AKR ACADEMY SCHOOL (CBSE)

GRADE 3
LESSON PLAN
UNIT 4

POEM – SEA SONG

AIM :

Students will learn about sea and things found on the seashore.
Students will recite the poem and understand the story.
Students will learn to mark rhyming words and rhyme scheme in the
poem.
Learn animal sounds.
Learn opposites.
RESOURCES: shell

KEY WORDS: shell, held, surprised, curly, clear

ACTION:

Asking the students to close their ears with two hands and hear the
sound of the air which feels like a shell.
Play animal sounds and identify which animal it is.
Play with tongue twisters.
ANALYSIS:

TLOs

Who is the ‘I’ the poem?’

Where did the child find the sea shell?
What did the child do with the shell?
What did the child hear?
HOTs
Have you visited a beach?
What did a shell look like?
How did we hear the song from the shell? What is the song?
APPLICATION:
Recite the poem
Match the names of animals with their sounds.
Read the poem and answer the questions.
Learn opposites
ASSESSMENT:

Worksheet 1 : Match the animals with its sounds.

Worksheet 2 :Poem comprehension.
Homework :1.Fill in the blanks with rhyming words. 2. Fill in the blanks
with suitable antonym.

UNIT – 4

PROSE – A LITTLE FISH STORY

AIM :
Students will be able to read the text with proper pronunciation.
They will be able to speak the small sentences on fish.
Students will be able to express their views about sea life.
To improve word building.
To improve creative writing skills.
Able to create shapes of fish using geometrical shapes.

RESOURCES :colour papers

KEY WORDS :million, floundering, meshes, haul, contented, splashing,

emptied, wriggled, warning

ACTION :

Activity 1: Paper craft - Cut the geometrical shapes of circle, rectangle,

square, oval and make a different types of fishes using these shapes.
PPT on sea life.
 Imagine you are a little fish. Describe what you might see around you.
Group discussion - Discussing about the time students were caught
doing something they were not supposed to do.
Strengthen the word building with the help of word patterns.
ANALYSIS :

TLOs

How many fish are there in the sea?

Why was the little fish unhappy?
What happened to the fish one day?
Why was the fish thankful to be a little fish?
HOTS

Have you ever been to sea beaches?

Have you seen the fishes or any other sea animal?
How do you feel when you think about the sea life?
 Write few lines about a fish.
Which geometrical shape can be used to make fish?
APPLICATION :
Imagine the world under the water and express your views.
Content life skills to be developed – Everyone is unique in its own way.
have
Never feel inferior for what you have as about complexion and features
etc.
Look at the word pattern and complete the word patterns ( adding ‘ed’)
Learning collective noun.

ASSESSMENT :
Worksheet 1 : Complete the word pattern. ( adding – ‘ing’ )
Worksheet 2 : Write the collective nouns of the following.
Classwork : poem comprehension

UNIT 5

POEM – THE BALLOON MAN

AIM :

To be able to colour the balloons as instructed by the teacher.

To be able to speak out one word for the given sentences.
To be able to express their creativity by describing their feelings in their
own words.
To find out the opposite of the given words from the poem.
To be able to write few sentences based on the visual.
To be able to identify words from jumbled letters.
RESOURCES: Newspaper, colours

KEY WORDS: bunch, square, sunny, tug

ACTION:
Paper crafting – Making bunch of balloons.
Word game – Students have to say the things which relates the word
that the teacher say. For example , If the teacher says “Hospital”, the
students are supposed to say Doctor, nurse, injection, medicine etc, the
game continues as the teacher changes the word.
List out the colour names and the colours which we get by combining
two colours.
ANALYSIS:

TLOs

Where does the balloon man stand?

What happens to the balloons when there is a wind?
What does the child like to see the balloon man do?

