Lesson Plan: The Tinkling Bells
Class 4 English Santoor NCERT: Unit 1 My Land
Lesson Overview
| Aspect | Details |
|---|---|
| Lesson | The Tinkling Bells (Chapter 2) |
| Class | 4 |
| Subject | English (L2 – Second Language) |
| Unit | 1: My Land |
| Type | Story (Narrative – Moral) |
| Duration | 5 Days (30–35 minutes per day) |
| Page Reference | Pages 9-24 |
| Curricular Goals (NCF-SE 2023) | CG 1 (Sustains effective communication skills), CG 2 (Develops fluency in reading and comprehension), CG 3 (Expresses understanding in writing), CG 4 (Develops wide range of vocabulary) |
Introduction
“The Tinkling Bells” is the second chapter of Unit 1: My Land in the Santoor Class 4 English textbook. This heartwarming story follows a young boy named Chinna, who wants to buy beautiful tinkling bells for his pet goat Tara.
The story beautifully teaches children about:
- Honesty and integrity – Chinna learns the importance of returning money that doesn’t belong to him
- Empathy – putting oneself in others’ shoes
- Parental guidance – Kamala’s wise advice helps Chinna make the right choice
- Respect for others’ belongings – treating others’ property with respect
- The bond between a child and his pet – Chinna’s love for Tara
The chapter also includes activities related to:
- Comprehension questions (True/False)
- Degrees of comparison – using -er and -est
- Antonyms (opposites)
- Sequencing the story
- Speaking activities – moral dilemmas
- Writing sentences using story words
- Craft activity – making tinkling bells
- Exploring types of bells in India
Learning Objectives (सीखने के उद्देश्य)
By the end of this lesson, students will be able to:
- Read and understand the story “The Tinkling Bells.” (कहानी “द टिंकलिंग बेल्स” को पढ़ और समझ सकेंगे।)
- Identify the key characters – Chinna, Kamala (mother), Tara (pet goat), Chacha (shopkeeper), fruit seller. (मुख्य पात्रों की पहचान कर सकेंगे – चिन्ना, कमला, तारा, चाचा, फल विक्रेता।)
- Understand the value of honesty and integrity. (ईमानदारी और सत्यनिष्ठा के मूल्य को समझ सकेंगे।)
- Use degrees of comparison (-er and -est) correctly. (तुलना की डिग्री का सही उपयोग कर सकेंगे।)
- Identify antonyms (opposites) of given words. (दिए गए शब्दों के विलोम शब्दों की पहचान कर सकेंगे।)
- Sequence the events of the story in correct order. (कहानी की घटनाओं को सही क्रम में लगा सकेंगे।)
- Discuss moral dilemmas and make ethical decisions. (नैतिक दुविधाओं पर चर्चा कर सकेंगे और नैतिक निर्णय ले सकेंगे।)
- Make a craft – create tinkling bells using waste materials. (शिल्प बना सकेंगे – बेकार सामग्री से टिंकलिंग बेल्स बना सकेंगे।)
Key Vocabulary (मुख्य शब्दावली)
Story-Specific Words (कहानी से संबंधित शब्द)
| English | Hindi |
|---|---|
| Tinkling bells | झनझनाती घंटियाँ (Jhanjhanati ghantiyaan) |
| Kid | बच्चा बकरी (Bachcha bakri) |
| Shiny | चमकदार (Chamkadar) |
| Polished | चमकाया हुआ (Chamkaya hua) |
| Corner | कोना (Kona) |
| Consoled | सांत्वना दी (Saantvana di) |
| Wiped | पोंछा (Ponchha) |
| Whispered | फुसफुसाया (Phusphusaya) |
| Mischievous | शरारती (Sharaarti) |
| Stealing | चोरी (Chori) |
| Honest | ईमानदार (Imaandaar) |
| Praised | प्रशंसा की (Prashansa ki) |
| Thoughtfully | सोच-समझकर (Soch-samajhkar) |
Degrees of Comparison (तुलना की डिग्री)
| Positive | Comparative (-er) | Superlative (-est) |
