ENGLISH (W)

Honeysuckle

Unit 1: Who Did Patrick’s Homework?Read More➔

Worksheet: Who Did Patrick’s Homework?

Name:______________________ Class: ______________ Date: ______________

I. Understanding the Story

1. Fill in the Blanks: a. Patrick’s homework was about ______________. b. The little men were from ______________. c. Patrick had to write an essay on ______________.

2. Multiple Choice: Select the correct answer. a. What was Patrick’s initial reaction when he found the little men? i. Scared ii. Happy iii. Confused

b. Why did the little men agree to help Patrick? i. They liked Patrick. ii. They loved doing homework. iii. Patrick promised to help them.

II. Character Analysis

3. Match the Character: Match the character with their role in the story. a. Patrick b. Little Men c. Patrick’s Mom d. Teacher

i. Demanded Patrick’s homework. ii. Wanted Patrick to do his own homework. iii. Offered to help with homework. iv. Thought Patrick was creative.

III. Moral Lesson

4. Short Answer: What do you think is the main moral lesson of the story “Who Did Patrick’s Homework?” Explain in your own words.

IV. Creative Thinking

5. Role-Play: In a short paragraph, describe how you would react if you were Patrick and found little men willing to do your homework. How would you convince them to help?

V. Reflection

6. Personal Reflection: How can you apply the moral lesson of the story in your own life? Provide an example from your experiences.

VI. Homework Extension

7. Homework Assignment: Write a continuation of the story. What happens next after the little men help Patrick with his homework? Be creative and come up with your own ideas.

Feel free to customize the questions based on the specific focus and emphasis you want for your students. Ensure that the questions align with the learning objectives and outcomes you’ve set for the lesson.

 A House, A HomeRead More➔

Worksheet: A House, A Home

Name: ___________________

Date: ___________________

Class: VI

Instructions: Answer the following questions based on the concepts discussed in the lesson.

I. Multiple Choice Questions (1 mark each)

  1. What is the primary difference between a house and a home? a) Size b) Location c) Emotional connection d) Color

  2. What are the elements that can make a house feel like a home? a) Furniture and walls b) Family, memories, and emotions c) Location and size d) Color and decorations

  3. In the “Explore” activity, students were asked to categorize flashcards into which two groups? a) Living and non-living b) House and garden c) House and home d) Inside and outside

II. Short Answer Questions (2 marks each)

  1. Define the term “home” in your own words.

  2. List three key features that can transform a house into a home.

III. Descriptive Writing (5 marks)

  1. Write a short paragraph (minimum 50 words) describing your own home. Include details about the people, objects, or memories that make it special to you.

IV. Application of Concepts (3 marks)

  1. Interview a family member or friend about what makes their home special to them. Summarize the key points in the space below.

Teacher’s Note:

  • Encourage creativity and thoughtful responses.
  • Provide assistance if needed during the completion of the worksheet.
  • Review the answers and offer feedback to enhance understanding.

Feel free to adjust the questions based on the specific emphasis of your lesson and the level of your students. Always ensure that the questions align with the learning objectives and outcomes of your lesson.

Unit 2: How the Dog Found Himself a New Master!Read More➔

Worksheet: How the Dog Found Himself a New Master!

Name:____________________ Class:____________ Date:____________

Section A: Multiple Choice Questions (1 mark each)

  1. What is the main theme of the story? a. Cats and Dogs b. Friendship and Loyalty c. Adventure in the Jungle d. A Lost Puppy

  2. Who is the protagonist of the story? a. The Cat b. The Old Man c. The Dog d. The Jungle King

  3. What did the dog learn from his experiences in the jungle? a. Cats are enemies. b. Humans are dangerous. c. Loyalty is important. d. Food is scarce.

  4. What does the story teach us about loyalty? a. It is not important. b. It is important only for humans. c. It is important for both animals and humans. d. Loyalty is a sign of weakness.

Section B: Fill in the Blanks (1 mark each)

  1. The story revolves around a _____ who finds himself a new master.

  2. The dog’s first master was an _____.

  3. The dog learned to be loyal through his experiences in the _____.

Section C: Short Answer Questions (2 marks each)

  1. Summarize the story in 3-4 sentences.

  2. Describe one significant event from the story that highlights the dog’s loyalty.

Section D: Application-Based Questions (3 marks each)

  1. Imagine you are the dog. Write a letter to your old master expressing your feelings and explaining why you found a new master.

  2. If you were to create an alternative ending for the story, what would it be? Explain briefly.

Section E: Reflection (5 marks)

  1. In your opinion, what is the most important lesson that can be learned from this story? Support your answer with examples from the text.

