MELLIDORA

Learning outcomes
By the end of the lesson, students will be able to:
• trace the events in the story.
• conclude why the prince took the aunt’s advice.
• ŝĚĞŶƟĨLJƚŚĞĐŚĂƌĂĐƚĞƌͲƚƌĂŝƚƐŽĨDĞůůŝĚŽƌĂ͘
• ŵĂŬĞĂĐŽŵƉĂƌĂƟǀĞƐƚƵĚLJ͘

Suggested number of sessions: 6

Session 1: Before You Read; Text— There was once … Mellidora,” he was told.
Session 2: Recap; Text— ^ŽŝŶƚŚĞĞǀĞŶŝŶŐ͙ŚĂƉƉŝůLJĞǀĞƌĂŌĞƌ͘
Session 3: Comprehension
Session 4: Grammar and Usage
Session 5: tŽƌĚƐŝŶhƐĞ͖^ƉĞĞĐŚWƌĂĐƟĐĞ͖^ƉĞůůŝŶŐ
Session 6: tƌŝƟŶŐ

Before You Read SEL

Let students answer the first question and state the reasons for their reactions.
Is it the right thing to do? (Yes, if they would rush to help; No, if they would stand and do nothing/
laugh/ ignore…)
Next, let students answer the remaining questions. This will help them comprehend the need to help
others and introspect.

READING
Understanding the Text
Play the text in the Smart Book in parts. / Let students read the text in parts. Pause at relevant points to
encourage students to predict / explain / discuss / check comprehension.
Ask students:

1. What does the word confidence mean in para 4?

Ans. In para 4, the word confidence means faith or trust.
(Students are led into deducing the meaning with the help of the accompanying
words.)

Discuss if this kind of advice is normal or strange. — What kind of advice would you expect CT
the aunt to give her nephew?
Activity 1: The discussion focuses on Social Emotional Learning prompting students to analyse and
arrive at conclusions. Let them explain what they think of such a quality and why they think so.
How would you describe Mellidora? ;WƌŝŵĂƌŝůLJĂƐƉŽƌƚ͕ůŝŐŚƚͲŚĞĂƌƚĞĚ͕ŶŽƚĨƵƐƐLJ͙ͿWho are the ones who
are contrasted here and how are they compared? (Let students help you with the details and compare)

IL: SEL—Integrated Learning: Social Emotional Learning (Life Skills); 21C—CT: Critical Thinking 1
DĞůůŝĚŽƌĂŝƐƐĞƚĂŐĂŝŶƐƚƚŚĞŽƚŚĞƌůĂĚŝĞƐ͘

DĞůůŝĚŽƌĂ The other ladies in the carriage

was amused and took the fall sportingly; she wept and were upset at the sorry state they were
laughed even though she was covered with nettle in; they found the whole situation disastrous
stings as she found the situation funny

2. Why do you think the lady is laughing?

Free response

3. In para 14, the prince decides to wait because he is nervous / wise /

uncertain.
Suggested answer (accept any logical answer): In para 14, the prince decides to
ǁĂŝƚďĞĐĂƵƐĞŚĞŝƐǁŝƐĞĂŶĚŬŶŽǁƐŝƚǁŽƵůĚůŽŽŬŽĚĚŝĨŚĞĂƐŬĞĚDĞůůŝĚŽƌĂƚŽ
marry him so soon. But he could also be a little uncertain because he did not
know her well and the other part of his aunt’s advice was yet to be checked.
Ask students to explain their option. This will help them examine the situation
before they answer.

