EduNova English · NCF-SE 2023 Teacher Companion
E EduNova English
Three Questions
NCF-SE 2023 Teacher Companion
A premium print-ready lesson companion for English teachers and teacher educators, designed as a modern educational handbook.
ðGeneral Profile
| Particulars | Details |
|---|---|
| Name of Student Teacher | __________ |
| Roll Number | __________ |
| School | __________ |
| Class | VII |
| Subject | English |
| Lesson | Three Questions |
| Genre | Prose |
| Duration | 45 Minutes |
ðŊNCF-SE 2023 Learning Outcomes
Knowledge Outcomes
K1Understand the central idea of the story
K2Identify the three questions raised by the king
K3Explain different viewpoints presented in the
lesson
K4Understand the message of wise decision-making
Skill Outcomes
S1Read with fluency and expression
S2Infer meanings from context
S3Compare and evaluate viewpoints
S4Express opinions orally
S5Summarize ideas in own words
Values & Dispositions
V1Respect diverse opinions
V2Develop reflective thinking
V3Appreciate wisdom
V4Demonstrate curiosity
V5Apply learning to real-life situations
â KSV Alignment Matrix
| Lesson Component | K | S | V |
|---|---|---|---|
| Introduction | â | â | â |
| Model Reading | â | â | â |
| Loud Reading | â | â | â |
| Silent Reading | â | â | â |
| Vocabulary Activity | â | â | â |
| Discussion | â | â | â |
| Comprehension | â | â | â |
| Reflection | â | â | â |
| Homework | â | â | â |
ð§°Teaching Aids
ð
Textbook
ðĐ
Blackboard
ð
Chart displaying the three questions
ð
Flash Cards
ð
Sticky Notes
ð§Pedagogical Approaches
ð Multilingual Approach
ðŽ Discussion Method
ðĪ Think-Pair-Share
ðĨ Collaborative Learning
ð Guided Reading
ðŠ Reflective Learning
ðĄPrevious Knowledge
Students are expected to have:
- Basic reading skills
- Familiarity with asking and answering questions
- Basic vocabulary
- Experience of making decisions in daily life
ðŦLesson Transaction
Introduction (5 Minutes)
| Teacher’s Activities | Students’ Activities | Assessment | KSV Codes |
|---|---|---|---|
| Ask: “If you could know the answer to one important question about your future, what would it be?” | Respond and share ideas | Participation | K1, S4, V4 |
| Ask: “Who helps you make important decisions?” | Share experiences | Oral responses | K1, S4, V1 |
| Introduce the theme of wisdom and decision-making | Listen and connect ideas | Observation | K1, K4, V3 |
Topic Announcement
“Today we will read Leo Tolstoy’s story Three Questions, which explores wisdom, decision-making, and the search for life’s most important truths.”
“Today we will read Leo Tolstoy’s story Three Questions, which explores wisdom, decision-making, and the search for life’s most important truths.”
Presentation
Teaching Point 1: Model Reading
| Teacher’s Activities | Students’ Activities | Blackboard Work | KSV Codes |
|---|---|---|---|
| Read the selected passage with proper pronunciation and expression | Listen attentively and underline unfamiliar words | Three Questions:1. Right Time?2. Right People?3. Right Action? | K1, K2, S1, V4 |
Teaching Point 2: Loud Reading
| Teacher’s Activities | Students’ Activities | Assessment | KSV Codes |
|---|---|---|---|
| Invite students to read aloud | Read with expression | Reading fluency | S1, S4, V4 |
Teaching Point 3: Silent Reading
| Teacher’s Activities | Students’ Activities | Assessment | KSV Codes |
|---|---|---|---|
| Ask students to read silently and identify key ideas | Read independently and mark important sentences | Observation | K1, K2, S1, V4 |
Teaching Point 4: Vocabulary Discovery
| Teacher’s Activities | Students’ Activities | Blackboard Work | KSV Codes |
|---|---|---|---|
| Ask students to guess meanings from context | Discuss meanings in pairs | Kingdom, Urgent, Councillor, Priest | K2, S2, V4 |
| Clarify meanings | Note meanings | Vocabulary Table | K2, S2 |
Teaching Point 5: Understanding the King’s Questions
| Teacher’s Activities | Students’ Activities | Blackboard Work | KSV Codes |
|---|---|---|---|
| Ask why the king wanted answers | Discuss possible reasons | King’s Questions | K2, K3, S3, V2 |
| Facilitate discussion | Share ideas | Right Time, Right People, Right Action | K3, S4, V1 |
Teaching Point 6: Think-Pair-Share
Question
“Why did different people give different answers to the king?”
