Delhi Public School Surat

ANNUAL CURRICULUM PLAN SESSION 2020 –21

TERM - I

CLASS: X

SUBJECT: ENGLISH

Month & Theme/ Sub-theme Learning Objectives Activities &Resources Expected Learning Assessment
Working Subject Specific Behavioural Outcomes
Days (Content Based) (Application based)
April FIRST FLIGHT- Unit To enable the students: To enable the students to Activity (To introduce the Students will be able to: * Lencho was sent
23 1 -To develop their basic imbibe - lesson): - To understand the plot money through Money
Chapter-1 A LETTER skills of language - - Faith - Story prediction based on the and character of the story. Order and a letter to
TO GOD listening, speaking, - Understanding for others title of the story (Guess the theme -To enjoy and appreciate God. What are the
Chapter Description- reading and writing. - Trust given in the story based on the the story and the use of latest ways to
A letter to God is a -To understand the plot - Helpfulness title). language. communicate and send
story of extreme faith in and character of the story. - Patience -We communicate with our -To puzzle out the money?
god. The writer has -To enjoy and appreciate -Simplicity friends, teachers, relatives, and meaning of some
tried to depict the faith the story and the use of -Innocence superiors verbally or through unfamiliar words in the
of a poor simple farmer language. -Piousness letters, emails, etc. We can‘t story.
in god. -To puzzle out the -Kindness communicate with any mortal -To become aware of the
meaning of some -Empathy using our mind. On the contrary, theme and emotions.
unfamiliar words in the we convey our thoughts with God -To understand the
story. mentally, not through letters or importance of faith
-To become aware of the mails. Share your views -To believe that faith can
theme and emotions. regarding the same. move mountains
-To understand the Activity (To Support learning): -To develop such a faith in
importance of faith -Lencho‘s innocence will be them that boosts their
-To lend a helping hand to compared to the protagonist of confidence in them.
the needy. the movie PK. -To encourage them to
-To engage them in - Metaphors used in the chapter develop faith in
learning and recognizing will be underlined. The students themselves.
the multilingualism of will complete the chart given in -To lend a helping hand to

Unit -1. Poem
DUST OF SNOW
Chapter Description-
The poet is upset and
sitting under the hemlock
tree. Suddenly a crow
sitting on the tree shakes
the tree and the fine
particles of snow from
tree falls on the poet. The
soft and cold touch of
snow changes the poet‘s
mood from sad to happy.
He starts feeling soothed
and refresh. In this way a
simple moment proves to
be very significant and
saves rest of the day of
poet from being wasted
and held in regret.
everyday experience.
To enable the students:
-To inculcate the habit of
reading poems
-To appreciate rhyme and
style of the poem
-To introduce concept of
symbolism used in poetry.
(The crow and hemlock
tree represent sorrow and
depression felt by poet in
this materialistic world.
On the other hand, the dust
of snow is the symbol of
natural joy and energy.)
-To identify the poetic
devices used in the poem
To enable the students to-
-To admire and observe
nature‘s small incidents
-To make students
understand the thought and
imagination contained in the
poem.
-To make students think
about different human
emotions and their effects.
-To inspire them write their
feelings in the form of short
poems.
-To develop their imagination
skills
-To make them realise that
nature gives soothing/
healing effect and two
negatives can become a
positive
the book.
Activity (To introduce the
lesson):
-The Poetic device - Symbolism
will be introduced
- Hemlock tree- the story of
The Death of Socrates will be
shared
- Class Discussion: Have there
been times when you felt
depressed or hopeless? Have you
experienced any moment that
helped you to get out of that
mood of sadness?
the needy.
-To engage them in
learning and recognizing
the multilingualism of
everyday experience.
-To read for meaning in
context, thus providinga
bank of language to serve
as a base for
communication in English
Students will be able to: * Class Discussion:
- inculcate the habit The poem presents a
of reading poems moment that seems
-appreciate rhyme and simple, but has a larger
style of the poem significance. Share
-know about symbolism your experience.
- identify the poetic
devices used in the poem
-admire and observe
nature‘s small incidents
-understand the thought
and imagination contained
in the poem.
- think about different
human emotions and
their effects.
-write their feelings in the
form of short poems.
- develop their
imagination skills
- realise that nature
gives soothing/ healing
effect and two negatives
can become a positive
Unit -1 To enable the students- To enable the students to Activity (To introduce the Students will be able to: *The poet presents two
Poem-FIRE AND ICE -To enable the students to imbibe- poem): -To read, write, speak reasons which will lead
Chapter Description- read, write, speak -Eagerness to learn - The recent tragedy of Corona understand English to the destruction of
In this poem, Frost understand English -Importance of Love Virus in China is an example of correctly. the
points out that humans correctly. -Curiosity Human Desire to overpower the -To enrich the vocabulary humanity. What
values do you garner
from the
will be the agents of our -To enrich the vocabulary -Imagination world. to use the same correctly. two possible causes
own destruction, one of the students to use the -Faith There are many ideas about how -To understand the provided by him?
way or another. He same correctly. -Control of emotions the world will ‗end‘. Do you difficult words and phrases
compares "desire" to -To enable the students to -Patience think the world will end in the poem.
"fire" and "hate" to understand the difficult -Avoid instant reactions someday? Have you ever thought -To appreciate the beauty,
"ice." Both desire and words and phrases in the what would happen if the sun got rhyme and style of the
hate are represented by poem. so hot that it ‗burst‘, or grew poem.
physical forces that -To enable the students colder and colder? -To understand the thought
could lead to our appreciate the beauty, Activity (to assess learning): and imagination contained
extinction. rhyme and style of the Text book: in the poem.
poem. What is the rhyme scheme of the -To think about different
-To make the students poem? How does it help in human emotions and their
understand the thought bringing out the contrasting ideas effect.
and imagination contained in the poem? -To write their feelings in
in the poem. the form of short poems.
-To make students think -To move from factual
about different human understanding to critical
emotions and their effect. thinking.
-To inspire them write -To understand and
their feelings in the form identify the figures of
of short poems speech.
-To enable them to move
from factual understanding .
to critical thinking.
-To enable them to
understand and identify
the figures of speech.
Writing Skills-Letter To enable the students- To enable the students to  Familiarize the students The students will be able Practice exercises will
Writing -To Express effectively imbibe- with different formats of to be given
(Complaint and -To share ideas  Identify the the writing skills -To Express effectively
Placing Order) - To develop appropriate
The overall objective is style of writing.
to develop students‘ - To write effectively
written expression of - To Differentiate the style
thought and provide of expressing different
learners opportunities to writing skills
explore ideas and to -To know the purpose and
build connections importance of writing
between content areas. short and long
compositions
- to practically make use
of writing skills
-To know effective means
of disseminating
information on varied
issues.
-appropriate language,
-use of accurate
vocabulary, expressions
and sentence structure
2.1 Nelson Mandela To enable the students
A Long Walk To to-
Freedom -understand that
Chapter Description- discrimination is injustice
This unit shares Nelson -understand the
Rolihlahla Mandela‘s importance of humanity
moving description of -understand how peace
his inauguration as can prevail
South Africa‘s first -get an insight into the
black President and his long struggle for
thoughts of freedom. democracy and Mandela‘s
The purpose of belief about humanity
Mandela's speech was - give a feeling of unity
not simply to address and a longing for change.
appropriate usage of
writing skills
 Apply it in
practical life
 Express their views in
the desired manner
To enable the students to -
-imbibe importance of
freedom
-imbibe righteousness
-promote equality for all
-rise above prejudices
-unite and be change makers
 Model exercise of each
writing skill will be given
 Practice exercise of each
writing skill will be given
Activity (To introduce
chapter):
1.What is Apartheid?
2.Share the contribution of
Nelson Mandela.
Activity (to support learning)
1. Talk of Social Science Teacher
to share extra information related
to Nelson Mandela
Activity (to assess learning):
Mandela feels that both the
oppressor and the oppressed are
robbed their humanity and hence
both of them must be liberated.
-To share ideas
- To develop appropriate
style of writing.
- To write effectively
- To Differentiate the style
of expressing different
writing skills
-To know the purpose and
importance of writing
short and long
compositions
- to practically make use
of writing skills
-To know effective means
of disseminating
information on varied
issues.
-appropriate language,
-use of accurate
vocabulary, expressions
and sentence structure
Students will be able to: Assessment-
-Understand the Q. True liberty is
consequences of freedom from poverty,
discrimination and how to deprivation and all
rise above prejudices forms of
-become the change discrimination. Write
makers your views in reference
-instil a feeling of of the chapter.
patriotism and work for
the betterment of society
by contributing towards
achieving humanitarian
goals
-revise usage of article
the nation as their new -join together in making
president and give changes for a better future
gratitude to those who -bring up the sense of
put him there but pride for one‘s nation and
instead to make a a sense of obligation to
statement that South continue doing the right
Africa was going to thing
make immense changes -learn usage of ‗the‘
and unify to show the before proper noun(
world what the nation definite article)
could truly do in order -learn about verb-noun
to become a land of pairs and homophones
hope, freedom, justice -enrich with idiomatic
and equality for all. expressions
-learn new vocabulary like
besieged by, chevron,
despised, emancipation,
resilience etc.
2.2 A Tiger in the Zoo To enable the students –
Chapter Description- -To inculcate the moral
This poem contrasts a values
tiger when it is in its -To enhance the
natural habitat and vocabulary
when it is imprisoned -To enable the students to
in a zoo. On a starry understand the importance
night, the poet sees a of freedom.
tiger in a -To enable the students to
zoo. The tiger moves
slowly up and down in understand the dangers of
his cage. He is full of deforestation and blessings
rage but is quiet in his of forestation.
helplessness -To enable the students to
understand that all animals
will be happy only in their
natural habitat.
-To enable the students to
Discuss
To enable the students to- Activity (To introduce the
-have sympathy towards lesson):
animals -Compare our situation during
-Show care and concern Lockdown with the animals in
-Feel their pain the zoo and birds in the cage
- Spread awareness to locked down forever for our
save wild life fun.
-Spread awareness about There is a slogan written in
deforestation Nandan Kanan,
Bhubaneshwar,"In 1910 there
were thousands of tigers, in 2110
there are few thousand tigers, in
2110 we will write ''Ek Tha
Tiger". What does this slogan
mean?
Activity (to assess learning):
Are zoos necessary for the
‗the‘ before proper nouns
-read, write, speak and
understand English
correctly.
-Strengthen usage of
correct grammar while
expressing orally and in
writing.
- enrich vocabulary and
use the same correctly.
Students will be able : Q. Find out the poetic
-To understand the devices in the poems-
dangers of deforestation The Tiger and The
and blessings of Panther, given in the
forestation. textbook for Extended
-To understand that all Learning.
animals will be happy
only in their natural
habitat.
-To understand the
responsibility of present
generation in preserving
the environment and earth.
-To enable the students to
learn to recite poem with
proper intonation and
rhythm.
-To stir their thinking.
 understand the protection or conversation of To use new words and
responsibility of present some species of animals? Are phrases of English.
generation in preserving they useful for educating the -To make them realize the
the environment and earth. public? Are there alternatives to importance of animals.
-To enable the students to zoo?
learn to recite poem with
proper intonation and
rhythm.
-To stir their thinking.
-To enable the students to
use new words and
phrases of English.
-To make them realize the
importance of animals.

