KENDRIYA VIDYALYA SANGATHAN

NEW DELHI

COMPETENCY BASED LESSON PLANS IN

ACCORDANCE WITH NEP 2020
(BALVATIKA to CLASS V)
2024-25

KVS, ZONAL INSTITUTE OF EDUCATION AND TRAINING

MYSORE

1
COMPETENCY BASED LESSON PLANS
IN ACCORDANCE WITH NEP 2020

PATRON
Ms. MENAXI JAIN
Deputy Commissioner,KVS &
Director, ZIET Mysore

COORDINATOR
Mr. RAJENDRAN
Training Associate (Eng)
ZIET Mysore

2
DIRECTOR’S MESSAGE……

It gives me immense pleasure in presenting this comprehensive compilation of

Competency-Based Lesson Plans designed in alignment with NEP 2020 by a
team of HMs. These lesson plans mark a significant step towards transforming
education by focusing on student-centric learning approaches where
understanding and applying knowledge supersede rote memorization.

Competency-based education (CBE), as outlined in the NEP, prioritizes skills

over content, allowing students to develop their skills accommodating
different learning styles and paces. The lesson plans follow an organized
approach, with each Lesson plan focusing on distinct competencies related to
real-life skills and knowledge.

The implementation of these plans is anticipated to bring about a vibrant shift

in the classrooms moving away from traditional lectures to dynamic learning
environments where students participate, interact, and grow.

It is with pleasure that I place on record my commendation for the

commitment of the team of dedicated Head Masters as Convenors from the
four Feeder Regions namely Bangalore, Chennai, Ernakulum and Hyderabad

I am confident that this compilation of lesson plans will help teachers to gain a
deep understanding of their subject, develop essential life skills and promote
curiosity and inquiry based learning.

Best wishes and regards

(Menaxi Jain)
Director

3
 LIST OF TEACHERS/HMs and PRINCIPALS FOR PREPARATION OF
SAMPLE COMPETENCY BASED LESSON PLANNING
FOR CLASSES BALVATIKA -V 2024-25

Class allotted
Sl.No. Name of the Head Master Designation Name of KV Region for preparing Subject
Lesson Plan

1. Ms. Amutha J. HM KV Thiruparankunram Chennai Balvatika

Eng, Hindi,
2. Ms. Sai Padma HM KV Trimulgherry Hyderabad II
Maths &EVS
(1 LP for
3. Ms. Chemmalar HM KV2 Jalahalli Bangalore I & III each sub.&
each class)

4. Ms. Smita Nambiar HM KV Payyanur Ernakulam IV

5. Ms. Radha Venkatesan HM KV Sulur Chennai V

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 LESSON PLANS
BALVATIKA to CLASS V

5
 KENDRIYA VIDYALAYA SANGATHAN
LESSON PLAN

General Information: Date:

1. Name and Designation of the No. of Periods required : II weeks (10 Days)
Teacher
Class :
& Section : Date of Commencement :
BV3
Subject /Theme: Me and My Body (Numeracy) Estimated Time Period from : to
Number of Enrolled Students : Actual date of completion :
Name of the Lesson : Me and My Body

Specific Pedagogical Individual/Group Interdisciplinary Resources Competency Based Feedback and Inclusive
Learning Strategies for activities / experiments / Linkages and (including Assessment items for Remedial Practices/ Gender
Outcomes Experiential hand-on-learning infusion of Life- ICT) measuring the attainment of Teaching Plan Sensitivity
Learning skills, Values Learning Outcomes
Counts to Circle time Teachers engages the Sharing and Number Number Line Jump Re-teaching Build a tower in
number up to 5 children in a respect for other line on the Students will stand on the Conduct hands- different ways by
conversation by asking floor, number line and jump from on activities using 5 blocks.
questions like how many charts, one number to another as where students Draw pictures
group objects
eyes do you have, How flash carts the teacher call out using numbers 1
according to
many hands do you of numbers numbers. to 5
numbers (e.g.,
have? etc. group 3 apples,
2 oranges).
Identifies
numerals with Teacher will also give the
numbers and numeral cards to the Encourage all
writes children and will ask students to
numerals up to them to match with participate in
9(up to 5 in this parts of the body cut counting
lesson plan) out. activities and
discussions.
Ensure that boys
Game Number Puzzle BINGO and girls have
integrated Ask the students to put the Play counting equal
Jump, hop clap activity. puzzle together by games like opportunities to
Teacher will tell the matching the numbers with “Number contribute and
number the correct quantity of Bingo” using share their
6
 objects. numbers 1 to 5. thoughts.

Worksheet Ask students

Uses Art integrated create a collage
vocabulary for activity or poster with
comparative Teacher will distribute groups of
the chart paper and ask objects
words like
the children to trace representing
longer, longest, numbers 1 to 5
taller, tallest, their palm
(e.g., one sun,
shorter, two flowers).
shortest etc. in
the context of
different parts
of the body
CCT
How many legs do the chair
has. Imagine a chair with 5
legs and draw it.

Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal

7
 KENDRIYA VIDYALAYA SANGATHAN
LESSON PLAN

General Information: Date:

1. Name and Designation of the Teacher : 6. No. of Periods required : I week
2. Class & Section : BV3 7. Date of Commencement :
3. Subject /Theme: Me and My Body 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : Me and My Body

Specific Pedagogical Individual/Group Interdisciplinary Resources Competency Based Feedback and Inclusive Practices/
Learning Strategies for activities / experiments / Linkages and (including Assessment items for Remedial Gender Sensitivity
Outcomes Experiential hand-on-learning infusion of Life- ICT) measuring the attainment of Teaching Plan
Learning skills, Values Learning Outcomes
Uses Circle time Teacher will engage the Take good care Parts of the Body Parts Puzzle- Students Create a Create an imaginary
appropriate children in a of your body and body paper will be given different body “Body Parts creature of your
intonation or conversation and ask feel blessed. cut out , parts (e.g., head, arms, legs) Scavenger own and name the
modulation of questions like how do we Online and will be asked to assemble Hunt” where parts.
voice while eat food? How do we interactive the pieces to form a complete students find
body. Will further label the
reciting the see? Which part of our puzzles. objects that Gender Sensitivity:
parts with the name cards.
rhymes and body do we use for represent Instead of using
Imagine you had an extra
poems. Music and running? Etc. arm! What would you do with different body gender-specific
movement Teacher sings the rhyme it? Where would it be on your parts (e.g., terms (like "boy"
Predicts about on parts of the body with body, and how would it help something or "girl"), refer to
the written text action. PARTS OF THE BODY you? round for the children or
with help of RHYMES While doing this Ask the children to tell a short head). individuals in
pictures teacher will also point on story about what their body general terms. For
and print, the name cards of the parts can do (e.g., “My legs example, say
previous parts of the body. help me run”). "everyone" or
experiences Toy Based Teacher will ask the "children" when
Ask students to name the
and pedagogy students to bring their discussing body
parts of the body and
information, dolls and will ask them to parts.
describe what each part does
letter sound dress up and label the (e.g., "What do we use our
association, body parts with the hands for?").
etc. name cards.
Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan
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 Signature of the Teacher VP/HM Signature of the Principal

KENDRIYA VIDYALAYA SANGATHAN LESSON PLAN

(CLASS I)
General Information: Date:
Name and Designation of the Teacher : No. of Periods required :
Class & Section : I Date of Commencement :
Subject : English Estimated Time Period from : Actual date
to of completion :
Number of Enrolled Students :
Name of the Lesson : Unit 2 (Life Around Us) Chapter (A Farm)

Specific Learning Pedagogical Strategies Individual/Group activities / Interdisciplinar Resources Competency Feedback Inclusive
Outcomes Specific for Experiential experiments / hand-on- Based and Practices/
Learning Outcomes Learning learning
y Linkages and (including Assessment items Remedial Gender
Pedagogical Strategies Individual/Group activities / infusion of Life- ICT) for measuring the Teaching Sensitivity
for Experiential experiments / hand-on- skills, Values attainment Plan
Learning learning of Learning
Outcomes
C-9.1 Listens to and Toy Pedagogy: Listening: Sings/recites Integration: EVS - Comprehension Inclusion
appreciates simple Teacher recites the wild animals and Masks, Toys, Questions Plan for
short (4-5 sentences)
songs, rhymes, and poem/ song with the songs/poems domestic animals. puppets, advanced
poems. help of puppets, Music-songs worksheet learners-
related to animals https://drive.go Role play
pictures and toys.
*Follows the beat in ogle.com/file/d/ using masks
C 12.2: Explores and CCT question: Are
songs and movement, 1lbpAegoNat0T of farm
plays with own voice, pet animals and
and explores Cdq6OmiQh3- animals.
body, space and variety domestic animals
GDlSbytsQ/view (self-created
of objects to create own variations based the same? How are
?usp=sharing dialogues)
on familiar rhythm they different from
music, role-play, dance Inclusion
patterns. wild animals?
and movement. Plan for
learners
C 3.3: Shows precision *Listens to the facing
9
and control when song/rhyme and repeats difficulty:
working with their hands along with the teacher. Identify the
and fingers. animals
*Students listen to the through their
sounds.
instructions, observe and
Name them
make simple farm animal
in your
masks. language

C 9.7 - Predicts meaning Talk Time: Speaking: Activity

of unknown words in Students describe Uses expanded Worksheet on
texts using picture and the colour of vocabulary with farm animals and
context cues. different animals intentional use of action sounds made by
and sounds made by words, descriptive them.
them in simple words, tenses etc.
sentences. (Talking
in Pairs) Extrapolates the features
/ description of the farm
animals.

