CHOITHRAM SCHOOL, MANIK BAGH, INDORE
ANNUAL CURRICULUM PLAN SESSION 2020 – 2021
CLASS: IX
SUBJECT: ENGLISH
Month & Theme/ Sub-theme
Working
Days
June- LITERATURE-
Beehive
Topic:Unit-1.1: The
Fun They Had
Chapter Description-
The short story ―The
Fun They Had‖ by Isaac
Asimov takes us to the
world of the future
where computers will
play a major role. The
story is set in the future,
when books and schools
as we now know them
will perhaps not exist.
More specifically, the
narrative deals with the
future of education
which will become
increasingly
computerized and
estranged from social
interactions. The
author‘s message is one
of warnings against the
dangers of
Learning Objectives Activities &Resources Expected Learning Assessment
Subject Specific Behavioural Outcomes
(Content Based) (Application based)
To enable the students: To enable the students to Students will be able to: Activity/Assignme
● To enable the imbibe- Activity (To introduce the lesson): ● To enable the nt:
students to read, ➢ Eagerness to learn students to read, Textual
write, speak ➢ Importance of Imagine a time when all books will be on write, speak Question/Workboo
understand English Classroom, computers and there will be no books printed on understand English k Exercises
correctly. Teacher and paper. Would you like such books? Why/ Why correctly. Class Work:
● To enrich the Emotional Bonding not? (Multistructural) ● To enrich the Elaborate why you
vocabulary of the ➢ Curiosity vocabulary of the would prefer to be
students to use the ➢ Scientific Activity (To Support learning): students to use the taught by both
same correctly. Temperament same correctly. human teacher and
Calculate how many years and months ahead
● To enable the ➢ Impact of Teacher ● To enable the a
from now Margie‘s diary entry is.
students to in place of Robot students to robot.(Workbook)
understand the Activity (To assess learning): understand the
difficult words and difficult words and
phrases in the lesson. Imagine the school in the story ‗The Fun They phrases in the lesson.
● To acquaint the Had‘. Compare it with your own school. (Work ● To acquaint the
students with a book pg.8) students with a
scientific story. scientific story.
● To enable the ● To enable the
students about students about
Robots and Robotic Robots and Robotic
teachers. teachers.
● To enable the ● To enable the
students about a students about a
variety of Modern variety of Modern
 computerized home
schooling which
deprives children of the
benefits of the personal
interactions between
students and teachers,
which help them,
develop social skills.
June- LITERATURE-
Beehive
Topic: UNIT-1.2- The
Road Not Taken
Chapter Description-
The poem is based on
very common
experience about Real
life situations where one
has to choose between
two options. The poet
represents a dilemma of
a man in a particular
situation. It suggests us
to make choices that are
acceptable and less
risky and also depicts
the factors that
determine our choice
and the need to take
right decision at the
right time. The mood of
the poem is very
thoughtful and
philosophical.
Teaching aid.
To enable the students to: To enable the students to
*Understand that the imbibe-
decisions taken by people *Decision-making
shape their lives *Determination
*Encourage students to *Analyzing the logical
appreciate poetry and reasoning of the situation
develop the ability of *Problem solving
reading with proper stress * Conflict Resolution
and intonation *Face challenges in life
*Analyze, interpret, and *To face the adversities of
infer ideas from the text. life
* Enhance their creativity *To be optimistic
and imagination *Faith on oneself
*Develop confidence in * Negotiate their own
spoken skill learning goals and
evaluate their own
progress, edit, revise, and
review their own work
*Make choices that are
acceptable and less risky
*Know the factors that
determine our choice
*Right decision at the right
time
*To learn acceptance
* To develop
Comprehending, Effective
Teaching aid
Activity (To introduce the lesson): Students will be able to: Classwork:
Video of Pankaj Tripathi will be shown to *Understand that the Theme, Analysis
inspire the students. How he had struggled to decisions taken by people After you have
fulfil his passion. shape their lives. made a choice do
Activity (To Support learning): *Describe the dilemma of you always think
The path which we have chosen, decides our the poet and the poetic about what might
future, our destination. Discuss. devices used in the poem. have been ( a state
PPT based on the poem will be shown . * Negotiate their own of confusion), or
Activity (to assess learning): learning goals and evaluate do you accept the
Identify the poetic devices from the poem. their own progress, edit, reality?
Which path would you like to prefer - ‗More revise, and review their
well-travelled path‘ or the road ‗less travelled by‘ own work
, when life will give you a chance to choose? *Enhance their creativity
Discussion of the poem with reference to and imagination
‗M.S.Dhoni, The Untold Story‘; Dhoni was a TC *Develop confidence in
and then chose the path to follow his passion. spoken skill
*Make choices that are
acceptable and less risky
*Know the factors that
determine our choice
*Right decision at the right
time

