Lesson Plan: We are all Indians

Class 2 English (Mridang) Unit 5: Harmony

Lesson Overview

Aspect	Details
Lesson	We are all Indians (Chapter 2)
Class	2
Subject	English (L2 – Second Language)
Unit	5: Harmony
Duration	5 Days (30–35 minutes per day)
Page Reference	Pages 105-111
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

“We are all Indians” (Pages 105-111) is the closing chapter of the Mridang Class 2 English textbook. It celebrates India’s cultural diversity by introducing children to characters from different states across India. Each character introduces themselves by sharing:

Their name
The state they come from
The language they speak
Their favourite activity, festival, or interest

Through these introductions, the chapter emphasizes that despite coming from different parts of India, we are all united as Indians – the core message of “Unity in Diversity”.

This chapter aligns with the Indian ethos of ‘Unity in Diversity’ and promotes values of harmony, respect, and national identity.

Learning Objectives (सीखने के उद्देश्य)

By the end of this lesson, students will be able to:

Identify and name different states of India and the languages spoken there. (भारत के विभिन्न राज्यों और वहाँ बोली जाने वाली भाषाओं की पहचान कर सकेंगे।)
Introduce themselves using the format: “My name is _____. I come from _____. I speak _____.” (अपना परिचय दे सकेंगे।)
Answer comprehension questions about the characters in the chapter. (पाठ से संबंधित प्रश्नों के उत्तर दे सकेंगे।)
Understand and appreciate India’s cultural diversity. (भारत की सांस्कृतिक विविधता को समझ और सराह सकेंगे।)
Ask and answer questions about names, languages, festivals, and travel. (नाम, भाषा, त्योहार और यात्रा के बारे में प्रश्न पूछ और उत्तर दे सकेंगे।)
Use ‘but’ to join two sentences. (‘but’ का उपयोग करके दो वाक्यों को जोड़ सकेंगे।)
Rearrange jumbled letters to form language names. (अक्षरों को सही क्रम में लगाकर भाषाओं के नाम बना सकेंगे।)
Understand the concept of “Unity in Diversity.” (“एकता में विविधता” की अवधारणा को समझ सकेंगे।)

Key Vocabulary (मुख्य शब्दावली)

Characters and Their Details

Character	State	Language	Interest/Festival
Ramu	Gujarat	Gujarati	Garba dance
Meenakshi	Tamil Nadu	Tamil	Pongal festival
Gulabo	Rajasthan	Rajasthani/Hindi	Puppet shows, camel travel
Badal	Bengal	Bengali	Painting, music, Santiniketan
Vibha	Maharashtra	Marathi	Ellora and Ajanta caves
Surinder	Punjab	Punjabi	Bhangra dance
Neerja	Uttar Pradesh	Hindi	Taj Mahal
Nonglik	Manipur	Manipuri	–
Kamala	Karnataka	Kannada	Mridang (musical instrument)
Bharti	Andhra Pradesh	Telugu	Kashmir holidays
Two sisters	Odisha	Odia	Wall and floor decoration
Unni	Kerala	Malayalam	Coconut tree

New Words

English	Hindi
Festival	त्योहार (Tyohaar)
Puppet	कठपुतली (Kathputli)
Travel	यात्रा (Yatra)
Painting	चित्रकारी (Chitrakari)
Neighbour	पड़ोसी (Padosi)
Fingerprints	उंगलियों के निशान (Ungliyon ke nishaan)
Unity	एकता (Ekta)
Diversity	विविधता (Vividhta)
Harmony	सामंजस्य (Samanjaysya)
Monument	स्मारक (Smarak)

Sight Words

in, this, that, there, my, is, from, what, on, how, and, it, me, our, some, other

Day-Wise Lesson Plan

Day 1: Introduction to the Chapter and First Characters (पाठ का परिचय और पहले पात्र)

