LESSON PLAN

General Information: Date:

1. Name and Designation of the Teacher : 6. No. of Periods required : 4
2. Class & Section :Class 10, Section ___ 7. Date of Commencement :
3. Subject : English 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson :A Shady Plot

Specific Pedagogica Individual/Gr Interdisciplin Resources Competency Feedback Inclusive

Learning l Strategies oup activities ary Linkages (including Based and Practices/
Outcomes for / experiments and infusion ICT) Assessment Remedial Gender
Experienti / hand-on- of Life-skills, items for Teaching Sensitivity
al Learning learning Values measuring Plan
the
attainment
of Learning
Outcomes
•Understand 1Guided [Link] [Link] [Link]: [Link] [Link] [Link]
the Reading Writing: and NCERT Class Answer Mechanisms: y:
humorous and Sociology: 10 English Questions:
and Explanatio •Students Literature •Provide •Ensure all
supernatural n: write their •Discuss the Reader. •Why does feedback on students
elements of own ghost psychological the ghost creative participate
the story. •Read stories, challenges of [Link]: visit John? writing tasks in
aloud the incorporating creativity, Use a short and role discussions
•Analyze the story in humor and such as video or •How does plays, and
character of class while satire. writer’s animation on the story focusing on activities,
John Hallock pausing to block, and humorous blend humor, with
and his explain [Link] Play: how stress ghost stories humor with originality, additional
interactions complex and depth of support
 with the words, impacts provided
ghost, phrases, •Reenact relationships. to introduce the understandin for those
emphasizing and scenes from the theme. supernatura g. needing
his struggles supernatur the story, [Link] Skills: l? help.
with al emphasizing [Link] [Link]
creativity elements. John’s •Promote Tools: [Link] Actions: [Link]
and marital reactions and problem- Smartboard Answer Sensitivity:
challenges. •Discuss the ghost’s solving, to annotate Questions: •For
the demands. effective key scenes students •Highlight
•Recognize humorous communicati and analyze •Discuss the struggling the
satirical situations, [Link] on, and literary use of satire with dynamics
elements in such as Discussion: emotional devices. in A Shady comprehensi between
the depiction John’s intelligence Plot. on, conduct John and
of reaction to •Discuss the through [Link] additional his wife,
relationships the ghost theme of discussions ary Materials: •Analyze reading discussing
and human and his communicatio and activities. Worksheets the sessions and the
behavior. interaction n and its with relationship simplify the importanc
s with his importance in [Link] and comprehensio between explanation e of
•Enhance wife. resolving Literature: n questions, John and his of literary equality
literary conflicts in vocabulary wife. devices. and mutual
analysis [Link] relationships, •Explore the exercises, and respect in
skills by on of such as John’s influence of creative [Link] [Link]-Up relationshi
identifying Humor and with his wife. supernatural writing Tasks: Activities: ps.
literary Satire: themes in prompts.
devices such 4. Comic literature and •Write a •Conduct a [Link]:
as irony, •Discuss Strip Creation: how humor is dialogue reflective
humor, and how the used to between discussion on •Distribute
satire. story •Students address John and how humor roles and
blends design a comic serious the ghost can be used tasks fairly
•Reflect on humor and strip depicting issues. after the to address during
the satire to a humorous events of real-life group
importance critique ghost story [Link]: the story. challenges activities
of inspired by A and conflicts. to ensure
communicati relationshi Shady Plot. •Emphasize equal
on and trust ps, the •Create a participati
in creativity, [Link] importance of humorous on from all
relationships and human and Irony trust and alternate students.
. behavior. Analysis: understandin ending to
g in the story.
•Use •Identify and relationships
guided analyze the through [Link]
questions symbolism of John’s Assessment
like: the ghost as a interactions :
metaphor for with his wife
•Why does creativity and and the ghost. •Evaluate
John the irony in role plays,
struggle the plot. comic
with strips, and
writing a group
ghost discussions
story? for
creativity,
•How does teamwork,
the ghost and
reflect the understandi
challenges ng of
faced by themes.
writers?

[Link] Play
and
Enactment:

•Students
act out key
scenes,
such as
John’s
encounter
with the
ghost or
his
conversati
on with his
wife.

[Link]
n on Real-
Life
Parallels:

•Relate
John’s
struggles
with
writer’s
block to
modern-
day
challenges
in
creativity
and
problem-
solving.

[Link]
ve
Analysis:
 •Analyze
key quotes
and scenes
to
understan
d the use of
humor,
irony, and
satire in
the story.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required : 4
2. Class & Section :Class 10, Section ___ 7. Date of Commencement :
3. Subject : English 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson :Mrs. Packletide’s Tiger

Specific Pedagogical Individual/Gro Interdisciplin Resources Competenc Feedback Inclusive

Learning Strategies up activities / ary Linkages (including y Based and Practices/
Outcomes for experiments / and infusion ICT) Assessment Remedial Gender
Experientia hand-on- of Life-skills, items for Teaching Sensitivity
l Learning learning Values measuring Plan
the
attainment
of Learning
Outcomes
•Develop an [Link] [Link] [Link] [Link]: [Link] [Link] [Link]
understandi Aloud with Writing: and Sociology: NCERT Class Answer Mechanism y:
ng of satire Emphasis 10 English Questions: s:
and humor on Humor: •Students •Discuss the Literature •Ensure all
as used in write a psychological Reader. •Why does •Provide students
the story to •Students humorous effects of Mrs. constructiv participate
critique read the essay or story competition, [Link]: Packletide e feedback in
vanity and story aloud inspired by jealousy, and Show a short want to on creative discussions
social with Mrs. insecurity as video or shoot a writing and , creative
rivalry. guidance Packletide’s seen in the presentation tiger? presentatio tasks, and
from the Tiger, focusing characters. on satire in ns, focusing group
•Analyze teacher to on satire and literature and •How does on activities,
the identify irony. [Link] Skills: examples of Miss providing
 originality
characters, instances of humorous Mebbin and humor. support
particularly satire, stories. blackmail where
Mrs. irony, and [Link] •Promote Mrs. [Link] needed.
Packletide, humor. Discussion: ethical [Link] Packletide? Measures:
Loona thinking, self- Tools: Use a [Link]
Bimberton, [Link] •Divide the awareness, smartboard to [Link] •Organize a Sensitivity:
and Miss Analysis: class into and highlight and Answer simplified
Mebbin, and groups to understandin annotate key Questions: discussion •Highlight
their •Use debate: “Is g the impact phrases or of satire the
motivations. guided social rivalry a
of one’s discuss •How does and irony dynamics
questions driving force actions on literary the story for students between
•Enhance to explore for human others. devices like criticize who Mrs.
vocabulary the theme behavior?” irony and vanity and struggle Packletide,
and literary of vanity [Link] satire. superficialit with the Loona
interpretati and the [Link] tal Studies: y in society? concept. Bimberton,
on skills, consequenc Making: [Link] •Discuss the and Miss
focusing on es of •Discuss the ary Materials: role of •Conduct a Mebbin,
irony, superficialit •Create ethical Handouts with humor and reading encouragin
humor, and y, focusing posters consideration character irony in the session g
exaggeratio on the illustrating the s of hunting analysis story. focusing on discussions
n. motives key themes of animals for prompts, difficult about
behind Mrs. the story, such sport or vocabulary [Link] vocabulary social
•Reflect on Packletide’s as vanity, personal gain, exercises, and Tasks: or pressures
how social actions. rivalry, and linking it to humorous confusing on women.
competition superficiality, wildlife writing •Write a phrases.
and vanity [Link] Play or create an conservation examples. dialogue •Promote
influence and advertisement efforts. between [Link]-Up equal
human Reenactme for a fictional Mrs. Activities: opportuniti
behavior. nt: tiger hunt! [Link] and Packletide es for both
Media: and Loona •Students boys and
•Encourage •Assign [Link] Bimberton create a girls to lead
students to students to Analysis Table: after the humorous and
 recognize act out key article present
the scenes, •Students •Students tiger hunt. critiquing group
importance such as the create a table design modern-day activities.
of ethical tiger hunt, comparing the advertisement •Draw a examples of
behavior emphasizin traits of Mrs. s, short comic comic strip vanity or
and the g the Packletide, strips, or based on rivalry.
negative humor and Miss Mebbin, visual the tiger
effects of irony of the and Loona depictions of hunt scene.
superficialit situation. Bimberton, scenes from
y and highlighting the story. [Link]
materialism. [Link] their flaws and Assessment
n on Satire virtues. s:
in
Literature: [Link] Hunt: •Evaluate
group
•Introduce •Students presentatio
students to identify ns, debates,
the concept humorous and role
of satire phrases or plays for
and discuss situations in creativity,
how it is the text and content,
used in explain why and
literature they are funny. teamwork.
to critique
human
behavior.

