Lesson Plan: Seeing without Seeing
Class 2 English (Mridang) Unit 2: Welcome to My World
Lesson Overview
| Aspect | Details |
|---|---|
| Lesson | Seeing without Seeing (Chapter 2) |
| Class | 2 |
| Subject | English (L2 – Second Language) |
| Unit | 2: Welcome to My World |
| Duration | 5 Days (30–35 minutes per day) |
| Page Reference | Pages 27-50 |
| Curricular Goals (NCF-FS) | CG 9.3 (converses fluently), CG 9.5 (comprehends and narrates stories), CG 9.6 (identifies characters), CG 9.7 (uses enough words for daily interactions), CG 9.4 (understands instructions), CG 11.1 (phonological awareness) |
Introduction
“Seeing without Seeing” (Pages 27-50) is the second chapter of Unit 2: Welcome to My World in the Mridang Class 2 English textbook. This heartwarming story sensitizes children to the experiences of differently-abled individuals, particularly those who are visually impaired.
The story revolves around Onshangla, a young girl who comes home from school and tells her mother (whom she calls Ava) about a new boy in her class who wears black glasses and cannot see. Onshangla wonders how he will do things. Her mother then plays a sensory game with her – blindfolding Onshangla and asking her to identify objects using her other senses: hearing, touch, and taste.
Through this game, Onshangla learns that even without sight, there are other ways of finding out things. The story ends with Ava encouraging Onshangla to be friends with the new boy.
Key Highlights of the Chapter
- Sensitization: The chapter teaches children about the challenges faced by visually impaired individuals.
- Sensory Awareness: It highlights the importance of other senses – hearing, touch, taste, and smell.
- Empathy and Inclusion: The story encourages children to be kind and inclusive towards differently-abled peers.
- Mother-Daughter Bond: The warm relationship between Onshangla and Ava is beautifully portrayed.
- Multilingualism: The chapter asks children to share what they call ‘mother’ in their mother tongue.
Learning Objectives (सीखने के उद्देश्य)
By the end of this lesson, students will be able to:
- Listen to and understand the story “Seeing without Seeing.” (कहानी सुन और समझ सकेंगे।)
- Identify the characters – Onshangla, Ava (mother), and the new boy. (पात्रों को पहचान सकेंगे – Onshangla, Ava और नया लड़का।)
- Understand that people can use other senses (hearing, touch, taste, smell) to identify things. (लोग अन्य इंद्रियों – सुनना, छूना, चखना, सूंघना – का उपयोग करके चीज़ों की पहचान कर सकते हैं, यह समझ सकेंगे।)
- Develop empathy and sensitivity towards differently-abled individuals. (दिव्यांग व्यक्तियों के प्रति संवेदनशीलता विकसित कर सकेंगे।)
- Answer comprehension questions about the story. (कहानी से संबंधित प्रश्नों के उत्तर दे सकेंगे।)
- Identify objects using senses (touch, smell, taste, hearing). (इंद्रियों का उपयोग करके वस्तुओं की पहचान कर सकेंगे।)
- Write about activities they like to do with family members. (परिवार के सदस्यों के साथ करने वाली गतिविधियों के बारे में लिख सकेंगे।)
- Identify good and bad habits for eye care. (आँखों की देखभाल के लिए अच्छी और बुरी आदतों की पहचान कर सकेंगे।)
- Practice eye exercises for healthy eyes. (आँखों के स्वास्थ्य के लिए नेत्र व्यायाम कर सकेंगे।)
Key Vocabulary (मुख्य शब्दावली)
Story-Specific Words (कहानी से संबंधित शब्द)
| English | Hindi | Meaning/Usage |
|---|---|---|
| Quiet | शांत (Shaant) | Silent, not making noise |
| Front | सामने (Saamne) | In front of something |
| Sniff | सूंघना (Soonghna) | To smell |
| Remove | हटाना (Hataana) | Take off |
| Joy | खुशी (Khushi) | Happiness |
| Blink | पलक झपकाना (Palak jhapkana) | Close and open eyes quickly |
| Difficulties | मुश्किलें (Mushkilein) | Problems, challenges |
| Black glasses | काले चश्मे (Kaale chashme) | Dark/sunglasses |
| Desk | मेज़ (Mez) | A table for writing |
| Scarf | दुपट्टा (Dupatta) | A piece of cloth worn around the neck/head |
| Glass | गिलास (Gilaas) | A drinking glass |
| Orange juice | संतरे का रस (Santre ka ras) | Juice from oranges |
| Wonderful | अद्भुत (Adbhut) | Amazing, great |
New Words (नए शब्द)
| English | Hindi |
|---|---|
| Quiet | शांत |
| Front | सामने |
| Sniff | सूंघना |