|---|---|---|
| Tall | Taller | Tallest |
| Short | Shorter | Shortest |
| Smart | Smarter | Smartest |
| Fast | Faster | Fastest |
| Small | Smaller | Smallest |
| Big | Bigger | Biggest |
| Cold | Colder | Coldest |
| Strong | Stronger | Strongest |
Antonyms (Opposites) (विलोम शब्द)
| Word | Antonym |
|---|---|
| Beautiful | Ugly |
| Sad | Happy |
| Buy | Sell |
| Whispered | Shouted |
| Tinkling | Silent |
| Honest | Dishonest |
| Happy | Sad |
| Strong | Weak |
| Big | Small |
| Fast | Slow |
New Words (नए शब्द)
| English | Hindi |
|---|---|
| Tinkling | झनझनाती |
| Consoled | सांत्वना दी |
| Mischievous | शरारती |
| Thoughtfully | सोच-समझकर |
| Praised | प्रशंसा की |
Sight Words (दृश्य शब्द)
the, and, to, of, for, with, on, at, by, from, in, it, they, their, them, he, she, his, her, was, were, had
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: “Do you have a pet?” (क्या तुम्हारे पास कोई पालतू जानवर है?) “What do you like to do for your pet?” (तुम अपने पालतू जानवर के लिए क्या करना पसंद करते हो?) |
| 5 min | Pre-listening | आज क्या सीखेंगे? (Aaj kya seekhenge?) | Show the title “The Tinkling Bells”. Ask: “What do you think this story is about?” “Today we will read a story about a boy named Chinna and his pet goat Tara!” |
| 10 min | Story Narration (Part 1) | कहानी सुनो (Kahani suno) | Narrate the first part of the story (Pages 9-11): Chinna sees the bells at Chacha’s shop, returns home upset because he lost his money, and his mother consoles him. |
| 5 min | Vocabulary Introduction | नए शब्द सीखो (Naye shabd seekho) | Introduce key words: tinkling bells, kid, shiny, polished, corner, consoled, wiped, whispered. |
| 5 min | Wrap-up | आज क्या सीखा? (Aaj kya seekha?) | Ask: “Who is the main character in the story?” (Chinna) “What did Chinna want to buy?” (Tinkling bells) “Why was Chinna upset?” (He lost his money) |
Story Summary (Part 1 – Pages 9-11):
Chinna was a little boy who lived in a village. He studied in grade 4. He loved to play with his little pet “kid” named Tara, who was five months old and milky white in colour.
One day, while coming back from school, Chinna stopped at Chacha’s shop. He saw a pair of beautiful, shiny tinkling bells. He went inside and politely asked the shopkeeper to show him the bells.
Chinna reached home. He removed his shoes and placed them in the corner. He dropped his school bag on the study table and rested his head on the table. His mother Kamala asked gently, “What happened, Chinna?”
Chinna told her that he had lost his money. Kamala consoled him, wiped his tears, and gave him money to buy the bells.
Key Characters – Part 1:
| Character | Hindi | Role |
|---|---|---|
| Chinna | चिन्ना | A little boy who wants to buy bells |
| Kamala | कमला | Chinna’s mother |
| Tara | तारा | Chinna’s pet goat (kid) |
| Chacha | चाचा | Shopkeeper |
Key Vocabulary – Part 1:
| Word | Hindi |
|---|---|
| Kid | बच्चा बकरी |
| Tinkling bells | झनझनाती घंटियाँ |
| Polished | चमकाया हुआ |
| Consoled | सांत्वना दी |
| Whispered | फुसफुसाया |
Hindi Instructions to Use:
- “Kahaani suno” (कहानी सुनो) – Listen to the story
- “Chinna kaun hai?” (चिन्ना कौन है?) – Who is Chinna?
- “Usne kya khareedna chaaha?” (उसने क्या खरीदना चाहा?) – What did he want to buy?
