Curriculum Development Panel

Class: VIII

Subject: English Literature

Developed by: Curriculum Planning & Development Department

Reviewed by: Internal Review Department

 Army Public Schools & Colleges System
2nd Term Cold Region 2021-2022
Round 4: 06 December 2021 - 11 June 2022
Class: VIII Subject: English Literature

Index Page
Contents of Syllabus Contents of the Pack Time Allocation
Prescribed Textbook: (Abridged Novel)
Moby Dick by Herman Melville Cover Page 01 · Teaching weeks 12
(Abridged by H.Q Mitchell- · Teaching periods 12 x 2 = 24
Index Page 01
Marileni Malkogianni)
· Revision Weeks: 02
Top Readers - Level 5 (MM Publications) Block Syllabus v
· Exam Weeks: 02
Syllabus Break-up 11 · Result Preparation: 01
Resources:
Teacher’s Book-Level 5 Poem (Anx-B) 01
Multi –lingual Glossary Level 5
Poems for Recitation 03
Audio CD · Embedded Revision periods: 05
Prescribed Notebooks:
English narrow-lined notebook 1 (Large)
Syllabus for Round 4:
Chapters 8-10 Holidays:
Poem:
1. The Toys by Coventry Patmore · Winter Break:
Note: New notebook should be used only after 25th Dec 2021 – 27th Feb 2022
Note:
completion of previous notebook.
Supplementary Resource for Reading: It is the Section Head’s · Pakistan Day: 01
· Eid-ul- Fitr
1. King Arthur and the Knights of the Round responsibility to ensure the
Table by Roger Lancelyn Green (OUP)
availability of APSACS Syllabus
2. Around the World in Eighty Days
by Jules Verne (OUP) Implementation Guide for
3. White Fang by Jack London (Paramount)
Teachers to the staff. This would
4. The Hound of the Baskervilles
by Sir Arthur Conan Doyle (Paramount) ensure effective execution of
instructions given in the Syllabus
Poetry for Recitation
1. My Shadow by Robert Louis Stevenson Break-up.
2. Loving Words by Unknown
Subject: English Literature Second Term (2021-2022) Class: VIII

Block Syllabus for Round 4

Distribution of Topics within Teaching Periods
Periods per Week: 02

· Progression of teaching will be done as indicated topically in the block below. In order to implement teaching effectively the teachers must do

in depth Study of Syllabus Break-up and Syllabus Implementation Guide.

· The complete BLOCK must be read by teachers in order to plan daily lessons and Check Points properly.

· The topics for Revision Periods must be planned during the Coordination Meeting and detailed plan must be written in Teacher’s Planner.

· Significant concepts/topics for teaching have been identified for each chapter/unit.

Formal and Lexical

Oral
Chapters of Aspects of Appropriate
Communication
No of the Novel: Reading and Thinking Language: Ethical and
Writing Skills Skills:
periods Moby Dick Skills Pronunciation/ Social
Speaking and
Vocabulary/Gramma Development
Listening
r and Structure
04 Revision of the story read so far. Suggested Activities mentioned in Detailed syllabus. Teachers may design some more
periods creative & thinking skill Qs to enhance vocabulary & Language skill.

06 Chapter 8
periods (pgs48 – 51) · Pre-reading · Comprehension · Listening to the · Words from the · How has sailing
· Reading of chapter Exercise 1 and Audio CD - Multi-lingual changed with
Activity and discussion on Exercise 2 (pg Chapter 8 Glossary the advent of
Section text and illustrations 82) Chapter 8 technology?
(pgs 82 – 83) · Picture Ref pgs: · Exercise 6 · Vocabulary · Do you think
48 &51) (pg 83): · Group activity - Exercise 3 and the adventure
· Follow-up · Letter writing: (details given in Exercise 4 to hunt Moby
activities (120 – 140 words) the Syllabus ( pgs 82-83) Dick would
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Subject: English Literature Second Term (2021-2022) Class: VIII
Formal and Lexical
Oral
Chapters of Aspects of Appropriate
Communication
No of the Novel: Reading and Thinking Language: Ethical and
Writing Skills Skills:
periods Moby Dick Skills Pronunciation/ Social
Speaking and
Vocabulary/Gramma Development
Listening
r and Structure
Critical Thinking Qs (Ref to Teacher’s break up) have been
Exercise 5 Discuss – Book pg 26 for different in the
(pg 83) guidelines to present times?
informal letter Would they
writing giving have been able
news and to go on such a
narrating a past hunt to kill
event) marine life?
· Revision Test 2 · What role
(Chapters 5 - would have
7)(pgs 36-37) been played by
animal right
organizations?
Discuss.
Significant concepts for teaching Note:
· Vocabulary · 2 x revision periods to be utilized as per class needs
· Letter Writing
· Answering critical questions
· End of chapter Ex

