Instructions for Teachers for CM Curriculum


Step No. 1

As part of your preparation to teach the lesson, read the page on “how to use this book”. This gives you an idea of what concepts need to be covered by you in this academic year along with tentative week wise break up. Refer this to create your own time – plan to teach this book.

Step No. 2

Refer the legends page to study what are the various elements of each lesson.

Step No. 3

Read the lesson you will be teaching thoroughly. Read the Teachers’ corner given at the end of the lesson. This gives you tips on how to teach this lesson. Whenever possible, refer the further reading links given at the end of teachers’ corner. These provide additional resources for teaching the lesson/practicing the topic covered in the lesson. Read the lesson plan given you for the lesson. It gives you detailed minute by minute break up of what you should do and what are the expected student responses.

Step No. 4

Use the support material shared with you – the lesson plans to conduct your class. Refer the question bank to conduct formative assessments.


Step No. 1

Introduce the characters – Tejas, Jyoit and Moz – English books/ Zia, Zoy and Moz – Urdu books. For this, refer the One day page of Book 1. As appropriate for each grade, you may refer the story given on the first page of each book – Level I to IV.

Step No. 2

The revision lesson serves as a foundation to new students of Computer Masti.

  • Begin the lesson by stating the learining objectives covered in the lesson. End your teaching each day as well as the lesson, by summarizing the learning and highlighting what learning objectives were covered so far.
  • Your students may already have the skills covered in the lesson. While you teach this lesson, highlight the concepts covered.
  • Refer the pictures inside the lesson, and conduct discussions around it in the class. For example, if you are teaching – uses of computer – to Class I, show them the pictures inside the book.

    In a few lessons, there is a drawing at the beginning of the chapter, that gives the context of learning. For instance, the lesson on step wise gathering of information has a drawing that shows students visit to an aquarium. Later, this context is used to teach the steps one needs to follow while gathering information.
    use analogy as used in the lesson, relevant real life examples – that your students may relate to – to explain a particular topic. Ask appropriate questions to ensure that students understand the topic taught.

  • Refer the relevant boxes inside the lesson, to highlight the concepts/skills/guidelines as appropriate. Wherever appropriate, discuss how concepts are different from skills, why a particular box is labelled as concept rather than skill. Mention that concepts are fundamental and apply to more than one application across versions.
  • Since your students do not get the benefit of having access to the complete book, get the students to write the concepts in their notebook. Whenever books are available (soft/hard copy), provide sufficient time for students to read the lesson.
  • When exercise books are available – do not wait for the entire chapter to be taught before getting students to solve the worksheets. Get them to solve the worksheets and do activities, as and when relevant sections of the lesson are taught. In a few worksheets, more than one correct answer is possible. Discuss all alternative correct responses.
  • Refer the explore box to engage the students who are quick learners. Alternatively, you may assign this as homework for continued learning beyond classroom. Discuss the points mentioned in explore box and solutions to it.
  • Summarize the learning in the lesson, state the learning objectives covered. Allocate sufficient time for students to solve the worksheets and do relevant activities in the class/lab.