CHOITHRAM SCHOOL, MANIK BAGH, INDORE

ANNUAL CURRICULUM PLAN SESSION 2017 – 2018

CLASS: CLASS XI

SUBJECT: ENGLISH

Month & Theme/ Sub-theme Learning Objectives Activities &Resources Expected Learning Assessment
Working Days Subject Specific Behavioural Outcomes
(Content Based) (Application based)
JUNE Hornbill: 1. The Portrait of a 1. The Portrait of a 1. The Portrait of a Lady: 1. The Portrait of a Lady: 1. The Portrait of a
Prose: Lady: Lady: 1.Warm up activity- Students will be able Lady:
(1) Portrait of a - To enable the – To enable the i) What do the grandparents i)to develop an independent Comprehension
Lady students students to expect from the family? What are attitude in thought and questions
In this story, the i)toknow the i) develop the reasons for their loneliness? action i) Imagine yourself as
author draws a pen expressions used in cooperation, care and ii) Present a pen picture of your ii)to improve working Khushwant Singh. Record
portrait of his the lesson and their concern, Tolerance, grandparents describing their relations and respect for the changes that came in
grandmother. He usage Respect,Acceptance, qualities you admire and identities in relation to your relationship with
beautifully unfolds his ii) to understand Responsibility appreciate the most? other people your grandmother as you
relationship with her the use of past ii) be independent in 2. Brief up about the author and his iii) to show care and grew up to a college
while describing her perfect tense thought and action work concern for animals student.
appearance and daily iii) to notice the ii) understand the iv) to accept and manage ii) Write a short
activities.The usage of the word feelings of parents the situations with patience description of an elderly
grandmother herself ‘tell’ in the text and grandparents 2) A Photograph: and tolerance person with whom you
was not formally iv) to enhance and iii) face adverse i) Pre-activities: v) to respect the relations in have been intimately
educated but was enrich the situation calmly * Read out a poem on a similar the family connected
serious about the vocabulary iv) know that theme/ discuss an incident/ describe vi) to know the with and who is not there
author’s education v)to understand the distancing due to an old mounted photograph. expressions used in the with you now.
relationships in the circumstances never *Recapitulation of Figures of lesson and their usage iii) The author’s
(2 ) The family affects relations Speech with examples. vii) to understand the use grandmother could never
Photograph(Revision vi) to admire and v) understand that *Power Point Presentation based on of past perfect tense have been pretty; but she
–Figures appreciate the graph of life never the poem. viii) to develop was always beautiful.
of Speech) autobiographical follows a straight line ii) Summary of each stanza will be responsibility and Discuss.
The poem is to piece vi) havesense of written in the notes copy. sensitivity towards the iv) Textual questions/
capture moments from vii) to strengthen sacrifice and iii) Exercises from the book will be sufferings of others Extracts/Value
life which remains as the family bonds by sensibility discussed and written in the notes ix) to know the sacrifices based/Character sketches
pictures in our minds. accepting the ii) show care and copy. and support given by the
It is about the situation concern for animals grandparents in the family.
moments in life which viii) to gain insight iii) show
leave an indelible into the various responsibility and (3) Ailing Planet 2)A Photograph:
imprint on our minds phases of author’s respect towards Activities: *Extra exercises –
and past memories life with his family i) Pre-activities: 2) A Photograph: reference to context, short
keep flashing back grandmother iv) be calm in * Books and pictures shown based The students will be able answers, long answers
into our mind when ix) to admire the adverse situations on the main theme followed by to- and value based answers.
we look at the divine beauty of the v) develop Analytical discussions. i) express effectively, *Complete the following
photograph years grandmother Skills, Observation *A debate on ‘Law and Order in sharing ideas and develop based on the poem.
later. It highlights that skills, India’ appropriate style of writing.
when death strikes we Thinking,Imaginative *A video clipping based on the ii) understand the
humans are expected theme. importance of human
to accept the 2. A Photograph: ii) Use of pictures from magazines relationship. (3) Ailing Planet
loneliness, the To enable the 2) A Photograph: and papers related to Earth. iii) understand child i) Extra exercises – short
vaccum it creates. students to- To enable the iii)Theme and message conveyed. psychology. answers, long answers
i) read with proper students to- iv) Loud reading of each paragraph iv) understand the and value based answers
(3) Ailing Planet voice intonation and i) to inculcate values followed by explanation and word attachment with family will be discussed and
The chapter is about pauses. like learn from meanings. members. written in the notes copy.
the issues regarding ii) comprehend the experience, care and v) Exercises given in the book will v) understand the nostalgic ii)The class will be
the degrading poem. share, love, affection be discussed and written in the note experiences of the past. divided into groups and
environment of the iii) identify the and togetherness. book. vi) understand that both the each group will be asked
planet and the figures of speech. ii) understand that moments of life have been to pick up a chit and
immediate need to iv) enhance their time and tide wait for permanently etched in the explain the important
promote sustainable vocabulary. none. poet’s mind with a feeling aspects of the chapter to
development. It is also v) appreciate the iii) change is the of eternal loss. check their understanding.
includes that despite theme and the style harsh and bitter vii) understand that death iii) Poster making based
efforts of of writing of the reality of life. Writing Skill: has overpowered the on ‘Environment’-to write
environmentalists and poet. iv) analyse that death (4) Notice Writing innocence of those and deliver a speech
the rapid awareness vi) develop the skill is the inevitable end Activities: moments and the pleasure based on the poster.
towards the ‘Green to express and write of all. i) Pre-activities: they treasured. iv) Assignment
Movement’. The effectively. v) understand that we *Revision of the format of notice.
chapter highlights the vii) understand that try to capture *Purpose and significance of short
principal biological objects like the sun, moments from life writing skills. (3) Ailing Planet
systems of the Earth, the river and the which remain as *Discussion on using the electronic The students will be able to Writing Skill:
the depletion of the oceans are perennial pictures in our mind. media rather than writing letters. understand the- (4) Notice Writing