FPWF- 1.A Triumph of The students will be
Surgery able to-
Chapter Description- -comprehend the chapter,
This story has been enhance their
written by James vocabulary, expressions
Herriot. The subject of and communicate their
this story is a pet dog ideas.
which is spoilt by its -develop the habits of
owner. The dog is left reading for information &
with all other dogs so pleasure, drawing
that it can play and get inferences from what they
the much needed read & relating texts to
physical exercise. their previous knowledge.
-learn reading critically
& develop the confidence
to ask & answer
questions.
-express their own ideas in
a creative & coherent
way.
-promote the habit of self-
learning & reduce
dependence on the
teacher.
The students will be able to Warm up questions:
– A discussion on ‗Pets‘ and
-understand that silly and how to take care of them?
negligent behaviour of rich Activities (to support learning):
people may harm their near -Do you think there are parents
and dear ones by their extra like Mr. Pumphrey?
caring nature. -This episode describes the silly
-inculcate values, care behaviour of a rich woman who
and concern for the is foolishly indulgent, perhaps
animals. because she is lonely. Do you
think such people are merely
silly, or can their actions cause
harm to others?
The students will be able Q. What would you
to - have done if you were
-develop their imaginative in the narrator‘s place?
and analytical skills.
-gain knowledge of
different kinds of
pet animals.
-understand that dog is the
most faithful pet.
-understand that declined
health was the outcome of
Mrs Pumphrey‘s over-
caring nature.
-understand the pompous
nature of the rich.
 -gain knowledge of
different kinds of pet
animals.
-understand that dog is the
most faithful pet.
-analyse the misuse of
money by rich people like
Mrs. Pumphrey who
overfed her pet and made
him sick.
-understand thatfor
emotional satisfaction,
Mrs Pumphrey bestows all
her love and care on
Tricky.

May 2.The Thief’s Story To enable the students-
Chapter Description- -To enrich their
There is a small time vocabulary.
thief who befriends a -To read the lesson in
struggling author; in the proper intonation.
plans of making a steal. -To understand importance
Anil; the struggling of education.
author is a good fellow -To understand the two
who wants to teach Hari different characters i.e.
Singh how to read and Anil & Hari Singh
write. Gradually, Anil -To get enjoyment through
develops trust in Hari reading the lesson.
Singh. But Hari Singh To appreciate/comprehend
has been waiting for the the text.
right moment to make a -To express themselves in
killing by doing what he grammatically correct
is best at. After stealing language.
money from Anil, Hari -To comprehend the text
Singh tries to go away locally and globally.
To enable the students to Activity (To introduce the Students will be able Q. Love and affection
imbibe- lesson): -To enrich their can transform even a
*Motivation * few examples of film stories vocabulary. criminal. Explain how
*Confidence and drama like Bishop‘s -To read the lesson in it is true in case of Hari
*Faith Candlesticks will be shared to proper intonation. Singh?
*Concern make them understand how trust -To understand importance
*Importance of Education can reform a person of education.
*Understanding Behaviour Speaking Skills: -To understand the two
*Helping *Imagine the circumstances that different characters i.e.
*Caring can turn a fifteen year old boy Anil & Hari Singh
*Belief into a thief? -To get enjoyment through
*Forgiveness Activity (to assess learning) reading the lesson.
*Do you think people like Anil -To
and Hari Singh are found only in appreciate/comprehend the
fiction, or are there such people text.
in real life? Share your views. -To express themselves in
* How can Education change a grammatically correct
man‘s perspective towards language.
life? -To comprehend the text
forever. But some inner -To learn vocabulary and locally and globally.
voice stops him from its usage within -To learn vocabulary and
doing so. He returns to appropriate context. its usage within
Anil because he wants -To develop confidence in appropriate context.
to live a life of respect. speaking skills. -To develop confidence in
Anil does not show that speaking skills.
he knew about the
incident and accepts
Hari Singh with open
arms. Thus, a well-
intentioned person tries
to reform a teenager
who had diverted from
the correct path.
FF-3.1.Two stories To enable the students- To enable the students to Activity (To introduce the Students will be able to: Share your initial
about Flying -To inculcate the moral imbibe- lesson): -To inculcate the moral attempts at learning a
3.1.1.His First values  Courage Parental encouragement and values skill. You could
Flight -To enhance the  Curiosity discipline play a great role in -To enhance the describe the challenges
Chapter Description- vocabulary  Confidence shaping the destiny of the young vocabulary of learning to ride a
Bravery and cowardice -To enable the learners to  Eagerness to learn children. Do you agree? -To enable the learners to bicycle or learning to
are the relative terms. extrapolate from the given  bravery Activity (To Support extrapolate from the given swim.
One is coward as long text learning): How can you conquer text
as fear encompasses -To enable the students to your fear? Activity (to assess -To enable the students to
him / her. In this story share their personal learning): share their personal
the young seagull poses experiences Do you think a human baby also experiences
to be a coward -To enhance their LSRW finds it a challenge to take its first -To enhance their LSRW
incarnate. His other skills steps? skills
three elder brothers and -To make them understand -To make them understand
sister had already flown. that to succeed one has to that to succeed one has to
The entire family put in hard work put in hard work
member boosted him to - To make them - To make them
fly, but he couldn‘t. understand that continuous understand that continuous
Mother took final practice makes a man practice makes a man
decision to put before perfect perfect
him bait. It worked; he - To teach them that one - To teach them that one
dived for a scrap of fish.
 He opened his wings has to try regardless of a has to try regardless of a
and found himself possibility of a failure. possibility of a failure.
flying. This was the
way he was taught to
make his first flight.
Hence, we can say
parental encouragement
and discipline play a
great role in shaping the
destiny of the young
children.
June FF -3.1: Black To enable the students- - To enable the students to Activity (To introduce the Students will be able to: Who do you think
17 Aeroplane -To make them believe of imbibe- lesson): helped the narrator to
Chapter Description- the mysteries that exist in  Curiosity Do you believe in mystery? -To make them believe of reach safely? Discuss
The story revolves this world.  Believe in mystery Activity (To Support learning): the mysteries that exists in this among yourselves
around the mystery. The -To help them think  Eagerness to learn this world. and give reasons for
narrator was on his way critically whether such  faith -Share your experiences when -To help them think your answer.
to England hoping to mysteries really exist. you took risk in your life. critically whether such
have a good English -To help them arrive at a mysteries really exist. -Define the values
breakfast with his conclusion if an aeroplane -What can be an -To help them arrive at a that reflect from the
family. But he saw great can fly and land safely alternative ending to this conclusion if an aeroplane action of the pilot of
storm clouds ahead of even in an odd condition story? can fly and land safely the old Dakota aero
him. There were huge, as mentioned in the lesson. even in an odd condition plane when he wanted
mountain shaped -To enable the students as mentioned in the lesson. to thank the pilot of
clouds. The narrator share their personal -To enable the students the black aero plane.
risked to enter in the experiences. share their personal
clouds. No sooner he -To enable them express experiences.
entered in the clouds themselves in -To enable them express
everything turned black. grammatically correct themselves in
He saw another language. grammatically correct
aeroplane without lights -To sensitise the students language.
on its wings. The pilot to the feelings of an -To sensitise the students
waved his hand to the individual. to the feelings of an
narrator and asked him -To enable the students individual.
to follow him. The think of an alternative -To enable the students
narrator followed the ending to the story. think of an alternative
pilot of another -To enable them use new ending to the story.
aeroplane as his words and phrases in their
compass, radio went own language.
dead. Even there was
not enough fuel in his
tank. With the help of
another pilot, he landed
safely and when he
went to receptionist to
thank the pilot he was
informed by the lady
that there was no any
other plane flying in the
sky that night.
3.2. How to Tell To enable the students- To enable the students to Activity (To introduce Students will be able to: - Information will be
Wild Animals -identify some of the wild imbibe- chapter): -understand the identifying shared about
Chapter Description- animals with their -understand animals‘ 1. Share your experience of jungle features of few animals identifying features of
This humorouspoem peculiarities behaviour Safari( if any) -appreciate a different other animals.
tells about the strange -enjoy and appreciate -respect diversity 2. What is the special feature of genre (humour)
habits and behaviours of humorous poems -develop aesthetic sense Bengal Tiger, Chameleon and -enjoy reading the poem
some wild animals. The -understand meaning of crocodile? for pleasure
poet suggests some expressions like crocodile Activity (to support learning) -enrich vocabulary and
dangerous ways to tears, bears hug, hyenas There are various ways to give use the same correctly.
identify wild animals smile etc and lighter touch to scary objects or -respect diversity
and gives a beautiful -recall similar expressions things. It happens when people -get well versed with
description of the Asian and popular ideas about try to make them feel imagery and rhyme
Lion and the Bengal wild animals in their own comfortable. Recall any scheme
Tiger. Then he points language(s) incident when your parents
out about the Leopard -understand poetic license. tried to present things in a
and the Bear. He -Form mental pictures( lighter way so as to not to give
describes the Hyena for imagery) you stress.
its smiling face and the -admire bounty of nature.
crocodile for its tears. -Explore language and
Then the poet describes learn new vocabulary like
how the Chameleon nonplus, caress, etc.
changes its colour.
3.3 The Ball Poem To enable the students- To enable the students to Activities (to introduce the The students will be able What does the poet say
Chapter Description- -comprehend the poem, imbibe- lesson): to – the boy is learning from
‗The Ball Poem‘ is a enhance their vocabulary, -experience grief at the loss of Warm up questions: -understand the the loss of the ball? Try
very subtle and expressions and a beloved possession. A class room discussion on – importance of loss and to explain this in your
beautiful poem about a communicate their ideas. - develop a sense of -Have you ever lost something responsibility in life. own words.
little boy‘s growing up. - learn and accept about belongingness. you liked very much? Describing -analyze that the world is
The poet sees this little the loss of something they -accept responsibilities in life. how you felt then, and saying full of possessions and
boy one day when he love. -develop a deep emotional whether — and how — you got money is an external item.
has just lost his ball. attachment and memories. over your loss.
The loss of his ball is -learn to develop the -experience a feeling of regret Activities (to support learning): -understand and accept
teaching him that in life, ability to understand the on losing something. -It is very difficult to accept the that all throughout their
we often lose things and difficult situations in their -develop reasoning ability as loss of our near and dear ones life, they will be forced to
they cannot be easily life. well as the ability to justify in real life, despite knowing the do things that they don't
replaced. Such lessons views. fact that we are mortals and want to do; and they will
are a part of growing -experience new things -analysis on the basis of the subject to death. Still when lose or have to give up the
up, and everyone has to over the loss of something. poem read. someone dies in our society, things that they love.
learn them at some - Sensitivity towards the people approach to console the
point in time or the -cope with the problems of sufferings of losing things. disheartened heart. Why do -learn to be strong and get
other. However, it is life. -To cope up with the you think it is difficult to accept on with their lives - no
painful for the poet to challenges, stand against all the reality? matter how much it hurts
watch the boy in his sad -use new words in their odds and progress in life inside.
state. He is sure that the own language.
ball, as well as the - learn to accept situations
person who whistles by and to let go.
the boy, feels the same
way as he does.