Feel free to adjust the difficulty level or modify the questions based on the specific focus of your class or the actual content of the story. This worksheet is designed to cover different cognitive levels, from recalling information to applying and analyzing the concepts presented in the chapter.

The KiteRead More➔

Worksheet: “The Kite”

Name:________________________________ Class:_____________ Date:_____________

Part A: Reading Comprehension

Read the following passage and answer the questions below:

Once upon a time in a small village, there were two best friends, Ravi and Arjun. They loved flying kites together. One day, they found an old, colorful kite hidden in Arjun’s attic. Excitedly, they decided to repair it and fly it the next day.

The next morning, Ravi and Arjun went to the open field with the repaired kite. They struggled at first, but with teamwork and determination, the kite soared high in the sky. The friends were overjoyed and felt a deep sense of accomplishment.

Questions:

  1. Who are the main characters in the passage?

    • a) Ravi and Arjun
    • b) Ravi and Tina
    • c) Arjun and Maya

  2. What did Ravi and Arjun find in Arjun’s attic?

    • a) A bicycle
    • b) An old, colorful kite
    • c) A soccer ball

  3. How did the friends feel when the kite soared high in the sky?

    • a) Confused
    • b) Overjoyed
    • c) Sad

Part B: Vocabulary

Match the words on the left with their meanings on the right:

  1. Attic a) A feeling of great happiness
  2. Determination b) A room just below the roof of a house
  3. Accomplishment c) The act of deciding definitely and firmly

Part C: Writing

Imagine you are one of the characters in the story. Write a short paragraph about your experience flying the kite. Include details about how you felt and what you learned from the experience.

Feel free to adapt this worksheet as needed to fit the specific requirements of your class and the CBSE pattern.

Unit 3: Taro’s RewardRead More➔

Name:______________________ Class:______________ Date:______________

Worksheet: Understanding “Taro’s Reward”

I. Comprehension: Answer the following questions based on your understanding of the story.

  1. Who is the main character in the story “Taro’s Reward”?

    Answer:

  2. Briefly summarize the main events of the story.

    Answer:

  3. Why did Taro decide to be honest about finding the wallet?

    Answer:

  4. What was the outcome of Taro’s honesty?

    Answer:

II. Critical Thinking:

  1. Explain the moral lesson conveyed in “Taro’s Reward.”

    Answer:

  2. How did Taro’s actions reflect the importance of honesty and kindness?

    Answer:

III. Real-life Application:

  1. Think about a situation in your life where you had to make a decision involving honesty. Briefly describe the situation and explain your decision.

    Answer:

IV. Vocabulary:

  1. Find and write the meanings of the following words from the story:

    • a. Reward
    • b. Honesty
    • c. Virtue

    Answers:

    • a.
    • b.
    • c.

V. Reflection:

  1. In your opinion, why do you think stories like “Taro’s Reward” are important for us to read?

    Answer:

VI. Application:

  1. Create an alternate ending for the story “Taro’s Reward.” How might the story have turned out if Taro had made a different choice?

Answer:

Note: Adjust the difficulty level of questions according to your students’ abilities. The questions cover comprehension, critical thinking, vocabulary, and personal reflection, providing a comprehensive assessment of their understanding of the story.

The QuarrelRead More➔

Worksheet: “The Quarrel”

Name: ___________________________________ Class: _______ Roll No: _______ Date: _______

Instructions:

  • Read the questions carefully before answering.
  • Write your answers in the space provided.
  • Be concise and use complete sentences where required.

I. Multiple Choice Questions: (1 mark each)

  1. What is the main theme of “The Quarrel”?

    • a) Friendship
    • b) Conflict resolution
    • c) Family relationships
    • d) Adventure

  2. Which literary element is highlighted in the story?

    • a) Irony
    • b) Characterization
    • c) Setting
    • d) Symbolism

  3. How do the characters in the story resolve their conflict?

    • a) By fighting
    • b) By ignoring each other
    • c) By talking and understanding each other
    • d) By seeking revenge

II. Short Answer Questions: (2 marks each)

  1. Briefly summarize the plot of “The Quarrel.”

    Answer:

  2. Identify and explain one conflict in the story.

    Answer:

III. Group Discussion: (5 marks)

  1. In your group, discuss a real-life situation where conflict resolution was essential. Share the situation and discuss how the conflict was resolved.

    Answer:

Teacher’s Note:

  • Assess the responses based on comprehension of the story, critical thinking, and effective communication of ideas.
  • Encourage students to use specific details from the story to support their answers.
  • Provide constructive feedback to enhance their understanding of the themes and literary elements.

Feel free to adapt the questions based on the specific focus or emphasis you want for the worksheet.

