LESSON PLAN : CLASS ‘VII’ : UNIT VIII: A HOMAGE TO OUR BRAVE SOLDIERS

CLASS: VII ENGLISH / Name of the Teacher: G.KUMARASWAMY /

ZPHS, AKKIREDDYPALEM (VSKP)

Name No. of periods Timeline

of the Topic required for teaching Any specific information
TPs + PPs
Lesson (13 + 17) Fro To
/ Unit m
Before you read 1+0 A brief introduction about the story.
Two friends share their feelings about brave
A Homage to our Brave soldiers. One of them shares her experience
Soldiers 4+4 of visiting the National War Memorial that
has left a deep impact on her. They
exchange letters and share their feelings of
gratitude for the freedom they enjoy
Unit VIII: A Homage to our Brave Soldiers (Honeycomb)

because of the sacrifices made by the brave

hearts of the country.
1+1 13 Inferential and open-ended questions
Working with the text from all the important concepts of the
lesson (including comprehension check)
2+2 --finding the odd one
Working with language --fill in the blanks with appropriate form
of the word

1+1 --matching (synonyms)

Working with language --replacing the underlined words in the
text

--discussion on the topic ‘when there is

Speaking 0+2 no dialogue war begins’.

Writing 1+3 -writing a paragraph on the army’s work

during peacetime.
Meadow Suprises (Poem) 1+1 written by Lois Brandt Phillips

Working with the poem 0+1 4 Inferential and open-ended questions

from the poem
An Alien Hand (from the 2+2 It is about a space project: a Viking Mission
supplementary read An to Mars. The central character Tilloo lives
Alien Hand) with his parents on Mars and the story
further explains his experience when an
alien spacecraft lands on Mars.

Prior Concept/ Skills: (Essential concepts and skills to be checked/bridged before teaching the current concept.)

1. Listen to the teacher and understand

2. Read and comprehend the text
3. Express their ideas, opinions and doubts etc.
4. Speak about their real life experiences
5. Write simple sentences on their own
6. Uses words contextually
7. Children talk about the soldiers / stories of bravery they knew.

englishbee.co.in
Learning Outcomes: ( Select from SCERT Academic Calendar and Textbook) No. of
Periods:
➢ Answers questions orally and in writing on a variety of texts.

➢ Reads textual/non-textual materials in English/Braille with comprehension. Total 30

periods to
➢ Identifies details, characters, main idea and sequence of ideas and events in textual achieve all
/non-textual material these
learning
outcomes
➢ Reads aloud stories/ recites poems with appropriate pause, intonation and
for this unit.
pronunciation. (A Homage to our Brave Soldiers (prose) / Meadow Surprises
(Poem)

➢ participates in different activities in English such as role-play, poetry recitation, skit,

drama, debate, speech, elocution, declamation, quiz, etc., organized by school and
other such organizations;

➢ asks and responds to questions based on texts (from books or other resources) and out
of curiosity.

➢ Speaks to his/her classmates ‘when there is no dialogue war begins.’

➢ Takes notes while teacher teaches /from books / from online materials.

➢ Infers the meaning of unfamiliar words by reading them in context.

➢ Writes a paragraph on the army’s work during peacetime.

TEACHING LEARNING PROCESS

Induction/Introduction
( Generating interest, informing students about the outcomes and expectations for the lesson)

1. What kind of places do you like to visit during holidays?

2. Have you ever visited any memorial? (Vivekananda rock memorial etc.)
3. Why do we build memorials?
4. When do we build memorials?
5. If you are given a chance to build a memorial, whose memorial will you build?

Experience and Reflection ?

(Task/question that helps students explore the concept and connect with their life)

1. Who are taking care of our country’s safety and security?

2. Do you have any one who works for the army / navy etc.?
3. Do you have any soldiers in your family?
4. Have you every heard about any wars?
5. If you are given a chance, would you like to work in the army?
englishbee.co.in
Explicit Teaching/Teacher Group Work (We Do) Independent Work (You Do) Notes for:
Modelling ● Using
(I Do) textbook
--Segment wise model --read in groups to make the --participates actively in the prompts
reading by the teacher (A uncleared concepts in activities suggested by the and
Homage to our brave individual reading teacher i.e. individual activities
soldiers) by following the reading, group reading, for each of
strategies like individual collaborative reading, the sections
● Allotting
reading, group reading and conversations etc.
time for
scaffold reading to make the students to
students understand the text ask
(with the help of the given and
glossary chart) responding
to students’
--explain how to comprehend --comprehend the text in --tries to comprehend the queries
the text (by putting a tick groups sharing the ideas among text with the help of the ● Asking
mark, question mark etc. the group members group members open-ended
under the sentences) questions
beyond
textbook
--guide the students to --answer all the questions in --learns those questions content
answer the inferential / open- group with the guidance of the ● Allotting
ended questions given under teacher time for
‘working with the text’ group
activities
--help the students to find the --learn to categorize the words --finds the odd one out and helping
odd one out from the table and find the odd one. students
given. engaged
with
tasks
--encourage the students to --students learn to use an --uses appropriate words to it more
fill in the blanks with an appropriate form of the the context. ● Giving
appropriate form of the word targeted
given in brackets. feedback
--make the students to match --learn to match the words with --does matching exercises on and
the given words with their their meanings. his / her own. appreciation
meanings. to students
● Managing
student’s
--sensitize the students to use --learn to understand the --learns to understand the behaviour
the words given in brackets context and replace the words context and to use different during
to replace with the underlined accordingly. kinds of words. activities
part of the sentences.

