7TH STANDARD

ENGLISH
EMTIP

HONEYCOMB (PART I)
LESSON PLANS

ARUNDATHI ROY

ABHIMANYU YADAV K
GPT
BANGALORE NORTH
CHAPTER: THREE QUESTIONS

Stage Extra Grammar Activities

ENGAGE - Write 3 questions starting with Who, What, When about a king or a sage.
(Example: Who did the king want to meet?)
EXPLORE - Pick 5 past tense verbs from the story (dug, came, spoke).
- Convert them to present tense.
EXPLAIN - Give 3 sentences from the text and ask pupils to underline the adjectives.
(Example: The old hermit was digging the ground.)
ELABORATE - Write 2-3 direct speech dialogues between the king and the hermit.
(Practice punctuation and quotation marks.)
EVALUATE - Write 5 sentences describing the story’s moral using pronouns (he, they,
you).
(Example: They realized the most important time is now.)
CHAPTER: THREE QUESTIONS

Stages (5E) Learning Facilitator’s Pupils’ Tools & Material New Things Suggested
Outcomes Activities Activities Techniques Required Learnt Grammar
Items
ENGAGE - Develop - Show an - Observe Brainstorming, Images, � Setting the Simple
interest in the image of a and respond Discussion Blackboard stage for the Present Tense,
story. king and a with value of Wh-Questions
- Connect prior sage/hermit. personal good deeds (Who, What,
knowledge - Pose experiences. and time. When)
about kings and questions: - Guess what
wise men. “Have you might
ever asked happen in
someone for the story.
advice? What
was it about?”
EXPLORE - Read and - Read aloud - Listen Read-aloud, Textbook � Learning Proper Nouns,
understand the the first part of attentively. Underlining new Past tense
main events. the story (up to - Take part vocabulary: verbs, Articles
- Identify the king in Q&A and hermit, (a, an, the)
characters and helping the underline council,
their actions. hermit). new words. magician,
- Check wound
understanding
with quick
Q&A.
EXPLAIN - Explain the - Explain - Answer Discussion, Vocabulary � Moral Adjectives,
central themes: vocabulary questions Interactive list, Chart insight into Adverbs,
present meanings. like ―What Chart paper why the Compound
moment, - Use a chart to did the king present Sentences
compassion. highlight key learn from moment is
- Clarify new ideas. the hermit?‖ important.
words. - Share
thoughts on
the moral of
the story.
ELABORATE - Relate the - Give a - Write their Writing & Notebook, ✍� Real- Simple past
story’s lesson writing experiences. Sharing Pen life tense,
to real-life prompt: ―Write - Peer review connections: Conjunctions,
situations. a short and share Being kind in Direct Speech
- Develop paragraph with the the present
writing skills. about a time class. moment.
you helped
someone.‖
EVALUATE - Assess - Conduct a - Complete Quiz, Peer Quiz sheets � Moral Question
comprehension short quiz on the quiz. Discussion Application: formation,
of plot, characters and - Reflect in Doing good Punctuation,
characters, events. small groups is most Pronouns (he,
moral. - Ask or write their important. she, they)
- Encourage reflective thoughts.
self-reflection. questions like
―What would
you do in a
similar
situation?‖
The Squirrel (Grade 7 English)

Suggested Grammar & Figurative Speech Activities for Each Stage:

Stage Suggested Grammar/Figurative Language Focus
ENGAGE - Teach Nouns (squirrel, tail, tree) and Adjectives (gray, straight).
- Introduce Personification and Metaphor through observation.
EXPLORE - Highlight Action verbs in the poem (sat, ate, ran, went).
- Introduce Simile vs Metaphor with examples like ―question mark
for a tail.‖
EXPLAIN - Teach Figurative Speech: Metaphor (question mark for tail),
Personification (He liked to tease and play).
- Discuss Rhyming words: gray/play/way.
ELABORATE - Encourage using Alliteration and Rhyming in their own poem
lines.
- Practice Present tense vs. Past tense in creating their own verses.
EVALUATE - Review Figurative language terms with quiz questions.
- Reinforce Adjective-Noun pairs (e.g. gray overcoat).
- Have students underline all Adjectives in the poem.
The Squirrel (Grade 7 English)
Stages (5E) Learning Facilitator’s Pupils’ Tools & Material New Things
Outcomes Activities Activities Techniques Required Learnt
ENGAGE - Develop - Show a - Share their Brainstorming Images, Curiosity about
interest in picture/video of a experiences Discussion short video animals and
poetry and squirrel and ask of seeing clip playful tone of
observation ―Have you seen a squirrels. the poem
skills. squirrel? What was - Discuss
- Connect with it doing?‖ first
nature. - Introduce the impressions.
poem as a playful
description of a
squirrel.

EXPLORE - Read the - Read the poem - Read the Read-Aloud Textbook, Visual imagery,
poem silently aloud with rhythm poem Annotation Highlighter rhyme, playful
and identify and expression. individually. language
words that - Ask students to - Highlight
describe the underline words like
squirrel. describing words “question
and lines that mark,”
evoke movement. “overcoat,”
“tease,”
“play.”

EXPLAIN - Understand - Discuss the - Participate Discussion Chart of Learn

figurative meaning of the in Explanation poetic figurative
language and poem line-by-line. discussion. devices language:
the squirrel’s - Explain - Answer Metaphor,
characteristics. metaphors and questions Imagery,
- Explain similes in the like ―Why Personification
metaphors like poem. does its tail
“question mark look like a
for a tail.” question
mark?‖
ELABORATE - Relate the - Ask students to - Write their Creative Notebook, Expression of
squirrel’s write 2-4 lines own short Writing Pens thoughts using
behavior to describing another verses and Peer poetic
real-life small animal using read aloud to Feedback language;
observations. similes/metaphors. class. practice
- Create their - Suggest rhyming
own poetic actions and
lines adjectives
describing for their
animals. animals.
EVALUATE - Demonstrate - Conduct a short - Complete Quiz Paper, Appreciation of
understanding quiz or ask them to quiz. Illustrating Colors poetic style;
of poem & draw the squirrel - Illustrate imagery Confidence to
poetic devices. and label poetic their favorite use new words
- Assess phrases. image from
vocabulary and - Review new the poem.
figurative vocabulary and - Share
usage. devices. learning
experience.
 “A Gift of Chappals”

