Lesson Plan: The Crow
Class 2 English (Mridang) Unit 4: Life Around Us
Lesson Overview
| Aspect | Details |
|---|---|
| Lesson | The Crow (Chapter 4) |
| Class | 2 |
| Subject | English (L2 – Second Language) |
| Unit | 4: Life Around Us |
| Duration | 5 Days (30–35 minutes per day) |
| Page Reference | Pages 82-89 |
| Curricular Goals (NCF-FS) | CG 9.1 (listens to and appreciates songs/rhymes), CG 9.2 (thinks of rhyming words), CG 9.3 (converses fluently), CG 9.7 (uses enough words for daily interactions), CG 9.4 (understands instructions), CG 11.1 (phonological awareness) |
Introduction
“The Crow” (Pages 82-89) is the fourth chapter of Unit 4: Life Around Us in the Mridang Class 2 English textbook. This delightful poem tells the story of a crow who wants to be beautiful and tries to make himself look like a peacock by sticking peacock feathers to his body.
The crow:
- Wants to be beautiful
- Finds peacock feathers
- Sticks them to his tail, wings, and head
- Dances and says, “I am now beautiful!”
The chapter carries a beautiful message about self-acceptance and self-esteem – that we should be happy with who we are and not try to be someone else. It also teaches children that true beauty comes from within.
The chapter emphasizes:
- Self-esteem and self-acceptance – being happy with who you are
- Birds – crow, peacock, and other birds
- Rhyming words – crow/know, beautiful/grow, tail/fail, wings/head/said
- Phonological awareness – syllables
- Observation of birds in the surroundings
The chapter also includes activities related to:
- Identifying birds and writing their names
- Drawing a favourite bird
- Clapping syllables in words
- Finding rhyming words (bird names)
- Making sentences using words from different boxes
- Discussing the uniqueness of different animals and birds
Learning Objectives (सीखने के उद्देश्य)
By the end of this lesson, students will be able to:
- Recite the poem “The Crow” with correct rhythm and expression. (कविता को सही लय और भाव के साथ गा सकेंगे।)
- Identify and name different birds in English (crow, peacock, sparrow, parrot, pigeon, etc.). (विभिन्न पक्षियों के अंग्रेज़ी नाम बता सकेंगे।)
- Understand the moral of the poem – self-acceptance and true beauty. (कविता का नैतिक संदेश समझ सकेंगे – आत्म-स्वीकृति और सच्ची सुंदरता।)
- Identify rhyming words in the poem (crow/know, beautiful/grow, tail/fail, etc.). (कविता में तुकांत शब्दों की पहचान कर सकेंगे।)
- Clap syllables in words and bird names. (शब्दों और पक्षियों के नामों में syllables की ताली बजा सकेंगे।)
- Describe their favourite bird and why they like it. (अपने पसंदीदा पक्षी का वर्णन कर सकेंगे और बता सकेंगे कि वे उसे क्यों पसंद करते हैं।)
- Draw their favourite bird with its habitat. (अपने पसंदीदा पक्षी को उसके निवास स्थान के साथ बना सकेंगे।)
- Make sentences using words from different boxes. (विभिन्न बक्सों से शब्दों का उपयोग करके वाक्य बना सकेंगे।)
Key Vocabulary (मुख्य शब्दावली)
Birds in the Poem (कविता के पक्षी)
| English | Hindi |
|---|---|
| Crow | कौआ (Kaua) |
| Peacock | मोर (Mor) |
| Sparrow | गौरैया (Gauraiya) |
| Parrot | तोता (Tota) |
| Pigeon | कबूतर (Kabutar) |
| Eagle | चील (Cheel) |
| Owl | उल्लू (Ulloo) |
| Kingfisher | रामचिरैया (Ramchiraiya) |
Poem-Specific Words (कविता से संबंधित शब्द)
| English | Hindi |
|---|---|
| Black | काला (Kala) |
| Beautiful | सुंदर (Sundar) |
| Colourful feathers | रंग-बिरंगे पंख (Rang-birange pankh) |
| Tail | पूँछ (Poonchh) |
| Wings | पंख (Pankh) |
| Danced | नाचा (Nachha) |
| Stuck | चिपकाया (Chipkaya) |
| Picked | उठाया (Uthaya) |
| Without fail | बिना चूके (Bina chuke) |
New Words (नए शब्द)
| English | Hindi |
|---|---|
| Colourful | रंग-बिरंगा (Rang-biranga) |
| Feathers | पंख (Pankh) |
| Grown | बढ़ना (Badhna) |
| Found | मिला (Mila) |
| Another | दूसरा (Doosra) |
| Without fail | निश्चित रूप से (Nishchit roop se) |
Rhyming Words in the Poem (तुकांत शब्द)
| Rhyming Pair | Hindi Meaning |
|---|---|
| Crow – Know | कौआ – जानना |
| Beautiful – Grow | सुंदर – बढ़ना |
| Tail – Fail | पूँछ – चूकना |
