Syllabus Planner

TERM II: October,2022- February,2023

(Session: 2022-23)

Class: X
SUBJECT: ENGLISH
Resources
Print Media – Prescribed Books: Published by NCERT, New Delhi

1. FIRST FLIGHT – Text for Class X

2. FOOTPRINTS WITHOUT FEET – Supplementary Reader for Class X

Digital Media – cbse.ncert.nic.in e- book

Reference Books –bbc Compacta English Class 10

Reference Sites – https://www.successcds.net/learn-english/class-10/html

https://www.successcds.net/learn-english/class-10/cbse-class-10-english-poems.html

https://drive.google.com/folders/

Digital Tools –

PPT
Podcast
PDF
Thinglink
Khaoot and Quizizz

Name of the Teacher Email Id Signature

Ms. Erica Sahu ericasahu.rotary@gmail.com Erica
Ms. Rita Yadav ritayadav.rotary@gmail.com Rita
Ms. Rishi Yadav rishiyadav.rotary@gmail.com Rishi
Ms. Rashi Dara dararashi.rotary@gmail.com Rashi
Ms. Suman Singh sumansingh.rotary@gmail.com Suman
SYLLABUS FOR TERM II (OCTOBER 2022 to FEBRUARY 2023)

SYLLABUS FOR PERIODIC - II

READING: Question based on the following kinds of unseen passages to assess inference, evaluation, vocabulary, analysis, and
interpretation:
1. Discursive passage (400-450 words)
2. Case based Factual passage (with visual input/ statistical data/ chart etc. 200-250 words)

WRITING
1. Formal letter based on a given situation (Letter for placing order)
2. Analytical Paragraph (based on outline/chart/cue/map/report etc.)

GRAMMAR
1. Tenses
2. Subject-Verb Concord
3. Modals
4. Determiners
5. Reported Speech
(Commands Requests Statements and Questions)

LITERATURE: Questions based on extracts / texts to assess interpretation, inference, extrapolation beyond the text and across the texts.
FIRST FLIGHT
PROSE
1. Mijbil the Otter
2. Madam Rides the Bus

