Do you have a grandparent who does things for you ? Let's read about the Granny in this poem.


Granny Granny

Please comb my hair.

You always take your time,

You always take such care.

You put me to sit on a cushion Between your knees;

You rub a little coconut oil,

Parting gentle as a breeze.

... Granny

You have all the time in the world,

And when you're finished

You always turn my head and say,

 "Now, who's a nice girl?"

Grace Nichols

New words

care, cushion, knees, gentle, breeze, world, nice

Reading is fun
  • What does the little girl want her Granny to do?
  • What does Granny rub on her hair?
  • Does the little girl love her ‘Granny’?
Let's talk
  • Do your grandparents live with you?
  • Do you spend some time with them?
  • How do you help them?Does the little girl love her 'Granny'?
Let's share
  • What do you call 'Grandmother' in your language?
  • What do you call 'Grandfather' in your language?
  • Do you know any old people? Can you name them?
  • How can you make them happy? Discuss with your class.
  • Have you ever gone out with your grandparents?

Word building

Make new words using letters from the word GRANDPARENTS.

You may use the letters in any order. One has been done for you.



  • Sometimes we replace the names of people with another word, instead of repeating the name. Replace the names in the sentences using a word from the box.

It, I, He, She, My, You

1. Meena is playing with a doll. _____ a girl.

2. Ram is climbing a tree. _____ is a boy.        

3. Do not eat that mango.         _____ is not ripe.


Let's write

Suppose you go to stay with your grandparents for a week. Make a list of things that you would like to take with you for them. Do not forget to put a, an or the before each thing.

Fun time

Make a Thank you card for your grandparents.

You need

Chart paper of any colour of 9 inches x 12 inches, sketch pens, sticker, design block.

C:\Users\RSVI MOTIMAHAL\Pictures\Screenshots\Screenshot (90).png

Make it this way--

1. Fold the paper into two.

2. Draw or stick pictures on it.

3. Write a message inside. Begin with Dear Grandfather/Grandmother. 

Activity time
C:\Users\RSVI MOTIMAHAL\Pictures\Screenshots\Screenshot (92).png

This is an outline of Meena's grandfather. Add his hat, tie, moustache, glasses, stick, etc. Write each word in the given box. Colour the picture and write his name.

A Picnic

C:\Users\RSVI MOTIMAHAL\Pictures\Screenshots\Screenshot (94).png

This is a family picnic scene. Give names to all the people. Look at the picture and make sentences using phrases given in the box.

eating food together, picking up wrappers or waste papers, serving food, playing football, talking to elderly people, fishing with grandfather


Once, there was a little girl named Tara.

She lived with her mother.

They were very poor.

One day she went to a forest.

There she met an old woman.

The old woman gave her a pot. She said,

'This is a magic pot.

It will cook porridge for you when you say,


It will stop making porridge when you say, 'Stop-Pot-Stop'."

Tara was very happy.

She ran to her mother and said,

"Mother, we will no longer be hungry as I have got a magic pot."

Tara said to the pot,

"Cook-Pot-Cook" and the pot cooked porridge.

Her mother was very happy and they both ate porridge.

One day, when Tara had gone out, her mother felt hungry.

She said to the pot,

"Cook- Pot-Cook."                                            

The pot started cooking porridge.

After eating it her mother said,

"Do not cook Pot." But the pot went on cooking.

Soon the porridge started spilling on floor.

Mother called out again,

"Wait - do not cook anymore.

" But the pot did not stop.

Mother ran out of the house and the porridge followed her.

Soon there was porridge everywhere.

The whole village saw it.

They ran to eat the porridge.

When Tara came back, she saw that the road was full of porridge.

She ran home as fast as she could.

She heard her mother shout,

'Tara the pot is cooking and it will not stop."

Tara called out,

"Stop-Pot-Stop" and it stopped cooking porridge.

A folk tale

New words

magic, cook, porridge, spilling, whole, village

Reading is fun
  • Where did Tara go one day?
  • What did the old woman give Tara?
  • What did the magic pot cook?
  • Who said, "Do not cook Pot"?
  • Why was there so much porridge on the road?
Let's talk
  • What do you eat for your breakfast?
  • Would you like to eat wheat porridge?
  • Have you seen any magic? Tell us about it.
  • What do you call magic in your own language?

Say aloud

















Let's write

Fill in the blanks with a, an or the

Once there was _____ beautiful garden.  _____ garden had _____ apple tree,  _____ orange tree  and guava tree. In _____ garden lived _____big giant.

