Lesson Plan for Class
4th English (Marigold)
Subject: English
Lesson Name: Going to
Buy a Book
Board: CBSE (Aligned with NEP 2020 Guidelines)
1. Curricular Goals
- To develop language, comprehension, and communication
skills through the story Going to Buy a Book.
- To foster a love for reading and enhance decision-making
skills as students learn about choosing books.
- To encourage critical thinking about the value of books and
reading, and how people select books based on personal interests.
- To integrate 21st-century skills such as collaboration,
creativity, and critical thinking by using student-led and experiential
learning activities.
2. Competencies/Skills
- Language Competencies: Improvement in reading fluency,
vocabulary, and comprehension through storytelling.
- Decision-Making Skills: Learning how to make choices based
on preferences, which is key to selecting books that suit individual tastes.
- Creative Thinking: Using imagination and creativity to
explore themes of reading and book-buying experiences.
- Social Skills: Encouraging group discussions and
collaboration during play-based and art-integrated activities.
3. Targeted
Learning Outcomes
- Students will be able to read and comprehend the story Going
to Buy a Book, including key vocabulary and context.
- They will understand the importance of making decisions,
like choosing books, based on personal preferences.
- Learners will reflect on their own experiences of buying or
borrowing books and share those with their peers.
- Students will engage in creative and collaborative
activities that relate to the theme of the story.
4. Play-based
Activity
- Book Shopping Role-Play: Set up a mock bookstore in the classroom where students take turns being customers and shopkeepers. The customers will “buy” books based on their preferences, discussing why they chose specific books. This activity promotes decision-making and communication.
5. Experiential
Learning Activity
- Field Trip or Virtual Tour of a Bookstore/Library: Organize
a visit to a local bookstore or library (or show a virtual tour) where students
can see the process of browsing, selecting, and purchasing or borrowing books.
This hands-on experience reinforces the theme of book buying and introduces
them to different genres.
6. Art/Sport Integrated Activities
- Art Activity: Students design their own book cover for a
story they would like to buy or write. This encourages creativity and visual
expression related to the theme of the lesson.
- Sports Activity: Organize a “Book Relay” where students
race to different stations, each representing a different genre or book
category (adventure, science fiction, mystery, etc.), and “select” a book based
on the category, discussing it briefly with their teammates.
7. Learning
Tools/Teaching-Learning Materials (TLM) to be Used
- Flashcards with new vocabulary (e.g., bookstore, browse,
buy, genre).
- Images or videos of bookstores and libraries to provide
context for the lesson.
- Books from different genres for students to explore during
the role-play activity.
- Drawing materials for the book cover activity.
- Audio or video of the story Going to Buy a Book to aid in
reading comprehension.
8. Gist of the Lesson
The story Going to Buy a Book is about children making
choices while purchasing books. It illustrates the importance of selecting
books based on personal interests and preferences. Through this story, students
learn that reading is not only about learning but also about discovering books
that they enjoy. The lesson emphasizes decision-making, personal preferences,
and the joy of reading.
9. Teaching-Directed,
Teacher-Guided, and Student-Led Activities
- Teacher-Guided:
- Start the lesson
with a discussion on why reading books is important and ask students to share
their experiences of buying or borrowing books.
- Read the story
aloud, explaining new vocabulary and encouraging students to think about how
they would select a book.
- Guide the role-play
activity by setting up a classroom bookstore and helping students make choices
during the mock shopping experience.
- Student-Led:
- Students
participate in the role-play activity, where they act out the process of
selecting and buying books.
- In small groups,
students share their favorite types of books and create recommendations for
their peers.
- Each student
designs their own book cover, using their creativity to illustrate a book they
would like to buy or write.
10. Pedagogical
Procedure & Resources Required
Procedure:
1. Introduction: Begin by discussing students' experiences
with reading and visiting bookstores or libraries. Ask, “How do you choose a
book?” or “What types of books do you like?”
2. Story Reading: Read Going to Buy a Book from the NCERT
Marigold textbook. Explain key vocabulary and encourage students to think about
how the characters decide which books to buy.
3. Discussion: Lead a class discussion on the story. Ask,
“How do you think the children in the story chose their books?” and “What kind
of book would you buy?”
4. Role-Play Activity: Set up a mock bookstore in the
classroom. Allow students to take turns acting as buyers and sellers. The
buyers will choose books based on genre, theme, or interest, and explain their
choices to the class.
5. Art Activity: Have students design their own book cover
based on a story they would like to read or write.
6. Wrap-Up: Conclude by reflecting on how everyone makes
different choices when buying books and how reading can be both fun and
educational.
Resources
Required:
- NCERT Marigold textbook (Class 4),
- Flashcards with new vocabulary,
- Images or video clips of bookstores and libraries,
- Books for the role-play activity,
- Art materials (drawing paper, crayons, markers).
11. In-Lesson
Formative Assessment
- Questioning: Ask students to describe the process of
selecting books during the role-play activity.
- Observation: Monitor student participation during the
book-buying role play to assess their understanding of the lesson.
- Discussion Participation: Evaluate student engagement
during the discussion about personal book preferences.
12. Post-Lesson
Assessment
- Written Reflection: Have students write a short paragraph
describing their experience in the classroom bookstore. They should explain
what book they chose and why.
- Book Cover Design: Assess students' creativity and
understanding of the story through their book cover designs.
13. Assessment
Strategies
- Observation: Observe how students engage with the role-play
activity and their ability to make informed decisions about books.
- Creative Work: Evaluate the book cover designs for
creativity and relevance to the lesson's theme.
- Oral Responses: Assess how well students can explain their
book choices during the role-play activity and discussions.
14. Interdisciplinary/Multi-disciplinary
Activities
- Mathematics: Incorporate simple addition and subtraction
exercises in the role-play activity where students calculate the cost of books
in the mock bookstore.
- Social Studies: Discuss different types of bookstores
around the world and how book buying habits may differ across cultures.
- Art: Students design their own book covers and posters
promoting the importance of reading.
15. Reinforcement/Practice
Plan
- Encourage students to visit the school library and select
books to read based on their interests. They can maintain a reading journal
where they write a few lines about the books they read.
- Have students create a “Book Wish List” where they list
books they would like to buy or read in the future.
16. Self-Assessment
by the Teacher After Execution of the Lesson
- Reflect on the effectiveness of the role-play activity. Did
it help students understand the process of choosing books? Were students
engaged and active during the lesson?
- Evaluate how well students were able to express their
thoughts on books and reading during class discussions.
- Consider if the interdisciplinary connections (e.g., art, mathematics) were meaningful and contributed to the overall understanding of the lesson.
This lesson plan for Going to Buy a Book integrates language
learning, decision-making, and creativity. It encourages students to think
critically about their reading choices, engage in collaborative activities, and
appreciate the value of books and reading. The lesson aligns with the NEP 2020
guidelines, promoting experiential and multidisciplinary learning.