class 10 section i pedagogical processes suggested by ncert
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Class10SectionIPedagogicalprocessessuggestedbyNCERTThelearnersmaybeprovidedopportunitiesindividually/ingroupsandencouragedto–Participateininteractivetasksandactivities.Takenotesand respondaccordingly,makinguseof appropriatevocabulary, and senseofaudiencewhilelisteningtopeoplearound.Engagethemselvesinconversation,dialogue,discussionanddiscourseinpeer-peermode,andwithteacheronvariousthemes.Participateinroleplay,shortspeechandskits;interviewpersonalities,commonpeopleforthepurposeofcollectingviewsoncertainrelevantissues,duringsurveys,projectworks,etc.Giveopinionaboutclassroomtransactions,peerfeedbackwithclarity,andprovidesuggestionsforimprovement.Use / read alternative materials such as braille texts / poems, cartoons, graphicpresentations, audio tapes, video tapes, and audio visuals to speak on issues related tosociety.Develop familiarity with workplace culture and language and terminology for differentvocationalskillslikecarpentry,mobilerepairing,tailoring,etc.Volunteerinorganizingschoolfunctions,assembly,communityactivitiesandinteractions;preparesschedules,reports,etc.Readliteraturefromdifferentcountries,andappreciatetheideas,issues,themesgiventhere.Readtextsindependently,comprehend,andrespondtoquestions/askquestionsonthetext.Readstoriesandliterarytexts-bothfictionandnonfictionwithunderstandingforpleasureandenjoyment;discussoncharacters,issues,situations;andifthereisaproblem,workonsolutions.Appreciatenuancesandshadesofliterarymeaningsinavarietyofpoemslikelyric,ballad,ode,limerick, elegy etc. And the literary devices like onomatopoeic sounds, symbols,metaphors,alliteration,etc.Understandcomparisons,allusions,poet’s/writer’spointofview,etc.Usesubject/context/contentrelatedvocabularytoexpresstheirunderstandingofthetextsandtasks.Understandwritingisaprocess-orientedskillwhichrequiresdrafting,revising,editingforpunctuation,grammaticalaccuracy,spelling,etc.Understandthegrammarincontext,functionsandusagesnoticinginexamplesanddiscoverrules.Write,usingsymbols,tables,graphs,diagrams,etc.Contributeinbuildingsafeandstress-freeenvironmentforlearning.Collectandmakeuseofmeaningfulresourcesgeneratedbythelearners.Makeuseoftheirexperiencesandrelatewiththeirlearning.Usevisualaids,andlocallydevelopedlearningmaterialstocomplementandsupplementthetextbookandsupplementaryreader.Framequestionstoassesstheircomprehension.Promote core values such as tolerance, appreciation of diversity and civic responsibilitythroughdebate,discussion,etc.
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Developcriticalthinkingonissuesrelatedtosociety,family,adolescence,etc.Thiswillleadtodeveloptheirabilitiesforproblem-solving,conflictresolutionandworkcollaboratively.Use multilingualism and translation as a strategy and resource for understanding andlearningandparticipatinginclassroomtransactions.Participateininterdisciplinarytasks/activitiesandprojects.Connect and apply their learning to activities, routines and functions at home and incommunity.Maintaindiaryandjournalforrecordingresponsesandreflections,developrubricswiththehelpoftheteacherforself-assessment.Workontheteacherandpeerfeedback,self-assessmenttoimprovetheirperformance.Understandtheconceptofdirectionsonagivenmapofalocality/town/city/country,tactile/raisedmaterialforchildrenwithspecialneeds.Getfamiliarisedwithsignlanguageforusingwithlearnerswithhearingimpairmentinaninclusiveenvironmentintheschool.SectionIILearningOutcomesofNCERT MeasuringtheLOsListensforinformation,gistanddetailsandrespondsaccordingly.
Listens for information, gist and details andrespondstoquestionsaccordingly,inordertodemonstrate comprehension and ability toinfer.