4.1. From the Diary of To enable the students-
Anne Frank - To activate their prior
Chapter Description- knowledge about Anne
This lesson is an excerpt Frank and the
from ―The Diary of Holocaust
a Young Girl‖ or -To write in formal
―The tone, to be precise and
to the
To enable the students to Activity (To introduce the Students will be able *Anne says teachers are
imbibe- lesson): - To understand the most unpredictable.
 understand student Warm up Activity: characters and their role in Elucidate
teacher relationship - corona virus made us the novel
 Acceptance of experience the most adverse -To understand elements
situations and conditions of our life. Being in of humour in the novel
face
 Diary of Anne Frank‖. point.
It is an autobiography -To inculcate reading
that was first published habits and to
in 1947. In this, Anne improve vocabulary
expresses her thoughts -To understand the first
in a diary which was person narrative style
gifted to her on her -To sharpen writing and
thirteenth birthday. She speaking skills
names the diary -To understand the
―kitty‖ which she characters and their role in
considers as her only the novel
true friend. She -To understand elements
mentions about her of humour in the novel
childhood incident -To understand the plot
when she was studying and the theme of the novel
in school and all the -To critically think about
students were eagerly identity
waiting for the result. -To empathize and relate
She mentions her Maths to Anne Frank
teacher who made her -To understand the
write essays to improve importance of
his talkative nature. teacher
July Writing Skills- Letter To enable the students-
26 Writing -To Express effectively
(Editor and Enquiry) -To share ideas
The overall objective is -To develop appropriate
to develop students‘ style of writing.
written expression of -To write effectively
thought and provide - To differentiate the style
learners opportunities to of expressing different
explore ideas and to writing skills
build connections -knowledge of the purpose
between content areas. and importance of writing
short and long
compositions
them with a lot of Lockdown there was constant -To understand the plot
courage and find fear in the minds of people and the theme of the novel
solutions to problems about the well-being of our -To critically think about
in life family members. How did you identity
 Decision making cope up with the situation and -To empathize and relate
in most adverse in what way you motivated to Anne Frank
conditions your family members? -To understand the
 Understand child importance of
psychology i) Do you read novels? Specify teacher
 empathy the genre-mystery, horror, -To understand
 care and concern fiction, romance, adventure etc. child psychology
 spreading peace ii) Who is your favourite -To understand student
and brotherhood author and why? teacher relationship
 developing 2. Novel will be briefed to the -To learn to accept of
compassion students to understand the situations and face them
sufferings of the Jews. with a lot of courage and
 Building rapport
find solutions to problems
 Unbiased approach
in life
To enable the students to  Familiarize the students The students will be able Practice exercises will
imbibe- with different formats of to be given
 -Identify the the writing skills - Express effectively
appropriate usage of  Model exercise of each -share ideas
writing skills writing skill will be given -develop appropriate style
 Apply it in  Practice exercise of each of writing.
practical life writing skill will be given -write effectively
 Express their views in -Differentiate the style of
the desired manner expressing different
writing skills
knowledge of the purpose
and importance of writing
short and long
 -will be able to practically compositions
make use of writing skills -will be able to practically
-Know effective means of make use of writing skills
disseminating information -Know effective means of
on varied issues. disseminating
-appropriate language, information on varied
-use of accurate issues.
vocabulary, expressions -appropriate language,
and sentence structure. use of accurate
vocabulary, expressions
and sentence structure.
Grammar-Active and To enable the students- To enable the students to -Students Involvement in The students will be Practice exercises will
Passive Voice -application of knowledge imbibe- explanation of the certain able to- be given in the form of
Grammar is the set of -Express effectively  Acquire knowledge concepts by asking them to -use of important rules Quiz, games
structural rules which -develop appropriate style through rules in frame questions and giving -application of knowledge
influences the of writing. grammar answers -Express effectively
composition of clauses, -write grammatically  concentration, -Model exercise of each topic -develop appropriate style
phrases, and words in correct sentences. confidence and will be given of writing.
any given language. It -will be able to apply independent -Practice exercise of each topic -write grammatically
is the systematic study the rules of grammar  Sharing of ideas will be given correct sentences.
and description of a -write effectively with  Decision -Intra Class Quiz will -will be able to apply
language, and it helps appropriate expressions,  creativity be conducted the rules of grammar
us to understand how vocabulary and content -write effectively with
 -novelty of ideas
words and their -knowledge of the purpose appropriate expressions,
component parts and importance of vocabulary and content
combine to form grammar topics -knowledge of the purpose
sentences. and importance of
grammar topics
FF- 4.2.Amanda To enable the students- - To enable the students to Activity (To introduce the Students will be able: *Every child feels that
Chapter Description- To make poetry reading / imbibe- poem): -To make poetry reading / she/he is controlled and
This poem depicts the listening an enjoyable ● Understanding Do you know the story of listening an enjoyable instructed not to do one
state of a little girl‘s experience ● Respect for Parents Rapunzel? Do you wish to be like experience thing or another. You
mind who is constantly -To inculcate an ● Analyze situations of her? Why? -To inculcate an too may feel that your
instructed about do‘s appreciation for poetry life Activity/Assignment: appreciation for poetry and freedom is curtailed. ---
and don‘ts by her and the poem in this ● Understanding the real Every child feels that she/he is the poem in this unit Write down some of the
elders. She is told not to unit meaning of freedom controlled and instructed not to -To connect learning with things you want to do,
-To connect learning with
hunch her shoulders and the learner's context and
to sit up straight. She is experiences
told to finish her -To learn the use of
homework and tidy her imperatives
room. She is forbidden -To enable the students
from eating a chocolate understand and enjoy the
that she has. But all the theme and language by
time, the little girl reading Amanda
Amanda keeps -To enable the students to
dreaming of a life of be specific in reflection,
freedom in the open. expression and individual
She dreams of opinion and deeper
mermaids in the sea, of understanding of Amanda
roaming barefoot in the -To enable the students
dusty street and of the know more about the poet
golden haired Rapunzel or background of the
who lived alone in a poem.
high tower. She takes -To enable the students
no note of what is being enrich their vocabulary.
said to her. Then she is -To enable the students
rebuked for being acquire a few grammar
moody and sulking all items, stress patterns,
the time. punctuation,
pronunciation, rhyme and
rhythm.
FPWF 3.The To enable the students-
Midnight Visitor -use the key words,
Chapter Description- phrases, expressions, and
This story is about a grammar correctly and
detective who defies appropriately.
● Imagination do one thing or another. You too
● Balancing emotions may feel that your freedom is
● Patience curtailed. Write down some of the
things you want to do, but your
parents/ elders do not allow you
to. How do you react when your
freedom is curtailed?
-To introduce imperatives and
their conversion in narration, the
teacher can give few imperative
sentences in class, in direct
speech, then ask the students to
change them along with
discussion of the rules.
To enable the students to Activity (To introduce the The students will be able
imbibe- chapter):
 analyse different
situations and -Do you think it is very important and analytical skills.
characters. to present ourselves in an
the learner's context and but your parents/ elders
experiences do not allow you to.
-To learn the use of How do you react when
imperatives your freedom is
-To enable the students curtailed?
understand and enjoy
the theme and language
by reading Amanda.
-To enable the students to
be specific in reflection,
expression and individual
opinion and deeper
understanding of Amanda.
-To enable the students
identify the connection to
words or phrases that
resonate with other things.
-To enable the students
know more about the poet
or background of the
poem.
-To enable the students
enrich their vocabulary.
-To enable the students
acquire a few grammar
items, stress patterns,
punctuation,
pronunciation, rhyme and
rhythm
When do you think
to - Ausable thought up his
-develop their imaginative plan for getting rid of
Max? Do you think he
-understand thatsecret had worked out his
plan
the stereotype; as -know more about the  develop the ability impressive way, according to our agents in fiction are in detail right from the
we know from author, detective stories to plan events profession? In what way, it is projected like ideal men. beginning? Or did he
novels and movies. and related information  develop the effective? -understand that life is full make up a plan taking
Ausable is a fat man about secret agents. importance of Activities (to support learning): of unexpected twists and advantage of events as
with short height - think quickly, act wisely presence of How is Ausable different from turns. they happened?
and thick accent. A and calmly in the mind other secret agents? -analyse the importance of
young writer goes to situation of danger and  develop the ability to Who is Fowler and what is his presence of mind and face
meet him to get surprise. think quickly, act first authentic thrill of the day? the situation rather than
some inspiration for -make character analysis calmly and wisely in running
his next story or of Ausable, Max and a situation of danger away.
novel. But as Fowler or surprise. -develop the ability to
Ausable says; the -analyse Ausable‘s ability think quickly, act calmly
young writer must to think quickly and and wisely in a situation of
be highly calmly in a situation of danger or surprise
disappointed to see panic.
an unassuming -comprehend the chapter,
person as a enhance their
detective. However, vocabulary, expressions
when they reach and communicate their
Ausable‘s room and ideas.
intruder is already -express their own ideas in
present in the room. a creative & coherent way.
Ausable uses his
quick wit and makes
a story of a non-
existent balcony and
policemen. The fear
of police makes the
intruder jump out of
the window; only to
crash at the ground.

