Santoor, period by period — fitted to your timetable.
Tell Meyy your periods and their length; it plans every chapter of Santoor to fit, and you tick off sections as you teach.
First Meeting with Badal and Moti
Reading · read-aloud
The story's emotional arc — shivering puppy found, friendship built, rescue earned — is most powerful when children first hear it uninterrupted. Resist the urge to explain every word during the first read.
0–5The teacher introduces the story by asking children what they know about puppies and village life, drawing on their own experiences to prepare them for the characters they are about to meet.
5–25The teacher reads the prose text on pp.15–17 aloud with expression, pausing at the moment Badal finds the shivering puppy and again at the pit scene to let the drama land. Children follow in their textbooks.
25–35The teacher reads the text a second time, this time inviting children to join in on repeated phrases and the naming of Moti, building familiarity with the story language.
35–40Children close their books and the teacher asks one or two plain recall questions — who is Badal? what did he find? — as an unhurried oral check.
Learning outcome. Student answers literal and inferential comprehension questions using a prose story as the vehicle.
How did Moti know where to find Badal when he fell into the pit?
- A A neighbour tied a rope to Moti and led him to the pit.
- B Badal's mother showed Moti a photograph of the lane.
- C Moti followed Badal's scent and barked near the pit.
- D Moti saw Badal fall from a distance and ran to the spot.
C. Moti followed Badal's scent and barked near the pit.
What each wrong option reveals
- A Indicates the student has merged Moti's role with the neighbours' rope-and-rescue action, not distinguishing who did what.
- B Reveals a confusion with the false true/false statement in the story exercises about Moti catching Badal's photo.
- D Suggests the student confused scent-tracking with sight, picturing Moti as a witness rather than a tracker.
Also saved as 7 periods or 10 periods.
- 2Reading Closely — Understanding the Story
Reading - 3True or False — Reading for Accuracy
Reading - 4Pair Talk — Pets and Falls
Oracy - 5Listen and Sequence — The Story in Order
Oracy - 6My Daily Routine — Talking About Every Day
Oracy - 7Adding -ed — Actions That Already Happened
Word Work - 8Word Pairs — Things That Go Together
Word Work - 9Ordering a Picture Story — The Pigeon and the Ant
Writing - 10Fill the Story — Words That Complete the Tale
Writing - 11Adding to the Picture — Children Playing Together
Beyond Text - 12Bringing It All Together — Badal, Moti, and Us
Synthesis
- 1. Fun with Friends (Fun with Friends)
- 2. Colours (Fun with Friends)
- 3. Badal and Moti (Badal and Moti)
- 4. Best Friends (Best Friends)
- 5. What do You do? (Best Friends)
- 6. Toys and Games (Picture Reading) (Toys and Games)
- 7. Out in the Garden (Toys and Games)
- 8. Talking Toys (Talking Toys)
- 9. Paper Boats (Paper Boats)
- 10. Good Food — Picture Reading (The Big Laddoo)
- 11. The Big Laddoo (The Big Laddoo)
- 12. Thank God! (Thank God!)
- 13. Madhu's Wish (Madhu's Wish)
- 14. The Sky — Picture Reading (Night)
- 15. Night (Night)
- 16. Chanda Mama Counts the Stars (Chanda Mama Counts the Stars)
- 17. Chandrayaan (Chandrayaan)
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