Army Public Schools and Colleges System

SOW Summary
Academic Session 2024-2025
First Term
Subject: English Literature Class: II

Content Page No.

Total Teaching Weeks: 18 (Cold Region) / 18 (Warm Region)
Scope & Sequence 02
Prescribed Textbook:
Progression Grid 03 · Ladybird Reader “The Elves and the Shoemaker” Level 3
Resources:
General Instructions 05 · APSACS English Language Development (ELD) Programme
(Ref to Curriculum Implementation Guide)
The Elves and the Shoemaker, Introduction & Pgs. 4 – 13 13
· Digital Resources
The Elves and the Shoemaker, Pgs. 14 – 21 15 · Images of winter/summer nights
· Character masks
The Elves and the Shoemaker, Pgs. 22 – 33 17 · Flash cards
· Pictures of Earth (green & polluted both)
Poem: Earth Day 18 Prescribed Notebooks:
· APSACS English four-lined notebook (small)
The Elves and the Shoemaker, Pgs. 34 – 45 20

Poem: A Wintry Night 21

Poems 23

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 Army Public Schools & Colleges System
Scope and Sequence
Subject: English Literature
Class: II Total teaching weeks: 18
Week Chapter/Unit Topic
1. · Introduction, Title page, Characters & Picture words pgs. 4 & 5
2. Ladybird Reader · Page no. 6 – 9
3. The Elves and the · Page no. 10 – 13
4. Shoemaker · Page no. 14 –17
5. (Level 3) · Page no. 18 – 21
6. · Page no. 22 – 25 & TB activities
7. · Quiz (Revision)
8. A Wintry Night · Poem, Paraphrasing & Explanation
by Lindsey Kuster
9. · Short quiz (Revision)
10. · Page no. 26 – 29
11. Ladybird Reader · Page no. 30 – 33
12. The Elves and the · Page no. 34 – 37
13. Shoemaker · Page no. 38 – 41
14. (Level 3) · Page no. 42 – 43
15. · Page no. 44 – 45, conclusion & TB activities
16. · Quiz (Revision)
17. Earth Day · Poem, Paraphrasing & Explanation
18. by Anonymous Poet · Short Quiz (Revision)

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 APSACS
Progression Grid
English Literature Class: II
Cl I Cl II Cl III
Sly Fox and Red Hen The Elves and the Shoemaker Heidi
Reading Reading Reading

· Reading of text · Reading of text · Reading of text

· Recitation of poems · Recitation of poems · Recitation of poems

Writing Writing Writing

Word count: 10 – 20 words Word count: 15 – 30 words Word count 20 – 40

· Writing descriptive sentences · Writing a description · Writing a description

· Complete sentences · Writing sentences · Writing sentences
· Comprehension Qs · Complete sentences · Complete sentences
· Title/ cover page description · Comprehension Qs · Comprehension Qs
· Punctuation · Character description · Character description
· Title/ cover page description · Title/ cover page description
· Punctuation · Punctuation

Speaking & listening Speaking & listening Speaking & listening

· Listening to audio · Listening to audio · Listening to audio

· Story Prediction · Story Prediction · Story Prediction
· Role Play · Narrating incidents · Narrating incidents
· Follow-up activities · Story Quiz · Story Quiz
· Discussion Qs · Role Play · Role Play
· Describing a scene / incident/ · Follow-up activities · Follow-up activities
character · Discussion Qs · Discussion Qs
· Who said words to whom · Describing a scene / incident · Describing a scene / incident
· Who said words to whom · Who said words to whom

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 Cl I Cl II Cl III
Sly Fox and Red Hen The Elves and the Shoemaker Heidi

Vocabulary & Grammar Vocabulary & Grammar Vocabulary & Grammar

· Contextual meanings · Contextual meanings · Contextual meanings

· Noun, verb · Noun, Pronoun · Noun, adjectives
· Rhyming words · Forms of verb · Forms of verb
· Rhyming words · Rhyming words

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 ARMY PUBLIC SCHOOLS & COLLEGES SYSTEM

APSACS Scheme of Work

General Instructions for Teachers

1. APSACS Scheme of Work:

· The SOW is a road map to guide teachers to develop their daily lesson plan. SOW has brief teaching methodology which
connects to the SLOs. It enables teachers to be more flexible in choosing teaching methodologies, suggested learning activities
and AFL strategies. It is a living document that is easy, convenient and simple to use.

