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 Informational Narrative
Reading · read-aloud
This is the text-encounter unit for the chapter, so unhurried reading aloud is the priority. Watch for mispronunciation of 'Firozabad' and 'geometric'; model these once before the shared-reading portion. The chapter's informational register may feel denser than a narrative; pace the read-aloud deliberately to let children build a mental picture of the workshop.
0–5The teacher introduces the chapter setting — Firozabad, Uttar Pradesh, India's glassware hub — by asking children what they know about bangles and how they might be made. This brief discussion activates prior knowledge and builds curiosity.
5–25The teacher reads the entire informational narrative aloud at a steady, expressive pace, pausing briefly at the introduction of Ravi, the arrival of Ananya, and the Diwali collection episode. Children follow along in their textbooks (pp.119–133).
25–35The teacher invites three or four children to take turns reading a paragraph aloud, supporting fluency and pronunciation of key words such as artisan, furnace, geometric, intergenerational, and transportation.
35–40The teacher closes by asking one open question: 'What surprised you most in this story?' and takes two or three brief spoken responses to confirm that children have grasped the broad shape of the narrative.
Learning outcome. Student reads and retrieves information about people, processes, and community impact using an informational narrative as the vehicle.
Which of the following best describes what Ananya brought to Ravi's workshop in Firozabad?
- A She brought a large supply of raw glass from another city.
- B She introduced modern floral and geometric patterns to complement the traditional designs.
- C She managed the packing and transportation of the bangles.
- D She replaced all the traditional designs with completely new ones.
B. She introduced modern floral and geometric patterns to complement the traditional designs.
What each wrong option reveals
- A Suggests the child focused on material supply rather than Ananya's creative contribution.
- C Confuses a community-impact detail (jobs in packing and transport) with Ananya's personal role.
- D Reveals a misreading that misses the collaborative, blending nature of Ananya's work alongside tradition.
Also saved as 7 periods or 9 periods.
- 2Comprehension Discussion: Ravi, Ananya, and the Community
Reading - 3Think and Discuss: Design, Pride, and Festival Markets
Oracy - 4Listening: Besan Laddu Steps in Sequence
Oracy - 5Speaking: Crafts, Traditions, and Festival Links
Oracy - 6Word Associations and Punctuation Correction
Word Work - 7Past Perfect Tense: First and Second Actions
Word Work - 8Tongue Twisters: Speed and Accuracy Drill
Word Work - 9Festival Paragraph: Planning, Drafting, and Sharing
Writing - 10Craft Geography, Regional Fame, and Rangoli Making
Beyond Text - 11Whole-Chapter Synthesis: Craft, Community, and Creative Voices
Synthesis
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