[Link]
to Real-Life
Situations:

•Discuss
examples of
 social
competitio
n and
vanity in
the modern
world,
encouragin
g students
to share
their
thoughts on
ethical
decision-
making.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required : 4
2. Class & Section :Class 10, Section ___ 7. Date of Commencement :
3. Subject : English 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : Patol Babu, Film Star

Specific Pedagogical Individual/Grou Interdiscipli Resources Competency Feedback Inclusive

Learning Strategies p activities / nary (including Based and Practices/
Outcomes for experiments / Linkages and ICT) Assessment Remedial Gender
Experiential hand-on- infusion of items for Teaching Sensitivity
Learning learning Life-skills, measuring Plan
Values the
attainment
of Learning
Outcomes
•Develop an [Link] [Link] [Link] [Link]: [Link] [Link] [Link]
understandin Reading and Writing: and Ethics: NCERT Class Answer Mechanis ty:
g of the Contextual 10 English Questions: ms:
themes of Analysis: •Write a diary •Link to the Literature •Ensure
dignity of entry from Patol dignity of Reader. •Why does •Provide all
labor, •Read the Babu’s labor and the Patol Babu individual students
professionali text aloud in perspective, value of [Link] feel feedback actively
sm, and class, describing his every role, : Show a disappointe on creative participat
personal pausing to thoughts and big or small, video clip or d with his writing e in
satisfaction. discuss feelings after the in building a documentary role and discussion
significant shoot. productive on small initially? discussion s, role
•Analyze events, such society. actors who s, focusing plays, and
Patol Babu’s as Patol make a big on clarity creative
 character Babu’s initial [Link]/Discus impact •How does and depth tasks,
and his disappointm sion: [Link] through their Patol Babu of thought. providing
transformati ent, his : dedication. prepare for additional
on from preparation •Topic: “Is his small [Link] support
disappointm for the role, personal •Discuss the [Link] role in the Actions: where
ent to and his satisfaction emotional Tools: Use a movie? needed.
fulfillment. eventual more important journey of projector or •Simplify
realization. than financial Patol Babu smartboard [Link] explanatio [Link]
•Understand rewards?” and how to display Answer ns for Sensitivity
the •Emphasize intrinsic important Questions: students :
importance key [Link] Making: motivation excerpts and struggling
of dedication moments, can lead to annotate key •Analyze the with the •Highlight
and self- like the •Design a poster greater points. theme of themes or the
respect in advice from highlighting the satisfaction. dedication language universal
achieving Patol Babu’s importance of [Link] and of the relevance
excellence, mentor and passion, 3. Life tary Material: professional story. of Patol
irrespective his decision dedication, and Skills: Handouts ism in Patol Conduct Babu’s
of the to leave self-respect in with Babu, Film additional values,
magnitude of without professional life. •Promote vocabulary Star. reading transcend
the role. taking critical exercises, sessions ing
payment, to 4. Character thinking, comprehensi •How does with gender
•Enhance highlight his Sketch: perseverance on questions, the story guided roles and
students’ values. , and and creative reflect the discussion stereotyp
ability to •Students write emotional writing importance s. es.
interpret [Link] detailed intelligence prompts. of self-
literary Discussion: character through respect and [Link]- [Link]:
elements analyses of Patol discussions dignity of Up
such as •Conduct Babu, and labor? Activities: •Assign
themes, plot, discussions emphasizing his activities. equal
and on: virtues and [Link] •Encourag roles in
characterizat values. [Link] Tasks: e students group
ion. •Why does and Arts: to share activities
 Patol Babu examples to ensure
initially feel [Link] •Relate to •Write a of fair
•Encourage disappointed Ending: acting and dialogue individuals participati
students to with his theater as a between (famous or on by all
reflect on role? •Students form of art, Patol Babu otherwise) students.
values of imagine and focusing on and his wife who have
commitment •How does write an the after he demonstra
and passion he find alternate ending commitment returns ted
in their satisfaction for the story, required in from the dedication
personal and in his exploring how creative film set. and self-
professional performance Patol Babu’s professions. respect in
lives. despite its decision could •Design a their work.
brevity? impact his life. [Link] and flowchart of
Morality: Patol Babu’s
•What does journey,
this story •Emphasize highlighting
teach about themes of key
valuing one’s dedication, moments of
work? self-respect, transformati
and finding on.
3. Role joy in one’s
Play and work. 4. Group
Dramatizatio Presentation
n: s:

• •
Studen Group
ts act out s create a
scenes from presentation
the story, comparing
such as Patol Patol Babu’s
Babu values with
rehearsing modern
 attitudes
his single toward
word (“Oh!”) work and
or his success.
interaction
with the
director.

[Link]
to Real-Life
Scenarios:

•Discuss
real-life
situations
where
people find
joy and
fulfillment in
doing small
but
meaningful
tasks with
dedication.

[Link]
Thinking
Activities:

•Ask
students to
analyze the
contrast
 between
Patol Babu’s
values and
the attitude
of the film
crew,
focusing on
the theme of
professionali
sm versus
materialism.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required : 4
2. Class & Section :Class 10, Section ___ 7. Date of Commencement :
3. Subject : English 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson :The Letter

Specific Pedagogical Individual/Gr Interdisciplin Resources Competency Feedback Inclusive

Learning Strategies oup activities ary Linkages (including Based and Practices/
Outcomes for / experiments and infusion ICT) Assessment Remedial Gender
Experiential / hand-on- of Life-skills, items for Teaching Sensitivity
Learning learning Values measuring Plan
the
attainment
of Learning
Outcomes
•Understan [Link] [Link] [Link]: [Link]: [Link] [Link] [Link]:
d the Reading and Writing: NCERT Class Answer Mechanisms:
themes of Guided •Discuss how 10 English Questions: •Ensure that
human Interpretati •Students emotions like Literature •Provide all students,
emotions, on: write a diary longing, Reader. •Why does individual including
compassion, entry from loneliness, Ali visit the feedback on those with
and •Students Ali’s and empathy [Link] post office written and different
communicat read the perspective, affect human a: Use a every day? creative learning
ion as story aloud, describing his behavior and short video tasks, abilities, are
presented in and the feelings as he relationships. or •How does focusing on engaged in
the story. teacher waits for the documentar the expression activities
explains the letter. [Link] y on the Postmaster’ and depth of with
context, Studies: importance s
 of letters perspective understandi adequate
•Analyze the significance [Link] •Link to the and change by ng. support.
characters of key Discussion: role of communicati the end of
of Ali, the events, and communicati on in history. the story? [Link] [Link]
Postmaster, deeper •In groups, on systems in Actions: Sensitivity:
and others, meanings. discuss the connecting [Link] [Link]
focusing on transformatio people, Tools: Use a Answer •For •Highlight
their •Pause at n of the discussing projector or Questions:students Ali’s
transformati key Postmaster the historical smartboard struggling universal
on and the moments, and what importance to highlight •Analyze with role as a
underlying such as Ali’s triggered his of letters and key excerpts the comprehensi father figure
message of interactions empathy for postal and analyze transformat on, organize and discuss
empathy. with the Ali. systems. literary ion of the reading how the
post office elements. Postmaster sessions story
•Appreciate staff or the [Link] Play: [Link] Skills: in the story. with simpler transcends
the Postmaster’ [Link]: questions gender
emotional s realization, •Recreate key •Promote Provide •Discuss the and guided boundaries.
depth and to discuss scenes from values such worksheets significance explanations
realism of emotions the story, as patience, on of the letter . [Link]:
the story, and themes. focusing on empathy, and comprehensi as a symbol
understandi Ali’s patience perseverance on, character of love and [Link]-Up •Provide
ng the [Link] and the , which are analysis, and hope in The Activities: opportunitie
significance and Postmaster’s central to the vocabulary Letter. s for all
of Questioning: realization. story. exercises. •Conduct a students to
relationship [Link] reflective participate
s and •Engage [Link] [Link] and Tasks: discussion in group
patience. students in Analysis: Morality: on how tasks,
questions •Write an patience and ensuring a
•Develop like: •Identify and •Discuss the imaginary empathy are fair
the ability to explain the moral lesson reply from relevant in distribution
interpret •Why does symbolism in of the story: Miriam to students’ of roles and
literary Ali visit the the story, understandin her father, daily lives. responsibilit
elements post office such as the g and Ali. ies.
like daily, and respecting
symbolism, what does it letter, the others’ •Design a
imagery, reflect about post office, emotions and flowchart of
and themes his and the daily needs. Ali’s
critically. character? routine of Ali. emotions
throughout
•Reflect on •How does [Link] the story.
the the Making:
importance Postmaster’ [Link]
of empathy, s •Create Assessment:
patience, transformati posters
and how on highlight highlighting •Evaluate
communicat the story’s the group
ion can message? importance of discussions,
transform empathy, role plays,
lives. [Link] Play: patience, and and poster
communicatio presentatio
•Students n in building ns on
enact relationships. creativity,
scenes, such understandi
as Ali’s ng, and
encounter teamwork.
with the
Postmaster,
to explore
characters’
emotions.

