CBSE CLASS 6 · ENGLISH (Honeysuckle)
Lesson 2: How the Dog Found Himself a New Master!
About the Lesson
This engaging folk tale explains how dogs, once wild and independent, chose to live with humans. The dog tries serving the wolf, then the bear, then the lion, and finally chooses man after noticing that even the strongest animals fear humans.
- Themes: Loyalty, hierarchy, power vs. wisdom, human–animal bond.
- Moral: Even the strongest fear the wise; loyalty stems from security.
Exam Note: Remember the order of masters the dog chose: wolf → bear → lion → man. Mnemonic: WBLM (“We Believe Loyal Man”).
English Summary
Key Points (Quick Recall)
- The dog was tired of wandering alone and being afraid of stronger animals.
- He served the wolf, but the wolf feared the bear.
- He served the bear, but the bear feared the lion.
- He served the lion, but even the lion feared man.
- Finally, the dog chose man and became his faithful companion.
Full Retelling (Prose)
Long ago, dogs were their own masters and roamed the forests freely. One dog, however, disliked living in constant fear. He decided to serve a being stronger than himself to gain safety. First, he followed the wolf, believing him to be powerful. But when the wolf fled at the sight of a bear, the dog realised the wolf was not the strongest. He then served the bear, until the bear showed fear of a lion. Convinced the lion was the mightiest, the dog joined him—until he saw the lion avoid a man. The dog understood: the one even lions feared was man. He offered himself to man and found the peace and security he wanted. From then on, the dog became man’s loyal companion.
Summary
తెలుగు సారాంశం
- భయం లేని జీవితం కోసం: ఒక కుక్క అడవుల్లో స్వేచ్ఛగా తిరుగుతూ ఉండేది. కానీ బలమైన జంతువుల్ని భయపడుతూ జీవించడం వల్ల విసిగి పోయింది.
- యజమాని కోసం ప్రయత్నం: అది ముందు నక్కను అనుసరించింది; కానీ నక్క ఎలుగుబంటిని చూసి భయపడింది. తరువాత ఎలుగుబంటిని అనుసరించింది; కాని అది సింహాన్ని భయపడింది.
- మనిషి యొక్క అధికారం: సింహం కూడా మనిషిని చూసి వెనక్కి తగ్గడంతో, మనిషే నిజమైన బలవంతుడు అని కుక్కకు అర్థమైంది.
- నిబద్ధత: కుక్క మనిషిని యజమానిగా ఎంచుకొని అతడితో నమ్మకంగా జీవించింది. అందుకే నేటికీ కుక్క మనిషికి విశ్వాసపాత్రమైన మిత్రుడు.
నీతి: నిజమైన బలం మేధస్సులో ఉంది; భద్రత, విశ్వాసం ఉన్న చోటే నిజమైన నిబద్ధత పెరుగుతుంది.
Hard / Difficult Words with Synonyms, Antonyms & Usage
| Word | Meaning | Synonym | Antonym | Usage |
|---|---|---|---|---|
| wandered | moved without a fixed path | roamed | settled | The dog wandered in the forest. |
| fierce | very strong/violent | ferocious | gentle | The bear gave a fierce roar. |
| timid | easily frightened | shy | brave | The timid wolf hid behind a tree. |
| faithful | loyal and true | devoted | disloyal | Dogs are known to be faithful. |
| kinsman | relative by birth | relation | stranger | The wolf called the dog his kinsman. |
| master | one who commands | leader | servant | The dog sought a strong master. |
| companion | one who keeps company | partner | opponent | Man’s best companion is a dog. |
| frightened | afraid | scared | confident | The bear looked frightened. |
| roared | made a loud deep sound | bellowed | whispered | The lion roared at dawn. |
| strength | power, might | force | weakness | True strength includes wisdom. |
| obey | follow orders | comply | disobey | Dogs often obey commands. |
| secure | safe and protected | safe | unsafe | The dog wanted a secure life. |
Grammar Focus
Tenses (Simple Past in the story)
- “The dog was his own master.”
- “He decided to find a master.”
- “The wolf ran away.”
- “The lion feared man.”