Duration: 30 minutes

Time	Activity	Hindi Term / Instruction	Teacher’s Role
5 min	Warm-up	शुभ प्रभात! (Shubh Prabhat!)	Greet students. Ask: “What is the name of our country?” (हमारे देश का नाम क्या है?) “India!” “How many states are there in India?” (भारत में कितने राज्य हैं?) “Today we will meet children from different states of India!”
5 min	Pre-listening	आज क्या सीखेंगे? (Aaj kya seekhenge?)	Show the map of India. Point to different states. Say: “Today we will read about children from different states. They will tell us about themselves.”
10 min	Reading – First Characters	पढ़ो (Padho)	Read the introductions of Ramu (Gujarat) and Meenakshi (Tamil Nadu) from Page 105. Use voice modulation. Point to the states on the map.
5 min	Vocabulary Introduction	नए शब्द सीखो (Naye shabd seekho)	Write key words: Gujarat, Gujarati, Garba, Tamil Nadu, Tamil, Pongal. Say each word clearly; students repeat.
5 min	Wrap-up	आज क्या सीखा? (Aaj kya seekha?)	Ask: “Who is from Gujarat? (Ramu) What language does he speak? (Gujarati) Who is from Tamil Nadu? (Meenakshi) What is her favourite festival? (Pongal)”

Character Introductions (Page 105):

Ramu: I am Ramu. I come from Gujarat. I speak Gujarati. I like to dance the Garba. I am seven years old. How old are you?
Meenakshi: My name is Meenakshi. I come from Tamil Nadu. I speak Tamil. My favourite festival is Pongal. What is your name?

Key Vocabulary for Day 1:

Word	Hindi	State/Region
Gujarat	गुजरात	Western India
Gujarati	गुजराती	Language of Gujarat
Garba	गरबा	Folk dance of Gujarat
Tamil Nadu	तमिलनाडु	Southern India
Tamil	तमिल	Language of Tamil Nadu
Pongal	पोंगल	Harvest festival of Tamil Nadu

Hindi Instructions to Use:

“Bharat ka naksha dekho” (भारत का नक्शा देखो) – Look at the map of India
“Yeh kaun hai?” (यह कौन है?) – Who is this?
“Kahan se hai?” (कहाँ से है?) – Where is he/she from?
“Kya bhasha bolta hai?” (क्या भाषा बोलता है?) – What language does he/she speak?

Day 2: More Characters and Comprehension (अधिक पात्र और समझ)

Duration: 30 minutes

Time	Activity	Hindi Term / Instruction	Teacher’s Role
5 min	Revision	कल क्या सीखा? (Kal kya seekha?)	Quick recall: “Who is from Gujarat? Who is from Tamil Nadu? What is Pongal?”
10 min	Reading – More Characters	पढ़ो (Padho)	Read introductions of Gulabo (Rajasthan) and Badal (Bengal) from Page 106. Show Rajasthan and Bengal on the map.
5 min	Comprehension Check	प्रश्न-उत्तर (Prashn-uttar)	Ask: “What does Gulabo like?” (Colourful clothes, puppet shows, camel travel) “Where does Badal study?” (Santiniketan) “What does Badal like?” (Painting and music)
5 min	Vocabulary Practice	शब्द अभ्यास (Shabd abhyas)	Practice new words: puppet, camel, Santiniketan, painting, music.
5 min	Wrap-up	आज क्या सीखा?	Ask: “Who travels by camel? (Gulabo) Who studies at Santiniketan? (Badal)”

Character Introductions (Page 106):

Gulabo: My name is Gulabo. I come from Rajasthan. I like wearing colourful clothes. I enjoy seeing puppet shows. I travel by camel. How do you travel?
Badal: I am Badal. I come from Bengal. I speak Bengali. I like painting and music. I study at Santiniketan. Where do you study?

Key Vocabulary for Day 2:

Word	Hindi	State/Region
Rajasthan	राजस्थान	Western India
Puppet show	कठपुतली का खेल	Traditional entertainment
Camel	ऊँट	Animal of Rajasthan
Bengal	बंगाल	Eastern India
Bengali	बंगाली	Language of Bengal
Santiniketan	शांतिनिकेतन	University in Bengal (Tagore’s school)

Comprehension Questions:

Question	Expected Answer
Where does Gulabo come from?	Gulabo comes from Rajasthan.
How does Gulabo travel?	Gulabo travels by camel.
What does Gulabo like?	She likes colourful clothes and puppet shows.
Where does Badal come from?	Badal comes from Bengal.
What language does Badal speak?	Badal speaks Bengali.
Where does Badal study?	Badal studies at Santiniketan.

