Lesson Diary: Seeing without Seeing

Class: IV
Subject: English
Chapter: Seeing without Seeing
Duration: 6 periods × 40 minutes
Method: Panchapadi Method


Teaching Aids: Textbook, scarf, rose/flower, small bell, glass of water/juice, biscuits, word cards, pictures of body parts, blackboard, chart paper, worksheets and crayons.

Learning Outcomes

By the end of the six periods, I expect learners to be able to:

  • Listen to, read and understand the story Seeing without Seeing.
  • Identify the functions of body parts and sense organs.
  • Understand that a child who cannot see can learn about things through touch, smell, hearing and taste.
  • Develop empathy, respect and helpfulness towards differently abled persons.
  • Use new words such as quietly, blink, sniff, scarf, remove, difficulties and joy.
  • Answer questions based on the story.
  • Participate in chain drill and role play.
  • Use he and she correctly in sentences.
  • Use capital letters and correct punctuation marks.
  • Follow basic eye-care habits.

Period 1: Body Parts and Sense Organs

Topic: Body parts and what they do
Text Focus: Action song and matching body parts with functions

1. ଅଧୀତି (Adhiti — Introduction) — 7 minutes

I will begin the class with the action song:

“Two little hands go clap, clap, clap.
Two little legs go tap, tap, tap.
Two little eyes are open wide.
One little head goes side to side.”

I will recite the lines with actions and ask learners to follow me.

  • Learners will clap their hands.
  • Learners will tap their feet.
  • Learners will open their eyes wide.
  • Learners will move their heads from side to side.

I will ask:

  • Which body part helps us clap?
  • Which body part helps us walk?
  • Which body part helps us see?
  • Which body part helps us smell?
  • Which body part helps us talk?

2. ବୋଧ (Bodh — Conceptual Understanding) — 12 minutes

I will continue the song:

“Two little eyes to look around.
Two little ears to hear any sound.
One little nose to smell and breathe.
One little mouth that likes to eat.”

I will explain the functions of body parts:

Body part

Function

Hands

To clap, hold and touch

Legs

To walk, run and jump

Eyes

To see

Ears

To hear sounds

Nose

To smell and breathe

Mouth

To eat and talk

Head

To move side to side

I will connect this with the story. I will say, “Sometimes a person may not be able to see properly. Such a person can still learn about things by hearing sounds, touching objects, smelling flowers and tasting food.”

3. ଅଭ୍ୟାସ (Abhyas — Practice) — 8 minutes

I will ask learners to match body parts with their functions:

  • Hands — to clap
  • Legs — to walk
  • Nose — to smell
  • Mouth — to talk
  • Eyes — to see

I will give oral commands:

  • “Clap your hands.”
  • “Tap your legs.”
  • “Touch your nose.”
  • “Point to your eyes.”
  • “Touch your ears.”
  • “Smile with your mouth.”

4. ପ୍ରୟୋଗ (Prayog — Application) — 8 minutes

I will ask learners to make simple sentences:

  • “I see with my eyes.”
  • “I hear with my ears.”
  • “I smell with my nose.”
  • “I walk with my legs.”
  • “I clap with my hands.”
  • “I eat with my mouth.”

I will remind learners that we should never laugh at anyone who has difficulty in seeing, hearing, walking or speaking.

5. ପ୍ରସାର (Prasar — Extension/Sharing) — 5 minutes

I will ask learners to teach the action song to a younger sibling or family member.

Assessment: I will observe whether learners can identify body parts and tell their functions.

Home Assignment: Draw a human body and label any five body parts.

Period 2: Rupali Meets a New Boy

Topic: Rupali’s concern about a visually impaired boy
Text Focus: First part of the story

1. ଅଧୀତି (Adhiti — Introduction) — 5 minutes

I will revise the previous class:

  • Which body part helps us see?
  • Which body part helps us hear?
  • Which body part helps us smell?
  • Can we identify an object by touching it?

I will ask learners, “How can we help a friend who cannot see properly?”

2. ବୋଧ (Bodh — Conceptual Understanding) — 13 minutes

I will read the first part of the story:

“Little Rupali returned from the school. She opened the door quietly. She kept her bag on the table quietly.”