| Remove | हटाना |
| Joy | खुशी |
| Blink | पलक झपकाना |
| Difficulties | मुश्किलें |
Sight Words (दृश्य शब्द)
is, from, what, on, how, and, it, me, our, some, other
Sensory Words (इंद्रियों से संबंधित शब्द)
| Sense | English | Hindi |
|---|---|---|
| Touch | Touch | स्पर्श (Sparsh) |
| Taste | Taste | स्वाद (Swaad) |
| Smell | Smell | गंध (Gandh) |
| Hear | Hear | सुनना (Sunna) |
| See | See | देखना (Dekhna) |
Day-Wise Lesson Plan
Day 1: Introduction to the Story (कहानी का परिचय)
Duration: 30 minutes
| Time | Activity | Hindi Term / Instruction | Teacher’s Role |
|---|---|---|---|
| 5 min | Warm-up | शुभ प्रभात! (Shubh Prabhat!) | Greet students. Ask: “What do you use to see things?” (तुम चीज़ें देखने के लिए क्या उपयोग करते हो?) “Eyes!” “What if someone cannot see?” (अगर कोई देख नहीं सकता तो क्या होगा?) |
| 5 min | Pre-listening | आज क्या सीखेंगे? (Aaj kya seekhenge?) | Show the picture of Onshangla and Ava (Page 27). Say: “Today we will read a story about a girl named Onshangla and her mother. They play a special game!” |
| 10 min | Story Narration (Part 1) | कहानी सुनो (Kahani suno) | Narrate the first part of the story (Page 27): Onshangla returns from school quietly. She tells her mother about the new boy who wears black glasses and cannot see. |
| 5 min | Vocabulary Introduction | नए शब्द सीखो (Naye shabd seekho) | Introduce key words: quiet, front, black glasses, cannot see. Write on board with Hindi meanings. |
| 5 min | Wrap-up | आज क्या सीखा? (Aaj kya seekha?) | Ask: “What did Onshangla tell her mother?” (Onshangla ने अपनी माँ को क्या बताया?) “Who is the new boy?” “He cannot see.” |
Story Summary (Part 1 – Page 27):
Little Onshangla returned from the school. She opened the door quietly. She kept her bag on the table quietly.
Her mother looked at her. “Onshangla you are very quiet today,” said Ava. “Did anything happen in the school?”
“Yes Ava,” said Onshangla. “A new boy came to our school. He sits in our class.”
“Yes?” said Ava, listening to Onshangla, and placing biscuits and milk on the table.
“The teacher helped him sit in the front desk,” said Onshangla. “He wears black glasses. He cannot see. He will come every day. How will he do things?”
“Finish your biscuits and milk,” said Ava. “Then we will play a new game.”
Key Characters:
| Character | English | Hindi |
|---|---|---|
| Onshangla | Onshangla | ओन्शांगला |
| Ava (mother) | Ava | आवा |
| New boy | New boy | नया लड़का |
Hindi Instructions to Use:
- “Kahaani suno” (कहानी सुनो) – Listen to the story
- “Onshangla kaun hai?” (Onshangla कौन है?) – Who is Onshangla?
- “Naya ladka kaisa hai?” (नया लड़का कैसा है?) – What is the new boy like?
- “Kya problem hai?” (क्या problem है?) – What is the problem?
Day 2: Story Narration (Part 2) and Comprehension (कहानी का दूसरा भाग और समझ)
Duration: 30 minutes
| Time | Activity | Hindi Term / Instruction | Teacher’s Role |
|---|---|---|---|
| 5 min | Revision | कल क्या सीखा? (Kal kya seekha?) | Quick recall: “What did Onshangla tell her mother?” “Who is the new boy?” |
| 10 min | Story Narration (Part 2) | कहानी पूरी सुनो (Kahani puri suno) | Narrate the rest of the story (Pages 28-29): Ava plays the game with Onshangla – she blindfolds her and asks her to identify things using touch, hearing, and taste. Onshangla identifies the bell (hearing), a glass of orange juice (touch and taste). Ava removes the scarf and Onshangla sees her with joy. |
| 5 min | Comprehension Questions | प्रश्न-उत्तर (Prashn-uttar) | Ask: “What game did Ava play with Onshangla?” “How did Onshangla identify the bell?” (She heard it) “How did she identify the orange juice?” (She tasted it) |
| 5 min | Vocabulary Review | शब्द अभ्यास (Shabd abhyas) | Review: sniff, remove, joy, blink, difficulties. |
| 5 min | Wrap-up | आज क्या सीखा? | Ask: “What did Onshangla learn from the game?” (She learned that even without eyes, you can use other senses.) |
Story Summary (Part 2 – Pages 28-29):
“Good!” said Ava. “Now try another thing… What do I hold?” She held a small bell in her hand. She shook it. Trin…Trin… “I know,” said Onshangla, with joy. “It is the bell. The small bell that gives such a musical sound. I can hear it, Ava!”
