Learning Objective For This Month

Weekly Scheme of Work
Grade: 6 Subject: English Teacher: Mrudhula Pandian Month: June
Learning Objective for this Month
Reading: Be able to read and comprehend the content of the chapters from the reader- From Chapter: Railroad station to Chapter: School Walks
Feel confident to read one’s response to the writing prompt
Fluently read paragraphs aloud from the reader with the right pronunciation and intonation
Writing: Establish what is a good writing skill and enable self-evaluation
Be able to write responses to the chapter questions and writing prompts
Speech: Choral and individual Recitation of a poem - What some people do; read fluently from the reader;
fluency with the speech exercises and be able to memorise the verse for the month
Spelling: Memorise and be proficient in applying the 60 words consolidated from the reader, spell list and other subjects
Grammar: Recap of the 8 parts of speech (nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections)
Learning Outcomes (To be filled at the end of the Month)
What went well as per the plan -

What was missed that was planned -
New learning and course correction –
Comments for Review-
Week 1: June 6 to June 9

Learning Objectives:
o Introduce the book Totto Chan (Read the letter from Tetsuko) and read up to Chapter “The classroom in the train”
o Establish writing rules and expectations
o Two writing prompts for character sketching and free style writing
o Grammar Practice – Recap of nouns, verbs and sentence types (command, question, statement, exclamation)
Classwork (Recall and teach session plan)
Tuesday Wednesday Thursday Friday
Reader Lesson Reader Lesson in the Bogie Grammar Lesson Grammar lesson
10 min: Speech verse 5 min: Verse / Spelling work 15 min: Poem introduction and 10 min: Poem recall and recitation
15 min: Introduce the book and read 15 min: Recall and read aloud working with the poem 20 min: Reading comprehension
Chapter 1 responses to the prompt (5 10 min: Sentence types, Parts of the questions – Chapter: Lunch time and
5 min: Set writing goals children) speech verse (noun, verb, adjectives, Totto Chan starts school
“When I first came to yellow train…” 10 min: Character sketching – adverbs) 15 min: Dictation and homework
15 min: Writing Technique 15 min: Practice worksheet (Nouns,
5 min: self evaluate 15 min: Prompt: Character sketching verbs, adverbs, adjectives)
10 min: Spelling game and homework of Totto chan in 3 paragraphs 10 min: Correction
10 min: Read the chapter “The 10 min: spelling game
headmaster”
HW: Read up to “The New School” 5 min: Writing prompt about the HW: “What do you remember from
headmaster HW: Prepare for dictation. when you started school?”
HW: Make a Character sketch of the

head master with an image.

Pupil Work (Worksheets, Bookwork, Group work, Drama, Project):
Bookwork: When I first came to Bookwork: Character sketches of Practice worksheet 1: Parts of the Reading Comprehension
yellow train… Totto Chan and the headmaster speech
with images
Correction (Books collected for marking, Direct Help, tests, peer to peer assessment)
Reflections

Learning Objectives for this week:
o Strengthen good writing skills using sensorial description in Original writing through Reader chapters
o Recap parts of speech (nouns, verbs, adverbs, adjectives, pronouns)
o Reading comprehension and reflective writing
o Poem recall and recitation
Reader Lesson in the Bogie Reader Lesson Grammar Lesson Grammar lesson
5 min: Verse / Poem recitation 5 min: Verse / Poem recitation 15 min: Poem recitation and working 10 min: Poem recall and recitation
10 min: Recall the story 10 min: Read together - ” Lessons at with speech through the poem 20 min: Reading comprehension
5 min: Review writing rules Tomoe” 10 min: recap adverbs, pronouns, questions – Sea food and Land food
“ I am so happy…” 10 min: Introduce descriptive and adjectives, prepositions 15 min: Dictation and homework
10 min: Writing expository Writing style 15 min: Practice worksheet
5 min: Peer evaluation 15 min: Writing prompt: 10 min: Parts of the speech verse
15 min: Read aloud ( 5 children) Lessons at Yellow train (noun, verb, pronouns, adjectives and
10 min: spelling game and homework 10 min: Discussion on Yasuaki adverbs) and correction
10 min: Spelling game and 10 min: spelling game
homework
HW: Read up to “ The classroom in HW: Make note of what you eat for HW: Prepare for dictation. HW: Make a rhyming couplet on
the train” the next few days in your notebook. Make note of what you eat for the next Sunday based on entries from the last
few days in your notebook. 5 days
Add a Travelling book entry on
where it is from, what it tastes like
and how to make it using the

