Lesson Plan: Hop a Little
Class 1 English (Mridang) Unit 1: My Family and Me
Lesson Overview
| Aspect | Details |
|---|---|
| Lesson | Hop a Little (Poem & Activities) |
| Class | 1 |
| Subject | English (L2 – Second Language) |
| Unit | 1: My Family and Me |
| Duration | 5 Days (30–35 minutes per day) |
| Curricular Goals (NCF-FS) | CG 9.1 (listens to and appreciates songs/rhymes), CG 9.3 (converses fluently), CG 9.4 (understands instructions), CG 9.7 (uses enough words for daily interactions), CG 11.1 (phonological awareness) |
Learning Objectives (सीखने के उद्देश्य)
By the end of this lesson, students will be able to:
- Recite the poem “Hop a Little” with correct actions and rhythm. (कविता को सही क्रियाओं और लय के साथ गा सकेंगे।)
- Identify and perform action words like hop, jump, skip, stamp, dance, twist, shake, yawn, sleep. (क्रिया शब्दों को पहचान और कर सकेंगे।)
- Describe what people are doing using “He/She/They is/are…ing.” (चित्र देखकर बता सकेंगे कि लोग क्या कर रहे हैं।)
- Play hopscotch and count numbers 1–7. (हॉपस्कॉच खेल सकेंगे और 1–7 तक गिनती कर सकेंगे।)
- Fill in missing letters to complete words. (शब्दों में छूटे अक्षर भर सकेंगे।)
- Recognize initial sounds of letters and identify the odd one out. (प्रारंभिक ध्वनि पहचान सकेंगे।)
Key Vocabulary (मुख्य शब्दावली)
| English | Hindi (Term) |
|---|---|
| Hop | उछलना (Uchalna) |
| Jump | कूदना (Koodna) |
| Skip | फुदकना (Phudakna) |
| Stamp | पैर पटकना (Pair patakna) |
| Tap | थपथपाना (Thapthapana) |
| Dance | नाचना (Naachna) |
| Twist | मरोड़ना (Marodna) |
| Shake | हिलाना (Hilana) |
| Yawn | जम्हाई लेना (Jamhaai lena) |
| Sleep | सोना (Sona) |
| Run | दौड़ना (Daudna) |
| Stretch | तानना (Taanna) |
| Bend | झुकना (Jhukna) |
| Children | बच्चे (Bachche) |
| Game | खेल (Khel) |
| Football | फुटबॉल (Football) |
| Hopscotch | किचकिच (Kichkich) |
Day-Wise Lesson Plan
Day 1: Introduction to the Poem (कविता का परिचय)
Duration: 30 minutes
| Time | Activity | Hindi Term / Instruction | Teacher’s Role |
|---|---|---|---|
| 5 min | Warm-up | शुभ प्रभात! (Shubh Prabhat!) | Greet students. Ask them to stand up. Say: “Let’s do some actions!” (चलो कुछ क्रियाएँ करते हैं!) |
| 5 min | Pre-listening | आज क्या सीखेंगे? (Aaj kya seekhenge?) | Show pictures of children hopping, skipping, dancing. Ask: “What are they doing?” (वे क्या कर रहे हैं?) Accept answers in Hindi and English. |
| 10 min | Poem Recitation | मेरे पीछे दोहराओ (Mere pichhe dohrao) | Recite the poem with actions (Page 36-37). Do it line by line. Students repeat and act. |
| 5 min | Action Song | साथ में गाओ (Saath mein gao) | Sing the full poem with actions. Do it twice. |
| 5 min | Wrap-up | आज क्या सीखा? (Aaj kya seekha?) | Ask: “Which action words did we learn today?” (आज हमने कौन-कौन सी क्रिया शब्द सीखे?) |
Poem (with actions):
Hop a little, skip a little, (Hop on one foot, then skip)
Jump a little, stamp a little, (Jump, then stamp feet)
Dance a little, twist a little, (Dance, twist body)
Shake your hand. (Shake hands)
Yawn a little, sleep a little, (Yawn, close eyes and pretend to sleep)
Wake up, wake up! (Open eyes wide, stretch arms)
Clap a little, tap a little, (Clap hands, tap feet)
Hop a little, stop! (Hop, then freeze!)