July- LITERATURE- Part I
Beehive ● To enable the
Topic: Topic: Unit – students to get
2.1.The Sound of inspiration from the
Music real life experiences
Chapter Description- of a differently
Part-I-Evelyn abled person.
Glennie is a multi- ● To enable them to
percussionist. She can express themselves
play about 1000 in grammatically
instruments with correct language.
perfection. She listens ● To enable the
to sound without learners to
hearing it. Evelyn extrapolate from the
fought against a given text.
physical disability & ● To sensitize the
became a source of students to the
inspiration for feelings of an
thousands of disabled individual.
persons. ● To enable the
students to feel the
. struggle of Evelyn
for her success.
● To enable them to
use new words and
phrases in their own
language.
July- LITERATURE- To enable the students:
Beehive  To understand
Topic: Topic: UNIT various poetic
2.2. Wind devices (repetition/
Poet: free verse/ metaphor)
ReadingandListeningskills
To enable the students to Activity (To introduce the lesson): Students will be able: Class Work:
imbibe- Warm Activity- Part I 1. How does
➢ Determination. Discussion: ● To get inspiration Evelyn hear
➢ Hard work Activity based on Part-2: The Shehnai of from the real life music?
➢ Simplicity Bismillah Khan (Omitted Chapter) experiences of a
➢ Face the adversities Name the different instruments played in India. differently abled
of life Name few famous instrumentalist in their person.
➢ To be optimistic respective fields. ● To express
Workbook Unit-2 will be discussed and solved in themselves in
the class. grammatically
Activity (To Support learning): correct language.
Share information about people/children who ● To extrapolate from
have overcome their physical barriers and have the given text.
achieved success in their lives. ● To sensitize
The Sound of Music‘ is a biographical piece themselves to the
about Evelyn Glennie, a famous percussionist, feelings of an
who listened to sound without hearing it. Video individual.
of Evelyn Glennie will be shown. ● To feel the struggle
Video of SudhaChandran, a classical dancer, who of Evelyn for her
lost her leg in an accident (Film NaacheMayuri) success.
Activity (to assess learning): ● To use new words
Class Work: and phrases in their
1. How does Evelyn hear music? own language.
To enable the students to Activity (To introduce the lesson): Students will be able to: Class Work:
imbibe- Warm up Activity:  To understand *What values do
 To praise nature‘s Share your experience about your visit to a place various poetic you inculcate from
great power i.e. air, during summer holidays. How do you feel the devices (repetition/ the poem ‗Wind‘?
water, fire presence of wind? free verse/ metaphor)
 SubramaniaBharati in the poem  To deal with the Activity (To Support learning): in the poem Find out the figures
Chapter Description-  To know about the nature‘s power‘s Compose a poem based on natural elements in  To know about the of speech from the
The poet describes the literature of other appropriately not less than three stanzas using at least four literature of other poem
raw force of the wind in language (Tamil)  Control anger poetic devices. language (Tamil) Personification
this poem. The wind is  To enrich the  Develop strength Activity (to assess learning):  To enrich the (WIND) Repetition
thus a symbol of power vocabulary  Facing hardships *What values do you inculcate from the poem vocabulary (don‘t, crumbling)
or force. The wind  To help them to  Courage ‗Wind‘?  To help them to Onomatopoeia
enjoy and appreciate enjoy and appreciate *The wind blows
blows out weak fires.
poetry poetry strongly and causes
But it makes strong fires
 To kindle the  To kindle the a lot of destruction.
roar. So, this way its imagination of imagination of How can we make
friendship is good. The creative poetry creative poetry friends with it?
poem ―Wind‖ inspires  To enable them grasp  To enable them grasp *Think about the
us to face the challenges the theme and gist of the theme and gist of different forces
thrown at us with grit the poem. the poem. present in nature,
and firmdetermination.  To help them to  To help them to share what do they
We should be strong exercise the message exercise the message represent/ convey/
enough to face all the given in the poem in given in the poem in symbolise.
hardships of life with their life. their life.
courage. Wind  To develop their  To develop their
symbolizes problems poem recitation poem recitation
skills. skills.
and obstacles that we all
face and go through at
some point time in our
lives.

July- LITERATURE- To enable the students to: To enable the students to Activity (To introduce the lesson): Students will be able to: Discuss:
Beehive ● To inculcate the imbibe- Warm up Activity: ● To inculcate the Does everybody
Topic: Topic: UNIT- habit of reading ● Appreciate the When the sky is covered with dark clouds and it habit of reading have a cosy bed to
3.2- Rain on the Roof poems (AP) beauty of nature starts raining, what thoughts flash through your poems (AP) lie in, when it
Chapter Description- ● To admire the bliss ● Divinity mind? (Relational Outcome) ● To admire the bliss rains? Describe
The poet describes a of nature in the form ● Sensitivity towards Activity (To Support learning): of nature in the form how different kinds
rainy night. He says that of rain (SY) nature Identify the figures of speech from the poem. of rain (SY) of people or
all the stars of the sky ● Sensitize the ● Mother‘s Care and Activity (to assess learning): ● Sensitize the animals spend
 have become invisible learners to ideas and Concern Write a letter to your parents appreciating them learners to ideas and time, seek shelter
because they have been emotions that are ● Love for siblings for all the little things they do. (Work book emotions that are etc. during rain.
covered by clouds. evoked by rain (SY) ● To develop pg.51) evoked by rain (SY) Classwork:
Darkness usually has a ● To develop their Comprehending, ● To develop their Summary
negative connotation, imagination skills Reading, Listening imagination skills Figures of speech
and the poet makes no ● To make them and Imaginative ● To make them GRAMMAR:
exception to this rule realise that nature skills realise that nature Write a letter to
and the sound of gives soothing/ gives soothing/ your parents
raindrops can only healing effect (AP) healing effect (AP) appreciating them
transport him there for ● To identify the ● To identify the for all the little
him to recover from his poetic devices used poetic devices used things they do.
melancholic mood. in the poem (U) in the poem (U) (Work book pg.51)
Memories of his mother
are evoked as he listens
to the repetitive rhythm
of the raindrops as they
are falling on his roof.

July- MOMENTS To enable the students:
Topic: M.1.The Lost
Child
WRITER: MULK
RAJ ANAND
Chapter Description-
Mulk Raj Anand‘s
story, ‗The Lost Child‘
narrates how a little boy
was lost in the crowd of
a village fair. It tells us
how on his way to the
fair he was attracted by
various things such as
toys, sweetmeat,
To enable the students to Activity (To introduce the lesson): Students will be able to: Class Work: Give
● To develop a love imbibe- Warm Up activity: ● To develop a love an alternative to
for literature in ● To make the ● Describe the scene of a fair you visited. for literature in the story.
students. (K) students Activity (To Support learning): students. (K)
● To introduce the understand the ● Talk about it: How to ensure not to get lost. ● To introduce the Textual questions/
students with relationship of Activity (to assess learning): students with Assignments/Chara
literary genius: wishes and reality. Textual questions/ Assignments/Character literary genius: cter sketches/
Mulk Raj Anand ● To make the sketches/ Value based Value based
Mulk Raj Anand
(Life and works of students realise the ● To get the idea of
the Author Mulk value of family effective writings in
Raj Anand)
members. simple language that
● To introduce them
● To appreciate conveys deeper
with the idea of
beauty of nature meanings.
effective writings in
and surroundings. ● To understand the
 balloons and birds, simple language that relationship of
butterflies and flowers. convey deeper wishes and reality.
meanings. (K) ● To understand value
● To introduce new of family members.
vocabulary. (K) ● To appreciate
● To develop critical beauty of nature and
thinking by surroundings.
analysing the text. ● To introduce them
(AY) with the idea of
effective writings in
simple language that
conveys deeper
meanings. (K)
● To introduce new
vocabulary. (K)
● To develop critical
thinking by
analysing the text.
(AY)