4. What does para 16 tell us about how widely the king’s son’s birthday was
being celebrated? Name an event or occasion which is celebrated in our
country by all sections of society.
Ans. Para 16 tells us that the king’s son’s birthday was being celebrated widely,
even by the common people, since the old woman had made a cake for the
occasion. Sample answer: Independence Day is celebrated in our country by
everyone.
;dŚĞƋƵĞƐƚŝŽŶĨŽĐƵƐĞƐŽŶ/ŶĚŝĂͲŬŶŽǁůĞĚŐĞ͘^ƚƵĚĞŶƚƐůĞĂƌŶĂƐƚŚĞLJƐŚĂƌĞƚŚĞŝƌ
knowledge of the different festivals of India that are celebrated by all.)
Ask students:
Why did the people laugh at the old woman? Do you think it was the right thing to do? SEL
What should they have done instead? What did the prince see Mellidora do?
Who are the ones who are contrasted here? ;>ĞƚƐƚƵĚĞŶƚƐĐŽŶƚŝŶƵĞƚŽĐŽŵƉĂƌĞDĞůůŝĚŽƌĂǁŝƚŚƚŚĞŽƚŚĞƌƐ͘Ϳ
DĞůůŝĚŽƌĂ The other people
was upset and felt sorry for the old woman; helped laughed at the old woman; found the situation
her by picking up the broken cake and trying to put funny; did not help the old woman; rode away
it together; comforted the old woman by putting an ignoring her
arm around her and talking kindly
ŝƐĐƵƐƐDĞůůŝĚŽƌĂ͛ƐĐŚĂƌĂĐƚĞƌͲƚƌĂŝƚƐǁŝƚŚƚŚĞĐůĂƐƐ͘
Activity 2: Encourage students to express well while they perform the actions. Students learn D/ͬ</
ƚŽƉĞƌĨĞĐƚƚŚĞŝƌƐŬŝůůƐǁŚĞŶƚŚĞLJƌŽůĞͲƉůĂLJ͘

5. What does para 22 tell you about the prince? AO>

Ans. Para 22 tells us that the prince was a kind person, since he came down
to the courtyard to see how he could help the old woman.
(The question prompts students to add more details to the description of the
prince and work on the characterisation of the prince)

IL:/ŶĚŝĂ<ŶŽǁůĞĚŐĞ͕ SEL: Social Emotional learning; MI: DƵůƚŝƉůĞŝŶƚĞůůŝŐĞŶĐĞƐͶŽĚŝůLJ<ŝŶĂĞƐƚŚĞƚŝĐ/ŶƚĞůůŝŐĞŶĐĞ 2

Literary Appreciation
The story is a typical tale. The standard beginning, There was once, highlights past events and ends with
the expected happily ever after. The features that make up this story are setting, characters, conflict,
resolution and chronology.
dŚĞƐƚŽƌLJŽĨDĞůůŝĚŽƌĂŝƐĚŝǀŝĚĞĚŝŶƚŽ͗
The beginning: A young prince who wants to get married takes the advice of a wise aunt in choosing
the bride.
The middle: The prince notices a young girl who happens to fit the expectations of the young prince in
the two given situations.
The end: The prince decides that the young girl is the right woman for him and marries her.
Characterisation: dŚĞƐƚŽƌLJŚĂƐĂŶĞƉŽŶLJŵŽƵƐƚŝƚůĞĂŶĚƌĞǀŽůǀĞƐĂƌŽƵŶĚDĞůůŝĚŽƌĂĂƐƐŚĞƌĞŵĂŝŶƐƚŚĞ
ŵĂŝŶĐŚĂƌĂĐƚĞƌƚŚƌŽƵŐŚŽƵƚƚŚĞƐƚŽƌLJ͘DĞůůŝĚŽƌĂŝƐĂĨƵŶͲůŽǀŝŶŐŐŝƌůǁŚŽŬŶŽǁƐǁŚĞŶƚŽƚĂŬĞƚŚŝŶŐƐůŝŐŚƚůLJ
and when not to. She knows that nothing serious has happened when she falls into the ditch along with
the others and finds the situation comical. Her reaction stands in stark contrast to the other ladies who
have fallen.
dŚĞƐĞĐŽŶĚƐŝƚƵĂƚŝŽŶŝŶƚŚĞƐƚŽƌLJĨŝŶĚƐDĞůůŝĚŽƌĂƚŽďĞĂĐŽŵƉĂƐƐŝŽŶĂƚĞLJŽƵŶŐǁŽŵĂŶĂƐƐŚĞŚĞůƉƐƚŚĞ
old woman who had fallen. She does not join the riding party and instead stays behind to comfort the
old woman.

Post-reading ^>͖͖KD͖K>
Work in groups and write a short story of your own with kindness as its theme.