Unit 4: An Indian – American Woman in Space: Kalpana ChawlaRead More➔

English Worksheet

Class: 6 Subject: English Unit: An Indian – American Woman in Space: Kalpana Chawla

Name: __________________________________ Roll No.: ______ Date: _______________

I. Comprehension

Read the passage about Kalpana Chawla and answer the questions below:

Kalpana Chawla: An Indian-American Woman in Space

Kalpana Chawla was born on March 17, 1962, in Karnal, India. She had a deep fascination with the sky and stars since her childhood. This passion led her to pursue a degree in aeronautical engineering. In 1994, Kalpana earned her Ph.D. in aerospace engineering.

Kalpana Chawla’s dream was to fly among the stars, and she achieved this dream by becoming the first woman of Indian origin in space. She joined NASA and flew on the Space Shuttle Columbia in 1997. Unfortunately, the shuttle tragically disintegrated during re-entry into Earth’s atmosphere in 2003, leading to the loss of Kalpana Chawla and her fellow crew members.

Kalpana Chawla’s legacy lives on as an inspiration to aspiring scientists and astronauts worldwide.

Questions:

  1. When and where was Kalpana Chawla born?

  2. What degree did Kalpana Chawla pursue, and in which field?

  3. What was Kalpana Chawla’s dream, and how did she fulfill it?

  4. In which year did Kalpana Chawla join NASA?

  5. What unfortunate event led to the loss of Kalpana Chawla?

  6. Why is Kalpana Chawla considered an inspiration?

II. Vocabulary

Match the words with their meanings:

  1. Aeronautical
    a. the action or process of participating in an activity or event

  2. Disintegrated
    b. relating to the study or practice of designing and building aircraft

  3. Legacy
    c. to break or fall apart into small pieces

  4. Passion
    d. something handed down from a predecessor; an inheritance or endowment

  5. Pursue
    e. a strong and barely controllable emotion or enthusiasm for something

III. Group Activity

In groups, create a poster or a short skit about Kalpana Chawla’s life and achievements. Be ready to present it to the class in the next session.

Note: This worksheet is designed as a supplement to class activities and discussions. Ensure that you have thoroughly read and understood the chapter on Kalpana Chawla before attempting the questions.

Feel free to modify or expand upon this worksheet based on the specific emphasis and requirements of your class.

 BeautyRead More➔

Class: 6 Subject: English Date: [Date]

Worksheet: Exploring Beauty in Descriptive Writing

Instructions:

  1. Answer all the questions.
  2. Use complete sentences and proper grammar.
  3. Pay attention to descriptive details and sensory language.

1. Definition of Beauty (2 marks): Define the concept of beauty in your own words. What does beauty mean to you?

2. Group Exploration (4 marks): In your group, you explored a specific object using your senses. Write three sentences describing the beauty of the object, focusing on different senses.

3. Descriptive Paragraph (6 marks): Choose one image from the collection shown in class or recall the object your group explored. Write a descriptive paragraph (minimum 5 sentences) vividly describing the beauty of the chosen image/object. Include sensory details and expressive adjectives.

4. Peer Evaluation (3 marks): Exchange your descriptive paragraph with a peer. Provide constructive feedback on their use of descriptive language. What did you find effective, and how could they improve?

5. Reflection (2 marks): Reflect on the importance of descriptive writing in expressing ideas about beauty. Why do you think using sensory details is crucial in descriptive writing?

Note: Adjust the marks allocation based on the emphasis you want to place on each section. This is just a suggested breakdown. Also, feel free to modify the questions and instructions according to the specific focus of your lesson.

Unit 5: A Different Kind of SchoolRead More➔

Worksheet: A Different Kind of School

I. Define the Following Terms (1 Mark Each):

  1. Innovative Learning Environments:

  2. Features of an Innovative School:

II. Multiple Choice Questions (2 Marks Each):

  1. What is the purpose of an innovative learning environment?

    • a) To make learning traditional and structured.
    • b) To promote creativity and critical thinking.
    • c) To eliminate the need for teachers.
    • d) None of the above.

  2. What is one potential advantage of an innovative school?

    • a) Strict discipline.
    • b) Limited student interaction.
    • c) Enhanced student engagement.
    • d) Memorization-focused learning.

III. Short Answer Questions (3 Marks Each):

  1. List three features of a different kind of school that you find interesting. Explain why.

  2. Describe one potential challenge of implementing an innovative learning environment. Suggest a solution for the challenge.

IV. Compare and Contrast (4 Marks):

Compare and contrast a traditional school with an innovative school. Highlight at least three differences and similarities between the two.