Hindi Instructions to Use:

“Gulabo kahan se hai?” (गुलाबो कहाँ से है?) – Where is Gulabo from?
“Kya pasand hai?” (क्या पसंद है?) – What does she like?
“Kaise travel karti hai?” (कैसे ट्रैवल करती है?) – How does she travel?
“Badal kahan padhta hai?” (बादल कहाँ पढ़ता है?) – Where does Badal study?

Day 3: Remaining Characters and Diversity Discussion (शेष पात्र और विविधता चर्चा)

Duration: 30 minutes

Time	Activity	Hindi Term / Instruction	Teacher’s Role
5 min	Revision	पुनरावृत्ति (Punaravritti)	Quick recall of all characters so far: Ramu, Meenakshi, Gulabo, Badal.
10 min	Reading – Remaining Characters	पढ़ो (Padho)	Read introductions of Vibha (Maharashtra), Surinder (Punjab), Neerja (Uttar Pradesh), Nonglik (Manipur), Kamala (Karnataka), Bharti (Andhra Pradesh), sisters from Odisha, Unni (Kerala) from Pages 107-110.
5 min	Diversity Discussion	विविधता चर्चा (Vividhta charcha)	Discuss: “All these children come from different states. They speak different languages. They like different things. But they are all Indians!” Introduce the concept of “Unity in Diversity.”
5 min	Fill in the Blanks Activity	रिक्त स्थान भरो (Rikt sthaan bharo)	Ask: “Fill in the blanks: Ramu comes from ______. Meenakshi speaks ______. Gulabo travels by ______.”
5 min	Wrap-up	आज क्या सीखा?	Ask: “How many states did we learn about today?” “What is ‘Unity in Diversity’?”

Remaining Characters Summary (Pages 107-110):

Character	State	Language	Special Interest
Vibha	Maharashtra	Marathi	Visited Ellora & Ajanta caves
Surinder	Punjab	Punjabi	Neighbour Mallika likes Bhangra
Neerja	Uttar Pradesh	Hindi	Seen Taj Mahal
Nonglik	Manipur	Manipuri	–
Kamala	Karnataka	Kannada	Plays Mridang
Bharti	Andhra Pradesh	Telugu	Goes to Kashmir in holidays
Two sisters	Odisha	Odia	Decorate walls and floors
Unni	Kerala	Malayalam	Loves coconut tree

Unity in Diversity Discussion (Page 111):

“But we are all Indians. Each of us is unique.”

Discussion Points:

Different states → Different languages → Different festivals → Different clothes → Different food
But we are all one nation – India!
This is called “Unity in Diversity” (एकता में विविधता)

Hindi Instructions to Use:

“Vibha kahan se hai?” (विभा कहाँ से है?) – Where is Vibha from?
“Surinder ka neighbour kaun hai?” (सुरिंदर का पड़ोसी कौन है?) – Who is Surinder’s neighbour?
“Neerja ne kya dekha hai?” (नीरजा ने क्या देखा है?) – What has Neerja seen?
“Unni ko kaun sa ped pasand hai?” (उन्नी को कौन सा पेड़ पसंद है?) – Which tree does Unni like?

Day 4: Speaking Practice, Self-Introduction, and Activities (बातचीत अभ्यास, स्व-परिचय और गतिविधियाँ)

Duration: 30 minutes

Time	Activity	Hindi Term / Instruction	Teacher’s Role
5 min	Revision	दोहराव (Dohrav)	Quick recall of all characters. Ask random questions about each.
5 min	Pair Activity – Questions	जोड़ी में बात करो (Jodi mein baat karo)	Use Page 112: Students ask each other: “What language do you speak?” “Can you speak more than one language?” “Which is your favourite dish?” “Which is your favourite tree?”
10 min	Self-Introduction Activity	अपना परिचय दो (Apna parichay do)	Each student introduces themselves: “My name is ______. I come from ______. I speak ______. My favourite ______ is ______.” Help them fill in the blanks.
5 min	Jumbled Letters Activity	अक्षरों को सही क्रम में लगाओ (Aksharon ko sahi kram mein lagao)	Use Page 115: Rearrange jumbled letters to form language names. 1. INHDI → HINDI, 2. GNIELHS → ENGLISH, 3. RUUD → URDU, 4. ELUTGU → TELUGU
5 min	Wrap-up	आज क्या सीखा?	Ask: “Can you introduce yourself in English?”