Suggestive Grammar Activities for Each 5E Stage

Stage Grammar Focus Activity Suggestion
Engage Nouns and Adjectives Have students list descriptive words for the kitten, slippers,
and characters (e.g. tiny, dusty, scrawny).
Explore Reported Speech Role-play dialogues like “Go away!” & “Ravi said to the
beggar…” then practice rewriting them as reported speech.
Explain Figures of Speech Highlight similes like “wore a question mark for tail,” and
(Similes) make a simile chart with examples.
Elaborate Direct & Indirect Give students comic strips of Ravi & Mridu and practice
Speech converting dialogues into indirect speech.
Evaluate Verb Tenses & Write a paragraph imagining they were present in the
Descriptive Writing story. Encourage use of past tense and vivid descriptions.
 “A Gift of Chappals”
Stages Learning Facilitator’s Activities Pupils’ Activities Tools & Material New Things
Outcomes Techniques Required Learnt
(Fancy
Name)
Engage Students will Read the opening Listen attentively Questioning, Textbook, First Glimpse
be able to scene aloud where to the story. Think-Pair- Blackboard into
recognize Mridu enters the Discuss prior Share Compassion
characters house, notices slippers, experiences of
and settings. and meets the kitten. helping animals.
Ask thought-provoking Predict what
questions like, “Why might happen
are they helping the next.
kitten secretly?”
Explore Students will Guide students to Role-play the Role-play, Text Unlocking
explore explore the part where scene where they Discussion excerpts, Emotions &
characters’ Ravi & Meena feed the hide the kitten & Chart papers Motives
motivations kitten and hide it. feed it milk.
and actions. Discuss kindness Work in groups
toward animals. to list the
characters’
feelings.
Explain Students will Explain story structure Discuss the Vocabulary Whiteboard, Discovering
describe the — introduction, themes of drill, Vocabulary Language
plot & identify conflict, resolution. compassion and Modeling cards Gems
themes. Clarify new vocabulary honesty.
like “scrawny,” Underline new
“veshti,” “derail.” words and
Introduce figurative phrases, note
language (simile & similes (e.g. “He
onomatopoeia). wore a question
mark for tail”).
Elaborate Students will Ask students to Complete a Group Worksheet, Exploring
enhance elaborate on the worksheet activity, Grammar Language in
vocabulary characters’ decisions — converting direct Worksheets book Action
and recognize was giving the chappals speech to
figurative right? Introduce reported speech;
language. grammar focus: direct write sentences
speech, reported using new
speech & adjectives. adjectives &
similes from the
story.
Evaluate Students will Conduct a short quiz — Write a brief Quiz, Peer- Quiz sheets, Expressing
reflect on the Match figurative paragraph editing Notebook Compassion
story’s moral language & speech describing how Creatively
and language examples. Assess they would help
elements. understanding with someone like the
peer-checking. beggar. Peer-edit
each other’s
paragraphs for
grammar errors.
 Grade 7

English Poem

"The Rebel"

Suggested Grammar & Figurative Speech Activities

Stage Suggested Grammar/Figurative Speech Activities
ENGAGE Brainstorming: Find antonyms for actions like long/short, yes/no,
talk/silent to introduce antonyms and opposites.
EXPLORE Highlight contrasting structures in the poem; mark the present
tense usage in each line.
Identify repetition (“When everybody…”), alliteration (if any),
and contrastive conjunctions (but, when).
EXPLAIN Explain figures of speech like irony and paradox present in the
poem.
Teach rhyme scheme (e.g. AABB) and simple poetic structure.
ELABORATE Students write their own couplets using present tense and irony
or contrast.
Reinforce use of simple present tense, negative forms (doesn’t,
no thank you), and polite phrases (yes please, no thank you).
EVALUATE Quick oral quiz: Match the poetic device (e.g. irony, contrast)
with examples from the poem.
Recap direct and indirect speech by converting a few lines into
indirect speech.
 "The Rebel"
Stages Learning Facilitators’ Pupils’ Tools & Material � New Things
Outcomes Activities Activities Techniques Required Learnt (Language
Treasures)
ENGAGE Students will Begin by asking Share personal Discussion Whiteboard, � Word of the day:
understand the ―Do you know examples of Brainstorming Marker "Rebel"
theme of anyone who rebellious � Introduce
individuality vs. always disagrees behavior. figurative language
conformity and or is different?‖ Predict what like contrast and
appreciate the Discuss personal the poem might paradox as playful
humor of experiences about be about just tools the poet uses.
rebellion. people who rebel. from the title.
Introduce the title
―The Rebel.‖

EXPLORE Students will read Read the poem Read the poem Guided Poem copy, � Literary devices
& grasp the aloud with proper aloud reading Dictionary discovered: Irony,
meaning of the expression to individually in Pair reading repetition,
poem, recognize highlight its pairs or small parallelism, and
irony and humor. rhythmic flow and groups. opposites for comic
humor. Underline effect.
Explain unknown contrasting
vocabulary like actions and
―soberly,‖ phrases.
―fantastic.‖

EXPLAIN Students will Ask students to Discuss Discussion, Poem chart, � Figurative
explore and identify meanings of Illustration on Whiteboard treasure: Irony,
appreciate literary contrasting each contrast board paradox, rhyme,
devices like irony, behaviors of the pair. contrast and
contrast, and rebel. Write down symbolism of
hyperbole. Explain rhyme figurative rebellion.
and rhythm speech
pattern. examples like
Discuss the irony and
humor behind juxtaposition in
contradictions. notebooks.

ELABORATE Students will Ask students to Write a short Group Notebook, � Wordplay
relate the poem to come up with stanza starting presentations, Pen practiced: Figures of
their own life their own ―rebel‖ with ―When Creative speech like
experiences & stanzas using everybody … writing hyperbole
practice language irony or humor. The rebel …‖ (exaggeration),
creatively. Suggest changing Share their metaphors, and
the tense and stanzas aloud. rhyming words.
voice of some
lines to practice
grammar.