“Why did different people give different answers to the king?”
| Teacher’s Activities | Students’ Activities | Assessment | KSV Codes |
|---|---|---|---|
| Facilitate pair discussion | Think, discuss, and present | Reasoning and participation | K3, S3, S4, V1, V2 |
ðTeacher Reference Notes
Three Questions by Leo Tolstoy
Quick Summary for Teachers
Three Questions is a philosophical story by Leo Tolstoy that teaches the importance of living in the present moment, valuing the people around us, and doing good to others.
An emperor believes that if he can find answers to three questions, he will never make mistakes:
- What is the best time to do each thing?
- Who are the most important people to work with?
- What is the most important thing to do?
He announces a reward, and many people offer different answers, but none satisfy him. Finally, he visits a wise hermit living in the mountains. The hermit does not answer directly but allows the emperor to discover the answers through experience.
The emperor helps the old hermit dig a garden. Later, a wounded man arrives. The emperor cares for him, saves his life, and learns that the man was actually his enemy who had planned to kill him. Because of the emperor’s kindness, the enemy becomes his friend.
At the end, the hermit explains that the emperor’s questions have already been answered:
- The most important time is Now.
- The most important person is the person with whom you are at the present moment.
- The most important thing is to do good to that person.
Thus, true wisdom lies not in predicting the future but in acting wisely and compassionately in the present.
Central Theme
Living in the Present
The story emphasizes that the present moment is the only time we can truly control.
Human Relationships
The people around us deserve our attention and care because they shape our lives.
Service to Others
Helping others is the most meaningful action a person can perform.
Wisdom through Experience
The emperor learns the answers not through lectures but through real-life experiences.
Key Message for Teachers
Students often think success comes from knowing the future. This lesson teaches that success comes from:
- Making the best use of the present.
- Paying attention to people around us.
- Acting with kindness and responsibility.
Values & Dispositions
| Value | Developed Through |
|---|---|
| Empathy | Caring for the wounded man |
| Respect | Listening to different opinions |
| Reflection | Thinking about important life questions |
| Compassion | Helping others |
| Forgiveness | Reconciliation with the enemy |
| Humility | The emperor working like a common man |
Literary Features
Genre
- Philosophical Story
- Moral Tale
- Didactic Literature
Narrative Technique
- Third-person narration
Teacher’s One-Minute Explanation
The story teaches that we do not need to worry excessively about the future. The most important time is the present moment, the most important person is the one before us, and the most important duty is to help and care for that person. Through kindness, wisdom, and thoughtful action, we can live meaningful lives.
This section can be placed before the lesson transaction in your Teacher Companion so that even a teacher with limited familiarity with the story can quickly grasp its content, themes, values, characters, and vocabulary before entering the classroom.
ðĪDifficult Vocabulary for Teachers
| Word | Meaning |
|---|---|
| Emperor | A ruler of an empire |
| Stray | To go in the wrong direction |
| Decree | An official order |
| Consecrate | To dedicate formally |
| Attentive | Paying careful attention |
| Foresight | Ability to think about future consequences |
| Competence | Ability and skill |
| Consultation | Seeking advice |
| Accord | Agreement |
| Pursuit | An activity or goal one follows |
| Enlightened | Wise and spiritually aware |
| Disguised | Changed appearance to hide identity |
| Attendants | Helpers or servants |
| Heaved | Breathed heavily |
| Unconscious | Not awake or aware |
| Gash | A deep cut |
| Bandage | Material used to cover a wound |
| Vengeance | Revenge |
| Ambush | A surprise attack |
| Reconciled | Restored friendship after conflict |
| Dominion | Control or authority |
ðĨCharacter Analysis
Emperor
Traits
- Curious
- Thoughtful
- Humble
- Compassionate
- Open to learning
Evidence
- Seeks wisdom instead of relying solely on power.
- Helps the hermit dig.
- Saves the wounded stranger.
Educational significance
Seeks wisdom instead of relying solely on power.
Hermit
Traits
- Wise
- Patient
- Practical
- Insightful
Evidence
- Teaches through action rather than direct instruction.
- Helps the emperor discover the answers himself.
Educational significance
Teaches through action rather than direct instruction.
Wounded Man
Traits
- Revengeful initially
- Honest
- Grateful
- Transformative
Evidence
- Planned to kill the emperor.
- Changes after receiving kindness and forgiveness.
Educational significance
Changes after receiving kindness and forgiveness.