Pair Activity Questions (Page 112):

Question	Possible Answer
What language do you speak?	I speak Hindi/English/[mother tongue].
Can you speak more than one language?	Yes, I can speak Hindi and English.
Which is your favourite dish?	My favourite dish is ______.
Which is your favourite tree?	My favourite tree is the mango tree.
What is your name?	My name is ______.
How old are you?	I am ______ years old.

Self-Introduction Format:

My name is __________.
I come from __________ (state/village/city).
I speak __________ (language).
My favourite __________ is __________.
I like to __________.

Jumbled Letters Activity (Page 115):

Jumbled	Correct Answer
INHDI	HINDI
GNIELHS	ENGLISH
RUUD	URDU
ELUTGU	TELUGU

Hindi Instructions to Use:

“Apna parichay do” (अपना परिचय दो) – Introduce yourself
“Kya bhasha bolte ho?” (क्या भाषा बोलते हो?) – What language do you speak?
“Akshar sahi kram mein lagao” (अक्षर सही क्रम में लगाओ) – Arrange the letters correctly
“Jodi mein baat karo” (जोड़ी में बात करो) – Talk in pairs

Day 5: Review, ‘But’ Sentences, Assessment, and Celebration (पुनरावृत्ति, ‘But’ वाक्य, मूल्यांकन और उत्सव)

Duration: 30 minutes

Time	Activity	Hindi Term / Instruction	Teacher’s Role
5 min	Revision	पुनरावृत्ति (Punaravritti)	Full chapter review. Ask: “Who was from Gujarat? Who was from Tamil Nadu? Who travels by camel? Who studies at Santiniketan?”
5 min	‘But’ Sentences Activity	‘But’ का उपयोग (‘But’ ka upyog)	Use Page 116: Join sentences using ‘but’. Example: “I like milk. I don’t like tea.” → “I like milk but I don’t like tea.” Practice with students.
5 min	Speaking Assessment	बातचीत परीक्षण (Baatcheet parikshan)	Call students one by one. Ask: “What is your name?” “Where do you come from?” “What language do you speak?” “What is your favourite festival?”
5 min	Writing Assessment	लेखन परीक्षण (Lekhan parikshan)	Dictate 5 words: Gujarat, Tamil, Pongal, Santiniketan, puppet. Students write in their notebooks.
10 min	Drawing Activity	चित्र बनाओ (Chitra banao)	Use Page 113: “Draw one thing that you like the most in your home.” Students draw and colour. Share with the class.
5 min	Wrap-up & Celebration	समापन और शाबाशी (Samaapan aur Shabashi)	Sing the “Little Drops of Water” poem (Unit 5, Chapter 1). Clap for all students. Celebrate learning about India’s diversity!

‘But’ Sentences Activity (Page 116):

Sentence 1	Sentence 2	Combined Sentence
I like milk.	I don’t like tea.	I like milk but I don’t like tea.
My grandfather is old.	He is strong.	My grandfather is old but he is strong.
I wanted to go out.	I was too tired.	I wanted to go out but I was too tired.

Speaking Assessment Questions:

Question	Expected Answer
What is your name?	My name is ______.
Where do you come from?	I come from ______.
What language do you speak?	I speak ______.
What is your favourite festival?	My favourite festival is ______.
Who was from Gujarat in the chapter?	Ramu was from Gujarat.
What is Unity in Diversity?	Unity in Diversity means we are all different but we are one nation.

Drawing Activity (Page 113):
Students draw one thing they like most in their home. They can share: “This is my favourite thing at home. It is a ______.”