02 Poem: · Reading with correct · Write the central · Recitation with · Find the figures of · It is human’s
periods ‘The Toys’ by intonation idea correct intonation speech desire to get
Coventry · Paraphrasing · Paraphrasing of and pauses materialistic
Patmore · Central idea stanzas · Oral recount of things by
· Theme of the students’ own neglecting the
poem experience with God’s
reference to the commands
theme depicted in · We should
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Subject: English Literature Second Term (2021-2022) Class: VIII
Formal and Lexical
Oral
Chapters of Aspects of Appropriate
Communication
No of the Novel: Reading and Thinking Language: Ethical and
Writing Skills Skills:
periods Moby Dick Skills Pronunciation/ Social
Speaking and
Vocabulary/Gramma Development
Listening
r and Structure
the poem forgive the
mistakes to
create and live
in a friendly
atmosphere
Significant concepts for teaching: Note:
· Central idea / theme · 1 x revision periods to be utilized as per class needs
· Paraphrasing
· Summary writing
· Questions and Answers

06 Chapter 9
periods (pgs 52 - 56) · Reading of the · Comprehension · Listening to Audio · Words from the · Ahab is
Activity chapter and Exercise 1 CD - Chapter 9 Multi-lingual obsessed with
Section discussion on text and 2 · Role play: Glossary killing the
(pgs 84-85) and illustrations (pg 84) Use your own Chapter 9 whale Moby
(Picture Ref pgs: · Exercise 6 words to create a · Vocabulary Dick. Do you
53, 55 & 56) (pg 85): dialogue between Exercise 3 and 4 think
· Follow-up Essay writing Captain Ahab and (pg85) obsessions
activities (120 – 140 words) Captain Gardiner. play a
Critical Thinking Qs (Ref to pg 30 of negative role
Exercise 5, Discuss- Teacher’s Book only?
Qs 1 -5 for guidelines to
( pg 85 ) Essay writing)
· Character sketch
of Ahab &
Starbuck

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Subject: English Literature Second Term (2021-2022) Class: VIII
Formal and Lexical
Oral
Chapters of Aspects of Appropriate
Communication
No of the Novel: Reading and Thinking Language: Ethical and
Writing Skills Skills:
periods Moby Dick Skills Pronunciation/ Social
Speaking and
Vocabulary/Gramma Development
Listening
r and Structure
Significant concepts for teaching Note:
· Reading · 2 x revision periods to be utilized as per class needs
· Critical thinking questions
· Character Analysis
· Role play

06 Chapter 10 · Pre-reading · Comprehension · Listening to · Words from the · Is it right for

periods ( pgs 57 – 65) · Reading of chapter Exercise 1 and 2 Audio CD - Multi-lingual Captain Ahab
and discussion on Chapter 10 Glossary to make his
Activity text · Follow-up · Discuss how the Chapter 10 crew go with
Section · Discuss what is activities story of Ahab’s · Vocabulary him to fulfill his
(pgs 86-87) happening in the Exercise 6 obsession leads Exercise 3 and selfish aims?
illustrations; him to his end? Exercise 4 · Vengeance
(Picture Ref pgs: · Article Writing: What were the (pg 86 – 87) leads to more
57, 59 61,62, 63 & (Refer to pg 33 of sign posts in the · Sentence making destruction.
65) Teacher’s Book story predicting What is your
· Follow-up for guidelines on this ? opinion?
activities how write an
Critical Thinking Qs article).
Exercise 5 Discuss · Revision Test 3
Qs 1,2,3 & 4 Worksheet
(Teacher's
Resource from
Teacher's Book
pgs 38 – 39)

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Subject: English Literature Second Term (2021-2022) Class: VIII
Formal and Lexical
Oral
Chapters of Aspects of Appropriate
Communication
No of the Novel: Reading and Thinking Language: Ethical and
Writing Skills Skills:
periods Moby Dick Skills Pronunciation/ Social
Speaking and
Vocabulary/Gramma Development
Listening
r and Structure
Significant concepts for teaching
· Comparison of characters
· Vocabulary
· Comprehension Questions
· Themes of the novel