EVALUATE Assess students’ Give a short quiz Complete quiz: Quiz, Quiz sheets, � New literary
understanding of on figurative Identify literary Oral Marking skills:
poetic devices and speech in the devices and presentations rubrics Distinguishing
themes of the poem. explain them. figurative language
poem. Recap the Recite one (simile, metaphor,
poem’s moral — stanza from irony), appreciating
value of memory. rhyme, tone, and
individual humor in poetry.
thought.
 Grade 7,

Chapter: "Gopal and the Hilsa-fish"

Suggestive Grammar Activities for Every 5E Stage

Stage Grammar Items Activity Suggestion
to Focus On
ENGAGE Nouns & Make a list of nouns & adjectives to describe
Adjectives a fish (e.g.: ―fresh,‖ ―smelly,‖ ―silvery fish‖)
EXPLORE Vocabulary Match new vocabulary (e.g.: ―smeared,‖
Expansion ―ash,‖ ―courtier‖) with their synonyms using
(Synonyms) a word-matching activity.
EXPLAIN Past Tense of Highlight past tense verbs from the story
Verbs (e.g.: ―asked,‖ ―went,‖ ―said,‖ ―bought‖) and
make a short sentence with each.
ELABORATE Direct & Indirect Convert dialogues between Gopal & king
Speech into indirect speech. Role-play dialogues to
practice direct speech.
EVALUATE Punctuation & Write a summary of the story using full
Sentence Structure stops, quotation marks for speech, and proper
sentence structure.
 "Gopal and the Hilsa-fish"
Stages Learning Facilitator's Pupils' Activities Tools & Material New Things
Outcomes Activities Techniques Required Learnt (Fancy
Name)
ENGAGE Students will Show a picture of a Look at the fish Discussion, Pictures of ―Fishy
connect prior Hilsa fish and ask image, share Brainstorming Hilsa fish, Beginnings‖
knowledge students, ―Have you thoughts & prior Whiteboard (Setting the context
and show ever seen people experiences with and theme)
interest in the going crazy about a Hilsa or any fish.
story's plot. food item?‖ Briefly Predict what
introduce the Gopal might do.
challenge the king
gave Gopal.
EXPLORE Students will Read the story aloud Listen to the story Story reading, Storybook, ―Discovering
explore new with emphasis on and underline new Think-Pair- Vocabulary Gopal’s Wit‖
vocabulary expressions. Pause at words. Discuss Share cards (New words and
and funny parts (e.g. Gopal’s clever sequence of events)
understand Gopal’s plan with a
the sequence appearance). Explain partner.
of events in new vocabulary like
the story. ―smeared,‖
―challenge,‖
―courtier.‖
EXPLAIN Students will Ask guiding Answer questions Questioning, Chart with ―Understanding
describe questions like: ―Why in complete Explanation story the Humor‖
Gopal's did Gopal dress sentences. Identify elements (Story structure
actions and strangely?‖ Explain where past tense is and past tense
the moral of story elements used in the story. practice)
the story, (beginning, middle, Share
using proper end), character traits understanding of
sentences. (wit, humor). Clarify humor.
grammar focus: past
tense.
ELABORATE Students will Ask students to Role-play Gopal Role-play, Notebook, ―Bringing Gopal
connect the imagine they are and the king’s Creative Pens Alive‖ (Speech and
story to real Gopal. Encourage dialogues. Write writing creative writing
life and them to role-play the their own short practice)
practice scene at the palace. story with direct
speaking and Discuss ―How do we speech, e.g.:
writing. act cleverly in real Gopal said, ―Let
life situations?‖ me see the king.‖
Suggest grammar
focus: direct speech
& question forms.
EVALUATE Students will Conduct a quiz with Answer the quiz. Quiz, Writing Quiz sheets, ―Mastering
summarize questions like ―Why Write short task Rubric Morals &
the story and was Gopal able to descriptions using Language‖
identify its fool everyone?‖ new vocabulary (Checking
key message Assign a writing task and correct tense. comprehension and
and humor. to describe Gopal's grammar)
wit in 3-4 sentences.
Discuss grammar
focus: proper
punctuation,
synonyms &
antonyms.
 THE POEM

Grade 7

―The Shed‖ (Grade 7)

Suggestive Grammar Activities for Every 5E Stage (Focus on

Figurative Language)
Stage Grammar & Activity Suggestion
Figurative
Language Focus
ENGAGE Nouns, Adjectives, Brainstorm adjectives to describe the shed
Similes & create similes, e.g. ―as creaky as an old
door.‖
EXPLORE Vocabulary & Underline rhyming words & create new
Rhyme pairs; list new vocabulary & make
sentences using them.
EXPLAIN Personification & Identify personification in ―someone
Prepositions staring,‖ & use prepositions to describe the
shed (e.g. ―under the floorboards,‖ ―behind
the door.‖)
ELABORATE Metaphors & Direct Write a short poem using metaphors and
Speech dialogue (direct speech) between
themselves and an imaginary ghost.
EVALUATE Adjectives & Spot all describing words & punctuation in
Punctuation the poem; create a short paragraph with at
least one simile and one metaphor.
 ―The Shed‖ by Frank Flynn
Stages Learning Facilitator’s Pupils’ Tools & Material New Things
Outcomes Activities Activities Techniques Required Learnt (Fancy
Name)
ENGAGE Students will Show pictures of Share their Discussion, Images of ―Setting the
recall their different sheds (cow experiences of Prediction, Oral sheds Scene‖
knowledge of shed, tool shed, etc.) seeing a shed. sharing (Introduction to
sheds and predict and ask, ―Have you Predict what imagery and
the poem's theme seen a shed before?‖ might happen in poetic setting)
Ask students to a spooky shed.
describe one. Discuss
the title of the poem
―The Shed.‖ Highlight
language beauty
through imagery and
rhyme.
EXPLORE Students will Read the poem aloud Listen carefully, Teacher Read- Poem Text, ―Word Hunt
read and identify with expression. underline new Aloud, Discussion Chart with & Rhyme Fun‖
new vocabulary Explain new words words and poetic new words (Exploring
and poetic like ―hinges,‖ ―rusty,‖ expressions. vocabulary and
devices ―peep,‖ ―rotten.‖ Discuss what poetic style)
Emphasize rhyme and they feel about
rhythm of the poem the spooky tone
and describe and rhyme.
figurative language.
EXPLAIN Students will Ask questions: ―Why Answer teacher’s Questioning, Whiteboard, ―Unraveling
explain the main does the speaker questions. Discussion, Chalk the Mystery‖
idea and poetic hesitate to enter the Discuss the role Black/Whiteboard (Understanding
devices like shed?‖ Explain of personification work literary and
imagery & imagery (e.g. rusty and rhyme. Find grammatical
personification hinges, creaky doors), examples of elements)
rhyme scheme, and literary devices
use of personification in the poem.
(―someone staring at
me‖). Highlight
grammar focus:
descriptive adjectives
& prepositions.
ELABOR Students will Encourage students to Write a short Creative writing, Notebook, ―Shed Stories‖
ATE apply literary imagine their own verse or Peer review Pencil (Creative
devices and write spooky shed and write paragraph expression &
their own short a short stanza using mimicking the use of figurative
descriptive rhyming words and poem's style, language)
verses personification. using
Explain the use of personification,
figurative language rhyme, and vivid
like similes and imagery. Share
metaphors. Focus on with the class.
using proper sentence
structure and direct
speech.
EVALUA Students will Conduct a short quiz Complete the Quiz, Oral Quiz sheets ―Stepping into
TE reflect on their on the poem, poetic quiz. Discuss presentations the Shed‖
learning and devices, and grammar feelings about the (Assessing
assess their topics like adjectives poem and self- appreciation and
understanding of and prepositions. Ask assess their own language skills)
poetic language them to narrate what use of poetic
& grammar the speaker might do devices and
after entering the grammar.
shed.
 Lesson Plan – "The Ashes That Made Trees Bloom"

