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AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: HORNBILL- A Photograph (Poem)
Prerequisite Knowledge.P
Prerequisite Knowledge:
Students were asked express their view on why do we keep
photograph, why photographs are so important to us.
Short description of the
poem.
The poem describes the poet’s feelings about the photograph of
her mother taken twelve years or so. The poet feels how her
mother twenty or thirty later would. But in the event of her
death, there is silence only. The poet reminisces over it sadly.
Main points. i. The poet looks at the photograph of her mother and others.
ii. It has her mother before her birth and two girl cousins.
iii. They have sweet smiles on their faces.
iv. The sea holiday has become her past and her mother’s
laughter has become the poet’s past.
Procedure
A. Warm up session.
Students were asked why they take photographs. What is the
importance of photograph in everyone’s life? They can pursue
their career in their photography.
B. Presentation. Students were asked to read the poem. Then the poem is
explained stanza wise. At the outset, background of the poem is
given and the important subheading of each stanza. Students
were shown how to recite the poem with proper tone
modulation.
Supplemental Activities. The poem ‘A Photograph’ and ‘The Portrait of a lady is placed
side by side to find the link between the two.
Independent Practice. Questions were discussed and then given for practice at home.
Evaluation. Questions were asked to find out how much they have
comprehended.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: HORNBILL- The Voice of the Rain (Poem)
Prerequisite Knowledge None.
Short description of the
poem
The poem contains a dialogue between the poet and the rain
itself. The rain in its personified form describes what it is and
what it does. In short, the poem describes the cycle of the rain. It
also celebrates the coming of the rain.
Objectives. i. This is a nature poem celebrating the coming of the rain.
ii. Discuss the voices of the rain.
iii. Discuss the sense of the poem.
iv. Notice the sentence structure in the poem.
v. Compare with other rain poems.
Procedure
A.Warm up Session.
Begin the lesson by asking the students about the changes they
observe in the nature when the first shower of rain arrives after
the scorching summer season. The students may come up with
their own description of the rain’s beauty. Tell the students how
rain is one of the favourite subjects of the poets. The rain marks
regeneration and rejuvenation in nature. Slowly, draw the
attention of the students to the poem and discuss the ideas in the
poem.
Presentation. Students were asked to read the poem. Then they were shown
how to read the poem with proper intonation. At the outset the
background of the poem is given .They were given the reference
of the ‘General Prologue to the Canterbury Tales’by Geoffrey
Chaucer where the Prologue opens with the description of April
showers, arrival of spring and description of verdant nature.
Supplemental Activities Ask the students to do following activities:
i. Read the poem ‘The Song of the Rain’.
ii. Read ‘Book of Nature’ by Ruskin Bond.
Independent Practice. Questions were discussed and then given for homework.
Evaluation. Oral test is taken to find out whether they have understood the
poem or not.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: HORNBILL - Childhood (Poem)
Prerequisite Knowledge. Students were asked to share their childhood experiences. They
were asked to relate any memorable incident of their childhood
times.
Short description of the
lesson.
The poet wonders when he has lost the innocence of the
childhood. He is perhaps sad that step by step he has lost that
innocence and its place has been filled by a foolish craze for
individuality, the so called rationalism and the hypocrisy. In the
last stanza the poet thinks of the place where his childhood has
gone. Here, he has no doubt that he can find it hidden in the
innocence of an infant.
Objectives. i. To identify the stanza that talks of each of the following:
Individuality, Rationalism, Hypocrisy.
ii. To find out the most poetic lines of the poem.
iii. To discuss the poet’s feeling towards childhood.
Procedure
A. Warm up session.
Begin the poem by asking the students to share their childhood
experiences. Unfold before them the positive side of childhood
days Tell them the complexities of life as people grow up. A best
day in one’s life is no doubt their childhood days. Slowly draw
the attention of the students to the poem and discuss the ideas in
the poem.
B. Presentation. At the outset summary of the poem is given. Then children are
taught how to recite the poem with proper voice modulation,
pause.
Supplemental Activities. Read some more poems by Markus Natten.
Independent Practice. Questions are discussed and then given for given
Evaluation. Questions are asked orally to find out how much they have
understood.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: HORNBILL - Father to Son. (Poem)
Prerequisite Knowledge. Students were asked to share their relation with their father. Is
their father son relation friendly or hostile?
Short description of the
lesson.
The poem is autobiographical in nature and describes the
relationship between a father and a son. The son has his own
way of life, which the father cannot understand. Yet,the
experience of the poet is universal. The difference in the outlook
of generations brings some grief in life. But it is something that
cannot be helped.
Objectives. i. To show that father is unhappy.
ii. He grumbles that he cannot understand his own son.
iii. The father cannot share the emotions of his son.
iv. Each wants to embrace the other. Yet each of them waits for
the other to take the initiative.
Procedure
A. Warm up session.
Students were highlighted with the importance of parents in their
life. They were made to ponder on the point on the importance
of father in their life. Father plays a vital role in developing a
son physically and mentally.
B. Procedure. Each one by turn is asked to read the poem. Then the poem is
explained in detail stanza wise. Important lines are marked,
difficult words are underlined. Critical analysis is done for each
stanza.
Supplemental
Activities.
Students were asked to read more poems by the same poet.
Independent
Practice.
Questions were discussed and then given for homework.
Evaluation. Questions were asked from the poem to comprehend how much
they have understood.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: Supplementary Reader: SNAPSHOTS - The Summer of the Beautiful
White Horse.
Prerequisite
Knowledge.
None
Short description of the
lesson.
