Unit 2 – Supplementary -The Apple Tree and the Farmer
LEAAON PLAN for this lesson is given at the end of the lesson
A. Read the following statements. Say True or False.
1.
The farmer had spent his childhood playing under the tree.
2.
The farmer felt the space could be used to build a house.
3.
The apple tree requested the farmer not to cut it.
4.
All the little animals were happy about the farmer’s
decision.
5.
The apple tree was home for all the little animals.
Answer :
- The farmer had
spent his childhood playing under the tree. – True
- The farmer felt
the space could be used to build a house. – False
- The apple tree
requested the farmer not to cut it. – False
- All the little
animals were happy about the farmer’s decision. – False
- The apple tree
was home for all the little animals. – True
B. Identify the speaker / character.
1.
Please don’t cut the tree.
2.
You can enjoy the shade when you become old.
3.
I promise that I will never cut this tree.
Answer :
- "Please
don’t cut the tree." – The farmer’s daughter and
her friends
- "You can
enjoy the shade when you become old." – The
farmer’s daughter
- "I promise
that I will never cut this tree." – The farmer
C. Choose the right option.
1.The animals became worried because
a. there was heavy rain.
b. the farmer began to
chop the tree.
c. the farmer chased
them away.
d. the tree became old.
2.The farmer’s daughter and her friends came out because
a. they wanted to play
under the tree.
b. they heard the
commotion of the creatures.
c. the farmer called
them.
d. they heard the
farmer's voice.
3.The farmer promised that he would
a. grow more trees.
b. provide shelter to
all the little animals.
c. not cut the tree.
d. be thankful to the
children.
Answer :
- The animals
became worried because
b. the farmer began to chop the tree. - The farmer’s
daughter and her friends came out because
b. they heard the commotion of the creatures. - The farmer
promised that he would
c. not cut the tree.
D. Read the passage and answer the following.
All of a sudden, the farmer noticed a small fruit hanging
from a branch. It was an apple and looked as delicious as the ones he ate as a
boy. He plucked it and bit into the juicy fruit. The memories of the fun he had
had as a boy came rushing back. When his daughter saw the changed expression in
her father’s face, she started pleading harder.
1.
What did the farmer notice?
2.
What made him recall his childhood?
3.
Why did his daughter start pleading?
Answer :
1.
What did the
farmer notice?
He noticed a small apple hanging from a branch.
2.
What made him
recall his childhood?
The taste of the juicy apple reminded him of the apples he ate as a boy.
3.
Why did his
daughter start pleading?
She saw the change in her father’s expression and hoped he would change his
mind.
E. Rearrange the jumbled sentences.
1.
He did not listen to their cries.
2.
The farmer continued cutting the tree.
3.
His childhood memories made him realize his mistake.
4.
He decided to cut the tree thinking that it was useless.
5.
The taste of the apple brought back his childhood memories.
6.
The farmer had an old apple tree in his garden.
7.
All the little animals in the tree pleaded with him.
8.
He spent all his childhood playing under the apple tree.
Answer :
1. The farmer had an old apple tree in his garden.
2. He spent all his childhood playing under the apple tree.
3. He decided to cut the tree thinking that it was useless.
4. The farmer continued cutting the tree.
5. He did not listen to their cries.
6. All the little animals in the tree pleaded with him.
7. The taste of the apple brought back his childhood
memories.
8. His childhood memories made him realize his mistake.
F. Think and answer.
1.
Which part of the story do you like? Why?
2.
If the little animals become homeless what will happen?
3.
What made the farmer realise his mistakes?
Answer :
1.
Which part of the
story do you like? Why?
I like the part where the farmer changes his mind because it shows how love
and memories can change someone's heart.
2.
If the little
animals become homeless, what will happen?
They will have no place to live and might struggle to survive without
shelter or food.
3.
What made the
farmer realise his mistakes?
Tasting the apple and remembering his childhood made him realise the value
of the tree and his mistake in trying to cut it.
|
Title of the story |
|
|
Name of the author |
|
|
No of characters |
|
|
The character you like the most |
|
|
Main points |
|
Title of the story: The Thirsty Crow
Name of the author: Aesop (Fable)
No of characters: 2 (The Crow and the Crow’s obstacle – the pot of
water)
The character you like the most: The Crow
Main points:
- A thirsty crow
searches for water.