expository writing style
Bookwork: Original writing Expository writing – How to Practice Worksheet HW: Rhyming couplet
make the recipe
Game
Reflections:

o Strengthen good writing skills introducing personal, reflective and persuasive writing styles in Original writing through Reader chapters
o Recap parts of speech (articles, prepositions, conjunctions)
o Reading comprehension and reflective writing
o Poem recall and recitation
Mealtime verse Reader Lesson Grammar Lesson Grammar lesson
5 min: Verse / New Poem recitation 5 min: Verse / New Poem recitation 15 min: New poem recall and 10 min: Poem recall and recitation
15 min: Read together “Chew it well” 40 min: Making a mealtime verse – recitation 20 min: Reading comprehension
10 min: Discussion on mealtime Group activity 10 min: recap articles, interjections, questions – Make 5 questions from any
verse. What do you like/dislike about Make the verse and conjunctions chapter done so far
the school mealtime verse?” Add a rhythm 15 min: Practice worksheet 1/ 2 15 min: Dictation and Homework
5 min: Settling time and a transition Make a poster 10 min: Persuasive letter writing
game 15 min: Spelling and homework 10 min: spelling game
10 min: Writing prompt, “What
would be the verse that you would
make?”
10 min: spelling game and homework
HW: Inteview: Does your family have HW: Prepare for dictation. HW: Complete classwork
HW: Write a persuasive letter to the
a mealtime verse? How do you say
school asking them to pick the verse
thanks to the food and remind
as the school meal time verse
oneself of good eating habits at
home?
Discussion in groups of 3 Group activity: Make a meal time Practice sheet 2 Reading comprehension
Game verse
Bookwork: Interview Game
Individual: Write a letter


Reflections from the previous week:

o Recall and recite the poem (Independently and in a group)
o Review the writing feedback given so far and rework on 2 pieces
o Spelling bee and a written test on Parts of the speech and reflective writing
Nature Walk Monthly assessment: 45 minutes
5 min: Verse / Poem recitation 20 min: Grammar recall Classwork: 5 marks

15 min: Go on a Nature walk. Observe 20 min: Poem recall 10 min: speech verse Reading Comprehension – 10
all that you can see, smell, taste,
20 min: role play of the chapters 20 min: Self evaluation and marks
touch and hear
5 min: Transition game so far correction of 1 piece of written Poetry: 5 marks
20 min: Read together “School walk” 20 min: Sharing in class work Grammar: 15 marks
10 min: Spellings recall
Original writing: 10 marks
HW: Self evaluation and correction of “The walk –
1 piece of written work Students should be able to -
• make pictures: torn, jagged, lacey, pale,

steep
• give sound sensations: creak, whack,
crunch, bellow, thump”
• give sensations of how things feel when
touched: rough,
squashy, slimy, silky, velvety, prickly
• sound like what happens: pump, dig,
slop, splinter, hit, scratch,
scrap
• embody inner feeling: merry, mournful,
lonely, alert, cheery, gloomy

Group work: Recall through Role Grammar game Review
Nature walk and game play
Verses, Poems and Games:
Movement : https://www.waldorfteacherresources.com/index.php?topid=1&grade=6&page=Movement
Grammar Practice Sheets:
Parts of Speech 1 Parts of Speech 2
Writing Skills Evaluation and feedback will be done in the following aspects:
1. In what places were they able to create a strong image of what they experienced?
In what places could this have been done better?
How are they remembering to “show” and not just “tell”?
For eg. Instead of saying “that tree is beautiful” they might want to say “the gnarled tree spread its branches across the meadow and its
silver leaves flickered in the sun.”
2. How are they forming their sentences? Are they using conjunctions and prepositions, adjectives, and adverbs to their advantage?

Point out specific places in which they could improve this.
3. Are they using expressive verbs?

For eg: Instead of using the simple “she said” it is often more exciting to use “she yelled” or “she whispered” or something else more
specific.
4. Have they considered the sense of smell, touch, taste, sight and hearing? Do all these elements come into play in their writing?
5. How does their writing flow? Was there a topic sentence introduced towards the beginning and do the thoughts flow naturally after that?
How can they improve this?
6. Have they chosen unique topics and points of view?

Lesson plan submission Date:

Lesson plan sign off by Mentor:
Lesson plan sign off Coordinator:
Class Observation:
Done by:
Date:
Feedback received:
Done by:
Date:
Feedback received:
Content Delivery review and Sign off

Coordinator’s Signature with Date : School Leader’s Signature with Date:

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Weekly Scheme of Work

Grade: 6 Subject: English Teacher: Mrudhula Pandian Month: June