Class 6 · Term 1 · Quarterly Revision · Week 1 of 2

Week 1 — Foundations & Recall

Rebuild the raw material first: vocabulary and grammar patterns in the paper's own format, then all three units' prose/poetry/supplementary — then a short diagnostic to find out exactly where Week 2 needs to focus.

Class / Domain	6 · English	Title	Quarterly Revision — Week 1: Foundations & Recall
Date	____ . ____ . 20____	Week	Revision Week 1 of 2 · 6 periods
Theme	Rebuild the raw material	Sub-theme	Low-stakes recall, formative — find the gaps, don't grade them yet
Continuum	Units 1–3 already taught → this week: vocabulary + grammar patterns + all-unit recall → Week 2: letter writing + full mock → Common Quarterly Examination
Paper basis	Class 6 Common Quarterly Examination (First Term Summative Assessment), English (60 marks, 2 hrs). This week targets: Section A Vocabulary (10) · Section B Grammar (10) · Section C Prose (11) · Section D Poem (12) · Section E Supplementary (12) — 55 of the 60 marks.
Teaching Aids	GMind-map posters (reference) · picture/answer-choice cards for MCQ drills BSlip-test sheets for each recall day ATimed written slips throughout, self- and peer-checked
Learning Outcomes	LO 601 participates in discussion · LO 602 recites poems · LO 605 reads, identifies sequence · LO 606 uses grammatical items correctly · LO 607 responds to questions on text · LO 608 deduces word meaning from context
Assessment	FA(a) — oral/written drills, Steps 2–6 · FA(b) — the diagnostic slip test, Step 7 (results carry into Week 2's remedial)

P1Vocabulary Drill

P2Grammar Pattern Drill

P3Prose Recall (3 texts)

P4Poetry Recall (3 texts + memoriter)

P5Supplementary Recall (3 texts, 4 formats)

P6Diagnostic Check

Introduction

LO 6015′

Set the two-week shape; this week is about rebuilding material, not yet performing under exam pressure.

TeacherThe teacher explains: with two weeks left, this week rebuilds everything — vocabulary, grammar patterns, and all three units' texts — ending in a short diagnostic slip test. Next week is entirely about applying it: letter writing, then a full timed mock paper. The teacher asks:
1. Why might it help to find out our weak areas THIS week, before the mock paper next week? (Expected: so remedial time next week is spent on the right things, not wasted.)

Keep this brief — the diagnostic at the end of the week does the real work of finding gaps.

Vocabulary Drill (Section A format)

LO 60835′

Practice items in the exact format of Section A (10 marks): synonyms, opposites, match the word-pairs. Words drawn from this term's own glossaries, but not repeated from the Evaluation banks — the skill transfers, memorised words don't.

Synonyms of given words (3×1=3)

1. vigorous

a) weak b) strong, healthy c) tired

2. gloomy

a) dark, sad b) cheerful c) bright

3. plentiful

a) scarce b) abundant c) little

Opposites of given words (3×1=3)

4. fertile

a) barren b) rich c) green

5. cheerful

a) happy b) gloomy c) noisy

6. abandoned

a) empty b) cared for c) old

Match the following word-pairs (4×1=4)

Matchpredators — animals that hunt others for food

Matchtendril — thin, curling part of a climbing plant

Matchadamant — refusing to change one's mind

Matchexclaimed — cried out in surprise or joy

GuidedSynonyms + Opposites only, done together with answer choices read aloud.

BalancedAll 10 items as a timed written slip, self-checked against the board.

AdvancedAll 10, then students write one original synonym/opposite pair of their own for a partner to solve.

Rotate the actual words every week — the point is the pattern, not this list.

Grammar Pattern Drill (Section B format)

LO 60630′

The three formats Section B actually uses: sentence-half matching, modal/exclamation MCQ, and word-order correction — the last one built directly on the taught Order of Adjectives grammar topic.

Match the two halves of sentences (4×1=4)

MatchThe traveller picked up… — …a large, round stone.