“A new boy came to our school. He sits in our class.”

“The teacher helped him sit in the front desk. He wears black glasses. He cannot see.”

I will explain:

  • Returned — came back.
  • Quietly — with little or no noise.
  • Placing — putting something in a particular position.
  • Front desk — the desk near the teacher or blackboard.
  • Cannot see — unable to see things with the eyes.
  • Difficulties — problems faced by a person.

I will explain that the teacher helped the new boy sit in the front desk so that he could receive support and take part in class activities comfortably.

3. ଅଭ୍ୟାସ (Abhyas — Practice) — 9 minutes

I will ask learners oral questions:

  • Who returned from school?
  • Where did Rupali keep her bag?
  • Why was Rupali quiet?
  • Who came to Rupali’s school?
  • Where did the teacher help the new boy sit?
  • Why did the teacher help him?

Expected answers:

  • “Rupali returned from school.”
  • “She kept her bag on the table.”
  • “She was thinking about the new boy.”
  • “A new boy came to school.”
  • “The teacher helped him sit in the front desk.”
  • “He could not see.”

4. ପ୍ରୟୋଗ (Prayog — Application) — 8 minutes

I will discuss respectful ways to help a classmate who has difficulty seeing:

  • Speak politely and tell the person what is happening.
  • Offer help, but do not force help.
  • Keep books, bags and classroom objects in proper places.
  • Do not push or make fun of the person.
  • Include the person in games and group activities.
  • Read aloud when necessary.

I will ask learners to say:

“We will be kind and helpful to everyone.”

5. ପ୍ରସାର (Prasar — Extension/Sharing) — 5 minutes

I will ask learners to share one helpful action with their family, such as helping an elderly person or guiding someone safely.

Assessment: I will assess whether learners understand why Rupali was quiet and why the teacher helped the new boy.

Home Assignment: Write three sentences on “How I Can Help My Friend.”

Period 3: Learning Through Touch and Smell

Topic: Identifying a rose without seeing
Text Focus: Rupali touches and smells the flower

1. ଅଧୀତି (Adhiti — Introduction) — 6 minutes

I will show a scarf and ask:

  • What is this?
  • Can we see if our eyes are covered with a scarf?
  • Can we identify some things without using our eyes?
  • Can we identify a flower by its smell?

I will show a rose or any safe flower.

2. ବୋଧ (Bodh — Conceptual Understanding) — 12 minutes

I will read the relevant part of the story:

“She tied a scarf over Rupali’s eyes.”

“The mother had a rose in her hand.”

“Rupali touched it. ‘It is something soft... a flower!’ she said.”

“But what flower is it? Smell it!”

“Rupali bent forward and sniffed at it. ‘It is a rose!’ she cried.”

I will explain:

  • Scarf — a cloth worn around the head or neck.
  • Touched — felt something with the hand.
  • Soft — not hard.
  • Sniff — breathe air in through the nose to smell something.
  • Joy — great happiness.

I will explain that Rupali used her hands to feel the soft flower and her nose to smell it. She was able to identify the rose without using her eyes.

3. ଅଭ୍ୟାସ (Abhyas — Practice) — 9 minutes

I will ask learners:

  • What did Rupali’s mother tie over her eyes?
  • What was the first thing in the mother’s hand?
  • How did Rupali know that it was a flower?
  • How did Rupali know that it was a rose?

Expected answers:

  • “She tied a scarf over Rupali’s eyes.”
  • “The mother held a rose.”
  • “Rupali touched it and found it soft.”
  • “She smelled it.”

I will ask learners to repeat:

  • “I touch with my hands.”
  • “I smell with my nose.”
  • “A rose has a sweet smell.”

4. ପ୍ରୟୋଗ (Prayog — Application) — 8 minutes

I will conduct a safe “touch and smell” activity. I will place a few safe objects in a cloth bag, such as a flower, soft cloth, pencil, leaf or eraser.

One learner may close the eyes with a scarf only if comfortable and supervised. The learner will touch an object and say what it may be.

Examples:

  • “It feels soft. It may be a flower.”
  • “It is long and hard. It may be a pencil.”
  • “It smells sweet. It is a rose.”

