SCHEME OF WORK

English Reader
CLASS: 4
This framework provides a comprehensive set of progressive learning objectives for English. The objectives detail what the learner should know
or what they should be able to do in English. They provide a structure for teaching and learning and a reference against which learners’ ability
and understanding can be checked. The curriculum framework provides a solid foundation upon which the later stages of education can be built.

The Next School English curriculum is presented in five content areas: objectives, suggested activities, resources required, time needed and
assignment set. The curriculum framework provides a solid foundation upon which the later stages of education can be built.

The Curriculum is founded on the values of the best practice models in schools all over the world. The curriculum is dedicated to developing
learners who are confident, responsible, innovative and engaged.
Important Instructions:
● Units for each term are centralized. Schools must adhere to the syllabus breakup provided here. In case a school is unable to complete
the suggested content in the given time, they must provide a written explanation for the same three weeks before the commencement
of the upcoming summative exam (mid-year or final term).
● Additional worksheet/resource has been attached as appendix to the SOW.
● It is important to understand that the suggested activities and the time needed, although considered thoroughly before making a part of
the curriculum, are subject to the school’s discretion as some schools may experience limitations.
● Scheme of work for every unit has a unique vocabulary relevant to the unit. The teachers are advised to use the words during their
teaching time to familiarize the students with the terms.
English Literature
Title: The Adventures of Huckleberry Finn
Author: Mark Twain
Genre: Children’s Literature
Tone: Narrative
Tense: Past Tense
THEMES FROM THE ADVENTURES OF HUCKLEBERRY FINN
SLAVERY AND RACISM

Though Mark Twain wrote Adventures of Huckleberry Finn after the abolition of slavery in the United States, the novel itself is set before the
Civil War, when slavery was still legal and the economic foundation of the American South. Many characters in Twain’s novel are themselves white
slaveholders, like Miss Watson, the Grangerford family, and the Phelps family, while other characters profit indirectly from slavery, as the
duke and the king do in turning Miss Watson’s runaway slave Jim into the Phelpses in exchange for a cash reward.
While slaveholders profit from slavery, the slaves themselves are oppressed, exploited, and physically and mentally abused. Jim is inhumanely
ripped away from his wife and children. However, white slaveholders rationalize the oppression, exploitation, and abuse of black slaves by
ridiculously assuring themselves of a racist stereotype, that black people are mentally inferior to white people, more animal than human.
Though Huck’s father, Pap, is a vicious, violent man, it is the much better man, Jim, who is suspected of Huck’s murder, only because Jim is black
and because he ran away from slavery, in a bid for freedom, to be with his family.

In this way, slaveholders and racist whites harm blacks, but they also do moral harm to themselves, by viciously misunderstanding what it is to be
human, and all for the sake of profit. At the beginning of the novel, Huck himself buys into racial stereotypes, and even reprimands himself for not
turning Jim in for running away, given that he has a societal and legal obligation to do so. However, as Huck comes to know Jim and befriend him,
he realizes that he and Jim alike are human beings who love and hurt, who can be wise or foolish. Jim proves himself to be a better man than most
other people Huck meets in his travels. By the end of the novel, Huck would rather defy his society and his religion—he'd rather go to Hell—than
let his friend Jim be returned to slavery.

SOCIETY AND HYPOCRISY

Huck lives in a society based on rules and traditions, many of which are both ridiculous and inhuman. At the beginning of the novel, Huck’s guardian,
the Widow Douglas, and her sister, Miss Watson, try to “sivilize” Huck by teaching him manners and Christian values, but Huck recognizes that
these lessons take more stock in the dead than in living people, and they do little more than make him uncomfortable, bored, and, ironically
enough, lonely. After Huck leaves the Widow Douglas’s care, however, he is exposed to even darker parts of society, parts in which people do
ridiculous, illogical things, often with violent consequences. Huck meets good families that bloodily, fatally feud for no reason. He witnesses a
drunken man get shot down for making a petty insult.