This story is about two Armenian boys Aram and
Mourad. They were cousins and belonged to a tribe that
was famous for its honesty and integrity. Mourad stole a
beautiful white horse for riding. They justified it. They
didn’t steal the horse for money but only for riding. But
finally, they suffered from pangs of conscience. They
returned the horse to its rightful owner.
Main Points. i. Aram and Mourad were cousins. They were two poor
Armenian boys.
ii. They belonged to the Garoghlanian tribe.
iii. Their tribe was poverty stricken.
iv. The Garoghlanian family was famous for its honesty
and integrity.
v. Mourad had stolen the horse. He had come to invite
the narrator for a ride.
vi. John Byro told that his horse white horse had been
stolen.
Procedure.
Presentation.
Students were asked to read the lesson paragraph wise.
Then detail explanation is given. Summary of the story is
given at the outset to build the interest of the story.
Supplemental
Activities.
The story revolves around the characters who belong to a
tribe in Armenia. Mourad and Aram are members of the
Garoghlanian family. Now locate Armenia and Assyria
on the atlas and prepare a write-up on the Garoghlanian
tribe. You may write about people, their names, traits,
geographical and economic features as suggested in the
story.
Independent
Practice.
Questions were asked next day from the completed
portion to find out how much they have comprehended.
Evaluation. Questions were given and then discussed.
i. What is nostalgia? Describe the nostalgic beginning of
the story?
ii. Describe the Garoghlanian family. Why and what
were the members of the family proud of?
iii. Why did Aram conclude that Mourad had stolen the
horse?
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: Supplementary Reader: SNAPSHOTS - The Address.
Prerequisite
Knowledge.
Students were asked whether they can say something on the
importance of Address, why every house has an address.
Short Description of the
lesson.
‘The Address’ is a moving short story of Marga Minco.It gives
an account of a daughter who goes in search of her mother’s
belongings after the war. But the war has changed everything
in Holland. When the girl sees those well-known objects in a
strange house, they evoke many nostalgic memories of her
former times. She gives up the idea of possessing them again
and decides to leave all of them behind. She resolves to forget
the address where those belongings lie unceremoniously in
unpleasant surroundings.
Main Points. i. The narrator went to no 46,Marconi Street to meet Mrs
Dorling.
ii. The narrator, the daughter of Mrs S,went there in search of
the belongings of her dead mother.
iii. Mrs Dorling didn’t seem to recognize her and she was
surprised to see her there and alive.
iv. The narrator’s mother, Mrs S gave her the address of Mrs
Dorling years ago.
v. The address was correct: 46,Marconi Street.
vi. The narrator resolved to forget the address. She didn’t want
to remember it and would not go back there any more.
Procedure.
Presentation.
Students were asked to read the lesson paragraph wise. Then
detail explanation is given. Summary of the story is given at
the outset to build the interest of the story.
Supplemental
Activities.
Imagine you are the narrator of the short story ‘The Address’.
You visited 46,Marconi Street, the residence
of Mrs Dorling in search of your mother’s belongings. Write
your reaction at the unrewarding meeting with Mrs Dorling to
your friend Hans.
Independent
Practice.
Questions were asked next day from the completed portion to
find out how much they have comprehended.
Evaluation. Questions were given and discussed.
i. Who is the narrator?
ii. Who is Mrs Dorling? Do you justify her behaviour?
iii. Describe the first meeting of the narrator with Mrs Dorling
at 46,Marconi Street?
iv. Justify the title of the story ‘The Address?’
v. Why did the narrator resolve to forget the address: No.46,
Marconi Street.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: Supplementary Reader: SNAPSHOTS - Ranga’s Marriage
Prerequisite Knowledge. Students were asked to share their opinion regarding
marriage. There was open discussion, whether they are for
arranged marriage or they prefer love marriage.
Short description of the
lesson.
Rnaga’s homecoming to Hosahalli village from Bangalore
was a great event for the villagers. Everyone wanted to see
an English educated Youngman. The narrator made up his
mind to get Ranga married to, Ratna, a pretty niece of Rama
Rao. He arranged their meeting and with the help of the
village astrologer Shastri facilitated the marriage of Ranga
and Ratna.
Main points. i. Hosahalli was a village in the erstwhile Mysore state.
ii. Very few people could speak and understand English and
all of them spoke Kannada.
iii. Ranga’s father was the first one to send his son to
Bangalore to study.
iv. The narrator asked Ranga when he was going to be get
married.
v. Ratna was a beautiful girl of eleven who was staying with
her uncle.
vi. It was with the intervention of the narrator that Ranga got
married to Ratna.
vi. Ranga had named his son Shyma to honour the narrator
who was also called by the same name.
Procedure.
Presentation.
Students were asked to read the lesson paragraphwise. Then
detail explanation is given. Summary of the story is given at
the outset to build the interest of the story.
Supplemental Activities i. Comment on the influence of English- the language and the
way of life- on Indian life as reflected in the story.
ii. Indian society has moved a long way from the way the
marriage is arranged in the story. Discuss.
Independent
Practice.
Questions were asked next day from the completed portions
to find out how much they have comprehended.
Evaluation Questions were given and discussed
i. Describe the village of the narrator?
ii. Describe the homecoming of Ranga?
iii. How did Shastri act after being tutored by the narrator?
iv. Why was the narrator invited by Ranga ?
v. What image do you form of the narrator?
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: Supplementary Reader: SNAPSHOTS - Albert Einstein at school
Prerequisite Knowledge Students were asked to share their experiences at the school,
with teachers and with their peers.
Short description of the
lesson.