July- Grammar: To enable students To enable students Discussion and explanation with examples Students will be able to: Assessment on the
 Prepositions understand: *Acquire knowledge Students will be involved and their feedback will *Acquire knowledge basis of the
*frame correct sentences through rules in grammar be considered(Workbook Exercises & Practice through rules in grammar answers of Practice
*Use of different forms of Exercises, which will be mailed ) exercises
tenses accurately and
appropriately

July- Grammar: Continued…….. (Workbook Exercises& Practice Exercises,

 Conjunctions which will be mailed)
August- Grammar: Continued…….. (Workbook Exercises & Practice Exercises,
Use of passive voice which will be mailed)
August- Writing skills- To enable the students To enable the students to  Familiarize the students with different Students will be able to: Through Practice
 Diary Entry  Express effectively - formats of the writing skills  -Express effectively exercise in the
Subject Description-  share ideas  -Identify the  Model exercise of each writing skill will  share ideas grammar notebook.
The overall objective is  develop appropriate appropriate usage be given  develop appropriate
to develop students‘ style of writing. of writing skills  Practice exercise of each writing skill will style of writing.
written expression of  -write effectively  Apply it in be given  -write effectively
thought and provide  Differentiate the practical life (Workbook Exercises & Practice Exercises,  Differentiate the
learners opportunities to style of expressing  Express their views which will be mailed style of expressing
explore ideas and to different writing in the desired different writing
build connections skills manner skills
between content areas.  knowledge of the  knowledge of the
purpose and purpose and
importance of importance of
writing short and writing short and
long compositions long compositions
 -will be able to  -will be able to
practically make use practically make use
of writing skills of writing skills
 Know effective  Know effective
means of means of
disseminating disseminating
information on information on
varied issues. varied issues.
 -appropriate  -appropriate
language, language,
 use of accurate  use of accurate
vocabulary, vocabulary,
expressions and expressions and
sentence structure. sentence structure.
 -understand and  -understand and
recollect the formats recollect the formats
of the notice, of the notice,
message, biosketch, message, biosketch,
factual description, factual description,
formal and informal formal and informal
letters, articles, letters, articles,
speech, debate, data speech, debate, data
interpretation and interpretation and
 report. report.
 -Retain information  -Retain information
of events, incidents of events, incidents
or accidents and or accidents and
describe the same. describe the same.
 -adhere to word  -adhere to word
limit. limit.

August- Writing skills- Continued…….. (Workbook Exercises & Practice Exercises,

 Descriptive which will be mailed
Paragraph(
person/ place/
event)