- It finds a pot
with very little water.
- The crow drops
pebbles into the pot.
- Water rises and
the crow drinks it.
- The story
teaches us: “Where there’s a will, there’s a way.”
H. Lilly was on a trip to the beach with her friends. Some
of her friends carelessly threw plastic bags on the road after eating their
snacks. She wanted to convince them that what they were doing was not correct
and they should be good citizens.
Discuss in your group. What could Lilly say? Role play the
conversation with one person being Lilly and the other a friend.
Lilly: Hey guys, wait a minute! Why are you throwing those
plastic bags on the road?
Friend: Oh, it’s just a plastic cover. What’s the big deal?
Lilly: It is a big deal. Plastic doesn’t decompose
easily. It harms animals, pollutes the beach, and can even block drains.
Friend: Hmm… I didn’t think about that.
Lilly: We must keep our environment clean. If everyone
throws garbage like this, imagine how dirty and unsafe the beach will become.
Friend: You’re right, Lilly. I’m sorry. What should we do
now?
Lilly: Let's pick up the plastic bags and throw them in the
dustbin. That’s what good citizens do!
Friend: Okay! Let’s clean up. Thanks for reminding us,
Lilly!
I. For each item write the word that has the same
relationship as the pair on the left.
Example desert : dry :: valley : fertile
1.
creeper : tendril :: tree : ?
a. leaf b. bough c.
flower d. fruit
2 .river : flow :: mountain : ?
a. beautiful b. high c.
trees d. still
3. breeze : gentle :: storm : ?
a. violent
b. wind c. sea d. rain
4. mango : sweet :: lime : ?
a. fruit
b. sour c. tree d. juice
5.bark : timber :: flower : ?
a.
branch b. plant c. fruit d. stem
Answer :
1. creeper :
tendril :: tree : ?
Answer: b. bough
(A creeper has a tendril, a tree has a bough – both are parts used for
support or structure.)
2. river : flow
:: mountain : ?
Answer: d. still
(A river flows, a mountain stays still – opposites in movement.)
3. breeze : gentle :: storm : ?
Answer: a. violent
(A breeze is gentle, a storm is violent – contrasting intensities.)
4. mango : sweet :: lime : ?
Answer: b. sour
(Mango tastes sweet, lime tastes sour – describing the taste.)
5. bark : timber
:: flower : ?
Answer: c. fruit
(Bark leads to timber (use/product), flower leads to fruit – both produce
something useful.)
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Lesson Plan: The Apple Tree and the Farmer
Subject: English
Class: 6th Grade
Duration: 45 minutes
Topic: Supplementary Reader - "The Apple Tree and the Farmer" (Unit 2)
1. Learning Objectives
By the end of this lesson, the teacher aims to help students:
- Understand the importance of environmental conservation and protecting nature
- Analyze the theme of childhood memories and their emotional impact
- Develop reading comprehension skills through narrative analysis
- Recognize the value of trees and wildlife in our ecosystem
- Appreciate the relationship between humans, animals, and nature
- Learn about decision-making and the ability to change one's mind
- Build vocabulary related to farming, nature, and emotions
2. Learning Outcomes
Students will be able to:
- Show respect and care for trees, plants, and animals in their environment
- Think before making decisions that might affect others or the environment
- Listen to different perspectives before making important choices
- Value childhood memories and create positive experiences for others
- Protect natural habitats in their community and surroundings
- Consider the needs of animals and smaller creatures in their daily actions
- Practice empathy by understanding how their actions affect others
- Appreciate the multiple benefits that trees and nature provide
3. Introduction (5 minutes)
Engaging Questions:
- "Do you have a favorite tree or place in nature where you like to play? What makes it special to you?"
- "Have you ever seen birds or small animals living in trees? What do you think trees provide for them?"
- "If someone wanted to cut down your favorite tree, how would you feel? What would you say to them?"
- "Can you think of times when adults make decisions that children don't agree with? How can children express their opinions?"
- "What are some benefits that trees give us? Make a list in your mind."