--conduct brainstorming --participate in the --learns to speak one or two

session to speak on the topic brainstorming session and sentences about the given
‘when there is no dialogue contribute ideas to the topic. topic
war begins.’

--guide them to write a --in group they write one or --writes one or two
paragraph on the army’s two paragraphs about ‘the paragraphs on his own.
work during peacetime. army’s work during peacetime.

englishbee.co.in
--explain the process of --in group they work together --learns to write letters.
writing a letter describing and write a letter on the topic
how do you propose to serve given.
your nation.

--transact the poem --recites the poem and --recites the poem and talks
‘Meadow Surprises’ (model comprehend the poem and about the central idea of the
reading, individual reading, understand the central idea of poem
group reading and the poem
collaborative reading)

--help them to think about the --answer all the questions --learn to answer such
poem (answering questions given at the end of the poem questions individually
given at the end of the poem) (in group)

(Supplementary Reader:
An Alien Hand: )
--Students in group and --develops the habit of
Unit VI: An Alien Hand individually read the text ‘An reading stories and other
Alen Hand’ which is written authentic material like
Since the very aim of the by Jayant Narlikar. The story is newspapers, magazines etc.
supplementary reader is to about Tilloo, who lived
provide extensive reading beneath the surface of a planet
practice, the teacher with his parents. Tilloo's father
encourages the students to goes to work through a
read the unit on their own at forbidden passage. Tilloo was
home. To create interest, the restricted to use the path, and
teacher asks them to find he was curious to know why he
answers from the unit. was not allowed to use it.
1. How does Tilloo manage to
find his wat to the ‘forbidden
passage’?
2. What did Tilloo hope to see
once he emerged from his
underground home?
3. Why did Tillo’s father
advise him not to try to reach
the surface of the planet?

Check For Understanding Questions

TLMs
1.Factual: (A Homage to our Brave Soldiers) (Digital + Print)

1. Where is the National War Memorial located? ❖ Reader, IFP panels

2. What is its significance?
3. What is the nation’s highest gallantry award? ❖ PPTs
4. Which book does Ananda want to read?
5. Why was she reminded of the poem Pushp ki Abhilasha? ❖ Glossary chart
6. How did Ananda feel after reading about the National
War Memorial? ❖ Charts (for additional
grammar practice
(Meadow Surprises– poem) exercises)

englishbee.co.in
7. What do meadows have? ❖ Pictures of Soldiers, War Memorials
8. When do you find meadow surprises?
9. Where can you see a butterfly?

2. Open Ended / Critical Thinking: (A Homage to our Brave ❖ QR code scanner to scan the codes given
Soldiers) at page 114 in the reader

1. Why does Ananda want to read about the National War ❖ Video lesson (A Homage to Our Brave
Memorial? Soldiers)
2. Why are war memorials built?
3. Why is it our duty to pay homage to our brave soldiers? https://www.youtube.com/watch?v=hpYKsaKqOGk
4. Why were the students awe-struck and humbled?
Video lesson (Meadow Surprises)
5. Why is it a good idea to make a presentation in front of
the whole school? ❖ https://www.youtube.com/watch?v=QCH2eToAp2w

(Meadow Surprises - Poem)

6. Which line in the poem suggests that you need a keen

eye and a sharp ear to enjoy a meadow?
7. Find pictures of the kinds of birds, insects and scene
mentioned in the poem.
8. What do the following phrases mean?
velvet gass, meadow houses.

Student Practice Questions & Activities

(Exercises from workbook / textbooks/ blackboard)

1. Fill in the blanks with an appropriate word from the box.

2. Match the following (words and their synonyms)
3. Write a paragraph about the army’s work during
peacetime.
4. Write a letter to your friend describing how to you
propose to serve your nation.
Assessment
(Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be
used for assessment).