V. Opinion Piece (5 Marks):

Write a short paragraph expressing your opinion on whether you would prefer attending a traditional school or an innovative school. Support your choice with at least two reasons.

Note: This worksheet is designed to assess students’ understanding of the key concepts and their ability to think critically about different learning environments. The marks assigned to each section are just indicative and can be adjusted based on the specific requirements and evaluation criteria set by the teacher.

Where Do All the Teachers Go?Read More➔

English Worksheet

Poetry Analysis: “Where Do All the Teachers Go?”

Name: __________________________ Class/Section: ___________________

Instructions:

  1. Read the poem “Where Do All the Teachers Go?” by Peter Dixon carefully.
  2. Answer the following questions based on your understanding of the poem.
  3. Write neatly and clearly.

Section A: Multiple Choice Questions (1 mark each)

  1. What is the poem’s title?

    • A) Where Do All the Children Go?
    • B) Where Do All the Teachers Go?
    • C) Where Do All the Books Go?
    • D) Where Do All the Students Go?

  2. What literary device is used in the line “Where do all the teachers go, when it’s four o’clock”?

    • A) Simile
    • B) Metaphor
    • C) Alliteration
    • D) Repetition

  3. The poem is most likely about:

    • A) Students
    • B) Teachers
    • C) Books
    • D) Schools

Section B: Short Answer Questions (2 marks each)

  1. Identify one literary device used in the poem and explain its effect.

  2. Summarize the main idea of the poem in three sentences.

Section C: Elaboration Questions (5 marks each)

  1. Choose a stanza from the poem that you find particularly interesting. Explain why and analyze the literary devices used in that stanza.

  2. Imagine you are one of the characters in the poem. Write a diary entry expressing your thoughts and feelings at the end of the day.

Note: Use additional sheets if necessary.

This worksheet is designed to assess students’ comprehension, critical thinking, and analytical skills in relation to the poem. Teachers can adjust the difficulty level based on the class’s proficiency and learning objectives.

Unit 6: Who I AmRead More➔

Worksheet: Understanding Self-Identity

Part A: Vocabulary

Match the words on the left with their meanings on the right.

  1. Identity a. the qualities that make you different from others
  2. Diversity b. the fact of being who or what a person or thing is
  3. Personality c. understanding and being aware of yourself
  4. Interests d. a range of different things
  5. Self-awareness e. the combination of characteristics that form an individual’s distinctive character

Part B: Reflection

  1. What does the term ‘self-identity’ mean to you? Write a short definition.

  2. List three things that make you unique.

    a. _______________________________________________________

    b. _______________________________________________________

    c. _______________________________________________________

Part C: Group Activity

In your small groups, use the provided cards to sort personality traits and interests. Discuss with your group members and list three things you have in common and three things that make each of you unique.

Common Traits:

Unique Traits:

Part D: Art and Expression

Create an “Identity Collage” that represents your personality, interests, and aspirations. Use the art supplies and magazines provided. Be ready to explain your collage to the class.

Part E: Reflection

Write a paragraph reflecting on what you have learned about yourself and others through this lesson.

Homework

Write a short essay (150-200 words) about a person you admire. Explain how their identity inspires you to appreciate your unique qualities.

Feel free to adjust the complexity of the questions based on the specific needs and abilities of your students. This worksheet is designed to align with the learning objectives and outcomes outlined in the lesson plan.

 The Wonderful WordsRead More➔

Worksheet: The Wonderful Words

Instructions:

  • Read each question carefully.
  • Answer the questions based on your understanding of the lesson.
  • Use the new vocabulary words provided in the handout.

Vocabulary:

  1. Delight
  2. Cherish
  3. Encourage
  4. Inspire
  5. Empathy
  6. Gratitude

Questions:

1. Define the following words: a. Delight b. Cherish c. Encourage

2. Use each of the following words in a sentence: a. Inspire b. Empathy c. Gratitude

3. Discuss with your partner: How can using positive words like “encourage” and “inspire” make a difference in your relationships with friends and family?

4. Group Activity: In your group, create a poster for one of the vocabulary words. Include the meaning, synonyms, and examples of sentences using the word.

5. Complete the Sentences: Use the correct vocabulary word to complete each sentence. a. The news of her success filled me with ______________. b. We should always ______________ the good moments in our lives. c. Teachers often ______________ students to do their best.

6. Reflection: Write a short paragraph reflecting on a time when someone’s words had a positive impact on your feelings or actions.

7. Application: Write a letter to a friend expressing your ______________ for their friendship. Use at least three new vocabulary words in your letter.

Feel free to adjust the worksheet based on the specific emphasis and focus of your lesson or the unique needs of your students.