Suggested Grammar Activities for Every Stage

Stage Suggested Grammar Activities
ENGAGE Introduce new vocabulary; practice noun & adjective pairs like
"rusty hinges," "old dog," "kind master"
EXPLORE Past tense identification — Students highlight all past tense verbs
in the text
EXPLAIN Practice direct and indirect speech: Convert dialogues like “Quick,
wife, hand me the spade!” into indirect speech
ELABORATE Write a short story using past tense, similes (as rusty as an old
door), and personification (the ashes whispered softly)
EVALUATE Match synonyms and antonyms; Identify similes and metaphors in
the story; Grammar quiz on tenses and sentence types
 Lesson Plan – "The Ashes That Made Trees Bloom"
Stages Learning Facilitator’s Pupils’ Tools and Material New Things
Outcomes Activities Activities Techniques Required Learnt
(Literary
Blossoms)
ENGAGE Develop Ask students to Share Story- Images of The warmth of
interest in imagine they had a pet personal pet telling, pets, companionship
folktales and dog. Show images of stories; Discussion whiteboard in folktales
appreciate animals and ask if predict what
cultural themes they’ve heard of any might
magical stories like happen.
this. Read aloud the Listen and
first paragraph with visualize the
expression and characters
highlight new
vocabulary like
"daimios," "pine,"
"kindness."
EXPLORE Comprehend Students read the Read the Group Textbook, Exploring
the story's key story silently in story; reading; dictionary setting,
events and groups. Write underline Discussion; characters, &
characters questions on the board difficult Vocabulary plot
like ―Why did the dog words; hunt
scratch the ground?‖ discuss in
―What happened to pairs
the greedy
neighbours?‖
EXPLAIN Explain the Explain sequence of Contribute Question- Whiteboard, Understanding
plot, moral events with flowchart to Answer; textbook moral lessons
values, and use on the board; Discuss discussion; Board work; and past tense
of literary character traits; Answer Role-play of verbs
devices Introduce literary questions; dialogues
devices (similes, List literary
metaphors, devices and
personification). past tense
Focus on past tense verbs
forms and direct
speech
ELABORAT Create their Ask students to draft a Draft short Creative Notebook, Crafting a story
E own folk-tale short paragraph where paragraphs writing; Peer pen with dialogues
with they use direct speech using past sharing and past tense
descriptive and past tense verbs to tense &
language and narrate a small folk- direct
proper tense tale like the one read. speech.
Share with
peers.
EVALUATE Assess Conduct short quiz on Take quiz; Quiz; Oral Quiz sheets Mastering
understanding characters, moral, and Share review folk-tale
of story grammar. Discuss thoughts structure and
structure, how descriptive about the grammar use
theme, language improves story’s
language writing. Recap the lesson &
story's message. language;
Self-assess
 Lesson Plan for “Quality” by John Galsworthy

Suggested Grammar & Language Activities for Every Stage

Stage Suggested Grammar/Language Items

ENGAGE Focus on Adjective Usage for describing shoes, shops. (e.g. elegant, worn, handmade)
EXPLORE Practicing Direct Speech: Convert dialogues into indirect speech and vice versa.
EXPLAIN Identifying Imperatives & Questions in dialogues (“Do you want boots?” “Stand up straight!”). Discuss
Reported Speech and tense change.
ELABORATE Explore Figurative Language like Imagery, Hyperbole (“never wear them out”), Alliteration (“Gessler’s
golden boots”).
EVALUATE Write a Summary using correct past tense forms; practice Comparatives/Superlatives (“better,” “best,”
“most dedicated”).
Lesson Plan for “Quality” by John Galsworthy

Stages Learning Facilitator's Pupils' Tools & Material New Things

Outcomes Activities Activities Techniques Required Learnt (Literary
Gems)
ENGAGE Students will Introduce the Share Discussion, Pictures of Understanding
recall the chapter. Ask personal Questioning, handcrafted the beauty of
setting & tone questions like experiences Brainstorming shoes, craftsmanship &
of the story and “Have you ever about buying Chalkboard dedication.
connect visited a small shop handcrafted
personally with for handcrafted items; listen
the idea of items?” Show a carefully to
craftsmanship. picture of the story
handmade shoes. excerpt read
aloud.
EXPLORE Students will Read aloud excerpts Highlight Mr. Reading Textbook, Recognizing
identify (e.g. Mr. Gessler & Gessler's aloud; Highlighters character traits
characters & narrator's words; note Highlighting through
dialogues. conversations). Ask down dialogues dialogues;
students to impressions understanding
highlight dialogues about his words like
that show Mr. shop. “guttural,”
Gessler’s character “ardent.”
& work ethic.
EXPLAIN Students will Explain character Listen; take Teacher-led Blackboard, New vocabulary
explain the sketch of Mr. notes; make Discussion; Vocabulary and theme of
themes of Gessler & theme of sentences Vocabulary list traditional skill vs
dedication and craftsmanship vs with new Drill industrialization.
the harsh mass production. words;
effects of Clarify vocabulary Answer short
modernization. like “guttural,” questions.
“ardent,”
“imperative,”
“advertisement.”
ELABORAT Students will Guide group In groups, Group Notebook, Understanding
E reflect & relate activity: “Discuss discuss Discussion; Cue cards irony, hyperbole,
the theme to what happens to questions. Role-Play; imagery &
modern times; craftsmen like Mr. Prepare a Debate writing a short
recognize Gessler in today’s short speech reflective speech.
figurative world.” Highlight on whether
language. figurative speech handcrafted
like hyperbole work can
(“never wear them survive
out”) and imagery today.
(“smell of leather”). Present
findings.
EVALUATE Students will Conduct quiz on key Write diary Quiz; Creative Quiz sheets, Appreciating
summarize the events; assign a entry; take Writing Writing character
story & identify brief writing task quiz; give pads resilience &
figurative like “Write a diary feedback to recognizing
language. entry as Mr. each other. hyperbole, irony,
Gessler.” and tone.
 THE POEM