- “Woh kyun pareshan tha?” (वह क्यों परेशान था?) – Why was he upset?
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: “Who is Chinna?” “Why was he upset?” |
| 10 min | Story Narration (Part 2) | कहानी पूरी सुनो (Kahani puri suno) | Narrate the rest of the story (Pages 12-13): Chinna and Kamala go to the market, buy fruits, the fruit seller gives extra money, Chinna wants to keep it, but Kamala teaches him honesty, and Chinna returns the money and buys the bells. |
| 5 min | Comprehension Questions | प्रश्न-उत्तर (Prashn-uttar) | Ask from Page 14: “Why was Chinna upset?” “How did Kamala help Chinna?” “What did the fruit seller do by mistake?” “How did Chinna manage to buy the bells?” |
| 5 min | True/False Activity | सही/गलत (Sahi/Galat) | Use Page 14 (B): Write T for true and F for false. |
| 5 min | Wrap-up | आज क्या सीखा? | Ask: “What lesson did Chinna learn?” “Why is honesty important?” |
Story Summary (Part 2 – Pages 12-13):
Kamala and Chinna went to the market. They bought apples, mangoes, tomatoes, and brinjals. Kamala bought two pineapples and gave the fruit seller a hundred-rupee note. The fruit seller gave Chinna two ten-rupee notes – ten rupees extra by mistake!
Chinna whispered to his mother, “Amma, the fruit seller gave me ten rupees extra. Can I buy the bells and some chocolates?”
Kamala said, “Chinna, that’s very bad. It is stealing. How did you feel when you found your money missing?”
Chinna said, “I felt very sad and angry!”
Kamala said, “The fruit seller will also feel the same when he comes to know the mistake. Now, be a good boy.”
Chinna ran back to the fruit seller and returned the extra money. The fruit seller praised him, “You are an honest boy.”
Kamala took Chinna to Chacha’s shop and bought the tinkling bells. Chinna tied the bells around Tara’s neck.
Key Events – Part 2:
| Order | Event |
|---|---|
| 1 | Chinna and Kamala go to the market |
| 2 | They buy fruits, especially pineapples |
| 3 | Fruit seller gives Chinna extra money (10 rupees) |
| 4 | Chinna wants to keep the money |
| 5 | Kamala teaches Chinna about honesty |
| 6 | Chinna returns the extra money |
| 7 | Fruit seller praises Chinna |
| 8 | Chinna buys the tinkling bells for Tara |
Comprehension Questions (Page 14 A):
| Question | Expected Answer |
|---|---|
| Why was Chinna upset? | Chinna was upset because he lost his money. |
| How did Kamala help Chinna feel better? | She consoled him, wiped his tears, and gave him money. |
| What did the fruit seller do by mistake? | He gave Chinna ten rupees extra. |
| How did Chinna manage to buy the bells? | He returned the extra money and his mother bought the bells for him. |
True/False Activity (Page 14 B):
| Statement | Answer |
|---|---|
| Chinna wanted to buy the bells to attach them to his bicycle. | F |
| Chinna’s mother, Kamala, comforted him when he came home feeling sad. | T |
| The fruit seller gave Chinna twenty rupees extra as change. | F |
| Chinna decided to keep the extra money and bought chocolates with it. | F |
| The fruit seller was unhappy when Chinna returned the extra money. | F |
Hindi Instructions to Use:
- “Fruit seller ne kya galati ki?” (फ्रूट सेलर ने क्या गलती की?) – What mistake did the fruit seller make?
- “Kamala ne Chinna ko kya sikhaya?” (कमला ने चिन्ना को क्या सिखाया?) – What did Kamala teach Chinna?
- “Chinna ne extra paise kyun lautaye?” (चिन्ना ने एक्स्ट्रा पैसे क्यों लौटाए?) – Why did Chinna return the extra money?