Even at the beginning of the novel, a judge ridiculously grants custody of Huck to Huck’s abusive drunkard of a father, Pap. The judge claims that
Pap has a legal right to custody of Huck, yet, regardless of his right, Pap proves himself to be a bad guardian, denying Huck an opportunity to
educate himself, beating Huck, and imprisoning him in an isolated cabin. In such a case, fulfilling Pap’s legal right ridiculously compromises Huck’s
welfare. Furthermore, Huck’s abuse and imprisonment at the hands of Pap is implicitly compared to a more widespread and deeply engrained
societal problem, namely the institutionalized enslavement of black people. Huck comes to recognize slavery as an oppressively inhuman
institution, one that no truly “sivilized” society can be founded on. People like Sally Phelps, who seem good yet are racist slaveholders, are maybe
the biggest hypocrites Huck meets on his travels.

RELIGION AND SUPERSTITION

There are two systems of belief represented in Adventures of Huckleberry Finn: formal religion (namely, Christianity) and superstition. The
educated and the “sivilized, like the Widow Douglas and Miss Watson, practice Christianity, whereas the uneducated and poor,
like Huck and Jim, have superstitions. Huck, despite (or maybe because of) the Widow Douglas and Miss Watson’s tutelage, immediately has an
aversion to Christianity on the grounds that it takes too much stock in the dead and not enough in the living, that Christian Heaven is populated
by boringly rigid people like Miss Watson while Hell seems more exciting, and, finally, that Huck recognizes the uselessness of Christianity. After
all, prayers are never answered in Huck’s world.

On the other hand, Huck and Jim’s superstitions, silly though they are, are no sillier than Christianity. Huck and Jim read “bad signs” into everything,
as when a spider burns in a candle, or Huck touches a snakeskin. Jim even has a magic hairball, taken from an ox’s stomach, that, when given
money, supposedly tells the future. Huck and Jim find so many bad signs in the natural world that, whenever anything bad happens to them,
they’re sure to have a sign to blame it on. However, one of the subtle jokes of Adventures of Huckleberry Finn, a joke with nevertheless serious
implications, is that, silly as superstition is, it is a more accurate way to read the world than formal religion is.

It is silly for Huck and Jim to read bad signs into everything, but it is not at all silly for them to expect bad things to be just around the corner; for
they live in a world where nature is dangerous, even fatally malevolent, and where people behave irrationally, erratically, and, oftentimes,
violently. In contrast, formal religion dunks its practitioners into ignorance and, worse, cruelty. By Christian values as established in the American
South, Huck is condemned to Hell for doing the right thing by saving Jim from slavery. Huck, knowing that the Christian good is not the good, saves
Jim anyway, thereby establishing once and for all a new moral framework in the novel, one that cannot be co-opted by society into serving immoral
institutions like slavery.

GROWING UP

Adventures of Huckleberry Finn belongs to the genre of Bildungsroman; that is, the novel presents a coming-of-age story in which the
protagonist, Huck, matures as he broadens his horizons with new experiences. Huck begins the novel as an immature boy who enjoys goofing
around with his boyhood friend, Tom Sawyer, and playing tricks on others. He has a good heart but a conscience deformed by the society in
which he was raised, such that he reprimands himself again and again for not turning Jim in for running away, as though turning Jim in and
prolonging his separation from his family were the right thing to do.

As the novel develops, however, so do Huck’s notions of right and wrong. He learns that rigid codes of conduct, like Christianity, or like that which
motivates the Grangerson and Shepherdson’s blood feud, don’t necessarily lead to good results. He also recognizes that absolute selfishness,
like that exhibited by Tom Sawyer to a small extent, and that exhibited by Tom’s much worse prankster-counterparts, the duke and the king, is
both juvenile and shameful. Huck learns that he must follow the moral intuitions of his heart, which requires that he be flexible in responding to
moral dilemmas. And, indeed, it is by following his heart that Huck makes the right decision to help Jim escape from bondage.