MatchOwen hid behind Mzee because… — …the tortoise looked like his mother.

MatchSea turtles nest on… — …beaches in Odisha.

MatchRaj forgot the shopping list because… — …he was singing on the way.

Choose the correct answer — modal verbs / exclamations (3×1=3)

1. “___ us go for a walk.”

a) Shall b) May c) Let d) Can

2. “___ a beautiful flower!”

a) How b) Wow c) What d) Hurrah

3. “___ I come in, Madam?”

a) May b) Must c) Shall d) Should

Correct the word order in bold and write in blanks (3×1=3)

Reorder“Green little the chilli” was very hot. — “The little green chilli”

Reorder“Brown dog the big” barked at the children. — “The big brown dog”

Reorder“Sailors many brave” tried to find a sea route to India. — “Many brave sailors”

GuidedSentence-half matching only, done together on the board.

BalancedAll ten items as a written slip, self-checked.

AdvancedAll ten, then swap one item's answer with a partner and mark each other's work.

📄 Grammar poster ↗

Source concept: /lesson-plans/class-6/term-1/unit-3/grammar (Order of Adjectives). Formats: Quarterly paper Section B.

Prose Recall — Cumulative (Units 1–3)

LO 605 · 60740′

All three prose texts taught this term — the paper asks “any three of the following, 2 marks each” plus one detailed 5-mark answer, drawn from any of them, so all three need a turn.

Sea Turtles — Unit 1

2-markHow many species of sea turtles are found in India's coastal waters? — five.

2-markWhat is the “Arribada,” and where does it happen in India? — a mass nesting event, when thousands of turtles come ashore together; it happens in Odisha.

5-mark (detailed)Describe the sea turtle nesting process and the threats it faces today. — Jan–Mar nesting season, digs a nest, lays ~100 eggs, hatch in 45–60 days; threats: hunting, fishing nets, plastic pollution, coastal construction.

When the Trees Walked — Unit 2

2-markWhat did the tendril slowly do? — it moved towards Grandfather and touched his feet.

2-markWhy did Grandfather choose the small rocky island for planting? — a small mango tree was already growing there, proving other trees could grow too.

5-mark (detailed)Describe Grandfather's lifelong dream about trees and how it came true. — plants trees round the bungalow and in the jungle → World War II separates the family → narrator returns years later → the island is a thriving green paradise.

A Visitor from Distant Lands — Unit 3

2-markWhy did Mani refuse the potato curry? — he called potatoes “foreign.”

2-markWho brought the chilli to India, and how? — Columbus found it in South America; the Portuguese brought it to Goa.

5-mark (detailed)Explain how “foreign” foods like potato, tomato, chilli and corn became part of Indian cuisine. — brought by merchants and explorers centuries ago; grown and eaten here ever since; now completely India's own.

GuidedOne 2-mark question per text only, oral, posters visible.

BalancedBoth 2-mark questions per text, written slip.

AdvancedAttempt one 5-mark detailed answer in full, exam-style, notes closed.

If any one text is clearly weaker for your class, give it extra time here — don't split evenly by default.

Poetry Recall — Cumulative (Units 1–3)

LO 602 · 60540′

All three poems, plus the three skills Section D tests beyond plain Q&A: memoriter recitation, reading poetic lines, and paragraph answers on a stanza.

Trees — Unit 2 ★ memoriter (quote from memory, 5 marks)

MemoriterWrite the first five lines from memory: — “The banyan is the largest of trees, / The peepul quivers in the breeze, / The coconut grows up straight and tall...” (these opening lines are confirmed from a real quarterly paper — verify the exact wording and the remaining lines against the class textbook, since our source lesson plan paraphrases the poem's ideas rather than quoting it verbatim)

2-markWhat does the Peepul tree do in the breeze? — it quivers.

The Crocodile — Unit 1 (poetic lines Q&A format, 3×1=3)

Lines Q&A“How cheerfully he seems to grin” — who does “he” refer to? — the crocodile.