―Trees‖ by Shirley Bauer

for Grade 7

Suggested Grammar & Language Focus for Each Stage

Stage Suggested Grammar & Literary Devices

ENGAGE Naming words (nouns), descriptive adjectives
EXPLORE Repetition of phrases, subject-verb agreement (“Trees are…”)
EXPLAIN Figurative speech: Personification (trees as playmates, shelters);
Imagery (“make cool shade,” “swing swings,” “kites to get caught”)
ELABORATE Creating simple poetic lines using repetition & rhyme; figurative
language (personification)
EVALUATE Summary writing; using present tense, parallel sentence structure
(“Trees are…”); recognizing poetic devices such as imagery &
repetition
Figurative Speech Emphasis in Every Stage:

 Engage: Introduce the idea of trees as more than just plants — personification basics.
 Explore: Notice the repetition of ―Trees are…‖ — a poetic technique to create rhythm.
 Explain: Discuss personification (―Trees are for birds,‖ ―Trees are to swing on,‖ making trees seem alive
and purposeful).
 Elaborate: Students create their own lines using personification & imagery.
 Evaluate: Students identify these devices in the poem and attempt them in their own writing.
 Lesson Plan for “Trees” (Grade 7)

Stages Learning Facilitator’s Pupils’ Tools & Material New Things

Outcomes Activities Activities Techniques Required Learnt (Literary
Treasures)
ENGAGE Students Ask students to list Participate in Discussion, Pictures of Importance of
will recall the trees they brainstorming; Brainstorming trees, Chart trees in everyday
different know. Show a few list names of Paper life, beauty of
types of tree pictures & trees and nature,
trees & encourage them to benefits. introduction to
appreciate describe what personification
their beauty trees give us.
EXPLORE Students Read the poem Read the poem Choral Textbook Appreciation of
will read the aloud with aloud; highlight Reading; repetition as a
poem and expressions; ask rhyming words Highlighting poetic device;
identify its students to read in & lines starting repetitions Imagery of trees
structure & groups and with “Trees as joyful
rhythm explore the are…” companions
repetitive
structure “Trees
are for…”
EXPLAIN Students Explain the poem Note meanings Teacher talk; Blackboard; Repetition,
will explain stanza by stanza. & figurative Think-pair- Poem chart Imagery,
the meaning Discuss speech; ask share; Q&A Personification,
of each personification questions about Metaphors
stanza and (“Trees are for poetic devices & showing trees as
recognize birds,” etc.), themes providers of joy
the imagery (“make and shelter
figurative cool shade,” “hide
language behind”),
repetition as
emphasis.

ELABORATE Students Conduct group Groups Group Drawing Creativity in

will relate work where each brainstorm new Discussion; sheets; language use;
the poem to group writes one poetic lines & Role-Play; Colors poetic rhythm;
real life and “Trees are for…” present them to Drawing & Art teamwork; poetic
create their line creatively. the class; add expression of
own poetic Encourage them to drawings or personal feelings
lines draw or act it out. short skits. toward trees
EVALUATE Students Conduct a quiz Complete quiz; Quiz; Creative Worksheet; Applying
will identifying poetic Write a short writing; Peer Notebook figurative
appreciate devices. Ask paragraph using feedback language;
the beauty students to write a figurative Understanding
of poetic short paragraph language & repetition &
language using repetition share it with the personification as
and identify and class poetic tools;
grammar & personification. Developing
figurative empathy toward
devices nature
Class: 7
Lesson: “Expert Detectives”

Suggestive Grammar Activities for Every 5E Stage:

Stage Grammar Activity

ENGAGE Oral activity: Pick out question words in the dialogues (e.g. “Do you
really think he’s a criminal, Maya?”). Discuss word order in
questions.
EXPLORE Highlight and list all descriptive adjectives from the chapter (“gaunt,”
“polite,” “lonely,” etc.).
EXPLAIN Explain direct and indirect speech. Convert a few dialogues into
indirect speech and vice versa.
ELABORATE Write a short paragraph using at least 5 new vocabulary words
learned. Include a sentence in direct speech.
EVALUATE Worksheet with questions on use of articles (a, an, the) and
identification of speech marks in the chapter.
 Lesson: “Expert Detectives”
Stages Learning Facilitator's Pupils' Activities Tools and Material Knowledge
Outcomes Activities Techniques Required Nuggets
ENGAGE Students will Teacher asks Students Whole-class Blackboard, Mystery
activate prior questions like: respond to the discussion chalk, textbook Mindset
knowledge “Have you ever questions.
about mysteries been curious about Listen carefully
and someone? What to the passage.
detectiveness would you do if you
thought someone
was a criminal?”
Reads the opening
part where Maya
and Nishad discuss
Mr. Nath.
EXPLORE Students will Teacher asks Students read Group Textbook, chart Clue Hunt
identify students to read aloud in groups reading and papers
characters and aloud the section and list all the fact-finding
their viewpoints where Maya facts they notice
suspects Mr. Nath about Mr. Nath.
and Nishad feels Discuss with
sympathy for him. their partner.
EXPLAIN Students will Teacher discusses Students note Interactive Blackboard, Word
comprehend the new vocabulary new vocabulary. discussion worksheets Detectives
chapter, new (gaunt, accomplice, Identify
vocabulary, and crook, alias). dialogues and
grammar Explains dialogues, underline
elements direct speech adjectives in the
(adjectives, punctuation. text.
dialogues) Introduces
adjectives of
character (e.g.
polite, lonely).
ELABORATE Students will Teacher asks Students write Individual Notebooks Profile
practice writing students to write a character writing, Writers
character short character sketches in their peer review
sketches and sketch of Mr. Nath notebooks. They
analyzing using dialogues and highlight
dialogues facts from the text. adjectives and
speech marks in
their writing.
EVALUATE Students will Teacher asks Students answer Quiz, Q&A Comprehension Knowledge
reflect on their comprehension questions orally questions Check
learning and questions (e.g. Why and in writing.
answer is Nishad Complete
questions sympathetic? What grammar
did Nishad give Mr. exercises on
Nath?). direct speech
and adjective
usage.
Lesson Plan for Poem: ―Mystery of the Talking Fan‖ (Grade 7)

Suggested Grammar Items for Every 5E Stage (Emphasis on

Figurative Speech)