C-10.6 - Reads short Reading Joy: Reading: English names of

poems, and begins to Students understand * Reads short poems animals, birds
appreciate the poem for and identify the and infers/ narrates the and insects.
its choice of words and rhyming words in ' A literal meaning of the
imagination Farm'. Teacher reads poem as imagined by the
' Animals and Birds poet.
(page 77); Students
listen and repeat *Students identify and
after the teacher. name animals, birds and
C-2.3: Differentiates insects they locate in the
sounds by their pitch, garden/farm.
volume and sound patterns *Students repeat in a
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by their pitch, volume, and different tempo under
tempo. the guidance of the
teacher.

*Identifies a
change in tempo
in any given
musical piece
C-11.2 – Recognizes Classwork: Write Writing: Fill in the blanks
most frequently names of domestic *Recognizes as sight to get the correct
occurring words of the animals and wild words their names and spelling of
alphabet and uses this animals. labels of objects in their domestic and
knowledge to write environment. wild animals.
simple words. *Writes down short
words on dictation.

C-8.1- Sorts objects into * Sorts objects into

groups and sub-groups *Distinguish groups based on
based on more than one between wild attributes they
property. animals and recognize and
domestic animal describes the rule of
sorting. (e.g., sort
animals that live in
the same surrounding
- dogs, cats, rats,
snakes. Within this
are able classify
grass-eating and
meat-eating animals.)

Students write down

simple animal spellings
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 in the notebook.

*Students group animals

into wild animals and
domestic animals stating
reasons stating the
reasons.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal

12
 KENDRIYA VIDYALAY SANGATHAN LESSON PLAN
General Information: Date:
Name and Designation of the Teacher : No. of Periods required :
Class & Section : I Subject : Hindi Date of Commencement :
Number of Enrolled Students : Estimated Time Period to
Name of the Lesson : फू ली रोटी from :

Specific Pedagogical Individual/Group Interdiscipli Resources Competency Feedb Inclusive

Learning Strategies activities / nary (including Based ack Practices/
Outcomes for experiments / Linkages ICT) Assessment and Gender
Experiential hand- on-learning and items for Reme Sensitivity
Learning infusion of measuring the dial
Life- skills, attainment Teachi
Values of Learning ng
Outcomes Plan

C-9.5: सनु ाई ़ी / त्रि ाो ई चलिचम * छाम ाो ई ध्ाान से सनु ें े ए ं ि षा चचाख ला, सं ढप, खेल नाट े िलए त्रास् . ( ाो त्रें आए त्र ्ौह ह ाक्ा ई Inclusion Plan
ई ोंािनाह ई िखलदनई रा ा नौित्रखप ें े। त्र ्ौ ा्खज,ब्,त्र,ा ) सत्राने े आधा त्रलू ाां न for advanced
ेा सईईघ े िखलदने learners-
सत्रापा ों` ह ामह,
https:// छाम ित्रि े िनौेत्रह ई ध्ाान ू ख सुन , ााख म ल नात्रढलपा- अ नढ भाषात्र ्ौई त्रें
ोंानढ ह लेख
ईटढ बनाने ी नििाा ई सत्राें े ईटढ बनाने CCT question: ईटढ ािौ ोंानढ ई / सं ाौ े रू नाट
क्ाा ोंना चाोंपा ों`, इस ी www.yo https://www.
ा नाास ें े ईल न बने पई क्ाा ा ाौअल ोंई जाए ा ? ीा
ोंचान पा utube.com/w y
ों।` आ ने अ आ ईटढ बनाओे रू ांप रू
atc Inclusion Plan
पई ि स आ ा ी बनाओ े
h?v=- outube.co for learners
P1YnWQr0 ?ह क्ाह?
m/ watch? facing
rg v=OC difficulty:
Xj7Vmhqd सं ढप े त्राध्ात्र से अि ह
A
ििाा ला े त्राध्ात्र से
ईटढ बनाने त्रें अ नाई ई
13
 नििाा ई नौत्रखन।˛ ी ध् िन ई सत्राना। ईल
च टढ चढजह ई िा त्रें
िौखा ी ृ प ाना।

C-9.6: स् ष्ट अिभना दत्रल े त्राध्ात्र अिभना दत्रल े त्राध्ात्र से ोंानढ ा ोंानढ त्रें आए त्रर्ौह ह ाक्ा
थान ह ामह े से ोंानढ ा नाट ीा नाट ीा रू ांप रू रा ा नस्पुपढ रू पे ों।ैं ा सोंढ उच्चा रू ने े आधा
साथ लघु थाएँ रू ांप रू रा ा नस्पुपढ रू त्रलू ाां न।
सनु ापा ों।` ााा जापा ों` ईल ब च टढ चढज़ई े ऊ ोंिे लाां बनाने ा
नाास ें े।

C-9.7: िौन-
निपिौन ी बापचढप ईल ब च टढ चढज़ई े ऊ
ई नभा ढ गं से ने ोंिे लाां बन ाई जाए ढ।
े िलए ााख त्र ्ौह
ई जानपा ों` ह
ा ाई पा ों` ह त्रदजौू
ात्रर्ौा लढ
ा उ ाई ेनए त्र ्ौह
े अथख ा अनत्रु ान ल ा
स पा
ों।`

C-10.3: िलि ी
रूखत्राला े सभढ अि ह
)अि े रू (
ई ोंचानपा ों` ह
स यान ाउ ाई त्र ्ौह ई ़ी

ह िलखने े िलए
पा ों`|

C :10.4 ोंािनाह

14
ह अंत्रह ई उिचप ोंािनाह ह अंत्रह ई उिचप ोों उिचप ोों ा , उच्चा रू न ाों
ोों ा ह आ ाज त्रॉब्˛ ालू ा ह आ ाज ोंानढ ई ोों ा ह ा त्रॉब्˛ ालू ेत्रन े साथ सटढ पा ह े साथ ़ी े आधा त्रलू ाां
ेत्रन े साथ सटढ पा ह ˛ ालू ेत्रन े साथ
त् र ॉ ब् न ाों े साथ ित्रि े साथ साथ ़ीें े। न
न ाों े साथ ़ीा ों` सटढ पा ह न ाों े साथ
ााा जाए ा।

C-8.8: सईई घ त्रें ाई जाने ालढ छाम सईई त्रें ाई जाने ालढ चढजह ई िौखे े उिचप
बुिनााौढ ज्ााित्रपढा आ ृ चढजह ई उन े आ ा े आधा ईलाई अथ ा लंबाई े आधा चढज़ई ई ी रू े आधा त्रलू ाां न
िपाह ह उन े अ लई न ी ृ प ी ृ प ें े।
ाईग्ा ुरूह ााा जाए ा
ई ो ंचानपा ों`, बनापा ए अथ ख रूू ख ोंानढ बनाने े िलए उलाे ोंुए
ों` ह ी ृ प िचमह ई व्ा िस्थप ें े।
पा ों`, ह अंपर ि त्रें
स्प ु ओ ं े सत्रान ध् िन ाले त्र ्ौह ई ोंचान घे ा ल ाए े
सचू ढ बनाएं े। ज`से
सा ेि संबंध ई सत्रापा ह
सत्राापा
ों`
जल, जा, जत्राल, जोंाज
C-10.2: स ल
िचमह े अनसु ा ोंानढ
ि ा िचह्नह रूू ख (
ि ा, नश्न िचह्न ा ) िल ाना । िचमह ई ोंानढ े आधा
उिचप उ ाई पा ाो त्रें आए नश्नह े उत्त उिचप त्र ाने े आधा त्रलू ाां
ों।` सन्ु ौ अि ह त्रें ि ात्र न
िचन्ोंई े साथ िलख ाना ।

त्र ्ौह ई सोंढ रू से ोंचान घे ा

सत्रान ध् िन ाले त्र ्ौह ई ल ाने े आधा त्रलू ाां न
ोंचान घे ा ाना सचू ढ बन ि ाा जाए ा
ाना। ज`से
जल, जा, जत्राल, जोंाज

िचमह े त्राध्ात्र से ज,
ब्, त्र, ा अि ह से साथख

15
 त्र ्ौ ा िनत्राखरू ाा।

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal

KENDRIYA VIDYALAY SANGATHAN LESSON PLAN

General Information: Date:
Name and Designation of the Teacher : No. of Periods required :
Class & Section : I Subject : Maths Date of Commencement :
Number of Enrolled Students : Name of the Lesson : How Many? Estimated Time Period from : Actual date
to of completion :