“Smart girl!” said Ava. Then Ava took a glass in her hand. “What is it? What do I hold now? Do you know?” she asked.
Onshangla touched it. “It is a glass,” she said. She put one finger slightly into the glass. “A glass of water!” “Are you sure?” asked Ava. “It could be milk or juice.” Onshangla tasted it. “Oh!” she cried, “It is not water, it is orange juice.” Ava laughed. “Good girl!” she said.
“Now I will remove the scarf. You must tell what is in front of you!” she said. She took off the scarf. Onshangla blinked and looked at her. “It is you, Ava,” she shouted with joy. “I see you!”
Sensory Identification in the Story:
| Object | Sense Used | How? |
|---|---|---|
| Bell | Hearing | Heard the sound “Trin…Trin…” |
| Glass | Touch | Touched it and felt it was a glass |
| Orange juice | Taste | Tasted it to know it was orange juice |
| Ava | Sight | Saw her when scarf was removed |
Comprehension Questions:
| Question | Expected Answer |
|---|---|
| What game did Ava play with Onshangla? | Ava blindfolded Onshangla and asked her to identify things. |
| How did Onshangla identify the bell? | She heard the bell. |
| How did Onshangla know it was a glass? | She touched the glass. |
| How did Onshangla know it was orange juice? | She tasted it. |
| What did Onshangla learn? | She learned that there are other ways of finding out things. |
Hindi Instructions to Use:
- “Kya game tha?” (क्या game था?) – What was the game?
- “Bell kaise pahchana?” (Bell कैसे पहचाना?) – How did she identify the bell?
- “Juice kaise pahchana?” (Juice कैसे पहचाना?) – How did she identify the juice?
- “Kya seekha?” (क्या सीखा?) – What did she learn?
Day 3: Sensory Activities and Discussion (इंद्रिय गतिविधियाँ और चर्चा)
Duration: 30 minutes
| Time | Activity | Hindi Term / Instruction | Teacher’s Role |
|---|---|---|---|
| 5 min | Revision | पुनरावृत्ति (Punaravritti) | Quick recall of the story. Ask: “How did Onshangla identify the bell?” “How did she identify the orange juice?” |
| 5 min | Multilingual Activity | बहुभाषी गतिविधि (Bahubhashi gatividhi) | Use Page 30: “Onshangla calls her mother ‘Ava’. What is the word for mother in your mother tongue?” Let every child say the word for ‘mother’ in their own language. Write all the words on the blackboard. |
| 10 min | Sensory Activity | इंद्रिय गतिविधि (Indriya gatividhi) | Use Page 30: “Close your eyes. Imagine that, when your eyes are closed, how would you identify the following: water, flower, sugar, direction of a clapping sound.” Discuss with students. |
| 5 min | Drawing Activity | चित्र बनाओ (Chitra banao) | Use Page 31: “Draw two things which you like to smell. Draw two things which you like to taste.” |
| 5 min | Wrap-up | आज क्या सीखा? | Ask: “How can we identify things without using our eyes?” (By hearing, touching, tasting, smelling) |
Multilingual Activity (Page 30):
| Language | Word for Mother |
|---|---|
| Hindi | माँ (Maa) |
| Tamil | அம்மா (Amma) |
| Kannada | ಅಮ್ಮ (Amma) |
| Bengali | মা (Ma) |
| Gujarati | માતા (Mata) |
| Marathi | आई (Aai) |
| Punjabi | ਮਾਂ (Maa) |
| Telugu | అమ్మ (Amma) |
| Malayalam | അമ്മ (Amma) |
| Odia | ମା (Maa) |
Sensory Activity (Page 30):
| Object | How to Identify | Sense Used |
|---|---|---|
| Water | Touch (feel the liquid), Taste | Touch, Taste |
| Flower | Smell | Smell |
| Sugar | Taste (sweet) | Taste |
| Direction of clapping sound | Hear the sound and turn towards it | Hearing |
Drawing Activity (Page 31):
| Task | English | Hindi |
|---|---|---|
| A | Draw two things which you like to smell. | दो चीज़ें बनाओ जिन्हें तुम सूंघना पसंद करते हो। |
| B | Draw two things which you like to taste. | दो चीज़ें बनाओ जिन्हें तुम चखना पसंद करते हो। |
Hindi Instructions to Use:
- “Apni bhasha mein Maa kaise kehte hain?” (अपनी भाषा में ‘Maa’ कैसे कहते हैं?) – How do you say ‘Maa’ in your language?