What I Like in this text

Suggested points for assessment:
• The aunt’s advice
• DĞůůŝĚŽƌĂ͛ƐĐŚĂƌĂĐƚĞƌ
• DĞůůŝĚŽƌĂ͛ƐĂĐƚŽĨŬŝŶĚŶĞƐƐ
• The fairy tale quality to the story
• dŚĞĐŽŵƉĂƌŝƐŽŶƚŚĂƚŚŝŐŚůŝŐŚƚƐ͘͘͘DĞůůŝĚŽƌĂ͛ƐŶĂƚƵƌĞ
• The ending

GRAMMAR AND USAGE Countable and uncountable nouns with determiners

Countable and Uncountable Nouns

Write a few countable and uncountable of nouns and ask them to identify the countable and
uncountable nouns.
Next, write the following words on the board:
some, few, much, many, each, enough, a large amount of, plenty of, a lot of
Tell students:
• dŚĞǁŽƌĚƐŝŶŝƚĂůŝĐƐĂƌĞƋƵĂŶƟĮĞƌƐ͘dŚĞLJŐŝǀĞƵƐĂŶŝŶĚŝĐĂƟŽŶŽĨĂŵŽƵŶƚŽƌƋƵĂŶƟƚLJ͘
• They are commonly used before either countable or uncountable nouns.
Let students place these words in front of the nouns, wherever it can be placed.
Example: They have many cats in their house.
I have enough money to buy a story book.

IL—SEL: Social Emotional learning; 21C—C: Creativity; COM: Communication; COL: Collaboration 3
Recap
Ask students: Which of these nouns can be counted? (You may call out or write the words on the board.)
plate turban sand brush
water cook tomato cream
doctor stick notebook needle
island playground hill river
sugar toy packet mice

Pair- work
Let students name the words that can be used with some, few, much, many, each, enough, a large
amount of, plenty of or a lot of.
Activity:WĂŝƌͲǁŽƌŬ KD͖K>
– Write about ten sentences that elicit countable and uncountable nouns, on the board.
Example: May I have some please? ; Parul has a few .
– Let each student write a list of words that they would use to complete the blanks.
– Tell them to put the words in random order.
– Let students switch their notebooks with a partner.
– dŚĞƉĂƌƚŶĞƌƐƐŚŽƵůĚĮŐƵƌĞŽƵƚƚŚĞĂŶƐǁĞƌƐ͘>ĞƚƐƚƵĚĞŶƚƐĐŚĞĐŬǁŝƚŚƚŚĞŝƌƉĂƌƚŶĞƌƐƚŽƐĞĞŚŽǁŵĂŶLJ
answers they matched up correctly.

More about articles

Explain:
1. Sometimes we use the to mean different things:
He drank the water. ( specific water/ some particular water)
He drank water. (any water)
2. We do not use an article
• with names of people, books, sports, games, countries, states, provinces, lakes and mountains
ĞdžĐĞƉƚǁŚĞŶƚŚĞĐŽƵŶƚƌLJŝƐĂĐŽůůĞĐƟŽŶŽĨƐƚĂƚĞƐ͘
 džĂŵƉůĞ͗,ĞůŝǀĞƐŝŶEĞƉĂůŶĞĂƌDŽƵŶƚǀĞƌĞƐƚ͘
• with plurals and uncountable nouns to talk about things in general.
Example: He likes chocolates.

WORDS IN USE Phrases in context

Recap phrases with the class.

Let students read the given phrases aloud.
Next, ask students:
Are these phrases complete sentences? (No); Do they form parts of sentences? (Yes) Do they help in
conveying the right meaning in a sentence? (Yes)
Elicit from the class that a phrase is a group of words that forms a part of a sentence and KD͖K>
is used to communicate something. It cannot stand on its own.

Activity
• Write some phrases that can be enacted, in slips of paper and place them in a box.
• Divide the class into two teams.