Day 3: Word Search, Degrees of Comparison, and Opposites (शब्द खोज, तुलना की डिग्री और विलोम शब्द)
Duration: 30 minutes
| Time | Activity | Hindi Term / Instruction | Teacher’s Role |
|---|---|---|---|
| 5 min | Revision | पुनरावृत्ति (Punaravritti) | Quick story recall. Comprehension recap. |
| 10 min | Degrees of Comparison Activity | तुलना की डिग्री | Use Pages 16-17: “Chinna is tall. Charu is taller than Chinna. Jasmine is the tallest.” Explain -er and -est. Practice with adjectives. |
| 10 min | Opposites Activity | विलोम शब्द | Use Page 17 (C): “Circle the word that means the opposite of the highlighted word.” Practice: beautiful-ugly, sad-happy, buy-sell, whispered-shouted. |
| 5 min | Wrap-up | आज क्या सीखा? | Ask: “What do we add to compare two things?” (-er) “What do we add to compare more than two?” (-est) “What is an antonym?” |
Degrees of Comparison (Pages 16-17):
Rule:
- Positive – describing one person/thing
- Comparative (+er) – comparing TWO people/things (use ‘than’)
- Superlative (+est) – comparing THREE OR MORE people/things
Examples:
| Positive | Comparative | Superlative |
|---|---|---|
| Chinna is tall. | Charu is taller than Chinna. | Jasmine is the tallest. |
| This book is big. | This book is bigger than that. | This is the biggest book. |
| My brother is smart. | My sister is smarter than me. | My mother is the smartest. |
Practice Exercise (Page 17 A):
| Sentence | Answer |
|---|---|
| I am tall______ than my brother. | taller |
| January is the cold______ month of the year. | coldest |
| An ant is small______ than an elephant. | smaller |
| My sister is smart______ than me. | smarter |
| Jay was the fast______ person in the race. | fastest |
Antonyms Activity (Page 17 C):
| Sentence | Highlighted Word | Antonym |
|---|---|---|
| Chacha showed him some beautiful tinkling bells. | beautiful | ugly |
| Feeling sad, he returned the tinkling bells. | sad | happy |
| I’ll give you money to buy the bells. | buy | sell |
| “Can I buy chocolates?” whispered Chinna. | whispered | shouted |
Hindi Instructions to Use:
- “Do cheezon ki tulna ke liye kya jodte hain?” (दो चीज़ों की तुलना के लिए क्या जोड़ते हैं?) – What do we add to compare two things?
- “Teen ya zyada ke liye kya jodte hain?” (तीन या ज़्यादा के लिए क्या जोड़ते हैं?) – What do we add for three or more?
- “Vilom shabd kya hai?” (विलोम शब्द क्या है?) – What is an antonym?
Day 4: Sequencing, Speaking Activity, and Writing (क्रम, बातचीत गतिविधि और लेखन)
Duration: 30 minutes
| Time | Activity | Hindi Term / Instruction | Teacher’s Role |
|---|---|---|---|
| 5 min | Revision | दोहराव (Dohrav) | Quick degrees of comparison and opposites recall. |
| 10 min | Sequencing Activity | क्रम में लगाओ (Kram mein lagao) | Use Page 18: “Your teacher will read out the story once again. Number the sentences in the sequence of the story.” |
| 10 min | Speaking Activity | बातचीत (Baatcheet) | Use Page 18-19: “What would you do in the following situations?” Discuss moral dilemmas: breaking a friend’s pen, helping in a quiz, seeing someone take something without permission, sharing snacks. |
| 5 min | Wrap-up | आज क्या सीखा? | Ask: “What would you do if you found extra money?” “What would you do if you broke a friend’s pen?” |
Sequencing Activity (Page 18):
| Sentence | Order |
|---|---|
| Chinna wanted to buy bells for his pet at Chacha’s shop. | 1 |
| Chinna discovered that his money was missing and felt sad. | 2 |
| Chinna hugged his mother and told her about the missing money. | 3 |
| Chinna went to the market with his mother. | 4 |
| Chinna returned the extra money to the fruit seller. | 5 |
| Chinna bought the tinkling bells after getting some money from his mother. | 6 |
Speaking Activity – Moral Dilemmas (Pages 18-19):
| Situation | Discussion Questions |
|---|---|
| You borrowed your friend’s pen and accidentally broke it. | What would you do? |
| During a quiz, friends ask you to show answers. | What would you do? |
| You see a classmate taking a notebook without permission. | What would you do? |
| You have a favourite snack but a classmate has nothing. | What would you do? |
Note to Teacher (Page 19): Encourage learners to share their opinions. Refrain from directing the discussion to get the “acceptable” or “correct” answers.