[Link]
Discussion:

•Encourage
students to
 share
personal
experiences
where they
exhibited or
encountered
patience and
empathy.

[Link]
n with Real-
Life
Situations:

•Discuss the
significance
of effective
communicat
ion in
modern
times,
drawing
parallels to
Ali’s longing
for his
daughter’s
letter.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required : 4
2. Class & Section :Class 10, Section ___ 7. Date of Commencement :
3. Subject : English 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson :Two Gentlemen of Verona

Specific Pedagogical Individual/Gr Interdisciplin Resources Competency Feedback Inclusive

Learning Strategies oup activities ary Linkages (including Based and Practices/
Outcomes for / experiments and infusion ICT) Assessment Remedial Gender
Experiential / hand-on- of Life-skills, items for Teaching Sensitivity
Learning learning Values measuring the Plan
attainment of
Learning
Outcomes
Students [Link] [Link] [Link] and [Link]: [Link] [Link] •Inclusivity:
will be able Aloud and Analysis: Social NCERT sion Mechanisms: Ensure all
to: Guided Studies: Class 10 Questions: students
Reading: •Individually, English •Individual participate
•Understan students •Discuss the Literature •Short- feedback on in activities,
d the •Students write a setting of Reader answer written accommodat
themes of will read detailed post-World questions to work and ing diverse
sacrifice, the story character War II [Link] check group learning
love, and aloud in the sketch of Europe, a: Use a understandin activities to needs. Use
resilience classroom. Nicola and emphasizing short video g: help audio-visual
as The teacher Jacopo, the or students aids for
portrayed will guide focusing on destruction presentatio •What jobs do identify students
in the story. them in their virtues, and n to show Nicola and areas for who
understandi challenges the history struggle
 sacrifices, and and culture improvemen
ng difficult optimism. faced by of post-war Jacopo do to t. with
•Analyze words and families Europe, earn a living? reading.
the phrases and [Link]: during this providing [Link]
characters explain the period. Link visual •Why does Actions: •Gender
of Nicola cultural and •Conduct a to historical context for the narrator Sensitivity:
and Jacopo, historical classroom lessons on the story. call them •Conduct
identifying references debate on the effects of “gentlemen”? extra •Discuss
traits like in the text. “Selflessness war. [Link] reading Lucia’s role
responsibili versus Tools: [Link] sessions for as a central
ty, [Link]-Life Individual [Link] Skills: Smartboard Answer students character
determinati Connections Priorities”, or projector Questions: struggling and how
on, and : encouraging •Highlight for with Nicola and
compassion critical skills such as analyzing •Analytical comprehensi Jacopo’s
. •Discuss thinking. resilience, key questions to on. sacrifices
real-life problem- passages, evaluate highlight the
•Recognize examples of [Link] solving, and vocabulary, understandin •Provide importance
the young Writing: empathy and literary g of themes: simpler of family
historical people who through class devices. questions or bonds,
context of show •Ask students discussions •Discuss how guided regardless of
post-war responsibili to write a and 4. Two answers for gender.
Europe and ty and diary entry activities. Hando Gentlemen of students
its sacrifice for from the uts: Provide Verona is a needing •Ensure
relevance their perspective of [Link] worksheets story of additional equal
to the story. families, Nicola or Values: with optimism and support. opportunitie
making the Jacopo, comprehens resilience. s for both
•Improve lesson describing •Discuss ion 3Follow-Up boys and
their ability relatable. their values like questions, •Explain the Activities: girls in
to interpret struggles and selflessness, key role of family group work,
literary [Link] hopes. love for vocabulary, in motivating •Revisit the leadership
texts and Thinking family, and and Nicola and themes and roles, and
articulate Questions: [Link] hard work, prompts for Jacopo to discuss presentation
their Making: drawing creative work hard. similar real- s.
thoughts tasks. life
through •Encourage parallels with [Link] examples to
critical students to •In groups, real-life Tasks: reinforce
discussion discuss students examples or learning.
and writing. questions create a personal •Assess
like: poster experiences. through
•Reflect on promoting the creative
the •What values of [Link] outputs like
importance motivates helping Citizenship: diary entries,
of family Nicola and others and posters, or
values, Jacopo to family •Emphasize role-plays.
selflessness work so responsibility. how small
, and hard hard? This can be acts of [Link] and
work in displayed in kindness and Self-
their •How do the responsibilit Assessment:
personal their classroom. y can impact
lives. actions society, •Evaluate
reflect their [Link] making group
•Enhance love for Building: students presentations
their their sister? aware of and role-plays
vocabulary •Students their role in using a
with •How does create the checklist
context- the author flashcards for community. focusing on
specific portray the key words content,
words like theme of and phrases, teamwork,
verona, optimism including and creativity.
shabby, despite shabby, hard-
hospice, etc. hardship? earned,
devotion,
[Link] Play: tragic, and
more.
•Divide the
students
into groups
and assign
roles for a
dramatizati
on of key
scenes, such
as their
encounter
with the
narrator or
the visit to
the hospital.

[Link]
ive
Learning:

•Students
will work in
groups to
create
presentatio
ns on the
themes,
character
analysis, or
the
historical
context of
post-war
Europe.
 Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan
Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required : 4
2. Class & Section :Class 10, Section ___ 7. Date of Commencement :
3. Subject : English 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson : Virtually True

Specific Pedagogical Individual/Gr Interdisciplin Resources Competen Feedback Inclusive