21C—COM: Communication, COL: Collaboration 4

• One student from the team, comes forward, picks a slip and mimes the phrase.
• dŚĞƚĞĂŵƚŚĞŶŐƵĞƐƐĞƐƚŚĞƉŚƌĂƐĞ͘;KƉƟŽŶĂů͗zŽƵŵĂLJŚĞůƉďLJƚĞůůŝŶŐƚŚĞƚĞĂŵǁŚĂƚƐĞŶƐĞŝƚĚĞĂůƐ
ǁŝƚŚĂŶĚďLJĂĚĚŝŶŐƚŚĞƉƌĞƉŽƐŝƟŽŶƐƚŽƚŚĞĐŽƌƌĞĐƚƌĞƐƉŽŶƐĞƐ͘Ϳ
(Sound: Safe and sound; sound sleep; of sound mind; Sight: at first sight; catch sight of; lose sight of; out
of sight; Touch: finishing touch; lose one’s touch; get in touch with)

WRITING Describing an experience

Guide students through every step while they do the exercise.

Step 1: Write an outline of an incident you would like to describe.
Step 2: Use simple linkers while describing an incident.
Why do I describe an incident using simple linkers? (and, but, although, yet, even though then, after that, …)
• to show the order of events of an incident
• ƚŽƚĞůůƌĞĂĚĞƌƐĂďŽƵƚƚŚĞƌĞůĂƟŽŶƐŚŝƉďĞƚǁĞĞŶŝĚĞĂƐͬƚŚŝŶŐƐ
• to combine shorter simpler sentences into longer complex ones
Step 3: Flesh out the outline with relevant details.
Step 4: Conclude with a sentence that revisits the introduction.

5
 QUESTION BANK WITH ANSWER KEY

Mellidora
A. Answer the questions.
1. Why did the prince want to know the name of the ‘sixth lady’?
Ans: The prince noted that the sixth lady who came out of the ditch was not crying like the rest
of them. Instead, she found the whole situation to be funny and was laughing when the others
were not.
 Ϯ͘ tŚĂƚŚĂƉƉĞŶĞĚƚŽƚŚĞŽůĚůĂĚLJĂŶĚŚŽǁĚŝĚDĞůůŝĚŽƌĂŚĞůƉŚĞƌ͍
Ans: The old lady got pushed by a guard and fell down along with the cake and eggs that she was
ĐĂƌƌLJŝŶŐ͘DĞůůŝĚŽƌĂŚĞůƉĞĚŚĞƌďLJƚƌLJŝŶŐƚŽƉƵƚƚŚĞďƌŽŬĞŶĐĂŬĞƚŽŐĞƚŚĞƌĂŶĚĐŽŵĨŽƌƚŝŶŐŚĞƌǁŝƚŚ
kind words.
 ϯ͘ ĞƐĐƌŝďĞDĞůůŝĚŽƌĂŝŶĂĨĞǁƐĞŶƚĞŶĐĞƐ͘
Ans: DĞůůŝĚŽƌĂǁĂƐĂĨƵŶͲůŽǀŝŶŐŐŝƌůǁŚŽŬŶĞǁǁŚĞŶƚŽƚĂŬĞƚŚŝŶŐƐůŝŐŚƚůLJĂŶĚǁŚĞŶŶŽƚƚŽ͘^ŚĞ
knew that nothing serious had happened when she fell into the ditch along with the others and
found the situation comical. Her reaction stood in stark contrast to the other ladies who had
fallen.
  ^ŚĞǁĂƐĂŬŝŶĚͲŚĞĂƌƚĞĚĂŶĚĐŽŵƉĂƐƐŝŽŶĂƚĞLJŽƵŶŐǁŽŵĂŶĂƐǁĂƐĞǀŝĚĞŶƚǁŚĞŶƐŚĞŚĞůƉĞĚƚŚĞ
old woman who had fallen. She tried to put together the broken cake of the old woman and
comforted her with kind words.
B. Choose the right option.
Mellidora was
 Ă͘ ƚƌƵƚŚĨƵů͕ŚŽŶĞƐƚĂŶĚŚĂƌĚͲǁŽƌŬŝŶŐ͘
b. loving, grateful and trusting.
c. kind, caring and helpful.
Ans: c
C. Read the line and answer the questions.
You are welcome to have my advice.
a. Who wanted the advice and from whom?
b. Why did he want the advice?
c. What was the advice?
Ans: Ă͘ഩdŚĞƉƌŝŶĐĞǁĂŶƚĞĚƚŚĞĂĚǀŝĐĞĨƌŽŵŚŝƐǁŝƐĞĂƵŶƚ͘പď͘ഩ,ĞǁĂŶƚĞĚƚŚĞĂĚǀŝĐĞďĞĐĂƵƐĞŚĞ
ĚŝĚŶŽƚŬŶŽǁŚŽǁƚŽĐŚŽŽƐĞĂƐƵŝƚĂďůĞďƌŝĚĞĨŽƌŚŝŵƐĞůĨ͘പĐ͘ഩdŚĞĂƵŶƚĂƐŬĞĚƚŚĞƉƌŝŶĐĞƚŽĐŚŽŽƐĞĂ
girl who laughed when others cried, and cried when others laughed.