5. ପ୍ରସାର (Prasar — Extension/Sharing) — 5 minutes

I will ask learners to find one safe thing at home that has a pleasant smell, such as a flower, soap or spice, and describe it.

Assessment: I will check whether learners can tell how Rupali identified the rose.

Home Assignment: Draw one thing you like to smell and write its name.

Period 4: Learning Through Hearing and Taste

Topic: Bell sound and orange juice
Text Focus: Rupali identifies a bell and juice without seeing

1. ଅଧୀତି (Adhiti — Introduction) — 5 minutes

I will ring a small bell behind my back and ask learners:

  • What sound do you hear?
  • Which object makes this sound?
  • Can we identify some things by their sound?

Then I will show a glass and ask:

  • Can a glass contain water, milk or juice?
  • How can we know what is in it?

2. ବୋଧ (Bodh — Conceptual Understanding) — 13 minutes

I will read the next part of the text:

“She shook it. Trin... Trin... ‘I know,’ said Rupali with joy. ‘It is the bell. The small bell that gives such a musical sound. I can hear it, Mama!’”

“Then she took a glass in her hand.”

“Rupali tasted it. ‘Oh!’ she cried, ‘It is not water, it is orange juice.’”

I will explain:

  • Musical sound — a pleasant sound.
  • Shook — moved something quickly.
  • Glass — a container used for drinking.
  • Tasted — used the tongue to know the flavour.
  • Orange juice — juice made from oranges.

I will explain that Rupali used her ears to identify the bell and her sense of taste to identify orange juice.

3. ଅଭ୍ୟାସ (Abhyas — Practice) — 9 minutes

I will ask learners to answer:

  • What was the second thing Rupali identified?
  • How did Rupali know it was a bell?
  • What was the third thing in mother’s hand?
  • What did Rupali put one finger into?
  • What did Rupali taste?
  • What was in the glass?

Expected answers:

  • “The second thing was a bell.”
  • “She heard the ‘Trin... Trin...’ sound.”
  • “The third thing was a glass.”
  • “She put one finger into the glass.”
  • “She tasted the liquid.”
  • “There was orange juice in the glass.”

4. ପ୍ରୟୋଗ (Prayog — Application) — 8 minutes

I will play a “Guess the Sound” activity. Learners will close their eyes or face away while I make safe sounds:

  • Ringing a bell.
  • Clapping hands.
  • Tapping a pencil on the desk.
  • Tearing paper.
  • Shaking a box with stones.

Learners will say:

  • “I hear a bell.”
  • “I hear clapping.”
  • “I hear paper tearing.”

I will remind learners not to taste anything unless an elder gives permission. They should never taste unknown objects or liquids.

5. ପ୍ରସାର (Prasar — Extension/Sharing) — 5 minutes

I will ask learners to listen carefully at home and name three sounds they hear, such as a clock, doorbell, bird or vehicle.

Assessment: I will observe whether learners can explain how Rupali identified the bell and orange juice.

Home Assignment: Write the names of three things you can hear and three things you can taste.

Period 5: Empathy, Role Play and Action Words

Topic: Helping differently abled persons
Text Focus: Story message, chain drill, role play and past-action words

1. ଅଧୀତି (Adhiti — Introduction) — 5 minutes

I will ask learners:

  • What did Rupali learn from the game?
  • Can a child who cannot see learn about things in other ways?
  • Which senses did Rupali use when her eyes were covered?

Learners may answer:

  • “She used touch, smell, hearing and taste.”
  • “Yes, there are other ways of finding out things.”

2. ବୋଧ (Bodh — Conceptual Understanding) — 10 minutes

I will read the message from the story:

“If a child cannot see, there are other ways of finding out things. But the child may have some difficulties.”

I will explain that we should help differently abled persons with kindness and respect. We should not pity or tease them. We should include them in class, games and conversations.

I will teach action-word forms from the lesson:

Present form

Past form

Return

Returned

Open

Opened

Look

Looked

Come

Came

Hold

Held

Cry

Cried

Blink

Blinked

Shout

Shouted

3. ଅଭ୍ୟାସ (Abhyas — Practice) — 10 minutes

I will conduct the chain drill:

Rupali: “How will the boy do things?”
Mother: “All of you will help him, my dear.”