4..AQuestion of Trust To enable the students- - To enable the students to Activity (To introduce the The students will be able * Activity (to assess
Chapter Description- -To inculcate the moral imbibe- lesson): to – learning):
This story is values  Courage Is it right to commit a crime in -To inculcate the moral Discussion-Do you
 about a thief who -To enhance the
gets a taste of his own vocabulary
medicine......During his -To enable the students to
burglary attempt at a enrich vocabulary.
big house, he gathers -To enable them to enjoy
all thenecessary the reading story in
information and English.
enters the house for -To make them realise
stealing from the safe. that we should not harm
He is cheated by a lady anyone for our own
thief, who claims benefit.
herself to be the owner -To enable the students to
of the house. use new words and
phrases of English.
-To make them learn the
different use and meaning
of the few words. Ex :- no
room means -no place , no
choice
-To make them
understand the term-
Honour Among Thieves
 Confidence order to fulfil one‘s hobby? values think Horace Danby
 Don‘t trust unknown Discuss. -To enhance the was unfairly punished,
people Activity (To Support learning): vocabulary or that he deserved
 Be a ―Thief is not the one who -To enable the students to what he got?
meticulous steals, but the one that is caught.‖ enrich vocabulary . Did you begin to
planner What do you understand by this -To enable them to enjoy suspect, before the end
 Be smart enough proverb? the reading story in of the story, that the
to judge a person English. lady was not the person
 Trust should not -To stir their thinking. Horace Danby took her
be broken -To enable the students to to be? If so, at what
use new words and point did you realise
phrases of English. this, and how?
-To make them learn the
different use and meaning
of the few words. Ex :- no
room means -no place , no
choice