2. Scope and Sequence:

· A scope and sequence is a commonly used term in education when talking about a curriculum, books or courses. It is a list of the
concepts, topics and material that is covered in a book, course or the lesson plans of a particular curriculum. A scope refers to
the topics and areas of development within a curriculum and the sequence is the order in which those skills are taught.

3. Student Centered Activities:

· Student centered Activities are suggested in SOW, incorporate the activities in lessons or conduct your own activities related to
the Learning Outcomes. Use teaching aids to relate the topic to daily life. Vary teaching strategies – encourage students to ask
questions, enquire and develop critical thinking and decision-making skills. Have discussions related to the topic to help students
learn from the ideas and issues raised during the lesson. The discussion can create an interest and enhance students learning
and understanding. It also helps the teacher to assess students’ knowledge (AFL).

4. Assessment for Learning (AFL):

· Assessment for learning is an approach to teaching and learning designed to improve students’ performance and create effective
feedback. The main aim of AFL is to close the gap between the learners current learning and where they need to be for their
summative assessment.
· Below are some of the assessment strategies that can be used to get effective results.
Ø Application cards
Ø Muddiest Point
Ø Brainstorming
Ø Chain Notes
Ø Exit cards
Ø Gallery walks
Ø Hand Signals
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5. Weblinks:
· Weblinks are divided into two parts namely digital resources and digital tools.
Ø Digital Resources: Digital learning resources are learning resources that aid students and teachers in the educational
process. The intent is to increase student engagement, in the learning process, provide access to instructional content and
increase student achievement. Digital resources include
· Educational videos
· Blogs
· Lectures
· Learning games
· Audio Readings

Ø Digital Tools:
· Digital tools are the softwares, programs or applications that provide readily available online assessment or content
creation opportunities to design quizzes as per the required complexity level. Digital tools not only enhance the teaching
quality by facilitating collaboration and evaluation but also provide prompt feedback. These tools help teachers, students
and parents in monitoring the learning progress.

6. Progression Grid
· Progression grid is a visual representation, giving interconnection of concepts, content and skills across different levels of
proficiency. It enables a teacher to evaluate individual learner’s progress against the objectives and identifies the next steps in
learning, which are working towards expectation, meeting the expectation and exceeding the expectation.

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 Instructions for English Literature Teachers
Teacher to:
- introduce the concept of literature, and talk about the different genres like novel, drama, short story and poetry etc.
- explain that students are expected to do words and meanings, questions and answers, paraphrasing, summary, character sketches
(major and minor), and central idea of each poem and story.
- encourage students to do silent reading of the text. Reading may be done in two ways: loud and silent. the entire lesson should not
be spent in reading out loud.
- ensure that students underline the difficult words/important lines while reading the novel/reader, so as to use them to develop
character sketches and to explain important lines.
- share the success criteria through short, clear and crisp instructions before the task is assigned.
- discuss the homework before it is assigned.
- instruct students to date and edit (check grammar, punctuation and spellings) the assignment before submission.
- guide students to annotate material they do not understand (always use lead pencil while taking notes in textbooks)
- make different worksheets, similar to the exercises given at the end of the reader.
- plan revision periods according to class needs.
- focus on acquiring of academic skills.
- the vocabulary of each syllabus is attached with the multi -lingual glossary pages with each textbook. Students should be
encouraged to tell meaning in context to the lines read. Use of dictionary should be a regular feature of class practice to confirm literal
meaning of difficult words.
- Relevant end of content questions must be done the same day the text is read. Key words must be written on the board.

Language Development Instructions

- To improve students’ Language development, reading skill, and inculcate passion for reading books, set of level specific readers
have been selected for Classes I-III. These readers are either in the custody of Section Head or kept in school libraries. Students are
to read them during library period.
- Teachers will bring set of recommended books to the class according to class strength.
- After completing one reader the next reader will be started. There will be no written work on these readers. The objective is to
develop reading passion and to improve reading proficiency.
- A selection of poems has been attached with SOW, mainly for recitation purposes. The teacher will recite the poem first, with proper
intonation, and pronunciation. Students will then recite in chorus. Individually the recitation will also be done. Effort should be made to
memorize the poem as it facilitates fluency in spoken language.
- As an alternative, the poem can be recorded during Coordination Meeting and played in the class.
- Conduct variety of Language Development activities mentioned in English Language Development Program (ELD). Ref Syllabus
Implementation Guide