- “Aankh band karo” (आँख बंद करो) – Close your eyes.
- “Kya mehsoos hota hai?” (क्या महसूस होता है?) – What do you feel?
- “Kaisa lagta hai?” (कैसा लगता है?) – How does it feel?
Day 4: Writing Activities and Eye Care (लेखन गतिविधियाँ और आँखों की देखभाल)
Duration: 30 minutes
| Time | Activity | Hindi Term / Instruction | Teacher’s Role |
|---|---|---|---|
| 5 min | Revision | दोहराव (Dohrav) | Quick recall of the story and sensory activities. |
| 10 min | Writing Activities | लेखन (Lekhan) | Use Pages 32-33: (A) Fill in the blanks with suitable words. (B) “What activities do you like to do with your family members? Write about them.” (C) “Write five things you can do by yourself.” |
| 5 min | Eye Care Discussion | आँखों की देखभाल (Aankhon ki dekhbhaal) | Use Page 33: Discuss good and bad habits for eyes. “Sit straight while reading or drawing.” “Don’t sit very close to the TV.” “Don’t rub your eyes with dirty hands.” |
| 5 min | Eye Exercise | नेत्र व्यायाम (Netra vyayam) | Use Page 34: Follow instructions and repeat eye movements: Look up, Look down, Look right, Look left. Do not move face and body – only move eyes. |
| 5 min | Wrap-up | आज क्या सीखा? | Ask: “How can we take care of our eyes?” (Sit straight, don’t watch TV too close, exercise eyes) |
Writing Activities (Page 32-33):
A. Fill in the Blanks:
| Sentence | Answer |
|---|---|
| Onshangla was very ______ one day. | quiet |
| A new ______ came to Onshangla’s school. | boy |
| Ava placed ______ and ______ on the table. | biscuits / milk |
| Ava played a new ______ with Onshangla. | game |
| Onshangla cried, “Oh! it is not water, it is ______ juice.” | orange |
B. Activities with Family Members (Page 32):
| Example | Student Response |
|---|---|
| I like to walk with my grandfather. | I like to ______ with my ______. |
C. Things I Can Do By Myself (Page 33):
| Example | Student Response |
|---|---|
| I can take a bath by myself. | I can ______ by myself. |
Good Habits for Eyes (Page 33):
| Good Habits ✅ | Bad Habits ❌ |
|---|---|
| Sit straight while reading or drawing. | Sit very close to the TV. |
| Sit at a proper distance from TV. | Rub eyes with dirty hands. |
| Close your eyes and rest them. | Read in dim light. |
| Eat healthy food for good eyesight. | Watch TV for too long. |
Eye Exercises (Page 34):
| Exercise | Action | Hindi |
|---|---|---|
| Look up | Move eyes up | ऊपर देखो |
| Look down | Move eyes down | नीचे देखो |
| Look right | Move eyes right | दायें देखो |
| Look left | Move eyes left | बायें देखो |
Hindi Instructions to Use:
- “Khaali jagah bharo” (खाली जगह भरो) – Fill in the blanks
- “Likho” (लिखो) – Write
- “Aankh ki exercise karo” (आँख की exercise करो) – Do eye exercise
- “Aankh band karo” (आँख बंद करो) – Close your eyes
Day 5: Phonics, Assessment, and Celebration (ध्वनि, मूल्यांकन और उत्सव)
Duration: 30 minutes
| Time | Activity | Hindi Term / Instruction | Teacher’s Role |
|---|---|---|---|
| 5 min | Revision | पुनरावृत्ति (Punaravritti) | Full story recall. Ask: “What did Onshangla learn?” “How can we take care of our eyes?” |
| 10 min | Phonics Activity | ध्वनि अभ्यास (Dhvani abhyas) | Use Page 35: Introduce the vowel sound ‘o’ as in ‘top’. Look at the pictures: top, pot, dog, mop, frog, clock. Say the words aloud. Help children notice the ‘o’ sound. Practice with more words: hop, dot, cot, log, box. |
| 5 min | Speaking Assessment | बातचीत परीक्षण (Baatcheet parikshan) | Call students one by one. Ask: “What did Onshangla learn from the game?” “How can you identify things without seeing?” “What is a good habit for eyes?” |
| 5 min | Writing Assessment | लेखन परीक्षण (Lekhan parikshan) | Dictate 5 words: quiet, front, sniff, remove, joy. Students write in their notebooks. |