Sentence Types (with examples)
| Type | Example | Why? |
|---|---|---|
| Declarative | The dog left the wolf. | States a fact. |
| Interrogative | Who was the dog’s first master? | Asks a question. |
| Imperative | Follow your master faithfully. | Gives a command/advice. |
| Exclamatory | How brave the lion is! | Expresses strong feeling. |
Subject–Predicate (Identify)
- The dog | chose a new master.
- The lion | avoided the man’s path.
- Dogs | are loyal animals.
Active → Passive Voice (5 conversions)
- The dog followed the wolf. →
- The bear frightened the cattle. →
- The lion chased the deer. →
- The man welcomed the dog. →
- Children love dogs. →
For TET: How to teach grammar via this lesson
- Group sorting: Give mixed sentences; students sort into 4 types.
- Role-play: Pairs act wolf/bear/lion/man scenes; class rewrites dialogues in passive voice.
- Subject–predicate clap: Students clap once at subject end; twice at predicate end (kinesthetic cue).
Comprehension (200-word Extract + Model Answers)
Once, dogs were their own masters. They wandered where they pleased, living by their wits and always watching for danger. One dog, however, grew weary of fear. He wished for a life of peace, guided by a leader stronger than himself. He approached the wolf and offered service. For a while they walked together, until the wolf suddenly stopped, ears raised, and fled into the thicket. “A bear is near,” he whispered. The dog understood: the wolf feared the bear. He left the wolf and joined the bear, who boasted of his strength. Yet, when a lion’s roar rolled across the valley, the bear grew silent and turned away. Believing the lion to be king over all, the dog offered to serve him. Days later, the lion halted at the scent of smoke and man. “We shall not go that way,” said the lion gravely. Then the dog realised a greater power ruled the forest. He went to man, bowed his head, and found what he was seeking all along—security, companionship, and a master who would accept his loyalty.
Show Questions (Short/Long) + Answers
- Why did the dog leave the wolf?
- What made the dog join the lion?
- What finally convinced the dog to serve man?
- Theme: What is the story really about?
- Long Answer (3–4 lines): Trace the dog’s journey of masters.
- Vocabulary in context: define “wandered”, “companionship”.
Printable Worksheets (Answer Keys Hidden)
Use the buttons at the top to print or download this page. Toggle answers using the lock button.
📄 Worksheet 1 — 5 Marks · Sentence Types
Instructions: Identify the type — Declarative / Interrogative / Imperative / Exclamatory. (1 × 5)
- The dog wanted a master. (_____)
- How brave the lion is! (_____)
- Please close the gate. (_____)
- Did the dog serve the wolf? (_____)
- Wow! He found a new master. (_____)
📄 Worksheet 2 — 10 Marks · Subject–Predicate + FIB
Section A (5 marks): Identify S/P
- The lion chased the herd away.
- Dogs are loyal animals.
- The cow was frightened by the lion.
- The wolf looked fierce.
- The dog found a new master.
Section B (5 marks): Fill in the blanks
- ______ is the king of the forest.
- The dog ______ for a master.
- ______ bark at strangers.
- The man ______ the dog gently.
- ______ followed the man home.
📄 Worksheet 3 — 20 Marks · Mixed (Vocabulary, Tenses, MCQs, Exclamations)
Section A — Vocabulary (8 marks)
- (2) FIB: The bear gave a _______ (very angry and wild) roar.
- (6) Match (1.5 × 4 = 6):
| Word | Match |
|---|---|
| Fierce | |
| Timid | |
| Loyal | |
| Afraid |
Section B — Tenses (6 marks)
- (3) Change to past: a) The dog finds a master. → · b) The lion chases the wolf. → · c) The man welcomes the dog. →
- (3) Change to present: a) The wolf ran away. → away · b) The lion roared. → · c) The dog followed the man. →
Section C — MCQ & Expression (6 marks)
- (2) After leaving the wolf, the dog served the — a) cow b) lion c) man d) sheep →
- (2) Choose the correct sentence: a) The lion is brave. b) The lion are brave. c) The lion am brave. d) The lion be brave. →
- (2) Convert to exclamatory: “The lion is very strong.” →
Bonus: Exam-style (CBSE/TET pattern)
- Why did the dog finally choose man?
- Write a note on “loyalty” as shown by the dog.