August 5.FPWF- Footprints To enable the students- - To enable the students - Activity (to introduce the The students will be able * How would you
20 Without Feet -To improve vocabulary  To imbibe values like lesson) to - assess Griffin as a
Chapter Description- -To enjoy and appreciate empathy, respect, care Warm up activity- ❖ - understand that scientist and a human
The chapter is about a the science fiction and concern, faith, Class 12 teachers will be an individual is being? What qualities
lone researcher, Griffin, -To know the effects of peace and patience, invited to brief the novel and powerless or values would you
whose discovery of misusing the technology compassion to describe main characters compared to larger suggest will make him
invisibility alienates -To develop the four skills  To understand that Activity( to support learning) society a better person?
him from other people. of the language. knowledge should be 1. Express your views ❖ know that the
He goes from scientist -To develop positive used for betterment of ‗Science is a good servant ambition can be the
to fanatic when he attitude towards the humanity but a bad master.‘ greatest foe of man
begins to focus all of his language. ❖ know the effects of
 To help the society in
attention merely on the Activity/Assignment (to check misusing the
developing with one‘s
concept of invisibility intellect learning) technology
and neglects to think -To enable them to  To spread peace and 1. Suppose you are invisible for a ❖ understand that
about the consequences discriminate the good brotherhood day, how will you enjoy every Science is a good
He was not liked by his from the evil.  To overcome the moment of the day? servant but a bad
landlord. He decided to feeling like jealousy 2. Griffin, the invisible man was master
take revenge on him. -To develop moral values  To do selfless service introduced as a mysterious ❖ improve
One day he set his in the students. to the society stranger but he was a great vocabulary by
landlord's house on fire.  To know that greed scientist. Discuss. reading the chapter
Then he drank his rare -To understand that destroys everything ❖ develop flair for
drug and put off his Science is a boon for and isolation leads to language
clothes. Now, he could humanity and is a good failure
see everyone but none servant if correctly used  To understand that
could see him. He was - To understand elements over ambition results
safe from being caught. of horror, suspense, in frustration and
But he was without conflict in the chapter destruction
clothes and it was very
cold. He passed the
night in a London store.
He stole goods and
money from the store.
Then he went to a
village called Iping. He
stayed at an inn. He
stole money from clergy
man's desk. A
policeman named
Jaffers was called. A
strange fight took place.
Griffin took off
hisbandages, his glasses
and his hat. Now, he
looked helpless. People
were horrified. Griffin
hit the policeman. He
got free and ran away.
Writing Skills- To enable the students- To enable the students to  Familiarize the students The students will be able Practice exercises will
Story Writing -To Express effectively imbibe- with different formats ofto be given
Article Writing -To share ideas  -Identify the the writing skills - Express effectively
The overall objective is -To develop appropriate appropriate usage of  Model exercise of each -share ideas
to develop students‘ style of writing. writing skills -develop appropriate style
writing skill will be given
written expression of -To write effectively  Apply it in  Practice exercise of eachof writing.
thought and provide - To differentiate the style practical life -write effectively
writing skill will be given
learners opportunities to of expressing different  Express their views in -Differentiate the style of
explore ideas and to writing skills the desired manner expressing different
build connections -knowledge of the purpose writing skills
between content areas. and importance of writing knowledge of the purpose
short and long and importance of writing
compositions short and long
-will be able to practically compositions
make use of writing skills -will be able to practically
-Know effective means of make use of writing skills
disseminating information -Know effective means of
on varied issues. disseminating
-appropriate language, information on varied
-use of accurate issues.
vocabulary, expressions -appropriate language,
and sentence structure. use of accurate
vocabulary, expressions
and sentence structure.
FF 5.1 The Hundred To enable the students- To enable the students to Activity (To introduce chapter) The students will be able * What issues does the
Dresses Part-I -learn about relative imbibe- (Discussion): to – story ‗The Hundred
6.1 The Hundred clauses How should we judge the people -learn about relative Dresses‘ raise? How
Dresses Part-II -appreciate/comprehend  Inculcate the around us- by their money, clauses should we tackle them?
Chapter Description- the text insight about right wealth and possessions? Or is -appreciate/comprehend
It is a story of heedless -develop style of writing way to judge others there something of more the text
cruelty and intolerance - -verbally communicate an  Have the courage to enduring value to look for in a -develop style of writing
- as school children imagined situation speak truth person? -verbally communicate an
make wretched the life -understand the phrasal  Remain undisturbed imagined situation
of a poor little Polish verbs by the views of others Is it alright to be a mute -understand the phrasal
girl, difficult name -learn/enrich vocabulary about one spectator of wrong happening in verbs
front of us? Aren‘t the people
who ―say
seems funny to them, and its usage within  Work upon one‘s own nothing‖ or ―do nothing‖ to -learn/enrich vocabulary
and whose one faded, appropriate context progress rather than prevent the wrong / injustice and its usage within
shapeless, but always a -understand first person fault-finding happening in front of them, equal appropriate context
blue dress made her narrative style  be kind and partners in the wrong being done? -understand first person
boast of ""100 dresses -develop confidence in respectful towards narrative style
at home"" good cause speaking skills people who have hurt Activity (to support learning) -develop confidence in
for taunting. When she us speaking skills
submits 100 sketches Information about the Polish- -Inculcate the insight
for the dress design American Community in the about right way to judge
contest -- and is not United States will be shared. (As others
there to receive the they will have learned about -Have the courage to
honest admiration of her Nazis in the previous chapter speak truth
schoolmates and her no.4, they can correlate the pain -Remain undisturbed by
merited prize, the of immigrants.) the views of others about
children realize what one
they have done, and two -Work upon one‘s own
of them at least make progress rather than
what amends they can. fault- finding
The story is simply told, -be kind and respectful
without any preaching towards people who
but the lesson will be have hurt us
easily realised by any
young reader.
6.2. Animals To enable the students- - To enable the students to Activity: Discuss and explain in The students will be Poets, poems and their
Chapter Description- To help them to appreciate imbibe- pairs able to – themes are timeless
The poem reflects the poetry as a genre.  Develop sensitivity What are the basic aspects of our -appreciate poetry as a (relevant in all times),
difference between the -To make them understand towards understanding nature as living beings that genre. justify the statement
human beings and the about the free verse. the difference between human choose to ignore or deny? -understand about the free with respect to the
animals. The poet -To enrich vocabulary and animals and humans verse. poem ‗Animals‘
makes us realise what its usage. and draw their - enrich vocabulary and its
good qualities animals -To learn recitation. attention to the folly of usage.
possess. He depicts mankind. - learn recitation.
about the positive traits  To draw their attention -develop sensitivity
which humans possess towards the values that towards understanding the
and elaborates that the humans are getting difference between
 animals are reflecting devoid of and the animals and humans and
more of these qualities animals still persist draw their attention to the
than the humans. folly of mankind.
- draw their attention
towards the values that
humans are getting devoid
of and the animals still
persist.
September FF- 7. Glimpses of To enable the students- To enable the students to Activities (to introduce the The students will be able Bakers of Goa are
24 India comprehend the chapter, imbibe- lesson): to – losing their importance
7.1.1. A Baker from enhance their respect traditions. Warm up questions: -know the expressions and culture, which
Goa vocabulary, expressions -recollect childhood Which place do you like to used in the lesson and other traditions of the
Chapter Description- and communicate their memories. visit and why? their usage. different places that are
This lesson is a pen- ideas. -respect values, beliefs and Activity (to support learning) -appreciate the old almost diminished.
portrait of a traditional -understand the age old customs of others. -A Video will be shown on methods of baking bread
Goan village baker traditional method of -develop inquisitiveness – ‗Bakers of Goa‘ in Goa.
who still has an baking bread. towards people, culture and -A guest lecture by Mrs. Arti -respect traditions.
important place in the -gain knowledge of words old methods. Vishwakarma based on the same. -respect values, beliefs and
society. like ‗ poder‘, ‗bolinhas‘, -understand that tradition is -The students will find out the customs of others
What changes take ‗bol, ‗kabai‘ deep rooted in our culture. answers of these questions- -develop their imaginative
place in the life of the -get to know about the Q. How many tourists visit Goa and analytical skills.
baker with the passage nostalgic childhood every year?
of time a glimpse is memories Q What is famous food of Goa?
presented in this extract. -understand the record of Q. What other business they
Goa is a place which monthly accounts by the have except tourism?
has the varied culture of bakers of Goa.
French, English and
Portuguese. Here in this
lesson the description of
a village hacker
reminds
us of the old Portuguese
days.
7.1.2 Coorg To enable the students- To enable the students to Activities (to introduce the The students will be able Give examples to show
Chapter Description- -familiarize the students imbibe- lesson): to – the traditional valour
Coorg is the smallest with a tourist place of - acquaint with the life of the Warm up questions: -gain knowledge of the and courage of the
district and a coffee India. people, gain knowledge of the The students whos who have attractions of Coorg. people of coorg.
producing area in the
Karnataka State of
India. It is situated
midway between
Mysore and the coastal
town of Mangalore.
This land is famous for
its rainforests and
spices.It looks like a
piece of heaven on the
earth. It is a hilly place
of brave men, beautiful
women and wild
creatures. It is also
known by the name of
‗Kodagu‘. We can
reach Coorg from
Mangalore, Bangalore,
or Mysore by rail, road
or by air. It is the home
of evergreen forests,
spices and coffee
plantations. It rains
heavily during the
monsoons and the
visitors keep away. But
the months from
September to March are
very pleasant. The air
breathes of refreshing
coffee.
7.1.3.Tea from Assam
Chapter Description-
The story revolves
around the tea garden of
Assam. In this extract
- make them feel climatic conditions, culture, visited to coorg, will share their -know about the people,
the beauty of various sports activities, flora experiences. India‘s largest Tibetan
Coorg. and fauna of Coorg. A Video on Coorg will be shown settlements, main crop,
- enhance their -appreciate the culture , to the students. sports activities and
knowledge about the tradition and natural beauty of Activities (to support learning): animals in Croog.
geography of Coorg. Coorg, its forests and coffee The Coorgis are the descendants -enhance their vocabulary
- make them aware of plantations and the bio- of the Greeks of the Arabs and and expression
the people of Coorg. diversity . are still able to maintain their
- tell them about its traditional practices. Do you
location, historical agree that following these
background, climate etc. practices today is important?
- know about its Why or why not?
famous tourist spot and
destinations.
- read and identify the
main points of the text.
- use new words and
their meanings.
- comprehend the chapter.
To enable the students- To enable the students to Activities (to introduce the The students will be able Q. Write a travelogue
-To test student‘s prior imbibe- lesson): to – of any place you
knowledge and use it as -appreciate the tea gardens Warm up questions: -gain knowledge of the have visited recently.
scaffold to promote -acquire knowledge and enjoy -Describe a tea garden. origin of Tea.
comprehension of the text. the text related to Tea - Video on Tea gardens will be -enhance their vocabulary
Pranjol, a youngster -To encourage students to
from Assam is Rajvir‘s use different words to
classmate at a school in express themselves
Delhi. Pranjol‘s father is -To enable the students to
the manager of a tea- share their personal
garden in Upper Assam experiences
and Pranjol has invited -To enable the learners to
Rajvir to visit his home extrapolate from the given
during the summer text.
vacation. -To sensitise the students
to the feeling on an
individual
-To give information
about something crucial.
7.2. The Trees To enable the students-
Chapter Description- -To compare the natural
The poem ―Trees‖ forests to the artificial
by Adrienne Rich is a ones that man has created
symbolic poem which inside his house to suit the
tells about the plants purpose.
who want to escape the -To imagine the tree as a
walls of the house and symbol of mankind
want to move in the -To revise about various
forest. The trees are the poetic devices like
symbolic representation Imagery, Personification,
of being women who Simile, Free verse.
want to move out of the -To do strengths‘ and
enclosed walls of the weaknesses‘ study of their
society and escape in own personality.
the world of freedom. -To comprehend the poem
The poet objectively locally and globally.
describes the escape of -To infer the meaning of
the plant to its new unfamiliar words and
environment. phrases.
-express well based on the
knowledge of the text.
- Rajvir was so excited to visit
sam that he studied many things
out the place before visiting.
To enable the students to
imbibe-
 Concern for
Mother Earth
 Sensitivity
 Mother Nature is
inevitable
 Tree as a symbol of
mankind
 Empathy
 Understanding
 develop thought,
critical analysis on the
basis of the text read
 Importance of freedom
 Equality
own to the students. and expressions.
Activities (to support learning): -understand that the tea
pluckers are different from
other farm labourers.
-gain information of the
various stages of growing
Do you try to gather knowledge tea.
before going anywhere? -know stories related to
the origin of Tea from the
text.
Activity (To introduce the The students will be
poem): able to – - Do you think that the
-To compare the natural trees are right in
Quick Speak- What comes to forests to the artificial asserting for the
your mind when you read the title ones that man has created freedom and breaking
of the poem? Do you remember inside his house to suit the the boundaries? Is it
about the conflict between human purpose. important? How?
and nature studied in ch-1 ‗A -To imagine the tree as a
Letter to God‘? symbol of mankind
Can there be a forest without -To revise about various
trees? Imagine. If yes, how it will poetic devices like
be? Imagery, Personification,
Activity (To Support learning): Simile, Free verse.
- -Read the poem ‗On Killing a -To do strengths‘ and
Tree‘ by Gieve Patel (Beehive – weaknesses‘ study of their
Textbook in English for Class IX, own personality.
NCERT). Compare and contrast -To comprehend the poem
it with the poem you have just locally and globally.
read. -To infer the meaning of
unfamiliar words and