Learning Strategies oup activities ary Linkages (including cy Based and Practices/
Outcomes for / experiments and infusion ICT) Assessme Remedial Gender
Experiential / hand-on- of Life-skills, nt items Teaching Sensitivity
Learning learning Values for Plan
measurin
g the
attainmen
t of
Learning
Outcomes
•Understand [Link] [Link] [Link] and [Link]: [Link] [Link] [Link]:
the concept Reading and Writing: Technology: NCERT Class Answer Mechanisms:
of virtual Contextual 10 English Questions •Ensure all
reality and Explanation •Students •Discuss the Literature : •Provide students
its : write a short real-world Reader. individual participate
imaginative science fiction applications •What is feedback on in
application •Read the story inspired of virtual [Link]: virtual creative discussions
in the [Link] aloud by Virtually reality in Use videos or reality, writing, and
in parts, True, fields like demonstratio and how posters, and activities,
•Analyze the pausing to imagining gaming, ns of virtual is it used group providing
themes of explain the future reality projects, additional
 medicine, and in the
technology, futuristic technologies education. technology to story? focusing on support for
ethics, and elements and their help students originality those with
human and the implications. [Link]: visualize the •Who is and depth of learning
emotions, concept of story’s Sebastian thought. difficulties.
focusing on virtual [Link] •Explore the concept. Shultz,
how reality. Debate: psychological and why [Link] [Link]
technology effects of [Link] is he Actions: Sensitivity:
interacts •Discuss •Conduct a virtual reality Tools: significant
with human key events debate on “Is on the human Smartboard to the •For •Encourage
life. like the virtual reality mind, or projector protagoni students equal
protagonist’ a boon or a including for displaying st? struggling participatio
•Develop the s bane?” escapism and key excerpts with n from boys
ability to experiences allowing addiction. and analyzing [Link] comprehensi and girls in
interpret in the students to literary Answer on, organize group
literary virtual explore [Link] Skills: elements. Questions additional discussions,
elements, games and different : reading presentation
including his perspectives •Promote [Link] sessions and s, and
plot, connection on technology. critical ary Material: •How simplify the creative
characters, to Sebastian thinking, Provide does explanation tasks.
and themes. Shultz. [Link] ethical worksheets Virtually of virtual
Making: decision- with True reality [Link]:
•Reflect on [Link] making, and comprehensio explore concepts.
the potential Discussions: •Students adaptability n questions, the •Assign
positive and design posters through vocabulary interactio [Link]-Up roles and
negative •Discuss the illustrating discussions exercises, and n between Activities: responsibilit
impacts of themes of the pros and and activities. creative technolog ies in group
technology the story, cons of virtual prompts. y and •Encourage activities to
in real life. such as: reality in [Link] and human students to ensure fair
modern Responsibilit emotions? research and and
•Enhance •How does society. y: present real- inclusive
critical the story •Discuss life participatio
thinking, blend [Link] •Highlight the the ethical advancement n.
 vocabulary, science importance implicatio s in VR and
and fiction with Analysis: of ns of AI
comprehensi emotional responsible blurring technologies.
on skills depth? •Write use of the line
through detailed technology between
discussions •Is it ethical character and its reality
and to blur the sketches of impact on and
activities. lines the society. virtual
between protagonist reality.
reality and and Sebastian [Link] and
virtual Shultz, Creativity: [Link]
reality? focusing on Tasks:
their traits •Use creative
•Encourage and role in the writing and •Write a
students to story. poster- dialogue
reflect on making between
modern-day [Link] activities to the
parallels, in Literature: inspire protagoni
like the use imagination st and
of virtual •Students and artistic Sebastian
reality in research and expression. Shultz
gaming and present after the
[Link] of events of
how the story.
[Link]-Life technology is
Connections used as a •Imagine
: theme in other and
literary works describe a
•Relate the or movies. new VR
story to game that
current could be
technologic featured
al in the
 story.
advanceme
nts and [Link]
their impact Projects:
on society.
For •Design a
example, VR concept
in for a VR-
education, based
healthcare, solution
and to a real-
entertainme world
nt. problem,
such as
[Link] education
e Learning: or
healthcar
•Use e.
multimedia
resources to
introduce
students to
virtual
reality
concepts,
making the
lesson more
engaging
and
relatable.

[Link] Play
and
 Dramatizati
on:

•Students
act out key
scenes from
the story,
such as the
protagonist’
s interaction
with
Sebastian or
moments
within the
games.

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Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required : 5
2. Class & Section :Class 9 , Section ___ 7. Date of Commencement :
3. Subject : English 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson :Julius Caesar

Specific Pedagogical Individual/Gr Interdisciplin Resources Competenc Feedback Inclusive

Learning Strategies for oup activities ary Linkages (including y Based and Practices/
Outcomes Experiential / experiments and infusion ICT) Assessment Remedial Gender
Learning / hand-on- of Life-skills, items for Teaching Sensitivity
learning Values measuring Plan
the
attainment
of Learning
Outcomes
•Understand [Link] [Link] Play: [Link]: [Link]: [Link] [Link] [Link]
the themes Reading and NCERT Class Answer Mechanisms: y:
of ambition, Contextual •Students •Discuss the 9 English Questions:
betrayal, Explanation:enact key historical Literature •Provide •Ensure all
power, and scenes, such background Reader. •Why does feedback on students
honor in the •Assign roles as Caesar’s of Julius [Link]: Brutus creative participate
play. to students assassination, Caesar and Use videos or agree to writing, role actively in
to read the Brutus’s the Roman clips of join the plays, and reading,
•Analyze key play aloud in justification, Republic. theatrical conspiracy? group discussion
characters parts. or Mark adaptations presentation s, and
like Julius Antony’s [Link] of Julius •How does s, focusing activities,
Caesar, •Pause to funeral Science: Caesar to Mark on depth of providing
Brutus, Mark explain key oration. enhance Antony’s understandi support
Antony, and
Cassius. scenes such understandin speech turn ng and where
as Caesar’s •Explore the g of key the public expression. needed.
•Appreciate assassination [Link] concepts of scenes. against the
Shakespeare’ , Brutus’s Analysis: leadership, [Link] conspirator [Link] [Link]
s use of justification, democracy, Tools: Use a s? Actions: Sensitivity:
dramatic and Mark •Create a and public projector or
techniques, Antony’s comparative manipulation smartboard [Link] •Simplify •Highlight
rhetorical funeral chart of as seen in the to annotate Answer explanations the
devices, and speech. Brutus and play. the play and Questions: of complex universal
language to Mark Antony, analyze key dialogues or relevance
convey [Link] highlighting [Link] Skills: dialogues and •Analyze themes for of the
emotions Exploration: their motives, rhetorical the role of students play’s
and conflict. actions, and •Foster devices. rhetoric in struggling themes,
•Discuss the rhetoric. critical [Link] Mark with transcendi
•Reflect on key themes: thinking, ary Material: Antony’s comprehensi ng gender
the moral [Link] ethical Provide funeral on. and
and ethical •Ambition Writing: reasoning, handouts speech. cultural
dilemmas and Power: and decision- with •Conduct boundarie
faced by the Caesar’s rise •Write a letter making comprehensi •Discuss additional s.
characters, and the from Brutus through on questions, the theme sessions on
particularly perception of to Caesar activities and vocabulary of betrayal rhetorical [Link]:
Brutus’s him as a explaining his discussions. exercises, and as devices and
decision to threat to reasons for creative portrayed their •Assign
join the Roman joining the [Link] writing in Julius significance roles
conspiracy. democracy. conspiracy. and Ethics: prompts. Caesar. in the play. equitably
during
•Enhance •Betrayal [Link] •Reflect on [Link] [Link]-Up role plays
comprehensi and Loyalty: Debate: Brutus’s Tasks: Activities: and group
on, critical Brutus’s moral activities
thinking, and internal •Debate on dilemma and •Write a •Encourage to ensure
theatrical conflict and the topic: the monologue students to fair
skills betrayal of “Was Brutus consequence from read other
through Caesar. justified in participati
activities killing Julius s of his Caesar’s Shakespeare on.
and •Rhetoric Caesar?” actions. perspective an tragedies
discussions. and addressing or explore
Persuasion: [Link] [Link] and Brutus modern
Antony’s Making: Literature: after the works
funeral betrayal. inspired by
speech and •Design •Discuss the similar
its impact on posters significance •Imagine themes.
the public. depicting the of and
themes of the Shakespeare’ describe
[Link] play, such as s works in how the
Thinking betrayal, understandin events of
Questions: ambition, and g human the play
public behavior and would
•Why does persuasion. societal change if
Brutus dynamics. Caesar had
justify his survived.
decision to
join the [Link]
conspiracy? Presentatio
ns:
•How does
Mark Antony •Groups
use his present on
speech to the use of
sway the rhetorical
public devices in
against the Brutus’s
conspirators and Mark
? Antony’s
speeches,
highlightin
 g their
[Link] impact on
to Real-Life the
Scenarios: audience.

•Relate the
play to
modern
political
scenarios,
exploring
themes of
leadership,
betrayal, and
public
manipulation
.