Specific Pedagogical Individual/Group Interdisciplinary Resources Competency Feedbac Inclusive

Learning Strategies for activities / Linkages and (including ICT)
Based Assessment k and Practices/
Outcomes Experiential experiments / infusion of Life- items for Remedi Gender
Learning hand-on-learning skills, Values measuring the al Sensitivity
attainment Teachin
of Learning g Plan
Outcomes
C-8.3: Counts Recall Activity: Students sing the EVS- grandparents https://drive.goo Participation of Adding game using
up to 99 both Group of 10 activity. song on ‘group of and ways to respect gle.com/file/d/1Z students with hopscotch.
them. woQf1zE8XL2mc
16
forwards and 10’, taught in the Local games on GMhApz7tjZcPu7 enthusiasm.
backwards previous lesson simple addition and oJD0/view?usp=d
and in groups subtraction. rive_link
of 10s and
20s.
C-12.2:
Explores and
plays with
own voice,
body, spaces,
and a variety
of objects to
create
music, role-
play, dance,
and
movement.
Students gradually Activity worksheet
C-8.6: Going out with understand the in Textbook (pages
Performs Grandfather:(Pictu concept of adding :48-52)
addition and re Reading) and subtracting
subtraction of Teacher and while performing
2-digit students read the the activity.
numbers picture and, in every
fluently using picture, they find
flexible the total number of
strategies of grandparents
composition joining the park and
and identify number of
decompositio people joining in
n. each step.
(*Note: In
this lesson , Five Little Students perform
we teach Children: Children the action of Activity Worksheet
addition and observe number of adding or on addition and
subtraction of children becoming subtracting using subtraction of

17
single digit less in every stand concrete objects. single digit
numerals in the rhyme. numbers using
only) This rhyme is real world
enacted with toys as situation.
well.

Identifying pair of
C-4.5: Students work in numbers which
Understands groups to find the give a given
and responds altogether/total/s answers using sum/total.
positively to um: Teacher gives number cards and
social norms various concrete dot cards.
in the objects and gives
classroom situations where
and school. students find the
total in the end.

How many left?

The Teacher gives
various concrete
objects and gives
situations where
students find how
many lefts in the
end.

Project Work:
Make number cards
0 to 9, select pair of
cards and find the
sum / select a pair
of number cards to
obtain a given total.

18
Dots card: Make
your own ten dots
card, hide few dots
and find the
remaining. (game to
played with friend)

19
 Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan
Signature of the Teacher VP/HM Signature of the Principal

CLASS II

KENDRIYA VIDYALAY SANGATHAN LESSON PLAN

General Information: Date:10/04/25

Name and Designation of the Teacher : No. of Periods required : 15
Class & Section :II Date of Commencement : 10/04/25
Subject :ENGLISH Estimated Time Period from :10/04/25- 25/04/25
Number of Enrolled Students Actual date of completion :
:40 Name of the Lesson : OUT!
OUT!

20
 Specific Learning Pedagogical Individual/Group Interdisciplina Resource Competency Feedback Inclusive
Outcomes Strategies activities / experiments ry Linkages s Based and Practices/
for / hand-on-learning and infusion (including Assessment Remedial Gender
Experiential of Life- skills, ICT) items for Teaching Sensitivity
Learning Values measuring Plan
the
attainment
of Learning
Outcomes
SPEAKING Picture Talk Students speak about the Games, Students’ Prompting the Providing
Observes the picture displayed by the sportsmanship, Picture of speaking beginner level equal
picture of children teacher playing together children playing students opportunities
playing different and enjoying to be displayed
games and speaks
about it.

VOCABULARY Matching Students match new words Words related Peer learning Providing
to Rope
Reads the new and their pictures written on games and sports Bat Students’ equal
words and matches separate flash cards ball individual and opportunities
them with pictures group work

SPELLING Word BuildingFilling the missing letters Learning about Learning the Ensuring the
Makes new words c_urt_a
with the help of the clues the Indian Spelling test – spelling decoding of
with the help of household, street rd Dictation through words
pictures and by
filling the missing
and playthings p_ c _ e d syllables
letters. g_the_ed

READING Loud Reading Reading the story, first after Leaning to read Students’ loud Helping the Handholding
Reads the text Textbook
the teacher, then with the correctly and reading students to of Beginners
loudly with teacher and later without developing the read
correct pause, the teacher. confidence.
stress and
intonation

21
COMPREHENSIO Sequencing Collecting the sentences Reading with Collecting the Babli hit the Identifying the Helping the
of
N Treasure Hunt the story written on comprehension strips and ball. students who beginners
long
Places the events of (Game strips and placing them in helps them organizing them Jeet threw were not able
the story in integration) the order as they occur in the develop – competitive the ball. to perform
the their
correct order. story. understanding spirit. The ball
and creativity went to
Mohit’s
garden.

LISTENING AND Role Play Students choose their partner Learn the usage Accessories Making all Giving
Students’
SPEAKING and play the roles of Jeet and of vocabulary required for students opportunities
participation
Plays the roles of Babli with the help of the related to role play perform to the
and speaking
the characters of games required material. and sports beginners
the story and enact.

LISTENING AND Speaking Students make simple toys Art and DIY TOYS Making all Giving
Students’
SPEAKING about the toy using things around old craft students opportunities
participation
Makes simple DIY they made clothes, rags, bottles, etc perform to the
and speaking
and
toy and speak about (TBP) speak about them. beginners
it. Teacher shows examples like
playing seven stones,
hopscotch, rolling an old
bicycle tyre, etc

an apple
GRAMMAR Speaking with Sees the picture and read the Art and craft – Students’ Peer Moving from
Learning
Distinguishes picture cards word by adding ‘a’ for Pictures performance in simple to
between the use of consonant sound and ‘an’ the classroom difficult words
‘a’ and ‘an’ for vowel sound activities

an engine a kite
22
VOCABULARY Group Matching the words Words and their Students’ Peer Learning Moving from
Reads the words Activity with their opposites equivalents in performance in simple to
and matches them their mother the classroom difficult words
with their tongue activities
opposites. (multiligualism)

WRITING Writing simpleStudents join the given Ability to frame Students’ Writing simple Helping the
Joins the sentences and sentences and write in the sentences help performance in sentences by beginners to
given
sentences using joining them notebook. them learn the classroom putting the hold the pencil
‘and’ using ‘and’ Mathematics and activities words together and
EVS

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal

23
 KENDRIYA VIDYALAY SANGATHAN LESSON PLAN
General Information: Date:
Name and Designation of the Teacher: No. of Periods required: १५
Class & Section: द्वितीय Date of Commencement:
Subject: ह5दी Estimated Time Period from: Actual date
to of completion:
Number of Enrolled Students :४० Name of the Lesson: तोद्विया का िपना

24
 विविष्ट अनभु ात्त्र व्ािि प/सत्रोंू अंपःि षा संबंध संसाधन उ लिर्ध ई त्रा फीब्ब` सत्रा ेत्रढ
विक्षण ने े िलए
परिणाम
ित्रिा े िलए त्र`ििरू िपि िधााँ/नाई / ह जढ न- (आईसढटढ ाईग्ापा आधार प त्रलू ाां ह नथाएं/िलं सं
रूनढिपााँ दत्रल, त्रलू ाह ा सत्रा न आइटत्र सढखने े उ चा ात्त्र ेौनत्रढल पा
ोंा से सढखना ेत्र सिोंप) र रूात्रह ा ित्रिरू
ाईजना

ि पा ा िब ं ढ ों-` ौिु नाा ं छाम ि पा ा आनंौ लेपे ोंुए * ( ं ह स्प ु ा हिब्ाई प्लेा / ाो े आधा नश्न छू ना लघु उत्त ढा नत्रं छू ना। सभढ छामह ई
सनु ना त्रेल ) स् ढ -ज`से, ि ल ह े साथ नश्न
छाम ि पा ा आनंौ
AV िा त्रें िौखाना । ) र चा( ि पा ौईों ाएं े।
https://youtu.be छू ना त्रद ा ौना
िि रा ा ाो ा आौत्रख ोन । छाम ध्ाान से ाो सुनें े* । ? ि सने स ना ौेखा*
लेपे ोंुए ं ह उनसे /rVXioRR0f30?s ? स ने त्रें उसने क्ाा ौेखा* ईिसाा
जड़ु ढ स्पुओ े बा े ित्रि रा ा छू े ए नश्नह े उत्त
त् र द िख रू से ौें े । i=gBdv7GAadet
त्रई जानें े ।
DdlTi प ई स ना ौेख *
? ` सा ा