STUDENTS’ BOOK ANSWER KEY

Mellidora

Before You Read

Free response
Activity 1: Suggested answer (accept any logical answer): A person with a good sense of humour can
laugh at themselves; they don’t feel too sorry for themselves. Yes, it is an admirable quality as it helps
one to stay cheerful.

Understanding the Text

A. 1. a. laughed
b. everyone fell into a ditch

6
 c. they were muddy and shocked
d. she thought she and the others must have been a funny sight
e. could see the funny side and laugh at herself
2. a. cried
b. she became very upset
c. she looked funny standing and scolding among the broken eggs and cake
d. she was sorry for the old woman
e. was a kind and sympathetic person
B. 1. The prince had been invited to a king’s court for a festival, and there he hoped to find someone
he could marry. He went to his aunt to ask for her advice about how he could choose a wife from
among the ladies he would meet at the court.
 Ϯ͘ d ŚĞĨŝǀĞůĂĚŝĞƐŝŶDĞůůŝĚŽƌĂ͛ƐĐĂƌƌŝĂŐĞǁĞƌĞǁĞĞƉŝŶŐďĞĐĂƵƐĞƚŚĞŝƌĐĂƌƌŝĂŐĞŚĂĚƚƵƌŶĞĚŽǀĞƌĂŶĚ
they had all tumbled down into a deep ditch. They were not hurt, but they were wet and muddy;
their clothes were spoilt. Suggested answer (accept any logical answer): Yes, it was natural for
them to be upset as they had had a shock when their carriage turned over, their pretty clothes
had been spoilt and they had fallen into a dirty ditch.
 ϯ͘ Ă͘ D ĞůůŝĚŽƌĂǁĂƐůĂƵŐŚŝŶŐďĞĐĂƵƐĞƐŚĞƚŚŽƵŐŚƚƚŚĂƚƐŚĞĂŶĚƚŚĞŽƚŚĞƌůĂĚŝĞƐŵƵƐƚŚĂǀĞůŽŽŬĞĚ
very funny when they fell down from the carriage into the ditch.
  ď͘ d ŚĞůŝŶĞƐĂLJƐ͚ƵƚƐŚĞůĂƵŐŚĞĚ͛͘͘͘ďĞĐĂƵƐĞDĞůůŝĚŽƌĂŚĞƌƐĞůĨŚĂĚĨĂůůĞŶĚŽǁŶ͕ŚĞƌŚĂƚŚĂĚ
come off, her hair had come down, she was covered with mud and her hands were covered
with nettle stings. So it would have been natural for her to be upset and to cry like the other
ǁŽŵĞŶ͘,ŽǁĞǀĞƌ͕ŝŶƐƚĞĂĚŽĨĨĞĞůŝŶŐƵƉƐĞƚ͕DĞůůŝĚŽƌĂůĂƵŐŚĞĚ͘
c. Suggested answer (accept any logical answer): The prince must have felt surprised to
ƐĞĞDĞůůŝĚŽƌĂůĂƵŐŚŝŶŐ͘,ĞŵĂLJĂůƐŽŚĂǀĞĨĞůƚƉĂƌƚŝĐƵůĂƌůLJĐƵƌŝŽƵƐďĞĐĂƵƐĞDĞůůŝĚŽƌĂǁĂƐ
laughing when others were crying and that satisfied the first condition stated by the prince’s
ĂƵŶƚ͘^ŽƚŚĞƉƌŝŶĐĞǁŽƵůĚƚŚŝŶŬƚŚĂƚDĞůůŝĚŽƌĂŵŝŐŚƚďĞƚŚĞŐŝƌůŚĞĐŽƵůĚŵĂƌƌLJ͘
4. No, the old woman’s cake was not spoiled on purpose. She had been walking through the
crowded courtyard. People were hurrying about on all sides of her. She got in someone’s way
and they pushed her aside carelessly. That is how she tripped and fell and the cake was spoiled.
5. a. Yes, the old woman must have been an ordinary person rather than someone very important
because if she had been an important person, no one would have pushed her out of the way
even if the place was crowded and busy. Neither would people have laughed at her when
she became upset about her cake, had she been someone important. They would have
treated her more carefully and respectfully.
b. The royal family treated the woman very kindly—so kindly that she forgot her anger and
sadness about her spoiled cake. Para 24 tells us this.
6. Suggested answer (accept any logical answer): Yes, the prince’s aunt was indeed a wise woman.
She had asked the prince to look for two qualities when choosing a wife. The prince found these
ƋƵĂůŝƚŝĞƐŝŶDĞůůŝĚŽƌĂ͘DĞůůŝĚŽƌĂĐŽƵůĚůĂƵŐŚĂƚŚĞƌƐĞůĨĞǀĞŶǁŚĞŶƚŚĞƐĂŵĞƐŝƚƵĂƚŝŽŶŵĂĚĞŽƚŚĞƌƐ
upset; this meant she had a sense of humour and did not feel too sorry for herself. On the other
hand, she felt very sorry for an unfortunate woman even when everyone else found her comical;
ƚŚŝƐƐŚŽǁĞĚƚŚĂƚDĞůůŝĚŽƌĂǁĂƐĂŬŝŶĚͲŚĞĂƌƚĞĚĂŶĚƐLJŵƉĂƚŚĞƚŝĐƉĞƌƐŽŶ͘dŚƵƐƚŚĞƉƌŝŶĐĞ͛ƐĂƵŶƚ
guided him towards some important qualities that make a person more lovable and admirable.