Assessment Checklist (मूल्यांकन सूची):

Skill	Criteria	Yes/No
Comprehension	Names 6+ characters and their states	☐
Vocabulary	Uses state and language names correctly	☐
Self-Introduction	Introduces self in English	☐
Speaking	Answers questions about the chapter	☐
‘But’ Sentences	Forms sentences using ‘but’	☐
Writing	Writes dictation words correctly	☐
Values	Understands “Unity in Diversity”	☐

Additional Activities (अतिरिक्त गतिविधियाँ)

Activity	Description	Hindi Instruction
India Map Activity	Show a map of India. Students point to states: Gujarat, Tamil Nadu, Rajasthan, Bengal, Maharashtra, Punjab, etc.	“Bharat ke naksha par rajya dikhao.” (भारत के नक्शे पर राज्य दिखाओ।)
Language Chart	Make a chart of “Hello” in different Indian languages: Namaste (Hindi), Vanakkam (Tamil), Namaskara (Kannada), Namaskar (Gujarati), Nomoskar (Bengali), Sat Sri Akal (Punjabi).	“Alag-alag bhashaon mein Namaste.” (अलग-अलग भाषाओं में नमस्ते।)
Festival Discussion	Discuss festivals: Pongal (Tamil Nadu), Garba (Gujarat), Baisakhi (Punjab), Onam (Kerala), Durga Puja (Bengal).	“Tyohaaron ke baare mein baat karo.” (त्योहारों के बारे में बात करो।)
Dress-Up Day	Students dress up as characters from different states. They introduce themselves as that character.	“Alag-alag rajyon ke kapde pehno.” (अलग-अलग राज्यों के कपड़े पहनो।)
Food from States	Discuss famous foods: Gujarati (dhokla), Tamil (idli/dosa), Punjabi (butter chicken), Bengali (rosogolla).	“Rajyon ke khaane ke baare mein baat karo.” (राज्यों के खाने के बारे में बात करो।)
Fingerprint Activity (Page 111)	Discuss how each person’s fingerprints are unique, just like each state is unique, but we are all Indians.	“Ungliyon ke nishaan dekho.” (उंगलियों के निशान देखो।)

Resources Needed (आवश्यक सामग्री)

Textbook: Mridang Class 2 English (Pages 105-116)
Map of India (showing states)
Flashcards of character names and states
Flashcards of language names
Pictures of: Garba dance, Pongal festival, puppet show, camel, Santiniketan, Ellora & Ajanta caves, Bhangra dance, Taj Mahal, Mridang instrument, coconut tree
Drawing sheets and crayons
Notebooks and pencils for writing practice
Chart paper for language chart

Integration with Indian Knowledge System (भारतीय ज्ञान परंपरा से जुड़ाव)

Unity in Diversity (एकता में विविधता): This is the core message of the chapter. India is a country with many languages, religions, festivals, and cultures, but we are all one nation.
Indian festivals: The chapter mentions Pongal (Tamil Nadu) and Garba (Gujarat). Discuss other festivals: Diwali, Holi, Eid, Christmas, Onam, Durga Puja, Baisakhi.
Indian languages: The chapter introduces Gujarati, Tamil, Bengali, Marathi, Punjabi, Manipuri, Kannada, Telugu, Odia, Malayalam. Discuss the diversity of languages in India.
Indian heritage sites: The chapter mentions Santiniketan (Bengal), Ellora & Ajanta caves (Maharashtra), Taj Mahal (Uttar Pradesh). Discuss other heritage sites.
Indian music: The chapter mentions Mridang (a traditional Indian instrument). Discuss other Indian instruments: tabla, sitar, veena.
Indian dance forms: The chapter mentions Garba (Gujarat) and Bhangra (Punjab). Discuss other dance forms: Bharatanatyam, Kathak, Odissi, Kathakali.
Gandhi and Charkha: The chapter also includes a play about Mahatma Gandhi and the Charkha (spinning wheel), connecting to India’s freedom movement and the value of self-reliance.

Note to the Teacher (शिक्षक के लिए नोट)

Pause after each paragraph to allow learners to fill in the blanks. Help learners notice that answers are different, yet all are correct.
Help children notice the diversity of languages in the classroom.
Encourage children to share their experiences in English. They may use a few words in their mother tongue and later move to speaking completely in English.
Use the above activity to sensitise children with the diversity of languages and cultures of India.
Help children find out the name of their street and state.
You may give extra prompts for the questions wherever required or intervene with a positive note. If at times children answer in their mother tongue accept it, but help them out to give response in English.
Let children come to know that they can speak more than one language (even if it is only a few words or sentences).
Provide regular and frequent practice of the ‘but’ sentence structure.
Help children find the meanings of their names, as it is related to their identity.

Mani Sir

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।