August- Moments To enable the students: To enable the students to Activity (To introduce the lesson): To enable the students: Class Work:
Topic:M-5.The Happy  To develop a love imbibe- Warm Up activity:  To develop a love  The little
Prince for literature in  To make the Great achievements is usually born of great for literature in swallow
Oscar Fingal students. (U) students inculcate sacrifice and is never the result of selfishness. students. (U) says, ―It is
O'Flahertie Wills  To introduce the values like love, Discuss  To introduce the curious, but
Wilde compassion, Activity (To Support learning):- I feel quite
students with life students with life
Chapter Description- sacrifice and Jakie Shroff‘s movie ‗Teri Meherbaniyan‘ will be warm now,
and works of Oscar and works of Oscar
Love, compassion and discussed where a dog takes the revenge of his although it
Wilde. (K) empathy. Wilde. (K)
sacrifice are all a part of master to make them understand the idea of is so cold.‖
the theme of 'The  To introduce new  To make them selfless service displayed by an animal.  To introduce new Have you
Happy Prince.' The idea vocabulary.(K) infer that good Similar will be asked from them. vocabulary.(K) ever had
of judging someone  To develop listening deeds are Activity (to assess learning):  To develop listening such a
based on how they look skills through audio rewarded. Class Work: skills through audio feeling?
is also one of the central book of the ● The little swallow says, ―It is curious, but book of the Share your
themes of Oscar Wilde's lesson.(SY) I feel quite warm now, although it is so lesson.(SY) experience
''The Happy Prince.'' cold.‖ Have you ever had such a feeling? with your
Wilde's writing tells the Share your experience with your friends. friends.
story of a majestic
prince that overlooks
the city, adorned in gold
leaf and jewels such as
 sapphires and rubies.
Yet, despite his wealth,
he's not happy. He is
saddened by the poverty
he sees from his perch
atop the city. He sets
out to rid himself of his
wealth to help the
people below him, but
once he has sacrificed
everything, he was no
longer deemed beautiful
by the town‘s people.
August- LITERATURE- ● To introduce the To enable the students to Activity (To introduce the lesson): Students will be able to: Class Work:
Beehive students to the new imbibe- - Warm up Activity- ● To introduce the Do you agree with
Topic: Unit – 4.1-A words and phrases ➢ Determination. i) Who is a genius? students to the new the statement
Truly Beautiful Mind of English language. ➢ Communal (ii) What are the attributes that make a person a words and phrases stated as ―New
Biography of Albert (K) harmony genius? of English language. technology is
Einstein ● To develop the ➢ Love for The students know many facts about Albert (K) common, new
Chapter Description- interest of the Motherland Einstein‘s life. They will be encouraged to share. ● To develop the thinking is rare?‖
The chapter is a students to a literary ➢ Hard work Activity (To Support learning): interest of the (Workbook)
biographical account of piece.( U) ➢ Simplicity Do you agree with the statement stated as ―New students to a literary
Nobel Laureate and ● To develop the ➢ Face the adversities technology is common, new thinking is rare?‖ piece.( U)
―scientific genius‖ scientific temper of of life ● To develop the
Albert Einstein.The students. (AP) ➢ To be optimistic Activity (to assess learning): scientific temper of
story of Einstein tries to ● To promote the Albert Einstein‘s brain was taken from his body students. (AP)
show him as a human reading habits of during an autopsy hours after his death, going ● To promote the
being, a fairly ordinary students. (AP) against his and his family‘s wishes. What do you reading habits of
person who had his ● To make the think the reason behind it? Did they get students. (AP)
likes and dislikes, his students conscious something unusual? ● To make the
streaks of rebellion, and of the students conscious
his problems. One can scientific invention of the
think about how a ‗great and discoveries. scientific invention
person‘ was perceived (SY) and discoveries.
before being recognized ● To enhance the (SY)
 as ‗great‘: it is not as knowledge of ● To enhance the
though great people are students.(K) knowledge of
born with a special sign students.(K)
that allows us to
recognize them
instantly!
September- LITERATURE- To enable them to To enable the students to Activity (To introduce the lesson): To enable them to Class Work:
Beehive ● Read, write, speak imbibe- Students will be given chance to read the story ● Read, write, speak Do you think that
Topic: Unit-5.2. A understand English ➢ Kindness ―Unit 5.1.The Snake and the Mirror‖ turn by turn. understand English the old lady would
Legend of the correctly. (AP) ➢ Noble After the completion of the reading of the correctly. (AP) have been so
Northland ● Enrich the ➢ Generousness chapter, they will asked to rewrite the story ● Enrich the ungenerous if she
Poet: Phoebe Cary vocabulary of the ➢ Willingness to help without its humour, merely as a frightening vocabulary of the had known who
Chapter Description- students to use the others incident. What parts of the story would you leave students to use the Saint Peter really
‗A Legend of the same correctly. (AP) ➢ Sympathy out? (Omitted Chapter) same correctly. (AP) was? What would
Northland‘ is a ● Understand the ➢ Care and Concern ● Understand the she have done
ballad. The poet doesn‘t culture, lifestyle and for others Activity (To Support learning): culture, lifestyle and then?
believe in the belief of the people Students will be asked to go to the local library or belief of the people Theme & Analysis
authenticity of the story living in the region. ➢ Realize the result talk to older persons in their locality and find living in the region.
but yet is tempted to (U) of greed legends in their own language. Discuss about the (U)
share the ● Acquaint the students legends in the class. ● Acquaint the students
story. Mythological with a Mythological with a Mythological
stories may not relate to stories. (K) Activity (to assess learning): stories. (K)
realities but they always ● Enjoy poetry in the Do you think that the old lady would have been ● Enjoy poetry in the
carry some good form of Ballad. (K) so ungenerous if she had known who Saint Peter form of Ballad. (K)
messages with them. ● Identify of figures of really was? What would she have done then? ● Identify of figures of
This poem narrates the speech. (SY) speech. (SY)
legend of an old lady
who angered Saint Peter
because of her greed
and was cursed by him.
This poem puts forth the
theme that we should
not be selfish and
always help the needy.
September- Grammar: Continued……..
  Tenses
September- Grammar:
 Articles
September- Writing skills-
 Story writing
September- LITERATURE-
Beehive
Topic: Topic: Unit –
6.1-My Childhood
Chapter Description-
―My Childhood‖ is an
extract taken from the
autobiographical book,
‗Wings of Fire‘ by
A.P.J.Abdul
Kalam. The
autobiographical
account of his
childhood embodies the
themes of harmony and
prejudice, tradition and
change.
October- PAT-II Periodic Assessment Test
(PAT) – II
Oct 10-21, 2019
Term - II
Continued……..
Continued……..
● To enable the To enable the students to Activity (To introduce the lesson): ● To enable the Class Work:
students to develop imbibe- Warm Up Activity- students to develop Narrate two
in the language ➢ Determination. Efforts of selfless people who aimed to serve in the language incidents that show
skills. (AP) ➢ Communal humanity during recent crises would be discussed skills. (AP) how differences
● To enable them to harmony Activity (To Support learning): ● To enable them to can be created, and
express themselves ➢ Love for *Indra Krishnamurthy Nooyi, an Indian express themselves also how they can
in grammatically Motherland American business executive, in her speech in grammatically be resolved. How
correct language. ➢ Hard work emphasized on three facts of life. Firstly to be a correct language. can people change
(AP) ➢ Simplicity lifelong student, Second, whatever we do, throw (AP) their attitudes?
● To enable the ➢ Face the adversities ourselves into it, throw our head, heart and hands ● To enable the
learners to of life into it and The third and the most important one, learners to
extrapolate from the ➢ To be optimistic please help others rise. Do you agree with her extrapolate from the
given text. (SY) views and what is your opinion about the same? given text. (SY)
● To instill values of *Book Reading ‗The Wings of Fire‘ by APJ ● To instill values of
generosity, kindness, Abdul Kalam. generosity, kindness,
humility and *Video –―Abdul Kalam, A lesson‖ and PPT humility and
communal harmony related to birthplace of Kalam will be shown. communal harmony
among the children. Activity (to assess learning): among the children.
(U) Narrate two incidents from the chapter that show (U)
● To enable them to how differences can be created, and also how ● To enable them to
frame sentences they can be resolved. How can people change frame sentences
using the new words their attitudes? using the new words
and phrases.(AP) and phrases.(AP)
Month & Theme/ Sub-theme Learning Objectives Activities &Resources Expected Learning Assessment
Working Subject Specific Behavioural Outcomes
Days (Content Based) (Application based)
October- LITERATURE- To enable the students to To enable the students- Activity (To introduce the lesson): Students will be able: Class Work:
Beehive read, write, speak  To understand the very Speaking Skills: To read, write, speak What is the central
Topic: Topic: 6.2 No understand English idea of Vasudhiv In times of crisis like the recent pandemic understand English theme of the
Men are Foreign correctly. (SY) Kutumbakam (The ‗Corona crisis‘ has reduced the gaps of foreign correctly. (SY) poem? (Extended
Chapter Description- To enrich the vocabulary of world is a family) differences between the people, irrespective of To enrich the vocabulary of Abstract)
No men are foreign' the students to use the same  To deal with the the differences existing between us. Do you the students to use the same Identify the
tells us that we should correctly.(K) differences with open think it is appreciable act? correctly.(K) Figures of speech
not consider anyone as To enable the students to mindedness. Activity (To Support learning): To understand the difficult
foreign or 'strange.' understand the difficult  To accept diversity. Referring to the story given on page no 91 of words and phrases in the
Humanity is the same words and phrases in the workbook, share your views on the importance poem.(U)
all over the world and in poem.(U) of Unity. (Extended Abstract) (Workbook)
harming anyone, we are Reading Skills: Recitation with proper
harming ourselves. In innotation.
destroying another Activity (to assess learning)
country, we are What is the central theme of the poem?
destroying our own
Earth. The poem tells
us to look upon
humanity as unified
entity.