Hindi Instructions to Use:
- “Mere saath karo” (मेरे साथ करो) – Do with me
- “Aankh band karo” (आँख बंद करो) – Close your eyes
- “Aankh kholo” (आँख खोलो) – Open your eyes
- “Ruko” (रुको) – Stop
- “Nacho” (नाचो) – Dance
Day 2: Action Words and TPR (क्रिया शब्द और शारीरिक क्रिया)
Duration: 30 minutes
| Time | Activity | Hindi Term / Instruction | Teacher’s Role |
|---|---|---|---|
| 5 min | Revision | कल क्या सीखा? (Kal kya seekha?) | Recite the poem with actions. |
| 5 min | Vocabulary Drill | नए शब्द सीखो (Naye shabd seekho) | Introduce all action words from the box (Page 37): hop, jump, stamp, skip, tap, dance, twist, shake, yawn, sleep. Write on board with Hindi meanings. |
| 10 min | Simon Says Game | साइमन कहता है (Simon kehta hai) | “Simon says: hop!” “Simon says: dance!” “Simon says: yawn!” Students do the action. If no “Simon says”, they shouldn’t move. |
| 5 min | Action Chain | क्रिया श्रृंखला (Kriya shrankhala) | Call one student at a time. Say an action word. The student does it and says “I am hopping.” “I am dancing.” |
| 5 min | Wrap-up | आज क्या सीखा? | Ask: “How do you say ‘कूदना’ in English?” (Jump) “How do you say ‘नाचना’?” (Dance) |
Action Words Chart:
| English Action | Hindi | Physical Action |
|---|---|---|
| Hop | उछलना | Hop on one foot |
| Jump | कूदना | Jump with both feet |
| Skip | फुदकना | Skip lightly |
| Stamp | पैर पटकना | Stamp feet loudly |
| Tap | थपथपाना | Tap feet lightly |
| Dance | नाचना | Move body to rhythm |
| Twist | मरोड़ना | Twist body side to side |
| Shake | हिलाना | Shake hands/bodies |
| Yawn | जम्हाई लेना | Open mouth wide, yawn |
| Sleep | सोना | Close eyes, pretend to sleep |
| Run | दौड़ना | Run in place |
| Stretch | तानना | Stretch arms up |
| Bend | झुकना | Bend forward |
| Walk | चलना | Walk in place |
Hindi Instructions to Use:
- “Karo dikhao” (करो दिखाओ) – Show the action
- “Konsa action hai?” (कौन सा एक्शन है?) – Which action is this?
- “Tez karo” (तेज़ करो) – Do it fast
- “Dheere karo” (धीरे करो) – Do it slowly
Day 3: Picture Talk and Sentence Formation (चित्र वार्ता और वाक्य निर्माण)
Duration: 30 minutes
| Time | Activity | Hindi Term / Instruction | Teacher’s Role |
|---|---|---|---|
| 5 min | Revision | पुनरावृत्ति (Punaravritti) | Sing the poem. Ask students to show different actions. |
| 5 min | Picture Observation | चित्र देखो (Chitra dekho) | Show the picture on Page 38. Give children 2 minutes to observe quietly. |
| 10 min | Question-Answer | सवाल-जवाब (Sawaal-jawaab) | Ask questions from Page 39: “How many children are there?” (कितने बच्चे हैं?) “What games are they playing?” (क्या खेल खेल रहे हैं?) “Which is your favourite game?” (तुम्हारा पसंदीदा खेल कौन सा है?) Help students answer in English. |
| 5 min | Sentence Building | वाक्य बनाओ (Vakya banao) | Show action pictures (Page 40-41). Teach: “He is jumping.” “She is hopping.” “They are dancing.” “The dog is sleeping.” Practice with all pictures. |
| 5 min | Wrap-up | आज क्या सीखा? | Ask: “What is he doing?” (show a picture) – “He is running.” |
Picture Talk Answers (For Teacher Reference):
| Question | Expected Answer |
|---|---|
| How many children are there? | There are [count] children. |
| What games are they playing? | They are playing football, skipping, dancing, hopping, etc. |
| Which is your favourite game? | My favourite game is [football/hopping/skipping]. |
| What are some children doing? | They are dancing. She is jumping. He is yawning. They are walking. Seema is running. Kumar is stretching. The dog is sleeping. Vittal is bending. The boy is skipping. |
Sentence Structures to Teach:
| Subject | Verb + ing | Example |
|---|---|---|
| He | is + verb + ing | He is hopping. |
| She | is + verb + ing | She is dancing. |
| They | are + verb + ing | They are playing. |
| The boy | is + verb + ing | The boy is skipping. |
| The dog | is + verb + ing | The dog is sleeping. |
Hindi Instructions to Use:
- “Chitra mein kya dikh raha hai?” (चित्र में क्या दिख रहा है?) – What do you see in the picture?
- “Kitne bachche hain?” (कितने बच्चे हैं?) – How many children are there?