Listenstoanddiscussesliterary/non-literaryinputsinvariedcontextstoinfer,interpretandappreciate.
Listenstoanddiscussesliterary/non-literaryinputs in varied contexts in order to infer,interpretandappreciate.
Speakswithcoherenceandcohesionwhileparticipatingininteractivetasks.
Speaks with coherence and cohesion whileparticipating in interactive tasks in order todemonstratefluencyinthelanguage.
Useslanguageappropriatetopurposes/perspectives.
Uses language appropriate to purposes/perspectives in order to demonstrate anunderstandingofthelanguage.
Talksonkeycontemporaryissueslikesocialjustice,environment,gender,etc.inspeechandwriting.
Talks on key contemporary issues like socialjustice,environment,gender,etc.inspeechandwritinginordertodemonstrateawarenessandempathy for key issues, research skills andabilitytoreason.
Participatesinbilingual/multilingualdiscoursesonvariousthemes.
Participates in bilingual /multilingualdiscourses on various themes todemonstratebilingual/multilingualabilities.
Reads,comprehends,andrespondstocomplextextsindependently.
Reads,comprehends,andrespondstocomplextexts independently in order to demonstratetransition from learning to read to reading tolearn.
Readsstoriesandliterarytexts-bothfictionandnonfictionwithunderstanding
Reads stories and literary texts - both fictionandnonfictionwithunderstandingforpleasureandenjoymentinordertodemonstrateability
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forpleasureandenjoymentanddiscussesthese.
todiscussaboutthesewithcomprehensionandreasoningskills.
Appreciatesnuancesandshadesofliterarymeanings,talksaboutliterarydeviceslikeonomatopoeicsounds,symbols,metaphors,alliterations,comparisons,allusions,poet’s/writer’spointofview,etc.
Appreciates nuances and shades of literarymeanings, talks about literary devices likeonomatopoeic sounds, symbols, metaphors,alliterations, comparisons, allusions, poet’s /writer’s point of view, etc. In order todemonstrate understanding of theirsignificanceinliteratureandnarratives.
Collectsevidencesanddiscussesingroupsforreadingautobiographies,historyandsciencebasedliterarytexts.
Collectsevidencesanddiscussesingroupsforreading autobiographies, history and sciencebased literary texts in order to demonstratecomprehensionandcriticalthinkingskills.
Writesparagraphs,narratives,etc.byplanningrevising,editing,rewritingandfinalizing.
Writesparagraphs,narratives,etc.byplanningrevising, editing, rewriting and finalizing inorder to demonstrate ability to interact withany kind of English text and also todemonstrate creative and critical thinkingabilities.
Writesreportsoffunctionsinschool,familyandcommunityactivities.
Writes reports of functions in school, familyand community activities in order todemonstratecreativewritingandpresentationskills.
Writespersonal/officialletter,businessletter,article,debate,paragraphsbasedonvisual/verbalclues,narratives,stories,poems,etc.
Writespersonal/officialletter,businessletter,article, debate, paragraphs based on visual/verbalclues,narratives,stories,poems,etc.inorder to demonstrate creativity, criticalthinking,correspondenceandresearchskills.
Evaluatescontentpresentedinprintmedia,andindifferentgenres/formatsandpresentscontentusingsymbols,graphs,diagrams,etc.
Evaluates content presented in print media,andindifferentgenres/formatsandpresentscontentusingsymbols,graphs,diagrams,etc.inorder to demonstrate ability to displayrelationshipsvisuallyandpresentationskills.
Analysesandappreciatesapointofvieworculturalexperienceasreflectedinthetext;presentsorallyorinwriting.
Analyses and appreciates a point of view orcultural experience as reflected in the text;presents orally or in writing, in order todemonstratereasoningability,criticalthinkingskillsandpresentationskills.
Drawsreferencesfrombooks,newspapers,internetetc.,interpretsusinganalyticalskills.