Hindi Instructions to Use:
- “Sahi kram mein lagao” (सही क्रम में लगाओ) – Put in correct order
- “Aap kya karenge?” (आप क्या करेंगे?) – What would you do?
- “Kyun?” (क्यों?) – Why?
Day 5: Writing, Craft Activity, Assessment, and Celebration (लेखन, शिल्प गतिविधि, मूल्यांकन और उत्सव)
Duration: 30 minutes
| Time | Activity | Hindi Term / Instruction | Teacher’s Role |
|---|---|---|---|
| 5 min | Revision | पुनरावृत्ति (Punaravritti) | Full story recall. Quick grammar recall. |
| 10 min | Writing Activity | लेखन (Lekhan) | Use Pages 19-20: (A) Frame sentences using words from the story: smiling, mistake, honest, praise, careful. (B) Draw two national symbols and write a few sentences about each. |
| 10 min | Craft Activity | शिल्प (Shilp) | Use Pages 21-22: “Create your own bell craft, similar to the bells Chinna wanted for his pet goat.” Follow step-by-step instructions. |
| 5 min | Speaking Assessment | बातचीत परीक्षण (Baatcheet parikshan) | Call students one by one. Ask: “What lesson did Chinna learn?” “What would you do if you found extra money?” |
| 5 min | Wrap-up & Celebration | समापन और शाबाशी (Samaapan aur Shabashi) | Celebrate learning about honesty. Clap for all students. |
Writing Activity A (Page 19):
| Word | Sentence |
|---|---|
| Smiling | Chinna was smiling after buying the bells. |
| Mistake | The fruit seller made a mistake by giving extra money. |
| Honest | Chinna was an honest boy. |
| Praise | The fruit seller praised Chinna for his honesty. |
| Careful | We should be careful with money. |
Writing Activity B (Page 20):
| National Symbol | Sentences |
|---|---|
| National Flag | The national flag is called the Tiranga. It has three colours: saffron, white, and green. It has a blue Ashoka Chakra in the middle. |
| National Flower (Lotus) | The lotus is the national flower of India. It grows in water and is very beautiful. It is pink and white in colour. |
Bell Craft Activity (Pages 21-22):
Materials Needed:
- Small metal bottle caps or tin cans
- String (12-15 inches)
- Small pebbles, beans, or beads
- Aluminium foil
- Markers, crayons, or paint
- Glue or tape
- Cardboard
Steps:
- Place small pebbles/beans inside a bottle cap
- Glue another cap on it to close it (or keep can open)
- Thread string through a hole in the cap
- Wrap with aluminium foil for shine
- Decorate with markers/crayons
- Make a cardboard tag and thread it onto the string
- Shake to hear the tinkling sound!