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While doing literature lessons, emphasize the following:
- ask critical thinking, decision making and problem-solving questions
- for all literature lessons, reading, recitation, vocabulary, spelling, analysis & synthesis, is mandatory. Students should infer, interpret,
evaluate and apply skills learnt in level appropriate manner.
- give clear, stepwise, precise, specific instructions and focus on imparting skills in each lesson.
- make students want to know, not be forced to learn.
- make learning cooperative, not competitive, evoke the spirit of inquiry, awe and wonder to help students explore and enjoy.
- significance of the title (Poetry & Novel)
- students to underline important lines related to plot*, character* & theme*. Teacher to stress the effectiveness of right choice of words
and the impact. Use of Dictionary is recommended.
- Group Work, Peer & Pair Work, Activity-based learning method should be adopted in routine depending on the nature of work.
- teacher to stress Inter–disciplinary Learning. (Relate it with real life for better understanding)
- wherever available, teachers to make use of the Internet. Develop the passion to explore & keep knowledge up-dated. The world of
knowledge is just a click away.

Poetry
The term poetry refers to poems as a whole. A poem is a special way of writing. Writers of poems, called poets, describe something, for
example, the weather, or talk about their experiences. Others write about abstract matters. Poets try to look at their subjects from
unusual angles, or write about them in ways that are different from other people. Poems are written in verse.

Approaching a Poem
The correct way to approach a poem:
- read through the poem at least twice. The first time, once through without stopping. The second time, pick out words and phrases that
are difficult to understand or seem interesting.
- once you have worked out the difficult words or phrases, read through the poem again, slower, giving it more attention and
imagination.
- try to get the main idea
- annotate the poem
- make connections
Rhyme
Rhyme is a characteristic of poetry. Words that sound the same or are very close to one another are called rhyming words. These words
give a poem its unique rhythm.

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Theme
The theme of a poem/story is the main idea or issue that the writer is trying to make the reader think about. The content of the
poem/story and the way in which it is written will help the reader think of the important ideas and things that can be learnt from the
poem/story.

Tone
Tone is the quality of language spoken or written, that conveys emotions and meanings. The way a sentence is read reveals the tone
and thus, altering the meaning of the sentence.

Digging for Meaning: Levels of Understanding Poetry

Use the following structure as a guide to understanding a poem:
- Who is doing the speaking in the poem? (person /speaker)
- What is the poem about? (Themes, sub-themes, subject)
- What is the poet trying to say? (Intention, purpose)
- How does the poet convey meaning to you? Did he/she choose to use:
Foundation Grid

Foundation Grids have five basic questions that students need to ask themselves during & after reading a poem. Think deeply about the
poem so as to get a better understanding of the poem & later to prepare a summary. The Grid may be used to analyze poetry.

Basic Questions Answers with textual evidence

- What is the theme? ____________________________
- What is the rhythm? ____________________________
- What is the rhyme? ____________________________
- What are the images? ____________________________
- What is the setting, tone and style? ____________________________

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 Mind Map

Setting

Character Rhyme
Poem

Theme
Language

Novel/Reader
Teacher to:
- read the novel/other readers by the same author to understand the essence of the author’s ideas.
- shed their inhibitions and be natural in their approach towards teaching. Fear of going wrong is what kills creativity.
- cover the background and setting; predict text – students’ personal response to text
- cover all major, minor characters*, picture description*, plot,* setting* summary* so as to develop observation and curiosity in
students
- develop short, simple, and relevant on-spot questions for conceptual clarity (AFL)
- allow students to underline and find meanings of difficult words
- find moods, emotions, role play in each chapter.

Plot Structure

The plot of any story usually begins with what we call the exposition in which we are introduced to:
- the setting: where and when the story takes place
- the main character and sometimes other key characters
- clues to the kinds of struggles the main character is likely to face
The next stage in the plot is the rising action. This is usually a string of events in which the main character goes through all kinds of
problems and challenges (conflict). We often become quite involved as this part of the plot unfolds and are keen to discover what
happens next.
The rising action leads us to the climax which is the high point of the story and where the main character faces his or her most intense
challenge.