In ‘Albert Einstein at School’ Partick Pringle describes a
bitter experience of the great scientist at his own school in
Germany. The lesson exposes the hollowness of school
education in Germany. Einstein finds the school education
quite boring and dull. It kills free thinking and new ideas.
Einstein had to devise a plan for his expulsion from the
school.
Main Points. i. Einstein had an altercation with his history teacher.
ii. Einstein admitted frankly that he was not interested in
learning dates.
iii. He attached more importance to ideas than to facts and
dates.
iv. He was not interested in going to school at all.
v. He was not good at learning things by heart.
vi. He loved music and reading books on science. But he was
not interested in the books prescribed in the syllabus.
vi. Einstein devised a plan to get rid of his school.
vii. Yuri told Einstein to be frank with the doctor.
viii. Dr.Ernest issued him a certificate free of charge.
ix. Albert Einstein was summoned by the head teacher. He
told Einstein to leave the school immediately.
x. He didn’t give a second look to the place and left it for
ever.
Procedure.
Presentation
Students were asked to read the lesson paragraphwise. Then
detail explanation is given. Summary of the story is given at
the outset to build the interest of the story.
Supplemental
Activities.
i. The school system often curbs individual talents. Discuss.
ii. How do you distinguish between information gathering and
insight formation?
Independent
Practice.
Questions were asked next day from the completed portions to
find out how much they have comprehended.
Evaluation Questions were given and discussed.
i. What should education be all about according to Albert?
ii. Why didn’t Albert feel cheerful to go back to his lodging?
iii. What did Elsa think of Albert?
iv. How did Albert hope to get admission into an Italian
college or institute?
v. What did the head teacher tell Albert when the latter asked
him what crime he had committed?
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: Supplementary Reader: SNAPSHOTS - Mother’s Day
Prerequisite Knowledge. Students were made to understand the importance of mother
in their life, how they should honour and respect their
mother’s ideology.
Short description of the
lesson.
J.B.Priestley’s ‘Mother’s Day’ describes the plight of a
mother in her own family. Her husband and children treat her
like a servant. Mrs Pearson is such a lady. Her next door
neighbour Mrs Fitzgerald helps her. She transforms a timid
and weak woman into the mistress and boss of her family.
Mrs Pearson sets her spoilt children Doris and Cyril and her
pompous husband right.
Main Points. i .Mrs Pearson and Mrs Fitzgerald were two contrasting
characters.
ii. Mrs Pearson was gentle and timid while Mrs Fitzgerald
was strong and dominating.
iii. Mrs fitzgerald knew how the spoilt children of Mrs
Pearson and her husband made her work all the day like a
servant.
iv.Mrs Fitzgerald knew how to read fortune and also the art of
magic which she had learnt from the East.
v. Now Mrs Pearson got the personality traits of Mrs
Fitzgerald. She was transformed into a strong and dominating
woman.
vi. First she encountered Doris, the spoilt daughter.
vii. Next she encountered Cyril and lastly her husband.
viii. It has with the help of Mrs Fitzgerald Mrs Pearson was
able to transform her whole family.
Procedure.
Presentation
Students were asked to read the lesson paragraphwise. Then
detail explanation is given. Summary of the story is given at
the outset to build the interest of the story.
Supplemental
Activities.
i. Is Drama a good medium for conveying a social message?
Discuss.
ii. This play, written in the 1950s, is a humorous and satirical
depiction of the status of the mother in the family. What are
the issues it raises? Do you think it caricatures these issues or
do you think that the problems it raises are genuine? How
does the play resolve the issues? Do you agree with the
resolution?
Independent
Practice.
Questions were asked next day from the completed portions to
find out how much they have comprehended.
Evaluation. Questions were given and discussed.
i. Contrast the two ladies: Mrs Pearson and Mrs Fitzgerald.
ii. Describe Doris. How does she trouble her mother?
iii. Who is Cyril? What is his attitude towards his mother?
iv. Describe George. What is his attitude towards his wife ?
v. How does Mrs Pearson ultimately win over her children
and husband ?
vi. Justify the title of the play ‘Mother’s Day’?
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: Supplementary Reader: SNAPSHOTS - Birth
Prerequisite Knowledge. None
Short description of the
lesson
In ‘Birth’ the writer describes how Andrew Manson, a young
doctor, made frantic efforts to save nearly stillborn child. It
was a miracle that his tireless efforts succeeded in saving by
both- the mother as well as the child. The excerpt recaptures
in detail all the fierce attempts made by the doctor to give a
new lease of life to the new born baby.
Main Points. i. It was nearly midnight when Dr Andrew Manson found Joe
Morgan waiting for him.
ii. Joe’s wife was expecting a child after 20 years of their
marriage and needed immediate medical help.
iii. Mrs Morgan gave birth to a stillborn baby.
iv. Dr.Andrew had to make a choice – to save the child or
perform his duty towards the child’s mother.
v. He was a boy, perfectly formed. His body was white and
soft.
vi. The child suffered from asphyxia, the lack of oxygen in the
blood.
vii. He ordered for hot and cold water and two basins.
viii. He went on plunging the child now into the icy and now
into the steaming water.
ix. Fifteen minutes passed. A sense of defeat pressed on the
doctor.
x. He went on rubbing the child with a rough towel. A miracle
took place. The child gave a short heave and was grasping
now deeper and deeper.
xi. His skin turned pink and then came the child’s cry.
xii. Andrew gave the child to the nurse and went out.
Procedure.
Presentation
Students were asked to read the lesson paragraphwise. Then
detail explanation is given. Summary of the story is given at
the outset to build the interest of the story.