This mature moral decision is contrasted with the immature way in which Tom goes about acting on that decision at the Phelps farm. Instead of
simply helping Jim, Tom devises a childishly elaborate scheme to free Jim, which results in Tom getting shot in the leg and Jim being recaptured.
By the end of Adventures of Huckleberry Finn, Huck is morally mature and realistic, whereas Tom still has a lot of growing up to do

FREEDOM

Huck and Jim both yearn for freedom. Huck wants to be free of petty manners and societal values. He wants to be free of his abusive father, who
goes so far as to literally imprison Huck in a cabin. Maybe more than anything, Huck wants to be free such that he can think independently and do
what his heart tells him to do. Similarly, Jim wants to be free of bondage so that he can return to his wife and children, which he knows to be his
natural right.

The place where Huck and Jim go to seek freedom is the natural world. Though nature imposes new constraints and dangers on the two, including
what Huck calls “lonesomeness,” a feeling of being unprotected from the meaninglessness of death, nature also provides havens from society and
even its own dangers, like the cave where Huck and Jim take refuge from a storm. In such havens, Huck and Jim are free to be themselves, and
they can also appreciate from a safe distance the beauty that is inherent in the terror of freedom.

That being said, Adventures of Huckleberry Finn implies that people can be so free as to be, ironically enough, imprisoned in themselves. The
duke and the king, for example, foils (or contrasts) to Huck and Jim, are so free that they can become almost anybody through playacting and
impersonation. However, this is only because they have no moral compass and are imprisoned in their own selfishness. Freedom is good, but only
insofar as the free person binds himself to the moral intuitions of his heart.
MOTIFS FROM THE ADVENTURES OF HUCKLEBERRY FINN
Motifs are the recurring structures, contrasts, and literary devices that can help to develop and inform the text's major themes.

CHILDHOOD

Huck’s youth is an important factor in his moral education over the course of the novel, for we sense that only a child is open-minded enough to
undergo the kind of development that Huck does. Since Huck and Tom are young, their age lends a sense of play to their actions, which excuses
them in certain ways and also deepens the novel’s commentary on slavery and society. Ironically, Huck often knows better than the adults around
him, even though he has lacked the guidance that a proper family and community should have offered him. Twain also frequently draws links
between Huck’s youth and Jim’s status as a black man: both are vulnerable, yet Huck, because he is white, has power over Jim. And on a different
level, the silliness, pure joy, and naïveté of childhood give Huckleberry Finn a sense of fun and humor. Though its themes are quite weighty, the
novel itself feels light in tone and is an enjoyable read because of this rambunctious childhood excitement that enlivens the story.

LIES AND CONS

Huckleberry Finn is full of malicious lies and scams, many of them coming from the duke and the dauphin. It is clear that these con men’s lies are
bad, for they hurt a number of innocent people. Yet Huck himself tells a number of lies and even cons a few people, most notably the slave-
hunters, to whom he makes up a story about a smallpox outbreak in order to protect Jim. As Huck realizes, it seems that telling a lie can actually
be a good thing, depending on its purpose. This insight is part of Huck’s learning process, as he finds that some of the rules he has been taught
contradict what seems to be “right.” At other points, the lines between a con, legitimate entertainment, and approved social structures like religion
are fine indeed. In this light, lies and cons provide an effective way for Twain to highlight the moral ambiguity that runs through the novel.

SUPERSTITIONS AND FOLK BELIEFS

From the time Huck meets him on Jackson’s Island until the end of the novel, Jim spouts a wide range of superstitions and folktales. Whereas Jim
initially appears foolish to believe so unwaveringly in these kinds of signs and omens, it turns out, curiously, that many of his beliefs do indeed
have some basis in reality or presage events to come. Much as we do, Huck at first dismisses most of Jim’s superstitions as silly, but ultimately, he
comes to appreciate Jim’s deep knowledge of the world. In this sense, Jim’s superstition serves as an alternative to accepted social teachings and
assumptions and provides a reminder that mainstream conventions are not always right.
CHARACTERS LIST
HUCKLEBERRY “HUCK” FINN

The protagonist and narrator of the novel. Huck is the thirteen-year-old son of the local drunk of St. Petersburg, Missouri, a town on the Mississippi
River. Frequently forced to survive on his own wits and always a bit of an outcast, Huck is thoughtful, intelligent (though formally uneducated),
and willing to come to his own conclusions about important matters, even if these conclusions contradict society’s norms. Nevertheless, Huck is
still a boy, and is influenced by others, particularly by his imaginative friend, Tom.