Revision Weeks
Exam Weeks
Result Preparation Week

-v-
Subject: English Literature -VIII Periods per Week: 2
APSACS Syllabus Breakup
Second Term Cold Region 2021-2022
Round 4: 06 December 2021- 11 June 2022

Topic & Objectives /

Teaching Methodology Activities Resources
Learning Outcomes
Recap Activity: Vocabulary
Chapters 1-7 1. Test students’ spelling acumen through Spelling Bee competition.
2. Show students the definition of a word and tell them to guess the word and the spellings.
3. Prepare sets of word cards taken from the novel and put them in a box.
4. Tell students to pick up the words at random and construct a sentence using the words they have picked.
5. Play Hangman to revise characters, places etc.
Activity 2:
· Begin the recap session with a quiz that will ignite students’ imagination. The Qs / MCQs must allow students to
imagine / visualize the events. Encourage them to describe the events and scene by looking at the pictures.
Activity 3:
· Group work:
Group 1: Listing key characters
Group 2: Summarize the plot of the story in not more than five sentences
Group 3: The character analysis of Captain Ahab
· Group 4: Prepare & present role play. Selection of event is students’ own discretion.
Activity 4:
· Discuss the Themes & moral values presented in the novel.
- Revenge
- Friendship
- Madness
- Fate vs. Free Will
Chapter 8 · Listening: Ask the students to keep their books closed and listen · Novel:
Students will be able to: carefully to the Audio CD. Teacher to give pre listening instructions: Moby Dick
Ask students to pay particular attention and stress upon the · Listening · Teacher’s Book
1. read and listen to the pronunciation and pauses used by the narrator. · Multi-lingual
events of Chapter 8 · Reading: Glossary
2. read the chapter and Students to read the rest of the chapter using ‘hop- across’ method (ask · Group work · Dictionary/
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 Second Term (2021 – 2022)
Subject: English Literature-VIII Periods per Week: 2
Topic & Objectives /
Teaching Methodology Activities Resources
Learning Outcomes
make 02 questions students to read in random order), to check students are attentive. Thesaurus
3. predict what will Students to be asked short probing Qs as the reading progresses to · Gallery Display · Audio CD
happen next check understanding. · Board
4. answer the critical · Prediction: · A4 Sheets cut
thinking Qs After reading the chapter the teacher will ask the students to predict · Hop across into halves
5. do vocabulary related what will happen in the next chapter keeping in mind what Captain reading
Ex Ahab says: “We will continue our journey! …You took an oath to help
me find the white whale…no matter what obstacles we may face!
Return to your posts at once!” and Starbuck’s prediction: “You’ll regret
Skills: this, old man! You won’t be happy until you kill us all!” (Ref pg 50). · Prediction
· Listening
· Reading · Group work:
· Discussion Teacher to divide students in 5 groups (depending on student numbers) · Class
· Comprehending and ask groups to make 02 x questions each based on the content of Discussion
· Prediction this chapter on an A4 paper. They will then exchange the A4 sheets
with the groups so all questions sheets are rotated. Teacher will then
allow the groups to ask questions from other groups. Teacher to
monitor the activity so that every group has answered. The group can
discuss among themselves before one of them answers. The score will · Group work
be written on the Board for all the groups.
· At the end of the activity the group with the most correct answers may
be declared as the Star Group. Star badges maybe awarded to the
winner group.
Ethical and Social Development
· Captain Ahab is driven by the urge to take revenge from the white
whale. He is full of blind anger and does not care about putting his crew
in danger. Ask the students what do they think are the qualities needed
for a captain of the ship or any leader? Ask students do they feel
excessively angry if so, how do they get it under control? Do they seek

