VI V: WHAT CAN A DOLLAR AND ELEVEN CENTS DO?
CLASS: VI ENGLISH / Name of the Teacher: G.KUMARASWAMY / ZPHS, JANAKAYYAPETA
Name of No. of Timeline for
the Lesson Topic periods teaching Any specific information
/ Unit required From To
(19)
Pre-Reading (Face Sheet) 1 7-10-22 -- trigger given at page 53
What Can a Dollar and Eleven 5 -- -- Story of an innocent girl whose love and
Unit III: What Can a Dollar and Eleven
Cents Do? concern for her brother saved him
Vocabulary 2 -- -- past forms, opposites by adding
prefixes
Grammar 2 -- --- past tense, appropriate forms of the verb
& used to
Cents Do?
Writing 2 -- -- diary writing, picture-based story writing
3 -- -- expressions to be used in a debate,
Talking Time polite expressions & reading the
words aloud
Project Work 1 -- -- collecting a few success stories and
talking about them in the class
My Dependence 2 -- -- A Poem by Rabindranath Tagore
1 -- 31-10- tongue twisters, read and enjoy
Fun Time
22
Prior Concept/ Skills: (Essential concepts and skills to be checked/bridged before teaching the current concept.)
The students:
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. Use words contextually 7. Talk about their
brothers and sisters and how much they love them.
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 19
Identifies details, characters, main idea and sequence of ideas and events in textual /non-textual material
periods to
achieve all
Reads aloud stories/ recites poems with appropriate pause, intonation and pronunciation. these
learning
participates in different activities in English such as role-play, poetry recitation, skit, drama, debate, outcomes
speech, elocution, declamation, quiz, etc., organized by school and other such organizations; for this unit.
Asks and responds to questions based on texts (from books or other resources) and out of curiosity.
Writes past form of the given verbs by adding -ed/d and fills in the blanks with an appropriate form of
the verb
Makes the opposites for the given words by adding suitable prefixes i.e.mis, un, im, dis, in, ir etc.
Learns about irregular verbs and uses them in sentences. Learns to use used to.
Writes diary entries and picture based stories
Takes notes while teacher teaches /from books / from online materials.
Infers the meaning of unfamiliar words by reading them in context.
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TEACHING LEARNING PROCESS
Induction/Introduction ( Generating interest, informing students about the outcomes and expectations for
the lesson) (Questions based on the trigger given at page number 53)
1. What can you say about the shop? 2. When does one go to such shop? 3. Why do you think the girl has
come to the shop? 4. What do you think the girl is saying to the shopkeeper? 5. Does she look happy?
What makes you think so? 6. Who might be ill?
Experience and Reflection ?
(Task/question that helps students explore the concept and connect with their life)
(What Can a Dollar and Eleven Cents Do?)
1. Do you know / remember any incidents of illness to your family members? 2. How did all your family
members feel at that time? 3. Have you ever gone to a medical shop to buy medicines? 4. Have you heard
of any miraculous happenings in the your family / vicinity? If so tell the class.
Explicit Group Work (We Do) Independent Work (You Do) Notes for:
Teaching/Teacher
Modelling and activities for each of
(I Do) the sections
--Model reading of the text --read in groups to make --participates actively in
What Can a Dollar and the uncleared concepts in the activities suggested by students to ask
Eleven Cents Do? by the individual reading (taking the teacher i.e. individual
teacher (segment wise) the help of glossary given reading, group reading, queries
by the teacher and collaborative reading, -ended
--helps to comprehend the exchanging their ideas conversations etc. questions
text individually, in group among themselves ) beyond textbook content
and by scaffolding
activities
--presents glossary to help and helping students
the students to comprehend engaged with
the text. tasks
it more
--makes the students to --write the past forms of --writes past forms of the
write past forms of the the verbs as explained by verbs on his own and
verbs adding -ed/d the teacher appreciation to students
--helps them to make --make the opposites for --does the additional behaviour during activities
opposites by adding the given words (page 58) exercises given by the
prefixes by adding prefixes (mis, teacher on the vocabulary
un, im, dis, in, ir) topic
--sensitizes the students to --use appropriate forms of --use appropriate forms of
identify irregular verbs and the verbs to fill in the the verbs on his own and
use them appropriately and blanks (page 60) and write write some more sentences
makes them to use used sentences with used to with used to
to
--teaches them the --write diary entries and --makes it a habit to write
procedure of diary entry picture based stories in diary. Learns to write
and writing a story based groups picture based stories
on the picture
--use the expressions ---use the expressions in
--explains them the explained by the teacher in debate and his/her daily life
expressions to be used in a debates and in making in making requests
debate and in making polite polite requests
requests
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--encourages the students --collect stories and present --collects stories and talks
to collect such stories and them in the class about them in the class
talk about them in the class
--recites the poem My --recite the poem --recites the poem
Dependence rhythmically rhythmically rhythmically
to make the students enjoy
the poem
--presents them the given --collect some more tongue --enjoys reading and
tongue twisters twisters and try to read collecting tongue twisters
them
Check For Understanding Questions TLMs
(Digital + Print)
1.Factual: (What Can a Dollar and Eleven Cents Do?)
Reader
1. How old was Tess?
2. What did Tess hear from her parents one day? PPTs
3. What did her daddy sat to her tearful mother?
4. Who can save Andrew? Glossary chart
5. Where did Tess go with her pocket money?
6. Who was the well-dressed man? Charts (for additional
grammar practice
My Independence
exercises)
7. How do our parents care for our happy life?
8. Do you think we need friends? Why?
9. Which phrase in the poem means relatives ? Pictures of Tess, well-dressed man
10. Why does the poet depend on his neighbours? and other characters in the story.
QR code scanner to scan the codes
2. Open Ended / Critical Thinking: (What Can a Dollar and given at page 53 and 66 in the reader
Eleven Cents Do?)
What can a dollar and eleven cents
1. Why were they moving into a smaller house? do? video lesson
2.Why did her parents lose their hopes?
3. Why did Tess go to a medical shop with her pocket money? https://www.youtube.com/watch?v=1bDuMLT9jGQ
4. How did Dr.Carlton Armstrong help Andrew?
5. What kind a man was Dr.Carlton Armstrong? My Dependence (poem) video
6. How did her family feel at the end of the story?
https://www.youtube.com/watch?v=3J_8eVAXpJU
My Independence
7. Why should we depend on our kith and kin?
8. Why does the like to dependent according to stanza 3?
9. What is the message of the poet through this poem?
Student Practice Questions & Activities
(Exercises from workbook / textbooks/ blackboard)
1. Do the vocabulary exercises given at page no. 57, 58
2. Do the grammar exercises given at page no. 59, 60
3. Write a diary entry of the day s proceedings
4. Write a story based on the given picture.
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Assessment
(Think of what children SAY, DO and MAKE while learning that can form the evidence of learning to be used for assessment).
1. Write an imaginary conversation between Tess and the well-dressed man at the medical shop.
2. Pick out the irregular verbs What Can a Dollar and Eleven Cents Do?
3. Write 5 sentences with used to .
4. Fill in blanks with an appropriate forms of the verbs.
SIGNATURE OF THE TEACHER SIGNATURE OF THE HEAD MASTER
VISITING OFFICER WITH REMARKS
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