planet and the and everlasting, but vi) understand that *Old and new methods of i) issues of the decline state *Practice exercises based
immediate need felt to human life is too death comes as the communication. of Mother Earth and on the short and long
promote the concept short in comparison. greatest leveler. ii) Sample will be read out in the sustainable development. writing skills.
of ‘Sustainable viii) understand that vii) develop class and shown on the screen. ii) best use of resources. *Assignment
Development’. It the poet reminisces comprehension skill, iii) Use of projectors to show iii) awareness to save and
emphasizes on that the sea holiday analytical skill, different model exercises based on protect the environment.
population control – was the past of her thinking skill, the skills iv) not to dominate but to
the only solution. And mother and for her language skills, share and care.
it is about the the laughter of her enhance v) importance of
transcending concern mother is past now. vocabulary, express individuality and process of
towards saving the ix) understand that effectively, fluency, growing.
planet. both the moments of accuracy, relevance vii) hypocracy and self
life have been and coherence, assessment
permanently etched develop a style of vii) importance of
in the poet’s mind writing and life skill enhancing writing skill
Writing Skill: with a feeling of (love and affection). viii) importance of
(4) Notice Writing eternal loss. reasoning
The students will be ix) learning to assess and
able to focus on the (3) Ailing Planet (3) Ailing Planet analyse situations.
major skills of To enable the To enable the x) exchange of ideas
English. They will be students to- students to
able to express their i) read effectively i) focus on varied life
ideas in the form of with proper voice situations and people
short and long writing modulation. in general Writing Skill:
skills. ii) comprehend the ii) respecting (4) Notice Writing
chapter. differences i) Guide the students to
iii) enhance their iii) freedom and write effectively.
vocabulary. development ii) Spread awareness
iv) analyse the iv) value the natural iii) To write in formal tone,
situations and resources to be precise and to the
characters. v) make the best use point.
v) express of the resources and v) Focus on the
themselves able to retain them qualifications and
effectively in the for the future experiences.
written form. generation. vi) To write with
vi) communicate vi) analyse the grave appropriate vocabulary and
their ideas with a lot situation of the planet expressions.
of conviction. Earth. vii) The students will be
vii) appreciate the vii) understand the able to express their ideas
theme and the importance of Green by writing short writing
message conveyed. Movement skills.
viii) develop their viii) know the
skills. importance of the
ix) able to analyse Earth’s Biological
the situations and Systems.
characters of the ix) analyse the use
chapter. and over exploitation
x) use appropriate of resources.
vocabulary and x) take responsibility
expressions. to preserve and
xi) understand the conserve the
ecological situation resources for the
of the Earth. future generation.
xii) understand the xi) develop
issues regarding the comprehension skill,
declining health of analytical skill,
the Earth continue expression, fluency
to have relevance and accuracy,
even today. relevance and
xiii) understand and coherence, language
gain knowledge - skill and thinking
*the Green skill.
Movement –Earth a
Living Organism
Writing Skill:
*the concept of (4) Notice Writing
Sustainable
Development To enable the
students to
*Earth’s Principal The students will be
Biological Systems able to-
i) inculcate values
*Forest precede like share ideas,
mankind – deserts freedom to express
follow and acceptance of
ideas.
*The menace of ii) make use of
over population appropriate formats,
expressions and
*era of vocabulary.
responsibility iii) write short
writing skills with
relevance and
accuracy.
Writing Skill: iv) appreciate the
(4) Notice Writing skill of expressing
i) Guide and and writing
motivate students to effectively.
express and write v) relate with
effectively. business, issues
ii) Develop relating to the
knowledge and environment and the
purpose of writing society.
an article and vi) writing, reading
speech. skill and thinking
iii) Awareness of skill
the form, content
and process of
writing.
iv) Able to retain a
data and
information.
v) Organize ideas
on a particular
subject.
vi) Practice to
enhance the skills.
vii) Create social
awareness.
viii) understand and
recollect the formats
of the notice,
advertisements,
formal and informal
invitations, formal
letters, articles,
speech, debate and
report.
ix) express and
write effectively.
x) write formal
letters will
appropriate
expressions and
vocabulary.
xi ) link ideas and
write articles,
speech, debate and
report.
xii) use proverbs,
phrasal words and
idiomatic
expressions while
writing the skills.
xiii) encourage the
students to develop
 their reading habit
(newspapers,
articles, journals
etc)
xiv) Retain
information of
events, incidents or
accidents and
describe the same.
-adhere to word
limit
Snapshots: Snapshots: Snapshots: Snapshots: Snapshots: Snapshots:
JULY (1) Summer of the 1) Summer of the 1)Summer of the 1) Summer of the beautiful white 1) Summer of the 1)Summer of the
white beautiful beautiful white beautiful white horse: beautiful white horse: beautiful white horse:
horse: horse: horse: Pre-activity: The students will be able to i) Assignments
The story is about the To enable the To enable the (a)Rearrange the sentences to i) enhance vocabulary ii) Discussion
two boys and their students to students to complete the story based on a ii) enjoy humour iii) comprehension
desire to ride a i) read and I) inculcate the similar theme. iii) inculcate values like questions:
horse.They were understand in values of respecting (b)Describe qualities of a horse. honesty, trust, .What traits of
extremely poor and between the lines one’s belief, honesty, Post-activity: responsibility etc Garoghlanian family are
could not afford to ii) to appreciate confession, truth, (a)Character Sketch of the different iv) understand why it is highlighted in the story?
buy one so they stole humour in the story faith, and sharing characters in the chapter. important to restore cultural .Give an account of
a horse but as they iii) express views responsibility (b)Analyse the important incidents. values Mourad’s joy ride?
belonged to the family clearly Ii) show honesty and ( c)Textual questions will be v) make decisions .How can you say that
who were known for iv) understand one undo wrong doings discussed vi) develop a family bond Mourad has a way with
their honesty, their should stick to Iii) understand everything?
conscience got society norms and stealing is a crime .Comment on the role of
pricked and they values of our family Iv) find solutions to Hornbill: Hornbill: Aram the narrator.