Unit 7: Fair PlayRead More➔

Worksheet: Fair Play in Sports

Name: ___________________________ Class/Section: __________

Date: ___________________________

Part A: Understanding Fair Play (Objective 1)

1. Define Fair Play: Write a brief definition of fair play in your own words.

2. Importance of Fair Play: Explain why fair play is important in sports. Provide at least two reasons.

Part B: Identifying Fair Play (Objective 2)

3. Scenarios: Read the following sports scenarios and determine whether they demonstrate fair play or unsportsmanlike behavior. Write “F” for Fair Play and “U” for unsportsmanlike behavior.

a. During a soccer match, a player intentionally trips an opponent to prevent them from scoring.

b. In a basketball game, a player admits to the referee that the ball went out of bounds off them, even though the referee did not see it.

c. A tennis player argues with the umpire about a decision and refuses to continue playing until the decision is changed.

d. In a relay race, a team member starts running before their teammate has handed them the baton.

Part C: Reflecting on Fair Play (Objective 3)

4. Reflection: Think about a sports event you have watched or participated in. Describe a moment that demonstrated fair play. How did it impact the game and the players involved?

5. Teamwork: Explain how fair play and teamwork are interconnected in sports. Provide an example to support your explanation.

Part D: Application of Fair Play (Objective 2)

6. Design: In the space provided, draw a poster illustrating the concept of fair play in sports. Include key elements such as respect, honesty, and teamwork.

Part E: Evaluation (Objective 1 and 3)

7. Discussion: In a short paragraph, express your views on why fair play is crucial not only in sports but also in everyday life.

8. Group Activity: Evaluate the fair play posters or skits created by your classmates during the lesson. Provide constructive feedback on one aspect you liked and one suggestion for improvement.

This worksheet covers various aspects of the Fair Play chapter, including definitions, identification of fair play scenarios, reflection, application through design, and evaluation. Teachers can use this worksheet to assess students’ understanding and application of fair play concepts in sports.

 VocationRead More➔

Worksheet: Cultural Diversity in Folktales

Instructions: Answer the following questions based on your understanding of the folktales discussed in class.

1. Name the folktale your group analyzed.

2. Identify and list three cultural elements present in the folktale.

3. In your own words, explain why understanding cultural diversity is important in society.

4. Compare and Contrast: Choose two folktales presented in class (other than your group’s folktale) and fill in the table below.

Aspect of FolktalesFolktale 1Folktale 2
Setting  
Main Characters  
Conflict/Resolution  
Lesson/Message  

5. Short Answer: Write a paragraph expressing your thoughts on how folktales contribute to cultural richness and diversity.

6. Quiz: Answer the following questions.

a. Why do different regions have different folktales?

  • A. Because they are made up
  • B. Because of cultural diversity
  • C. Because of a lack of creativity
  • D. None of the above

b. What is the purpose of this lesson?

  • A. To teach grammar
  • B. To explore cultural diversity through folktales
  • C. To memorize stories
  • D. To learn about historical events

7. Reflection: Write down one thing you learned or found interesting about cultural diversity through folktales.

Feel free to adapt this worksheet as needed based on the specific details of the folktales discussed in your class. Additionally, consider the level of difficulty suitable for your students.

Unit 8: The Banyan TreeRead More➔

Worksheet: The Banyan Tree

Name: ___________________________ Class: _______________ Date: _______________

I. Multiple Choice Questions (1 mark each)

  1. What is the main topic of the lesson? a. The Mango Tree b. The Rose Garden c. The Banyan Tree d. The Oak Tree

  2. Why is the banyan tree significant in the ecosystem? a. It produces delicious fruits b. It provides a habitat for various species c. It has beautiful flowers d. It is easy to climb

  3. What is the “Explore” phase of the 5E method focused on? a. Presenting findings b. Asking questions c. Group discussions and answering questions d. Creating large charts

II. Fill in the Blanks (1 mark each)

  1. The banyan tree is known for its ________________ branches that spread wide.
  2. The “Elaborate” phase involves creating a chart depicting the ________________ that depend on the banyan tree.

III. Short Answer Questions (2 marks each)

  1. List two physical features of a banyan tree. i. _______________________ ii. _______________________

  2. Explain in a sentence why the banyan tree is important for maintaining biodiversity.

IV. Group Activity (5 marks)

  1. In your group, create a chart depicting different animals and insects that depend on the banyan tree. Assign specific animals/insects to each group member and provide a brief description next to each drawing.

V. Drawing and Writing (3 marks)

  1. Draw your favorite part of the banyan tree and write a short paragraph explaining why you find it fascinating.

Teacher’s Note: Evaluate the worksheet based on correctness, clarity, and the depth of understanding demonstrated by the students.