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This leads us to falling action (denounement) which usually refers to one or several events that lead fairly quickly to the end. Often, we
would want to know if conflict has been resolved or not.
inally, we have the end which is known as the resolution, which usually leaves readers experiencing some feeling of satisfaction no
matter what the outcome is.
Journey of a Novel

Climax
Rising

Falling
incident
Exciting

Conclusion
Introductio

Exploring Characterization
The people in a story are called characters. We are able to discover more about characters by examining their physical appearance,
behavior, speech, action and what others think or say about them. It is through these devices that we find out about characters rather
than being told in a direct or straightforward manner.

Character

His appearance What he says What others say about him

The way he dresses What he does Evidence from the text
His facial features The decisions he makes
The way he walks/stands Evidence from the text
Evidence from the text

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Character Sketch
- words that describe a character’s appearance, ie. how they look.
- descriptions of the things a character does- general behavior, the way they move/ their actions and reactions.
- background: age; gender; race; religion; education; occupation; personal history; where they live- city.
- accent; dialect; the tone they use in certain situations.
- the things a character says.
- the things other characters say about another character.
- a character’s different roles: as friend, foe, son.
- different kinds of relationships: loving, unfriendly, bully –victim.
- personal values, beliefs and habits.
- eliminate personal ideas and inferences.
- use transitions for a smooth and logical flow of ideas.
- any word or phrases from the original need to be properly documented and punctuated.
- conclude with a ‘summing up’ sentence.

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Subject & Class: English Literature - II First Term 2024–2025 No. of Periods per Week: 02

APSACS SCHEME OF WORK

Note: C.W/H.W to be decided by the teacher during subject coordination meeting as per the APSACS H.W Policy.

Assessment for Learning

Content, SLOs & Skills Teaching Strategies, Suggested Learning Activities, Digital Resources / Tools
Strategies
Ladybird Reader:
The Elves and the Research about the Grimm’s Fairytales beforehand, and discuss it with the other
Shoemaker (Level 3) English teachers in the Coordination Meeting, so that same information is shared in
Pages: 4 – 13 each section. Bring few level-appropriate fairytale books from library and explain the
meaning of fantasy or fairytales by sharing/reading some fairytales to students.
Students to recall little Red Riding Hood, which was read in class 1.
Students will be able to: Pre Reading:
· describe and suggest a Ø Students to observe the title page and describe the characters, things and
title with the help of colours they can see, each student to share their observation in front of class. · Post It Parade
cover picture Students to suggest if they can think of some other title for the same reader.
· get introduced with the Encourage every suggestion by providing sticky notes on which students will
book blurb write the alternate title and paste it on white board.
· get familiar with picture Ø After looking at the ‘elves’ in the title/cover picture, students to discuss if they
words and setting of know about these imaginary characters or have read any story or watched a
the story movie about the elves.
· describe the scenes Ø Explain in simple words how and why book blurbs are written. Show book blurb of
and characters some other readers as sample. Students to make some predictions about the
· use the vocabulary to story after reading the book blurb.
form sentences Ø Following Qs can be asked to help students make predictions and develop
· use adjectives to interest in the reader:
describe character 1. What the reader is about?
traits 2. Describe the cover page? · Short Quiz
· recognise nouns and 3. Discuss if, read any other story about elves.
verbs in the text 4. How do the elves look?
5. Describe the characters shown on the title picture?
· name few professions
6. Explain what is happening in the title picture.

Ø Discussion about settings and characters to be done by students by referring to