[Link]
Learning:

•Analyze and
discuss the
rhetorical
strategies
used in Mark
Antony’s
funeral
speech
(“Friends,
Romans,
countrymen
…”).
 Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan
Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required : 3
2. Class & Section :Class 9 , Section ___ 7. Date of Commencement :
3. Subject : English 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson :Mirror

Specific Pedagogical Individual/Gr Interdisciplin Resources Competency Feedback Inclusive

Learning Strategies oup activities ary Linkages (including Based and Practices/
Outcomes for / experiments and infusion ICT) Assessment Remedial Gender
Experiential / hand-on- of Life-skills, items for Teaching Sensitivity
Learning learning Values measuring Plan
the
attainment
of Learning
Outcomes
•Understand [Link] [Link] [Link]: [Link]: [Link] [Link] [Link]
the Reading and Writing: NCERT Class Answer Mechanisms ty:
personificatiContextual •Explore the 9 English Questions: :
on of the Explanation: •Students psychological Literature •Ensure
mirror and write a effects of Reader. •How does •Provide all
its role as a•Read the reflective aging, self- the mirror individual students
reflective poem aloud paragraph or perception, [Link]: describe feedback on participat
and truthful in class, poem from the and societal Show videos itself in the creative e actively
object. focusing on perspective of expectations or poem? writing and in
the tone, another on presentations discussions, activities,
•Analyze the rhythm, and inanimate individuals. analyzing the •What does focusing on providing
themes of reflective object (e.g., a themes and the woman clarity, additional
identity, literary see in the depth, and support
 nature of clock, a mirror as emotional for those
aging, and the poem. shadow). [Link] and devices in the time understandi with
self- Literature: poem. passes? ng. learning
perception, •Explain the [Link] difficulties
exploring mirror’s Making: •Relate the [Link] [Link] [Link] .
how personificati poem to other Tools: Use a Answer Actions:
individuals on and its •Create artistic smartboard to Questions: [Link]
perceive unprejudice posters expressions annotate key •Conduct a Sensitivity
themselves d, truthful illustrating the of identity phrases and •Discuss the simplified :
over time. depiction of themes of self- and aging, explore role of the analysis for
reality. perception, such as metaphors mirror as a students •Highlight
•Appreciate inner truth, paintings or and imagery. metaphor struggling the
the use of [Link] and aging, films. for truth with literary universal
literary Exploration: incorporating [Link] and self- devices or relevance
devices like lines or [Link] Skills: ary Material: awareness. themes, of the
metaphor, •Discuss the imagery from Worksheets using poem’s
imagery, and themes of: the poem. •Promote on • relatable themes,
symbolism self- comprehensio Analy examples. applicable
in the poem. •The [Link] awareness, n, vocabulary, ze the to
inevitability Analysis: emotional and emotional [Link]-Up individual
Reflect of aging and intelligence, symbolism in journey of Activities: s of all
on the its impact •Students and critical the poem. the woman genders.
emotional on self- identify and thinking as reflected •Encourage
and perception. explain through in the students to [Link]:
psychologica symbols in the discussions mirror’s explore
l aspects of •Identity poem, such as and creative observation other poems •Assign
self-image and the the mirror, the tasks. s. or stories roles and
and the relationship lake, and the addressing tasks
inevitability between “terrible fish.” [Link]: [Link] themes of equitably
of aging. inner self Tasks: identity, during
and outer [Link] •Discuss how self- group
•Enhance appearance. Discussion: societal •Write a perception, discussion
critical beauty diary entry or aging. s and
thinking and standards from the creative
comprehensi •How •Discuss the influence self- perspective activities.
on through societal impact of time perception of the
discussions standards and self- and mental woman in
and creative affect self- reflection on health. the poem,
tasks. image and personal reflecting
personal identity and [Link] and on her
insecurities. emotional Morality: emotions.
well-being.
[Link] •Encourage •Design a
-Based [Link] Play: acceptance of concept for
Learning: oneself and an artwork
•Students others, or short
•Pose open- enact a focusing on story
ended dialogue the inner self inspired by
questions to between the rather than the themes
encourage mirror and the outer of the poem.
analysis: woman, appearances.
reflecting on [Link]
•How does their different Presentatio
the mirror perspectives. ns:
serve as a
metaphor •Presentatio
for truth? ns on the
impact of
•What does societal
the phrase beauty
“like a standards
terrible fish” and aging
symbolize in on self-
the poem? perception,
relating
them to the
 poem’s
4Connection themes.
to Real-Life
Scenarios:

•Relate the
themes of
the poem to
modern-day
concerns
about self-
image,
media
influence,
and aging.

[Link]
Activities:

•Use
brainstormi
ng sessions
to discuss
how
students
perceive
their
reflection
and how
they relate
to the
poem’s
themes.
 Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan
Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required : 3
2. Class & Section :Class 9 , Section ___ 7. Date of Commencement :
3. Subject : English 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson :Not Marble, Nor the Gilded Monuments

Specific Pedagogica Individual/Gr Interdisciplin Resources Competency Feedback Inclusive

Learning l Strategies oup activities ary Linkages (including Based and Practices/
Outcomes for / experiments and infusion ICT) Assessment Remedial Gender
Experientia / hand-on- of Life-skills, items for Teaching Sensitivity
l Learning learning Values measuring Plan
the
attainment
of Learning
Outcomes
•Understand [Link] [Link] [Link]: [Link]: [Link] [Link] [Link]
the theme of Reading Writing: NCERT Class Answer Mechanisms: y:
immortality and •Discuss how 9 English Questions:
through art Explanatio
•Students historical Literature •Provide •Ensure
and poetry. n: write a short monuments Reader. •Why does individual that all
poem or symbolize Shakespear feedback on students
•Analyze the •Read the paragraph on achievements [Link]: e believe creative participate
contrast poem how they but are Use videos or poetry tasks and actively in
between aloud, would like to subject to presentations outlasts group activities,
physical emphasizin be time and on monuments discussions, providing
monuments g the remembered decay, while Shakespeare’s ? focusing on support
and the rhyme and by future art often sonnets and clarity, where
eternal generations. their originality, needed.
 remains
power of rhythm of timeless. enduring •How does and
poetry. the sonnet. [Link] legacy. the poet understandi [Link]
Discussion: [Link] and convey the ng of the Sensitivity:
•Recognize •Explain Literature: [Link] idea of poem.
the use of the context •Debate on Tools: Use a immortality •Highlight
literary of the the topic: •Relate the projector or ? [Link] the
devices such Elizabethan “What lasts poem to smartboard to Actions: universal
as imagery, era and longer—art or other forms annotate and [Link] nature of
metaphor, Shakespear material of analyze key Answer •For the poem’s
and e’s wealth?” immortalizati lines from the Questions: students themes,
personificatiintention to on, such as poem. struggling transcendi
on. immortaliz [Link] paintings, •Analyze with ng gender
e his Making: sculptures, [Link] the poet’s comprehensi and
•Appreciate subject and ary Material: argument on, conduct cultural
Shakespeare through •Create autobiograph Provide that art additional boundaries
’s belief in poetry. posters ies. handouts triumphs sessions on .
the enduring illustrating with over key themes
power of [Link] the theme of [Link] Skills: comprehensio material and poetic [Link]:
written Exploration immortality n questions wealth. devices with
words over : through art, •Foster and exercises simplified •Distribute
material featuring critical on poetic •Discuss examples. roles and
wealth. •Discuss examples thinking, devices. how the tasks
the poem’s from history creativity, poem [Link]-Up equitably
•Enhance key ideas: or their own and reflects Activities: in group
critical imagination. emotional Shakespear discussions
thinking and •The intelligence e’s belief in •Encourage and
comprehensi ephemeral [Link] through the power students to presentatio
on through nature of Analysis: discussions of poetry to explore ns to
discussions material and creative immortalize other ensure fair
and creative wealth •Analyze the activities. human Shakespeare participati
tasks. versus the symbols in the achievemen an sonnets on.
lasting poem, such as [Link] ts. or modern
power of marble, poems
art. gilded and Ethics: [Link] addressing
monuments, Tasks: similar
•How and how they •Encourage themes.
poetry represent reflection on •Write a
serves as a material what makes diary entry
medium to wealth. life as someone
defy time meaningful— immortalize
and [Link] material d by art or
destruction Activity: achievements literature.
. or lasting
•Compare contributions •Design a
[Link] Shakespeare’s to humanity. concept for
Thinking poem with a a modern
Questions: modern-day artistic
tribute to project
•Why does someone’s aimed at
the poet legacy, such as preserving
claim that films, statues, someone’s
poetry is or written memory.
more works.
enduring [Link]
than Presentatio
monument ns:
s?
•Presentati
•How does ons on
the poet famous
address the examples of
theme of how
immortalit literature or
y? art has
preserved
 the legacy
[Link] of historical
n to Real figures.
Life:

•Relate the
themes of
the poem
to modern
examples,
such as
how music,
literature,
and art
preserve
the
memory of
people long
after their
death.