Lines Q&A“And pour the waters of the Nile” — what does the Nile refer to? — a great river (in Egypt).

Lines Q&AWho wrote “The Crocodile”? — Lewis Carroll.

I Dream of Spices — Unit 3 (paragraph answers, 2×2=4)

ParagraphDescribe what happens in the first stanza. — Raj's mother sends him to buy cinnamon, betel leaves, ginger and garlic; he sings all the way.

ParagraphDescribe what happens in the final stanza. — Raj forgets the list, buys sesame seeds, onions, tomatoes and pickles instead; he returns home, and his mother twists his ears.

GuidedRecite the first two lines of “Trees” together; one poetic-lines item.

BalancedAll five memoriter lines + all three poetic-lines items, plus one paragraph answer attempted in writing.

AdvancedFull memoriter recitation check + both paragraph answers, exam-style.

Memoriter is worth 5 marks on its own — don't let it get crowded out by the Q&A.

Supplementary Recall — Cumulative (Units 1–3)

LO 605 · 60135′

Section E uses FOUR different formats — True/False, identify the speaker, passage-based Q&A, and analogy/relationship-pair. Drill all four, not just Q&A.

The Friendship — Unit 1 (True/False format, 3×1=3)

T/FThe tsunami that separated Owen from his family occurred in 2004. — True.

T/FMzee is a young hippo. — False; Mzee is a 130-year-old giant tortoise.

T/FOwen hid behind Mzee because the tortoise looked like his mother. — True.

The Apple Tree and the Farmer — Unit 2 (identify the speaker, 3×1=3)

Speaker“Please don't cut the tree… you can enjoy the shade when you become old.” — the farmer's daughter.

SpeakerWho decided the apple tree had “outlived its usefulness”? — the farmer.

Stone Soup — Unit 3 (passage-based Q&A, 4×1=4)

PassagePractice with an extract: “A hungry traveller arrived at a gloomy village. When he asked for food, a woman said there was none. So he suggested making soup from a stone…” a) What did the traveller pick up? b) What did the woman say at first? c) Why did villagers add ingredients? — a) a large, round stone; b) that there was none; c) they grew curious and wanted the soup to taste even better.

Analogy / relationship-pair (2×1=2)

AnalogyTurtle : Sea :: Tortoise : ? — Land.

AnalogyOwen : Hippo :: Mzee : ? — Tortoise.

GuidedTrue/False only, oral, one item per text.

BalancedTrue/False + identify-the-speaker items, plus one analogy.

AdvancedAll four formats, timed, notes closed.

The real paper can ask any of these four formats — students should be ready for all of them, not just the one they last practised.

Diagnostic Check

LO 60730′

A short combined slip test covering every section format this week touched, scored by SECTION not by student. The tally below decides where Week 2's remedial time goes.

Vocab1. Synonym of “gloomy” — a) cheerful b) sad c) bright. 2. Opposite of “fertile” — a) barren b) rich c) green.

Grammar3. Reorder: “Big dog the brown” barked loudly. 4. “___ a beautiful flower!” a) How b) Wow c) What d) Hurrah.

Prose5. How many species of sea turtles are found in India? 6. Why did Mani refuse the potato curry?

Poetry7. Recite the first lines of “Trees” (oral, individually). 8. In “The Crocodile,” who does “he” refer to?

Suppl.9. True or False: Mzee is a young hippo. 10. Who said, “Please don't cut the tree… you can enjoy the shade when you become old”?

Teacher tally sheet

For each section (Vocab / Grammar / Prose / Poetry / Suppl.), count how many students missed more than half the items in that section. Any section with a large miss-count becomes the FIRST thing revisited in Week 2, Step 2 (Targeted Remedial) — before the letter-writing workshop or the mock paper.

GuidedRead every item aloud once before students answer.

BalancedSilent, written, 20′, self-checked against the board.

AdvancedTimed to 15′, notes closed, peer-marked.

This is formative, not graded for report cards — say so, so students answer honestly rather than guessing to look good.