Advanced & Exam Tips (Olympiads / NTSE / CBSE)
Vocabulary Mnemonics
- fierce → “fire-ce” (think of fire) = violent
- timid → “timid = timid TIM” (a shy friend Tim)
- kinsman → “kin = family”
Theme Prompts (Short Essays)
- “Strength vs. Wisdom” — Why does the dog end with man?
- “Loyalty and Security” — Does protection create devotion?
Quick Recall Tips
- WBLM order (Wolf, Bear, Lion, Man).
- Keyword map: fear → shift of master → security.
Pedagogy & TET/DSC Notes
45-Minute Lesson Plan (Sample)
- Objectives: Students infer themes (security/loyalty), identify sentence types, convert active→passive.
- Warm-up (5m): Think–Pair–Share: “Why do dogs follow humans?”
- Storytelling (10m): Read aloud with role-voice (wolf/bear/lion/man).
- Guided Practice (10m): Worksheet 1 (sentence types) as rapid check.
- Grammar Lab (10m): Convert 5 active to passive using lesson sentences.
- Assessment (7m): 5 MCQs + 2 short answers (toggle key later).
- Closure (3m): Moral & real-life connection (pet care, trust).
Bloom’s Taxonomy Activities
- Remember: List the masters in order (W-B-L-M).
- Understand: Explain why the dog left the bear.
- Apply: Make 3 passive sentences from the story.
- Analyze: Compare “strength” (lion) vs “power” (man).
- Evaluate: Debate: Was the dog right to serve man?
- Create: Write an alternate ending (dog chooses human family first).
Assessment Strategy & Rubric (10 points)
| Criterion | Indicators | Points |
|---|---|---|
| Comprehension | Correct sequence & theme grasp | 3 |
| Grammar | Tense, sentence types, voice | 3 |
| Expression | Clarity & vocabulary | 2 |
| Participation | Engagement in tasks | 2 |
Inclusive Teaching (Telugu-medium learners)
- Provide bilingual word cards (English–Telugu) from the hard-words table.
- Use gestures & pictures (wolf/bear/lion/man) to anchor meaning before text.
- Allow answers in Telugu first; then scaffold to English phrases.
EVS Integration
Discuss wild vs. domesticated animals; responsible pet care; safety around stray animals.
TET/DSC Point of View: Expected Questions
Focus: TET/DSC exams often test pedagogy, lesson objectives, teaching aids, and child-centered methods. Here are lesson-specific questions:
- Short Answer: How would you use this folk tale to teach 'sentence types' to Class 6 diverse learners? (Expected: Role-play dialogues as declarative/imperative; use visuals for exclamatory.)
- Long Answer: Design a 5-minute warm-up activity linking the moral to real-life values like trust in relationships.
- Pedagogy Link: Explain how this lesson aligns with NCF 2005's emphasis on storytelling for language development.
- Inclusive Query: Suggest adaptations for visually impaired students (e.g., audio narration of the chain of fear).
Expected TET/DSC MCQs (Pedagogy & Content – 15 Questions)
Standards: Based on AP/TS TET/DSC patterns – 1 mark each, focus on teaching strategies, grammar pedagogy, comprehension, and theme analysis.
| MCQ | Options | Answer |
|---|---|---|
| 1. In 'How the Dog Found Himself a New Master!', the primary theme taught is: | a) Adventure b) Loyalty & Security c) War d) Friendship only | |
| 2. To teach active-passive voice using this lesson, the best method is: | a) Lecture b) Role-play conversions c) Rote memorization d) Written drills only | |
| 3. Bloom's 'Analyze' level activity for this lesson could be: | a) List masters b) Compare lion's strength vs. man's wisdom c) Recite moral d) Draw dog | |
| 4. For Telugu-medium students, bilingual support in this lesson includes: | a) Ignore Telugu b) Word cards with Telugu meanings c) English-only worksheets d) No visuals | |
| 5. The moral aligns with child psychology by teaching: | a) Fear is bad b) Security builds trust c) Animals are superior d) Independence always | |
| 6. A kinesthetic activity for subject-predicate is: | a) Reading aloud b) Clapping at breaks c) Silent writing d) Group discussion | |
| 7. NCF 2005 recommends storytelling in this lesson for: | a) Rote learning b) Language joy & inference c) Exams only d) Punishment | |
| 8. Evaluation rubric for comprehension should include: | a) Marks only b) Theme grasp & accuracy c) Speed d) Handwriting | |
| 9. To integrate EVS, discuss: | a) Math b) Domestication of animals c) History d) Geography only | |
| 10. For slow learners, scaffold by: | a) Skip lesson b) Telugu first, then English c) Punish d) Ignore | |
| 11. Imperative sentences in the lesson exemplify: | a) Questions b) Commands like 'Serve faithfully' c) Exclamations d) Facts | |
| 12. Teacher's role in theme discussion is to: | a) Dictate b) Facilitate debate c) Ignore morals d) Test only | |
| 13. Audio aid for this lesson suits: | a) Visual learners b) Auditory impaired c) Visually impaired d) All | |
| 14. Objective for grammar: Students will: | a) Memorize b) Convert 5 active to passive c) Copy notes d) Draw | |
| 15. Moral links to values education by emphasizing: | a) Competition b) Trust & protection c) Isolation d) Fear |
More TET/DSC MCQs (Additional 15 Questions – Pedagogy & Content Focus)
Expanded Set: Inspired by AP/TS TET patterns, these additional MCQs emphasize inductive grammar teaching, Bloom's application in folk tales, remedial strategies, and NCF-aligned methods for this lesson.