November- Moments To enable the students to To enable the students to Activity (To introduce the lesson): Students will be able: Do you think
Topic: comprehend the text (U) imbibe- Warm up activity- To comprehend the text (U) Prashant is a good
6.WEATHERING To enable them to develop - Helpfulness Discussion: To develop style of writing leader? How?
The students are very much aware about the (SY)
THE STORM IN style of writing (SY) - To be optimistic
schemes, the programs the government run for
ERASMA To develop confidence in -Sensible behaviour To develop confidence in
the benefit of the people. The measures they take
Chapter Description- speaking skills (SY) -Care during the calamities and the other procedures speaking skills (SY)
―Weathering the Storm To read with correct word - Sense of concern they initiate to come out of the situation. To read with correct word
in Erasma narrates the stress, sentence stress and -Determination Activity (To Support learning): stress, sentence stress and
adventures of a young intonation (APP) - Empathy Do you think young people can get together to intonation (APP)
man Prashant who was To learn/enrich vocabulary - Perseverance help people during natural calamities? How? To learn/enrich vocabulary
marooned on a rooftop and its usage within - Selfless service Activity (To assess learning): and its usage within
for two nights following appropriate context (K) - face adversities of life Do you think Prashant is a good leader? How? appropriate context (K)
a dreadful storm. He To understand the pain of -be courageous Textual questions/ Extra questions/ To understand the pain of
Assignments/Character sketches/ Value based
returns to his village others (U) others (U)
and finds his family To develop empathy To develop empathy
members safe. Prashant
helps the people of his
village by first getting a
grip over himself
because he was initially
shocked on witnessing
the after effects of the
cyclone. He decided to
step in as the leader of
his village. He also
brought a number of
orphaned children
together and constructed
a polythene shelter for
them. While women
were mobilized to look
after them, the men
secured food and other
essentials for the
shelter. When he
realised that the women
were becoming too
grief-stricken, he
persuaded them to start
working in the food-for-
work programme,
 which was initiated by
an NGO. He also
organized sports events
for children.
November- Moments
Topic: 7. The LAST
LEAF
Chapter Description-
This beautifully
inspirational tale deals
with unselfish sacrifice
- how one man was
prepared to sacrifice his
own well-being and use
his talent to save the life
of another. Johnsy and
Sue share an apartment
where Johnsy fell ill
with pneumonia and
soon gives up hope for
survival. She pins her
destiny to the survival
of one last leaf on a vine
which she perceives
through her window
whilst lying in bed.The
leaves Johnsy watches
tumble from the vine
lead her into sadness,
but Behrman,an old
fellow artist, who is
To promote reading habits To enable the students – Activity (To introduce the lesson): Students will be able: Recall any
through story reading. (Ap) To understand that ―A Share the stories of how did people remain To promote reading habits situation of your
·To provide variety of friend in need is friend hopeful in testing times? through story reading. (Ap) life where you
Activity (To Support learning): supported your
language inputs for indeed‖. (U) To provide variety of
Speaking Skills: friend to come out
spontaneous & natural use · To realize that patience is language inputs for
Students will share the support which they get of his other side of
of language. (Ap) the plaster of all sorrows.( from their dear ones in crucial situations. spontaneous & natural use the coin to the
To enable the students to AY) Activity (to assess learning) of language. (Ap) realistic world.
appreciate/comprehend the · To understand deep Recall and write about any situation of your life ·To appreciate/comprehend
text. (K,V,Ay) exploration of friendship where you supported your friend or you were the text. (K,V,Ay)
To enable them to express and commitments (U) supported by your friend in the time of need. ·To express themselves in
themselves in · To learn that self-sacrifice grammatically correct
grammatically correct is the central (important)to language. (Ap)
language. (Ap) such relationships. (K) ·To comprehend the text
To enable them to
· To understand that love locally and globally. (U)
comprehend the text locally and care are universal ·To learn/enrich vocabulary
and globally. (U) languages applicable to all and its usage within
To learn/enrich vocabulary (U) appropriate context. (Ap)
and its usage within · To become caring towards ·To develop confidence in
appropriate context. (Ap) others. (U,AP) speaking skills. (U,Sy)
To develop confidence in
speaking skills. (U,Sy)
 their downstairs-
neighbour, paints one
that comes to represent
hope as it leads to some
improvement in her
condition when she
finds that the final leaf
has not fallen. Behrman
had painted a
masterpiece - the last
leaf was Behrman‘s
masterpiece. He had
painted the leaf after the
last leaf had fallen off
the vine. His final act-
the last leaf on the wall
gave Johnsy hope and
life.