_____ giant did not like children to play in _____ garden.  _____ giant used to eat _____ fruit every day from _____ garden. But he did not share these with _____ children. So his garden dried up.

Word building
Look at the letters given below and make words starting with them.

K _____ _____ _____

P _____ _____ _____

J _____ _____ _____

T _____ _____ _____

M _____ _____ _____

Let’s eat
  • Your mother makes delicious porridge. Would you also like to learn how to make it?
  • Ask your mother or an older person to help you.

You need - Milk, porridge, sugar

1. Take hot milk.

2. Add cooked porridge.

3. Add sugar and eat it.

Repeat this recipe in your language to the class.

  • It is your friend's birthday. You are presenting a bunch of balloons to her to decorate in her party. These balloons are your friendship balloons. Choose a name for each from the box and colour them.

C:\Users\RSVI MOTIMAHAL\Pictures\Screenshots\Screenshot (96).png

Caring, sharing, kind, friendly, helpful, forgiving, truthful  

  • Would you like to tell the class a story about any one of these balloons?

Loving Grandfather

 “Ever since grandpa fell down and sprained his arm, he has changed.”

“He has become very quiet. He does not even speak us”

“Ha keeps sleeping the whole day. He is very sad.

He does even go out”

Grandpa loved to go for walk. He loved to do his exercises.

We must try to make him go for a walk with us and do some exercise in the park.

I can see grandpa’s friends. Let us talk to them.

Grandpa, your friends are here. Talk to them while we play. They have missed you.

Thank you, my children, for taking me out in the fresh air. It’s been a long time I have been with my friends or for a walk.

Let's read
  • Read the picture story aloud (3 students).
Reading is fun
  • Tick the right answer.

1.Grandfather sprained his

(a) leg _____

(b) back _____

(c) arm _____

2. Grandfather loved

(a) eating _____

(b) walking _____

(c) sleeping _____

3. Grandfather missed his

(a) food _____

(b) books _____

(c) exercise _____

Before Grandfather fell

After he fell

Grandfather used to go for walks.

Now he _____ .

Grandfather used to talk.

Now he is _____.

Grandfather met many friends.

Now he does not _____ .

Let’s practice

A pen and a hen.

Teacher's pages


The main emphasis of Unit 9 is to further sensitise children to their home environment. Unit -1 began with 'myself and 'my own feelings for the world.' A gradual shift in the child's engagement with experiences, thoughts, feelings and relationships with her/his immediate family and friends has been subtly built in from Unit to Unit.

  • Love for elders and sharing and caring for the old is a feeling which when generated at this young age will go a long way to give children a feeling of interdependence with their world. It is when this true feeling is expressed that language will flow (so the emphasis is on language building and not translation).
  • Motivate the children to read short stories and speak/narrate in their own words.
  • Encourage them to look at pictures and talk about them.
  • Read the story/poem aloud with proper stress, punctuation, rhythm and intonation, as the children repeat after you.
  • Most teachers will recognise that one child's speech is different from that of other children. Perhaps a child hesitates, stutters, or blocks when attempting to communicate. The rhymes and stories in this book will give the child many successful speech experiences through choric speaking.
  • In Say aloud put stress on the underlined syllables.
  • By this Unit children should be able to do Independent reading and comprehend the story.
  • Use of repetitive sounds or words like 'cook-pot-cook' is a source of joy for the child, who may overcome timidity and speech difficulties easily and gradually.
  • Put a word-chart of spellings from the lesson on the wall/board.
  • Ask children to think of a time when they were sick and who looked after them.
  • The chart paper used for the Thank you card in Fun time should be 9 x 12 inches in size.

A few classroom suggestions

  • Ask the children to share their feelings about any incident/story they know where an animal has helped old and sick people.
  • Cards should be made and given to grandparents or older people whom they like.
  • Vocabulary games must be encouraged and played, e.g., teachers could write four capital letters on the board. Bach student chooses one and copies it down. Now write 3-4 lower case letters on the board. Again, let each child choose one. Continue writing 3-4 letters at a time. Let students complete the words. Each time they complete one word, they may start a new word (using a capital letter).
  • The teacher can act out the picture story along with the students in a group. Then students can enact it independently. This can be done following the red, blue, green, yellow group method. Dramatisation can bring a story or poem to life.

Raising awareness

  • Invite grandparents to the school. Ask them to talk about their school days with the children.