[Link]
e Learning:

•Encourage
students to
brainstorm
on how art
and
literature
shape the
way we
 remember
history and
people.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal

nt!
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required : 4
2. Class & Section :Class 9 , Section ___ 7. Date of Commencement :
3. Subject : English 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson :Ozymandias

Specific Pedagogica Individual/Gr Interdisciplin Resources Competenc Feedback Inclusive

Learning l Strategies oup activities ary Linkages (including y Based and Practices/
Outcomes for / experiments and infusion ICT) Assessment Remedial Gender
Experientia / hand-on- of Life-skills, items for Teaching Sensitivity
l Learning learning Values measuring Plan
the
attainment
of Learning
Outcomes
•Understand [Link] [Link] [Link]: [Link]: [Link] [Link] [Link]
the themes of Reading Writing: NCERT Class Answer Mechanisms: y:
transience of and •Discuss the 9 English Questions:
power, Explanatio
•Students rise and fall of Literature •Provide •Ensure
arrogance, n: write a great empires Reader. •What does individual that all
and the modern poem and leaders the phrase feedback on students
passage of •Read the or paragraph like the [Link]: “colossal creative actively
time. poem on a once- Pharaohs of Use videos or wreck” writing and participate
aloud, powerful Egypt, presentations signify in poster- in
•Analyze the focusing on person or emphasizing on ancient the poem? making discussion
symbolism in the structure that how time ruins or activities, s and
the poem, sonnet’s has now been erases even abandoned •How does focusing on creative
such as the rhythm forgotten. civilizations the creativity tasks,
 shattered and the grandest to connect the inscription and providing
statue and structure. monuments. imagery in the on the connection extra
the vast [Link] Play: poem to real- pedestal to the poem’s support if
desert. •Explain [Link] and life examples. contrast themes. required.
key •Students Literature: with the
•Explore stanzas, enact a [Link] current [Link] [Link]
Shelley’s use emphasizin conversation •Relate the Tools: Use a state of the Actions: Sensitivity:
of imagery, g the between poem to other smartboard statue?
irony, and imagery of Ozymandias works of art or projector •For •Highlight
alliteration the broken and a traveler, and literature to annotate [Link] students the
to emphasize statue and highlighting that explore the poem and Answer struggling universal
the the his hubris and similar analyze its Questions: with message of
impermanen contrasting its eventual themes, such structure, comprehensi the poem,
ce of human vastness of downfall. as ruins in themes, and •Analyze on, simplify applicable
achievement the desert. paintings or literary the theme the analysis to
s. [Link] other poetry devices. of time’s and provide individuals
[Link] Making: about supremacy relatable and
•Reflect on Exploratio transience. [Link] over human examples of societies
the moral n: •Design ary Material: achievemen the themes. across
lesson that posters [Link] Skills: Handouts ts in time and
power and •Discuss illustrating the with Ozymandia •Conduct cultures.
pride are the themes theme of the •Foster comprehensio s. additional
fleeting and of the fleeting nature critical n questions, sessions on [Link]:
nature poem: of power and thinking, vocabulary •How does identifying
ultimately pride, using emotional exercises, and Shelley use poetic •Assign
outlasts •The imagery from intelligence, creative irony to devices like tasks
human ephemeral the poem. and humility prompts. convey the irony and equitably
endeavors. nature of through futility of symbolism. in group
human [Link] discussions arrogance activities
•Develop power and Analysis: and activities. and power? [Link]-Up to ensure
critical pride. Activities: fair
thinking, •Students [Link] [Link]
 participati
comprehensi Tasks: •Encourage on.
on, and create a chart and Ethics: students to
literary •The irony explaining the •Write a explore other
analysis of symbolism of •Explore the dialogue poems or
skills. Ozymandia key elements philosophical between historical
s’s boast in the poem, lesson that the traveler accounts that
versus the such as the power and and address the
reality of shattered material Ozymandia themes of
his ruined statue, the achievements s’s statue, legacy and
statue. inscription, are transient reflecting transience.
and the desert. and should on the
[Link] not lead to lessons of
Thinking [Link] arrogance. the poem.
Questions: Discussion:
•Imagine a
•What does •Discuss the modern-
the broken question: day
statue “How does Ozymandia
symbolize nature always s and
in the reclaim power describe
poem? over human their
achievements? downfall
•How does ” through a
the poem short story
highlight or essay.
the
insignifican [Link]
ce of Presentatio
human ns:
achieveme
nts in the •Groups
face of present on
time? famous
monuments
[Link] that
on to Real- symbolize
Life both power
Scenarios: and the
passage of
•Relate the time, such
themes of as the Great
the poem Wall of
to modern- China or the
day Colosseum.
examples
of
impermane
nt fame
and legacy,
such as
abandoned
cities,
forgotten
leaders, or
faded
monument
s.

[Link]
e Learning:

•Brainstor
m how
Shelley’s
 message
about
power and
legacy
applies to
current
societal
structures
and
leaders.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required : 3
2. Class & Section :Class 9 , Section ___ 7. Date of Commencement :
3. Subject : English 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson :Snake

Specific Pedagogical Individual/Gro Interdisciplin Resources Competenc Feedback Inclusive

Learning Strategies up activities / ary Linkages (including y Based and Practices/
Outcomes for experiments / and infusion ICT) Assessment Remedial Gender
Experientia hand-on- of Life-skills, items for Teaching Sensitivity
l Learning learning Values measuring Plan
the
attainment
of Learning
Outcomes
•Understand [Link] [Link] [Link] [Link]: [Link] [Link] [Link]
the conflict Reading Writing: tal Studies: NCERT Class 9 Answer Mechanisms ty:
between and English Questions: :
human Explanatio •Write a diary •Discuss the Literature •Ensure
instinct and n: entry from the ecological Reader. •Why does •Provide all
societal perspective of importance of the speaker individual students
conditioning •Read the the speaker, snakes and [Link]: admire the feedback on actively
as presented poem reflecting on their role in Use videos or snake? creative participate
in the poem. aloud, the moment maintaining presentations writing and in
emphasizin he attempted the balance of about the •How does group activities,
•Analyze the g its tone, to harm the nature. ecological the speaker discussions, providing
themes of rhythm, snake and his importance of feel after focusing on support
guilt, and use of [Link]: snakes and attempting depth of for those
 subsequent who need
reverence for vivid guilt. their role in to harm the understandi it.
nature, and imagery. various snake? ng and
human ego. [Link] •Explore the cultures. originality. [Link]
•Discuss Discussion: concept of [Link] Sensitivity
•Appreciate the poet’s societal [Link] Answer [Link] :
the poet’s use dilemma •Debate the conditioning Tools: Use a Questions: Actions:
of imagery, between question: “Are and how it projector or •Highlight
alliteration, his natural humans influences smartboard to •Analyze •Conduct the
and admiration justified in individual annotate the the additional universal
personificati for the harming thoughts and poem and speaker’s sessions on relevance
on to create snake and creatures they actions. analyze its inner identifying of the
vivid the societalperceive as imagery, tone, conflict and poetic poem’s
descriptions conditionin threats, even if [Link] Skills: and themes. how it devices and themes,
and g that they are not reflects the explaining applicable
emotional labels it endangered at •Foster [Link] themes of their to all
depth. dangerous. that moment?” critical ary Material: the poem. significance individual
thinking, Handouts in the poem. s.
•Reflect on [Link] [Link] empathy, and with •Discuss the
the moral Exploration Making: respect for comprehensio moral •Simplify [Link]:
lesson about : nature n questions, lessons the analysis
the •Design through vocabulary conveyed in for students •Assign
importance •Discuss posters discussions exercises, and Snake. struggling roles and
of coexisting the central promoting and activities. creative with the tasks
with nature themes: coexistence prompts. [Link] language or equitably
and with wildlife [Link] Tasks: themes. during
respecting all •Respect and respect and Ethics: group
forms of life. for nature: for all living •Write an [Link]-Up activities
The beings. •Reflect on alternate Activities: and
•Enhance speaker the ethical ending to discussion
comprehensi admires the [Link] implications the poem •Encourage s.
on, critical snake’s and Imagery of human where the students to
thinking, and natural Analysis: interference speaker research
 poetic beauty and does not
analysis grace. in nature and attempt to and share
skills. the need for harm the examples of
•Guilt and •Students coexistence. snake. how
regret: The identify and literature
speaker explain the [Link] and •Create a has
feels symbolism of Literature: poem or influenced
remorse the snake and paragraph wildlife
after the imagery •Relate the on the conservatio
attempting used to poem to other importance n efforts.
to harm the describe it. literary works of
snake. or artistic respecting
[Link] Play: expressions wildlife.
•Inner that explore
conflict: •Students act the [Link]
The out key scenes relationship Presentatio
speaker from the between ns:
struggles poem, humans and
between portraying the nature. •Groups
instinctual speaker’s present on
reverence inner conflict the
and learned and eventual symbolism
fear. regret. of snakes in
different
3Critical cultures
Thinking and how it
Questions: relates to
the poem’s
•What does themes.
the snake
symbolize
in the
poem?
•How does
the
speaker’s
regret
highlight
the
consequenc
es of
human ego
and societal
conditionin
g?