Draws references from books, newspapers,internet etc., and interprets in order todemonstrateanalyticalskills.
Speaks/writesonavarietyofthemes.
Speaks/writesonvarietyofthemesinordertodemonstratecommandoverlanguage,readingandresearchskills,andcriticalthinkingskills.
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Consults/referstodictionary,periodicalandbookforacademicandotherpurposes;andusesinspeechandwriting.
Consults /refers to dictionary, periodical andbookforacademicandotherpurposesinordertouseinspeechandwriting.
Providesfactsandbackgroundknowledgeinareassuchasscienceandsocialscienceandpresentsviewpointsbasedonthefacts.
Provides facts and background knowledge inareas such as science and social science inorder to presents viewpoints based on thefacts.
Takesdowndictationusingappropriatepunctuationmarksandcorrectspelling.
Takes down dictation using appropriatepunctuation marks, correct spelling of wordsdictated in order to demonstrate listening,speaking,writing,andreadingskills.
Takesnotesandmakesnoteswhilelisteningtotvnews,discussions,speech,readingaloud/silentreadingoftexts,etc.ndsummarizes.
Takesnotesandmakesnoteswhilelisteningtotv news, discussions, speech, reading aloud/silentreadingoftexts,etc.Andsummarizesinordertodemonstratelanguagecomprehensionskills, critical thinking skills and presentationskills.
Usesgrammaticalitemsappropriatetothecontextinspeechandwriting.
Usesgrammaticalitemsinspeechandwritingin order to demonstrate knowledge andunderstandingofitsappropriateuseinrelationtothecontext.
Usesgrammaticalitemsascuesforreadingcomprehensionsuchastense,reportedspeech,conjunctionsandpunctuation.
Uses grammatical items as cues for readingcomprehensionsuchastense,reportedspeech,conjunctionsandpunctuation.
Useswordsaccordingtothecontextanddelineatesitinspeechandwriting.
Uses words according to the context anddelineatesitinspeechandwritinginordertodemonstratevocabulary.
Usesformulaicandidiomaticexpressionsinspeechandwriting.
Uses formulaic and idiomatic expressions inspeech and writing in order to demonstratecompetence in the acquisition of functionalvocabulary.
Makesuseofcollocationsandidiomsinspeechandwriting.
Makesuseofcollocationsandidiomsinspeechand writing in order to demonstrateunderstandingofhowtousevocabularywordsandidiomsinasentencecorrectly.
Identifiessignificantliteraryelementssuchasfigurativelanguage–metaphor,imagery,symbol,simile,intention/pointofview,rhymescheme,etc.
Identifies and appreciates significant literaryelements such as figurative language –metaphor,imagery,symbol,simile,intention/point of view, rhyme scheme, etc. In order todemonstrate understanding of theirsignificanceinliteratureandnarratives.
Usesthefigurativemeaningofwordsandphrasesasgiveninthetextsread.
Uses the figurative meaning of words andphrases as given in the texts read inorder to
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demonstrate understanding of how they areused to make both fiction and non-fictioninterestingandrealistic.
Assessesownwork/peers’workbasedondevelopedrubrics.
Assesses own work /peers’ work based ondeveloped rubrics in order to demonstrateobjectivity.
Developsquestionsforcollectingdataforsurveyonrelevantissues.
Develops questions for collecting data forsurvey on relevant issues in order todemonstrateunderstandingofhowtocapturerelevant data without harassing the person/organizationsurveyed.
Writesscriptsandparticipatesinroleplay,skit,streetplays(nukkadnatak)forthepromotionofsocialissueslikebetibachao–betibadhao,swachhbharatabhiyaan,conservationofenvironment,childlabourandpromotionofliteracyetc.