Supplemental
Activities.
i. ‘There lies a great difference between textbook medicine
and the world of a practicing physician’. Discuss.
ii. Do you know of any incident when someone has been
brought back to life from the brink of death through medical
help? Discuss medical procedures such as organ transplant
and organ regeneration that are used to save human life.
Independent
Practice.
Questions were asked next day from the completed portions to
find out how much they have comprehended.
Evaluation Question were discussed and the given for homework.
i. Why did Joe Morgan stand waiting for Andrew Manson at
midnight?
ii. What did Andrew see when he entered a small bedroom?
iii. What did Andrew think of marriage and why?
iv. Why did Andrew Manson hesitate and why was he torn
between two desires?
v. How did Andrew Manson solve the dilemma?
vi. How did the child look like when the doctor first saw him?
vii. What was the effort that Andrew persisted in ? What was
the result?
viii. How did the nurse and the old woman react when they
heard the child cry?
ix. ‘Oh God! I’ve done something real at last’. Why did
Andrew utter such words?
x. Justify the title ‘Birth’ ?
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: Supplementary Reader: SNAPSHOTS - The Tale Of Melon City
Prerequisite Knowledge. None
Short description of the
lesson.
In ‘The Tale of Melon City’ Vikram Seth presents a ‘just’ and
‘placid’ king whose exaggerated sense of justice led to his
own death. The people he ruled didn’t care if they had a man
or a melon as their king. The whimsical king and the melon
crowned as the next king after his death were perfect
substitutes for each other.
Main points. i. There was a just and peaceful king.
ii. He proclaimed an arch to be built extending across the
main thoroughfare of the city.
iii. The king became angry and ordered ‘the chief of builders’
to be hanged to death for the disgrace.
iv. The chief pleaded that it was the workman’s fault.
v. The king ordered all the workmen to be hanged.
vi. Masons were summoned to be hanged to death.
vii. The masons blamed the architect for the faulty arch.
viii. The architect pleaded innocence.
ix. It was decided that any man passing the City gate would
choose the next King. An idiot who passed the gate, choose a
melon to be the king of the state.
x. People placed a melon and crowned it to be the next king.
They were happy because the melon king would not interfere
and let the people live in peace of liberty.
Procedure.
Presentation
Students were asked to read the lesson paragraphwise. Then
detail explanation is given. Summary of the story is given at
the outset to build the interest of the story.
Supplemental
Activities.
i. What impression would you form of a state where the king
was ‘just’ and ‘placid’?
ii. How according to you, can peace and liberty be maintained
in a state?
iii. ‘The Tale of Melon City’ has been narrated in a verse
form. This is a unique style which lends extra charm to an
ancient tale.
Find similar examples in your language. Share them in the
class.
Independent
Practice.
Questions were asked next day from the completed portions to
find out how much they have comprehended.
Evaluation. Questions were discussed and then given for homework.
i. The king was just and placid, says the poet. Was he so?
ii. Describe the mishap that took place as the king rode under
the roof.
iii. How did the incident affect the ‘placid’ king?
iv. Describe the humour and irony in the poem?
v. Justify the title of the poem?
vi. Why was the crowd restless?
vii. How did the idiot choose the next king?
viii. What did ‘the wisest man counsel’?
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: Novel - The Canterville Ghost
Prerequisite
Knowledge
None
Short description of the
chapter.
Chapter 1 is the presentation of the general situation of the
story. Mr.Hiram Otis, an American Minister buys an old
castle in England, the Canterville Chase even when told by
the previous owner that the castle was haunted. It is in this
chapter that we discover the story of the Canterville Ghost, Sir
Simon. He feels guilty because he killed Lady Eleanore, his
wife.
Main Events of the chapter. i. Mr.Hiram B.Otis purchases Canterville Chase, a
haunted castle, in spite of being warned by friends and Lord
Canterville himself who told him about the stories of skeleton
hands and mysterious voices.
ii. Otis refuses to believe in ghosts and calls himself ‘a man
from a modern country’.
iii. Mrs.Umney, the housekeeper welcomes the .Mrs.Otis
notices a dull red stain on the floor.
iv. Washington, the eldest son, immediately declares that a
particular stain remover and detergent would remove the
stain.
v. Washington starts scrubbing the blood stain and strangely
there is thunder and lighting.
vi. Mrs.Umney faints in fear.
vii. The Otis family assures Mrs.Umney that they were not
afraid of ghosts.
Procedure.
Presentation
Students were asked to read the chapter paragraphwise. Then
detail explanation is given. Summary of the lesson is given at
the outset to build the interest of the story.
Independent
Practice.
Questions were asked next day from the completed portions to
find out how much they have comprehended.
Assignments. Part A. Global questions on theme and plot involving
interpretation and inference (in about 150 words).
i. What makes you think that the Canterville Chase is
haunted? Give evidence from the text?
ii. What is the history behind the blood stain as given by
Mrs.Umney ,the housekeeper ?
iii. Why did Mrs.Umney faint?
iv. What are the names of the Otis’ children? What does that
signify?
Part B. Questions on character sketches.
i. Who do you think was a better person – Lord Canterville or
Mr Otis ? Give reasons in support of your answer.
ii. What kind of person is Mrs.Umney, the housekeeper?
Justify your thinking about her.
Evaluation. Assignments questions were discussed and then given for
homework.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: Novel - Chapter –II
Prerequisite
Knowledge
None
Short description of the
chapter.
Chapter 2 starts with Mr.Otis seeing the stain of blood on the
floor, and thinking that the ghost really exists. Mr.Otis wants to
call the Psychial Society and the next day the family do not
speak about the ghost. One night Mr.Otis is woken up at
1o’clock by a sudden noise of chains. He goes out with a
lubricant and witnesses an old man, the ghost of Sir Simon. He
tells the ghost to apply the lubricant on his noisy chains. At that
very moment, the twins come out of their room and play naughty
with the ghost by throwing pillows on him. Poor ghost feels very
humiliated.