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Subject & Class: English Literature - II First Term 2024–2025 No. of Periods per Week: 02
Assessment for Learning
Content, SLOs & Skills Teaching Strategies, Suggested Learning Activities, Digital Resources / Tools
Strategies
the related pictures on pgs. 4 – 5. Students to discuss each picture describing is it · Freeze the Frame
a man, woman or a thing, also discussing the appearance e.g., wearing a hat, red
Skills hair, white beard, holding a scissors/hammer etc. For this, students to observe · Digital Resource
· Predicting the pictures and freeze the frame on specific picture for description/predictions.
· Describing Reading:
· Critical thinking Ø Play the video of the reader from following Digital Resource:
· Role play https://www.youtube.com/watch?v=8SEVSr5DIJo · Listen & Read
· Decision making Ø After watching the video students to discuss about the story. The character they
have noticed, and the setting etc.
Ø Reading of the text to be done and students to relate the text with the illustrations
of story events.
Ø Discuss the events, characters & meanings of difficult words by writing on the
whiteboard. Students to note down the words and meanings in their notebooks.
Ø Discuss nouns, verbs and adjectives with examples for students to note down.
Ø Students to use the verbs, nouns and adjectives in sentences.
Activities: · Thought Bubbles
Ø While working in pairs students to make thought bubbles with the characters and
add notes (thoughts) in the bubbles. · Digital Resource
Ø Divide students in groups and assign one part of speech to each group e.g., noun, · Look & Find
verb or adjective. Assign separate page to each group to look for the assigned
part of speech on specified pages and present their list to teacher. Additionally · Who Said It
use the given digital resource for more interesting activities related to parts of
· Role Play
speech
https://www.weareteachers.com/parts-of-speech-activities/
Ø Students to work independently and use the underlined adjectives to describe
· Follow Up Qs
themselves or a friend.
Ø Divide students in groups to practice who said the words to whom by selecting
different dialogues from the text and asking from each group.
Ø Role Play: Students to act out the conversation between the shoemaker and his
wife. (Ref pg. 6, 12), Invite pairs for class presentation.
Ø Students to answer text-based Qs at hand to check their comprehension level
after the reading.
Ø Students to answer Qs that offer a variety of descriptions. For example; · Class Discussion

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Subject & Class: English Literature - II First Term 2024–2025 No. of Periods per Week: 02
Assessment for Learning
Content, SLOs & Skills Teaching Strategies, Suggested Learning Activities, Digital Resources / Tools
Strategies
1. How did the shoemaker feel when he saw the pair of shoes ready in his shop?
2. Who is helping the shoemaker to make the shoes? And why?
3. How did the pair of shoes look?
4. Do you think it is good to help someone? Why?
5. How do you help others? · Toss the ball
Ø Discuss the following themes:
v being happy and thankful in all situations
v helping others
v all professions are respectable
v dignity of labour
Ø Discuss different professions by showing pictures, students to write those
professions e.g., shoemaker, carpenter, gardener, potter etc. in their notebooks.
· Recapitulate the lesson using Toss the ball activity.
Class / Home Work
· Activity 1, 2, 3, 13 to be done in the Reader
· Answer the follow up Qs
· Sentence making in notebooks
· Prepare words for dictation (teacher’s discretion) Pgs. 6 & 10.
· List down any 6 professions.

Ladybird Reader: · Quick Recap of pgs. 6 – 13 using the Snow Ball Activity. Write Qs on small papers · Snow Ball activity
The Elves and the and crumble them into snow balls and throw at different students/pairs/groups to
Shoemaker (Level 3) answer.
Pgs. 14 – 21 · Dictation test of pgs. 6 & 10 to be taken.
Pre-Reading
Students will be able to: Ø Students to discuss why the shoemaker was thankful and contented? Guide
· describe the pictures students to identify and discuss these values. Students to share how can they be · ‘Values’ Discussion
and predict the events grateful and contented.
of the story Ø Students to observe and discuss the pictures in pairs and predict the upcoming
· learn and use key story. · Observe & Predict
vocabulary
· get introduced to Listening & Reading
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Subject & Class: English Literature - II First Term 2024–2025 No. of Periods per Week: 02
Assessment for Learning
Content, SLOs & Skills Teaching Strategies, Suggested Learning Activities, Digital Resources / Tools
Strategies
characters & maintain Ø Play the video of the reader from the following Digital Resource. · Digital Resource
character logs https://www.youtube.com/watch?v=8SEVSr5DIJo
· comprehend the text to Ø Discuss the events, characters and vocabulary, after students’ have watched the
answer the Qs video and reading aloud of the text is done. Students to be guided to maintain · Discussion
· prepare and present a character logs.
role play Ø Students to identify and underline new / difficult words, nouns and adjectives
· identify nouns and (descriptive words) and find out their contextual meaning during reading.
adjectives from the text Ø Students to use the key words (nouns, verbs or adjectives) to make meaningful
· identify& discuss the sentences.
values Ø Summarize the events of pgs. 14–21 using the Flow Chart or graphic organizer · Graphic Organizer
with students’ input.
Skills Ø Students to answer the following Qs to check their comprehension of the text:
· Identifying 1. Who came to the shop and what did he/she pay to buy the beautiful pair of
· Predicting shoes? · Follow Up Qs
· Describing 2. How did the shoemaker use the three gold coins?
3. Did the cobbler stop working hard when he got the gold coins?
· Decision making
4. Why the shoemaker was surprised the next morning?
5. Did you like the elves’ idea of helping the shoemaker? Why?
Activities:
Ø In groups students read the text (dialogues) and each group to identify “who said it
to whom”. · Who Said It
Ø Divide students in pairs and suggest imaginary situations where someone is in
trouble, let each pair brainstorm the ways by which they can help. · Brainstorming
Ø Role Play: Students to act out (pair activity):
- the conversation between Shoemaker and rich lady (Ref pg. 14) · Role Play
- the conversation between Shoemaker and rich man (Ref pg. 20)
Guide and encourage students to act the dialogues with different intonation
patterns.
Ø Recap the lesson using the Beach Ball game. Paste the text-based Qs on a light
· Beach Ball Activity
weight, average sized plastic ball and toss it randomly at students to get the
answer, students to answer the question that is closer to their right thumb when
they catch the ball.