4. Reading and Understanding (8 minutes)
New Vocabulary with Meanings:
| Word | Meaning | Example Usage |
|---|---|---|
| Tastiest | Most delicious or flavorful | The tree gave the tastiest apples in the village |
| Plucked | Picked or pulled off (fruit from tree) | They plucked apples during the season |
| Bearing | Producing or yielding | The old tree was bearing fewer fruits |
| Outlived | Lasted longer than; no longer useful | He felt the tree had outlived its usefulness |
| Adamant | Firm in decision; refusing to change mind | The farmer was adamant about cutting the tree |
| Uproar | Loud noise and confusion | The animals created an uproar |
| Desperate | In great need; feeling hopeless | The animals became desperate to save their home |
| Commotion | Noisy disturbance | The animals made a huge commotion |
| Plead | To beg or request earnestly | The children began to plead with him |
5. Mind Map
THE APPLE TREE AND THE FARMER
|
┌─────────────────┼─────────────────┐
│ │ │
THE TREE'S THE FARMER'S THE RESOLUTION
JOURNEY DILEMMA │
│ │ │
┌────┴────┐ ┌────┴────┐ ┌────┴────┐
│ │ │ │ │ │
CHILDHOOD OLD AGE REASONS REASONS DAUGHTER'S FARMER'S
MEMORIES │ TO CUT NOT TO PLEA CHANGE OF
│ │ │ CUT │ HEART
Playing Fewer • Space • Animal │ │
Hide & fruits for homes │ Tasted apple
Seek │ vegetables• Shade │ Remembered
Climbing No new • Wood • Children │ childhood
Swinging growth for room play here │ Threw away
Eating under • Tree • Beauty │ axe
apples tree old • Memories │ Made promise
│ │ │ │ │ │
└─────┬────┴─────┬──┴─────────┴─────┬──┴──────────┘
│ │ │
PAST HAPPINESS → CONFLICT → WISDOM AND PRESERVATION
6. Consolidation and Presentation (8 minutes)
Summary of the Lesson:
"The Apple Tree and the Farmer" is a meaningful story about the importance of preserving nature and the power of childhood memories. The story follows a farmer who had enjoyed playing under an apple tree as a child, climbing it, and eating its delicious fruits with his friends.
As an adult farmer, when the tree grew old and produced fewer apples, he decided to cut it down to make space for vegetables and use the wood for building. However, he failed to consider that the tree had become home to many small animals, birds, and insects, and that his own daughter and her friends now played under it just as he once had.
When the farmer began chopping the tree, all the creatures living in it created an uproar, trying to protect their home. The farmer's daughter and her friends pleaded with him not to destroy the tree, reminding him of its importance as their playground and the animals' habitat.
The turning point came when the farmer noticed a ripe apple on the tree and tasted it. This simple act brought back all his childhood memories and made him realize the tree's true value. He understood that the tree provided much more than just fruit – it was a home for animals, a playground for children, a source of shade, and a keeper of precious memories.
The story teaches us about environmental responsibility, the importance of listening to others, and how reconnecting with our past can guide us to make better decisions for the future.
7. Reinforcement (5 minutes)
Additional Information:
- Environmental Message: Trees provide oxygen, prevent soil erosion, offer habitats for wildlife, and help combat climate change
- Ecosystem Concept: Every tree supports an entire ecosystem of birds, insects, and small animals
- Economic vs. Environmental Value: The story shows the conflict between immediate economic benefits and long-term environmental value
- Intergenerational Connection: The story emphasizes how nature connects different generations through shared experiences
- Memory and Decision Making: Our past experiences and memories can be powerful guides for making ethical decisions
- Wildlife Conservation: Even old trees that produce less fruit are valuable homes for animals
- Community Spaces: Trees often serve as natural community gathering places for children and families
- Sustainable Thinking: The story promotes thinking about long-term consequences rather than short-term gains
8. Evaluation
a) Lower Order Thinking Question (Knowledge/Comprehension)
Question: "Why did the farmer initially decide to cut down the apple tree, and what made him change his mind?"