POETRY
1. Fog
2. For Anne Gregory

FOOTPRINTS WITHOUT FEET

1. The Making of a Scientist
 SYLLABUS FOR TERM II (OCTOBER,2022-FEBRUARY, 2023)
SYLLABUS FOR TERM II
READING : Question based on the following kinds of unseen passages to assess inference, evaluation, vocabulary, analysis, and
interpretation:
1. Discursive passage (400-450 words)
2. Case based Factual passage (with visual input/ statistical data/ chart etc. 300-350words)
WRITING: 1. Formal letter based on a given situation
a) Letter of Order
b) Letter of Enquiry
2. Analytical Paragraph (based on outline/chart/cue/map/report etc.)
GRAMMAR:
Tenses 1.
Modals 2.
3.
Subject Verb Concord
4.
Determiners
5.
Reported Speech
(Commands Requests Statements and Questions)
LITERATURE: Questions based on extracts / texts to assess interpretation, inference, extrapolation beyond the text and across the texts.
FIRST FLIGHT
PROSE
1. Mijbil the Otter
2. Madam Rides the Bus
3. The Sermon at Benares
4. The Proposal (Play)
POETRY
1. Fog
2. For Anne Gregory
3. The Tale of Custard the Dragon
FOOTPRINTS WITHOUT FEET
1. The Making of a Scientist
2. The Necklace
3. Bholi
4. The Book That Saved the Earth
Month/N Aids&
o. of Main Topic/ Learning Activities(Art M.I’s, SDG’s & Learning
Working Sub Topics Objective Integration) / Thinking Hats Outcome
Days Trans Disciplinary
 To enable the SUBJECT ACTIVITY MI
LINGUISTIC Students are able
October LITERATURE students-: SPEAKING SKILL Able to frame
16 days Know about author. and speak to:
FIRST FLIGHT His achievements Develop the art of
correct
and literary works. sentences. communication.
PROSE
Comprehend both INTERPERSONAL Understand the
literary and Able to responsibility when
MADAM participate in
RIDES THE symbolic meanings. traveling alone.
class
BUS Critical analysis Get motivated to
VALLIKKANNAN discussions:
and theme. We generally travel by bus, ‘Appearances are often experience the
Protagonist and train, aeroplane or car and deceptive, and one should delights of fantasy
characters’ sometimes awesome not be judgmental.’ life.
analysis. memories are created. INTRAPERSONAL understand different
The students will be asked Able to aspects of life and
Plot / theme of the
to speak on ponder about death.
story. ‘accepting the
‘Experience of the
Develop skills of inevitable
Journey’ with reference
paraphrasing and truths of life’
SUB -TOPICS to the chapter-
analyzing the story. ‘Madam Rides the Bus’. like separation and death..
Author’s derive the meaning
Profile of unfamiliar terms Quality Education
Theme/ Plot in the text using Curiosity in children
Justification of context clue. motivates them to
Title . experience the
Characterization delights of
fantasy of life.
Synopsis of
Chapter THINKING HATS
Caution, Risks & Problems
Have you ever planned
something entirely on your
own, without taking
grownups into your
confidence? What did you
plan, and
how?
 MI Students are able
To enable the ENGLISH AND ART LINGUISTIC
to.
students-: INTEGRATION: Able to frame
LITERATURE and speak Know how life
Know about author,
Project Based Learning correct changes if otter is
FIRST FLIGHT his achievements
and literary works. Activity (PBL) sentences. kept as a pet.
Comprehend both INTERPERSONAL a strong sense of
PROSE MIND MAP Able to
literary and identity connection
symbolic meanings. participate in
MIJBIL THE to and contribution
Critical analysis class discussions
OTTER towards the world of
and theme. pets.
GAVIN Protagonist and NATURALISTIC
MAXWELL Natural habitat of animals Describe the
characters’
analysis. should be physical traits of sea
Plot / theme of the preserved. otters.
story. the practical
Develop skills of SDG
functions of
paraphrasing and Life on Land
Teaches us to animal’s
analyzing the story.
be responsible adaptations.
derive the
meaning of towards other life forms. Shouldering the
unfamiliar terms in Quality responsibility of
the text using Education keeping a pet.
The narrator/ author We should be
context clue. keeps a rare pet-
. kind and polite
SUB -TOPICS an OTTER. so that they
Make a MIND MAP feel safe and comfortable.
Author’s
about the Interesting
Profile Characteristics, THINKING HATS
Theme/ Plot Behaviour, Eating Habits Information
Justification of and other relevant What information one should
Title information about it. have to keep
Characterization Otter as a pet?
Synopsis of Benefits & Feasibility
Chapter How do the pets help to
manage stress
and anxiety?
 Enables the MI Students are able
students to- LOGICAL to-
• develop basic skills ENGLISH & INTELLIGENCE combine all the
LITERATURE ART INTEGRATION: Think logically
of language - words to sense and
listening, speaking, how to identify evaluate contrasting
FIRST FLIGHT
reading, and writing. Project Based Learning figures of interpretations of
PROSE • know about the poet Activity (PBL) speech and poetic devices. the poem.
and his achievements VISUAL critique and
POETRY and literary works. WRITE A POEM SPATIAL justify the role of
• comprehend both Vivid and human emotions,
FOG literary and symbolic expressive capable of bringing
meanings of the language to an end of the world.
CARL SANDBURG
content taught. evoke pictures of nature find out the
• puzzle out the Quality inspiration behind
meanings of new Education the poem.
word/phrases. The poem give their opinion
• develop and teaches: on how the world is
understanding and about attitude of man going to come to an
Discussion on different types towards nature
relate the theme and of poem :
end.
style of poem with & that change is an elaborate the
Sonnet, Ballad, Parable, inevitable part of the
that of another poet. Acrostic specifically detailing symbolism of fog.
SUB -TOPICS • identify and analyze natural process.
about HAIKU‘will be done.
the figurative Compose a Haiku of your
Poet’s Profile language used in the own with illustrations /
THINKING HAT
Theme/ poem (poetic pictures on A4 size Managing the Thinking
Message devices). colored sheet. Process
Justification of • discuss the inferences What metaphor has the
Title and personal opinions poet used in the poem
Poetic Devices about the learning Fog‘? Do you think it is
Idiomatic from the poem. appropriate?
Expressions • appreciate richness
Phrasal Verbs of language, rhyme,
Synopsis of and style of the
Poem poem.