| 5 min | Wrap-up & Celebration | समापन और शाबाशी (Samaapan aur Shabashi) | Sing the “It is Fun” poem. Clap for all students. Celebrate their learning! |
Phonics Activity (Page 35):
Vowel Sound ‘o’ as in ‘top’:
| Word | Picture | Hindi Meaning |
|---|---|---|
| top | टॉप | ऊपर/चोटी |
| pot | बर्तन | बर्तन |
| dog | कुत्ता | कुत्ता |
| mop | पोछा | पोछा |
| frog | मेंढक | मेंढक |
| clock | घड़ी | घड़ी |
More ‘o’ Sound Words:
| Word | Hindi Meaning |
|---|---|
| hop | उछलना |
| dot | बिंदु |
| cot | खाट |
| log | लट्ठा |
| box | डिब्बा |
| rock | चट्टान |
Speaking Assessment Questions:
| Question | Expected Answer |
|---|---|
| What did Onshangla learn from the game? | She learned that even without eyes, we can use other senses. |
| How can you identify things without seeing? | By touching, hearing, tasting, and smelling. |
| What is a good habit for eyes? | Sitting straight while reading. |
| What is a bad habit for eyes? | Sitting very close to the TV. |
| What did Onshangla call her mother? | Ava |
Writing Assessment:
| Dictation Word | Expected Spelling |
|---|---|
| quiet | Q-U-I-E-T |
| front | F-R-O-N-T |
| sniff | S-N-I-F-F |
| remove | R-E-M-O-V-E |
| joy | J-O-Y |
Assessment Checklist (मूल्यांकन सूची):
| Skill | Criteria | Yes/No |
|---|---|---|
| Listening | Listens to the story attentively | ☐ |
| Comprehension | Answers 4+ questions correctly | ☐ |
| Story Recall | Recalls main events of the story | ☐ |
| Vocabulary | Names 5+ new words | ☐ |
| Sensory Awareness | Identifies objects using senses | ☐ |
| Writing | Writes dictation words correctly | ☐ |
| Eye Care | Identifies good and bad habits for eyes | ☐ |
Additional Activities (अतिरिक्त गतिविधियाँ)
| Activity | Description | Hindi Instruction |
|---|---|---|
| Blindfold Game | Like the story, blindfold a student and ask them to identify objects by touching, smelling, or tasting. | “Aankh band karke pahchano.” (आँख बंद करके पहचानो।) |
| Sensory Walk | Take students on a walk with eyes closed (safely). Ask them to identify sounds and smells. | “Aankh band karke chalo.” (आँख बंद करके चलो।) |
| Sound Identification | Play different sounds (bell, whistle, clap, animal sounds). Students identify them. | “Awaaz suno aur pahchano.” (आवाज़ सुनो और पहचानो।) |
| Smell Identification | Keep different things with smells (flower, soap, orange). Students identify by smelling. | “Gandh sungho aur pahchano.” (गंध सूंघो और पहचानो।) |
| Taste Test | Taste different things (sugar, salt, lemon). Students identify by tasting. | “Swaad chakho aur pahchano.” (स्वाद चखो और पहचानो।) |
| Draw with Eyes Closed | Students draw a simple picture with eyes closed. Discuss how difficult it is without sight. | “Aankh band karke banao.” (आँख बंद करके बनाओ।) |
| Eye Care Poster | Make a poster on “How to take care of our eyes.” | “Aankh ki dekhbhaal ka poster banao.” (आँख की देखभाल का पोस्टर बनाओ।) |
Resources Needed (आवश्यक सामग्री)
- Textbook: Mridang Class 2 English (Pages 27-35)
- Pictures of objects for sensory activities (bell, glass, water, flower, sugar)
- Real objects for sensory activities (bell, glass, flower, sugar, orange juice)
- Scarf/cloth for blindfold game
- Flashcards: new words (quiet, front, sniff, remove, joy, blink, difficulties)
- Flashcards: ‘o’ sound words (top, pot, dog, mop, frog, clock)
- Drawing sheets and crayons
- Notebooks and pencils for writing practice
- Chart paper for eye care poster
Integration with Indian Knowledge System (भारतीय ज्ञान परंपरा से जुड़ाव)
- Sensory Awareness in Indian Tradition: Indian philosophy emphasizes the importance of all five senses. The story beautifully demonstrates how other senses can compensate for the loss of sight.