Main events of the chapter. i. The Otis family comes down for breakfast the next day and
finds the blood stain again.
ii. The stain is rubbed again and again but it keeps appearing
thereby, convincing the family of the presence of the ghost.
iii. The family goes out for a drive to distract their minds.
iv. Mr.Otis offers the ghost a lubricator to oil his chains so as not
to make a clanking noise.
v. The ghost is surprised and runs back throwing a dreadful
green light.
vi. The twins throw pillows on the head of the ghost.
vii. The ghost while retiring to his chamber recounts how he
used to terrify housemaids and others.
viii. The ghost is very angry for being insulted and humiliated.
He decided to take revenge.
Procedure.
Presentation
Students were asked to read the chapter paragraphwise. Then
detail explanation is given. Summary of the chapter is given at
the outset to build the interest of the story.
Independent
Practice.
Questions were asked next day from the completed portions to
find out how much they have comprehended.
Assignments. Part A. Global questions on theme and plot involving
interpretation and inference (in about 150 words).
i. What did Mr.Otis offer to the ghost, and why ?
ii.What drove the ghost to be in a miserable condition ?
iii. Who was Madame de Tremouillac ? What had happened to
her?
iv. What made Washington think about the blood stain after its
reappearance on the next ?
Part B. Questions on character sketches.
i. The ghost feels that no ghost has been humiliated as he has
been. How does he try to save his reputation and what light does
this reputation saving programme throw on his character?
ii. Explain the significance of the expression, ‘egotism of a true
artist, he went over his most celebrated performances’ with
reference to the ghost.
Evaluation. Assignments questions were discussed and then given for
homework.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: Novel - Chapter –III
Prerequisite
Knowledge
None
Short description of the
chapter.
The beginning of this chapter is set in the kitchen, the family
taking breakfast and speaking about the first appearance of the
ghost. The appearance of the ghost did not cause much fear and
the ghost was very angry and humiliated because the twins had
thrown pillows at him. The ghost appears again and Mrs Otis
makes fun of him when she offers him a remedy for indigestion.
For the next 6-7 days there is no appearance of the ghost but the
blood stain changes colour many a times. The ghost selected the
day – 17th of August, a Friday, for his second apparition and
selected the best clothes in his wardrobe. To teach the twins a
lesson, the ghost wants to scare them by going to their room at
night but they trap him by making a fake ghost and in the end it
was the real ghost who is scared by them.
Main events of the chapter. i. The ghost is discussed at breakfast.
ii. Mr.Otis is annoyed at the ghost for not wing the lubricator
and scolds the twins for throwing pillows at the ghost.
iii. The Otis family is surprised to see the blood stain changing
colous .Little Virginia was unhappy to see that.
iv. On Sunday night, large suits of old armour falls from its
stand and the ghost is injured.
v. Mr.Otis brings his revolver which enrages the ghost and he
runs away blowing off the candle and shouting loudly.
vi. Ghost is ill. Does not come out for some days.
vii. On August 17th, the ghost makes another attempt to frighten
the Otis family.
viii. The ghost sees another horrible ghost before him and gets
terrified.
ix. Decides to speak to another ghost.
x. The ghost is angry and retires to a coffin till evening.
Procedure.
Presentation
Students were asked to read the chapter paragraphwise. Then
detail explanation is given. Summary of the story is given at the
outset to build the interest of the story.
Independent
Practice.
Questions were asked next day from the completed portions to
find out how much they have comprehended.
Assignments. Part A. Global questions on theme and plot involving
interpretation and inference (in about 150 words).
i. .What does the members of the Otis family do to stop the
blood stain from reappearing?
ii. Why did the ghost decide to wear the antique suit of armour ?
iii. How can you say that the ghost has some common human
characteristics in his behaviour ?
iv. How does the writer create humour ?
Part B. Questions on character sketches. i. The ghost had never met another ghost earlier. Comment on
the ghost’s desire to befriend another ghost.
ii. Would you justify the cruel behaviour of the twins towards
the ghost ? Why/ Why not?
Evaluation. Assignments questions were discussed and then given for
homework.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: Novel - Chapter –IV
Prerequisite
Knowledge.
None
Short description of the
chapter.
The ghost stops renewing the blood stains and remains in his
room for five days. He starts feeling weak and tired. In his last
and final attempt to scare the twins, he visits them as a headless
character but as soon as he opens their bedroom door, a bucket
of water falls on him. The ghost is depressed and angry and
decides to take revenge. He has a nervous breakdown because
the family keeps on troubling him and he is not able to frighten
them any more. The American family thinks that he has gone
away for good. The ghost remembers that he is one of the young
Duke’s relatives.
Main events of the chapter. i. The ghost is tired and exhausted because of the excitement of
the last 4 weeks.
ii. The ghost gives up renewing the blood stain and does not
come out of his room for 5 days.
iii. The ghost decides to teach a lesson to the twins.
iv. The ghost reaches the bedroom of the twins to seek revenge.
He finds the door slightly open and as soon as he opens the door
wide, a heavy jug of water falls on him and he flees.
v. The ghost decides not to frighten the family any more.
vi. The ghost catches cold and covers himself in mufflers.
vii. The ghost becomes invalid and makes no appearance.
viii. The ghost discovers that he has a distant connection with
Duke of Cheshire.
Procedure.
Presentation
Students were asked to read the chapter paragraphwise. Then
detail explanation is given. Summary of the story is given at the
outset to build the interest of the story.