- “Woh kya kar raha hai?” (वह क्या कर रहा है?) – What is he doing?
- “Mere saath bolo” (मेरे साथ बोलो) – Say with me.
Day 4: Hopscotch Game, Fill-ups, and Writing (हॉपस्कॉच, रिक्त स्थान भरना और लेखन)
Duration: 30 minutes
| Time | Activity | Hindi Term / Instruction | Teacher’s Role |
|---|---|---|---|
| 5 min | Revision | दोहराव (Dohrav) | Quick action word recall: Say a word, students do the action. |
| 10 min | Hopscotch Game | किचकिच खेलो (Kichkich khelo) | Draw hopscotch on the floor (with chalk or tape). Show numbers 1–7. Explain rules (Page 42). Let students play in turns. While playing, ask: “Did you jump? Did you hop? Did you have fun? Did you count?” |
| 5 min | Fill in the Blanks | रिक्त स्थान भरो (Rikt sthaan bharo) | Use the activity on Page 43 (or similar). Show a picture and a word box. Students fill in the correct word. Example: “The boy is ______.” (running/hopping) |
| 5 min | Missing Letters | छूटे अक्षर लिखो (Chhute akshar likho) | Use Page 44. Show words with one missing letter (e.g., H_ND, E_E). Students complete the word. |
| 5 min | Wrap-up | आज क्या सीखा? | Ask: “What number did you reach in hopscotch?” (तुम किस नंबर तक पहुँचे?) |
Hopscotch Variations (Page 42 suggestion):
- Use shapes instead of numbers.
- Use letters instead of numbers.
- Let students say the number aloud as they land on it.
Fill-up Examples (Page 43):
- “He is ______.” (running / hopping / dancing)
- “She is ______.” (jumping / skipping)
- “They are ______.” (playing / walking)
Missing Letter Examples (Page 44):
| Word | Missing Letter | Complete Word |
|---|---|---|
| H_ND | A | HAND |
| _YE | E | EYE |
| N_S_ | O,E | NOSE |
| M_UTH | O | MOUTH |
| E_R | A | EAR |
| L_G | E | LEG |
Hindi Instructions to Use:
- “Number 1 se 7 tak gino” (नंबर 1 से 7 तक गिनो) – Count from 1 to 7
- “Konsa shabd sahi hai?” (कौन सा शब्द सही है?) – Which word is correct?
- “Khaali jagah bharo” (खाली जगह भरो) – Fill in the blank
- “Akshar likho” (अक्षर लिखो) – Write the letter
Day 5: Phonics, Odd One Out, Play Time, and Assessment (ध्वनि, अलग शब्द, खेल और मूल्यांकन)
Duration: 30 minutes
| Time | Activity | Hindi Term / Instruction | Teacher’s Role |
|---|---|---|---|
| 5 min | Revision | पुनरावृत्ति (Punaravritti) | Sing the poem with full actions. Quick recall of action words. |
| 5 min | Phonics – Letter Sounds | ध्वनि अभ्यास (Dhvani abhyas) | Use Page 45-48. Focus on letter sounds for a–z. Show pictures (apple, ball, cat, etc.). Students say the initial sound. |
| 5 min | Odd One Out | अलग शब्द ढूंढो (Alag shabd dhundho) | Use Page 49 or similar. Say a row of words. Students circle the one with a different starting sound. The first one is done for them. Example: (Ball, Bat, Sun, Boy) → Sun is odd. |
| 5 min | Play Time Activities | खेल का समय (Khel ka samay) | Do the activities on Page 46 & 49: (1) Without using hands, turn pages of your book. (2) Sit with partner, look into each other’s eyes, see who blinks first. (3) Hold page in front of mirror (Page 49) and see if they look the same. |
| 5 min | Speaking Assessment | बातचीत परीक्षण (Baatcheet parikshan) | Call students one by one. Show an action picture. Ask: “What is he doing?” Student answers: “He is jumping.” |
| 5 min | Writing Assessment | लेखन परीक्षण (Lekhan parikshan) | Dictate 3 action words (e.g., hop, jump, run) for students to write in their notebooks. |
Odd One Out Examples (for practice):
| Row | Words | Odd One Out | Reason |
|---|---|---|---|
| 1 | Bat, Ball, Boy, Cat | Cat | Starts with /c/, others /b/ |
| 2 | Dog, Duck, Sun, Doll | Sun | Starts with /s/, others /d/ |
| 3 | Fish, Frog, Fan, Hat | Hat | Starts with /h/, others /f/ |
| 4 | Apple, Ant, Egg, Alligator | Egg | Starts with /e/, others /a/ |
| 5 | Mango, Monkey, Mouse, Nose | Nose | Starts with /n/, others /m/ |
Play Time Instructions:
| Activity | Instructions | Hindi |
|---|---|---|
| Turn pages without hands | Without using your hands, turn the pages of your book one by one. | बिना हाथों के किताब के पन्ने पलटो। |
| Blink first challenge | Sit with your partner. Look into each other’s eyes and see who blinks first. | अपने साथी के साथ बैठो। आँखों में देखो और देखो कौन पहले पलक झपकाता है। |