बोलना अ ने स नह े बा े त्रें िा त्रें १ .त्रैंने ए स ना ौेखा िामाद्विक ज्ञान - अच्छे बुरे १ .छात्रों िारा शब्दों का काम या ना बोलने सभढ छामह ई बईलने
छाम अ ने ि चा ई त्रदिख रू अ ने ि चा सााा ना । छाम ेच्छा से ए ए अ ने की प5चान 5ोना । चुनाव और वाक्य बनाने की वाले छात्रों िे लघु ा त्रद ा ौेना ।
त्रें अच्छे ाा बु े स नह े बा े त्रें प्रश्नों के उत्तर की ोंीं ोंीं अ नढ -
योद्विता का मूलयािंकन
बापें ापभृ ाषा े त्रर्ौह
सािथाह े साथ सााा ें । ि5ायता िेबोलने के े नाई ी छ ट
ू
ें े। ) अनभु ात्त्र (
े। .1 क्या N ीक कोई िपना द्वलए प्रेररत करना । ौेना ।
दखकर खुशी या फफर डर िे
उठे 5ैं?अपने उि
िपने के बारे में
बातचीत कीद्विए । इि
क 5ानी में कौन-
कौन िेरिं ि 5?ैं

25
 ििंिार में रिंि ना 5ों तो कै िा
लिेिा?(cct
question)

पढ़ना ाो˛ ा स्प पठन का मूलयािंकन सों त्री *

पाठ का पठन 1.एकएक कर पाठ को - ाषा के ज्ञान का धीरे या रुक रुक
पाठ को ि5ी द्वशक्षक ि ी छात्रों ि बुलिंद N वाि में पढ़ेंिे। द्ववकाि । द्वनम्न N धार पर फकया सढखना के पढ़ने वाले छात्रों
द्ववराम, न ाों क्रमवार तरीके िे पाठ बाकी छात्र अक्षर क्रम अक्षर छात्रों में द्व5न्दी पढ़ पाने िाएिा- ोंानढ ई ित्र * को अद्वतरर N िमय
और स्वरशैली के - पढ़ने को क5िे।
अिंिुली रखते हुए पाठ पढ़न के N त्मद्ववश्वाि का अक्षर की प5 चान* दे ।
करठन शब्दों के ि5ी उच्चारण
द्ववकाि ा व्ा िस्थप यादकदा फकिी -
िा4 ़ोोर ि वाले छात्र का अनुकरण करते हुए पाठ
पढ़ता 5ै में छात्रों की
शब्द की प5चान* पठन ना। फू लह अक्षर को पढ़ने
दो5 राएििं े ।
ि5ायता करें िे । िा4 5ी प्रवा5* ई* के द्वलए उि शब्द
करठन शब्दों का अ 4 थ ी पढ़ी िई पिंद्व Nयों या * ौख उन े ं का इशारा या ह5ट
बताएिे । अनुच्छेद की िमन दे।
िामचने के द्वलए पाठ म ई बपाना ।
और ,रिं िों , N ए शब्दों
वाक्यों पर प्रश्न करना
।
लखन पाठ में N ए करठन-छात्र रिं िों के नाम द्वलख * TWAU( छात्र श्ाात्र ट्ट , चॉ , *रिों में छु पे शब्द िरल शब्दों का * जरू प त्रौ छामह
िभन ं ह े िचम ाा प्रयोि कर छोट वाक्य
उद्वचत शब्दों या उत्तर -प्रश्न,शब्दा4थ पाएिे । वस्तुओं के वास्तद्ववक रिं िों का ज्ञान खोद्विए और द्वलद्वखए
द्वलखना । चलद्वचत्र के -
ई ोंाथ ड़
प्राप्त करेंिे) द्वचत्रकला – छात्र रिं िों
।यामपट पर करवाना। ाठ िे पूछे िए प्रश्नों क * को प 5 चानेंिे । −िुलाबी में िुलाब ि ाना ।
द्वचत्र*
वाक्यों उत्तर द्वलखेंिे। Nिमानी में मासयम िे
और /फू लों /िद्वब्ियों * बैंि.............. वस्तुओं , िद्वब्ियों
.......
मिालों के रिं िों को द्वलखना नी में के रिं िों की प 5 चान ।
अद्व व्यद्व N क द्ववद्व न्न
। ................. *
रूपों का उपयोि ....हििंद
री में
................
.....
करते हुए द्वनम्न रिं िों की तीन *
तीन वस्तुएिं द्वलद्वखए-
26
द्वलखता 5। क )ि, पीला)ख,लाल)
नीला )घ, 5 रा

वतनथ ी छाम ं ह े नात्रह ी सोंढ ।यामपट्ट पर रिं िों की वतन ी ए ी ृप – सभढ छामह ी
द्ववद्व न रिं िों क १ . श्रुतलेख
खल
छात्र द्ववद्व न पखनढ िलखना द्वलखवाना , िफे द- काला , name -place- काड वस्तुएिं ,द्वखलौने,
(dictation ) तुकािंत शब्दों की * भा ढौा ढ
रिं िों की वतनी त्रद्ध उच्चा रू सढख े । पीला , नीला , 5 रा , animal-thing २. कायथपत्रक - ि5ायता िे वतथनी सिु नििप ने
िीखेंिे । रिं िों केनाम िीखना ।
पढ़ कर रिंि
े पजख छामह े
नारिं िी, िुलाबी, बैंिनी, छात्रों िे चसक िे * िलए सों त्री
रें िे । फफरो़ोी, Nिमानी, ूरा साथ फल- सर्जढ - यामपट्ट पर ोन ी सोंाापा
लाल , स्पु खेल खेले ।आ वतथनी द्वलखवाना इििे लें -
बच्चों में N त्मद्ववश्वाि
फल – सब्जी -िस्तु ं ा नात्र लढिजए ह छाम अ बढ़ता 5 ााौ ौा ं -
- नढ ॉ ढ ात्र े ु छ अि श्ाात्र ट्ट
त्रें फल – सर्जढ - स्प िलख
।
े पािल ा बना
उसत्रें उस ं से जड़ु ढ ए ए
नात्र िलख े ।

िृिनात्मक छात्र िरल वाक्य इिं✐धनुष पर ५ पिंद्वNयाम कला एकीकृ त- ं शत्र , ा ज , 1 . इिं✐धनुष िात रिं िों *स ल त्रर्ौह ा ि5कमी पठन

लेखन द्वलखना िीखेंि द्वलखे - इिं ✐धनुष बनाओ और रिं ि िे द्वमलकर बनता 5ै I नाई छईटे
छात्र इिं✐धनुष का इिं✐धनुष का द्वचत्र फदखाना उिके रिं िों के रो। 2. इिं✐धनुष बरिात केबाद
द्वचत्र बना कर क्रम के बारे , निर Nता 5ै I ाक्ा िलखना ।
ि5ायक शब्दों की िं✐धनुष ,में बताना ३ य5 धनुष की
ि5ायता िे N कृ द्वत में फदखाई दता 5ै
Nिमान में कब फदखता 5
िरल वाक्य द्वलखेंिे । I
इत्याफद , ?
4 . बच्चे इिं✐धनुष को दख कर
ित्रि ं ह े नात्र लें े । बहुत खुश 5ो
िाते 5ैं I

.5 इिं✐धनुष में िात

27
 रिं ि 5ोते 5ैं:
लाल, नारिं िी, पीला, 5 रा,
नीला, इिंद्वडिो, बैंिनी.

सृजनात्म 1. paper craft िारा 5 स्त खेल एकीकृ त काला और द्वशलप छात्र (रिं ि कैं ची, द्वबरिं िे कािि- कक्षा में किं दील की कािि मोड़ने व सों त्री ोन
क -

* छाम ं - काला का द्ववकाि पेपर िे किं दील बनाना धािा, िोंद , प्रदशथनी का N योिन । काटने में छात्रों
बं े ाज )िीखेंिे की ि5ायता
करना ।
से ं ौढल
बनाएं े । अल अल ं ौढल ा - नत्राखरू
ने े िलए नईत्सािोंप ना ह िा
तीन प्रा4द्वमक
छात्रों को िोड़ों में
रिं िों की त्रएब निपाईि पा ा लाल नारिंिी=पीला+ लाल ये िद्वतद्ववद्वध
ि5ायता िे अन्य रिं ि ित्रलाओ
रिं ि बनाएि ं बनाओ- आाईजन । .1 द्ववज्ञान प्रा4 द्वमक(
बैंिनी=नीला+
नीला 5 रा=पीला+
कराना
सभढ छामह ी
द्वनदशद्ववद्व न्न रिं िों क
:
।लेडो या स्लाइम द्वमलाए।िं
िरपढा ं ह ी लालनीला और पीला , भा ढौा ढ
.2छात्रों िे पररणामी रिंि स्लाइम/।ले डो/रिं ि सिु नििप ें
ोंचान )
का अनुमान लिाने को क 5। िद्वणत (अनत्रान ल ाना
.3रिं ि द्वमलान और ी ि पनढ त्राम त्रें दन
प्रा4द्वमकद्वितीयक रिं िों पर /स ं ित्रलाने ` सा
चचाथ करें । ं बने ा)