FPWF 6. The Making
of a Scientist
Chapter Description-
This article is an
account of a curious
child channelizing his
curiosity to become a
scientist. Ebright was a
highly curious child
since his childhood. His
mother; his only
companion during
childhood; helped in
further deepening his
curiosity. Ebright began
his journey by
collecting butterflies.
After that, he worked on
tagging the monarch
butterflies so that the
scientists‘ community
could be benefited.
Later on, he did
research on utility of
gold spots on pupae of
monarch butterflies. He
became famous when
his paper on working of
cell was published in a
scientific journal.
Ebright participated in
many science
exhibitions but winning
To enable the students- To enable the students to
-develop interest in small imbibe-
discoveries and inculcate
the habits thereof.
-learn about Richard
Ebright and his journey to
become a scientist.
-understand what is
biography and the
biographical element of
Richard Ebright through
this lesson.
-understand that learners
can get knowledge of
various stage, species
and growth of butterflies.
-analyse that the learners
can get ample
knowledge about the
theory of cell.
-analyse that Richrad
Ebright was multi talented
and used to put extra effort
in his work
-evaluate that Ebrights‘
works were directly
related to Biology and
discovery of cell‘s
structure helped the
scientific community to
understand how the
organisms function and
grow.
-comprehend the chapter,
phrases..
Warm up questions: The students will be able You must have read
Q1: How can one become to – about cells and DNA in
 -inculcate competitive a scientist, an economist, a -develop their imaginative your science books.
spirit in them. historian....? Does it simply and analytical skills. Discuss Richard
 -develop their involve reading many books on -understand that bright Ebright‘s work in the
curiosity to enhance the subject? Does it involve and sharp mind, curiosity light ofwhat you have
their knowledge, observing, thinking and doing and the will to win for studied. If you get an
learning, be experiments? the right opportunity to work
observant and -reasons are the three like Richard Ebright on
unending hunger to Activities (to support learning): major qualities of a projects and
discover more. A Guest lecture will be organised scientist. experiments , which
 -research and do by inviting Science teachers in -know the importance of field would you like to
in- depth study. order to give insight in to the gathering information. work on and why?
 -share their scientific approach and DNA -analyse that the brain
knowledge with details. processes the information
others. that affects the degree of
 -do real experiments learning.
to test their findings -understand that the first
and relate with real and foremost criteria
life situations. to become a genius in
 -develop one‘s chosen
competitive spirit. -field is to have
 -develop their great curiosity and
reading habit. unending hunger to
discover more.
 -develop a strong
-understand that
desire to work
experiments are must to
really hard on their
test the findings against
area of interest.
possible variables and in
real life situations.
-understand that it is an
urge, a strong desire to
work really hard in the
 an award for the sake of enhance their vocabulary, area of interest.
wining was never his expressions and
goal. He participated in communicate their ideas.
those exhibitions -express their own ideas in
because he wanted to do a creative & coherent way.
a task as best as that -promote the habit of self-
could be done. learning.
October Periodic Assessment Revision for PAT
22 Test (PAT)