.
 ENGLISH & MI
LITERATURE To enable the PERFORMING ART LINGUISTIC Students are able
ACTIVITY Able to frame
students-: and speak
to:
FOOTPRINTS Know about author, Speaking Skill- correct develop interest
his achievements Short Talk in small discoveries
WITHOUT FEET sentences.
and literary works. INTERPERSONAL learn about
PROSE develop basic skills Able to participate Richard Ebright and
of language in class his journey to
THE listening, speaking, discussions. become a scientist.
MAKING OF reading, and writing. SDG :4 understand that
SCIENTIST Comprehend both Quality learners can get
literary and Education knowledge of
ROBERT W. Making of A
symbolic meanings. You must have wondered various stages,
PETERSON about certain things Scientist
Critical analysis species and growth of
teaches moral
and theme of the around you. butterflies.
values and
chapter. Speak up your experience importance of strong will analyse that the
enjoy and and thoughts about those power. learners can get
appreciate mysterious, undiscovered Thinking Hats ample knowledge
the science fiction. and intriguing things. Managing Thinking about the theory of
Protagonist and ENGLISH & Process cell.
characters’ ART INTEGRATED If you get Evaluate that
analysis. ACTIVITY an opportunity to work discovery of
SUB -TOPICS understand that Project Based Learning like Richard Ebright on cell’s structure
• Author’s Science is a boon (PBL) projects and experiments, helped the scientific
for humanity and is a Flow Chart which field would you like community to
Profile to work on and
• Theme/ Plot good servant if Make flow chart on the understand how
correctly used. following: why? the organisms
• Justification of
the Title Plot / theme of the The QUALITIES that a function and grow.
• Characterization story. SCIENTIST must possess hard work and
Cautions, Risks &
• Synopsis of the Develop skills of Problems perseverance
Chapter paraphrasing and How important is keen contribute to make
analyzing the story. observation, creative great scientists.
derive the meaning thinking and
of unfamiliar terms experimentation for
in the text using becoming a scientist, an
context clue. Economist or a historian.?
.
 MI
LITERATURE To enable the ENGLISH & ART Students are able
INTEGRATION: LINGUISTIC
student. Able to frame to:
FOOTPRINTS Know about author, Project Based Learning and speak define and
WITHOUT FEET his achievements Activity (PBL) explain dramatic irony
correct
and literary works sentences. and situational irony as
PROSE develop basic skills FLESHING OUT THE INTERPERSONAL literary devices.
of language CHARACTER OF Able to participate Learn to be
THE listening, speaking, MATILDA in Necklace : in class satisfied with what we
NECKLACE reading, and writing. discussions. have
GUY DE Comprehend both Inculcate the
MAUPASSANT literary and value of honesty.
SDG
symbolic meanings. Have courage to
Quality
Critical analysis Education confess his/her mistake
and theme. False pride identify and
Identify and and showoff describe primary
describe examples are the causes character traits of
of dramatic irony of our Mathilde Loisel, her
and situational sufferings. husband, and Jeanne
irony in the text . Forestier.
Protagonist and THINKING HATS analyze and
SUB -TOPICS: characters’ Managing The Thinking explain how their
• Author’s analysis. Process characters are
Profile Plot / theme of the How do the vices of developed through
( Brain)How does she
• Theme/ Plot story. greed, beauty, and vanity irony.
dream to have a luxurious
• Justification of Develop skills of lead to lose the peace of
life?
the Title paraphrasing and mind and happiness of
(eyes) How she does feel
•Characterization analyzing the story. whenever she meets her life?
• Synopsis of the derive the meaning rich friend Md. Loisel?
Chapter of unfamiliar terms (Heart)What does she