पाठ योिना पर रट।पद्वणयामिुनाव/िुनाव पाठ योिना पर रट।पद्वणयाम/

िि े ोंस्पाि ढ ढएचएत्र/ नाचााख

28
 KENDRIYA VIDYALAY SANGATHAN LESSON PLAN
General Information: Date:
Name and Designation of the No. of Periods required: 24
Teacher: Class & Section: II Date of Commencement: 01/07/24
Subject: MATHEMATICS Estimated Time Period from:01/07/24 – 30/07/24
Number of Enrolled Students: 40 Actual date of completion:
Name of the Lesson: FUN WITH NUMBERS (1-
100)
Specific Pedagogical Individual/Group Interdisciplinar Resources Competency Feedback Inclusive
Learning Strategies for activities / y Linkages and (including Based and Practices/
Outcomes Experiential experiments / infusion of Life-ICT) Assessment Remedial Gender
Learning hand-on-learning skills, Values items for Teaching Sensitivity
measuring Plan
the
attainment
of Learning
Outcomes
Knowledge Counting & Paired activity: Rhymes "Ginladi"- Count the beads Number tracing Using visual
and Number Hands on learning one , two buckle counting on the Ginladi aids: Number
Understand Recognition Counts the beads and my shoes tool and place the Number charts, number
ing: Shows "Ginladi" practices writing The ants go number card. scavenger hunt lines, and visual
1) Counts (counting tool) missing numbers on marching blank cards Count the Repeat pattern representations
objects with beads. blank cards. Flashcards and objects and of counting (like blocks) to
accurately Count the beads games number write the (e.g., 1, 2, 3, 4, help students
and practice Understanding cards number. 5 and so on) understand
writing missing numbers and their Write the and make the numerical
numbers on relationships helps missing students concepts and
blank cards. develop logical number. understand relationships.
reasoning skills, that the order Number rhymes,
essential for of numbers Counting games
everyday decision- doesn’t change with physical
making. objects can make
learning more
29
 engaging.

2) Create number Paired activity: Learning to count Number line Marking Count sequence Start with
Recognizes cards for specificHands on learning and work with to be drawn numbers on the and number foundational
and writes numbers (38, 44, Creates number cards numbers prepares on the floor, number line. recognition. concepts and
numbers 1 58, 65, 98) and and places them on students for basic objects, Students count gradually
to 100. place them on the the Ginladi. financial literacy, number to reach a given introduce more
Ginladi. Paired activity: including cards point on the complex ideas.
Hands on learning understanding number line.
Follows the currency and
instructions and making
writes the numbers transactions.
for the objects drawn
on the number line.
Guess my Large group activity: Logical Thinking: Number Communication Guided Can ask questions
Number: Experiential Working in groups cards. and classroom questioning. in their mother
Organizes a learning promotes participation in tongue.
guessing game A child picks up a teamwork and framing Ensuring students
where one number card and communication questions and have a solid
student thinks of other children have skills. guessing the understanding
a number and to guess the number. number. before moving on.
others ask yes/no Questions can be
questions. answered in YES/ NO.
(maximum 10 The students can ask
questions) a maximum of 10
questions to guess the
number.
. Guess my place: Experiential Persistence and Stand & Sit Observation: Peer Tutoring:
Identify the learning: Resilience: Facing Game Observe student Pairing students
number on the challenging math To skip participation to work together,
number line on Completes the problems teaches count by 3’s and allowing those
which the objects exercise on the students the the child and understanding who grasp
are placed. number before/ after, importance of stand on Recognition: concepts quickly
forward counting, perseverance and every third Count. to help their
backward counting. learning from number on peers. This builds
30
 mistakes. the number Classroom confidence and
Learning skip line . participation reinforces
counting helps ICT- Ppt and written understanding for
children build a work on just both students.
solid foundation of before and just
number sense. It after numbers.
also helps them to Drawing
recognize patterns objects/ writing
while counting numbers for the
numbers objects placed
on the number
line
Ability to Extend the Individual activity Pattern worksheet Observe and Counting Encouraging
Compute: pattern:(TAL) Observes the pattern Recognition: for patterns extend the forwards and Multiple
Explores, and extends it. Identifying and number pattern. backwards Representations:
Identifies and Skip counting: patterns in leaves, grid Allow students to
extends the (Game window grill, Write missing Counting on express their
patterns in Integrated) Paired activity: numbers foster numbers. from any understanding
number Skip counting in Hands on learning analytical skills number through various
sequences and 2's, 3's, 4's, 5's , Uses number line, and the ability to number line Observe and methods, such as
in diagrams. 10's using number chart for skip predict outcomes. to be drawn complete the Skip counting – drawings, verbal
number line on counting. on the floor, pattern. introducing explanations, or
the floor and Writes the skip number counting by physical models,
book. counting of any two Estimation: cards equal groups of not just
Skip Counting numbers and then Learning to 2s, 5s and 10s traditional
using "Number writes the numbers estimate sums or using objects. worksheets.
cards." that are common to differences builds
the skips in these two confidence in
numbers. making quick
decisions, a useful
skill in daily life.
Recalls, Number grid: Individual activity Languages ICT (ppt)for Exercises based Continuing Using simple
recognizes, (LTM) Uses number grid and patterns on number grid. simple patterns terms like
and creates Use the number answers and then What is to the using leaves, number before,
basic patterns grid and complete writes it neatly in the Number grid right / left/ top/ objects number after, etc.
verbally and the exercise. notebook. bottom/ 2 less
31
through than, 10 more
writing by than etc. of the
counting by given number.
two’s, five's
and other
numbers.
Jump and find the Individual activity Games Number line Read the Giving single Interactive
answer: (Game Students jump on the on the floor instructions, do digit numbers Activities:
Integrated) number line and write Languages the jumping and simple skip Incorporating
Make a number answers to the activity and counting games and hands-
line on the questions in YES/ NO Estimation: complete the numbers like 2’s on activities that
ground. Think of in the given Learning to worksheet , 5’s and 10’s. encourage
one number worksheet. estimate builds collaboration and
between 2 and 10, confidence in active
the second making quick participation.
number between decisions, a useful
11 and 100. eg: 4 skill in daily life.
and 17. If you
start from 4 and
count in twos, will
you jump on
number 17 at any
time? Why?
Problem Problem Solving Experiential Data Handling: Number Questions about Regular Check- Peer Tutoring
Solving & Number learning: Basic concepts of strip the numbers - Ins: Using
Ability: Relationship- Solves problems by graphs and charts how many steps formative
Applies basic Number Strip and analyzing the introduced in this forward/ assessments,
problem- fill in the blanks: information and filling range help backward to quick quizzes, to
solving Presents a in the blanks. students learn to reach the gauge
strategies number strip with interpret and destination. understanding
through missing analyze and adjust
games and information about information instruction as
activities. movements visually. needed.
(steps Cut out of
forward/backwar Art & Craft butterfly,
d) of a butterfly, Problem-Solving: honeybee,

32
 honey bee, Engaging with squirrel, frog
squirrel, and frog. math problems
Solve problems encourages critical
by analyzing the thinking and the
information and ability to approach
filling in the challenges
blanks. systematically.

Let us Play - Individual activity: Art- drawing grid 3X4 grid Participates Simple single Incorporating
Bingo! Experiential. actively and digit addition is games and hands-
Organizes a Bingo One child throws two Games- dice game dice communicates taught so that on activities that
game where dice and says the sum effectively the students encourage
students make a of the numbers of during the Bing participate collaboration and
(3X4) grid with dots on the dice. o game. actively. active
any 8 numbers Other children will participation.
between 2 and12 cross the number on
and cross them their grid. The
off based on the students who finish
sum crossing all the
rolled with dice. 8 numbers say "
Bingo"

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33
 CLASS III

KENDRIYA VIDYALAY SANGATHAN LESSON PLAN

General Information: Date:
Name and Designation of the Teacher : No. of Periods required :
Class & Section : III Subject : English Date of Commencement :
Number of Enrolled Students : Estimated Time Period from : Actual date
to of completion :
Name of the Lesson : Thank God!

Specific Learning Pedagogical Individual/Group Interdiscip Resources Competency Feedback Inclusive

Outcomes Strategies for activities / linary (including Based and Practices/
Experiential experiments / Linkages ICT) Assessment Remedial Gender
Learning hand-on-learning and items for Teaching Sensitivity
infusion of measuring the Plan
Life- skills, attainment
Values of Learning
Outcomes
C-10.3: Activity-1 Children read them EVS Puppets, Crossword Inclusion Plan for
Recognises all the Word them in the aloud and locate. Gratitude/ crossword puzzle advanced
letters of the alphabet lesson location dignity of puzzles, learners and
of the script and uses labour substitution Dictation learners facing
this knowledge to read tables, difficulty: Write
words. pictures of down all the
different letters of the
fruits, ppt to alphabet from A
teach ‘is/are’ to Z and write
two adjectives

34
 starting with
each letter
Plan for
advanced
learners:

Change the story

by replacing the
grapes with
watermelons.
C-10.5: Activity-2 Children read the
Reads short stories and Shared reading lesson one CCT question:
comprehends its /relay reading paragraph at a time What might have
meaning – by identifying and understand the happened if the
characters, storyline and meaning of the new farmer presented
what the author wanted words. (in context) the watermelons
to say – on their own. to the king?
Class Project-
Pair activity-
Draw the
assigned portion
of the story and
write the
dialogues. They
will be combined
to produce a
comic as a class
project.

