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 Encounter: Reading the Story Aloud
Reading · read-aloud
The story carries straightforward vocabulary but students may need help with words like 'dejected' and 'delighted' — pause and demonstrate meaning through gesture when reading these aloud. Ensure every student has the textbook open and is following the text during the shared echo-reading phase.
0–5The teacher introduces the story title and the central character Chinna, asking students what they know about goats and bells to build anticipation. Students look at the opening illustration in the textbook.
5–20The teacher reads the full story 'The Tinkling Bells' (Textbook pp.9–13) aloud with expression, pausing briefly at key moments — Chinna's dejection, Kamala's advice, and the honest return of the money — to let students absorb the narrative.
20–32Students follow along as the teacher models a second read-aloud of pp.9–13 with shared participation; the class echoes selected sentences and reads aloud the dialogue lines together.
32–40The teacher invites two or three students to share, in their own words, what happened to Chinna in the story. The class discusses the title — why are the bells important to Chinna?
Learning outcome. Student retrieves and evaluates story details using a narrative text as the vehicle.
Which of the following best explains why Kamala refused to let Chinna keep the extra ten rupees given by the fruit seller?
- A She reminded Chinna how sad he had felt when his own money went missing.
- B She thought Chinna already had enough money to buy the bells.
- C She wanted to save the money for buying fruits and vegetables.
- D She was angry that the fruit seller had made a mistake.
A. She reminded Chinna how sad he had felt when his own money went missing.
What each wrong option reveals
- B Indicates the student missed the detail that Chinna was relying on Kamala's promised money, not his own savings.
- C Suggests the student has confused Kamala's reason with a practical shopping concern rather than a moral lesson.
- D Reveals the student focused on the error itself rather than on Kamala's empathy-based argument.
Also saved as 8 periods or 11 periods.
- 2Comprehension Discussion: Short-Answer Questions
Reading - 3True or False: Checking Story Details
Reading - 4Think and Discuss: Why Did Chinna Return the Money?
Oracy - 5Listening and Sequencing the Story
Oracy - 6Moral Dilemmas: What Would You Do?
Oracy - 7Word Search: Values in the Story
Word Work - 8Degrees of Comparison: Adjective Forms
Word Work - 9Opposites: Finding Antonyms in Context
Word Work - 10Framing Sentences with Story Words
Writing - 11Bell Craft: Making a Tinkling Bell
Beyond Text - 12Matchstick Puzzles and Bell Picture Collection
Beyond Text - 13Whole-Chapter Synthesis: Honesty, Words, and Bells
Synthesis
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