returned the horse v) love animals the unforeseen 2) We’re not afraid to die: 2) We’re not afraid to die:
back to its owner. vi) learn new circumstances Activities The students will be able
phrases and punch 1. Warm up activity- to Hornbill:
lines i) Why do you think people i) learn the parts of ship 2) We’re not afraid to
Hornbill: vii) say no to wrong Hornbill: undertake adventurous expeditions and different terms/words die:
(2) We are not afraid practices 2) We’re not afraid in spite of the risks involved? related to voyage 1. Assignments
to die. viii) deal with the to die: ii) Share any adventure/ ii) understand the 2. Comprehension
- A first person temperament of To enable the experience (you had)which reflected expressions and phrasal questions
account of an different family students to your presence of mind or practical verbs used in the lesson and i) What difference did
adventurous ordeal members to create a i) imbibe knowledge their usage you notice between the
that a family bond. perseverance and 2. Optimism helps to endure the iii) realise that hazardous reaction of the adults and
experiences.This is a ix) accept of patience, trust, self direst stress. Discuss. experience teaches one the children when faced
story of extreme situations and face reliance and self 3. Brief up about Captain Cook and to face the adverse with danger?
courage and skill them with a lot of confidence, his work. circumstances with ii) What lesson do we
exhibited by a family courage and find positivity, team work courage learn from such hazardous
of four comprising of solutions to ii) realise that iv) understand that experiences?
the narrator, his wife problems in life. courage and 3)Writing Skills: presence of mind along iii) Comprehension
Mary and two x) Make decision in determination can (a) Factual Description with the practical questions will be asked
children Suzanne and most adverse overcome all the (b)Formal Letters knowledge is important for understanding.
Jonathan.Along with conditions. challenges -Business Letters to take instant decisions iv) Textual questions/
the adults, the two Hornbill: ii) understand that -Letter to the authorities v) know that determination Extracts/Value
children too are worth 2) We’re not afraid presence of mind © Posters and self confidence can based/Character sketches
mentioning as they to die: along with the Activities: conquer adverse
showed exemplary To enable the practical knowledge i) Pre-activities: circumstances
courage and students is important to take *Revision of the formats of formal vi) inculcate values of 3) Writing Skills:
understanding even in i)to know the instant decisions and informal letters, articles, sharing, caring and (a) Factual Description
the face of death. expressions and iii) know that speech, debate, report writing, responsible attitude (b)Formal Letters
phrasal verbs used adventures impart a notice, advertisements, formal and towards others -Business Letters
Writing Skill : in the lesson and great lesson of life informal invitations and replies. vii) know homonyms for -Letter to the authorities
(a) Factual their usage and explore the *Purpose and significance of ‘storm’ and ‘vessel’ and © Posters
Description ii) to enhance and beauty hidden in writing letters, articles, speech, about Captain Cook. *Practice exercises based
(b)Formal Letters enrich the nature. debate, report and other short viii) enhance their skills on the short and long
-Business Letters vocabulary iv)understand that writing skills. related to the lesson. writing skills.
-Letter to the iii) to know misfortunes are *Discussion on using the electronic *Assignment
authorities homonyms for bound to be media rather than writing letters.
© Posters ‘storm’ and ‘vessel’ converted into *Old and new methods of 3) Writing Skills:
The students will be iv) to comprehend happiness if one has communication. i) Guide the students to
able to focus on the the text and enjoy firm belief in God ii) Sample formal letters, articles, write effectively.
major skills of the adventurous and himself. speech, debate and report will be ii) Develop and strengthen
English. They will be expedition v) have sharing and read out in the class and shown on business relations,
able to express their v) to understand that caring attitude the screen. enquiries, registering
ideas in the form of optimism helps to vi)display iii) Use of projectors to show complaints, placing orders,
short and long writing endure the direst responsibility different model exercises based on sending replies, apply for a
skills. stress towards others the skills. job.
vi) realise that iv) develop iii) Letter to school
hazardous Leadership skills, authorities regarding
experience teach us Exploring skills, admission, school issues,
to face the adverse Adventurous skills, requirements and
circumstances with Analytical skills, suitability.
courage Decision making iv) To write in formal tone,
vii) understand the skills, Thinking to be precise and to the
parts of ship and skills. point.
different v) Focus on the
terms/words related 3) Writing Skills: qualifications and
to voyage (a) Factual experiences.
viii) understand the Description vi) To write with
reaction of adults (b)Formal Letters appropriate vocabulary and
and children when -Business Letters expressions.
faced with danger. -Letter to the vii) The students will be
authorities able to express their ideas
3) Writing Skills: © Posters by writing short and long
(a) Factual The students will be writing skills.
Description able to-
(b)Formal Letters i) inculcate values
-Business Letters like share ideas,
-Letter to the freedom to express
authorities and acceptance of
© Posters ideas.
i) Guide and ii) make use of
motivate students to appropriate formats,
express and write expressions and
effectively. vocabulary.
ii) Develop iii) write formal
knowledge and letters, articles,
purpose of writing speech, debate ,
an article and reports and other
speech. short writing skills.
iii) Awareness of iv) appreciate the
the form, content skill of expressing
and process of and writing
writing. effectively.
iv) Able to retain a v) relate with
data and business, issues
information. relating to the
v) Organize ideas environment and the
on a particular society.
subject. vi) writing, reading
vi) Practice to skill and thinking
enhance the skills. skill.
vii) Create social
awareness.
viii) understand and
recollect the formats
of the notice,
advertisements,
formal and informal
invitations, formal
letters, articles,
speech, debate and
report.
ix) express and
write effectively.
x) write formal
letters will
appropriate
expressions and
vocabulary.
xi ) link ideas and
write articles,
speech, debate and
report.
xii) use proverbs,
 phrasal words and
idiomatic
expressions while
writing the skills.
xiii) encourage the
students to develop
their reading habit
(newspapers,
articles, journals
etc)
xiv) Retain
information of
events, incidents or
accidents and
describe the same.
-adhere to word
limit.