HOTS
How high can balloons fly?
What do you like about this poem?
What do you see in the market?
APPLICATION:

Recite the poem

Write the colour names.
Able to talk about their views in the market.
Learn to unscramble the letters.
ASSESSMENT:

Worksheet 1 : Unscramble the letters to find the colours name.

Homework : Match the opposites.
UNIT – 5

PROSE – THE YELLOW BUTTERFLY

AIM :
Students will be able to learn and develop the basic four language skills
– Listening, speaking, reading and writing.
Children will be able to grow appreciation of natural beauty.
To be able to know about insects, butterflies and their different parts.
Learn what is compound words.
RESOURCES :colour papers
KEY WORDS :escape, pond, peach, climb, catch, middle, hungry, float,
shout, chase, flutter, twist

ACTION :

Listening–Lesson will be developed by asking simple questions based on

previous knowledge.
Speaking – Speak about things in the garden.
Reading – Read the story with correct pronunciation and pause.
Writing – List down the things that you see in our imaginary magical
garden.
Grammar – Underline the adjectives in the lesson.
Creativity – Make paper fan and butterfly and decorate.
ANALYSIS :

TLOs

Where did Sonu first see the yellow butterfly?

Name three places where the butterfly rested.
Why did Sonu chase the butterfly?
Why did Sonu let the butterfly go?
Name the flowers you saw in Sonu’s Garden?
HOTS

If you were a butterfly, how would you feel if you were caught?
Why did the butterfly go to the flowers in the garden?
Name the person who takes care of the plants and flowers in the
garden.
APPLICATION :
Drawing their imaginary Garden
Outdoor visit/ Nature walk provides Experiential learning.
Frame sentences using new words.
Make two words from one word.
Learn to punctuate the sentences using capital letters and full stop.
ASSESSMENT :
Worksheet 1: Passage comprehension.
Worksheet 2 : Compound words.
Classwork : Frame sentences using proper punctuations.
UNIT 6
POEM – TRAINS

AIM :

Students will be able to recite the poem with proper intonation.

Students will enjoy the rhythm of the poem.
Enable to narrate and write the experiences of any train journey.
Learn modes of transport.
Learn to describe their experiences.
Learn meanings.
Show different engines run by coal, diesel, electricity.
RESOURCES:

Available things needed for enacting a play

train ticket booking (sample tickets)
 making different train models like passenger train, metro train and
goods train.
KEY WORDS: mountains, passengers, rivers, precious, mail, plains, dusk,
dawn

ACTION:

Students will be divided into groups and enacting a scene of railway

station. Students will act like a train, porters, vendors, ticket checker
and passengers.
Learn to book train tickets.
Students reciting the poem by playing train in the classroom.
And then narrate their train journey experiences.
Teaching students how do train run and where do they go.
Teaching them the differences between the passenger train and goods
train.
ANALYSIS:

TLOs

Where do the trains run?

What are the “precious loads” that they carry?
When do the trains run?
What is dusk and dawn?
HOTs
Name means of transport.
Classify the means of transport.
What is space shuttle?
Which mode of transport is used in space?
How do train tracks were build?
Where the railway station is located in Tirupur?
APPLICATION:
Recite the poem
Learn in a PPT about train, its type, stations and how do they work.
Describe the train journey.
How do different modes of transport work.
ASSESSMENT:

Worksheet 1 : Circle the things which are not matched with the picture.
( Picture of Railway station will be displayed with unrelated images that
students hsve to pick out )
Assignment : Prepare any one type of train model.
Homework : Describe a bus or train or flight journey.

UNIT – 6

PROSE – THE STORY OF THE ROAD

AIM :
Learning the benefits of waking up early in the morning and exploring
the beauty of nature around us.
Gaining knowledge about the society
Listing out activities which we can do and we cannot do.
Frame sentences on their own.
Learn road safety rules.
Learn about different types of vehicles and their uses.
Learn about the road safety sign boards.