TERM- II

Month & Theme/ Sub-theme Learning Objectives Activities &Resources Expected Learning Assessment
Working Outcomes
Days Subject Specific Behavioural
(Content Based) (Application based)
November FPWF 7. The Necklace To enable the students- To enable the students to imbibe- Activity (to introduce the The students will be *Over ambition/
20 Chapter Description- - To know that satisfaction  -inculcate the values of lesson) able to – showism results in
The main theme of is the key to happiness. realization of truth and -What would you look for -know that satisfaction frustration and
‗The Necklace‘ is - To understand that we satisfaction when you are invited for a leads to contentment destruction. Express
Class should be content with  -understand that over party by a high class which is a key to your views.
Conflict as Madam what life give us. ambition results in society? happiness.
Loisel, a member of - To enjoy and appreciate frustration and destruction -Are dresses and - understand that
lower class strives to the stories giving lessons of peace of mind accessories the priority of acceptance of mistake will
appear to be in a higher of life  understand showism and such parties? make the life easier in
class than she actually -To understand greed has no limit, it -Suppose you do not have contrast to hiding the truth
is, which causes conflict ‗Honesty is the best ultimately proves disastrous, such dress, would you and paying for it later/or
,but it also hints at policy‘ thus would refrain from it arrange for it, borrow it or ruining your inner peace
another theme of -To understand that You purchase it? -enjoy and appreciate the
appearance and reality. may pay a terrible price -If you were caught in a stories giving lessons of
However her desire to for greed and desire situation like this. How life
attain the goal leads to a (Mme. L's fatal flaw, her
display of generosity on desire for material things, would you have dealt with -enrich vocabulary like
the part of Madam her fakeness just like the it? Incessantly, Spitefully,
Forestier as she loans a necklace) Exquisite etc.
very expensive necklace - To enrich vocabulary -Honesty is the best policy. -read with proper
which she loses and is - To read with proper Explain with reference to intonation and
forced to give up her intonation and the chapter. pronunciation
own goals in her life to pronunciation -comprehend the text
repay for the lost -comprehend the text -express effectively, share
necklace. - To express ideas and develop
effectively, share ideas appropriate style of
and develop appropriate writing.
style of writing. -know the meaning of
- To know the meaning of phrases used in the lesson.
phrases used in the
lesson.
8. The Hack Driver To enable the students- - To enable the students to imbibe- Activity (To introduce the The students will be Do we come across
Chapter Description- -To learn to deal smartly  Understanding of lesson): able to – persons like Lutkins
This story is about a with unknown persons right and wrong -In life, people who easily -To learn to deal smartly only in fiction or do we
young lawyer who is -To know how to avoid  Hope trust others are sometimes with unknown persons encounter them in real
too innocent. He goes being duped by a stranger  Confidence made to look foolish. One -To know how to avoid life as well? You can
to a village to serve -To maintain secrecy of a  -Innocence should not be too trusting. being duped by a stranger give examples from
summon to a person matter that involved law  -Cleverness Do you agree? Why/ Why -To maintain secrecy of a fiction, or narrate an
called Lutkins. At the and security.  -Wisdom not? matter that involved law incident that you have
railway station he meets -To understand and react  -Honesty -Who is a ‗con man‘, or a and security. read in the newspaper,
a person who identifies to the feelings of an ‗confidence trickster‘? -To understand and react or an incident from real
 -Patience
himself as Bill. Bill individual. Activity (To Support to the feelings of an life
 -Contentment
appears to know -To enable the students to learning): individual.
share their personal  -Interest in work A person may appear
everyone in the village  Story prediction based -To enable the students to
and promises to search experience. on the title of the share their personal humble but in actual
Lutkins for the lawyer. -To promote the habit of story. experience. he may not be so.
He takes the lawyer for self-learning. -To promote the habit of Explain this in context
a ride and dupes him off -To develop the self-learning. of story
lots of money. But after confidence to ask and -To develop the ‗The Hack Driver‘.
a six hour long search, answer questions confidence to ask and
they do not find answer questions.
Lutkins. Next day,
when the lawyer goes to
the village with one of
his colleagues, he
discovers that it was
Lutkins who posed as
Bill on the previous
day. Everyone, except
the lawyer have a hearty
laugh at the
predicament of the
lawyer.
FF-8.1 Mijbil the To enable the students- To enable the students to imbibe- Activities (to introduce the
The students will be able Q.1 What
Otter -Describe a repeated  -Empathise with animals lesson): to – ‗experiment‘ did
Chapter Description- action in past  -Learn to take care about cussion about Bruno in theirDescribe a Maxwell think
The lesson revolves -learn about noun animals previous class IX lesson repeated action in Camusfearna would be
around the otter Mijbil modifiers  -Learn to be responsible ‗The Bond of Love‘ past suitable for?
and his master; the - learn about phrases that towards other life relating to this lesson. - learn about noun Q2. What guesses did
author himself, the indicate a particular forms. modifiers the Londoners make
meeting of the two, how quantity of something Warm up activity -learn about phrases that about what Mij was?
it grows into a bond of that is not usually Introductory video will be indicate a particular
love and their eventful countable shown quantity of something that
journey from Bsara in - read and identify the Activities (to support is not usually countable.
Iraq to London and then main points of the text. learning): Revision of - read and identify the
the encounter of the -use new words and collective nouns for groupmain points of the text.
otter with the other their meanings of animals - use new words and
humans including their meanings.
children and elders and - comprehend the chapter
their different -Empathize with animals
interpretations of the - Learn to take care
animal. about animals
-Learn to be responsible
towards other life forms
8.2 Fog To enable the students- To enable the students to imbibe- Activity (To introduce The students will be able *What metaphor has
Chapter Description- -know about Haiku-A  appreciate nature and chapter): to – the poet used in the
In this poem the poet, Japanese poem of find beauty in it Warm up questions: -understand the powerful poem ‗Fog‘? Do you
Carl-Sandburg has seventeen syllables  -respect nature 1. Name some natural nature and worth of think it is appropriate?
portrayed the nature and
its silent working. The
poet tells that the fog
comes silently and
slowly like a cat. When
it comes it does not
disturb us. It sits silently
as a cat does. It goes on
falling and looking
silently over harbour
and city. (Then it moves
on all at once with a
gust of wind). It is a
fine example of the use
of metaphor in the
poetry.
Grammar-
Direct and Indirect
Speech
Grammar is the set of
structural rules which
influences the
composition of clauses,
phrases, and words in
any given language. It
is the systematic study
and description of a
language, and it helps
us to understand how
words and their
component parts
combine to form
sentences.
-understand that nature is
more powerful than
anything that humans can
produce
-understand that change is
an unavoidable and natural
process
-appreciate imagery and
metaphor used in poem
and understand their
relevance.
- analyse the poem
through appropriate
inferential questions
-enhance their vocabulary
and comprehension of the
poem.
To enable the students- To enable the students to imbibe-
-application of knowledge
-Express effectively
-develop appropriate style
of writing.
-write grammatically
correct sentences.
-will be able to apply
the rules of grammar
-write effectively with
appropriate expressions,
vocabulary and content
-knowledge of the purpose
and importance of
grammar topics
phenomenon natural occurrences .
occurring around. -revise different types of
2. What is the science poem read earlier and
behind Fog? know about Haiku
-appreciate poem
Activity (to support and understand
learning) metaphor
1. Discussion on -know how natural
different types of occurrences could be
poem ( sonnet, beautifully expressed in
ballad, parable, verses.
Acrostic) and -understand change is
specifically detailing unavoidable
about ‗Haiku‘
Compose a Haiku of your
own and share
-Students Involvement in The students will be Practice exercises will
 Acquire knowledge through explanation of the certain able to- be given in the form of
rules in grammar concepts by asking them to -use of important rules Quiz, games
 concentration, frame questions and giving -application of knowledge
confidence and answers -Express effectively
independent -Model exercise of each -develop appropriate style
 Sharing of ideas topic will be given of writing.
 Decision -Practice exercise of each -write grammatically
 creativity topic will be given correct sentences.
 -novelty of ideas -Intra Class Quiz will -will be able to apply
be conducted the rules of grammar
-write effectively with
appropriate expressions,
vocabulary and content
-knowledge of the purpose
and importance of
grammar topics
December 9.1. Madam Rides the To enable the students- - To enable the students to imbibe- Activities (to introduce the The students will be able Are you concerned
20 Bus To develop the skill of  feel sensitive towards the lesson): to – about traffic and road
Chapter Description- communication. feelings of an individual. · How do you consider -develop the skill of safety? What are your
This is a sensitive story -To enable them to speak  enjoy a light-hearted literature. the behaviour of a person, communication. concerns? How would
of an eight-year-old in grammatically correct  realise the lessons and who behaves in a more -Speak in grammatically you make road travel
girl‘s first bus journey language and with proper experiences that travelling matured way than their correct language and with safer and more
into the world outside expression. gives us age? Will you appreciate proper express enjoyable?
her village. The girl -To enable the learners to their behaviour or will -extrapolate from
Valli, at a very tender extrapolate from the given you comment on them? the given text
age, tries to understand text. -think of an
the mystery of life and -To enable the students to Activity (to support alternative ending to
death. The outside think of an alternative learning): discussion about the story.
world for Valli is ending to the story. a journey that was -use new words and
charming and -To enable them to use unforgettable in some way? phrases in expression.
fascinating but new words and phrases in What made it memorable? -feel sensitive towards the
mysterious. She longs expression. feelings of an individual.
to experience it by -enjoy a light-hearted
herself. literature.
-realise the lessons and
experiences that
travelling gives us
9.2 The Tale of To enable the students- To enable the students to imbibe- Activity (To introduce the The students will be 1 ‗The Tale of Custard
Custard the Dragon -To enable the students  Be brave lesson): able to – the Dragon‘ is a ballad.
Chapter Description to comprehend the text.  Help others ‗Never judge a book by its -To enable the students What message does the
The Tale of Custard the -To enable them to  Not to boast cover.‘ What do you to comprehend the text. poet want to give
Dragon is a ballad about verbally communicate.  Develop compassion understand by this? -To enable them to through the poem?
a girl named Belinda -To enable them to  Infer that good deeds are Activity (To Support verbally communicate.
and her pets- a black enhance their writing rewarded. learning): -To enable them to
kitten, a grey mouse, a Mahatma Gandhi was lean enhance their writing
skills.
yellow dog and a and thin person, still he an
-To enrich vocabulary and skills.
dragon named Ink, example before the world
its usage within -To enrich vocabulary and
Blink, Mustard and by working on his
Custard respectively. appropriate context. principles. How can you its usage within
All her pets praised -To enable them express relate this to the poem? appropriate context.
their bravery expect themselves in Have you ever help -To enable them express
Custard the Dragon who grammatically correct anybody at the time of themselves in
always cried for the safe language. need? grammatically correct
cage. But when a pirate -To develop a love for language.