| Wings – Things | पंख – चीज़ें |
| Head – Said | सिर – कहा |
Sight Words (दृश्य शब्द)
there, once, was, as, you, to, he, then, another, all, now, and
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: “What birds do you see around your house?” (तुम्हारे घर के आसपास कौन-कौन से पक्षी दिखते हैं?) “What colour is a crow?” (कौआ किस रंग का होता है?) |
| 5 min | Pre-listening | आज क्या सीखेंगे? (Aaj kya seekhenge?) | Show the picture of a crow and a peacock. Ask: “Which bird is more colourful?” (कौन सा पक्षी अधिक रंग-बिरंगा है?) “Today we will read a poem about a crow who wants to be beautiful!” |
| 10 min | Poem Recitation | कविता सुनो (Kavita suno) | Recite the poem with actions (Pages 82-83). 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 with energy. |
| 5 min | Wrap-up | आज क्या सीखा? (Aaj kya seekha?) | Ask: “What is the poem about?” (A crow who wants to be beautiful) “What did the crow find?” (Peacock feathers) |
Poem: The Crow (Pages 82-83)
There once was a crow.
He was black, as you know.
How to be beautiful,
He wanted to know.
Colourful feathers,
He wanted to grow.He found one peacock feather.
He stuck it in his tail.
Then he found another,
He picked up all without fail.He stuck them in his wings,
Put one on his head.
I am now beautiful,
He danced and said.
Actions for the Poem:
| Line | Action |
|---|---|
| There once was a crow | Point to a crow picture |
| He was black, as you know | Point to black colour |
| How to be beautiful | Look thoughtful |
| Colourful feathers | Open hands showing feathers |
| He found one peacock feather | Pretend to pick up a feather |
| He stuck it in his tail | Touch the back/tail area |
| He stuck them in his wings | Touch wings/arms |
| Put one on his head | Touch head |
| I am now beautiful | Strut proudly |
| He danced and said | Dance and pose |
Hindi Instructions to Use:
- “Kavita suno” (कविता सुनो) – Listen to the poem
- “Mere saath karo” (मेरे साथ करो) – Do with me
- “Kaua” (कौआ) – Crow
- “Mor” (मोर) – Peacock
- “Kaali” (काली) – Black
- “Sundar” (सुंदर) – Beautiful
Day 2: Comprehension, Moral, and Discussion (समझ, नैतिक संदेश और चर्चा)
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. Ask: “What did the crow want?” (To be beautiful) |
| 10 min | Comprehension Questions | प्रश्न-उत्तर (Prashn-uttar) | Use Page 84: Ask questions from the textbook. “Which birds do you see around your house or near your school?” “What do you like about the crow?” |
| 10 min | Moral Discussion | नैतिक संदेश (Naitik sandesh) | Discuss: “Was the crow happy? Why did he think he was beautiful?” (Because of the peacock feathers) “What is true beauty?” (Beauty comes from within – being kind, honest, and happy with who you are) |
| 5 min | Wrap-up | आज क्या सीखा? | Ask: “What is the message of the poem?” (Be happy with who you are / True beauty comes from within) |
Comprehension Questions (Page 84):
| Question | Expected Answer |
|---|---|
| Which birds do you see around your house or near your school? | I see crows, sparrows, pigeons, parrots. |
| What do you like about the crow? | I like that the crow is clever and brave. |
| What did the crow want? | The crow wanted to be beautiful. |
| Where did the crow put the feathers? | The crow put feathers in his tail, wings, and head. |
| What did the crow say? | The crow said, “I am now beautiful!” |
Moral Discussion Questions:
| Question | Expected Answer |
|---|---|
| Was the crow really beautiful? | The crow was beautiful in his own way. |
| Why did the crow think he was beautiful? | Because he had colourful feathers. |
| Should we try to be like someone else? | No, we should be happy with who we are. |
| What is true beauty? | True beauty comes from inside – kindness, honesty, and being yourself. |
| What can we learn from the crow? | We should accept ourselves as we are. |
Hindi Instructions to Use:
- “Kaua kya chahta tha?” (कौआ क्या चाहता था?) – What did the crow want?
- “Mor ke pankh kahan chipkaye?” (मोर के पंख कहाँ चिपकाए?) – Where did he stick the peacock feathers?