Independent
Practice.
Questions were asked next day from the completed portions to
find out how much they have comprehended.
Assignments. Part A. Global questions on theme and plot involving
interpretation and inference (in about 150 words).
i. How does the ghost prepare for the final revenge?
ii. Bring out the humour in the preparations that the ghost makes
to tame the twins?
iii. At the end of chapter iv, who is afraid of whom and why?
iv. Why did the ghost lose interest in the blood stains ?
Part B. Questions on character sketches. i. Why does the ghost give up frightening the Otis family ?
ii. The twins leave nothing to chance in their efforts to humiliate
the ghost. What is their latest trick to make the ghost afraid of
them?
iii. Which distant connection does the ghost discover and why he
wants to show the same?
Evaluation. Assignments questions were discussed and then given for
homework.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: Novel - Chapter – V
Prerequisite
Knowledge.
None
Short description of the
chapter.
We find Virginia coming back home and finds Sir Simon, the
ghost. The ghost is greatly depressed and Virginia, taking pity
tries to comfort him. Virginia starts chatting with the ghost and
Simon says that he hates her family because they are not afraid
of him. Hearing this Vriginia becomes angry. In the room,
Virginia is told his secret by Sir Simon. He tells that he has not
slept for three hundred years……. he will be able to sleep only
in the Garden of Death, the only peaceful place. He wishes
Virginia to go with him to that place. It was only Virginia who
could pray to the angel of death to save Simon’s soul. Though
frightened, Virginia, accepts. Virginia becomes the best friend of
Simon, though in the beginning she is afraid of him.
Main events of the chapter. i. Virginia, while going by the back staircase, notices a person in
one of the rooms. the person is the Canterville Ghost in a
miserable condition
ii. Virginia informs the ghost that the twins are going back to
Eton.
iii. The ghost tells Virginia that his brothers- in – law had
starved him to death.
iv. The sandwich offered by Virginia to the ghost is declined.
v. The ghost accuses the Otis family of being rude and dishonest.
vi. Virginia holds the ghost responsible for stealing her paints to
renew the blood stain.
vii. The ghost tries to seek help from Virginia by requesting her
to stay on.
viii. Virginia agrees to pray for the ghost.
ix. The ghost thanks Virginia by kissing her hand.
x. Virginia sees the wall fading like a mist and cold wind
blowing.
xi. They pass the animals and other queer creatures and do not
stop.
xii. The wall closes behind them and the chamber is empty.
Procedure.
Presentation
Students were asked to read the chapter paragraphwise. Then
detail explanation is given. Summary of the story is given at the
outset to build the interest of the story.
Independent
Practice.
Questions were asked next day from the completed portions to
find out how much they have comprehended.
Assignments. Part A. Global questions on theme and plot involving
interpretation and inference (in about 150 words).
i. The roles of the ghost and the twins are reversed by the end of
chapter v. How?
ii. Elaborate on the statement that the Chapter V, is funny an
hilarious one, besides being emotional and sentimental.
iii. Give a description of the Valley of Death as given by the
ghost?
Part B. Questions on character sketches.
i. Why did Sir Simon as the ghost not deserve the ridicule given
to him by the twin brothers of the Otis family?
ii. How is it that only Virginia noticed that the ghost was
unhappy and depressed and not others? Justify.
iii. What did the ghost passionately want to fulfill? What was
coming in his way of fulfillment of this desire?
Evaluation. Assignments questions were discussed and then given for
homework.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: Novel - Chapter – VI
Prerequisite
Knowledge.
None
Short description of the
chapter.
The family is having tea but Virginia is not there. Mr.Otis had
gone to look for her but could not find her. However, Mr.Otis
remembers that she used to go to the garden to pick flowers. The
family gets worried and agitated and the little Duke of Cheshire
goes with the family members searching Virginia. Mr. Otis
thinks that the Gypsies had kidnapped Virginia but he is wrong.
When Mr.Otis starts thinking that his daughter is dead, she
comes back home with a casket in her hands. Virginia explains
to her family that she has been instrumental in helping Sir Simon
die in peace. And the casket is a gift given by Sir Simon to
Virginia to thank her for her help.
Main events of the chapter. i. It is tea time and Virginia is nowhere to be seen.
ii. At dinner time, the Otis family is really worried.
iii. Mr.Otis is followed by Duke of Cheshire who wishes to
search for Virginia.
iv. The twins are subdued.
v. Virginia tells everyone that she had been with the ghost. He
had been dead. Though the ghost killed his wife, he was
repentant.
vi. Virginia tells about the gifted box and leads them down to a
secret little room.
vii. The Otis family is shocked to see the skeleton of Sir Simon
who had been to death by the brothers of his wife.
viii. Virginia kneels down and prays silently.
ix. One of the twins suddenly notices that the old almond tree
which had withered had blossomed and its flowers can be seen
clearly in the moonlight.
x. Virginia says that God has forgiven Sir Simon.
Procedure.
Presentation
Students were asked to read the chapter paragraphwise. Then
detail explanation is given. Summary of the story is given at the
outset to built the interest of the story.
Independent
Practice.
Questions were asked next day from the completed portions to
find out how much they have comprehended.
Assignments. Part A. Global questions on theme and plot involving
interpretation and inference (in about 150 words).
i. Why does Virginia who has been in the background so far
suddenly gain importance and comes to light ?
ii. ‘The sudden and mysterious disappearance of Virginia from
the scene makes the readers greatly concerned and anxious about
her safety, creating an environment of emotions and
sentimentalism’. Justify the statement.
iii. There are two plots and subplots dealing with the subject of
love in this novel. What are those plots and subplots?