C-7.1: Children reason out

Observes and and answer based
understands different Activity-3 on the size of the
35
categories of objects and Brainstorming and fruits. They also
relationships between discussion compare more fruits
them based on their size
(recap of the
comparative form of
‘big’(

C-12.3: Innovates and Activity-4 Students deliver

works imaginatively to Role play-farmer, dialogues in Peer correction
express ideas and his wife, king and rotation. of verbal
emotions through the few imaginary sentences using
arts characters can be ‘is or ‘are’.
added (ministers,
guard etc.) Fellow students
correct some
mistakes made by
their peers.

Activity-5
C-4.1: Starts recognising Interaction on how
‘self’ as an individual different members
belonging to a family of the community
and community help us.

C-11.2: Activity-6 Children make Substitution drill

Recognises most TAL lesson- sentences from the
frequently occurring Presentation and substitution table
letters of the alphabet of Practice with focus on the
the script, and uses this correct use of is/are

36
knowledge to read and
write simple words and
sentences.
C-10.8: Activity-7 Students listen to Extension
Writes a paragraph to Puppet show -The the story and list the Activity:
express their elephant and the words which were Crossword
understanding and peacock used to describe the puzzle on
experiences elephant and the adjectives. Clues
peacock. will be the
opposite of the
words in the
puzzle
My School -My
Activity-8 Home- use Review the
Creative Writing adjectives and speak concept of
about their school. adjectives by
Each sentence must asking students
have atleast one to share one
adjective. sentence they
Students attempt created using a
the exercises in noun and an
their notebook ,with adjective.
a cursive
hand/neatly.

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37
 KENDRIYA VIDYALAY SANGATHAN LESSON PLAN
General Information: Date:
Name and Designation of the Teacher : No. of Periods required :
Class & Section : III Subject : Hindi Date of Commencement :
Number of Enrolled Students : Estimated Time Period from : Actual date
to of completion :
Name of the Lesson : इकाई 3 Nओ खेले (

Specific Pedagogical Individual/Group Interdisciplinary Resource Competency Feedback Inclusive

Learning Strategies for activities / Linkages and s Based and Practices/
Outcomes Experiential experiments / infusion of Life- (including Assessment Remedial Gender
Learning hand- on-learning skills, Values ICT) items for Teaching Sensitivity
measuring the Plan
attainment
of Learning
Outcomes
खले खले मे िीख:े उद्वचत लय ताल के िा4 Inclusion Plan
C-9.1 िरल िानाकद्ववता िनु ता 5ै और पयाथवरण असययन : शब्द काडथ, द्वचत्र, िीत को िाने के Nधार पर for advanced
द्वशक्षक मूलयािंकन learners- कद्ववता को
िीत, छिंद और शक्षक के िा4 दो5 राता स्वास््य द्वखलौने, का5ानी के रूप मे अपने
कठपुतद्वलयों, द्वचत्रों और
कद्ववताएम िनु ता 5।ै द्वचत्रकला- खेलो के द्वचत्र अिंदर व बा5 र शब्दो मे द्वलखना।
द्वखलौनों की अपने द्वप्रय खेल पर कद्ववता
5ै और उनकी बनाना और रिं ि रना खेले िाने वाले द्वलखना ।
ि5ायता िेकद्ववतािीत /
िरा5ना करता ििंिीतखेल िे ििंबिंद्वधत : खेल (िामप और
िुनाता 5।ै
5।ै िाने िीढ़ी, लूडो,
फु टबसल, रस्िा)

38
 स्सा त्रढ खेल खेलते िमय
खेल N फद।
िीत को िायेंिे।
रस्िाकशी खेल का
अिंग्रे़ोी: खेलो क नाम
द्ववद्यालय मैदान में Inclusion Plan
अिंग्रे़ोी मे for learners
N योिन। facing
difficulty:
िीत िायन
िस्साकिी खेल खेलो को द्वचत्रो केमासयम
िीत को खेलते िमय िे
िा
प5 चाना

C 9.7 - द्वचत्र और
रस्िाकशी खेल के म5 त्व चचाथ मे ाि लेंिे व अपनेद्ववचार रखेंिे।
चचाथ मे ाि लेने व
ििंद थ और ला ो पर चचाथ का
N योिन फकया िटीक हबिंदु रखने के
िके तों का
िाएिा|
N धार पर मूलयािंकन
उपयोि करके
अपने मनपििंद खेलो पर
पाठ में अज्ञात शब्दों के चचाथकरना और उनका द्वचत्र अपने मनपििंद खेलो पर चचाथ करें िे
बनाकर रिं ि और उनका द्वचत्र बनाकर रिं ि रें िे। कलात्मक अद्व व्यद्वN केN धार
अ 4 थ की
रना।
को बताते 5।ै पर मूलयािंकन

घर के अिंदर और बा5 र
खेले िानेवाले खेलों के बारे
में चचाथ

.
C-10.6 - छोटी छात्र इनडोर िेम्ि और
39
 छात्र कद्ववता में तुकबिंदी वाले
कद्ववताएम पढ़ता 5ै, और N उटडोर िेम्ि और उन खेलों में
शब्दों को िमनते 5ैं और
उद्वचत उच्चारण के
शब्दों केचयन और कलपना प5 चानते 5।ैं उपयोि की िानेवाली खेल िामग्री की
िा4 पाठ
के द्वलए कद्ववता की प5 चान करते 5ैं
को ़ी ।
िरा5ना करना
शुरू कर दते ा 5ै

C-11.2 – छात्र नोटबुक में खेलों की वतथनी द्वलखते िुिंदर द्वलखावट व

द्ववद्व न्न प्रकार केखेलों के
वणथमाला में नाम द्वलखेंिे। 5।ैं ि5ी वतनथ ी के N धार पर
िबिे अद्वधक बार मूलयािंकन
N ने वाले शब्दों को
प5 चानता 5ैऔर इि खेलों का उद्वचत
ज्ञान का उपयोि विीकरण के Nधार पर
िरल शब्दों को मूलयािंकन
द्वलखने में करता 5।ै िूची में िे खेलों का
विीकरण अिंदर व( बा5 र शब्दों के द्वनमाथण केN धार
खेले िाने
मूलयािंकन
)वाले करें िे।

मात्रा 5 टाकर नए शब्दों का द्वनमाथण

करें िे

40
 मात्रा 5 टाकर नए उद्वचत वतन ी के िा4
ि5ायक शब्दों के अनुिार
शब्दों का द्वनमाथण रचनात्मक लेखन क
करें ि - ार -िैि- छात्र अनुच्छेद द्वलखेंि N धार पर मूलयािंकन
र
कामकम -, य5ी - CCT question:
य5 प्रयफद N प फकिी 1 खेल
में िीत के बहुत करीब 5ै
और खेल के
ौन N पकेप्रद्वतिदी
को चोट लि िाए तो उि
िमय N पके द्वलए
अपने द्वप्रय खेल क बारे में िीतना ū यादा
िरूरी 5ोिा या प्रद्वतिदी
एक अनुच्छेद की मदद करना और क्यों?
प्र N प घर के 2
द्वलखेंि
बा5 र या घर क
अिंदर वाले फकि तर 5 के खेल
खेलना
करोिे और पििंद
क्यों?

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41
 KENDRIYA VIDYALAY SANGATHAN LESSON PLAN
General Information: Date:
Name and Designation of the Teacher : No. of Periods required :
Class & Section : III Subject : Maths Date of Commencement :
Number of Enrolled Students : Estimated Time Period from : Actual date
to of completion :
Name of the Lesson : Fun at Class Party!