AUGUST 1) Writing skill : 1) Writing Skills: 1) Writing Skills: 1) Writing Skills: 1) Writing Skills: 1) Writing Skills:
(a) Article i) Guide and The students will be Activities: i) Guide the students to *Practice exercises based
(b) Speech motivate students to able to- i) Pre-activities: write effectively. on the short and long
(c)Note making (Sec express and write i) inculcate values *Revision of the formats of formal ii) Develop and strengthen writing skills.
A) effectively. like share ideas, and informal letters, articles, business relations, *Assignment.
The students will be ii) Develop freedom to express speech, debate, report writing, enquiries, registering
able to focus on the knowledge and and acceptance of notice, advertisements, formal and complaints, placing orders, Snapshots:
major skills ofpurpose of writing ideas.- informal invitations and replies. sending replies, apply for a 2)The Address:
English. They will be an article and ii) make use of *Purpose and significance of job. i) Extra exercises – small
able to express their speech. appropriate formats, writing letters, articles, speech, iii) Letter to school answers, long answers
ideas in the form of iii) Awareness of expressions and debate, report and other short authorities regarding and value based answers
short and long writingthe form, content vocabulary. writing skills. admission, school issues, will be discussed and
skills. and process of iii) write formal *Discussion on using the electronic requirements and written in the notes copy.
writing. letters, articles, media rather than writing letters. suitability. ii) Group wise analysis of
Snapshots : iv) Able to retain a speech, debate , *Old and new methods of iv) To write in formal tone, different situations in the
2) The Address data and reports and other communication. to be precise and to the chapter.
The chapter is a information. short writing skills. ii) Sample formal letters, articles, point. iii) Assignment
poignant account of a v) Organize ideas iv) appreciate the speech, debate and report will be v) Focus on the
daughter who goes in on a particular skill of expressing read out in the class and shown on qualifications and
search of her family’s subject. and writing the screen. experiences. Hornbill :
belongings after the vi) Practice to effectively. iii) Use of projectors to show vi) To write with 3)Discovering Tut :The
Second World War. It enhance the skills. v) relate with different model exercises based on appropriate vocabulary and Saga Continues
is about when she vii) Create social business, issues the skills. expressions. i) Assignments
finds them, the objects awareness. relating to the vii) The students will be ii) Discussion
evoke memories of viii) understand and environment and the Snapshots: able to express their ideas iii) Writing task
her earlier life. The recollect the formats society. 2) The Address: by writing short and long
chapter highlights on of the notice, vi) writing, reading To enable the students - writing skills.
how she decides to advertisements, skill and thinking i) to inculcate values like courage,
leave all the formal and informal skill. empathy, sensitivity, critical Snapshots:
belongings behind and invitations, formal thinking and maintaining relations. 2) The Address:
resolves to move on. letters, articles, Snapshots: ii) to learn from past experiences. Activities:
speech, debate and 2)The Address: iii) to understand to forget the past i) Pre-activity:
report. To enable the and move ahead in life. *Sharing experience about
Hornbill : ix) express and students to- iv) to appreciate family members the significance of
3)Discovering Tut write effectively. i) read effectively and family bonding. articles/memories/people.
:The Saga Continues x) write formal with proper voice v) to value the with all that they are ii) Introduction of
The story tells us letters will modulation. blessed with. characters
about the intricate appropriate ii) comprehend the vi) realize the value of time and not iii) Theme and message
details of the boyish expressions and chapter. to be upset with old memories. iv)Exercises given in the
Pharaoh- vocabulary. iii) enhance their vii) develop the comprehension book will be discussed and
Tutankhamen, his xi ) link ideas and vocabulary. skill, analytical skill, language skill written in the note book.
mysterious death, his write articles, iv) analyse the and thinking skill.
power, his forensic speech, debate and situations and
reconstruction and his report. characters. Hornbill :
CT Scanning for xii) use proverbs, v) express Hornbill : 3)Discovering Tut :The
investigation purpose. phrasal words and themselves 3)Discovering Tut :The Saga Saga Continues
idiomatic effectively in the Continues The Students will be able
expressions while written form. Activities to
writing the skills. vi) communicate 1)Power point presentation on i)Think, analyse and
xiii) encourage the their ideas with a lot King Tut and Egypt will be shown observe
students to develop of conviction. and the chapter will be explained ii)Know the meanings of
their reading habit vii) appreciate the through slides, giving explanation new phrases
(newspapers, theme and the and asking questions. iii)Satisfy their curiosity
articles, journals message conveyed. Post- activity : A quiz will be about King Tut’s mummy
etc) viii) develop their conducted in the class based on the iv)Know about the
xiv) Retain skills. explanation.(questions will have archaeology and
information of ix) able to analyse variety like one liners, MCQ, advancement in
events, incidents or the situations and explain, etc) technologies
accidents and characters of the .Draw a flow chart to draw King v)Understand the
describe the same. chapter. Tut’s Family line and their wastefulness of war
-adhere to word x) use appropriate description
limit. vocabulary and .Textual questions will be discussed
expressions.
Hornbill: xi) understand that
3)Discovering Tut the story underlines
:The Saga the human dilemma
Continues that follows war and
To enable the death of a loved one.
students to xii) analyse that
i) understand, enjoy finally the daughter
and appreciate a decides to leave the
factual text belongings because
ii)understand the of the memories that
meaning and usage are linked to those
of phrases like objects.
resurrection, xiii) understand that
circumvented, the girl’s decision to
computed move on in life gives
Tomography, the story an
scudded across etc optimistic twist.
iii)understand xiv) understand that
advancement in the objects linked in
technology memory lose their
Iv)know about importance, when cut
Egyptian belief of off from them, they
mummification are seen in strange
V)have the surroundings.
historical xv) understand that
knowledge about the narrator felt that
King Tut’s family she had no place for
line them either in her
Vi)know about room or in her heart.
pyramids and their xvi) analyse that the
history narrator decided to
Vii)know how forget the past and
archaeology has move in life.
changed in the
intervening decades Hornbill:
3) Discovering Tut:
The Saga
Continues:
To enable the
students to
I)inculcate the values
of concern,
responsibility,
curiosity and respect
Ii)Respect other’s
beliefs, customs,
rituals
iii)Feel pride in using
technology to unfold
the mysteries
Iv)Develop
inquisitiveness
towards historical
events and people
V)Enhance reading,
comprehending
thinking skills,
analytical skills,
Literary skills and
 Observation skills