Writesscriptsandparticipatesinroleplay,skit,streetplays(nukednatak) for thepromotionofsocial issues like beti bachao – beti badhao,swachh bharat abhiyaan, conservation ofenvironment, child labour and promotion ofliteracy etc. In order to demonstrate creativity,sensitivity towards the cause, the ability toexperiment with language and communicationskills.
Usesbilingual/multilingualwaystoexchangeideasordisseminatinginformationwiththehelpofICT,ppt,roleplay,streetplay,drama,writtenscripts,etc.
Usesbilingual/multilingualwaystoexchangeideas or disseminating information with thehelpof ICT,ppt, roleplay, streetplay, drama,written scripts, etc. In order to demonstrateadeptnessatthelanguagesknown.
Recognisesandappreciatesculturalexperiencesgiveninthetextinawrittenparagraph,orinnarratingthesituationsandincidentsintheclass.
Recognises and appreciates culturalexperiences given in the text in a writtenparagraph, or in narrating the situations andincidents in theclass inorder todemonstratesensitivitytowardsandawarenessofdiversity.
Exhibitscorevaluessuchastolerance,appreciationofdiversityandcivicresponsibilitythroughdebate,discussion,etc.
Participates in debates, discussions, etc. Inordertoexhibitcorevaluessuchastolerance,appreciation of diversity and civicresponsibility.
Usessignlanguagetocommunicatewithfellowlearnerswithhearingimpairmentinaninclusivesetup.
Usessignlanguagetocommunicatewithfellowlearners with hearing impairment in aninclusivesetup.
Readsthepoems,stories,textsgiveninbraille;graphsandmapsgivenintactile/raisedmaterial;interprets,discusses,andwriteswiththehelpofascribe.
Readsthepoems,stories,textsgiveninbraille;graphs and maps given in tactile /raisedmaterial;interprets,discusses,andwriteswiththehelpofascribe.
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SectionIII
MAPPINGOFGRADE10ENGLISHTOPICSWITHLEARNINGOUTCOMESADAPTEDBYCBSE:FIRSTFLIGHT
Note:OverallLearningOutcomeforthecourse:
ThelearnerswilluseappropriateEnglishtocommunicateinvarioussocialsettings,developcreativityandcuriositythroughextensivereading,grammaticalaccuracyandbuildcompetenceindifferentaspectsofEnglish.Chapter1 Topic LearningObjectives
Thestudentwillbeableto
LearningOutcome
ALettertoGod
ThePleasureofRain respondtothepicturesquedetails
Readsstoriesandliterarytexts-bothfictionandnonfictionwithunderstandingforpleasureandenjoymentinordertodemonstrateabilitytodiscussaboutthesewithcomprehensionandreasoningskills.
ANightofSorrows
highlightthedisappointmentofLenchoasthehailstormdestroysallthecrops,throughadiscussionandreasoningandempathisewiththeproblemsfacedbyfarmers
rationalisewritingalettertoGodforhelp.
FaithinGod discussthepostmaster’sactofcharitytosustainLencho’sfaithinGod.
ComprehensionCheck answerquestionsbasedoncomprehensionandinferenceviadiscussion.andindependently
Reads,comprehends,andrespondstocomplextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.
Listening/Speaking:Have,youeverbeeningreatdifficulty,andfeltthatonlyamiraclecouldhelpyou?
supplysolutionstolistedproblemsasapartofspeakingskillsactivity Speakswhileparticipatingin
interactivetasksinordertodemonstratefluencyinthelanguage
speakoninherentthemesinordertodemonstratecommandoverlanguagewithproperpronunciationandintonation.
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Howwasyourproblemsolved?
developproblemsolvingability
Writing:Lenchosufferedfirstduetodroughtandthenbyfloods.Ourcountryisalsofacingsuchsituationsinrecentyears.Thereisfloodandthereisdrought.Thereisaneedtosavewaterthroughwaterharvesting.WritealettertotheEditor.
developthewritingskillinstudentsandsensitizestudentsaboutthevictimsofnaturaldisaster.Directthestudentstowardsunderstandingironyasaliterarydevice.