Specific Pedagogical Individual/Group Interdisciplinary Resources Competency Feedback Inclusive

Learning Strategies activities / Linkages and (including Based and Practices/
Outcomes for experiments / infusion of Life- ICT) Assessment Remedial Gender
Experiential hand-on-learning skills, Values items for Teaching Sensitivity
Learning measuring Plan
the
attainment
of Learning
Outcomes
C-8.9 - Experiential Participates in the Art integrated Worksheet, *Class Discussion Inclusion Plan
42
Develops Pedagogy: class discussion, ruler, thread, *Active for advanced
adequate and Teacher will measure the things roll metre, participation learners:
appropriate make students asked and answer the metre tape. * Oral Making a 3-D
vocabulary measure their questions following questioning object model
for length of the activity. ICT: with given
comprehendi textbook, GeoGebra measurement
ng and height of their Simulation: s.
expressing desk, length of Find the Inclusion Plan
concepts class floor etc length for learners
related to using their Mini Math facing
measuremen handspan / Movies: difficulty:
ts. footsteps / https://youtu Game:
paper strings. .be/2wUsdsa Arrange given
e0ro?feature= small unit
shared cubes in a
bigger cube.
How many
cubes are
required to
fill one line?
Daily practice
worksheet

C 4.3 - Guess Me Use their acquired Accuracy in

Interacts Correct knowledge to measuring and
comfortably (Game) : estimate the length of correctness in
with other Group activity shown objects. Check using various
children and where students the accuracy of their tools.
adults. estimate the measurement using
C-10.6 - length of formal measurement
Shows various tools.
cooperative classroom
behaviour objects and
with other then measure
children. them to check
accuracy.
43
C-3.3 - Shows Talk it out : Students measure the Activity
precision and Practical test given objects using Worksheet on
control in where students provided tools and comparing
working with compare informal ways to lengths of objects
hands and lengths of deduce that formal using handspan
finger. objects using techniques have more and ruler.
different tools accuracy.
C-8.9 - and explain
Performs which tool they
simple found most
measuremen accurate and
ts of length, why.
weight of
objects in
their
immediate
environment.
C-7.3 - Uses Costume Students estimates or Oral discussion
appropriate Party: measures the length on their
tools and Students will required for paper approach of
technology in plan a costume costume and learn measurement for
daily life party and will accuracy. costumes?
situations make paper
and for costumes using
learning. their
C-8.13 - measurement
Formulates and estimation
and solves skills.
simple
mathematical
problems
related to
measuremen
ts.

44
 Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal

KENDRIYA VIDYALAY SANGATHAN LESSON PLAN

General Information: Date:
Name and Designation of the Teacher : No. of Periods required :
Class & Section : III Date of Commencement :
Subject : EVS Estimated Time Period from : Actual date
to of completion :
Number of Enrolled Students :
Name of the Lesson : (Getting to Know Plants)

Specific Learning Pedagogical Individual/ Interdisciplinary Resources Competency Feedback Inclusive

Outcomes Strategies for Gro up Linkages and (including Based and Practices/
Experiential activities / infusion of Life- ICT) Assessment Remedial Gender
Learning experiments / skills, Values items for Teaching Sensitivity
hand-on- measuring the Plan
learning attainment
of Learning
Outcomes
Observation and 1. Nature Walk Maths for counting A potted Inclusion Plan
Reporting: Develops and Plant Takes a nature leaves, measuring plant, leaves Plant for advanced
keen observation Identification- walk and identify plant growth or length of different Identification learners:
45
skills by examining Short Walk a few plants. of a leaf. shape, size, Quiz- Identifies Gather
various plant around the Art education for colours and different types of information
characteristics. school grounds drawing leaves, bark textures, plants from about
or a nearby rubbing activity. pictures of images or real carnivorous
- Identification and park. Ask them parts of a specimens. plants and
Classification: to observe and Observes the plant, bark of give examples.
Learns to identify identify pictures and learn a tree, video Plant Parts
different types of different types about parts of a on parts a Diagram- Labels
plants based on of plants they plant. plant and their the parts of plant
their characteristics. see. functions. on a diagram.

- Discovery of Facts: 2. "Make Touch and feel Observation Inclusion plan

Uncovers facts Friends with a leaves of different Journal- Assesses about learners
about plant Plant" Project- plants and know students records facing
diversity, parts and Choose a plant about their of their 'plant difficulty:
characteristics to observe over texture. friend' for details Identify plants
through hands-on time, recording and accuracy. in their own
activities. changes in garden.
leaves, flowers Learn about the Leaf Classification
- Environmental and fruits. different types of Activity- Sorts
Awareness: plants with leaves based on
Develops an 3. Leaf examples. different
understanding of Observation characteristics
plant diversity in and Art Play the blindfold (shape, size,
their environment. Activity- game and smell or texture)
Collect touch leaves to
- Sensory Skills: different identify their Group
Uses multiple leaves, observe plant. Presentation-
senses (sight, touch, their shapes, Presents their
smell) to explore sizes and findings from the
and understand textures and nature walk in
plants. draw them. Participate in the small groups.
discussion on the
46
- Artistic 4. Bark importance of Reflective
Expression: Rubbing Art- plants. Writing- Writes
Expresses their Create bark about their
observations rubbings of favourite plant
through drawings different trees and why they like
and creative and try to it.
activities like leaf identify trees
rangoli. based on bark
patterns. CCT question:
Why do you think
leaves are mostly
green? What
would happen if
they were a
different colour?
- Scientific Inquiry: 5. Plant Parts
Engages in basic Labelling
scientific processes Game- Use a
like observation, large diagram
recording and or real plant for
inference. students to
label different
- Communication parts.
Skills: Practices
describing plant 6. Sensory
characteristics and Exploration of
sharing their Plant- Blindfold
observations. activity to
identify fruits
by smell.
Touching and
describing
different plant
textures.

47
 Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal

CLASS V
KENDRIYA VIDYALAY SANGATHAN LESSON PLAN
General Information: Date:
Name and Designation of the Teacher : No. of Periods required : 6
Narayanee, F&PST Class & Section : 5B Subject : English Date of Commencement : 24.08.2024
Number of Enrolled Students : 50 Estimated Time Period from : to
30.08.2024

48
Specific Pedagogical Individual/Gro Interdisciplinary Resources Competency Feedback and Inclusive Practices/
Learning Strategies for up activities / Linkages and (including Based Remedial Gender Sensitivity
Outcomes Experiential experiments / infusion of Life- ICT) Assessment Teaching Plan
Learning hand-on- skills, Values items for
learning measuring
the
attainment
of Learning
Outcomes
Listens and Handwriting and Individual a. encouraging Blackboard MCQ Re-teaching the Counselling parents on
recites the Drawing Activity: regular wake up CAL/TAL spelling using liberal upbringing of
poem with (CG11,CG12) a. Warm up and sleeping Worksheet phonics both boys and girls.
proper exercise habits. Life style of
intonations Flash cards- b. Hopping b. to follow frog Motivational Spell check
and enjoys the new words c. Reciting the schedule for stories Emphazing values on
poem. poem - eating time Worksheet a. life style of Framing simple equality in gender.
Poem recitation d. Framing -study time frog sentencs
Reads the new Timetable -play time Chart/picture b. story of two
words with Paper frog e. Sharing their -sleep time frogs. Identifying Emphasizing on
correct making (CG8) experience about c. knows the value Paper puppet rhyming / phonics approach for
pronunciation. frog(CG4) of time and being Creative describing words reading at home and
Describing punctual. speaking. in the given school.
Explains about words d. acceptance and 3 describing sentences.
the habitat and love for animals. words to
life of frog Rhyming words Group Activity: e. active describe frog
(CG7) a. Paper frog participation at
Story telling- making (CG8) home and class and
Identifies sharing personal not being lazy.
describing and experiences
rhyming about frog in
words. their life

49
Understands
how to make
paper puppets.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal

KENDRIYA VIDYALAYA SANGATHAN

LESSON PLAN

General Information: नन्5ा फनकार पाठ के द्वलए द्वशक्षण योिना

Name and Designation of the Teacher : Date:
KIRAN KUMARI No.of periods required
Class & Section : 5D Date of Commencement : to
Subject : HINDI Estimated Time Period from :
Number of Enrolled Students : 8 Actual date of completion :

50
Specific Pedagogical Individual/Grou Interdisciplinar Resource Competenc Feedbac Inclusive
Learning Strategies p activities / y Linkages and s y Based k and Practices/
Outcomes for experiments / infusion of Life- (includin Assessment Remedial Gender
Experiential hand-on- skills, Values g ICT) items for Teaching Sensitivit
Learning learning measuring Plan y
the
attainment
of Learning
Outcomes
1. 1. असयाद्वपका 1. बच्चों में मानद्वचत्र की चलद्वचत्र प्रश्नोत्तरी प 5ले Nकलन िारा
1. बच्चे द।य और प्रदशथन कला
2.
अनु वात्मक द्वशक्षा
द्वखलौना प्रद्वतफक्रया प्राप्त करके हलिंि
मेंक्षमताओं और िफलता पर Nधाररत िमन द्ववकद्वित 5ोिी।
ििंवेदनशीलताओं का द्ववकाि Nधाररत
द्वशक्षा क 5ानी िुनाती 5।ै मानद्वचत्र चाटथ ी
उिका मूलयािंकन करना
त 4ा द्विन बच्चों पर अद्वधक
ििंवेदनशी लता
करते 5ैंऔर कला के
मासयम िे अपनी 3. द्ववष्य 2. चलद्वचत्र दखे कर सयान दने ा 5ै उनको
अद्वतररN द्वशक्षण दने ा व
-
Nधाररत िूची
ावनाओं को
द्वशक्षा 2.असयाद्वपका बच्चों को मानद्वचत्र 5 स्तद्वशलपकारों केकायों को िो बच्चे िलदी िीखते5ैं उन्5ें
िा4 थक और घर के बा5र काम करने
Nनिंददायक तरीके फदखाती 5।ै िानते 5।ैं ऊपरी स्तर की द्वशक्षा दने ा।
वाली औरतों और उनकी
िे व्य N करते 5ैं।
द्वमलान
िफलता केउदा5रण
2. बच्चों में 3. असयाद्वपका बच्चों को चलद्वचत्र 3. बच्चे द।य और प्रदशथन कला देकर बच्चों को ये
िमनना फक कोई
ावनात्मक फदखाती 5।ै में क्षमताओं और ी कायथ फकिी के
बुद्विमत्ता द्ववकद्वित 5ोती 5ै,
ििंवेदनशीलताओं का द्ववकाि ी िारा फकया
अ4ाथत,
करते 5ैं और कला के मासयम िा िकता 5।ै
अपनी ावनाओं को िमनने
िैिे- डसक्टर,
और प्रबिंद्वधत करने की िे अपनी ावनाओं को
क्षमता, और पवथतारो5ी, Nफद।
िा4 थक और Nनिंददायक िा4 5ी ये बताना फक घर
िामाद्विक मानदडिं ों के प्रद्वत
िकारात्मक प्रद्वतफक्रया। तरीके िे व्यN करते 5।ैं के कायथ Nदद्वमयों िारा ी
फकए िा िकते 5ैं।
3. बच्चों में ििंवेदी धारणाओं
मेंतीव्रता द्ववकद्वित 4. बच्चों में