entered their little house literature in students. -To develop a love for
who were boasting fled -To introduce the students literature in students.
except the real and true with life and works of -To introduce the students
dragon. He bravely Ogden Nash. with life and works of
fought with the pirate
Ogden Nash.
and gobbled him. Thus
instead of boasting, we
should do something
worth valuable.
10.1.The Sermon at To enable the students- - To enable the students to imbibe- Activity (To introduce the The students will be able Q. One should be
Benares -To enable the students  Know the reality lesson): to – practical to accept the
Chapter Description- have spiritual outlook.  Peace of mind -When a friend, loved one, -To enable them truth of life. Discuss
The journey of Goutam -To enable them  Accept the truth or co-worker is express themselves in
Buddha from prince express themselves in  Faith experiencing grief—how grammatically correct
hood to his saintly life. grammatically correct  Acceptance can we help? language.
He left the palace at the language.  Be patient What is a sermon? - To enable the learners
age of 25, after seeing - To enable the learners  Reach out to others in -What is the difference extrapolate from the given
the sufferings of the extrapolate from the given between Sermon and text.
their grief
world, to seek text. preaching? -To sensitise the students
enlightenment. He -To sensitise the students - Grief is an emotion natural to the fact that death is the
wandered for seven to the fact that death is the to all types of loss or ultimate truth in the world.
years, here and there, ultimate truth in the world. significant change. How -To enable them use new
and under a peepal tree -To enable them use new one experiences the feeling words and phrases in
at Bodhgaya he got it. words and phrases in of grief? their own language.
His first sermon was their own language. Activity (To learning): -To help them know
delivered at Benaras as -To help them know Do you think Buddha‘s that nothing is
it was considered to be that nothing is ideas and way of teaching permanent.
the holiest place permanent. continue to hold meaning Everything is subject to
because of the river Everything is subject to for us? Or have we found decay. All human beings
Ganga. He thought that decay. All human beings better ways to deal with are mortals. And mortals
he who seeks peace are mortals. And mortals grief? Discuss this in groups are bound to die.
should draw out the are bound to die. or in class. -They help them know the
arrow of lamentation, -They help them know the fact that grieving on the
fact that grieving on the death of a relative
brings
complaint and grief. He death of a relative nothing. It only invites
who has overcome all brings nothing. It only physical pain.
will be free from sorrow invites physical pain.
and be blessed.
FF- 10.2 For Anne To enable the students- - To enable the students to imbibe- Activity (To introduce the The students will be able
Gregory -To enable the students ● Appreciation lesson): to – Do you think that the
Chapter Description- comprehend the poem ● Respect --To enable the students love felt for someone‘s
The poet describes a locally and globally. ● Beauty of thought -Objects have qualities comprehend the poem physical appearance is
conversation between -To infer the contextual ● Purity of Soul which make them locally and globally. not pure and true?
himself and Lady meaning of the text. ● Acceptance desirable to others. -To infer the contextual Write your answer
Gregory‘s grand- -To enable the students to ● Accept Challenges What about people? Do we meaning of the text. reflecting on the poem.
daughter named Anne know their strengths and ● Courage to face the reality love others because we like -To enable the students to
Gregory. He tells Anne weaknesses their qualities, whether know their strengths and
that her yellow hair is -To make study of their physical or mental? Or is it weaknesses
beautiful and that all the own personality. possible to love someone -To make study of their
young men who claim -To infer the meaning of ―for themselves alone‖? own personality.
to be in love with her unfamiliar words and Are some people ‗more -To infer the meaning of
love her for that hair. In phrases. lovable‘ than others? unfamiliar words and
other words, all men -To identify the poetic Discuss this question in phrases.
love her for her outward devices like metaphor, pairs or in groups, -To identify the poetic
appearance and not for alliteration etc., considering points like the devices like metaphor,
her inner beauty. Anne -To know about the rhyme following. alliteration etc.,
then replies to the poet scheme used in the poem (i) a parent or caregiver‘s -To know about the rhyme
saying that she can love for a new born scheme used in the poem
easily dye her hair black baby, for a mentally or
or brown or orange, and physically challenged child,
then she would look for a clever child or a
ugly. If she looked ugly, prodigy
then perhaps some man (ii) the public‘s love for a
would look beyond her film star, a sportsperson, a
appearance and see her politician, or a social
for who she really is on worker
the inside. However, the (iii) your love for a
poet quickly assures her friend, or brother or sister
that no such thing will (iv) your love for a pet, and
the pet‘s love for you.
 happen. It is a universal
truth that men always
judge women on their
physical appearance
alone. Besides, even if
Anne wants to look
ugly, she cannot do so
for she is a beautiful
person on the inside.
Revision for Pre Board
January 11. The Proposal To enable the students- - To enable the students to imbibe- Activity (To introduce the The students will be able
23 Chapter Description- To help them differentiate ● Managing Conflicts lesson): to – Are there parts of the
This one act play is between internal and ● Anger management To help them differentiate play that remind you of
about the tendency of external conflict. ● Need to control the usage of -Can you think of three ill between internal and film scenes from
wealthy Russian -To help them identify the language effects that result from external conflict. romantic comedies?
families or people to different types of conflict ● Trust anger? -To help them identify the
seek marriage ties with within the story. ● Faith different types of conflict
other wealthy families -To help them articulate ● Understanding Behaviour -Suggest some ways to within the story.
or people to increase the necessity of conflict ● Forgiveness avoid losing your temper in -To help them articulate
their estates by within the text. such situation. the necessity of conflict
encouraging marriages -To appreciate/ within the text.
-Are there any benefits from -To appreciate/
that make good comprehend the text.
anger? comprehend the text.
economic sense. Ivan -To express themselves in
Lomov comes to seek grammatically correct -To express themselves in
Anger Management: As grammatically correct
the hand of Chubukov‘s language.
adults, one important thing language.
25 year old daughter -To make
to learn is how to manage -To make
Natalya. All three are understand drama as
our temper. Some of us tend understand drama as
quarrelsome. They the form of
to get angry quickly, while the form of
quarrel over petty literature.
others remain calm. Can literature.
issues. The proposal is -To make them appreciate
you think of three ill effects -To make them appreciate
in danger of being the efforts of different
that result from anger? the efforts of different
forgotten amidst all this writers and their style.
Suggest ways to avoid writers and their style.
quarreling. But -To make them aware of
losing your temper in such -To make them aware of
economic good sense the Russian Wedding
situations. Are there any the Russian Wedding
ensures that the custom and culture
benefits from anger? custom and culture
-To compare the wedding
proposal is made ceremonies of India and -To compare the
successful, after all - Russia. wedding ceremonies of
although the quarreling India and Russia
perhaps continues.
FPWF 9. Bholli To enable the students- - To enable the students to imbibe- Activity (To introduce the The students will be able Bholi‘s teacher helped
Chapter Description -To sensitize the students  Compassion lesson): to – her to overcome social
This story is about a girl to the importance of  Confidence TV serial ‗Balika Vadhu‘ --To sensitize the students barriers by encouraging
who is ugly and who education.  Care and concern for girls will be discussed. (Girl to the importance of and motivating her.
stammers. As she is -To explain the  Empathy Education) Film ‗ Dangal‘ education. How do you contribute
different from her importance of emotional  Gender equality will be discussed. (Gender -To explain the towards changing the
siblings, she does not security and family  Willingness to help others inequality) importance of emotional attitudes illustrated in
get proper care in her support for children. Activity (To Support security and family this story?
 Nobility
family. Her father sends -To indicate the need of learning): support for children. Draw a character sketch
her to a school because love, encouragement and Discussion- Do you think -To indicate the need of of Bholi in your own
of a command from the education for the disabled girl children are not treated love, encouragement and words, highlighting her
tehsildar. The teacher in to fight against their odds. at par with boys? You are education for the disabled transformation from a
the school becomes the -To demonstrate the use of aware that the government to fight against their odds. harmless dumb cow to
true mentor of Bholi simple past and past has introduced a scheme to -To demonstrate the use of a fearless and
and helps her gain some perfect tense in speech and save the girl child as the sex simple past and past independent girl.
confidence. Time flies writing. ratio is declining. perfect tense in speech and
and with that Bholi -To stuff moral values in The scheme is writing.
becomes a young the students such as dowry called ―Beti Padhao, -To stuff moral values in
woman who is is a social abuse, any BetiBachao‖ . the students such as dowry
educated; unlike her disabled should not be People must aware about ‗ is a social abuse, any
sisters. Because of her made fun of etc. Beta Padhao, Beti Bachao‘. disabled should not be
ugly looks and Work of Ministry of made fun of etc.
pockmarked face, her Women and Child
father agrees to marry Development, Government
her off to a person who of India will be discussed.
is double her age. Bholi Activity (to assess
agrees with her parents‘ learning):
decision. But when the You noticed your younger
bridegroom arrives he brother mimicking his
demands a hefty dowry friend (who limps) and
to marry her. Her father making fun of him. Is it
justifiable on his part to do
 somehow manages that such act. If no, why?
money. Bholi is aghast
at this development and
decides to rebel against
all. She decides to
spend rest of her life to
serve her parents and to
teach in the school.
10.The Book That To enable the students- -- To enable the students to imbibe- Activity (To introduce the The students will be able In what ways does
Saved the Earth -To introduce the concept *Confidence lesson): to – Think-Tank
Chapter Description- of Aliens, Martians. *Unity Recall your understanding To introduce the concept misinterpret innocent
A historian in the -To help the students think *Presence of mind of the chapter ‗The Fun of Aliens, Martians. nursery rhymes as
museum is telling the futuristically. *Acceptance They Had‘, Class 9. What -To help the students threats to the Martians?
story about 20th -To introduce the main *Time Management was the theme given in that think futuristically. Can you think of any
century; the century ideas of a play. *Cooperation chapter? Guess the theme of -To introduce the main incidents where you
of the books. He tells -To enable the students to *Friendship the chapter ‗The Book That ideas of a play. misinterpreted a word
how a book saved the understand the plot and *Trust Saved the Earth‘. -To enable the students to or an action? How did
earth from Martian characters and sequence of understand the plot and you resolve the
invasion. The invaders incidents in the play. The students will be asked characters and sequence of misunderstanding?
from Mars consider -To appreciate the to choose the characters incidents in the play.
themselves too humor in the play. they wish to portray and -To appreciate the
intelligent for the -To enable the students to then the play would be read humor in the play.
earthlings. They think stage a play. out in the class, -To enable the students to
they are superior race simultaneous briefing can stage a play.
than the inhabitants of be done by the teacher.
the earth. Activity (to support
learning)
Do you think books are
being replaced by the
electronic media? Can we
do away with books
altogether?

February Revision for Board

12 Examination