in the text using experience when she
context clue. becomes center of
. attraction in the party?
(Hands) What struggles,
sufferings and sacrifices
Matilda and her husband
had to make to become
debt free?
 MI
To enable the SUBJECT ACTIVITY: LINGUISTIC Students are able
student. Able to frame and to:
LETTER WRITING speak correct Understand what
Explore the Sentences Order letters are
appropriate and why they are
language and SDG:4 written.
format. Know essential
WRITING Quality Education
Learn to write a elements of a good
formal letter to get Inquiry and
Formal Letter
inquiries / orders Placing Order
Writing
from the concerned letters.
Letter of
authorities. THINKING HATS Analyzes and
Placing Order
adopt appropriate Information learns about
format and style in differences of
business letters Explore different resources conventions,
to get information on a vocabulary, style
Use of accurate
Write a letter to Delhi given and tone.
vocabulary,
topic. Adhere to the wird
expressions and Sports, Daryaganj,
limit.
sentence structure.
New Delhi, placing an Write in an
Know effective
appropriate format
means of order for sports Alternative & Creative with respect to
disseminating Ideas
information on articles like footballs, layout, format and
Use creativity to fluency Plan,
varied issues. cricket balls, Tennis present ideas organize and present
balls and cricket bats logically and full of ideas coherently.
details.
to be supplied to your
school. Sign as
Ravi/Raveena, Sports Managing the Thinking
Process
Secretary.
Recollect the format
WORKSHEETS/ & retain data of
events or incidents to
ASSIGNMENTS compose.
MODULES BBC
 MI
Enables the SUBJECT ACTIVITY: Students are able
GRAMMAR students to-: LOGICAL
to
Interactive Session INTELLIGENCE
/Warm Up Session frame grammatically
• REPORTED • application of will be made effective by correct sentences.
Think logically how to
SPEECH knowledge and showing the rules chart understand the
frame grammatically correct usage of
(Narration) express effectively.
• develop appropriate correct sentences. reported speech in
style of writing. oral discussions.
• write grammatically Convert direct speech
correct sentences. to indirect speech in
• apply the rules of different tenses.
grammar. use the correct
• write effectively SDG:4 direct/indirect speech
with appropriate to write stories, essay,
expressions, Quality Education and paragraphs.
vocabulary and can do different
content knowledge grammar exercises
of the purpose and based on direct-
importance of indirect speech.
grammar topics. Intra Class Quiz will can do the exercises
• Speak &write of dialogue writing.
grammatically be conducted.
THINKING HAT
correct sentences. Worksheets/ Assignments Information
Modules BBC Ability to apply
the rules of
Ref : Digital Tool reported speech.
• PPT (tenses)
 MI
Enables the The students are
INTRAPERSONAL
students to-: SUBJECT ACTIVITY: able to
• develop the reading • read silently, express
skills and UNDERSTANDING ideas clearly and
comprehend ideas. correctly.
READING • become accomplished /COMPREHENDING • find answers to the
and active readers SKILL ‘wh’ questions while
Comprehension who appreciate SDG:4 reading.
Passage ambiguity and • comprehend the
complexity. Quality Education meaning of the
• respond critically to questions correctly.
the aesthetic,cultural • learn three critical
and emotional values points to focus on-
in the text. a) concentration
• improve the reading b) vocabulary
speed and c) reading speed
comprehension of an • skim the reading text
Worksheets / THINKING HATS
article. to identify main ideas
• develop vocabulary to Assignments • scan text for specific
Information
identify the meaning Modules BBC supporting details.
of words through the
given context. Newspaper articles
Magazine articles.
Google – various
sites for reading
Comprehensions.