SEPTEMBER Hornbill: Hornbill: Hornbill: Hornbill: Hornbill: Hornbill:

(1)Voice of the Rain 1)Voice of the 1) Voice of the 1)Voice of the Rain: 1) Voice of the Rain 1) Voice of the Rain:
The poem is an Rain: Rain: Activities The students will be able 1. Assignments
imaginary dialogue To enable the To enable the 1. Warm up Questions to 2. Comprehension
between the poet and students to students to i) What is water cycle ? How is the i) inculcate values like care Questions
the rain. Surprisingly, i)to understand the i) understand rain as cycle getting disturbed? and concern to save i) Behind apparent
the rain answers the critical the life giving force ii) What is the similarity between environment simplicity, the poem hides
questions asked by the appreciation of the on the earth rain and music? ii) develop imaginative a deeper meaning.What
poet and tells about its poem based on ii) nurture the plants 2. Reading followed by explanation and analytical skills exactly does the poem
birth and end. The rhyme, content by taking care of the and discussion iii) realise the importance convey to the reader?
poet has drawn a and theme environment 3. PPT will be shown of saving natural resources ii) Why are the last two
parallelism between ii) to identify the iii) understand the iv) understand the critical lines put within brackets?
the rain and a song. figures of speech importance of saving appreciation of the poem iii) Textual
used in the poem resources Snapshots: based on rhyme, content questions/RTC
Snapshots: iii) toappreciate iv) understand the (a)Ranga’a marriage and theme
(a)Ranga’a marriage aesthetic writing need of sustainable v) identify the figures of
The chapter is a iv) to understand the development Activities: speech used in the poem
humorous narration cyclic movement of v) discuss methods i) Pre-activities: vi) understand the process Snapshots:
and the plot is set in rain for safeguarding *Discussion about the importance of of sustainable development (a)Ranga’a marriage
the village of v) to understand the environment English language or English as a i) Extra exercises – small
Hosahalli. It is about parallelism drawn vi) inculcate thinking global language. answers, long answers
Ranga, the between the rain skills, analytical *Discussion on Importance of and value based answers
accountant’s son who and a song skills, imaginative traditions followed in India. Snapshots: will be discussed and
returns to the village vi) toknow the role skills ii) Introduction of characters (a)Ranga’a marriage written in the notes copy.
after he completes his of plants in getting iii) Theme and message conveyed. The students will be able ii) Extra questions based
studies in the city. rain iv) Characters and incidents. to- on the last five years
It is about how vii) to identify the v)Loud reading of each paragraph i) analyse that the ideas of papers will be discussed
impressed by his two voices in the followed by explanation and word Ranga about marriage seem and written in the notes
values, the narrator poem Snapshots: meanings. apparently quite different copy.
tries to play match (a)Ranga’a vi) Exercises given in the book will but with the passage of iii) Assignment
maker and gets him marriage be discussed and written in the note time one realizes that he is
married to Ratna. The Snapshots: To enable the book. inherently just like another
chapter highlights (a)Ranga’a students – person in the village.
about city education, marriage i) to inculcate values ii) realise the influence of Novel:
gradually changing To enable the like courage, Novel: the English language and The Canterville Ghost
mind set and adoption students to- togetherness, The Canterville Ghost: Western culture in villages. i) Exercises based on
of English customs. It i) read effectively empathy, Activities: iii) understand that the character sketches, plots
is about the people with proper voice appreciation, i) Pre-activities: story brings out the conflict and incidents.
who were simple in modulation. sensitivity and * Clipping of the movie ‘Ghost’ and between tradition and ii) Discussion of previous
the village, child ii) comprehend the critical thinking. discussion about the same. modernity and shows how years questions to check
marriage, chapter. ii) to create a balance *Movie based on the novel will be tradition is deep-rooted in their knowledge.
superstitious, blind iii) enhance their between tradition and shown to the students. our culture.
faith in astrology and vocabulary. Western culture. *Classroom discussion – Do you
horoscopes. iv) analyse the iii) to understand that believe in supernatural powers? Revision:
situations and tradition is deep ii) A brief introduction of the writer Novel: Classroom discussions,
Novel: characters. rooted in our culture. and his contribution in the field of The Canterville Ghost: revision and exercises.
The Canterville v) express iv) to develop Literature. The students will be able Worksheet based on
Ghost themselves comprehension skill, iii) Introduction of characters. to- section A and C.
(Cpt – 1,2 and 3) effectively in the analytical skill, iv) Loud reading of each chapter, i) analyse and interpret the
The novel is both a written form. language skills and word meanings and extra questions element of humour,
parody of the vi) communicate thinking skill. will be discussed and written in the suspense, horror and
traditional ghost story their ideas with a lot notes copy. tragedy.
and a satire on the of conviction. v) Extra exercises based on ii) interpret the incidents
American way of vii) appreciate the Novel: character sketches and plots in the and analyse the characters.
living. It is hilarious theme and the The Canterville novel will be discussed and written iii) express and write
but the ending is quiet message conveyed. Ghost: in the notes copy. effectively the different
sentimental.-includes viii) develop their To enable the incidents and about the
atmosphere and skills. students to – Revision: different characters of the
description to create a ix) able to analyse i) inculcate values Worksheet based on unseen passage novel.
gothic atmosphere. the situations and like concentration, and notemaking and general iv) understand and interpret
characters of the courtesy, co- grammar exercises for revision. the message that love and
Revision: chapter. operation, forgiveness is above life
-Grammar x) use appropriate confidence, faith, and death.
-Writing skills vocabulary and respect and integrity,
-Half Yearly Syllabus expressions. love and compassion, Revision:
xi) understand that ability to fight The students will be able to
the chapter depicts against all odds, recollect their knowledge
the rural life of a kindness, empathy, clear doubts and complete
typical Kannad sharing, caring and the worksheet.
village where it tolerance.
undergoes a rapid ii) relate to situations
change due to based on
increasing influence supernatural powers.
of English, Western iii) relate characters
Culture and and incidents based
Urbanization. on the novel.
xii) understand that iv) handle situations
the story brings out based on personal
the conflict between experiences.
tradition and v) kindness and
modernity and compassion to
shows how tradition develop better