TOM SAWYER

Huck’s friend, and the protagonist of Tom Sawyer, the novel to which Huckleberry Finn is ostensibly the sequel. In Huckleberry Finn, Tom serves as
a foil to Huck: imaginative, dominating, and given to wild plans taken from the plots of adventure novels, Tom is everything that Huck is not. Tom’s
stubborn reliance on the “authorities” of romance novels leads him to acts of incredible stupidity and startling cruelty. His rigid adherence to
society’s conventions aligns Tom with the “sivilizing” forces that Huck learns to see through and gradually abandons.

JIM

One of Miss Watson’s household slaves. Jim is superstitious and occasionally sentimental, but he is also intelligent, practical, and ultimately more
of an adult than anyone else in the novel. Jim’s frequent acts of selflessness, his longing for his family, and his friendship with both Huck and Tom
demonstrate to Huck that humanity has nothing to do with race. Because Jim is a black man and a runaway slave, he is at the mercy of almost all
the other characters in the novel and is often forced into ridiculous and degrading situations.

PAP FINN

Huck’s father, the town drunk and ne’er-do-well. Pap is a wreck when he appears at the beginning of the novel, with disgusting, ghostlike white
skin and tattered clothes. The illiterate Pap disapproves of Huck’s education and beats him frequently. Pap represents both the general
debasement of white society and the failure of family structures in the novel.

THE DUKE AND THE DAUPHIN

A pair of con men whom Huck and Jim rescue as they are being run out of a river town. The older man, who appears to be about seventy, claims
to be the “dauphin,” the son of King Louis XVI and heir to the French throne. The younger man, who is about thirty, claims to be the usurped Duke
of Bridgewater. Although Huck quickly realizes the men are frauds, he and Jim remain at their mercy, as Huck is only a child and Jim is a runaway
slave. The duke and the dauphin carry out a number of increasingly disturbing swindles as they travel down the river on the raft.
WIDOW DOUGLAS AND MISS WATSON

Two wealthy sisters who live together in a large house in St. Petersburg and who adopt Huck. The gaunt and severe Miss Watson is the most
prominent representative of the hypocritical religious and ethical values Twain criticizes in the novel. The Widow Douglas is somewhat gentler in
her beliefs and has more patience with the mischievous Huck. When Huck acts in a manner contrary to societal expectations, it is the Widow
Douglas whom he fears disappointing.

JUDGE THATCHER

The local judge who shares responsibility for Huck with the Widow Douglas and is in charge of safeguarding the money that Huck and Tom found
at the end of Tom Sawyer. When Huck discovers that Pap has returned to town, he wisely signs his fortune over to the Judge, who doesn’t really
accept the money, but tries to comfort Huck. Judge Thatcher has a daughter, Becky, who was Tom’s girlfriend in Tom Sawyer and whom Huck calls
“Bessie” in this novel.

THE GRANGERFORDS

A family that takes Huck in after a steamboat hits his raft, separating him from Jim. The kindhearted Grangerfords, who offer Huck a place to stay
in their tacky country home, are locked in a long-standing feud with another local family, the Shepherdsons. Twain uses the two families to engage
in some rollicking humor and to mock a overly romanticizes ideas about family honor. Ultimately, the families’ sensationalized feud gets many of
them killed.

THE WILKS FAMILY

At one point during their travels, the duke and the dauphin encounter a man who tells them of the death of a local named Peter Wilks, who has
left behind a rich estate. The man inadvertently gives the con men enough information to allow them to pretend to be Wilks’s two brothers from
England, who are the recipients of much of the inheritance. The duke and the dauphin’s subsequent conning of the good-hearted and vulnerable
Wilks sisters is the first step in the con men’s increasingly cruel series of scams, which culminate in the sale of Jim.

SILAS AND SALLY PHELPS

Tom Sawyer’s aunt and uncle, whom Huck coincidentally encounters in his search for Jim after the con men have sold him. Sally is the sister of
Tom’s aunt, Polly. Essentially good people, the Phelpses nevertheless hold Jim in custody and try to return him to his rightful owner. Silas and Sally
are the unknowing victims of many of Tom and Huck’s “preparations” as they try to free Jim. The Phelpses are the only intact and functional family
in this novel, yet they are too much for Huck, who longs to escape their “sivilizing” influence.