Stage Suggested Grammar/Literary Focus

Engage Sounds and Action words; Discussion on Onomatopoeia
Explore Personification, Imagery (e.g. ―his chatter,‖ ―ran as still as
water‖)
Explain Figures of speech (personification, simile); Rhyming words
(chatter/matter, motor/water)
Elaborate Creative Writing using personification and simile
Evaluate Recap poetic devices, especially personification and simile,
through short questions or a small quiz
Lesson Plan for Poem: ―Mystery of the Talking Fan‖ (Grade 7)
Stages Learning Facilitator’s Pupils’ Tools & Material New Things
Outcomes Activities Activities Techniques Required Learnt
(Fancy
Name)
ENGAGE - Develop - Show or play - Listen to - Discussion - Sensory
interest in the sound clips of a sound clips. - Audio- Speaker/audio Awareness
poem and its noisy fan. - Share visual tools clips
sound features. - Ask students personal - Blackboard
- Recall real-life about sounds they experiences & chalk
sounds and hear in daily life. with noisy
noises. - Connect to the appliances.
title ―Talking
Fan.‖
EXPLORE - Explore the - Read the poem - Listen - Shared - Copies of Word
poetic device of aloud with carefully to the reading the poem Wonder
personification. intonation. poem. - Group - Chart papers
- Observe - Encourage - Highlight discussion
descriptive students to words or
words. identify words phrases that
that give life to stand out.
the fan (e.g.
―chatter,‖ ―ran as
still as water‖).
EXPLAIN - Explain the - Explain terms - Participate in - Teacher - Dictionary Literary
literary devices like Q&A. demonstration - Notebook Spotlight
like personification, - Note down - Whiteboard
personification onomatopoeia, literary devices examples
and rhyme rhyme. and meanings.
scheme. - Clarify meanings
- Understand the of difficult words
message of the like ―chatter,‖
poem. ―oiled,‖
―mystery.‖
ELABORAT - Apply poetic - Guide pupils to - Write a short - Peer sharing - Writing Poetry
E devices to create write a few lines poem or - Think-pair- sheets Playground
a short poem or personifying an sentences using share - Colored
sentence. everyday object. personification pens
- Develop a - Discuss the and rhyme.
deeper theme: - Share their
appreciation for ―Sometimes the work with
poetic language. magic lies in peers.
everyday noises.‖
EVALUATE - Assess - Ask students to - Respond to - Oral Q&A - Quiz sheets Knowledge
understanding of answer questions. - Written quiz Knockout
poetic devices comprehension - Complete
and the poem's questions: What short quiz on
theme. was the fan doing? literary devices.
- Develop skills Why was its
to appreciate ―mystery
poetry. spoiled"?
- Conduct an oral
quiz on literary
terms.
 Grade 7

―The Invention of Vita-Wonk‖

Suggestive Grammar Activities for Every Stage

Here are the grammar items for practice at each stage:

1. ENGAGE

Activity: Match present tense to past tense verbs from the story (e.g. grow → grew; invent →
invented).

Grammar focus: Irregular past tense.

2. EXPLORE

Activity: Create sentences using ―there is/there are‖ for ingredients in Mr. Wonka's potion.

Grammar focus: ―There is / there are‖ sentence formation.

3. EXPLAIN

Activity: Underline all the past tense verbs in the chapter.

Grammar focus: Past tense and past continuous tense.

4. ELABORATE

Activity: Write your own invented potion using sequence words (first, then, after that) and past
tense.

Grammar focus: Connectors and sequence markers.

5. EVALUATE

Activity: Rewrite a part of the story in present tense to identify differences in meaning.

Grammar focus: Tense comparison (present vs. past tense).

 Lesson Plan — The Invention of Vita-Wonk (Grade 7)

Stages Learning Facilitators Activities Pupils Activities Tools & Material New Things
Outcomes Techniques Required Learnt

ENGAGE Pupils will Show the cover of Listen Whole-class Storybook, Vocabulary
identify the Charlie and the Great attentively, discussion, flashcards of Spark:
title, author, Glass Elevator; read predict what predicting, vocabulary minus,
and setting. the chapter's first few might happen questioning like “Minus aging, pine,
lines aloud with next. Respond Age,” invention
expressions. Ask, to teacher's “Bristlecone
“What happens if questions about Pine”
someone becomes aging and its
minus aged?” reversal.

EXPLORE Pupils will Facilitate pair work to Read the text Group work, Chart paper, Discovery
explore list all ingredients Mr silently, work in listing dictionaries, Board:
Roald Dahl's Wonka uses. Support pairs to list ingredients, color pens exotic
creativity vocabulary ingredients. dictionary use animals and
and key understanding (e.g. Share findings their body
characters. dendrochronologist). with the class. parts

EXPLAIN Pupils will Help them arrange Arrange the Sequencing, Pictures of Word
explain the ingredients ingredients teacher talk, animals Explorer:
sequence of chronologically. Clarify chronologically timelines mentioned, Simple past
events terms like “Bristlecone in their vocabulary tense forms,
leading to pine,” “Tooth of notebooks. list sequence
the Grimalkin.” Explain Clarify new markers
invention of grammar focus: past vocabulary with (then, after,
Vita-Wonk. tense for narration. teacher's help. next)

ELABORATE Pupils will Encourage them to Write their own Individual Craft paper, Imagine-It
elaborate on create their own ingredients list work, creative color pencils Lab:
the process ‘ageing potion’ list and draw their writing, Adjectives,
of invention with 5 imaginary imaginary presentations past tense
using ingredients. potion. Present practice —
imagination Demonstrate sentence to class. “I mixed,” “I
and formation using past added,” “I
creativity. tense and adjectives. boiled…”

EVALUATE Pupils will Ask reflective Answer quiz Quiz, Quiz sheets, Brainstorm
evaluate the questions like “Is questions; worksheet, worksheets Bubble:
ethical side changing someone’s complete discussion Critical
of making age right or wrong? worksheet thinking
people old Why?” Conduct a quiz identifying past about
and reflect on key chapter facts. tense forms. ethics;
on what Give a worksheet to Grammar
they identify tenses. check —
learned. simple past
vs. present
tense
(Grade 7)
Lesson Plan — Dad and the Cat and the Tree
Suggested Grammar & Language (Figurative Speech) Activities for
Every Stage
ENGAGE

 Grammar Item: Rhyming Words & End Rhymes

 Activity: Pupils list rhyming pairs from the opening stanzas — e.g. ―tree/me,‖ ―fall/all.‖

EXPLORE

 Grammar Item: Repetition & Dialogue

 Activity: Underline repetitive phrases like ―Fall?‖ and rewrite as questions with alternative words.
Practise writing dialogues.