- The concept of “Seeing without Seeing”: This aligns with the Indian concept of “Antar Drishti” (inner vision) – seeing beyond the physical eyes. It is also connected to the idea of “Jnana Chakshu” (eye of knowledge).
- Inclusivity in Indian Culture: Indian tradition teaches respect and compassion for all beings. The story encourages children to be inclusive and kind towards differently-abled individuals.
- Mother’s role in Indian families: The loving relationship between Onshangla and her mother (Ava) reflects the strong mother-child bond in Indian families.
- Multilingualism: The activity on Page 30 encourages children to share the word for ‘mother’ in their mother tongue, promoting linguistic diversity and respect for all languages.
- Ayurveda and Eye Care: Ayurveda emphasizes the importance of eye care. The eye exercises and good habits mentioned in the chapter align with traditional practices.
Note to the Teacher (शिक्षक के लिए नोट)
- Sensitize children to the challenges faced by the differently abled. Discuss how we can help and be friends with them.
- Let every child say the word for ‘mother’ in their own language. Write all the words on the blackboard.
- Provide more practice using various objects for sensory identification.
- Ensure that the children do the eye exercises. Tell them how to protect their eyes.
- This introduces young learners to the vowel sound ‘o’ as in ‘top’. Help them notice the words beginning with ‘o’.
- Encourage children to speak in English even if they use a mix of Hindi/English. Accept all responses and gradually encourage full sentences.
- The story is sensitive and important. Handle the topic of disability with care and empathy.
Links to Other Curricular Areas (पाठ्यक्रम के अन्य क्षेत्रों से जुड़ाव)
| Area | Connection |
|---|---|
| Environmental Studies (EVS) | Senses, sensory organs, eye care, health and hygiene |
| Health Education | Eye care, good habits, hygiene |
| Values Education | Empathy, inclusion, respect for differently-abled individuals |
| Art & Craft | Drawing things to smell and taste, eye care poster |
| Physical Education | Eye exercises |
| Language Development | Vocabulary building, phonics (‘o’ sound), sentence formation |
| Social Studies | Linguistic diversity (words for mother in different languages) |
Quick Reference Card
Key Characters:
Onshangla, Ava (mother), New boy (visually impaired)
Key Senses:
Hearing, Touch, Taste, Smell
Sensory Identification:
Bell → Hearing
Glass → Touch
Orange juice → Taste
Ava → Sight (after removing scarf)
Key Message:
“There are other ways of finding out things. Be kind to everyone.”
Good Habits for Eyes:
Sit straight while reading
Don’t sit close to TV
Don’t rub eyes with dirty hands
Do eye exercises
Vowel Sound:
‘o’ as in top, pot, dog, mop, frog, clock
Mani Sir एक अनुभवी शिक्षक, शिक्षा मार्गदर्शक और डिजिटल शिक्षा सामग्री निर्माता हैं। वे प्रतियोगी परीक्षाओं तथा विद्यालयी शिक्षा के लिए सरल, तथ्यपूर्ण और परीक्षा-उपयोगी अध्ययन सामग्री तैयार करने के लिए जाने जाते हैं। उनका उद्देश्य कठिन विषयों को आसान भाषा में समझाकर विद्यार्थियों की सफलता सुनिश्चित करना है।
वे विशेष रूप से Prayas आवासीय विद्यालय, जवाहर नवोदय विद्यालय (JNVST), एकलव्य मॉडल आवासीय विद्यालय (EMRS), SCERT, CG Board, CTET, तथा अन्य शैक्षिक परीक्षाओं के लिए नोट्स, मॉडल प्रश्नपत्र, MCQ, माइंड मैप, चार्ट, अध्ययन सामग्री और वीडियो लेक्चर तैयार करते हैं।