather tree bone button
Tell students to write the phrase associated with
these words:
Example: as blind as a bat
Answers
Quiet as a mouse; fast as lightning, fresh as a
daisy, cool as a cucumber, busy as a bee, light as
a feather, tall as a tree, dry as a bone, cute as a
button
Session 6
WRITING Diary entry
Objective
●● Organising ideas with coherence and making a
diary entry in the correct format
●● Writing for a specific purpose
●● Writing strong sentences and using varied,
relevant vocabulary
A. For whom do I write my diary entries? (For
myself)
B. Why do I write them? (To know myself better,
to help myself become a better person, to keep
a record of things that happen in my life)
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C. What are diary entries?

Diary Entries have features of a personal form
of writing.
1. Day, Date, Time and Year of Entry to be
able to recall the mood of the moment:
Sunday Morning, 5th July, 1942
2. Only significant dates are entered to
keep away unnecessary daily routine:
5th July, 8th July, 9th July, 1983
3. In the first person: to document
feelings
4. Informal, conversational style to
maintain a sense of closeness
5. Addressing the Diary as a person. As if
confiding in a confidante:
6. Free expression of feelings to be honest
to oneself
7. Detailed comprehensive entries to
recreate the situation in the future
D. How do I write a set of entries?
Entry 1:
Monday, May 9th 2015, 6 pm (Write the
day, date and time)
I can’t tell you how happy I am! The
sun seems brighter this morning. The
curtains are dancing in the breeze and
I’m feeling as light as a feather! I’m sure
I could float in the warm air if I stood on
the terrace. (Describe your feelings and
your surroundings, as you would like to
remember them. Exaggerate. Use similes.)
I’m happy that I am going to the magic
show today. I love magic and can’t wait
to see the show. I have read all the Harry
Potter books and have memorised all
the spells. I want to see if the Magicians
perform any tricks like the ones in the
book. I am off to the show! I’ll tell you if it
was as good as I am expecting it to be.
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 E. Entry 2
Sunday, May 10, 2015, 10 am
My dear, dear Diary,
Yesterday was the best day of my life!
The show was so much better than what I
expected. The magic was nothing like the
one in the Harry Potter book, yet it was
unique and intriguing. This art form is from
North India and is an ancient form. The
entertainers were very skilled and kept
the audience in splits of laughter from the
beginning to the end. Every member of the
audience was entertained, young and old.
It was an eventful evening and I did not
want it to end. I think magic is an important
part of the cultural heritage of a region. I
am planning to study about the magic in
various regions of India, and would like to
go to more shows in the future.
the target words. Play the audio track/Read the
sentences once again and instruct students to
identify the sense group and pauses. Monitor the
activity and correct students if required.
LISTENING
Objective
●● Listening to extracts about pets with audio
support
●● Matching statements post listening
Tell the students that they are going to listen to
people expressing their opinion about keeping
pets. Inform them that the recording will only
be played twice. Instruct them to listen carefully
and match the statement to the speaker. Play the
audio track.
Play the audio track one more time so that they
may listen to any missed out information.
Sessions 8 and 9

Session 7 PRACTICE TRP Worksheets /

Workbook / Pending work
PRONUNCIATION AND LISTENING
PRONUNCIATION
Let students listen to the sentences. Draw
attention to the tone and the way stress is laid on

My Notes

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