Appreciating the Text

1. a, d, e and f
Ϯ͘ Ă͘ dŚĞƉƌŝŶĐĞ͗,ĞŵĂƌƌŝĞƐDĞůůŝĚŽƌĂǁŚŽŵŚĞĂĚŵŝƌĞƐĂŶĚůŽǀĞƐ͘
 ď͘ DĞůůŝĚŽƌĂ͗^ŚĞŵĂƌƌŝĞƐƚŚĞƉƌŝŶĐĞ͕ǁŚŽŵƐŚĞůŽǀĞƐ͘
 Đ͘ dŚĞŽůĚǁŽŵĂŶ͗^ŚĞŝƐĐŽŵĨŽƌƚĞĚďLJDĞůůŝĚŽƌĂĂŶĚŬŝŶĚůLJƌĞĐĞŝǀĞĚďLJƚŚĞŬŝŶŐ͛ƐƐŽŶ͘

7
Grammar and Usage
A. 1. rainbow, waterfall: compound nouns
2. coal, firewood: material nouns; heat: abstract noun
3. Skyway Airlines: proper noun; fleet: collective noun
4. intelligence, cunning: abstract nouns
 ϱ͘ ǁĂƚĞƌŵĞůŽŶ͕ĨƌƵŝƚͲƐĂůĂĚ͗ĐŽŵƉŽƵŶĚŶŽƵŶƐ
6. highway: compound noun; tar: material noun
7. audience: collective noun; excitement: abstract noun
B. 1. enough
2. several
3. Few
4. any; another
5. less
6. much; many
7. some
8. any
C. Free response

Words in Use
A. Words in the phrases that mean something to be seen: sight, show, spectacle, image, picture
1. a sorry spectacle
2. a show of hands
3. the picture of misery
4. a comical sight
5. living / spitting image of
Sentence: Free response
B. Free response

Spelling
ϭ͘ ŐĞŶĞƌĂůůLJ Ϯ͘പŽĐĐĂƐŝŽŶ ϯ͘പƉƵnjnjůĞĚ ϰ͘പƐƵƌƌŽƵŶĚ
ϱ͘ ƌĞĨĞƌƌĞĚ ϲ͘പďĞĂƵƚŝĨƵůůLJ ϳ͘പŽĨĨĞƌĞĚ ϴ͘പƉĞƌŵŝƐƐŝŽŶ

Writing
Free response