AUNT POLLY

Tom Sawyer’s aunt and guardian and Sally Phelps’s sister. Aunt Polly appears at the end of the novel and properly identifies Huck, who has
pretended to be Tom, and Tom, who has pretended to be his own younger brother, Sid.
Learning Outcomes:
By the end of the lesson students will be able to:
● Extend the range of reading
● Explore the different processes of reading silently and reading aloud
● Apply phonic/spelling, graphic, grammatical and contextual knowledge in reading unfamiliar words
● Express a personal response to a text, and link characters and settings to personal experience
● Retell or paraphrase events from the text in response to questions
● Note key words and phrases to identify the main points in a passage
● Explore explicit meanings in a text
● Explore implicit meanings in a text
● Understand the main stages in a story from introduction to resolution
● Explore narrative order and the focus on significant events
● Understand how paragraphs and chapters are used to organize idea
 SYLLABUS BREAKUP
Term 1 Term 2
Ch.1: Me and Tom Sawyer Ch.6: Betrayed!
Ch.2: Pap Ch.7: The rescue plan
Ch.3: Jackson’s Island Ch.8: Break out
Ch.4: On the river Ch. 9: Sad farewells
Ch.5: Royal strangers

TERM 1
Ch. 1: Me and Tom Sawyer
Resources Suggested activities Assignment
Time
● Reader ● Teacher will give a brief introduction of the reader • Students will write
● Multimedia ● Genre of the reader: The teacher will introduce the meanings of these
● Literature reader as an adventure in which the events take place words in cast a spell.
copy one after the other like a television series. Terribly, gloomy, declared,
● Stationery ● Introduction to Huckleberry Finn: Teacher will sneaked, trembled
● Flashcards of introduce Huckleberry Finn as a thirteen to fourteen • The students will use
the year old boy who had a difficult time fitting into society. these words in
He is playful but practical, compassionate but realistic sentences of their
characters of
own. 2
the reader and inventive but logical. The novel tells the story of
• Students will write lessons
Huckleberry Finn’s escape from his alcoholic and abusive
● Worksheets answers of these
father and his adventurous journey down the Mississippi
questions in their
river together with the runaway slave Jim.
● Background information: The teacher may start English literature
teaching the novel by providing background information copy.
about the author, Mark Twain and the historical context Q1. What is Huck’s problem
of the novel. Discuss the themes such as freedom, with his father?
morality and racism. Worksheet ER.4.1.1 will be given to Q2. What do the Widow
the students which is a comprehension passage about Douglas and Miss Watson try
the writer. to teach Huck?
Q3. What do you think will
● Themes of the novel: The teacher will discuss the main
happen next?
themes of the story such as slavery, prejudice, hypocrisy
• Written task:
and morality. The concept of freedom will be discussed
Ask the students to write a
which is the central theme of the story. A poster short paragraph from Huck’s
competition can be held among the students with perspective, reflecting on his
Importance of freedom theme. feelings about his current
● Comprehension check: Worksheet ER.4.1.2 will be situation and his relationship
given to the students to ensure that they have with his father. 2
understood the story so far. lessons
● Wordsearch: Worksheet ER.4.1.3 will be solved as a fun
activity.
● Visual representation: Encourage the students to create
a visual representation of any scene of the chapter. This
can be done in the form of drawings or a collage. It will
help them to visualize the story better.
● Vocabulary exploration: Identify challenging vocabulary
words from the text and define them. Worksheet
ER.4.1.4 will help them understand those words better.
 TERM 1
Ch. 2: Pap
Resources Suggested activities Assignment
Time
● Reader • Review of the story: The teacher will encourage the • The students will
● Multimedia students to tell the story so far in their own words. She write meanings of
● Literature will ask them to express their ideas of what would these words in cast a
copy happen next. spell.
● Stationery • Story reading: The teacher will read out the second Filthy, grumbled, stumbled,
● Flashcards of chapter of the story to the students in an expressive moaned, grabbed
voice to make it more engaging and interesting. Pause at • Students will use 2
the
interesting points to ask comprehension questions and these words in lessons
characters of
encourage students to predict what might happen next. sentences of their
the reader
• Comprehension check: Worksheet ER.4.1.5 will help the own.
● Worksheets teacher to ensure that the students have understood this • Students will write
chapter of the story. answers of these
• Character analysis: Discuss different aspects of the questions in their
character of Huckleberry Finn. Use as many adjectives as English literature
you can to describe the character. Then give them copy.
Worksheet ER.4.1.6 in which they will write about him Q1. What did Pap want
with references from the text. from Huck?
• Creative dialogue: Encourage the students to work in Q2. How did Huck escape
pairs and create a dialogue between Huckleberry Finn from the log cabin?
and his father discussing the events of chapter 2. This will Q3. What do you think will
help the students explore the emotions and feelings of happen next?
these characters. • Writing task:
• Sentence building: To build a correct sentence, it is very Write a short 2
important to make sure that the spellings, grammar and paragraph to lessons
punctuation are correct. Worksheet ER.4.1.7 will give a compare the life and
good practice of making the sentences correct. It also perspectives of
includes joining two sentences using conjunctions. Huckleberry Finn
 • Grammar check: Write a sentence on board but miss the with the society he
preposition in it. Ask the students to identify the mistake. lives in.
Discuss the importance of prepositions in a sentence.
Give them Worksheet ER.4.1.8 to practise the usage of
prepositions.