November- Grammar- Continued…….. (Workbook Exercises & Practice Exercises,

Direct and Indirect which will be mailed
Speech

December- LITERATURE- To enable the students to- To enable the students to Activity (To introduce the lesson): Students will be able: Classwork:
Beehive To appreciate the beauty, imbibe- Warmup Activity- To appreciate the beauty, What are the
Topic: Unit-7.2. The rhyme and style of the ➢ Kindness Imagine you are preparing to go on a two-week rhyme and style of the poem preparations done
holiday to a city you have not been to before. by the duck before
Duck and the poem (AP) ➢ Noble (AP)
Decide the things you would need for the trip. going for the trip?
Kangaroo To read aloud the poem ➢ Generousness (Workbook)
To read aloud the poem with
Write a summary
Chapter Description- with proper rhythm (U) ➢ Willingness to help others Activity (To Support learning): proper rhythm (U) of the poem.
The poem, ―The Duck To enjoy recitation of the ➢ Sympathy Look for more nonsense verses, Share some To enjoy recitation of the
and The Kangaroo‖ by poem individually or in ➢ Care and Concern for interesting nonsense verses with the class. poem individually or in
Discuss: ―Being organized will help you study
 Edward Lear begins chorus (AP) others better.‖ Do you agree? Why / why not? chorus (AP)
with a sweetTo understand the thought ➢ Realize the result of greed (Workbook) To understand the thought
conversation between a and imagination contained Activity (to assess learning) and imagination contained
Share your views on the topic ―Travelling can be
duck and a kangaroo. in the poem. (U) in the poem. (U)
wonderful and insightful experience.‖
Two friends the Duck To develop their aesthetic (Workbook) To develop their aesthetic
and the Kangaroo are sense (SY) sense (SY)
about to set out on a To read, write, speak and To read, write, speak and
long pleasure trip. The understand English understand English
Kangaroo, thoughcorrectly. (K) correctly. (K)
happy to carry the Duck To enrich the vocabulary To enrich the vocabulary
all the way on the tip of
and to use the same and to use the same
his tail, is wary of hercorrectly.(AP) correctly.(AP)
wet feet. To identify figures of To identify figures of
speech (SY) speech (SY)
December- LITERATURE- To enable the students: To enable the students to Activity (To introduce the lesson): Students will be able: Activity/Assignme
Beehive To introduce themselves imbibe- Warm up Activity: To introduce themselves nt:
to the new words and To be determined *Pre Reading Activity: to the new words and There are more
Topic: 8.1 Reach for phrases of English Success is the Do you have the passion to do something other phrases of English examples of
the Top language. (K) culmination of hard than your studies like music, dance, sports etc., language. (K) women who fought
To develop the interest work and sincerity Who gives you support and encouragement to go To develop the interest against odds and
Chapter Description- to appreciate a literary Persistent endeavors to ahead(Workbook pg.111) to appreciate a literary achieved great
piece. reach the top. Activity (To Support learning): piece. heights in their
The chapter is about To promote the reading To make them realize In January 2018, the President of India awarded To promote the reading field. Write a
Santosh Yadav who habits.(AP) their responsibilities to 112 amazing ―First Ladies‖ for being first in habits.(AP) paragraph about
fought against odds and To enhance their safeguard environment their respective fields. Students will write few To enhance their the personality,
achieved success. knowledge .(AP) Help students to write names of ‗First Ladies‘ on black knowledge .(AP) who inspired you.
Santosh Yadav is one To learn the usage of a description of board.(Workbook) To learn the usage of You can find such
of the few women in the Idioms and Phrases (K) Santosh Yadav‘s Activity (to assess learning) Idioms and Phrases (K) personalities
world to have climbed To encourage to write character by drawing Santosh Yadav got into the record books both To encourage to write around you.
Mount Everest twice. within a given word their attention to her times she scaled Mt. Everest. What were the within a given word
limit (such as 500 background likes and reasons for this? limit (such as 500 words,
words, or 1000 words) dislikes her humanity or 1000 words) (AP)
(AP) and her contribution to To use every day,
 To use every day, society. contemporary language.
contemporary language. (AP)
(AP)

December- LITERATURE- To enable the students: To enable the students to Activity (To introduce the lesson): Students will be able: Theme &
17 Beehive To comprehend meanings imbibe- There are conflicts between Human and nature; To comprehend meanings of Analysis of the
Topic:Unit.8.2.On of the poem. (U) ➢ Concern for Mother Earth and between humans. What do you understand the poem. (U) poem
Killing a Tree by this? To understand the poem by Identify the
To understand the poem by ➢ Sensitivity
Chapter Description- Activity (To Support learning): Figures of Speech
➢
doing simple tasks and thus Destructive nature of doing simple tasks and thus
This poem paints a How can human save nature? What efforts can
vivid and brutal picture learning words with similar humans be done on small level? learning words with similar
of what is involved in meanings. (U) ➢ Mother Nature is Activity (to assess learning): meanings. (U)
killing a tree. This poem To reflect on the poem. inevitable Discussion- What are the things we are getting To reflect on the poem.
highlights a lot of (AY) ➢ Tree is a symbol of from the Mother Earth? What are we returning? (AY)
morals. Firstly, it To speak from the tree‘s mankind To speak from the tree‘s
displays the destructive
point of view (SY) ➢ Life is not easy to end point of view (SY)
nature of humans.
To revise about various To revise about various
Secondly, it shows that
Mother Nature is poetic devices like Imagery, poetic devices like Imagery,
inevitable and cannot be Personification, Free verse Personification, Free verse
easily destroyed. (EV) (EV)
Thirdly, the tree is a
symbol of mankind. It
says that human life is
not so easy to end. If we
cut the fingers or the
skin, then we do not die.
It is the heart that
should be cut-out. This
is the main theme of the
poem.
Theme: The general
theme of the poem is
man‘s cruelty to nature
and the destruction of
 trees. The poet uses a
sarcastic tone to explain
how a tree has to be
uprooted from its source
for it to be killed. The
tree grows by absorbing
years of sunlight, air
and water and it cannot
die by merely hacking
and chopping at it as its
source of strength lies in
the roots.
On a figurative level,
the poem may also
mean that to kill a tree
or anything else e.g. a
bad habit, it must be
destroyed at the heart.
For human beings,
injuries and amputation
does not cause death,
but if the heart stops
functioning, there is no
chance of survival as
the heart provides the
life blood and is their
source of existence.