Part B. Questions on character sketches.
i. How is Virginia different from the other members of the Otis
family?
ii. Comment on the gesture of the ghost when he gifts Virginia a
box of his family jewels.
iii. Why does the ghost decide to give this gift of family jewels
to Virginia only and not to any other member?
iv. ‘The story of the Canterville Ghost is, in fact, a story of love
and not a story of horror as some of the people might take it for.
Do you agree? Discuss
Evaluation. Assignments questions were discussed and then given for
homework.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: Novel - Chapter – VII
Prerequisite
Knowledge.
None
Short description of the
chapter.
The chapter begins with the funeral of the ghost where all the
members of the Otis family participated, even the housemaid
and Lord Canterville. Lord Canterville, after the service, offered
the jewels to Mr.Otis, who said he could not accept them as he is
not a member of the Canterville family. In the end, Lord
Canterville convinces him to accept the jewel box. In
1890,Virginia marries the Duke of Cheshire and her jewels
universally admired. After their honeymoon, the Duke and
Duchess go down to Canterville Chase and walk to the lonely
churchyard by the pinewoods. Cecil asks Virginia what had
happened when she was locked with the ghost but she does not
reveal her secret.
Main Events of the chapter. i. After four days, the funeral procession starts from Canterville
Chase.
ii. Sir Simon’s skeleton was buried in a quiet corner of the
churchyard.
iii. Virginia lays a large cross on the coffin.
iv. A nightingale begins to sing and Virginia’s eyes are full of
tears.
v. The jewels are admired by one and all, being unique and
priceless.
vi. In spring of 1890, Virginia marries the Duke of Cheshire.
vii. After their honeymoon, Virginia goes to Canterville Chase
and to the churchyard with her husband.
viii. The Duke asks Virginia about what had happened when she
was with the ghost but she refuses to disclose.
ix. Virginia says she owes Sir Simon a lot since he made her see
what life is and what is signified by death and why love is
stronger than both.
x. The Duke embraces his wife.
Procedure.
Presentation
Students were asked to read the chapter paragraphwise. Then
detail explanation is given. Summary of the chapter is given at
the outset to build the interest of the story.
Independent
Practice.
Questions were asked next day from the completed portions to
find out how much they have comprehended.
Assignments. Part A. Global questions on theme and plot involving
interpretation and inference (in about 150 words).
i. What made Sir Simon’s funeral so stately? Don’t you think it
could have been a simple one? Justify.
ii. What was the secret that Virginia had kept to herself and did
not share it even with her husband?
iii. The Duke completely trusts Virginia. How does he prove it?
Cite examples from the text in support of your answer.
iv. What is the message that Virginia gives to the entire human
race through her dialogue with the Duke at the end of the story?
Part B. Questions on character sketches.
i. Compare and contrast the characters of Mr.Otis and Lord
canterville with reference to their reactions to the gift box of
jewels given to Virginia by the ghost?
ii. ‘Virginia’s love for her husband and his trust in her is at stake
by hiding what transpired between her and the ghost from her
husband by Virginia’. Comment on the relationship between the
Duke and Virginia in the light of this remark.
Evaluation. Assignments questions were discussed and then given for
homework.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: HORNBILL- The Portrait of a Lady (Prose)
Prerequisite
Knowledge.
None
Short description of the
chapter.
In ‘The Portrait of a lady’ Khuswant Singh draws a
life- like portrait of his grandmother .He had intimate relations
with her since his childhood.
Objectives
i. Draws a life-like pen portrait of author’s grandmother.
ii. Intimate relation with the grandmother.
iii. Narrator’s arrival after five years.
iv. The old lady tired herself and fell ill and lastly died.
Procedure.
A. Warm up
Session
Begin the lesson by asking the students what is their relation
Begin the lesson by asking the students what is their relation
with their grandmother. Students may come up with their own
ideas. Tell them the importance of grandparents in their life.
Slowly the attention of the students will be drawn towards the
lesson.
B. Presentation
Children read the lesson paragraph wise and then detail
explanation is given to them.
Supplemental
Activities
Students are asked to read various books by Khuswant
Singh.
Independent
Practice.
Questions were discussed and then given for homework
Evaluation. Questions were asked at the end of the lessons to comprehend
how much they understood.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: HORNBILL- We’re Not Afraid To Die (Prose)
Prerequisite
Knowledge.
None
Short description of the
chapter.
The chapter justifies what its title means. It is fact that if people
can gather together they can face any kind of danger. It is
interesting to read how the family of the narrator duplicates the
round-the-world voyage successfully.
Objectives
i. The narrator with his wife Mary, son –Jonathan and
Suzanne sets sail from Plymouth, England in July
ii. They made a boat and called it Wave walker.
iii. Seafaring skills are honed.
iv. The first phase of the journey is covered pleasantly.
v. They face terrible disaster.
vi. The family with their effort was able to save their life.
Procedure.
A. Warm up
Session
Before starting the lesson children were asked whether
they had made any journey or voyage by ship or boat. They were
asked to narrate their experience (if any).Though there are three
main types of transport land, air and water people generally use
first two types only. After the discussion they are drawn into the
lesson
B. Presentation
In order to make the lesson interesting the background of the
lesson is given at the outset. Students are then asked to read the
lesson paragraph wise .The paragraphs are explained in detail,
different words are underlined and their meanings are given,
Students are taught how to read the lesson with proper
pronunciation and punctuation.
Supplemental
Activities
Read stories related with journey by boat or ship to enhance your
knowledge.
Independent
Practice.