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Subject & Class: English Literature - II First Term 2024–2025 No. of Periods per Week: 02
Assessment for Learning
Content, SLOs & Skills Teaching Strategies, Suggested Learning Activities, Digital Resources / Tools
Strategies

Class / Home Work

· Activity: 4, 5, 6, 7, 14 to be done in Reader
· Answer the follow up Qs
· Sentence making in notebooks

Ladybird Reader: · Recap of pgs. 14 – 21 using the One Sentence Summary. Ask Qs relating to the
The Elves and the story development till page 21, to which students will answer in one sentence. · One Sentence
Shoemaker (Level 3) Pre-Reading: Summary
Pgs. 22 – 33 Ø Show some specific scenes of the animated movie “The Elves and the
Shoemaker (related to the text under discussion) from the following Digital
Students will be able to: Resource and ask students to observe and discuss the scenes in pairs. Students
· predict the events of to give comprehensive feedback about the scenes shown and predict the
the story by looking at upcoming story. · Think-Pair-Share
the illustrations https://www.youtube.com/watch?v=X0-9b0S42HI
· read and listen to the Ø Students to then observe the illustrations on next pages and predict what will · Digital Resource
story happen next.
· identify and discuss Discussion (Values) · Look & Predict
values Ø Generate a discussion on the following:
· learn and use new - be thankful to those who help you
vocabulary - appreciate the kind deeds of others
· get introduced to Listening & Reading:
characters Ø Play the video of the reader from the following Digital Resource:
· define the characters https://www.youtube.com/watch?v=8SEVSr5DIJo
· match the facts with Ø Pause the video in between for students to predict the next development.
characters Ø Afterward students to read, discuss and explain any difficult words or idea under · Digital Resource
· act out a role play the teacher’s guidance.
Ø AFL Qs to be asked that offer a variety of predictions and descriptions. Sample
Skills Qs can be:
1. Who gave the six gold coins to the cobbler for the pair of shoes? Where was · Follow Up Qs
· Prediction
the money spent?
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Subject & Class: English Literature - II First Term 2024–2025 No. of Periods per Week: 02
Assessment for Learning
Content, SLOs & Skills Teaching Strategies, Suggested Learning Activities, Digital Resources / Tools
Strategies
· Identification 2. Why did the cobbler and his wife want to find out about the person who is
· Description helping them?
· Critical Thinking 3. What did the cobbler and his wife do to find out about the person who was
helping them?
4. At what time did the elves come to the cobbler’s shop?
5. What were the elves carrying along?
6. Describe how did the elves work in the cobbler’s shop?
7. Describe the elves in three sentences?
Ø Students to describe the character of shoemaker in their own words. Guide them
to use adjectives.
Activities
Ø Role Play: Students to act out the conversation between the Shoemaker and his
wife in pairs (Ref Pg. 26).
Ø Different features/qualities of characters to be written on whiteboard by the teacher · Role Play
and students to guess the character from those qualities.
Ø Recapitulation of the lesson will take place by using RSQC2. Students to recap,
summarize, question any difficulty, connect the story events and comment on the · RSQC2
development of the story.
Class / Home Work
· Activity 15, 16, 17 to be done in the Reader
· Answer the follow up Qs
· Picture description in notebook
· Prepare words (teacher’s discretion) for dictation Pgs. 30 & 32