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 Second Term (2021 – 2022)
Subject: English Literature-VIII Periods per Week: 2
Topic & Objectives /
Teaching Methodology Activities Resources
Learning Outcomes
help from family members, if so, who? If they do not why? · Pair work
Discussion Questions:
· Comprehension: Exercise 1 & 2 (pg 82) Textbook work)
· Vocabulary: Qs 3 & 4 Notebook work (pg 83)
· Extended Vocabulary work: Teacher to ask students to
underline the difficult words while reading. (Ref: Multi-lingual Glossary
Chapter 8) In pairs assign 10 difficult words to students for finding · Pair work
synonyms and antonyms of using a Thesaurus. Teacher to guide
students to look for phrasal verbs & adjectives and use them in their
own original sentences in their notebooks.
c. Follow-up activities: Ex 5 – Discuss Qs 1,2 & 5 Group work. · Board work
(Qs 3 & 4 Notebook work)
· Ex 6 (modified) (pg 83) (Notebook work – teacher to write the modified
question on the Board): Imagine that you are Starbuck. Write an
account for your family telling them what happened on the day of the
storm and why you got so angry with Captain Ahab. Explain how you
felt and what you thought about the captain’s obsession. (120-140
words) (Ref: Moby Dick Teacher’s Book pgs 25-26): how to write an
account of a past incident. Remember to tell student to use: First
Person Singular, Past Tenses & plenty of adjectives.
· Conclusion: Discuss:
The character descriptions of Captain Ahab, Starbuck, Ishmael and · Class discussion
Fedallah. Students to write the points discussed in their notebook (to
maintain character logs) to refer to these when writing character
descriptions.

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 Second Term (2021 – 2022)
Subject: English Literature-VIII Periods per Week: 2
Topic & Objectives /
Teaching Methodology Activities Resources
Learning Outcomes
Success Criteria C.W:
Remember to: · Prediction
· pay attention to pronunciation and pauses when listening to the Audio CD · Comprehension
· developing vocabulary by using the Thesaurus to find antonyms and synonyms Ex 1 & 2 (Textbook work)
· to give input/ express your point of view during class discussion · Extended Vocabulary work:
· predict by understanding the feelings and behavior of the characters Finding synonyms and antonyms for 10
words (Notebook work)
· Follow-up activities
Ex 5: Qs 1,2 & 5 Group work
Qs 3 & 4: Notebook work
Ex 6: Account writing
H.W:
· Reading of Chapter 9
· Vocabulary: Qs 3 & 4 Textbook work
Chapter 9
Pre-Reading:
· Pictorial recap of Chapters 6, 7 & 8. Divide the class in 6 groups and
Students will be able to: · Group work
1. read the text assign pictures to them (Ref pgs: (36 & 37), (39), (41 & 42), (43), (44 &
2. answer the questions 47) & (48 & 51). Ask the groups to look at the pictures and explain /
3. write the character describe what is happening in the pictures.
sketches Listening:
4. how do the · Ask the students to keep their books closed and listen carefully to the · Novel:
characters react Audio CD. The teacher should stop the recording at a few intervals and Moby Dick
ask the students a few general questions about the chapter they are
· Audio CD
listening to, e. g:
· Listening · Teacher’s
a. Which characters appear in the chapter?
Book
b. Name captain of the ship Rachel?
· Class discussion
c. What do Captain Gardiner and Captain Ahab talk about?
d. Despite the name of the ship, Delight, sad things were taking
place on the ship. Describe what was happening?

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 Second Term (2021 – 2022)
Subject: English Literature-VIII Periods per Week: 2
Topic & Objectives /
Teaching Methodology Activities Resources
Learning Outcomes
Reading:
· Reading and explanation of Chapter 9 (pgs 52- 56). The reading should
be done by students and teachers both so that students learn correct
Skills pronunciation and develop listening skills.
· Listening · Teacher to discuss/explain the events of the chapter, For example,
· Reading - How Captain Ahab is not affected by the request for help by Gardiner.
· Critical Thinking - The contrast between the name of the ship, Delight and the sad
· Vocabulary occurrences on it. · Board work
- The feelings of Ahab (pg 54) when he talks about his ‘lonely life’, and
when he continues to say, ‘It is my destiny to kill Moby Dick’, (pg 56) · Class discussion
d. What do you think will happen in the next chapter?
Vocabulary:
· To improve the students’ vocabulary, let the students underline the 10
new/ difficult words in pairs and look up synonyms and antonyms of the · Multi-lingual
words chosen. (Words can be different for different groups) Explain the Glossary
contextual meanings alongside the reading. (Refer to Chapter 9 of · Dictionary/
Multi-lingual Glossary). · Pair work Thesaurus
· Sufficient
Discussion Questions: number
· Follow-up activities: Ex 5 Discussion Q 1, 2, 3, 4 & 5 Notebook work. Photocopies of
the relevant
Ethical and Social Development pictures
· Loneliness can affect people negatively. Do you know someone who is
lonely or have you ever felt lonely? How has it affected your mood or
behavior? OR have you known or know someone who is lonely? How
can we help such people? Sometimes the elder of the family are left
aside as the young are too busy to spend time with them. Do you think · Role Play
this is right? How can you help such people?
Role Play:
Students can be asked to prepare a short role play with the above- · Group work