is deep-rooted in relations.
our culture. vi) develop
xiii) analyse that - comprehension skill,
Ranga, for all his analytical skill,
city education and language skills,
modern views on thinking skill and
marriage falls for imagination skill.
Ratna.
Revision:
Novel: The writing skills,
The Canterville grammar, novel and
Ghost literature will be
To enable the revised.
students to
i) enhance their
reading skill and
vocabulary.
ii) gain knowledge
about the various
characters and
incidents.
iii) understand and
analyse the plot,
incidents and
characters.
iv) recollect and
recall the chapters.
v) express by
speaking effectively
and develop
listening skills.
vi) express
effectively in the
written form.
vii) understand that
the novel is about
life and death as
well as forgiveness.
viii) the story is not
from the perceptive
of the occupants of
the castle, as in
traditional tales but
from the perspective
of the ghost,
Sir.Simon.

Revision:
Recap and revision
of the Half Yearly
course including
Grammar, Writing
Skills, Novel and
Literature.
OCTOBER Revision – Half Half Yearly Exam Half Yearly Half Yearly Examination Half Yearly Examination Half Yearly
Yearly Examination Examination Examination
NOVEMBER Writing Skill: Writing Skill: Writing Skill: Writing Skill: Writing Skill: Writing Skill:
(1)Report Writing (1)Report Writing (1)Report Writing (1)Report Writing (1)Report Writing (1)Report Writing
(2)Invitations and (2)Invitations and (2)Invitations and (2)Invitations and Replies: (2)Invitations and Replies: (2)Invitations and
Replies Replies: Replies: Activities: i) Guide the students to Replies:
The students will be i) Guide and The students will be i) Pre-activities: write effectively. *Practice exercises based
able to focus on the motivate students to able to- *Revision of the formats of formal ii) Develop and strengthen on the short and long
major skills of express and write i) inculcate values and informal letters, articles, business relations, writing skills.
English. They will be effectively. like share ideas, speech, debate, report writing, enquiries, registering *Assignment
able to express their ii) Develop freedom to express notice, advertisements, formal and complaints, placing orders,
ideas in the form of knowledge and and acceptance of informal invitations and replies. sending replies, apply for a
short and long writing purpose of writing ideas. *Purpose and significance of job. Snapshots:
skills. an article and ii) make use of writing letters, articles, speech, iii) Letter to school (3)Mother’s Day
speech. appropriate formats, debate, report and other short authorities regarding 1. Assignments
Snapshots: iii) Awareness of expressions and writing skills. admission, school issues, 2. Comprehension
(3)Mother’s Day the form, content vocabulary. *Discussion on using the electronic requirements and questions
The following play is and process of iii) write formal media rather than writing letters. suitability. i) Textual exercises/
a humorous portrayal writing. letters, articles, *Old and new methods of iv) To write in formal tone, Character sketches
of the status of the iv) Able to retain a speech, debate , communication. to be precise and to the ii) How does the play
mother in a family. data and reports and other ii) Sample formal letters, articles, point. resolve the issue? Do you
The humour springs information. short writing skills. speech, debate and report will be v) Focus on the agree with the resolution?
from the unusual v) Organize ideas iv) appreciate the read out in the class and shown on qualifications and iii) Justify the title of the
situation where the on a particular skill of expressing the screen. experiences. play
personalities of two subject. and writing iii) Use of projectors to show vi) To write with iv) Contrast the
ladies( Ms. Fitgzerald vi) Practice to effectively. different model exercises based on appropriate vocabulary and characters of Ms.
and Ms. Pearson) get enhance the skills. v) relate with the skills. expressions. Fitzgerald and Ms.
exchanged. Their vii) Create social business, issues vii) The students will be Pearson after reading the
subsequent behaviour awareness. relating to the able to express their ideas play
is in total contrast to viii) understand and environment and the by writing short and long v) Husbands, sons,
the previous one is the recollect the formats society. writing skills. daughters should be
powerful source of of the notice, vi) writing, reading taking notice of wives and
laughter. advertisements, skill and thinking Snapshots: mothers, not giving them
formal and informal skill. (3)Mother’s Day: orders
invitations, formal Activities and treating them like
letters, articles, Warm up Questions dirt. What do you think
speech, debate and Snapshots: i) Is drama a good medium for about it?
report. (3)Mother’s Day conveying a social message? Snapshots:
ix) express and To enable the Discuss (3)Mother’s Day
write effectively. students to ii) Mother works from morning till Students will be able
x) write formal i) imbibe values like night catering to the needs of i) to know that mothers
letters will care and concern, everyone. Do we ever realise that have equal rights to enjoy
appropriate empathy, she too is a human being and their lives and deserve
expressions and compassion, respect needs rest? Share your views about acknowledgement and
vocabulary. for elders, the role of mother in your life. appreciation
xi ) link ideas and belongingness iii) Loud reading by the students ii) to strengthen the family
write articles, and tolerance taking on different roles from the bonding with sharing and
speech, debate and ii) understand the chapter followed by explanation solving problems
report. struggles and and discussion by the teacher. iii) to develop analytical
xii) use proverbs, sacrifices of parents skills, thinking skills,
phrasal words and and to draw decision making,
idiomatic inspiration from management skills, logical
expressions while them skills
writing the skills. ii) strengthen the iv) to identify and
xiii) encourage the family bonding with understand the central/main
students to develop sharing and solving point and supporting details
their reading habit problems along with the phrases
(newspapers, iii) accept the used in the lesson
articles, journals members of the v) to imbibe values like
etc) family without care and concern, empathy,
xiv) Retain complaining compassion, respect for
information of iv) develop elders, belongingness
events, incidents or analytical skills, and tolerance
accidents and thinking skills,
describe the same. decision making,
-adhere to word management skills,
limit. logical skills
v) realise the worth
of sacrifice and
Snapshots: struggles of parents
 (3)Mother’s Day for the children
To enable the
students
i) to perceive the
overall meaning and
organisation of the
text
ii) to identify and
understand the
central/main point
and supporting
details along with
the phrases
used in the lesson
iii) to promote
advanced language
skills with an aim to
develop the skills of
reasoning and
drawing
inferences
iv) to recognize one
of the most
important educators
in a child’s life
v) to understand that
our mothers have
equal rights to enjoy
their lives and
deserve
acknowledgement
and appreciation