TERM 1
Ch. 3: Jackson’s Island
Resources Suggested activities Assignment
Time
● Reader • Review of the story: Divide the students in groups and • Students will write
● Multimedia ask the first group to start the story. Then ask the meanings of these
● Literature copy second group to continue and so on. Encourage the words in cast a
● Stationery students to ask questions from the group telling the spell.
● Flashcards of story. thumped, collapsed,
the characters • Story reading: Read the story in a loud and clear voice. crouched, whispering,
Emphasize upon correct pronunciation of the words. whirled, shivering
of the reader
Add expressions and gestures to make it more engaging • They will use these 2
● Worksheets and interesting. words in sentences lessons
• Discussion on social context: Discuss the historical of their own.
context of the novel, specifically focusing on issues • Students will write
related to race and slavery. Discuss how Jim’s situation answers of these
reflects the realities of the time. questions in their
• Sentence matching: Worksheet ER.4.1.9 will be given English literature
to the students in which they will join the two parts of copy.
the sentences and summarize the story. Q1. Why did Jim leave the
• Wordsearch: Worksheet ER.4.1.10 will be solved as a Widow’s house?
fun activity. Q2. How did Huck get to
the Jackson’s Island?
• Draw a scene: Encourage the students to draw their Q3. What do you think
favorite scene of the story so far and write few lines would happen next?
about the scene. • Writing task: 2
• Letter writing: Students will solve Worksheet ER.4.1.12 Assign students to lessons
in which Huck writes a letter to his friend Tom write a short account
describing him how he met Jim on the island and the from Huck’s
adventures he was having with him. This worksheet perspective, describing
gives them a practice to use the correct form of verb in his emotions and
sentences as well. feelings after he met
• Character role play: Pair up the students and assign Jim on the island and
them roles as characters from the chapter. Encourage heard his story.
them to play the key scenes of the story like the
conversation between Huck and Jim.
• Crossword Puzzle: Worksheet ER.4.1.11 will be solved
by the students as a fun activity.
 TERM 1
Ch. 4: On the River
Resources Suggested activities Assignment
Time
● Reader • Review of the story so far: The teacher will encourage • The students will
● Multimedia the students to tell the story so far in their own words. write meanings of
● Literature copy She will ask them to express their ideas of what would these words in cast
● Stationery happen next. a spell.
● Flashcards of • Story reading: Read chapter 4 of the story in a loud and roared, splashing, amazed,
the characters clear voice. Pause at important points and ask short drifting, rewards
questions to check whether the students are able to • They will use these 2
of the reader
comprehend it clearly. Also emphasize upon the themes words in sentences lessons
● Worksheets of the chapter such as importance of freedom, of their own.
adventure, helping others etc. • Students will write
• Discussion on social themes: Engage the class in a answers of these
discussion about social themes presented in the story, questions in their
such as friendship, freedom and societal norms. English literature
Encourage them to relate these themes to their own lives copy.
or to current events. Q1. Why do you think Huck
• Comprehension check: Worksheet ER.4.1.13 will be decided to help Jim?
solved in which the students will number the events of Q2. What was their plan
the story to put them in the correct sequence. for Jim to be free?
• Comparative analysis: Involve the students in a Q3. What do you think will
discussion to compare Huck’s attitude towards Jim in this happen next?
chapter with his attitude in previous chapters. How does • Writing task:
their relationship evolve? What factors contribute to this Imagine you are Huck.
change? Write a letter to your
• Spot the mistake: Worksheet ER.4.1.14 will be given to friend Tom, describing
the students in which they will spot the mistakes in the him why are you
sentences and rewrite them after making them correct. helping Jim and what is
your plan to do so?
 • Socratic seminar/ walk for awareness:
Organize a seminar or a walk where students can express
their views about racism, slavery and importance of
freedom. They may use placards, posters or drawings to
express themselves or they may deliver short speeches
on these basic themes of the story. 2
• Vocabulary check: To ensure that the students have lessons
become familiar with the challenging vocabulary of this
chapter, Worksheet ER.4.1.15 will be given to them. This
worksheet can be done as a group activity.
• Visual representation: Ask students to create a visual
representation of their favorite scene of the chapter. It
can be the flooding scene or finding a dead body in the
floating house or any other scene.
• Grammar check: Emphasize upon the fact that a story is
always written in past tense. Worksheet ER.4.1.16 will
give them a good practice of the verbs to be used in
second form. It also deals with some nouns from the
story and students will suggest some suitable adjectives
for them.