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 Second Term (2021 – 2022)
Subject: English Literature-VIII Periods per Week: 2
Topic & Objectives /
Teaching Methodology Activities Resources
Learning Outcomes
mentioned theme. Assigned this as group work for class presentation.
· Comprehension: Ex 1 and 2 (Textbook work)
· Vocabulary: Ex 3 and 4 (Textbook work)
· Follow-up activities: Ex 6 (Notebook work)
Write an essay about obsessions and how people should deal with
them. Give examples of various obsessions and explain how they affect
everyday life and people’s mentality and character. (120-140 words)
(Teacher to refer to guidelines for writing an essay in Teacher’s book
pg 30).

Character descriptions:
· Write brief character descriptions of Starbuck & Ahab (or any other
character the teacher decides).
· Conclusion:
Teacher to refer to pg 7 of Teacher’s book to reinforce the events of
this chapter. The activity teacher needs to refer to is titled, ‘Making the
story into a comic strip’ (pg 7). The detailed instructions are given
clearly in the Teacher’s Book. Put up the comic strip in the class for a
gallery walk by the students.
Success Criteria: C.W
Remember to: · Listening and Reading
· read the chapter carefully, underline and use difficult words and phrases · Follow-up activities
· actively participate in class /group discussion/s. Give your input/ express your point of view during Ex 5: Q 1, 2,3,4 & 5 (Notebook work)
class discussion Ex 6: Essay writing (Notebook work)
· refer to guidelines for writing an essay Role Play
· write an informal letter using the given guidelines · Comprehension
· remember to submit neat class work Ex 1 and 2 (Textbook work)
· Characterization: (Notebook work)
· Conclusion of chapter Making a
story comic strip.
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 Second Term (2021 – 2022)
Subject: English Literature-VIII Periods per Week: 2
Topic & Objectives /
Teaching Methodology Activities Resources
Learning Outcomes
H.W:
· Vocabulary
Ex 3 and 4 (Textbook work)
Chapter 10: Pre Reading: · Novel:
Students will be able to: · Quick revision of Chapters 8 & 9, by asking students pertinent · Pre-reading Moby Dick
1. listen to the events of questions relating to the events taking place in these previous chapters. pgs 33-35
the chapter · The students will answer the questions as far as possible using their · Teacher's
2. read and own words. · Class participation Book
comprehend the text Listening · Laptop
3. participate actively in · Ask the students to keep their books closed and listen carefully to the · Listening
class discussion CD. Play the corresponding chapter and ask the students a few
4. use vocabulary in general questions about the chapter they have listened to. · Audio CD
meaningful Reading: · Question bank
sentences · Reading and explanation of Chap 10, pgs 57- 65). The teacher should (made in the
5. answer critical show a clip of the last chapter from the movie: Moby Dick (from school · Watching movie teacher’s
thinking Qs with library). This will make the students understand the events, actions and clip coordination
reference to context the tense atmosphere of this chapter more vividly. They will also be meeting)
able to relate to these events. · Movie clip of
· The students will also understand the technical vocabulary such as- the last
‘lances’, ‘harpoon’, (pg 60, last paragraph), ‘spears’, (pg 63, first chapter: from
Skills paragraph) and ‘final act of destruction’, (pg 64, second paragraph) the movie:
· Listening ‘whirlpool’, (pg 64, fourth paragraph) clearly. “Moby Dick”
· Reading Vocabulary:
· Vocabulary · Students to consult a dictionary and find the meanings of new and
· Comprehending difficult words. They should be encouraged to find antonyms and · Dictionary/The
· Summarizing synonyms to increase their vocabulary and note these in their saurus
vocabulary journal. · Multi lingual
Glossary-
· Discussion Questions: chapter 10
Follow-up activities: Ex 5 Discussion Qs 1, 2, 3 & 4 (Notebook work) · Group work