RESOURCES : Toy vehicles, A city model with road safety sign boards

KEY WORDS: newspaper, cucumbers, cabbage, potatoes, radish,

cauliflower, foolish
ACTION :

Activity 1: Make a mini model of a road in a cardboard with road safety

signs on it. ( Class Activity )
Activity 2: Each student have to make one road safety sign board and
talk about that for 1 minute – about the name of the sign board, the
reason it is made and the places it is used.
 Traffic signal activity in class – red says stop , yellow says to be ready,
green says dance.
Group discussion - Discussing about vegetables – how it grows and was
brought to the market or by the vegetable vendor.
Video about how to identify the vegetable was fresh.
ANALYSIS :

TLOs

When do you get up in the morning?

What sounds do you hear on the road in the morning?
What is the vegetable man selling?
Why is the road annoyed with the crow?
HOTS

What do you do after getting up in the morning?

How we eat the vegetables raw or cooked?
Which foods are healthy and why?
What is pollution?
APPLICATION :
Listing down few road safety rules like looking right and left while
crossing the road, keep up left, Cross the road only on Zebra crossing,
following the traffic signals and applying these rules on road safety act on
the class.
Discussion on types of pollution and measures to avoid those.
PPT on healthy food and unhealthy food.
Home work – Write down the things that you see in the morning and
admire because it is nature.

ASSESSMENT :
Worksheet 1 : Name the road safety sign board
Worksheet 2 : Name the vehicles.
Classwork : poem comprehension

UNIT 7

POEM – PUPPY AND I

AIM :

Engages the students in conversation with friends, teachers and family.

Students will learn about animal breed, it’s sounds, domestic animals
and wild animals.
Students will have practice on making rhyming words.
Students will have practice on writing poem comprehension which
enhances their reading skill and activating background knowledge to make
connections between new and known information.
RESOURCES: Animal pictures

KEY WORDS: village, hills, bread, hay, roll, play

ACTION:

Activity 1 : Identify various pet animals and paste their pictures in

notebook.
Activity 2: Making masks of animals for role play.

Participates in discussions and develops communicative skills.

ANALYSIS:

Who is the ‘I’ the poem?’

Why did the child go with the Puppy?
Do you have a pet?
Talk about three things that you and your pet do together?
APPLICATION:

Recite the poem

Match the names of animals with their young ones, homes and sounds.
Identify different breeds of dog.
Name more domestic and wild animals.
Make a list of food items given to pets.
ASSESSMENT:

Worksheet 1 : Match the animals with its sounds.

Worksheet 2 : List out domestic animals and wild animals.
Homework : Fill in the blanks with rhyming words.
UNIT – 7

PROSE – LITTLE TIGER, BIG TIGER

AIM :
To be able to pronounce correctly the words in the lesson.
To be able to speak on the given topic.
To be able to write on the given topic.
To be able to use the learnt things in the daily life activities according to
surroundings.
RESOURCES :Pictures of animals and its habitat.

KEY WORDS :shady, bellowed, twitched, pounced, grunt, game, glistened,

roared, pheasant, fowl

ACTION :

Activity 1: Poster making on how we can save and take care of the
animals.
Speak 5 – 10 lines or short speech on animal which are endangered
these days.
Write 5 – 10 animals/birds name which you see in the surroundings.
Write and speak about your visit to a zoo.
ANALYSIS :

TLOs

Where did the mother and small tiger cub live?

Who called a loud, harsh call?
Why mother tiger went to the river?
What did the tiger cub see in the jungle?
What did the tiger cub do at night?
HOTS

Which animals are endangered these days?

Collect information about 3 animals on the Rs. 10 note.
How mother animals take care of their baby animals? Write about 5
animals.
APPLICATION :
Role play – Students will role play of different animals. Students have to
tell the importance of animals in our life.
Students have to collect information about save tigers and bring pictures
to them.
Recognize the animals and birds in the surrounding with their sounds
only.