- “Kya seekha?” (क्या सीखा?) – What did you learn?
- “Sachchi sundarta kya hai?” (सच्ची सुंदरता क्या है?) – What is true beauty?
Day 3: Identifying Birds and Drawing Activity (पक्षियों की पहचान और चित्रकारी)
Duration: 30 minutes
| Time | Activity | Hindi Term / Instruction | Teacher’s Role |
|---|---|---|---|
| 5 min | Revision | पुनरावृत्ति (Punaravritti) | Quick story recall. Moral discussion recap. |
| 10 min | Identifying Birds Activity | पक्षियों की पहचान (Pakshiyon ki pahchan) | Use Page 85: “Can you identify the birds in the box? Write their names in the space provided.” Show pictures of: Crow, Peacock, Sparrow, Parrot, Pigeon, Owl, Eagle. |
| 10 min | Drawing Activity | चित्र बनाओ (Chitra banao) | Use Page 86: “Draw your favourite bird in the box given below and write its name in the given blank.” Students draw their favourite bird with its habitat (trees, sky, grass). |
| 5 min | Wrap-up | आज क्या सीखा? | Ask: “What is your favourite bird? Why?” |
Identifying Birds Activity (Page 85):
| Picture | Bird Name | Hindi |
|---|---|---|
| Picture 1 | Crow | कौआ |
| Picture 2 | Peacock | मोर |
| Picture 3 | Sparrow | गौरैया |
| Picture 4 | Parrot | तोता |
| Picture 5 | Pigeon | कबूतर |
| Picture 6 | Eagle | चील |
| Picture 7 | Owl | उल्लू |
Drawing Activity (Page 86):
| Step | English | Hindi |
|---|---|---|
| 1 | Draw your favourite bird. | अपना पसंदीदा पक्षी बनाओ। |
| 2 | Draw grass, trees, and sky. | घास, पेड़ और आसमान बनाओ। |
| 3 | Write the name of the bird. | पक्षी का नाम लिखो। |
| 4 | Colour the picture. | चित्र में रंग भरो। |
My Favourite Bird:
| Question | Possible Answer |
|---|---|
| What is your favourite bird? | My favourite bird is ______. |
| What colour is it? | It is ______ in colour. |
| Why do you like it? | I like it because it is ______. |
Hindi Instructions to Use:
- “Pakshi ka naam batao” (पक्षी का नाम बताओ) – Tell the name of the bird
- “Apna pasandida pakshi banao” (अपना पसंदीदा पक्षी बनाओ) – Draw your favourite bird
- “Kyun pasand hai?” (क्यों पसंद है?) – Why do you like it?
Day 4: Phonics – Syllables and Rhyming Words (ध्वनि – Syllables और तुकांत शब्द)
Duration: 30 minutes
| Time | Activity | Hindi Term / Instruction | Teacher’s Role |
|---|---|---|---|
| 5 min | Revision | दोहराव (Dohrav) | Quick recall of the poem and bird names. |
| 10 min | Syllable Clapping Activity | शब्दांश ताली (Shabdaansh taali) | Use Page 87: “Close your eyes and listen to your teacher say the following words. Listen and repeat the word as she says. You may clap for each syllable of the word.” Practice: crow (1), peacock (2), sparrow (2), parrot (2), pigeon (2), beautiful (3), colourful (3), feathers (2), butterfly (3), elephant (3). |
| 10 min | Rhyming Words Activity | तुकांत शब्द (Tukant shabd) | Use Page 88: “Read the words in Column A. Complete the word in Column B that rhymes with it. Hint: The words in Column B should be the names of birds.” Practice: crow – ? (crow rhymes with: bow, now, how, wow). Also find rhymes for: bird, wing, tail, feather. |
| 5 min | Wrap-up | आज क्या सीखा? | Ask: “How many claps for ‘peacock’?” (2) “What rhymes with ‘crow’?” (bow, now, how, wow) |
Syllable Clapping Activity (Page 87):
| Word | Syllables | Claps |
|---|---|---|
| Crow | 1 | 👏 |
| Peacock | 2 (Pea-cock) | 👏👏 |
| Sparrow | 2 (Spar-row) | 👏👏 |
| Parrot | 2 (Par-rot) | 👏👏 |
| Pigeon | 2 (Pi-geon) | 👏👏 |
| Beautiful | 3 (Beau-ti-ful) | 👏👏👏 |
| Colourful | 3 (Col-our-ful) | 👏👏👏 |
| Feathers | 2 (Feath-ers) | 👏👏 |
| Butterfly | 3 (But-ter-fly) | 👏👏👏 |
| Elephant | 3 (El-e-phant) | 👏👏👏 |
Rhyming Words Activity (Page 88):
| Column A (Word) | Column B (Bird Name Rhyme) | Answer |
|---|---|---|
| Crow | ______ | Bow, Now, How, Wow |
| Bird | ______ | Word, Heard, Third |
| Wing | ______ | King, Ring, Sing |
| Tail | ______ | Mail, Rail, Sail |
| Feather | ______ | Leather, Weather |
| Song | ______ | Long, Strong |
| Sky | ______ | Fly, High, Why |
Other Bird Names and Rhymes:
| Bird | Rhyme |
|---|---|
| Crow | Bow, Now, How |
| Sparrow | Arrow, Narrow |
| Parrot | Carrot |
| Pigeon | Religion |
| Eagle | Legal |
| Owl | Howl, Foul |
Hindi Instructions to Use:
- “Aankh band karo” (आँख बंद करो) – Close your eyes
- “Taali bajao” (ताली बजाओ) – Clap
- “Kitni taali?” (कितनी ताली?) – How many claps?