Questions are discussed and then given for homework to write
independently from the points discussed.
Evaluation. Questions were asked at the end of the lesson to find out how
much they have comprehended.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: HORNBILL- Discovering Tut: The Saga continues (Prose)
Prerequisite
Knowledge.
Children were asked whether they know the meaning of Saga.
Later the word was explained to them. Saga means a story of
heroic achievement or adventure
Short description of the
chapter.
‘Discovering Tut’: The Saga Continues describes how the last
Pharaoh, was discovered through the discovery of his mummy.
The chapter also describes the useful application of latest
scientific technology in revealing the mystery about the boy
Emperor.
Objectives
i. To discuss whether scientific intervention is necessary to
unearth buried mysteries.
ii. To discuss whether advanced technology gives us conclusive
evidence of the past events.
iii. Traditions rituals and funerary practices must be respected or
not.
iv. Knowledge about the past is useful to complete our
knowledge of the world we live in.
Procedure.
A. Warm up
Session
Before starting the lesson children were asked whether they have
any idea about Pharaoh, mummy as these terms are used in the
story. These words are generally found in history. Students were
asked to find information about Pharaoh, mummy from
encyclopedia or from any other source.
B. Presentation
Background of the lesson is given at the outset to create interest
in the lesson .Students read the lesson paragraphwise. Hard
words are underlined and their meaning is given while
explaining the lesson.
Supplemental
Activities
Read stories related with historical facts and events and then
correlate with the lesson you have read.
Independent
Practice.
Questions at the end of the lesson was discussed in the class and
the given for homework so as to make them improve in their
writing skill.
Evaluation. Next day class was started by asking questions from the
completed portion of the lesson to evaluate their understanding.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: HORNBILL- The Ailing Planet: The Green Movement’s Role
Prerequisite
Knowledge.
Students were asked to share their views regarding the planet,
global warming.
Short description of the
chapter.
‘The Ailing Planet’ is a comment on the state of the Earth. The
earth is ailing because of the stupidity of the human beings and
if it is to survive, the Green Movement is way. Fortunately, this
movement seems to have gripped the imagination of all right
thinking people and therefore, there is a hope for the Earth and
for the human race.
Objectives
i. The Green Party was established in New Zealand in 1972.It
was a revolutionary concept.
ii. Our world –view has changed – from mechanical it has
become a holistic and ecological.
iii. Today’s Earth is a patient of declining health.
iv. The World commission on Environment popularized the
concept of sustainable development in 1987.
v. The forest is being depleted at the rate of 1.5 acres a second.
vi. India has many good laws for the protection of the
environment but these laws are not properly implemented.
vii. Growth of population is the chief factor destroying the future
of human society.
viii. For the first time in human history, there seems to be a
world-wide concern about the environment.
ix. Industry has a very important role to play. It is important for
the survival of the industry since it excels in the work of the
improvement of the environment.
x. Let everyone remember the words of Mr.Lester Brown: ‘We
have not inherited this earth from our forefathers; we have
borrowed it from our children.
Procedure.
A. Warm up Session
Before starting the lesson children were asked whether they have
any idea about Planet, ailing as these terms are used in the story.
These words are generally found in geography. Students were
asked to find information about Planet, ailing from encyclopedia
or from any other source.
B. Presentation Background of the lesson is given at the outset to create interest
in the lesson. Students read the lesson paragraphwise. Hard
words are underlined and their meaning is given while
explaining the lesson.
Supplemental
Activities.
Read journals related with earth, planet, global warming to
enhance your knowledge.
Independent Practice. Questions at the end of the lesson was discussed in the class and
the given for homework so as to make them improve in their
writing skill.
Evaluation. Next day class was started by asking questions from the
completed portion of the lesson to evaluate their understanding.
AIR FORCE SCHOOL HASIMARA
Lesson Plan
Board: CBSE | Class: XI | Subject: ENGLISH (Core)
Chapter Name: HORNBILL- The Browning Version (Play)
Prerequisite
Knowledge
None
Short description of
the lesson.
This is an excerpt from Rattigan’s book ‘The Browning version’. The
scene is set in a good school. Frank is young while Crocker-Harris is
middle –aged person. Both are teachers in that school. Taplow is a boy of
16 who has come to do extra work for Mr.Crocker-Harris. Crocker-Harris
has not arrived and when Frank comes, he finds Taplow waiting.
The dialogue between Taplow and Frank gives the reader an insight into
the characters of teachers as well as students. The teachers consider
themselves very clever but the students understand every teacher very
well. This small excerpt also shows the mutual jealousy between
teachers.
Objectives. i. Frank, a school master meets Taplow.
ii. Taplow introduces himself and tells that he is waiting for Mr.Crocker-
Harris.
iii. Taplow says that he is in the lower fifth form. The result is to be
announced next day and if he passes, he will opt for science in the next
form.
iv. Their conversation reveals that most class-teachers, unlike
Mr.Crocker-Harristell the result to their students before it is officially
announced.
v. This is the last day of school and Frank is surprised that Taplow has
come to Mr.Crocker-Harris for extra work.
vi. Taplow imitates Mr.Harris.Frank likes the imitation but apparently
shows his anger towards Taplow.
vii. Taplow likes Crocker-Harris in spite of all the things.
viii. Taplow tells Frank about an incident in the class and imitates
Crocker-Harris.
Presentation. Background of the play is given at the outset to create interest in the
students. Students are given role to play.
Supplemental
Activities.
i. Students are asked to read plays by Terence Rattigan.
ii. Discuss with partners-reading plays is more interesting than studying
science.
iii. The manner you adopt when you talk about a teacher to other
teachers.