िमावेशी अभ्याि–

51
 5ोती 5।ै ावनात्मक बुद्विमत्ता द्ववकद्वित
द्ववद्यार्4 थयों को फनकार 5स्त Nधाररत
)कलाकारी में कु शल( 5ोती 5ै,
िद्वतद्ववद्वध – मृद्वत्तका कला
शब्द िे अ 4ाथत, अपनी
िारा द्ववद्व न्न प्रकार की Nकृ
पररद्वचत कराना। ावनाओं को िमनने और द्वतयािं बनाना।
4. इच्छाशद्वN केम5त्व प्रबिंद्वधत करने की क्षमता, और
पर बल दने ा और उििे
प्राप्त
िामाद्विक मानदडों के प्रद्वत
िफलता िे िकारात्मक प्रद्वतफक्रया।
पररद्वचत करवाना।
5. पाठ के मासयम िेदशे 5. बच्चों में ििंवेदी धारणाओं
के द्ववद्व न्न
प्रािंतो मे की िानेवाली
में तीव्रता द्ववकद्वित 5ोती 5।ै
5स्तकला स्वेच्छा के बारे
मेपररद्वचत कराना। 6.इच्छाशद्वN के
6. द्ववद्यार्4 थयों को म 5 त्व पर बल दने ा और
ारतीय द्ववद्व न्न प्रकार की उििे प्राप्त
5स्तकलाओ िे
पररद्वचत कराना। िफलता िे पररद्वचत
7. िीखना एक
करवाना।
प्रफक्रया 5ै िो
िीवन पयथन्त 7.द्ववद्यार्4थयों को
चलती 5ै, के ाव को
ारतीय द्ववद्व न्न
िमनाना।
प्रकार की 5 स्तकलाओ
8. अपने िीवन मेंघरटत फकिी
घटना को िुनाएमिे । िेपररद्वचत कराना।
9. द्ववद्या4ी बारी- बारी
िे पाठ को पढ़ेंिे त 4ा 8.िीखना एक प्रफक्रया
शुि उच्चारण करते हुए 5ै िो िीवन पयथन्त
अ4 थ िमनेंिे।
चलती 5ै, के ाव को

52
10. अपने िमनाना।
मनपििंद
5स्तकारीद्विरी केबारे मैं
5 िे 6 9. बड़े िे बड़ा व्यद्वN छोटे िे
पिंद्वNयािं द्वलख कर लेखन छोटा काम कर िकता 5।ै
कौशल इिके
बढ़ाना।
िारा िमानता के
11. पािंच छ 5
नवीन शब्दों को रेखािंफकत कर
ाव एविं नैद्वतक मूलय का
उनकेअ 4 थ िमन पर द्ववकाि करना।
वाक्य प्रयोि करने में िक्षम
5ोंिे। िैिे चोकोर, उके
रना,
कौतू5ल N फद।
12. बड़े िे
बड़ा व्यद्वN छोटे िेछोटा
काम कर
िकता 5।ै इिके
िारा िमानता के
ाव एविं नैद्वतक मूलय का
द्ववकाि
करना।

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson

Plan Signature of the Teacher Kiran kumari(PRT) VP/HM Signature of the Principal

KENDRIYA VIDYALAY SANGATHAN LESSON PLAN

53
General Information: Date:
Name and Designation of the Teacher : No. of Periods required : 20
Class & Section : 5 Subject : Mathematics Date of Commencement :
Number of Enrolled Students : Estimated Time Period from : Actual date
toof completion :
Name of the Lesson : Tenths and Hundredths

Specific Pedagogical Individual/Gro Interdisciplinar Resources Competency Feedback Inclusive Practices/

Learning Strategies for up activities / y Linkages and (including Based and Gender Sensitivity
Outcomes Experiential experiments / infusion of Life- ICT) Assessment Remedial
Learning hand-on- skills, Values items for Teaching
learning measuring the Plan
attainment
of Learning
Outcomes

*Students 1. Explaining decimal Dividing a square Learning real life *Place value Reading and Class test Use PALLANGUZHI
learn decimal places using a place in to 10 equal concepts where chart and writing decimal based on the board to make the
places and value chart and picture parts. decimals are used. picture chart numbers concepts students understand the
read and write chart / board work for explaining taught. concept of parts and
decimal 2. Knowing the whole the places. whole.
numbers. and fraction (decimal) Dividing a square Repeated Divide a board into 10.
parts in a number. in to 100 equal *a full square, teaching of And 100 equal parts.
3. Learn how to read a parts. same square basic
decimal number. divided in to concepts.
Compare and 10 equal
understand what parts and in
1/10 and 1/100 to 100 equal
are. parts.

*units chart.
*Students 1. converting fractions conversion of

54
convert in to decimals and vice fractions to
fractions in to versa using place value decimals and
decimals vice chart also fraction decimals to
versa. charts (1/10 and fractions
1/100) (understanding of
place values)

*Students do 1. Addition and doing basic

basic subtraction using operations on
arithmetic decimal numbers decimals and
operations on (placing digits in order application of
decimal before doing addition / decimal numbers
numbers subtraction) in real life.
2. Multiplication and
Division using decimal
numbers
3. Converting units
from big to small and
vice versa. Ex. m to cm ,
cm to m, l to ml, ml to l,
etc.,
4. Simple problems
based on decimal
numbers.
*Students 1. Giving problems solving the given
solve based on real life problems based
problems situations to solve. Ex. on decimal
based on (CCT): Find the biggest numbers.
decimal boundary for the given Challenging and
numbers area. thought
related to provoking
daily life questions (Find
situations. the biggest
boundary for the
given area.)

55
 Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan
Signature of the Teacher VP/HM Signature of the Principal

KENDRIYA VIDYALAY SANGATHAN LESSON PLAN

General Information: Date:
ppri
Name and Designation of the Teacher
No. of Periods required :12
: Class & Section :5 D
Date of Commencement :
Subject :EVS Estimated Time Period from
Number of Enrolled Students : : Actual date of completion :
Name of the Lesson : From tasting to
digesting

56
Specific Pedagogical Individual/Group Interdisciplinary Resources Competency Feedback and Inclusive Practices/
Learning Strategies activities / Linkages and (including Based Remedial Gender Sensitivity
Outcomes for experiments / infusion of Life- ICT) Assessment Teaching Plan
Experiential hand-on-learning skills, Values items for
Learning measuring
the
attainment
of Learning
Outcomes
Observes Individual Identifies the taste Good healthy Black board Draw the Recollecting the Art integrated : draw
and groups , activity:identif (CG2) habits on proper structure of concept sense the structure of tongue
objects, ies the taste. food. tongue and organs and its (CG12)
materials mark the uses.
for features different taste
and region
properties
Group Group activity : Cal/tal
discussion speaks about
About glucose necessity of balance
drip and its diet by preparing
importance chart list (CG1)
Observes Individual Proper hygiene Charts Write about Re teach the Parents sharing the
and share activity:Draw ,pictures mal nutrition concept in their work at home
experiences the digestive Proper food is own language.
for different system and every childs
label the right.(CG7)(C
internal G4)
organs
Phenomena Balance diet Real Write about the Up bringing both girl
and specimens preparation of and boy child equally
conducts ORS solution

57
simple
experiments
.(CG2)
Identifies Game Practice aloud Inclusion :
the taste integrated : Identifies various reading Draw the structure of
and its blind fold functions and tongue and colour the
various game different taste different taste region
functions region of
tongue.(CG4)
Identifies List out the Emphasing value on
the different various parts of equality in gender
parts of digestive
digestive system and its
system and functions(CG7)
understand CCT:Write kinds of
food can herlp in
the role of
building immunity
various during the covid
functions(C pandemic .(cg4)
G4)

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal

58