1. What do the walls of Chakras portray?

2. Why are war memorials built?
3. Why is it our duty to pay homage to our brave soldiers?
4. Why is it a good idea to make a presentation in front of the whole school?
5. Write the central idea of the poem ‘Meadow Surprises.’

SIGNATURE OF THE TEACHER SIGNATURE OF THE HEAD MASTER

VISITING OFFICER WITH REMARKS

englishbee.co.in
 SUGGESTED PRACTICE PERIOD ACTIVITIES UNDER
LEARNING IMPROVEMENT PROGRAMME (L I P)

Teaching Period I/ Teaching Period II/Content Practice Period

Pre-requisites period Period
➢ Greetings ➢ Model Reading ➢ Text Reading {Group reading,
➢ Picture interaction ➢ Key Words Collaborative reading, Scaffold
➢ Pre-requisites (identification, writing reading, Individual reading
➢ Mind Map on the BB, meanings) (silent and loud reading)}
➢ Announcement of the ➢ Conceptual ➢ Key Words practice
title/topic understanding ➢ Similar lines
➢ Oral Narrative ➢ Sub-text (by the teacher) ➢ Sub-text by the students (writing
➢ Concept Map / editing by the teacher)

(N.B.: Only at the beginning of a unit there are two teaching periods followed by a practice periods.
Teaching and Practice should go hand in hand in the areas of teaching ‘speaking’, ‘grammar’ etc.)

1. Who do you see in the first picture?

2. What are the soldiers doing in the first picture?
3. Who are the soldiers doing the second picture?
4. Can you guess what is the third picture about?
5. What might have happened to the soldiers in the third picture?

Mind Map (to be developed on the previous knowledge of the students)

englishbee.co.in
Oral narrative: Our country is protected by the soldiers. If one wants to become a soldier, one needs
qualities like patriotism, bravery, self-discipline, sacrifice, martyrdom, integrity, loyalty and self-confidence.
Many such people sacrificed their lives for the sake of our country. We are really indebted to them.

Concept Map (for entire unit)

Reading segment I: “Soumya K…………………………………..stories of courage and valour.”

Key words/phrases: 1. Integrity = truthfulness

2. sacrifice = martyr, victim
3. monument = memorial, shrine
4. aspiration = aim, target
5. exceptional = remarkable
6. etched = cut
7. intense = strong
8. ensured = warranted
9. determination = willpower
10. valour = courage, bravery
Exercise: Fill in the following blanks with an appropriate word from the above list.

1. He is a man of -------------------------------------- talent.

2. The country is fighting to preserve its territorial --------------------------.
3. He showed -------------------- and skill on the battlefield.
4. My ----------------------- is to succeed life.
5. I admire him for his ------------------------
6. Today’s freedom is a result of the --------------------- by the leaders of yesteryears.
7. This ---------------------- was built 50 years ago.
8. His hard work ---------------- his success.

(for those who can’t answer the above exercise, two options may be given for each blank.)

1. He is a man of ------------------------ talent. (exceptional / truthfulness)

englishbee.co.in
2. His hard work ---------------------his success.

(for those who can’t answer the above exercise, the following matching exercise may be given)

1. Integrity ( ) a. courage, bravery

2. sacrifice ( ) b. warranted
3. monument ( ) c. willpower
4. aspiration ( ) d. aim, target
5. exceptional ( ) e. strong
6. etched ( ) f. cut
7. intense ( ) g. truthfulness
8. ensured ( ) h. remarkable
9. determination ( ) i. martyr, victim
10. valour ( ) j. memorial, shrine

Similar lines: Similar lines can be elicited from the students by replacing the underlined words/phrases in
the following sentences.

1. Our teacher told us about the 21 bravehearts who were awarded PVC.
(Photosynthesis, war of Independence, the function of our heart etc.)

2. Here is a picture of Amar Jawan Jyothi.

(martyrs, freedom fighters, great scientists etc.)

Segment I Concept Map (Optional)

englishbee.co.in
Sub-text: Soumya wrote to Ananda about her visit to Delhi. Inspiring National War Monument was built in
2019 by Sri Modi. To commemorate the brave soldiers who sacrificed. Indo-China conflict in and Indo-Pak
wars and Kargil war. Param Veer Chakra, Maha Veer Chakra, Kirti Chakra and Vir Chakra. Major
Somanath Sarma, Albert Ekka, Captain Mulla etc. Amar Jawan Jyothi, an immortal flame. A flame for
eternal stories of courage and valour.