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 Second Term (2021 – 2022)
Subject: English Literature-VIII Periods per Week: 2
Topic & Objectives /
Teaching Methodology Activities Resources
Learning Outcomes
· Comprehension: Ex 1 and 2 (Textbook work)
· Vocabulary: Ex 3 & 4 (Textbook work) · Class Discussion
· Extended work for Exercise 4: Use a Dictionary and a Thesaurus to
find antonyms and synonyms of the given words: value, craft, rapid,
touch, include & destroy (Notebook work) · Worksheet -
· Ex 6: Imagine you are a newspaper reporter. Write an article under the Revision
following headline: The white whale strikes again – the Pequod’s sole Test 3
survivor escapes Moby Dick on a coffin!’ (120 -140 words). (Teacher’s
(Ref to Teacher’s Book, pg 33: for guidelines on how to write n article). book pgs 38-
· Revision Test 3. Chaps 8 -10. Ref to Teacher’s Book, pgs 38- 39. 39)
Teacher to get the test typed and give the photocopied to the students
during revision period.
· Conclusion:
Reinforce the chapter events through class discussion. Teachers to
prepare short pertinent questions (these can be prepared in the
teacher’s coordination meeting) and ask each student using a hop-
across method (ask students in a random order not in sequence so that
their attentiveness may be checked as well)

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 Second Term (2021 – 2022)
Subject: English Literature-VIII Periods per Week: 2
Topic & Objectives /
Teaching Methodology Activities Resources
Learning Outcomes
Success Criteria: C.W
Remember to: · Listening and Reading
· read the chapter and use a dictionary to look meanings of difficult words · Follow-up activities
· use thesaurus to find synonyms and antonyms to increase vocabulary Ex 5 Qs 1, 2 ,3 & 4 (Notebook work).
· participate eagerly in all class activities Ex 6: (Notebook work)
· include correct facts in your report · Revision Test 3 (Chapters 8-10)
· watch the movie to understand the end of the story and some specialized vocabulary (Teacher’s Resource Worksheet)
· Exercise 4 Extended work
Synonyms and Antonyms
H.W:
· Comprehension
Ex 1 & 2 (Textbook work)
· Vocabulary (online-assignment)
Ex 3 and 4 (Textbook work)
The Toys (Poem) by · Write the title of the poem on the board. Ask the students to elicit ideas · Photocopies of
Coventry Patmore associated with the word Toys. Fill the web with students’ responses. · Eliciting ideas the poem for
Students will be able to: Ask relevant Qs during brainstorming session. through web students
· recite & identify main · Let students recall why they used to feel happy & satisfied while playing diagram · Dictionary
theme of the poem with toys during childhood. Think of the times when they were scolded
· discuss the by the parents for any disobedience. Tell them to discuss and give oral
symbolism of the title recount of their experience, feelings & emotions in both the situations.
· relate the incidents Students must comment on parents’ treatment / reaction & its impact on
with real life situation students’ future behaviour. They should give an honest opinion, how far
· answer the given was the reaction justified. · Recitation of the
questions relevantly · Introduction of the poet and the poem. Recitation and explanation of the poem by Teacher
· describe the incident poem focusing line-wise paraphrasing to be done in class. Ask a few and students
expressed in the students at random to narrate the incident described in the poem.
poem · Discussion on the significance of the title of the poem, theme of the · Class discussion
poem with examples from daily life situations.

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 Second Term (2021 – 2022)
Subject: English Literature-VIII Periods per Week: 2
Topic & Objectives /
Teaching Methodology Activities Resources
Learning Outcomes
Themes: · Board work
Skills - It is human’s desire to get the materialistic things by neglecting the
· Recitation with commands given by God is like a disobedient child who can hardly
correct intonation differentiate between right and wrong, good or bad. The word ‘toys’
· Vocabulary represent the worldly materialistic things.
· Summarizing - We should forgive the mistakes and live with a friendly atmosphere.
God is merciful & He forgives those who forgive the mistakes of human
beings.
· Group Discussion: Students to discuss & note down the key
points for the following Qs.
1. Who wrote the poem “The Toys”?
2. What incident did the poet describe in the poem “The Toys”? · Class discussion
3. Why did the poet visit his son’s bedroom and what did he find?
4. What effect did the poet have of son’s weeping?
5. What toys did the child keep in his bedroom to play with?
6. What did the poet realize after having scolded his son?
7. How did the poet compare the toys with the world?
8. What message did the poet convey to his readers? How did he
convey?
9. What religious lesson does Coventry Patmore give in the poem “The
Toys”?
10. Why does Patmore give the title ‘The Toys’ to his poem?
Vocabulary:
· Teacher to pick diction (choice of words) and discuss the meanings of
the words and phrases with the class: Explain the theme and the
central idea of the poem and ask the students to annotate the poem.
· The teacher must explain contextual meanings of difficult words and
phrases.