[Link]
n to Real-
Life
Scenarios:

•Relate the
poem to
modern
issues such
as wildlife
conservatio
n and the
importance
of
protecting
animals
perceived
as
 dangerous.

[Link]
e Learning:

•Encourage
students to
share
personal
experience
s or
thoughts
about
overcoming
fears
instilled by
societal
norms.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required : 4
2. Class & Section :Class 9 , Section ___ 7. Date of Commencement :
3. Subject : English 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson :The Dear Departed

Specific Pedagogical Individual/Gr Interdisciplin Resources Competenc Feedback Inclusive

Learning Strategies oup activities ary Linkages (including y Based and Practices/
Outcomes for / experiments and infusion ICT) Assessment Remedial Gender
Experiential / hand-on- of Life-skills, items for Teaching Sensitivity
Learning learning Values measuring Plan
the
attainment
of Learning
Outcomes
•Understand [Link] [Link] [Link]: [Link]: [Link] [Link] [Link]
the theme of Reading and Analysis: NCERT Class Answer Mechanisms: :
materialism, Contextual •Discuss how 9 English Questions:
family Explanation: •Students societal Literature •Provide •Ensure all
dynamics, analyze and materialism Reader. •Why do constructive students
and lack of •Read the compare the affects family Mrs. Slater feedback on participate
respect for play aloud traits of Mrs. dynamics [Link]: and Mrs. creative in reading,
elders. in parts, Slater, Mrs. and respect Use videos or Jordan tasks and discussions,
assigning Jordan, and for elders. clips of argue role plays, and creative
•Analyze the roles to Mr. Abel, theatrical about Mr. focusing on tasks,
satirical students to focusing on [Link]: adaptations Abel’s understandi providing
portrayal of engage them their behavior of The Dear belongings ng and additional
human Departed to ? originality. support
greed and
hypocrisy in and •Explore the illustrate the where
familial motivations. psychological characters [Link] necessary.
relationships effects of and themes •How does Actions:
. in the [Link] neglect and visually. Mr. Abel [Link]
storyline. Writing: disrespect on react when •Simplify Sensitivity:
•Appreciate the elderly. [Link] he learns character
the •Pause to •Write a diary Tools: Use a about his analysis and •Highlight
playwright’s explain the entry from [Link] Skills: projector or family’s theme the
use of background Mr. Abel’s smartboard intentions? explanation universal
dialogue and of the perspective •Promote to annotate for students relevance of
humor to characters after empathy, the play and [Link] who struggle the play’s
critique and discuss discovering critical analyze key Answer with themes,
societal their his family’s thinking, and dialogues. Questions: comprehensi transcendin
norms. motives and true interpersonal on. g gender
behavior. intentions. skills through [Link] •Analyze roles and
•Reflect on discussions ary Material: the theme •Organize stereotypes.
the moral [Link] [Link] and activities. Handouts of extra
lesson about Exploration: Discussion: with materialis reading [Link]:
respecting [Link] and comprehensi m in The sessions and
family bonds•Discuss the •Discuss the Morality: on questions, Dear discussions •Assign
and valuing themes: question: vocabulary Departed. for deeper roles
relationships “How do •Reflect on exercises, and understandi equitably in
over •Materialis societal the ethical character •How does ng. dramatizati
material m and values implications analysis the play ons and
wealth. greed: How influence of valuing prompts. highlight [Link]-Up group
the family’s family material the Activities: activities to
•Develop focus on relationships possessions deteriorati ensure fair
critical inheritance and respect over human on of family •Encourage participatio
thinking, overshadow for elders?” relationships. values? students to n.
comprehensi s their read other
on, and emotions. [Link] [Link] [Link] plays or
theatrical Making: and Art: Tasks: stories that
appreciation •Family deal with
skills. relationship •Create •Explore the similar
s: Lack of posters use of satire •Write an themes of
respect for promoting and humor in alternate family and
the elderly respect for drama to ending to materialism.
and elders and the critique the play
deterioratin importance of societal where the
g family family bonds. norms and family
values. behaviors. learns to
[Link] value Mr.
•Hypocrisy: on: Abel.
The contrast
between the •Students •Create a
characters’ perform a dialogue
words and reimagined where Mr.
actions. version of the Abel
play where confronts
[Link] the family his family
-Based resolves their about their
Learning: differences behavior.
and reconciles
•Pose with Mr. Abel. [Link]
critical Presentatio
questions: ns:

•How does •Groups

the family present on
react to the the role of
assumed satire in
death of Mr. the play
Abel? and how it
critiques
 societal
•What does norms.
the play
reveal about
the
importance
of family
values?

4.
Conne
ction to
Real-Life
Scenarios:

•
Relate
the themes
to modern
issues such
as elder
neglect and
the
prioritizatio
n of material
wealth over
relationship
s.

[Link] Play:

•Students
enact scenes
 from the
play to
understand
character
emotions
and
dynamics
better.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required : 4
2. Class & Section :Class 9 , Section ___ 7. Date of Commencement :
3. Subject : English 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson :The Frog and the Nightingale

Specific Pedagogical Individual/Grou Interdisciplin Resources Competen Feedback Inclusive