EXPLAIN

 Grammar Item: Onomatopoeia & Personification

 Activity: Pupils pick words like ―wallop,‖ ―yell,‖ and describe what sound they make. Write sentences
personifying the ―tree‖ or ―cat.‖

ELABORATE

 Grammar Item: Alliteration & Humor

 Activity: Create new humorous alliterative phrases — e.g. ―Dad did a daring dive!‖

EVALUATE

 Grammar Item: Tenses & Rhyming Patterns

 Activity: Pupils identify past tense verbs in the poem. Create a rhyme chart with new words they
learned.
Lesson Plan — Dad and the Cat and the Tree
Stages Learning Facilitator's Pupils' Tools & Material � New Things
Outcomes Activities Activities Techniques Required Learnt
(Language
Beauty)
ENGAGE Pupils will Ask questions Share their Discussion, Pictures of a �
recall personal like: ―Have you experiences Prediction cat in a tree, Personification:
experiences ever seen someone of animals technique Teacher's The tree as
about pets and climb a tree? What stuck in reading ―wobbly,‖
tree-climbing happened?‖ Read trees. Make aloud Rhyme: ―tree‖ /
aloud the opening predictions ―me‖
lines dramatically. about the
Introduce the title poem.
& author.
EXPLORE Pupils will Guide them to Read the Pair Printed � Alliteration:
identify the read the first part poem in reading, copies of the ―Dad… dirty,‖
humorous silently. Explain pairs. Underlining poem, Imagery: ―landed
elements and difficult words Highlight pencils, in the flower
language play and lines. rhyming dictionary bed,‖ Dialogue &
in the poem words and Humor
repetition
like ―Fall?‖
and ―Plan
B.‖
EXPLAIN Pupils will Explain the Discuss in Teacher-led Whiteboard, � Figurative
interpret the poem’s structure groups what discussion, highlighters Speech:
meaning, — short lines, each stanza Q&A Onomatopoeia
rhyme scheme, rhyme, and means and (―wallop,‖
and figurative humor. Highlight identify ―yell‖), Rhyme
language figures of speech poetic scheme (AABB),
like onomatopoeia devices. Repetition for
―wallop,‖ emphasis
hyperbole ―break
your neck,‖
personification of
Dad as a ―climber
like me.‖
ELABORATE Pupils will Model writing a Write their Creative Notebook, � Creative
create their few lines own writing, pens Expression:
own version of mimicking the humorous sharing Understanding
a humorous poet’s style. stanzas with rhyme, rhythm,
incident in Encourage pupils rhyme & a humor in poetry
poetic form to draft 4–6 lines funny
using rhyme & incident.
humor. Present to
the class.
EVALUATE Pupils will Recap the poem. Answer the Quiz, Peer Quiz sheets ✍�Reflection:
appreciate Quiz on rhyming quiz. Read review Rhyme, tone,
humor & style words and their own humor, poetic
in poetry and devices. Assess stanzas style,
self-assess pupils’ original aloud. onomatopoeia &
their stanzas. Provide Reflect on alliteration
understanding feedback. what they
learned.
(Grade 7)
Lesson Plan — Garden Snake

Suggested Grammar & Figurative Speech Activities at Each Stage

Stage Suggested Figurative Suggested Grammar
Grammar Item Speech to Activity
Focus On
ENGAGE Vocabulary: Imagery & Pupils list 5 descriptive
Adjectives to Sensory details adjectives for snakes
describe snakes & (harmless, long, wiggly,
feelings green, sneaky)
EXPLORE Rhyming words & Rhyme & Highlight rhyming pairs
End-rhyme scheme Rhythm in the poem; pupils create
(AABB) new rhyming pairs
EXPLAIN Personification & Personification Pupils find phrases like
Proper Nouns ―harmless garden snake,‖
then make their own
personification examples
(―The tree whispered,‖
etc.)
ELABORATE Verb tenses Imagery & Pupils rewrite a stanza
(present tense verbs Mood changing present tense
like ―wiggles,‖ verbs into past tense; add
―pass,‖ ―says‖) one new imaginary image
or mood word
EVALUATE Sentence structure Contrast Pupils compose one
(Simple and between fear & simple and one compound
compound) reality sentence about the garden
snake and underline the
subject and verb.
Lesson Plan — Garden Snake
Stages Learning Facilitator's Pupils' Tools & Material � New Things
Outcomes Activities Activities Techniques Required Learnt
(Language
Beauty)

ENGAGE Pupils will relate Begin by asking: Share personal Discussion, Pictures of � Curiosity, Fear
personal ―Have you ever seen experiences Brainstorming, snakes, a vs Reality,
experiences to a snake? Were you about seeing Storytelling brief video Introduction to
the topic of scared?‖ Recite the snakes or other clip of a rhyme
snakes and fears. first few lines of the animals they garden snake
poem dramatically. fear.

EXPLORE Pupils will Read the full poem Read the poem Pair reading, Copy of � Rhyming pairs
recognize that aloud with rhythm in pairs. Underlining poem, (away/say,
not all snakes are & intonation. Guide Highlight rhyming words highlighter grass/pass,
dangerous and pupils to underline rhyming words pens food/good),
identify rhyme rhyming words and and Imagery of
and rhythm. describe the feelings expressions movement
they get. like ―wiggles,‖ (“wiggles,”
―harmless,‖ “pass”)
―mistake.‖

EXPLAIN Pupils will Explain rhyme Pupils answer Teacher-led Blackboard, � Figurative
identify poetic schemes (AABB), questions like: explanation, dictionary speech:
devices like personification of ―Why does the Vocabulary Personification
rhyme, rhythm, the snake poet call the building (―harmless
and (―harmless,‖ ―eats snake garden snake‖),
personification up insects for his harmless?‖ and rhyme scheme,
and infer the food‖). Clarify find rhyming contrast between
poet's message. meanings of new words. Discuss fear & reality
vocabulary. meanings.

ELABORATE Pupils will Encourage pupils to Pupils draw a Creative Drawing � Expressive
appreciate the draw a garden scene picture of a drawing & sheets, color language,
beauty of nature with a harmless harmless snake writing pencils Rhyming
and create their snake or write two and label couplets,
own short poems rhyming lines rhyming words Imaginative
or drawings. mimicking the or write a short composition
poem. rhyme of their
own about a
harmless
animal.

EVALUATE Pupils will reflect Recap the poem & Pupils Quiz, Quiz sheets � Reflection on
on the poem’s its theme of complete a Presentation personal fears,
message and overcoming fear. quick quiz. Appreciation of
assess their Quiz them on Share their poetic devices
understanding of rhyming words, creative work like rhyme and
poetic devices. identify and explain the rhythm
personification, and poetic device
rhythm. Assess they liked
drawings/poems. most.
 Grade: 7
Subject: English
Chapter: A Homage to Our Brave Soldiers

Suggestive Grammar Activities at Each Stage

Engage:

 Identify and use describing words (adjectives) from the discussion (e.g., brave, noble).
 Form simple sentences with these adjectives.