DECEMBER Hornbill: Hornbill: Hornbill: Hornbill: Hornbill: Hornbill:

(1) Browning Version (1) Browning (1) Browning (1) Browning Version (1) Browning Version (1) Browning Version
The story is an Version Version Activities The Students will be able to i) Assignments
excerpt from the play To enable the To enable the i) Warm up activity i) enhance vocabulary ii) Discussion
‘The Browning students to students to .What do you usually talk about ii) know how to take role Group discussion on:
Version’ which tells i) take role play and i) inculcate the teachers among friends? play 1.‘Changing attitude of
us about the learn to deliver their values of respecting .What manner do you adopt when iii) learn how to display students towards their
mannerism and part with teachers, mankind, you talk to your teacher? mannerism and attitude teachers’
attitude the students appropriate voice sense of duty, ii) Role Play: will be done towards others 2.Old Education System
should have for modulation, stress punctuality and iii) Textual questions will be iv) to be punctual v/s New Education
teachers and the same and intonation appreciation discussed v) develop a sense of duty System
is applicable in ii) understand, enjoy ii) acquire proper vi) not to indulge in Comprehension
teacher- teacher and appreciate plays mannerism and criticism questions:
relationship. Taplow, iii) enhance attitude i) How according to
the protagonist was vocabulary iii) owe respect(2) Childhood Taplow Mr. Crocker
asked to do extra iv) know about towards their
Activities Harris is unlike other
work on the last day poet and his teachers i) share your childhood experience( (2) Childhood masters?
of his school for his contributions iv) not indulge in How you were innocent) The students will be able to ii) Why do you think
absenteeism and he v) know how to destructive criticism ii) how can you define ‘maturity’? i) Think, analyse and Frank envies Mr. Crocker
was kept waiting by display attitude Can we exactly say at what age you observe Harris?
the most strict towards students became mature? ii) Know how to identify iii) How does Taplow
disciplinarian Mr. and colleagues iii) discuss: Is attainment of rhyme scheme refute the charge that he is
Crocker Harris. (2) Childhood maturity a sigh of loss of iii) Gain individuality exaggerating?
Meanwhile the other To enable the innocence? iv) Differentiate between iv) What impression do
teacher came and students to inculcate iv) Silent reading followed by loud innocence and maturity you form of Mr. Crocker
began to ask him the (2) Childhood: the values of reading, reading between the lines, v) Respect different people Harris on the basis of the
questions about Mr. To enable the accepting questioning, interaction will be done vi) Appreciate poem explanation of the play?
Harris, tried to make students to differences, v) textual questions will be vii) Learn where and when
fun of him, create his i) understand, enjoy understanding discussed has his childhood gone
negative image and and appreciate people, becoming (2) Childhood
seemed jealous of his different genre of sensible, valuing i) Assignments
popularity in spite of English writings childhood and Snapshots: ii) Discussion
his strictness. ii) Enhance freedom (3) Albert Einstein Snapshots: iii) Writing task
vocabulary ii) develop Activities (3) Albert Einstein iv)Comprehension
(2) Childhood: iii) Have better individuality 1. Warm up activity- The students will be able questions:
The story highlights understanding of iii) search for and i) Express your views on to What did the speaker
about the process of rhyme scheme and gain innocence like a prevailing system of education 1. gain insight into the learn about existence of
growing up, other poetic devices child ii) Do you think that the attitude of various teachers Hell and Heaven?
individuality, iv) Know about the iv) respect elders teacher’s role should be towards Einstein Write a brief note on
rationalism and poet and his v) Enhance reading, primarily to make students 2. know about Einstein’s ‘Childhood is an essential
realisation of contributions comprehending, think? nature based on his state in the process of
falsehood and v) Childhood is a thinking skills, iii) Incidents from the life of conversation with various growing up, but it can’t
hypocrisy of adult bliss analytical skills, the great scientist teachers go on forever.’
world. The poet vi) Think when and Literary skills and 2. Loud reading followed by 3. understand the difference Reference to Context :
further teaches us the where has the Observation skills explanation and discussion. between information ‘Where did my childhood
values of self belief, childhood gone gathering and insight go?
determination, self vii) understand how formation It went to some forgotten
learning and insight childhood is (4) Birth 4. understand the struggles place,
formation innocence while Snapshots: Activities: and conflicts faced by That’s hidden in an
maturity leads to (3) Albert Einstein i) Pre-activities: Einstein infant’s face,
Snapshots: individuality, To enable the *Class room discussion based on- 5. know Einstein’s theory That’s all I know’
(3) Albert Einstein rationalism and students to - Advancements in Medical of education Q1. What does the first
This biography gaining i) have respect for Science. 6. know that ideas matter line of stanza indicate?
describes Einstein’s understanding of teachers -Sharing of experiences and rather than the facts Q2. How does the speaker
clashes with his hypocrisy ii) be truthful knowledge based on situations, 7. have an honest approach feel about the loss of his
teachers, his stay as a viii) to think iii) accept and news, articles, movies etc. towards solving the childhood?
paying guest, his rational respect differences -Noble profession of doctors and problem Q3. What is the mental
noisy landlady, his iv) have patience service to mankind. 8. know various incidents state of the poet here?
securing a fake v)understand the ii) Introduction of characters from the life of the scientist
medical certificate to difference between iii) Theme and message conveyed.
study in an Italian Snapshots: information iv) Characters and incidents (4) Birth Snapshots:
college and his (3) Albert Einstein gathering and insight v) Loud reading of each paragraph The students will be able (3) Albert Einstein
expulsion from the To enable the formation followed by explanation and word to- 1. Assignments
school.It also students vi) understand the meanings. i) understand the sense of 2. Character sketches/
describes the bitter i) to comprehend struggles and vi) Exercises given in the book will duty. Textual questions
experience of the the text conflicts faced by be discussed and written in the note ii) appreciate and accept 3. The school system
great scientist at his ii) to learn/enrich Einstein book. the selfless service to often curbs individual
own school in vocabulary and its vii) know that ideas mankind. talents. Discuss.
Germany and exposes usage matter rather than the iii) realise and create a 4. Albert felt the medical
the hollowness of iii) tohone speaking facts Writing Skill: balance between the certificate almost burning
school education in and writing skills viii) realise that an (5) Advertisement knowledge gained and a hole in his pocket. What
Germany. iv)to know individual has an Activities: practical approach. does the author mean?
Einstein’s theory of immense thinking i) Pre-activities: iv) interpret that the story
education capacity *Revision of the formats of hinges on the theme- never (4) Birth
(4) Birth v) to understand the ix) have an honest advertisements say die attitude and the i) Extra exercises – small
The chapter is about circumstances approach towards *Purpose and significance of short precious gift of life which answers, long answers
an impressive story of which lead to his solving the problem writing skills. only God can grant and a and value based answers
a doctor’s successful expulsion from x) get inspiration *Discussion on using the electronic doctor can retrieve and will be discussed and
efforts to resuscitate school from the scientist’s media rather than writing letters. restore. written in the notes copy.
the precious life of a vi) to gain insight life *Old and new methods of ii) Quiz based on the
new born baby into the attitude of xi) develop thinking communication. chapter.
hopelessly given up as teachers towards skills, analytical ii) Sample will be read out in the iii) Extra exercises and
a still born child by an Einstein skills, reasoning / class and shown on the screen. Writing Skill: quesion from last five
experienced mid-wife. vii) to know about logical skills iii) Use of projectors to show (5) Advertisement years papers.
It is about a young Einstein’s nature different model exercises based on i) Guide the students to iv) Assignment
doctor’s relentless based on his (4) Birth the skills. write effectively.
efforts – conversation with To enable the ii) Develop and strengthen Writing Skill:
determination, will various teachers students to- business relations (5) Advertisement
power, satisfaction, i) inculcate values iii) To write in formal tone, *Practice exercises based
sense of achievement like respect, being to be precise and to the on the short and long
and fulfillment (4) Birth responsible, work for point. writing skills.
To enable the excellence, time iv) Focus on the *Assignment
Writing Skill: students to- management, qualifications and
(5) Advertisement i) read effectively commitment and experiences.
The students will be with proper voice determination, care vi) To write with
able to focus on the modulation. and concern, appropriate vocabulary and
major skills of ii) comprehend the humility, optimism, expressions.
English. They will be chapter. helping and vii) The students will be
able to express their iii) enhance their tolerance. able to express their ideas
ideas in the form of vocabulary. ii) never to lose hope by writing short writing
short writing skills. iv) analyse the iii) use of practical skills.
situations and knowledge
characters. iv) duty of a doctor
v) express v) responsible and
themselves optimistic
effectively in the vi) develop
written form. comprehension skill,
vi) communicate analytical skill,
their ideas with a lot sensitivity,
of conviction. awareness, presence
vii) appreciate the of mind, time
theme and the management,
message conveyed. language skills and
viii) develop their thinking skill.
skills.
ix) able to analyse Writing Skill:
the situations and (5) Advertisement
characters of the To enable the
chapter. students to
x) use appropriate The students will be
vocabulary and able to-
expressions. i) inculcate values
xi) the duty of a like share ideas,
Doctor-Noble freedom to express
profession. and acceptance of
xii) the efforts to ideas.
restore hope, life ii) make use of
and determination. appropriate formats,
xiv) the selfless expressions and
service to mankind. vocabulary.
xv) the value of iii) write short
time and incidents writing skills.
of life. iv) appreciate the
xvi) realise the skill of expressing
process of growth and writing
and development. effectively.
xvii) gain v) relate with
knowledge and business, issues
practical approach. relating to the
xviii) the environment and the
importance of society.
creativity to express vi) writing, reading
ideas and thoughts skill and thinking
effectively. skill.
xix) the use of
knowledge.
xx) cherish and
value important
moments of life.
xxi) recollect and
apply knowledge.

Writing Skill:
(5) Advertisement
i) Guide and
motivate students to
express and write
effectively.
ii) Develop
knowledge and
purpose of writing
advertisements.
iii) Awareness of
the form, content
and process of
writing.
iv) Able to retain a
data and
information.
v) Organize ideas
on a particular
subject.
vi) Practice to
enhance the skills.
vii) Create social
 awareness.
viii) understand and
recollect the formats
of advertisements.
ix) express and
write effectively.
x) write with
appropriate
expressions and
vocabulary.
xi ) link ideas and
expressions.
xii) encourage the
students to develop
their reading habit
(newspapers,
articles, journals
etc)
xiv) Retain
information
-adhere to word
limit.

JANUARY Hornbill: Hornbill: Hornbill: Hornbill: Hornbill: Hornbill:

(1)Father to Son (1)Father to Son (1)Father to Son (1)Father to Son (1)Father to Son (1)Father to Son
The poem highlights a To enable the To enable the Activities The students will be able to i) Assignment
universal problem- students to students to i) A video will be shown on i) Comprehend and ii) Discussion
generation gap and i) cultivate interest i) to inculcate the generation gap and students will be appreciate poetry iii) Writing task:
the lack of and appreciate values of accepting asked to enter into a debate about ii) Learn new words As a child, write a diary
communication poetry and develop differences, generation gap. The teacher will iii) Enhance understanding entry expressing your
between father and the ability of understanding keep on throwing statements related of literary devices confession of being
son. The father reading with proper people, respecting to reasons, consequences and ways iv) Read with proper responsible of cold
laments for not stress and intonation elders ,peace and to find solutions to the problem. intonation and stress indifferences between you
understanding his son ii) prepare the happiness, resolving ii) Silent reading followed by loud v) Express effectively( both and your parents and
and later the students for poetic conflicts, sincerity reading and explanation will be verbal and written form) finding solutions to the
realisation dawns forms and adept and perseverance, carried out. vi) Value relationship problem.
upon him that they them with the valuing relations and iii) Meaning and usage of new vii) Confess and resolve iv) Comprehension
must live together. figures of speech, self realization vocabulary will be carried out conflicts questions
The grief of rhyme and rhythm ii) develop social iv) Textual questions and exercises viii) Learn social norms Why does the father say
separation causes iii) develop the skills] will be discussed ix) Respect elders and their ‘Why can’t I share what
anger but they make ability of iii) manage relations views he loves?’
no efforts to make up appreciation of iv) handle criticism What sort of silence
the loss. ideas v) take initiative for surrounds them?
iv) develop thought, making up the loss Snapshots: Why, do you think, does
critical analysis on vi) enhance reading, (2)Tale of Melon City Snapshots: the father appear so
the basis of the text comprehending, Activities: (2)Tale of Melon City helpless?
Snapshots: read thinking skills, i) Pre-activities: The students will be- How far has the poet
(2)Tale of Melon v) express their analytical skills and *Classroom discussions based on - i) aware of different succeeded in transforming
City views logically with Literary skills Examples of a kings and rulers. situations and dealing them a purely personal matter
The poem is a clarity ii) Loud reading of the poem with well. to a universal experience
humorous one about a vi) feel pain of voice intonation and modulation. ii) realise that peace and prevalent in present
just and peaceful but chasm( gap) Snapshots: iii) Theme and message will be liberty are the two strong society?
foolish king and his between generation( (2)Tale of Melon explained and written in the notes factors for a state to
foolish subjects. It is thinking) City copy. flourish.
about the atrocities of vii) understand the To enable the iv) Loud reading of each stanza and iii) able to understand that Snapshots:
those in power and consequences of students to each line will be explained with the rulers of the state (2)Tale of Melon City
their blind followers. lack of i) inculcate values word meanings, figures of speech should be judicious and i) Extra exercises –
The poem is about the communication and like social connect, and rhyming scheme. sensitive to the needs of the reference to context, short
foolishness that cold indifferences in trust, co-operation, v) Summary of each stanza will be people. answers, long answers
creates problems for a family confidence, faith, written in the notes copy. iv) to understand that the and value based answers
the king and his viii) take steps for respect and integrity, vi) Exercises from the book will be ruler of the state must will be discussed and
people as well. reconciliation ability to fight discussed and written in the notes understand the problems written in the notes copy.
against all odds. copy. and needs of the people. ii) Word power and
ii) analyse situations v) able to understand that expressions checked in
Snapshots: and take appropriate the simplest way to the form of a Quiz.
Novel: (2)Tale of Melon decisions. maintain peace and liberty iii) Extra exercises based
Canterville Ghost City iii) not to make Novel: in a state is by following on reference to context,
(Remaining To enabled the foolish decisions. Canterville Ghost (Remaining the principles of laissez- short answers, long
chapters) students to iv) proper use of chapters) faire. answers, value based
The novel is both a i) read with proper power and skills. Activities: answers and questions
parody of the voice intonation and v) develop i) Pre-activities: from last five years
traditional ghost story pauses. comprehension skill, * Clipping of the movie ‘Ghost’ and Novel: papers.
and a satire on the ii) comprehend the analytical skill, discussion about the same. Canterville Ghost iv)Assignment
American way of poem. language skills, *Movie based on the novel will be (Remaining chapters)
living. It is hilarious iii) identify the thinking skill, shown to the students. The students will be able Novel:
but the ending is quiet figures of speech imagination and *Classroom discussion – Do you to- Canterville Ghost
sentimental.-includes and the rhyming creativity, analyse, believe in supernatural powers? i) analyse and interpret the (Remaining chapters)
atmosphere and scheme. interpret and social ii) A brief introduction of the writer element of humour, i) Exercises based on
description to create a iv) enhance their responsibility. and his contribution in the field of suspense, horror and character sketches, plots
gothic atmosphere. vocabulary. Literature. tragedy. and incidents.
v) appreciate the iii) Introduction of characters. ii) interpret the incidents ii) Discussion of previous
theme and the style iv) Loud reading of each chapter, and analyse the characters. years questions to check
of writing of the Novel: word meanings and extra questions iii) express and write their knowledge.
Revision : poet. Canterville Ghost will be discussed and written in the effectively the different
-Grammar vi) develop the skill (Remaining notes copy. incidents and about the Revision :
-Writing Skills to express and write chapters) v) Extra exercises based on different characters of the -Grammar
-Annual Exam effectively. To enable the character sketches and plots in the novel. -Writing Skills
Course vii) understand that students to – novel will be discussed and written iv) understand and interpret -Annual Exam Course
no one is ready to i) inculcate values in the notes copy. the message that love and Classroom discussions,
own up his fault. like concentration, forgiveness is above life revision and exercises.
viii) understand the courtesy, co- and death. Worksheet based on
attitude of the operation, section A and C.
common people in confidence, faith, Revision :
choosing their rulers respect and integrity, -Grammar
although the kind of love and compassion, -Writing Skills Revision :
the ruler they have ability to fight -Annual Exam Course -Grammar
directly affects the against all odds, Worksheet based on unseen passage -Writing Skills
quality of their kindness, empathy, and note making and general -Annual Exam Course
lives. sharing, caring and grammar exercises for revision. The students will be able to
ix) understand that tolerance. recollect their knowledge
law is not only blind ii) relate to situations clear doubts and complete
it can also spell based on the worksheet.
disaster if it is supernatural powers.
thoughtlessly iii) relate characters
implemented. and incidents based
x) understand irony on the novel.
and humour, iv) handle situations
process of fair and based on personal
important experiences.
judgement. v) kindness and
compassion to
develop better
Novel: relations.
Canterville Ghost vi) develop
(Remaining comprehension skill,
chapters) analytical skill,
To enable the language skills,
students to thinking skill and
i) enhance their imagination skill.
reading skill and
vocabulary.
ii) gain knowledge Revision :
about the various -Grammar
characters and -Writing Skills
incidents. -Annual Exam
iii) understand and Course
analyse the plot, The writing skills,
incidents and grammar, novel and
characters. literature will be
iv) recollect and revised.
recall the chapters.
v) express by
speaking effectively
and develop
listening skills.
vi) express
effectively in the
written form.
vii) understand that
the novel is about
 life and death as
well as forgiveness.
viii) the story is not
from the perceptive
of the occupants of
the castle, as in
traditional tales but
from the perspective
of the ghost,
Sir.Simon.

Revision :
-Grammar
-Writing Skills
-Annual Exam
Course
Recap and revision
of the Annual
course including
Grammar, Writing
Skills, Novel and
Literature.

FEBRUARY Annual Examination Annual Annual Annual Examination Annual Examination Annual Examination
Examination Examination