Writespersonal/officialletter,businessletter,article,debate,paragraphsbasedonvisual/verbalclues,narratives,stories,poems,etc.inordertodemonstratecreativity,criticalthinking,correspondenceandresearchskills.
engageinediting,rewritingandfinalizingthecontext
Grammar:UsingNegativesandRelativeClauses
identifyvariousclausesusedinthetextanddevelopwritingskillwithreferencetothecontext.
Usesgrammaticalitemsinspeechandwritinginordertodemonstrateknowledgeandunderstandingofitsappropriateuseinrelationtothecontext.
Useoffigurativelanguagesusedifferentfigurativelanguagesespeciallythemetaphor
Identifiesandappreciatessignificantliteraryelementssuchasfigurativelanguage–metaphor,imagery,symbol,simile,intention/pointofview,rhymescheme,etc.Inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
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Poem-1 Topic LearningObjectives LearningOutcome
DustofSnow
Discussion-Nature-aperennialsourceofJoy
inspectthefactthatnaturetreatseverycreatureandobjectimpartially
Speakswithcoherenceandcohesionwhileparticipatingininteractivetasksinordertodemonstratefluencyinthelanguage.
Symbolism-CrowandHemlocktree respondtotheliterarynuances
Identifiesandappreciatessignificantliteraryelementssuchasfigurativelanguage–metaphor,imagery,symbol,simile,intention/pointofview,rhymescheme,etc.Inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
Neverlosehopeandoptimism
inferthemeritsofadoptinganoptimisticattitudeandacceptthatjoysandsorrowsareinevitableinlife.
Reads,comprehends,andrespondstocomplextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.
ComprehensionCheck inferinherentideas
Poeticandliterarydevices useliteraryandpoeticdevices
Appreciatesnuancesandshadesofliterarymeanings,talksaboutliterarydeviceslikeonomatopoeicsounds,symbols,metaphors,alliterations,comparisons,allusions,poet’s/writer’spointofview,etc.inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
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Poem-2 Topic LearningObjectives LearningOutcome
FireandIce
Discussion-Howwilltheworldend'?
participateinthediscussionanddemonstrateawareness.
Talksonkeycontemporaryissueslikesocialjustice,environment,gender,etc.Inspeechandwritinginordertodemonstrateawarenessandempathyforkeyissues,researchskillsandabilitytoreason.
Symbolicsignificanceof'Fire'and'Ice' respondtotheliterarynuances
Identifiesandappreciatessignificantliteraryelementssuchasfigurativelanguage–metaphor,imagery,symbol,simile,intention/pointofview,rhymescheme,etc.Inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
Warningformankindtobealertandawareofthedangerinlettingloseanysuchemotion.
deducethatbothfieryandthecoldtemperamentshavethepowertodestroytheworld Reads,comprehends,andrespondsto
complextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.
ComprehensionCheck developabilitytoinferanswerstoquestions
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Poeticandliterarydevices useliteraryandpoeticdevices
Appreciatesnuancesandshadesofliterarymeanings,talksaboutliterarydeviceslikeonomatopoeicsounds,symbols,metaphors,alliterations,comparisons,allusions,poet’s/writer’spointofview,etc.Inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
Chapter2 Topic LearningObjectives LearningOutcome
Nelson
Mandela:Long
Walkto
Freedom
Autobiography-Atouchingaccountofhorribleatrocitiesandoppressionontheblacks.
executetheuseofexpressionsinthetext.
Usesthefigurativemeaningofwordsandphrasesasgiveninthetextsreadinordertodemonstrateunderstandingofhowtheyareusedtomakebothfictionandnon-fictioninterestingandrealistic.
collectdataandrefertohistorytoknowmoreaboutNelsonMandela.
Collectsevidencesanddiscussesingroupsforreadingautobiographies,historyandsciencebasedliterarytextsinordertodemonstratecomprehensionandcriticalthinkingskills.