Each learner will say one dialogue in turn.

Then I will conduct role play:

Mother: “What is in my hand?”
Rupali: “I cannot see. My eyes are closed.”
Mother: “Try it.”
Rupali: “Is it a flower?”
Mother: “Yes. What flower is it?”
Rupali: “It is a rose!”

4. ପ୍ରୟୋଗ (Prayog — Application) — 10 minutes

I will ask learners to make sentences using the past forms:

  • “Rupali returned from school.”
  • “Mother opened the door.”
  • “Rupali looked at her mother.”
  • “A new boy came to the school.”
  • “Mother held a rose.”
  • “Rupali cried with joy.”
  • “Rupali blinked after the scarf was removed.”

I will ask learners to write or say one sentence about how they can help a differently abled person.

Examples:

  • “I will speak politely.”
  • “I will help my friend find the classroom.”
  • “I will not make fun of anyone.”
  • “I will include everyone in games.”

5. ପ୍ରସାର (Prasar — Extension/Sharing) — 5 minutes

I will ask learners to share this message at home:

“Let us help differently abled people.”

Assessment: I will assess participation in role play, understanding of the lesson’s message and use of action words.

Home Assignment: Write five sentences using any five past-action words from the lesson.

Period 6: Writing, Punctuation and Eye Care

Topic: Written work, sentence writing and healthy eyes
Text Focus: Fill in the blanks, capital letters, punctuation and eye-care habits

1. ଅଧୀତି (Adhiti — Introduction) — 5 minutes

I will revise the story using quick questions:

  • Who is Rupali?
  • Why was she quiet?
  • What did mother tie over Rupali’s eyes?
  • What was the first object Rupali identified?
  • What was the second object?
  • What was in the glass?
  • What did Rupali learn from the game?

2. ବୋଧ (Bodh — Conceptual Understanding) — 10 minutes

I will explain that every English sentence begins with a capital letter and ends with a suitable punctuation mark.

Sentence type

Ending mark

Example

Statement

Full stop (.)

“My eyes are closed.”

Question

Question mark (?)

“What do I hold?”

Strong feeling

Exclamation mark (!)

“It is a rose!”

I will write these examples on the blackboard and explain that a capital letter is used at the beginning of each sentence.

3. ଅଭ୍ୟାସ (Abhyas — Practice) — 10 minutes

I will give written exercises.

A. Fill in the blanks

  • Rupali was very quiet one day.
  • A new boy came to Rupali’s school.
  • Mother placed biscuits and milk on the table.
  • Mother played a new game with Rupali.
  • Rupali cried, “Oh! It is not water, it is orange juice.”

B. Write complete sentences

  • An aeroplane flies in the sky.
  • Where are you from?
  • What a tall tree!
  • Are flowers beautiful?
  • How colourful the rainbow is!

C. Activities with family

  • “I like to walk with my grandfather.”
  • “I like to read with my mother.”
  • “I like to play with my brother.”
  • “I like to talk with my grandmother.”

4. ପ୍ରୟୋଗ (Prayog — Application) — 10 minutes

I will discuss eye-care rules. Learners will put a tick for good habits and a cross for bad habits:

  • Sit straight while reading or drawing. — ✓
  • Sit very close to the TV. — ✗
  • Stare at the sun. — ✗
  • Read in good light. — ✓
  • Eat carrots and vegetables. — ✓
  • Play on the mobile for a long time. — ✗
  • Close eyes and splash water on eyelids. — ✓

I will lead a simple eye exercise:

  • Look up.
  • Look down.
  • Look right.
  • Look left.

Learners will keep their face still and move only their eyes.

5. ପ୍ରସାର (Prasar — Extension/Sharing) — 5 minutes

I will ask learners to draw:

  • One thing they like to smell, such as a rose, jasmine or perfume.
  • Two things they like to taste, such as mango and orange.

I will end with the mental-talk message:

“Let us help differently abled people.”

Assessment: I will assess learners through oral questions, fill-in-the-blanks, sentence punctuation, eye-care activity and classroom participation.

Home Assignment: Write five sentences on “How I Take Care of My Eyes.”