Learning Strategies p activities / ary Linkages (including cy Based and Practices/
Outcomes for experiments / and infusion ICT) Assessme Remedial Gender
Experiential hand-on- of Life-skills, nt items Teaching Sensitivity
Learning learning Values for Plan
measuring
the
attainmen
t of
Learning
Outcomes
•Understan [Link] [Link] [Link] [Link]: [Link] [Link] [Link]
d the Reading Analysis Table: : NCERT Class Answer Mechanisms :
themes of and 9 English Questions: :
exploitation, Explanation •Create a table •Explore the Literature •Ensure all
self-doubt, : comparing the psychological Reader. •Why •Provide students
and traits of the frog traits of the does the feedback on actively
manipulatio •Read the and the characters, [Link] frog creative participate
n. poem nightingale, such as the : Show videos exploit the tasks and in
aloud, highlighting nightingale’s or nightingal discussions, discussions
•Analyze emphasizin their strengths lack of presentations e? focusing on and
the g its rhyme and weaknesses. confidence analyzing the clarity, activities,
 creativity,
personificat scheme, and the poem’s •How and providing
ion of the rhythm, and frog’s themes and does the understandi support for
frog and the use of [Link]/Discus manipulative poetic nightingal ng of the those with
nightingale, literary sion: behavior. devices. e’s poem’s learning
and their devices. personalit themes. difficulties.
contrasting •Topic: “Is it the [Link]: [Link] y lead to
traits. •Explain nightingale’s Tools: Use a her [Link] [Link]
the innocence or the •Discuss smartboard downfall? Actions: Sensitivity:
•Develop an personificat frog’s cunning societal to annotate
appreciatio ion of the that leads to her issues like key stanzas [Link] •For •Highlight
n for the use frog as a downfall?” exploitation, and literary Answer students the
of poetic manipulato bullying, and elements. Questions: struggling universal
devices, r and the [Link] the impact of with relevance of
including nightingale Writing: external [Link] • comprehens the poem’s
rhyme as a naïve pressures on ary Material: Disc ion, organize themes,
scheme, artist. •Write an individuals. Provide uss the a session to applicable
metaphor, alternate ending worksheets theme of revisit key to both boys
and satire. •Highlight to the poem, [Link] Skills: on manipulat stanzas and and girls.
key events imagining how comprehensi ion in The simplify the
•Enhance like the the nightingale •Promote on questions, Frog and analysis. [Link]:
comprehens frog’s could have critical vocabulary the
ion and exploitation avoided her fate. thinking, exercises, Nightingal •Conduct •Distribute
critical of the decision- and poetic e. additional roles and
thinking by nightingale [Link] Making: making, and device activities to responsibili
identifying and her emotional identification •Analyze strengthen ties
the moral ultimate •Design posters intelligence . the understandi equitably
lessons in demise. illustrating the through contrastin ng of poetic during
the poem. moral lessons of discussions g traits of devices. group tasks
[Link] the poem, such and creative the frog and
•Reflect on Exploration as the dangers of activities. and the [Link]-Up activities.
the : blind trust and nightingal Activities:
importance the importance [Link] and e.
of self- •Discuss of self-reliance.
confidence major Morality: •Encourage
and themes [Link] Device [Link] students to
independen such as: Exploration: •Highlight Tasks: share
ce in the personal
personal •How does •Identify and importance •Write a stories or
and the poem explain poetic of self- dialogue examples of
professional depict devices like confidence, between how self-
life. exploitation personification, standing up the frog confidence
and rhyme, and to and the has helped
manipulatio metaphor used manipulation nightingal them
n? in the poem. , and valuing e before overcome
one’s own her final challenges.
•Why is talent. performan
self- ce.
confidence [Link] and
important Literature: •Imagine
for the and
nightingale? •Relate the describe
poem to how the
•How does other literary story
the frog’s works or art would
greed lead forms that change if
to the address the
nightingale’ similar nightingal
s tragedy? themes, such e had
as confidenc
[Link] manipulation e in her
e Analysis: or own
individuality. talent.
•Use guided
questioning [Link]
to provoke Projects:
 critical •Create a
thinking: presentati
on or skit
•What showcasin
qualities of g the
the frog poem’s
make him key
manipulativ lessons,
e? such as
the
•How could dangers of
the exploitatio
nightingale n and the
have importanc
avoided her e of self-
downfall? belief.

[Link]
n to Real-
Life
Scenarios:

•Relate the
poem’s
themes to
real-life
situations
where
people face
exploitation
due to lack
of self-
 confidence
or over-
dependence
on others.

[Link] Play:

•Students
enact
scenes from
the poem to
explore
character
motivations
and
emotions.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal
 LESSON PLAN
General Information: Date:
1. Name and Designation of the Teacher : 6. No. of Periods required : 4
2. Class & Section :Class 9 , Section ___ 7. Date of Commencement :
3. Subject : English 8. Estimated Time Period from : to
4. Number of Enrolled Students : 9. Actual date of completion :
5. Name of the Lesson :The Rime of the Ancient Mariner

Specific Pedagogical Individual/Gr Interdisciplin Resources Competenc Feedback Inclusive

Learning Strategies oup activities ary Linkages (including y Based and Practices/
Outcomes for / experiments and infusion ICT) Assessment Remedial Gender
Experientia / hand-on- of Life-skills, items for Teaching Sensitivity
l Learning learning Values measuring Plan
the
attainment
of Learning
Outcomes
•Understand [Link] [Link] [Link] [Link]: [Link] [Link] [Link]
the themes of Reading Writing: ntal Studies: NCERT Class Answer Mechanisms y:
sin, and 9 English Questions: :
punishment, Explanation•Write a diary •Discuss the Literature •Ensure all
repentance, : entry from poem’s Reader. •Why does •Provide students
and the relevance to the Mariner individual participate
redemption as •Read the perspective of modern [Link]: kill the feedback on in
portrayed in poem the Mariner, environment Use videos or Albatross, creative discussion
the poem. aloud, reflecting on al animations and what writing and s,
emphasizin his guilt and conservation depicting key are the group activities,
•Analyze the g its realization and the scenes from consequenc activities, and role
symbolism of rhythmic after killing consequence the poem to es of his focusing on plays,
the Albatross structure, the Albatross. actions? depth of providing
and its rhyme s of harming enhance extra
significance in scheme, ecosystems. visualization. analysis and support if
the narrative. and [Link] connection needed.
dramatic Discussion: [Link] and [Link] •What to the
•Appreciate tone. Mythology: Tools: Use a lesson does poem’s 2Gender
Coleridge’s use •Discuss the projector or the Mariner themes. Sensitivity:
of literary •Explain question: •Explore smartboard learn by the
devices such as the “How does how the to annotate end of the [Link] •Highlight
imagery, sequence of the Mariner’s poem’s and analyze poem? Actions: the
metaphor, and events, journey teach supernatural the poem’s universal
personification. focusing on us about the elements stanzas and [Link] •Simplify and
the importance of draw from literary Answer explanation timeless
•Reflect on the shooting of respecting all folklore and devices. Questions: s for nature of
moral lessons the living mythological students the poem’s
about respect Albatross, beings?” stories. [Link] •Discuss struggling themes,
for nature and the ary Material: the theme with the applicable
the supernatur [Link] [Link] Skills: Provide of sin and narrative or to all
interconnected al elements, Making: handouts redemption language, individuals
ness of all life. and the •Foster with in The Rime using and
Mariner’s •Design empathy, vocabulary of the modern cultures.
•Enhance repentance. posters critical exercises, Ancient examples to
comprehension illustrating thinking, and comprehensi Mariner. clarify [Link]:
, critical [Link] the poem’s respect for on questions, concepts.
thinking, and Exploration themes, such nature and •How does •Assign
poetic analysis : as nature’s through symbolism Coleridge •Conduct tasks
skills. power, activities and charts. use additional equitably
•Discuss repentance, discussions. symbolism reading in group
the central and to convey sessions to activities
themes: redemption. [Link] and the moral reinforce to ensure
Morality: lessons in comprehens fair
•The sin of [Link] the poem? ion and participati
killing the on: •Highlight interpretati on and
Albatross the [Link] on skills.
and its Tasks:
consequenc importance collaborati
es. •Students of taking •Write an [Link]-Up on.
enact key responsibilit alternate Activities:
•The role of scenes, such y for one’s ending to
nature and as the killing actions and the poem, •Encourage
the of the seeking exploring a students to
supernatur Albatross or redemption different explore
al in the Mariner’s through resolution other poems
conveying confession to sincere for the or stories
moral the Wedding repentance. Mariner. addressing
lessons. Guest. themes of
[Link] and •Create a repentance,
•Redempti [Link] Literature: concept for nature, and
on through Analysis: a modern human
repentance •Relate the adaptation actions.
and •Students poem to of the
spiritual analyze the other works poem,
awakening. symbolism of that address focusing on
key elements themes of current
3Critical like the human folly, environme
Thinking Albatross, the nature, and ntal issues.
Questions: sea, and the redemption.
Mariner’s [Link]
•What is punishment. Presentatio
the ns:
significance
of the •Groups
Albatross in present on
the poem? how the
poem
•How does reflects the
the relationshi
p
Mariner’s
punishmen p between
t reflect the humans
moral and nature,
lesson of using real-
respecting world
nature? examples to
draw
[Link] parallels.
n to Real-
Life
Scenarios:

•Relate the
poem’s
themes to
modern
environme
ntal issues,
emphasizin
g the
importance
of
respecting
and
preserving
nature.

[Link]
e Learning:

•Encourage
students to
 brainstorm
the
consequenc
es of
human
actions on
the
environme
nt, using
the poem
as a
reference
point.

Comments / Suggestions on Lesson Plan Comments / Suggestions on Lesson Plan

Signature of the Teacher VP/HM Signature of the Principal