Explore:

 Pick out verbs that show action (e.g., fought, defended).

 Change them into past tense and write two sentences for each.

Explain:

 Focus on prepositions in the lesson (e.g., for, of, by).

 Ask students to make their own sentences using these prepositions.

Elaborate:

 Practice conjunctions (e.g., and, but, because) by linking ideas when they speak about real-life heroes.
 Form complex sentences about soldiers using conjunctions.

Evaluate:

 Revise punctuation rules by checking their written tribute for correct use of capital letters and full stops.
 Encourage the use of exclamatory sentences to express emotions (e.g., What a brave soldier he was!)

 Lesson Plan: A Homage to Our Brave Soldiers

Stage Learning Facilitator’s Pupils’ Tools and Material New Things

Outcomes Activities Activities Techniques Required Learnt (Our New
Treasures)
Engage Pupils will recall Initiates Share their Brainstorming, Flashcards, Importance of
prior knowledge discussion by ideas, feelings, questioning pictures, soldiers in
of soldiers and asking students and projector safeguarding our
their about national experiences nation. New
contribution. festivals like about soldiers. words like
They will develop Independence Day Observe and ‘bravery’,
curiosity about or Republic Day. comment on ‘sacrifice’.
the text. Shows pictures of the pictures
soldiers and shown.
martyrs’
memorials.
Explore Pupils will Reads aloud Listen Reading aloud, Textbook, Expressions of
identify key selected portions attentively, shared reading board gratitude,
points and of the lesson with follow the bravery, valour.
emotions in the expressions. Asks reading, Understanding
text through students to follow underline unfamiliar words
reading and along in the text unfamiliar in context.
listening. and underline words, and
new words. attempt to
guess
meanings.
Explain Pupils will Asks pupils to Express main Group Textbook, Supreme
explain the main summarise ideas, share discussion, Q board sacrifice,
ideas and paragraphs. summary and A dedication,
message of the Discusses points, ask patriotism. Use
text in their own meaning of doubts. of respectful
words. difficult words. language for
Explains phrases martyrs.
like ‘supreme
sacrifice’. Guides
them to identify
key ideas.
Elaborate Pupils will relate Gives examples of Share Storytelling, Photos or Value of
the lesson to famous Indian examples, speaking short video courage, respect
real-life soldiers and their speak about activity clips of for the armed
examples of stories. real-life brave soldiers’ forces,
bravery. They Encourages pupils acts they stories (if expressing
will connect with to speak about know. possible) gratitude.
values of any brave person
patriotism. they know.
Evaluate Pupils will Conducts a short Answer quiz Written work, Notebooks, How to express
demonstrate quiz on the lesson. questions, oral quiz pens respect in
their Asks pupils to write a writing, how to
understanding of write a few lines tribute, structure a
the text through on “My tribute to participate in tribute.
written and oral our soldiers.” feedback.
work.
 THE POEM

Grade 7

―Meadow Surprises‖ .

Suggestive Grammar & Figurative Speech Activities for Each Stage

Stages Grammar/Figurative Speech Activities

Engage Ask pupils to look for descriptive adjectives (e.g. green, velvet, golden) and discuss how they add
beauty to the meadow.
Explore Have pupils identify nouns and action verbs in the poem. Introduce alliteration as they explore
sound patterns (e.g. bunny bouncing, green grass).
Explain Teach similes and metaphors: underline phrases like “airy parachutes,” explain their meanings.
Also highlight personification — how the meadow is given human-like qualities.
Elaborate Encourage use of similes and metaphors in their own writing. Introduce rhyme schemes and have
them practice end-rhyme by writing couplets about nature.
Evaluate Revise punctuation in poetry (capitalization at the beginning of each line), practice exclamatory
sentences to show surprise (“Oh! Meadows have surprises!”). Test identification of figurative
language in new examples.
Lesson Plan: "Meadow Surprises"
Stages Learning Facilitator’s Pupils’ Activities Tools & Material New Things Learnt (Our
Outcomes Activities Techniques Required Language Treasures)
Engage Pupils will Begins the class by Observe the Audio-visual, Pictures of Language Treasures:
recognize the showing pictures images carefully. Recitation, meadow life, Imagery (creating
poem as a vivid of meadows, Listen to the Discussion Audio clip of pictures in the mind),
and sensory butterflies, teacher’s nature Sensory words (velvet
exploration of rabbits, expressive sounds grass, drinking straws).
nature. dandelions, and reading. Share
grass. Recites the what they feel
first stanza of the after hearing the
poem dramatically poem.
to catch students’
attention.
Explore Pupils will Asks pupils to read Read the poem Individual Textbook, Language Treasures:
identify images the poem silently individually. reading, highlighters Personification (Meadow
and sensory and underline Highlight Group sharing telling stories),
words in the words that appeal sensory and Metaphors (airy
poem. to the senses visual words. parachutes), Vivid verbs.
(sight, touch, Discuss surprises
sound). they notice
Encourages them (butterfly,
to note what rabbit, dandelion
surprises they parachutes).
discover.
Explain Pupils will Explains poetic Participate in Interactive Chart Language Treasures:
understand devices using discussion, discussion, showing Alliteration
poetic devices examples from the identify Word chart examples of (butterfly/buttercup),
like similes, poem — “velvet examples of poetic Metaphor (dandelion as
metaphors, and grass,” “airy poetic devices, devices parachutes), Rhyme
alliteration. parachutes,” ask questions. scheme (ABCB).
“listening by the Note new words.
brook,” etc. Elicits
meanings and
discusses rhyme
pattern.
Elaborate Pupils will Prompts students Work in pairs to Creative Paper, pens Language Treasures:
appreciate the to write two or compose their writing, Peer Creating their own
beauty of the three lines of short nature- discussion similes and metaphors,
meadow and poetry describing poem. Share Practicing sensory
compose their a park or meadow their lines with imagery and poetic
own short they have seen, the class. structure.
descriptive lines. using figurative
speech learned.
Circulates to give
feedback.
Evaluate Pupils will Conducts a short Complete the Quiz, Oral Quiz sheet, Language Treasures:
demonstrate quiz on poetic quiz and read presentations blackboard Greater appreciation for
their devices and asks aloud favorite figurative language,
understanding students to read lines. Reflect on increased confidence in
through a quiz their favorite lines what they have reading poetry aloud.
and creative aloud. Gives learned.
sharing. feedback.