TERM 1
Ch. 5: Royal Strangers
Resources Suggested activities Assignment
Time
● Reader • Review of the story: Ask a student to start the story. • The students will write
● Multimedia Then ask another one to continue after 2 to 3 minutes. meanings of these words
● Literature In this way the story will retell the story so far in their in cast a spell.
copy own words. Encourage the students to ask questions Shrieked, elaborate, stared,
● Stationery from the one who is telling the story. swindle, prancing
● Flashcards • Story reading: The teacher will read out the story to • They will use these words
of the the students in an expressive voice to make it more in sentences of their
characters engaging and interesting. Pause at interesting points own. 2
of the to ask comprehension questions and encourage • Students will write lessons
reader students to predict what might happen next. answers of these
• Discussion questions: Ask the students to come up questions in their English
● Worksheets with an example of an incident when they saw literature copy.
someone been tricked out of his money. Also discuss Q1. Why were the king and the
the importance of honesty, justice and truthfulness. duke run out of the town?
• Comprehension Passage: Worksheet ER.4.1.17 is a Q2. Why didn’t Huck and Jim say
comprehension passage about the Liberty Bell. It gives anything to king and duke?
some detail about this important piece of history Q3. What do you think will
which is related to freedom and liberty. happen next?
Suggested task: the teacher may bring a bell to the • Writing task:
class, rings it and announces that she is now free of…. Ask the students to write a
(Something that represents what could be bothering short account of the events
an adult like the teacher), and then invite the students that took place in chapter 5
to ring the bell and declare themselves free of from Huck’s perspective.
something that bothers them, like anxiety for football
trials etc.
• Comparative analysis: Ask the students to compare
and contrast Huck’s experiences in this chapter with 2
his previous adventures. Discuss with them that how lessons
he is changing as a character and gaining new
perspectives.
• Summarizing the story: Students will solve Worksheet
ER.4.1.18 which summarizes five chapters of the story.
• Vocabulary exploration: Identify challenging words
from the text. Students can make flashcards of their
meaning, definition and a sentence using the word.
Worksheet ER.4.1.19 will give practice of some words
from the text.
• Grammar check: Students will solve Worksheet
ER.4.1.20 in which they will identify the parts of
speech in the sentences given. It will help them
understand their usage and importance in a sentence.