Speaking Assessment Questions:
| Question | Expected Answer |
|---|---|
| What lesson did Chinna learn? | Chinna learned that honesty is important. |
| What would you do if you found extra money? | I would return it to the person. |
| Why did Chinna return the money? | Because his mother taught him it was stealing. |
| Who is Chinna’s pet? | Tara, a kid (baby goat). |
| What did Chinna buy for Tara? | Tinkling bells. |
Assessment Checklist (मूल्यांकन सूची):
| Skill | Criteria | Yes/No |
|---|---|---|
| Reading | Reads the story with comprehension | ☐ |
| Comprehension | Answers 4+ questions correctly | ☐ |
| Vocabulary | Names 5+ new words | ☐ |
| Degrees of Comparison | Uses -er and -est correctly | ☐ |
| Antonyms | Identifies opposites of words | ☐ |
| Sequencing | Orders events correctly | ☐ |
| Writing | Writes sentences using story words | ☐ |
| Craft | Completes the bell craft | ☐ |
| Speaking | Answers questions in sentences | ☐ |
Additional Activities (अतिरिक्त गतिविधियाँ)
| Activity | Description | Hindi Instruction |
|---|---|---|
| Bell Making | Create tinkling bells using waste materials like bottle caps. | “Tinkling bells banao.” (टिंकलिंग बेल्स बनाओ।) |
| Honesty Pledge | Take a pledge: “I will always be honest.” | “Imaandaari ki shapath lo.” (ईमानदारी की शपथ लो।) |
| Role Play | Act out the story of Chinna and the fruit seller. | “Chinna aur fruit seller ka natak karo.” (चिन्ना और फ्रूट सेलर का नाटक करो।) |
| Bell Types Research | Collect or draw pictures of different types of bells found in India. | “Alag-alag ghantiyon ke chitra dhundo.” (अलग-अलग घंटियों के चित्र ढूंढो।) |
| Moral Stories | Share other stories about honesty. | “Imaandaari ki aur kahaniyan sunao.” (ईमानदारी की और कहानियाँ सुनाओ।) |
| Antonym Game | Teacher says a word, students say the opposite. | “Vilom shabd khel.” (विलोम शब्द खेल।) |
Resources Needed (आवश्यक सामग्री)
- Textbook: Santoor Class 4 English (Pages 9-24)
- Pictures of: bells, goat/kid, fruits
- Flashcards: vocabulary words
- Flashcards: degrees of comparison examples
- Craft materials: bottle caps, string, beads, foil, markers
- Drawing sheets and crayons
- Notebooks and pencils
- Chart paper for bell types display
Integration with Indian Knowledge System (भारतीय ज्ञान परंपरा से जुड़ाव)
- Honesty in Indian Culture: The story teaches “Imaandaari” (honesty), a core Indian value. The story of Chinna reflects the Indian tradition of teaching children to be honest and truthful.
- Indian Family Values: The mother’s role in guiding Chinna reflects the importance of family values in Indian culture.
- Indian Markets: The story describes a village market (bazaar) where people buy fruits and vegetables – a common Indian experience.
- Indian Sweets and Fruits: The story mentions apples, mangoes, tomatoes, brinjals, and pineapples – fruits commonly found in India.
- Indian Pets: Goats (kids) are common pets in Indian villages, especially in rural areas.
- Indian Festivals: Bells (ghantiyan) are used in Indian temples and festivals. The craft activity connects to this tradition.
Note to the Teacher (शिक्षक के लिए नोट)
- Encourage learners to share their opinions. Refrain from directing the discussion to get the “acceptable” or “correct” answers. (As mentioned on Page 19)
- Draw learners’ attention to the use of ‘will’ to talk about events that will take place in the future.
- Help students revise the concept of personal pronouns while filling in the blanks.
- Encourage children to speak about their experiences with pets and moral dilemmas.
- Use the story to teach values – honesty, integrity, empathy, and respect for others.
Links to Other Curricular Areas (पाठ्यक्रम के अन्य क्षेत्रों से जुड़ाव)
| Area | Connection |
|---|---|
| Social Studies | Indian markets, village life, cultural values |
| Art & Craft | Bell making, drawing national symbols |
| Values Education | Honesty, integrity, empathy, sharing |
| Science | Sound (tinkling bells), materials |
| Language Development | Vocabulary, degrees of comparison, antonyms, sequencing |
Quick Reference Card
Key Characters:
Chinna (boy), Kamala (mother), Tara (pet goat), Chacha (shopkeeper), Fruit seller
Key Events:
Wants bells → Loses money → Gets money → Buys fruits → Gets extra money → Returns money → Buys bells
Key Message:
“Honesty is the best policy.”
Grammar:
-er (comparative), -est (superlative)
Antonyms (opposites)
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।