Feel free to adjust the questions based on the specific focus of your lesson and the level of your students.

A Pact with the Sun

Unit 1: A Tale of Two BirdsRead More➔

Worksheet: A Tale of Two Birds

Name: ______________________ Class: VI Date: __________

I. Reading Comprehension: Read the story “A Tale of Two Birds” carefully and answer the following questions.

  1. What is the central theme of the story?

    ____________________________________________________________

  2. Who are the two main characters in the story? Describe each briefly.

    • Character 1: ________________________________________________________

    • Character 2: _________________________________________________________

  3. What lesson or moral do you think the story is trying to convey? Explain in a few sentences.

    ___________________________________________________________

II. Vocabulary: Define the following words based on their usage in the story.

  1. Migrate:

    Definition: __________________________________________________________

  2. Perch:

    Definition: __________________________________________________________

  3. Solitude:

    Definition: __________________________________________________________

III. Character Profiles: In groups, create character profiles for each of the two main characters in the story. Use the chart paper provided.

Character 1: ___________________________

  • Personality: ___________________________________________________________

  • Traits: ____________________________________________________________

  • Actions in the story: __________________________________________________________

Character 2: ___________________________

  • Personality: ___________________________________________________________

  • Traits: ____________________________________________________________

  • Actions in the story: ___________________________________________________________

IV. Reflection: Write a short paragraph expressing what you learned from the story and how it connects to your own life.

_____________________________________________________________________________________________________________________________________

This worksheet is a general template, and you can adapt it based on the specific content and structure of the “A Tale of Two Birds” story in the CBSE Class 6 English textbook.

 Unit 2: The Friendly MongooseRead More➔

English Worksheet

Class: 6
Subject: English
Unit: 2 – The Friendly Mongoose
Time: 30 minutes

Section A: Reading Comprehension (10 marks)

1. Read the following passage and answer the questions that follow:

Once upon a time in a small village, there lived a kind farmer and his wife. They had a mongoose as their pet. The mongoose was very friendly and played with the farmer’s children every day. One day, the farmer and his wife had to go to the market, leaving the mongoose and their baby at home. When they returned, they saw the mongoose’s mouth covered in blood.

Questions:

  • a. Who were the characters in the story?
  • b. What was the mongoose’s behavior when the farmer and his wife were away?
  • c. Why did the mongoose’s mouth have blood on it?

2. Fill in the blanks:

The mongoose was a ________ pet, and it lived with a ________ farmer and his wife. One day, when the farmer and his wife were away, the mongoose’s mouth was covered in ________.

Section B: Vocabulary (5 marks)

3. Match the words with their meanings:

  • a. Friendly
    • i. To go somewhere and buy things.
  • b. Consequences
    • ii. Showing kindness and warmth.
  • c. Farmer
    • iii. The results or effects of actions.

4. Use the words in sentences:

  • a. Use “friendly” in a sentence:
  • b. Create a sentence with “consequences”:
  • c. Write a sentence with the word “farmer”:

Section C: Writing (10 marks)

5. Write a short paragraph (50-60 words) on the moral lesson learned from the story “The Friendly Mongoose.”

Section D: Reflection (5 marks)

6. Reflect on how you can apply the moral lesson of the story in your own life. Write your thoughts in about 30 words.

Section E: Homework (5 marks)

7. Prepare a brief presentation (3-4 minutes) on the moral values and lessons from “The Friendly Mongoose.” Be ready to share it with the class in the next session.

Note: Answer all the questions. Make sure to write neatly and follow the word limits.

Feel free to adjust the questions or format based on the specific needs and preferences of your class or the CBSE pattern.

Unit 3: The Shepherd’s TreasureRead More➔

Worksheet: The Shepherd’s Treasure

Name: ___________________________ Class: VI Date: _______________

Instructions:

  1. Read the questions carefully.
  2. Answer the questions based on your understanding of the story “The Shepherd’s Treasure.”
  3. Use complete sentences and proper grammar.

I. Character Analysis:

  1. Who are the main characters in “The Shepherd’s Treasure”?

  2. Describe the traits of the shepherd in the story. How does he react to finding the treasure?

II. Understanding the Theme:

  1. What is the central theme or message of “The Shepherd’s Treasure”?

  2. Explain in your own words why the shepherd considered his daughter and the villagers as his real treasures.

III. Creative Writing:

  1. Imagine you are a shepherd who discovered a unique treasure. Write a short creative story about your discovery. Be sure to include the lesson or message you want to convey through your story.

IV. Reflection:

  1. In a paragraph, reflect on the importance of non-material treasures in your life. How do you relate this to the shepherd’s feelings in the story?