- “Rhyme karo” (Rhyme करो) – Find the rhyme
- “Kaun si word rhyme karti hai?” (कौन सी word rhyme करती है?) – Which word rhymes?
Day 5: Sentence Making, Assessment, and Celebration (वाक्य निर्माण, मूल्यांकन और उत्सव)
Duration: 30 minutes
| Time | Activity | Hindi Term / Instruction | Teacher’s Role |
|---|---|---|---|
| 5 min | Revision | पुनरावृत्ति (Punaravritti) | Full poem recitation with actions. Quick syllable clapping. Bird name recall. |
| 10 min | Sentence Making Activity | वाक्य बनाओ (Vakya banao) | Use Page 89: “Make the sentences using one word from each box. Write the sentences in the blanks given below.” Boxes: Today, I, Village, We, School, Rajni, will go to, a park, She, Farm, Harish, theatre. Students make sentences. |
| 5 min | Speaking Assessment | बातचीत परीक्षण (Baatcheet parikshan) | Call students one by one. Ask: “What did the crow want?” “What colour is a crow?” “What is your favourite bird? Why?” “What is the message of the poem?” |
| 5 min | Writing Assessment | लेखन परीक्षण (Lekhan parikshan) | Dictate 5 words: crow, peacock, beautiful, feathers, wings. Students write in their notebooks. |
| 5 min | Wrap-up & Celebration | समापन और शाबाशी (Samaapan aur Shabashi) | Sing the poem one last time. Clap for all students. Celebrate their learning! |
Sentence Making Activity (Page 89):
| Box 1 | Box 2 | Possible Sentences |
|---|---|---|
| Today | will go to a park | Today I will go to a park. |
| I | will go to a farm | We will go to a farm. |
| We | will go to a theatre | Rajni will go to a theatre. |
| School | will go to a village | Harish will go to a village. |
| Rajni | – | She will go to a park. |
| She | – | – |
| Farm | – | – |
| Harish | – | – |
Sample Sentences:
- Today I will go to a park.
- We will go to a farm.
- Rajni will go to a theatre.
- She will go to a village.
- Harish will go to a farm.
Speaking Assessment Questions:
| Question | Expected Answer |
|---|---|
| What did the crow want? | The crow wanted to be beautiful. |
| What colour is a crow? | A crow is black. |
| What is your favourite bird? Why? | My favourite bird is ______ because ______. |
| What is the message of the poem? | Be happy with who you are. / True beauty comes from within. |
| What did the crow do with the feathers? | The crow stuck the feathers in his tail, wings, and head. |
Writing Assessment:
| Dictation Word | Expected Spelling |
|---|---|
| Crow | C-R-O-W |
| Peacock | P-E-A-C-O-C-K |
| Beautiful | B-E-A-U-T-I-F-U-L |
| Feathers | F-E-A-T-H-E-R-S |
| Wings | W-I-N-G-S |
| Black | B-L-A-C-K |
| Colourful | C-O-L-O-U-R-F-U-L |
Assessment Checklist (मूल्यांकन सूची):
| Skill | Criteria | Yes/No |
|---|---|---|
| Recitation | Recites the poem with actions | ☐ |
| Comprehension | Answers 4+ questions correctly | ☐ |
| Vocabulary | Names 5+ birds | ☐ |
| Bird Identification | Identifies birds by name | ☐ |
| Moral Understanding | Explains the message of the poem | ☐ |
| Syllables | Claps syllables in words | ☐ |
| Rhyming Words | Identifies rhyming words | ☐ |
| Drawing | Draws a favourite bird | ☐ |
| Writing | Writes dictation words correctly | ☐ |
Additional Activities (अतिरिक्त गतिविधियाँ)
| Activity | Description | Hindi Instruction |
|---|---|---|
| Bird Watch | Take students to watch birds in the school garden. Identify and name the birds they see. | “Pakshi dekho aur pahchano.” (पक्षी देखो और पहचानो।) |
| Crow vs Peacock | Compare a crow and a peacock. Discuss their colours, sizes, and features. | “Kaua aur Mor mein antar.” (कौआ और मोर में अंतर।) |
| Feather Craft | Make feathers using paper. Colour them like peacock feathers. | “Pankh banao.” (पंख बनाओ।) |
| Bird Song | Sing the poem with different actions. Make it more dramatic. | “Pakshi ka geet gao.” (पक्षी का गीत गाओ।) |