| Mirror activity | Hold this page in front of a mirror. Do they look the same in the mirror? (Page 49) | इस पन्ने को शीशे के सामने रखो। क्या वे शीशे में एक जैसे दिखते हैं? |
Assessment Checklist (मूल्यांकन सूची):
| Skill | Criteria | Yes/No |
|---|---|---|
| Recitation | Recites the poem with actions | ☐ |
| Action Words | Performs at least 6 action words correctly | ☐ |
| Sentence Formation | Says “He is running” correctly | ☐ |
| Phonological Awareness | Identifies initial sounds of letters (a–f) | ☐ |
| Odd One Out | Identifies odd one out correctly | ☐ |
| Writing | Writes action words (hop, jump, run) correctly | ☐ |
| Following Instructions | Turns pages without hands / Mirror activity | ☐ |
Additional Activities (अतिरिक्त गतिविधियाँ)
| Activity | Description | Hindi Instruction |
|---|---|---|
| Action Freeze | Play music. Students dance/hop/jump. When music stops, they must freeze in that position. Ask: “What are you doing?” “I am dancing!” | “Sangeet ruko! Freeze!” (संगीत रुको! फ़्रीज़!) |
| Action Charades | One student acts out an action (without words). Others guess: “He is sleeping!” “She is running!” | “Acting karo aur hum andaza lagayenge.” (एक्टिंग करो और हम अंदाज़ा लगाएँगे।) |
| Action Diary | Ask students: “What did you do in the morning?” Teach: “I woke up. I stretched. I ate breakfast. I walked to school.” | “Subah aapne kya kiya?” (सुबह आपने क्या किया?) |
| Number Hop | Write numbers 1–10 on the floor. Students hop from one number to another and say the number aloud. | “Number par koodo aur bolo.” (नंबर पर कूदो और बोलो।) |
Resources Needed (आवश्यक सामग्री)
- Textbook: Mridang Class 1 English
- Chalk/tape to draw hopscotch on the floor
- Flashcards for action words (hop, jump, skip, etc.)
- Flashcards for letters a–z with pictures
- Worksheet for fill-in-the-blanks and missing letters
- Mirror for the mirror activity
- Music/song for the freeze dance
- Notebooks and pencils for writing practice
Integration with Physical Development (शारीरिक विकास से जुड़ाव)
- This lesson actively integrates gross motor skills (hopping, jumping, skipping, stamping, dancing) and fine motor skills (writing, drawing).
- It aligns with the Annamaya Kosha (physical sheath) development through movement-based activities.
- The Hopscotch game develops coordination, balance, and number recognition.
- The Simon Says game improves listening skills and impulse control.
Note to the Teacher (शिक्षक के लिए नोट)
- Sing the rhyme aloud in tune with actions. Encourage the children to repeat after you.
- Help the children associate actions with the words like hop, skip, jump, etc. Use TPR (Total Physical Response) extensively.
- Introduce other action words like run, walk, sit, stand, and stretch as mentioned in the textbook.
- Give children enough time to observe the picture. Encourage the child to speak and answer the questions, even if they speak in their home language. Help them find English words.
- You may make children play hopscotch with variations—changing the shape, using letters instead of numbers, and so on (as suggested on Page 42).
- Before the writing exercise, make letter flash cards to indicate directions when tracing the letters.
- Draw the attention of the children to the initial sound of each word. Help them say the words aloud focusing on the initial sound.
- Provide regular and frequent practice of the odd-one-out and phonics exercises.
Integration with Indian Knowledge System (भारतीय ज्ञान परंपरा से जुड़ाव)
- Hopscotch (Kichkich/Stapu) is a traditional Indian game played in villages and cities alike. Discuss how children in India have played this game for generations.
- Traditional Indian games like Gilli-danda, Lagori, and Kho-Kho involve similar hopping, running, and jumping actions. Encourage children to share traditional games they play at home with grandparents.
- The emphasis on physical movement aligns with ancient Indian concepts of Vyayam (exercise) and Yoga asanas which are meant to keep the body healthy and strong.