V. Illustration:

  1. Draw a picture illustrating a scene from “The Shepherd’s Treasure” or from your own creative story. Include a caption explaining the significance of your illustration.

VI. Conclusion:

  1. Summarize what you have learned from the story “The Shepherd’s Treasure” and how it has influenced your perspective on what is truly valuable in life.

This worksheet is designed to assess students’ comprehension of the story, their ability to analyze characters, think creatively, and reflect on the theme. Feel free to adjust the questions based on the specific focus areas you want to emphasize in your classroom.

Unit 4: TansenRead More➔

Worksheet: Exploring Tansen’s Legacy

Name: ________________________ Class: ______ Date: ___________

I. Vocabulary Check (1 mark each)

Match the terms with their correct definitions:

  1. Hindustani music

    • a. A famous Mughal musician.

  2. Role-Play

    • b. Traditional Indian classical music.

  3. Cultural Impact

    • c. Acting out a scenario as a historical figure.

  4. Tansen

    • d. Influence on customs, beliefs, and arts.

II. True/False (1 mark each)

  1. Tansen belonged to the Gupta Empire. (T/F)

  2. The 5E method includes Explore, Engage, Explain, Elaborate, and Evaluate. (T/F)

  3. Role-Play is an activity that involves creative acting. (T/F)

  4. Tansen’s contributions only impacted music. (T/F)

III. Short Answer Questions (2 marks each)

  1. Explain one key event from Tansen’s life.

    Answer: _______________________________________________________________

  2. How does the role-play activity contribute to students’ understanding of Tansen and Indian classical music?

    Answer: _______________________________________________________________

IV. Group Discussion (3 marks)

In your groups, discuss and list three reasons why Tansen is considered a significant figure in Indian history. Be prepared to share your group’s thoughts with the class.

Group Discussion Points:

V. Role-Play Script (4 marks)

In your groups, develop a short role-play script depicting a crucial event from Tansen’s life. Ensure that it includes dialogue, actions, and historical accuracy.

Script Outline:

  • Setting:
  • Characters:
  • Dialogue:
  • Actions:

Note: Adapt the questions and sections based on the specific content and emphasis in your lesson. The worksheet is a flexible template and can be customized to align with the detailed aspects of the Tansen lesson.

Unit 4: TansenRead More➔

Worksheet: Exploring Tansen’s Legacy

Name: ________________________ Class: ______ Date: ___________

I. Vocabulary Check (1 mark each)

Match the terms with their correct definitions:

  1. Hindustani music

    • a. A famous Mughal musician.

  2. Role-Play

    • b. Traditional Indian classical music.

  3. Cultural Impact

    • c. Acting out a scenario as a historical figure.

  4. Tansen

    • d. Influence on customs, beliefs, and arts.

II. True/False (1 mark each)

  1. Tansen belonged to the Gupta Empire. (T/F)

  2. The 5E method includes Explore, Engage, Explain, Elaborate, and Evaluate. (T/F)

  3. Role-Play is an activity that involves creative acting. (T/F)

  4. Tansen’s contributions only impacted music. (T/F)

III. Short Answer Questions (2 marks each)

  1. Explain one key event from Tansen’s life.

    Answer: _______________________________________________________________

  2. How does the role-play activity contribute to students’ understanding of Tansen and Indian classical music?

    Answer: _______________________________________________________________

IV. Group Discussion (3 marks)

In your groups, discuss and list three reasons why Tansen is considered a significant figure in Indian history. Be prepared to share your group’s thoughts with the class.

Group Discussion Points:

V. Role-Play Script (4 marks)

In your groups, develop a short role-play script depicting a crucial event from Tansen’s life. Ensure that it includes dialogue, actions, and historical accuracy.

Script Outline:

  • Setting:
  • Characters:
  • Dialogue:
  • Actions:

Note: Adapt the questions and sections based on the specific content and emphasis in your lesson. The worksheet is a flexible template and can be customized to align with the detailed aspects of the Tansen lesson.

Unit 5: The Monkey and the CrocodileRead More➔

Worksheet: The Monkey and the Crocodile

Name: ________________________________________ Class: ________ Date: __________

I. Reading Comprehension:

Read the following passage and answer the questions below:

Once upon a time, in a lush jungle, there lived a clever monkey named Mico. Mico was known for his intelligence and quick wit. One day, he made friends with a crocodile named Koro, who lived in the river nearby.