Reading Segment II: “Our teacher ……………………………..…………….Say hello to Amit”

Key words/phrases:
1. Obelisk = pillar
2. mural = a large picture on wall
3. threat = warning
4. majestic = grand
5. ambience = setting, atmosphere
6. solemn = holy, sincere
7. discourse = serious discussion on a subject
8. martyr = victim, sufferer
9. assault = attach
10. protect = save from harm

Exercise: Fill in the following blanks with an appropriate word from the above list.

1. The ship looked --------------------- in its new colours.

2. Terrorism is a serious ------------------- to the country’s integrity.
3. The ----------------- of our school is pleasant.
4. We made a ----------------- promise to love each other.
5. It is better to be a ------------------ than a confessor.
6. Indian army’s prime duty is to ----------------- our country.
7. We will ------------------ on the subject tonight.
8. He was jailed for -----------------------

(for those who can’t answer the above exercise, two options may be given for each blank.)

1. He was jailed for ---------------------- (martyr / assault)

2. The ship looked ----------------------- in its new colours. (majestic / solemn)

(for those who can’t answer the above exercise, the following matching exercise may be given)

1. Obelisk ( ) a. save from harm

2. mural ( ) b. holy, sincere
3. threat ( ) c. victim, sufferer
4. majestic ( ) d. warning
5. ambience ( ) e. atmosphere
6. solemn ( ) f. serious discussion on a subject
7. discourse ( ) e. Pillar
8. martyr ( ) f. setting
9. assault ( ) g. attach
10. protect ( ) h. a large picture on wall

englishbee.co.in
Similar lines: Similar lines can be elicited from the students by replacing the underlined words/phrases in
the following sentences.

1. Our teacher also explained the significance of the Chakras to us.

(the Ozone layer, the dams built across the rivers etc.)
2. We spent the whole day, from morning to evening, at the National War Memorial.
(zoo park, sub-marine museum, Borra caves etc.

Segment II: Concept Map (Optional):

Sub-text: The National War Memorial consists of 4 chakras. Amar Chakra, Veerta Chakra, Tyaga Chakra,
Raksha Chakra. It reassures the safety and security of the citizens. We presented courageous stories of
martyrs. I presented about Padmapani Acharya who fought in Kargil war. He was awarded Mahaveer
Chakra

Reading Segment III: “Ananda…………………………………………….and experiences.”

Key words/phrases:

1. pleasure = happiness
2. sensitive = delicate, thoughtful
3. commemorate = memorize
4. valiant = brave
5. curiosity = interest
6. realised = understood
7. excerpt = piece
8. collage = collection
englishbee.co.in
 9. philately = act of collecting stamps
10. inspired = encouraged

Exercise: Fill in the following blanks with an appropriate word from the above list.

1. A ---------------------- child should not be mishandled.

2. Every ---------------------- has a pain.
3. Her natural ----------------------- led her to ask more questions.
4. The children made a ------------------- of postcards.
5. He -------------------- his mistake and apologised her.
6. My friend has a hobby of collecting stamps which is called ------------------
7. This is an ----------------- from Shakespeare’s novel Romeo and Juliet.
8. I was ------------------- by the quotes of Abdul Kalam.

(for those who can’t answer the above exercise, two options may be given for each blank.)

1. A ---------------------- child should not be mishandled. (sensitive / excerpt)

2. Every --------------------- has a pain. (collage / pleasure)
3.
(for those who can’t answer the above exercise, the following matching exercise may be given)

pleasure ( ) a. encouraged
sensitive ( ) b. collection
commemorate ( ) c. piece
valiant ( ) d. understood
curiosity ( ) e. brave
realised ( ) f. memorise
excerpt ( ) g. delicate, thoughtful
collage ( ) h. insterest
inspired ( ) i. happiness.

Similar lines: Similar lines can be elicited from the students by replacing the underlined words/phrases in
the following sentences.

1. It was such a pleasure to receive your letter.

(listen to your lecture, listen to your song, meet you etc.

2. I was happy to hear that you got an opportunity to visit the National War Memorial.
(the Red Fort, the Taj Mahal, Golconda, Borra caves etc. )

Segment III: Concept Map (Optional):

englishbee.co.in
Sub-text: Ananda felt happy to know about Soumya’s visit to National War Memorial. She also felt that
was an expression of deep gratitude to those who sacrificed their lives. Ananda recalled her visit to the war
memorial in Chandigarh. She reminded ‘Pushp ki Abhilasha’ poem also. She narrated the story of Captain
Anuj. She shared the excerpts of the interview she read. She mentioned about the mobile app ‘National War
Memorial and Museum. She also mentioned that she wanted to create a collage also. Ananda concluded her
letter giving her regards to Soumya’s parents.

---

englishbee.co.in