Expected Answer: The farmer wanted to cut the tree because it was old, producing fewer apples, and he wanted to use the space for growing vegetables and the wood for building a room. He changed his mind when he tasted an apple from the tree, which brought back his childhood memories, and when his daughter pleaded with him to save the tree for the animals and children who needed it.
b) Middle Order Thinking Question (Application/Analysis)
Question: "Analyze the different perspectives in the story - the farmer's practical concerns, the animals' need for shelter, and the children's desire to play. How did the farmer finally balance these different needs?"
Expected Answer: The farmer initially focused only on practical benefits (space and wood), while the animals needed their home and the children needed their playground. The farmer balanced these needs by realizing that the tree's value as a habitat and play space was more important than its economic benefits. He chose to preserve the tree, understanding that it served multiple purposes for different members of the community.
c) Higher Order Thinking Question (Synthesis/Evaluation)
Question: "Evaluate the farmer's decision-making process throughout the story. What does this teach us about making decisions that affect our environment and community? Create guidelines for making environmentally responsible decisions."
Expected Answer: The farmer initially made a decision based only on personal economic benefit without considering the broader impact. His change of heart shows the importance of: considering multiple perspectives, remembering our connection to nature, listening to others (especially children), thinking about long-term consequences, and valuing environmental benefits over short-term gains. Guidelines could include: consulting with family and community, considering wildlife impact, thinking about future generations, weighing emotional and environmental value alongside economic factors, and being open to changing our minds when presented with new perspectives.
9. Remedial Teaching
Strategy for Slow Learners:
- Story Sequencing: Break the story into 4-5 main events and use picture cards to arrange them in order
- Character Emotions Chart: Create a simple chart showing how the farmer's feelings changed throughout the story
- Role Playing: Act out the conversation between the farmer and his daughter
- Visual Aids: Use pictures of trees, animals, and children playing to illustrate the story
- Simplified Retelling: Tell the story in simpler language focusing on main events
- Question Prompts: Provide guided questions after each paragraph to check understanding
- Drawing Activity: Let students draw the apple tree with animals and children around it
- Repetitive Reading: Read key passages multiple times with emphasis on important parts
10. Writing Activity (8 minutes)
Writing Task: "Imagine you are one of the small animals living in the apple tree. Write a diary entry (120-150 words) describing:
- How you felt when the farmer started cutting the tree
- What the tree means to you as your home
- How grateful you are that the farmer changed his mind
- What you hope for the future of your tree home"
Guidelines:
- Write in first person as the animal (bird, squirrel, etc.)
- Use descriptive language to show emotions
- Include at least 3 vocabulary words from the lesson
- Show understanding of the animal's perspective
- Express gratitude and hope for the future
11. Follow-up Activities
Homework Assignment:
- Tree Survey: Count and identify 5 different trees in your neighborhood. Write 2 sentences about each tree describing what animals or birds you see around them.
Additional Activities:
-
Family Memory Sharing: Ask your parents or grandparents about a tree or natural place that was special to them in their childhood. Write a short paragraph about their story.
-
Environmental Poster: Create a poster with the message "Save Trees, Save Homes" showing how trees help animals and humans.
-
Observation Journal: Spend 15 minutes sitting under a tree and write about all the living things you observe (birds, insects, etc.).
Extended Learning:
-
School Tree Adoption: Identify a tree in your school and "adopt" it as a class project, observing and caring for it throughout the year.
-
Alternative Ending: Write a different ending to the story where the farmer cuts the tree and describe the consequences.
-
Real-Life Connection: Research a real example of when a community saved trees or natural areas and present it to the class.
-
Letter Writing: Write a letter to your local government suggesting ways to protect trees in your area.
Assessment Criteria:
- Comprehension of environmental themes (25%)
- Understanding of character motivation and change (20%)
- Vocabulary usage and language skills (20%)
- Creative writing and empathy (20%)
- Participation and environmental awareness (15%)
Resources Needed:
- Pictures of different types of trees and their inhabitants
- Chart paper for drawing the mind map
- Colored pencils for illustration activities
- Local tree identification guide (if available)
- Audio recording of bird sounds (optional)
Cross-Curricular Connections:
- Environmental Science: Tree biology, ecosystem concepts, wildlife habitats
- Social Studies: Community decision-making, balancing different needs
- Art: Drawing trees and natural scenes
- Mathematics: Counting trees, measuring tree circumference/height
- Values Education: Environmental responsibility, empathy, wise decision-making