December- (Workbook Exercises & Practice Exercises,

17 Writing skills- Continued…….. which will be mailed
Article
January-25 LITERATURE- · To enable the students to To enable the students- Activity (To introduce the lesson): Students will be able: Class Work: Do
Beehive appreciate/comprehend the · to understand that Speaking Skills: To appreciate/comprehend you carry the
Topic: Unit.9.1 The text. (K,V,Ay) love and care are universal Animals also feel the pleasure of love and the the text. (K,V,Ay) attitude of
pain of separation. Share your own experience. ·To express themselves in ―abandoning itself
Bond of Love · To enable them to express languages applicable to all
 Chapter Description- themselves in
The Bond of Love is grammatically correct
story by Kenneth language. (Ap)
Anderson (8 March · To enable them to
1910 – 30 August 1974) comprehend the text locally
which shows the bond and globally. (U)
of a human (Kenneth‘s · To learn/enrich
wife) with a sloth bear vocabulary and its usage
whom she called within appropriate context.
‗Bruno‘. Bruno, the (Ap)
sloth bear, was rescued · To develop confidence in
by the author. speaking skills. (U,Sy)
Kenneth Anderson was· To revise spelling rules
an Indian-born, British (related to ie&ei). (Ap)
writer and hunter (Like· To revise spellings
Jim Corbett) who wrote
containing silent letters.
books about his
adventures in the (Ap)
jungles of South India. · To understand and apply
the use of index in a book.
(K,U, Ap)
· To understand and apply
the concept of narrative
present. (K,U,Ap,Sy)
· To revise concept of
Adverbs. (K)
January-25 LITERATURE- To enable the students to:
Beehive ● To share their personal
Topic: Unit. -9.2 The experiences. (AP)
● breeds of snake which are harmful and which are●
Snake Trying ● To express themselves in
Chapter Description grammatically ●
correct
creatures. (U) *Video will be shown based on a rescued sloth grammatically correct to its fate‖? Recall
· to observe and bear cub and the wildlife orphanage by Dr. language. (Ap) any situation where
respect all life forms. Prakash Amte followed by introductory ·To comprehend the text regretted for the
paragraphs of the lesson. same.
(U,Ap) locally and globally. (U)
Activity (To Support learning):
· to appreciate Pets have unique care and handling requirements To learn/enrich vocabulary
empathetic attitudes. and should only be kept by those with the and its usage within
(U,Ay,Ap) commitment to understand and meet their needs. appropriate context. (Ap)
· to become caring Give your argument in support of or against this To develop confidence in
towards others. (U,Ap) statement. speaking skills. (U,Sy)
Activity (to assess learning) To revise spelling rules
Do you carry the attitude of ―abandoning itself to
(related to ie&ei). (Ap)
its fate‖? Recall any situation where regretted for
the same. To revise spellings
containing silent letters.
(Ap)
To understand and apply the
use of index in a book.
(K,U, Ap)
To understand and apply
the concept of narrative
present. (K,U,Ap,Sy)
To revise concept of
Adverbs. (K)
Activity (To introduce the lesson): Students will be able: Class Work:
To enable the students to Warm up Activity: ● To share their personal Most of us think of
imbibe- Do you think all snakes are harmful? Name some experiences. (AP) snakes as
‗fearsome symbols
Patience To express themselves in
harmless. (Relational Outcome) of death‘. But the
Be thoughtful grammatically correct
Activity (To Support learning): snake in this poem
 In the poem, the poet
tries to say that all ● To use new words and
snakes are not
poisonous. Some of
them are ●
quite
harmless.It is foolish to
kill a snake as soon as ●
we see it. Even if a
snake is poisonous, ● it
will do us no harm if it
doesn‘t see any danger
from us. A snake
always bites in self-
protection
only.Otherwise, it is as
harmless as any other
creature. But sadly
human beings always
try to kill a snake as
soon as they see it.
January-25 LITERATURE-
Beehive
Topic:Unit.10.1
Kathmandu
Chapter Description
‗Kathmandu‘ is
excerpted from Heaven
Lake, a travelogue in
which Vikram Seth
gives an account of
language. (AP) ● Concern for animals Find out about snake charmers. How are they language. (AP) is itself a victim.
● Learn to appreciate contributing to the development of herpetology?● To use new words and Explain. (Extended
phrases in their own ● To develop their ListeningTheme of the poem would be discussed. phrases in their own Abstract)
language. (AP) and Imaginative skills Activity (to assess learning): language. (AP)
Most of us think of snakes as ‗fearsome symbols
To inculcate the habit of of death‘. But the snake in this poem is itself a ●To inculcate the habit of
reading poems . (K) victim. Explain. reading poems . (K)
To develop their ● To develop their
imagination skills . (SY) imagination skills . (SY)
To identify the poetic ● To identify the poetic
devices used in the poem. devices used in the poem.
(AP) (AP)
To enable the students to To enable the students to Activity (To introduce the lesson): Students will be able: Do you agree with
make diary entry as a imbibe- Warm up Activity: To make diary entry as a the statement:
travelogue.(SY) ● Respect the culture of What do the surroundings of a holy place in your travelogue.(SY) ―Travelling––it
city look like? To use new words and leaves you
To enable them to other countries
Speak about the shrines you have visited. speechless, then
understand the use of ● Widen our vision Activity (To Support learning):
phrases in their own
turns you into a
simple present tense.(AP) ● To be observant ● Textual questions/ Assignments/Character language.(AP) storyteller.‖
To enable them to use new ● Face situation quietly sketches/ Value based To know the culture and Justify your reason.
words and phrases in their ● Love for the country Students will share their stories, related to religion of Hindus and (Extended
own language.(AP) travelling. Buddhism.(K) Abstract)
To enable them to know the Activity (To assess learning): Tocomprehend the (Workbook)(Work
 what he saw, thought culture and religion of Write about the condition of Baghmati river passage.(U) book)
and felt when he Hindus and Buddhism.(K) described in the chapter. (Work book pg.140) To write freely about our
travelled from China to To enable them life and the things that
Tibet, from Heaven comprehend the happen to us — funny, sad,
Lake to the passage.(U) happy, embarrassing or
Himalayas.It is the to write freely about our life fearful.(SY)
description of the two and the things that happen To make them understand
famous temples of to us — funny, sad, happy, that diary entries can form
Kathmandu. The author embarrassing or the basis of a
travelogue.(SY)
has drawn the powerful fearful.(SY)
images and pictures of To make them understand
the attractive places of that diary entries can form
Nepal. One is the the basis of a
travelogue.(SY)
Pashupatinath and the
other is the Baudhnath
Shrine.Near his hotel
he hears the melodious
sound of the flute seller
which enchanted him. It
reminds him of the
commonality of all
mankind as the music of
the flutes unites all
mankind in one single
thread of universality.
He was fascinated to the
truth of the flutes. He
returns to his home
after a long time.
January-25 LITERATURE- To enable the students to To enable the students to Activity (To introduce the lesson): Students will be able: Sometimes we
Beehive draw their attention to the imbibe- Don‘t you think it is not safe to share To draw their attention to think about what
Topic:UNIT 11 IF stage setting, stage - To analyze the different information in today‘s digital age? Someone like the stage setting, stage we are like and
I WERE YOU directions, description of situations (AY) the intruder in the play ‗If I Were You‘ might directions, description of the how each of us is
Chapter Description the characters, their - Decision making (SY) misuse your unique and personal identity details. characters, their movements, different. We all
This is called identity theft. The cases of online are interesting
Gerrard, a cultured movements, gestures and - Be Sensible (U) gestures and tonal
identity thefts are increasing day by day. Collect people with our
playwright, lives in a tonal variations.(AP) - Developing confidence information about cases of identity theft and variations.(AP) physical
small cottage. An To enable the learners to (AP) share it in the class. To understand some differences and
intruder enters his understand some examples - Presence of mind (AP) Role Paly will be conducted. examples of wit and attitudes to life.
cottage. He wanted to of wit and irony.(AY) - learn how to handle Activity (To Support learning): irony.(AY) Write in about 100
murder him and live as To enable the children to difficult situation (AP) Intelligence combine with alertness and To learn and locate the right words what you are
Gerrard because he learn and locate the right smartness can save one‘s life. Discuss. meanings of new words and like, your identity
Activity (to assess learning): and what you enjoy
looked like him. meanings of new words and phrases from the dictionary.
Sometimes we think about what we are like and doing and how do
Gerrard at once phrases from the dictionary. how each of us is different. We all are interesting (AP) you envision
understood everything. (AP) people with our physical differences and To comprehend the text. yourself in future.
He told the intruder that To enable the students to attitudes to life. Write in about 100 words what (U) (Extended
he was also a murderer. comprehend the text. (U) you are like, your identity and what you enjoy To enhance their writing Abstract)
Therefore, the police To enable them to enhance doing and how do you envision yourself in skills. (SY) (Workbook)
were after him. Gerrard their writing skills. (SY) future. (Workbook) To enrich vocabulary and its
explained that To enrich vocabulary and usage within appropriate
The information about RAW: India‘s External
unfortunately one of his its usage within appropriate Intelligence Agency will be shared with the context. (AP)
men had been caught. context. (AP) students.
He was expecting
trouble that night. He
then made the intruder
understand that it was
good for him if he went
with him. He also told
him that if it was a
frame, he could shoot
him in the car. The
intruder agreed. But
when he was about to
 cross the door, Gerrard
pushed him into the
nearby cupboard. He
then slammed it. He
telephoned the police
for his arrest.