| Rhyming Words Hunt | Find words from the poem that rhyme. Write them in pairs. | “Rhyming words dhundo.” (Rhyming words ढूंढो।) |
| My Bird Drawing | Draw a beautiful bird with colourful feathers. Label it. | “Apna pakshi banao.” (अपना पक्षी बनाओ।) |
| Good Qualities Discussion | Discuss: “What are good qualities of people?” (Kindness, honesty, helpfulness). | “Achhi aadatein kya hain?” (अच्छी आदतें क्या हैं?) |
Resources Needed (आवश्यक सामग्री)
- Textbook: Mridang Class 2 English (Pages 82-89)
- Pictures of birds: crow, peacock, sparrow, parrot, pigeon, eagle, owl
- Flashcards: bird names
- Flashcards: rhyming words
- Feathers (real or paper) for demonstration
- Drawing sheets and crayons
- Notebooks and pencils for writing practice
- Chart paper for bird chart
- Bird sounds audio (optional)
Integration with Indian Knowledge System (भारतीय ज्ञान परंपरा से जुड़ाव)
- The Crow in Indian Culture: The crow (कौआ) is an important bird in Indian culture. It is believed to carry messages from ancestors. In India, people feed crows on special occasions like Pitru Paksha and Amavasya as a form of respect to ancestors.
- The Peacock in Indian Culture: The peacock (मोर) is the national bird of India. It is associated with Lord Krishna, who often wears a peacock feather in his crown. The peacock is a symbol of beauty and grace.
- True Beauty (Sachchi Sundarta): The poem teaches that we should be happy with who we are. In Indian philosophy, this is connected to the concept of “Atma” (self) and being content with one’s own identity.
- Self-Acceptance in Indian Philosophy: The Bhagavad Gita teaches us to be content with our own nature and not to imitate others. This aligns with the message of the poem.
- Unity in Diversity: The poem can be used to discuss how different birds are different but each is beautiful in its own way. This is similar to the Indian concept of “Unity in Diversity.”
Note to the Teacher (शिक्षक के लिए नोट)
- Use the poem to sensitise children that there are many skin tones in India. It is not the fair or dark complexion that matters, real beauty lies in good qualities.
- Help children talk about the qualities of a crow. Also discuss the uniqueness of different animals and birds.
- Ask children to speak about one good quality of their friend. This builds positive relationships and self-esteem.
- Help children understand how to break any word into smaller parts (syllables) to pronounce it easily. Let them clap for each syllable. You may practise this regularly, each time with a new set of words.
- Ensure that children say the blends correctly. Provide regular practice of the above blends.
- Help the children identify the birds. Provide necessary help with English words.
- Encourage children to draw grass, trees, etc., in the background while drawing their favourite bird.
Links to Other Curricular Areas (पाठ्यक्रम के अन्य क्षेत्रों से जुड़ाव)
| Area | Connection |
|---|---|
| Environmental Studies (EVS) | Birds, their colours, habitats, food habits |
| Art & Craft | Drawing birds, feather craft, bird chart |
| Music | Bird songs, rhythm |
| Values Education | Self-acceptance, true beauty, being happy with who you are |
| Language Development | Vocabulary building, rhyming words, syllables, sentence formation |
| Social Studies | National bird (peacock), birds in Indian culture |
Quick Reference Card
Key Characters:
Crow (wants to be beautiful)
Peacock (colourful feathers)
Key Sequence:
- Crow wants to be beautiful
- Finds peacock feathers
- Sticks them in tail, wings, head
- Dances and says “I am now beautiful!”
Key Rhyming Words:
Crow – Know
Beautiful – Grow
Tail – Fail
Wings – Things
Head – Said
Key Message:
“Be happy with who you are. True beauty comes from within!”
Key Birds:
Crow, Peacock, Sparrow, Parrot, Pigeon, Eagle, Owl
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।