Poem: Teachers to record the poem with correct pronunciation and intonation during the
Earth Day Coordination meeting.
Poet: Anonymous Ø Paste the copy of the poem in students’ notebooks.
Pre-Reading
Students will be able to: Ø Write the title of the poem on whiteboard for students to brainstorm and discuss
· read the title and their anticipation about the topic of the poem.
derive meaning/idea Ø After showing a short video clip about polluted Earth sites from the given digital
about the poem resource, followed by pictures/video of clean, green earth. Students to dicuss how · Brainstorming
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Subject & Class: English Literature - II First Term 2024–2025 No. of Periods per Week: 02
Assessment for Learning
Content, SLOs & Skills Teaching Strategies, Suggested Learning Activities, Digital Resources / Tools
Strategies
· recite the poem with can we make our earth clean, green and a happy place to live.
proper intonation https://www.youtube.com/watch?v=OYoe0t9V0tU
· pick out the rhyming Ø After watching the video students to discuss and list down the things that pollute
words the land and water.
· write answers to the Listening & Reading · Digital Resource
questions by referring Ø Play the recording of the poem recitation repeatedly to improve students’ · Class Discussion
to the poem pronunciation and listening skill.
Ø Students to take turns to read the poem with proper intonation after listening to the
recorded audio.
Skills Ø Involve students in discussing significance of the title along with vocabulary and · Listen & Read
· Reciting central idea/theme of the poem. Students to independently share what is the
· Identifying central idea of the poem from their individual point of view.
· Describing Ø Students to paraphrase the poem following the teacher’s guidance. · Class Discussion
Ø After the explanation students to underline the rhyming words in the poem.
Ø Initiate a discussion, involving all students, about;
- our roles and responsibilities towards environment
- taking care of nature and saving natural resources
- the ways to reduce pollution and make the earth a better place to live.
Note: Relevant prompts, fillers and connectors will be provided by the teacher during
discussion.
Activities:
· Divide students in groups and assign one environment problem to each group to
discuss and write one solution of it.
· Discuss habits that are good or bad for environment & students will identify the
habits to be good or bad through Hand Signals.
Ø Involve students in Qs & answers related to the poem.
1. List down the things that pollute the land and water. · Hand Signals
2. How can we make the earth clean and green?
3. How can we save water?
Ø Discuss the main idea of the poem in detail, students to note the key points to
write the main idea as HW. · Follow Up Qs
Class / Home Work
· List down the things that pollute land and water.
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Subject & Class: English Literature - II First Term 2024–2025 No. of Periods per Week: 02
Assessment for Learning
Content, SLOs & Skills Teaching Strategies, Suggested Learning Activities, Digital Resources / Tools
Strategies
· Answer the follow up Questions.
· Paraphrase the poem in notebook
· Write the main idea of the poem in NBs
· List down the rhyming words from the poem

Online Assignment / Project Work:

List down 5 ways to reduce land pollution. Related pictures may be pasted/ drawn

Ladybird Reader: Short Quiz competition to be conducted to recapitulate pgs. 6 – 33. · Short Quiz
The Elves and the Dictation test to be conducted to aid vocabulary learning.
Shoemaker (Level 3) Pre-Reading
Pgs. 34 – 45 Ø After the recap of pgs. 6 – 33, students to predict the end of the story while
Students will be able to: keeping the previous story events in mind. · Think & Predict
· narrate the scenes, Listening & Reading
predict the ending Ø Play the audio/video of the reader from the following Digital Resource:
· recall the text and https://www.youtube.com/watch?v=8SEVSr5DIJo · Digital Resource
answer the Qs Ø Students to recap the whole story turn wise after watching the video.
· use vocabulary to Ø Students to underline new / difficult words and find out their contextual meaning
construct meaningful during reading. And use any five words (teacher’s discretion) to make meaningful
sentences sentences.
· complete the character Ø Discuss the events, characters and vocabulary in detail. Students will write the
logs character sketches by looking at all the details given on the whiteboard.
· answer the text related Ø Ask pertinent Qs based on the text to check students’ comprehension level after
Qs and describe the the reading is over. For example; · Follow Up Qs
pictures 1. How did the shoemaker and his wife show their gratitude to the elves?
· write a book blurb for 2. How did the elves feel when they saw the shoes, clothes and hats on the
the reader table?
· practice the running 3. Write a sentence about emotions of the shoemaker and elves.
dictation Activities
Ø Running dictation will be carried out in groups to assess students’ vocabulary
· discuss the emotions of
retention.
characters
Ø Students to sit in groups and write a book blurb keeping in view the complete
· discuss values
reader.
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Subject & Class: English Literature - II First Term 2024–2025 No. of Periods per Week: 02
Assessment for Learning
Content, SLOs & Skills Teaching Strategies, Suggested Learning Activities, Digital Resources / Tools
Strategies
Ø In groups students will be assigned different illustrations from the reader to · Picture Description
describe in their own words.
Skills
· Prediction Discuss the values:
· Identification - helping others in need without any reward
· Description - importance of doing kind deeds
· Critical Thinking - being thankful to others for their kindness
Ø Assign different pages to separate pairs. Students to sit in groups and form
questions based on the assigned text. Teacher will conduct the quiz in class for
the complete revision of the reader.
Class / Home Work
· Activity 9, 10, 11, 12, 13, 16,17 to be done in the Reader
· Answer the follow up Qs
· Sentence making in notebooks
Online Assignment / Project Work:
· Design a new Cover Page for the reader ‘The Elves and the Shoemaker’ using paint on MS office.

Poem: Teacher to record with correct pronunciation and intonation during the Coordination
A Wintry Night meeting or download the poem from the given digital resource. Search images of
by winter and summer night. Paste the copy of poem in students’ notebooks.
Lyndsey Kuster Pre-Reading
Students will be able to: Ø Write the title of the poem on whiteboard for students to predict from the title and · Think & Predict
· recite the poem and share what the poem is about.
discuss the main idea Activities
· describe their favourite Ø After looking at pictures/video of a wintry night students to discuss and describe a · Brainstorming
seasons with reasons winter night in their own words.
· compare the features Ø Students to participate individually to describe their likes and dislikes about
of winter and summer different seasons.
nights Ø Draw a table on the whiteboard and do comparison of winter and summer nights · Class Discussion
· identify nouns, verbs by writing each point coming from students in relevant column.
and rhyming words in Listening & Reading · Graphic Organizer
the poem Ø Play the poem, recorded with correct pronunciation and intonation.
· list down the features Ø Recite the poem with students and let students explain the poem as per their
Page 21 of 24
Subject & Class: English Literature - II First Term 2024–2025 No. of Periods per Week: 02
Assessment for Learning
Content, SLOs & Skills Teaching Strategies, Suggested Learning Activities, Digital Resources / Tools
Strategies
of wintry nights understanding. Vocabulary to be displayed on whiteboard and discussed for
students’ better understanding.
Ø Discuss rhyming words, verbs and nouns. Students to make a list of rhyming
Skills words, verbs and nouns used in the poem. Paraphrasing to be done in simple
· Recitation words. For students’ facilitation paraphrase most of the verses pointing out how to
· Identifying do it so that students will be able to paraphrase the last few verses in class.
· Describing Ø Students to write the theme of the poem in their notebooks after discussion.
· Comparing Ø Answer the following Qs related to the poem.
· Decision making 1. What does the poet like about the wintry nights?
2. Describe the beauty of wintry nights in three sentences?
3. Why the wintry nights are very quiet? · Follow Up Qs
4. What do you like about the wintry nights? Why?
Ø Recapitulate the main idea of the poem through board work.

Class / Home Work

· Identify and write nouns and verbs& rhyming words.
· Write the main idea (theme) of the poem
· Paraphrase the poem

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 Earth Day
(Anonymous)

Our Earth is special, there is just one.

It gives us water, soil and sun.
People and animals share the land.
Let’s all lend a helping hand!
You can save water, and plant a tree
Make a better home for you and me.
Recycle things, don’t throw away.
Make every day an Earth Day!

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 A Wintry Night
By Lyndsey Kuster

The sky is dark and the

ground is white.

The world is peaceful on

this wintry night.

No one around, not a

sound to be heard.

Not a laugh, not a car,

not even a bird.

For a moment, it’s just

the snow and me.

I smile inside.

I feel so free.

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