February- Moments i) To enable the students to To enable the students to Activity (To introduce the lesson): Students will be able: Class Work:
23 Topic: Unit – Topic: comprehend the text (U) imbibe- Warm up activity- To comprehend the text (U) How can we help
10. THE BEGGAR ii) To enable them to - Empathy Speaking Skills: To develop style of writing beggars/ abolish
Share your views on the approach of people who (SY) begging?
Chapter Description- develop style of writing - Character building
took initiative to help the needy during Corona (Extended
―The Beggar" is a short (SY) - To analyze the different Virus lockdown.
To verbally communicate
Abstract)
story told with realism. iii) To enable them to situations Activity (To Support learning): (APP)
A prosperous lawyer verbally communicate - Sensible behaviour Speaking Skills Debate- People who rise and To enhance their writing
(Sergei) encounters a help these people are no longer interested in skills (SY)
(APP) - Care
ragged beggar, who helping them, because they know it's in vain. So,
iv) To enable them to - Developing confidence To enrich vocabulary and its
claims to be a teacher poor people can't be helped in INDIA because
fired unjustly from his enhance their writing skills - Sense of concern usage within appropriate
many of them like living that way. context(K)
job. Sergei, however, (SY) -. To identify the socio-
Activity (To assess learning)
remembers that he saw v) To enrich vocabulary economic problems of To be truthful irrespective of
How can we help beggars/ abolish begging?
the same man the other and its usage within beggars Textual questions/ Extra questions/ situations
day, when he had appropriate context(K) - To assess the Assignments/Character sketches/ Value based To make them understand
claimed to be an the relationship between
vi) To be truthful government's services
impoverished student.
irrespective of situations received by the beggars,. self-awareness, violation of
The beggar (Luskoff)
breaks down and admits vii) To make them - To give remedial personal space and helping
that he is simply a understand the relationship measures for improving behavior. ... (U)
drunk without work. between self-awareness, their social status. To identify the beggars and
Sergei offers him a job violation of personal impress upon them the
chopping wood, which space and helping behavior. - Motivating the beggars significance of dignified
he reluctantly accepts. living and
... (U) to stop begging and start
Olga, the cook, takes
viii) To identify the working To persuade them to take up
Luskoff out and shows
him the wood stack. beggars and impress upon - Persistent sensitizing and an alternative livelihood and
 After that, Luskoff them the significance of capacity building among to take such measures so as
returns frequently to do dignified living and the general public to
odd jobs, and eventually persuade them to take up an To equip them in attaining
Sergei sets him up with alternative livelihood and to such means of living.
a clerical position. Two
years later, Sergei sees take such measures so as to
the former beggar at the equip them in attaining such
theater. He prides means of living.
himself for having
"saved" Lushkoff from
a life of drunkenness,
but Lushkoff reveals
that it was Olga who
saved him--she chopped
the wood, and the
compassion she showed
led to a change in his
heart.
February REVISION for Final
Assessment Test (FAT)
March FAT