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 Second Term (2021 – 2022)
Subject: English Literature-VIII Periods per Week: 2
Topic & Objectives /
Teaching Methodology Activities Resources
Learning Outcomes
· Use the Foundation Grid (given for the first poem) to develop a better
understanding of this poem. This is a necessary tool to understand the
poem in detail and prepare a summary.
· Write the summary of the poem by answering the Basic Questions.
Success Criteria C.W:
Remember to: · Qs 5 -10 (Notebook work).
· recite the poem with intonation · Write the theme/message of the poem.
· use dictionary to find the meanings of new vocabulary · Brief summary of the poem.
· identify the theme of the poem and relate it with your own personal experience H.W:
· Narrate the incident described in the poem in simple words · Qs 1 - 4 (Notebook work).

Revision Weeks
Exam Weeks
Result Preparation Week

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 Anx-B
The Toys
BY
COVENTRY PATMORE

My little Son, who look'd from thoughtful eyes

And moved and spoke in quiet grown-up wise,
Having my law the seventh time disobey'd,
I struck him, and dismiss'd
With hard words and unkiss'd,
His Mother, who was patient, being dead.
Then, fearing lest his grief should hinder sleep,
I visited his bed,
But found him slumbering deep,
With darken'd eyelids, and their lashes yet
From his late sobbing wet.
And I, with moan,
Kissing away his tears, left others of my own;
For, on a table drawn beside his head,
He had put, within his reach,
A box of counters and a red-vein'd stone,
A piece of glass abraded by the beach
And six or seven shells,
A bottle with bluebells
And two French copper coins, ranged there with careful art,
To comfort his sad heart.
So when that night I pray'd
To God, I wept, and said:
Ah, when at last we lie with tranced breath,
Not vexing Thee in death,
And Thou rememberest of what toys
We made our joys,
How weakly understood
Thy great commanded good,
Then, fatherly not less
Than I whom Thou hast moulded from the clay,
Thou'lt leave Thy wrath, and say,
"I will be sorry for their childishness."

About the Poet

Coventry Kersey Dighton Patmore was an English poet and critic best known for The Angel in the
House, Victorian poet and critic Coventry Patmore was born into a literary household in Essex,
England. His father, editor and novelist Peter George Patmore, educated his son, sent him to Paris
when he was 16, and encouraged him to publish his first book, Poems (1844).
Patmore worked at the British Museum from 1846 to 1865 and was associated with the Pre-
Raphaelites. Patmore wrote essays on art, including the collections Principles in Art (1889)
and Religio Poetae (1893).
Patmore traveled to Rome and converted to Roman Catholicism in 1864.

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Poems for Recitation

My Shadow by Robert Louis Stevenson

I have a little shadow that goes in and out with me,
And what can be the use of him is more than I can see;
He is very, very like me from the heels up to the head,
And I can see him jump before me, when I jump into my bed.

The funniest thing about him is the way he likes to grow –

Not at all like proper children, which is always very slow;
For he sometimes shoots up taller like an india-rubber ball,
And sometimes goes so little that there’s none of him at all.

Robert Louis Stevenson

R.L Stevenson (1850- 1894), was born in Edinburgh. He abandoned his engineering studies for law
and was admitted as an advocate in 1875. He was determined to become a writer and had already
published in periodicals. Much of his life was spent in travelling in search of better health. His first
ever full length work of fiction Treasure Island was published in book form in 1883, and brought him
fame followed by Kidnapped in 1886 In 1888, he set out with his family for the South seas and
settled in Samoa, where he temporarily regained his health. He died in Samoa in 1894.

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 Loving Words
by Unknown
Loving words will cost but little,
Journeying up the hill of life;
But they make the weak and weary
Stronger, braver for the strife.
So, as up life’s hill we journey,
Let us scatter all the way
Kindly words, to be as sunshine
In the dark and cloudy day.

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