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Samples of Support from the Teacher Manuals

The Teacher’s Manuals are a very supportive part of the Empowering English package. These manuals contain complete lesson plans and resource lists, discussion points, reference materials and other tips on how to use the units efficiently. The teachers are completely empowered to deliver a successful lesson, and children are exposed to a panoramic view of themes and issues.

Grade 3: Paragraphs in Story Writing

Get children to read the story silently. Ask them to underline unknown words. Let them raise their hands and mention one word in turn. Get the class to guess from the context. Children can then check their predictions in a dictionary. Supply the meanings of problematic words.

Write On The Board:
joan was a little girl who got a big teddy bear for her birthday one day when she was playing in my house with it she heard a sound from its belly someone was saying let me out i want you to free me so she opened the zip joan found a little fairy inside the teddy’s tummy.

  • Get children to punctuate in turns on the board.
  • Teach punctuation.
  • Read the definition of paragraph given in the book.
  • Ask them what the paragraph on the board is about. What is the key idea? Is it the birthday present? The sound? Or the fairy?
  • Tell them the ‘key sentence’ is king and all the other sentences are courtiers because they answer Why? When? Who? What? How? and Where about the king or main sentence.
  • Test this on the fairy sentence on the board.
  • Now, look at the notes on the key ideas in the Three Thieves. Ask them if they agree.
  • Read grid instructions and ask them to fill it in groups.Read out the tips. Do the grid on the board and demo a story with the help of the class.
  • Get them to fill in their own story points in the grid.
  • Revise description words. Let them recall first. Let them then look at the word-list supplied, and use as many words as they can when writing their stories.

Rubrics:

  • You must use an adjective for every noun that you write
  • You must use some action words
  • Your sentences must have some good connectives

Grade 4: Preparation for SENSE DESCRIPTIONS

Show Don’t Tell: Sentence and Meaning Building

  • I saw a man
  • I saw a tall man
  • I saw a tall man in a big overcoat
  • I saw a tall man in a big grey tattered overcoat
  • I saw a (tall burly man) (in a big grey tattered overcoat) (waiting near a tree / jumping into a train / begging on the street)
  • I saw a tall burly man with dark glasses, in an oversized grey tattered overcoat, waiting patiently near an oak tree / jumping hurriedly into a superfast train / begging foolishly on the deserted street

Sense Words

  • Sing the song: Raindrops on roses and whiskers on kittens,
  • Bright copper kettles and warm woollen mittens
  • Brown paper packages tied up with strings
  • These are a few of my favourite things.
  • Tell the class your favourite things: Going to a movie, eating bhel puri, wearing perfume, playing songs on my stereo, cuddling up on a cold morning under soft silk blanket, doing a good workout at the gym.
  • What do I need to enjoy these? I need to see, hear, taste, touch, smell, movement.
  • What are yours? Elicit. Put on board and elaborate using brilliant adjectives.

   Grade 5: Show Don’t Tell

  • Tell the class you met someone yesterday. He was tall and had a moustache.
  • Now show them a picture of a tall man with a moustache. Ask them which is better? Telling or showing?
  • Then describe the man in detail.
  • Yesterday I met Mr. Khanna. When he walked in, he dwarfed the rest of the people in the room because he towered over everyone. All of us had to look up when talking to him. The most striking thing about him was his moustache. It was small and sat like a wriggly caterpillar on his upper lip.
  • Ask them to compare this to the first description. Which is better and why? Can they ‘see’ the man better?
  • Walk the children through the explanation and example given in the book.
  • Do the first one as a class.
  • You begin by saying:
  • Kochar dreamt up the most bizarre ways to punish her students. On one occasion, she made Rohan wipe all the trays in the canteen, another time she got everyone to spell the words they had made mistakes in, backwards!
  • Let them come up with a few. Make sure sentence structures are corrected orally. The next one can be done in pairs, and the last two can be marked for individual testing.
  • Encourage children to bring in passages of descriptions from their favourite books to be put on the word wall, or these can be read to the class and shared.

   Grade 6: Device Destinations

  • View excerpts on the YouTube from ‘Dirty Rotten Scoundrels’ in which two slick conmen compete to cheat women of their money. Choose an appropriate excerpt. http://www.youtube.com/watch?v=lsgD5qmwKPA&feature=related
  • Do a quick read of Mary Howitt’s poem ‘The Spider and the Fly’
  • Discuss characterization. Can they recognise the scoundrel in the spider?
  • Spider’s personality words to be elicited before supplying:
  • Suave, Debonair, Dapper, Slick, Polished, Confident, Attractive, Worldly-Wise, Smooth Talking, Rakish, Glib.
  • Let children chew on these words by using the dictionary and discussing meanings in groups. One way to do this is to give 11 children one word of the 11 words given above and get them to guess, check and share.
  • How would the Spider be dressed if you were to dramatise this poem?
  • Top Hat, Tail Coat, Rose In Lapel, Pipe Smoking, Slim Moustache, Manicured Nails, Gold Tooth, Uses Flattery And False Praise.
  • View: Disney’s Jungle Book and notice how the characters of the snake, bear, elephant, and tiger have been animated to create a character.
  • The Fly is the opposite as a personality: Vulnerable, Innocent, Gullible, Naive, Unworldly, Gauche, Cautious, Fearful, Vain, Foolish, Simpering, Coy, Silly and Shallow.
  • Other relevant vocabularies: Tempt, Entice, Lure, Invite, Urge, Coax, Cajole and Seduce.
  • Discuss flattery. Like the story of The Fox and the Crow.
  • Divide the stanzas among 14 readers and ask them to read it with dramatic expressions in the light of what they know about the character of the spider and the fly.
  • Revise figures of speech with the class in a quick review.
  • Ask children to individually fill the given grid with the figures of speech found in the poem.

  Grade 7: Creating Magic With Words

The same thing is described in two ways. What is the difference? Pay attention to the words in red and green.

  • On the board write: The trees loomed large like sentinels of death and cast fearful shadows.
  • The trees stood tall and the forest floor was a delightful canvas of light and shade.
  • Give children a handout of the following poems: **
  • Look at the words in these poems on the moon and identify which poem shows the moon to be
  • Lonely
  • Exhausted
  • Keeping Watch
  • Scary
  • Calm And Beautiful
  • Relaxed
  • How did you make these choices?
  • How did you make these choices?
  • Which of the words did you use as clues make the poem positive, negative or neutral?  

 

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