| MCQ | Options | Answer |
|---|---|---|
| 16. To teach tenses using the simple past in this folk tale, the inductive method involves: | a) Explaining rules first b) Students identify 'was/decided/ran' from story c) Rote memorization d) Ignoring context | |
| 17. Remedial teaching for weak grammar students in this lesson should: | a) Repeat whole story b) Re-teach voice conversions with role-play c) Skip to new chapter d) Punish errors | |
| 18. Language skills in this lesson develop: | a) In isolation b) Interconnectedly (listening to story, speaking morals) c) Productive first d) After alphabet mastery | |
| 19. Informal method for vocabulary in folk tales like this uses: | a) Rules only b) Story context (e.g., 'fierce' wolf) c) Translation d) Deduction | |
| 20. NCF 2005 objective NOT met by this lesson: | a) Comprehension of themes b) Effortless expression c) History of English d) Reading with understanding | |
| 21. 'Kinsman' in the story is a morpheme example of: | a) Smallest word unit b) Smallest meaning unit (kin + s + man) c) Phrase d) Breakable meaning | |
| 22. Three Language Formula applies here by integrating: | a) Only English b) Telugu summary with English text c) Math d) Science | |
| 23. 'Realia' for this lesson could be: | a) Abstract rules b) Toy animals (wolf/bear) as aids c) Worksheets only d) Lectures | |
| 24. Phonics approach in story reading focuses on: | a) Whole sentences b) Sounds of 'roared/fierce' c) Morals d) Themes | |
| 25. Continuous Comprehensive Evaluation (CCE) in this lesson includes: | a) End exams only b) Ongoing theme quizzes during storytelling c) Grades for handwriting d) Periodic tests alone | |
| 26. Bloom's Application level: Use story to: | a) Recall masters b) Apply moral to pet loyalty essay c) Memorize words d) List fears | |
| 27. Lowest Bloom's cognitive level for this lesson: | a) Analysis b) Evaluation c) Knowledge (recall WBLM order) d) Synthesis | |
| 28. Higher-order outcome in folk tale teaching: | a) Fact recall b) Abstract theme analysis (power vs. wisdom) c) Role sequences d) Valuing awareness | |
| 29. Bloom's levels (Knowledge to Evaluation) belong to: | a) Affective b) Cognitive c) Psychomotor d) Developmental | |
| 30. Correct Bloom's sequence for story activities: | a) Analysis, Synthesis, Knowledge b) Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation c) Evaluation first d) Psychomotor only |
Fun Elements
Mini Quiz (5 MCQs)
- The dog left the wolf because the wolf feared the —
- The bear was afraid of —
- The lion avoided —
- Loyalty grows from —
- Order of masters: —
Discussion Starters
- Why did the dog prefer safety over freedom?
- Is fear always negative, or can it guide wise choices?
Illustration/Cartoon Suggestions
- 4–panel strip: (1) Dog afraid → (2) Wolf → Bear → (3) Lion → (4) Man & dog handshake.
- Icons chain: 🐺 → 🐻 → 🦁 → 👨🦱 + 🐶 with captions: “fear → stronger → wisest”.
Posts