Questions:

  1. Where did Mico and Koro live?

    A. Desert
    B. Jungle
    C. Mountains
    D. Ocean

  2. What was Mico known for?

    A. Strength
    B. Speed
    C. Intelligence
    D. Size

  3. Who did Mico befriend?

    A. Tiger
    B. Elephant
    C. Crocodile
    D. Snake

II. Character Analysis:

Fill in the blanks with appropriate words from the story:

  1. Mico was known for his __________ and __________ wit.
  2. Koro was a __________ living in the __________.

III. Short Answer Questions:

Answer the following questions in 2-3 sentences:

  1. What kind of friendship did Mico and Koro have?

  2. What challenges did Mico and Koro face in the story?

IV. Moral Lesson:

Identify and write down the moral lesson conveyed in the story “The Monkey and the Crocodile.”

V. Group Presentation:

Imagine you are presenting the character analysis of either the Monkey or the Crocodile to the class. Write down three key points you would share and explain.

VI. Reflection:

What do you think the author wants the readers to learn from this story? Write your thoughts in a paragraph.

VII. Extension Activity (Optional):

Draw a picture depicting a scene from “The Monkey and the Crocodile.” Add labels to explain the key elements in your drawing.

Note: This worksheet is designed for educational purposes and may need adjustments based on specific CBSE guidelines and the curriculum for the 6th grade.

Unit 6: The Wonder Called SleepRead More➔

Worksheet: The Wonder Called Sleep

Name:_________________________ Class:_____________ Date:____________

I. Multiple Choice Questions (1 mark each)

  1. What is the main topic of the lesson? a. The Importance of Exercise b. The Benefits of Healthy Eating c. The Wonder Called Sleep d. Outdoor Activities for Children

  2. Why is sleep important for overall well-being? a. It makes you stronger b. It helps in concentration and memory c. It makes you taller d. It only matters for adults

  3. What is one benefit of getting sufficient sleep mentioned in the lesson? a. Increased stress levels b. Improved memory c. Reduced energy levels d. Better sleep patterns

II. Fill in the Blanks (1 mark each)

  1. Sleep is crucial for ____________ and mental well-being.
  2. Lack of sleep can negatively impact ____________ and academic performance.
  3. ____________ is one of the benefits of a good night’s sleep.

III. Short Answer Questions (2 marks each)

  1. Explain in your own words why sleep is important for students.

  2. List two practical ways mentioned in the lesson to improve sleep patterns.

    i. ___________________________________________________________________

    ii. __________________________________________________________________

IV. Creative Expression (3 marks)

  1. Imagine you are a sleep superhero. Draw a picture of yourself and describe the special powers you have that help people sleep better.

V. Reflection (2 marks)

  1. Reflect on your own sleep habits. What is one thing you can do to improve the quality of your sleep?

Note:

  • Answer the questions in complete sentences.
  • Review your answers before submitting.
  • Be creative in the creative expression section.

This worksheet is designed to assess the students’ understanding of the key concepts presented in the lesson and encourages both analytical thinking and creative expression. Adjustments can be made based on the specific focus and requirements of the lesson.

 Unit 7: A Pact with the SunRead More➔

Worksheet: A Pact with the Sun – Character Analysis

Name: ______________________ Class: __________ Date: __________

Instructions:

  1. Read the given passages from “A Pact with the Sun.”
  2. Identify and list the character traits of the protagonist and antagonist.
  3. Provide specific textual evidence to support each character trait.
  4. Answer the inference questions based on the character analysis.

Passages:

1. Protagonist: “Ram had promised his father that he would take care of the family farm. Despite facing challenges, he never gave up.”

2. Antagonist: “Raghav, with a sly smile, plotted to take over the farm. He was determined to break the pact made by Ram and his father.”

Character Traits:

  1. Protagonist – Ram:

    • Trait 1: ____________________
      • Textual Evidence: ___________________________
    • Trait 2: ____________________
      • Textual Evidence: ___________________________

  2. Antagonist – Raghav:

    • Trait 1: ____________________
      • Textual Evidence: ___________________________
    • Trait 2: ____________________
      • Textual Evidence: ___________________________

Inference Questions:

  1. Why do you think Ram made a pact with his father about taking care of the family farm?

  2. What might be Raghav’s motivations for plotting against Ram and trying to take over the farm?

  3. How do the character traits of Ram and Raghav contribute to the conflict in the story?

Reflection: Think about a time when you or someone you know made a promise. What motivated that promise, and how did it impact the people involved? Write a short paragraph below.

Teacher’s Feedback:

  1. Character Traits Identification:

    • Protagonist (Ram): __________________________________________________
    • Antagonist (Raghav): ________________________________________________

  2. Textual Evidence:

    • Adequate use of specific examples from the passages: _______________________
    • Improvement areas: __________________________________________________

  3. Inference Responses:

    • Thoughtful and supported by the text: _____________________________________
    • Areas for improvement: ________________________________________________

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