ASSESSMENT :
Worksheet 1 : Match the animals with their young ones.
Worksheet 2 : Rearrange the jumbled words
Classwork : Students will write 5 – 10 lines on their favourite animal.

UNIT 8

POEM – WHAT’S IN THE MAILBOX?

AIM :

Children will recite the poem with rhyme and rhythm.

Children will be able to read the poem with speed and comprehend it.
To spell the new words correctly.
To write a short letter to a friend in a correct format.
To identify and name the different occupations .
RESOURCES: Colour papers, cardboard box

KEY WORDS: Letters, always, never, though

ACTION:

Activity 1 :Students will practice writing a letter and make an envelope.

Then they will post the letters in the post box made of cardboard box in
the class. Finally a postmaster in the class have to deliver the letters.

To read the poem silently and answer the questions related to the
poem.
Practice writing leave letter.
ANALYSIS:

TLOs

Who does the postman bring letters for?

Does the child ever get a letter?
What does the child decide to do?
HOTS

Who brings us letter?

Why do we need to write a letter?
APPLICATION:

Recite the poem

Write a letter to your friend telling him/her about your school.
Discussion about different means of communication e.g. telephone,
letter, telegram, e-mail etc.
To match the name given to people with the work they do.
ASSESSMENT:

Worksheet 1 : Match the people with their profession.

Homework : Write a leave letter.
UNIT – 8

PROSE – MY SILLY SISTER

AIM :
Learn how to narrate experiences.
Synonyms
Make new words using ful, ly, ish.
Use of first person ‘I’
Learning action words.

RESOURCES :Flashcards

KEY WORDS :childish, pebble, donkey, dirty, excitement, playful, naughty,

washerman, anger

ACTION :

Children read aloud the lesson with proper pronunciation and pause.
To make question based on relationships.
Write a story with the given clues
Children will write few lines on ‘ My brother’
Make a family tree with the help of photographs of your family
members.
Introduction to tense.
ANALYSIS :

TLOs

What does the baby do with the pebbles?

What does the baby do with the book?
When does the baby laugh?
Why does the washerman bring donkeys?
HOTS

How you can help your family members at home?

Describe your sibling in five-seven lines.
What is the funniest thing the baby does?
APPLICATION :
Match the words with their opposites.
Questionnaire related to daily habits.
List the activities by which you can help others.
Role play on the given situation .
ASSESSMENT :
Worksheet 1 : Fill in the blanks with suitable suffix.
Worksheet 2 : Fill in the blanks with suitable tense form.
 Classwork :Narrate any interesting incident about your siblings.
UNIT 9

POEM – DON’T TELL

AIM :

To recite the poem with rhythm and rhyme.

To talk,discuss,share experiences with friends.
To comprehend the poem.
To form words from the letters of the given word.
To make list of contractions and find significance in our conversations.
RESOURCES: Alphabet printed flashcards

KEY WORDS: enough, chance, giant, patient

ACTION:

Activity 1 :Wordbuilding activity – making new words and interpreting

the meaning to the class.
Match the contractions with its full forms.
Learn Phonetic sounds.
Talk about few things you would love to do but your elders won’t let you
do.
ANALYSIS:

TLOs

How old is the speaker?

Who are ‘they’ and ‘them’ in the poem?
What is the secret the speaker is hiding?
HOTS

What do you think that elders make right decision for us or not?
Think of three things that ‘they’ won’t let you do?
What are the things you’d like to do when you are grown-up that you
can’t do now?
APPLICATION:

Write about their ambition.

Make Sentences on” When I grow up…”etc.
Word building exercises.
ASSESSMENT:

Worksheet 1 : Write the full forms of the contractions.

Worksheet 2 :Make sentences using the contractions.
UNIT – 9

PROSE – HE IS MY BROTHER

AIM :
To be able to pronounce correctly the words in the lesson.
To be able to speak on the given topic.
To be able to comprehend a story.
Learn to use nouns in a sentence.
Learn to use opposites in a sentence.
RESOURCES :Textbook.

KEY WORDS :Understand, climbed, holy, slowly, sorry, load

ACTION :
Activity 1: Students have to draw the tail of the elephant drawn on the
blackboard by being blindfolded.
Learn what is brail letters.
Learn who is Helen Keller and her achievements.
Learn sign language.
ANALYSIS :

TLOs

Where were the people going?

What did the man say to Meena?
Why do you think Meena was carrying her brother?
HOTS

Write different kinds of trees in your locality.

What is a holy place?
What are the problems that a child who can’t hear will face?
How would you help a child who can’t walk ?
Write the names of the different holy places.
APPLICATION :
Discussion among the students through the examples how friends,
brothers, sisters and family are very important in the life of a person.
Gathering information about the different Temples, Tombs, Gurudwaras
and Churches.
Visit to a school of special children and helping them out to learn that
special children need our understanding and acceptance as they are also
an integral part of our society.
Conducting a word power game based on topic for short forms of words
e.g. Are – ‘re, Will – ‘ll.
ASSESSMENT :
Worksheet 1 : Passage comprehension.
Worksheet 2 : Fill in the blanks with the suitable noun.
UNIT 10

POEM – HOW CREATURES MOVE

AIM :

Recites , comprehends and enjoy the poem.

Identify rhyming words.
Identifies action words from the poem.
Matching of animals, birds etc. with their movements.
RESOURCES: Flashcards – animals picture and action words

KEY WORDS:padded, limb, crawl, dive,wiggles

ACTION:

Activity 1 :Students will match the animals with their movements using
flashcards.
Arrange movement words from slow to fast.
Identify the silent letter of the word.
PPT showing movements of animals.
ANALYSIS:

TLOs

How do squirrel walk?

Who swings by his tail?
Why is it called padded paws?
HOTS

Have you seen birds and animals walk?

Give the name of birds or animals which you see daily?
How do birds move on the ground ?
Which is the fastest animal in the world?
Which is the slowest animal in the world?
APPLICATION:

Recite the poem

Classification of birds, animals, seals etc on their movements.
Critical and creative thinking – How do animals and birds eat, bath, build
their houses , where do they live, how do they communicate etc,.
Write few sentences on the movements of different animals, birds , boys
, girls etc.
Mimicry of different animals and birds.
ASSESSMENT:

Worksheet 1 : Match animals with their movements.

Homework : Underline the silent letters in the word.
UNIT – 10

PROSE – THE SHIP OF THE DESERT

AIM :
Different regions and the animals living there.
How do animals were suited to their habitats.
How do animals survive the difficulties in their regions.
Picture comprehension.
Children learn to read the dialogue.
RESOURCES :Flashcards of Homophones, Making animal face mask to
enact a play

KEY WORDS :Ship of the desert, miles, king of the forest, sand,thorns.

ACTION :

The class can take turns to act out the play “The ship of the desert” with
appropriate expressions and actions with the animal face mask.
Children read aloud the lesson with proper pronunciation and pause.
Name the animal body parts
Homophone activity – Match the Homophone cards with their meanings
ANALYSIS :

TLOs

Name the animals that live in different regions of the world?

Why camel is called the ship of the desert?
Where do the camel store its food?
For how many weeks can a camel store its food in its hump?
What do camel eat in the desert?
List the differences between a camel and a lion?
HOTS

What do animals eat in the forest?

How do animals survive the environment?
Name the plant that grows in the desert?
Who is the king of the jungle?
APPLICATION :
Write the adaptation of the camel.
Write few lines about your favourite animal.
How animals depend on each other( lifecycle) ?
Make a food chain.
Role play on the given situation .
Word puzzle on animal body parts.
ASSESSMENT :
Worksheet 1 : Picture comprehension
Worksheet 2 : Frame sentences with the Homophones.
Worksheet 3 : Match the animals with its regions and Name the animal
body parts.