Adoptedpolicy-Apartheid:oneoftheharshestsystemsofracialdiscrimination
inspectthesystemofapartheidanddvelopaninsightintothelivesoffreedomfighters.
Formationofnon-racialdemocratic.
Reads,comprehends,andrespondstocomplextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.
discussthattheoppressedandtheoppressoralikearerobbedoftheirhumanities
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ComprehensionCheck developabilitytoinferanswerstoquestions
IntextGrammar-UseofdefinitearticleswithnamesandIdiomaticExpression usedefinitearticleseffectively
Usesgrammaticalitemsinspeechandwritinginordertodemonstrateknowledgeandunderstandingofitsappropriateuseinrelationtothecontext.
useStudyidiomaticphrasesandusageforbetterexpression
Usesformulaicandidiomaticexpressionsinspeechandwritinginordertodemonstratecompetenceintheacquisitionoffunctionalvocabulary.
Speaking:Aspeechon“Truelibertyisfreedomfrompoverty,deprivationandformsofdiscrimination
participateinshortspeechforthepurposeofcollectingviewsoncertainrelevantissues.
Speaks/writesonvarietyofthemesinordertodemonstratecommandoverlanguage,readingandresearchskills,andcriticalthinkingskills.
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Poem-3 Topic LearningObjectives LearningOutcome
ATigerinthe
Zoo
Patheticsightofatigerinazoo empathisewiththeconditionofacagedaimal Appreciatesnuancesandshadesof
literarymeanings,talksaboutliterarydeviceslikeonomatopoeicsounds,symbols,metaphors,alliterations,comparisons,allusions,poet’s/writer’spointofview,etc.Inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
ContrastbetweenTigerconfinedinzooandnaturalhabitat
identifytheactionsofatigerinjungle,
Tigeranticipatesfreedomfromrestriction
Manmustletanimalsleadanaturallife,innaturalhabitat
developasuitableopinionaboutthecrueltyofmantowardsanimals
Reads,comprehends,andrespondstocomplextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.ComprehensionCheck infermeaning.
Poeticandliterarydevices engagewiththeliteraryandpoeticdevices
Identifiesandappreciatessignificantliteraryelementssuchasfigurativelanguage–metaphor,imagery,symbol,simile,intention/pointofview,rhymescheme,etc.Inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
Chapter3 Topic LearningObjectives LearningOutcome
TwoStories
aboutFlying-I.
HisFirstFlight
InhibitionandfearofYoungSeagull
discussandmakeuseofexperiencesinordertorelatewiththoseoflearningtorideabicycle
Speakswithcoherenceandcohesionwhileparticipatingininteractivetasksinordertodemonstratefluencyinthelanguage.
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Maddenedbyhunger respondtotheroleofparentsinpreparingtheirchildrentofacethechallengesoftheworld.
Readsstoriesandliterarytexts-bothfictionandnonfictionwithunderstandingforpleasureandenjoymentinordertodemonstrateabilitytodiscussaboutthesewithcomprehensionandreasoningskills
Firstmaidenflight analysethemessageofself-relianceandstrongself-belief
ComprehensionCheck inferanswers
Reads,comprehends,andrespondstocomplextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.
Writing:Acompositiononyourinitialattemptsatlearningaskill
developwritingskill
Writespersonal/officialletter,businessletter,article,debate,paragraphsbasedonvisual/verbalclues,narratives,stories,poems,etc.inordertodemonstratecreativity,criticalthinking,correspondenceandresearchskills.
Chapter3 Topic LearningObjectives LearningOutcome
TwoStories
aboutFlying-II-
TheBlack
Aeroplane
Journeyoftheprotagonist-Aneasyflight
identifytheliteraryfeaturesofthetext. Reads,comprehends,andrespondstocomplextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.
reiteratethefeasibilityofweatherduringaflight.
EngulfedinBlackStormfollowedbymysteriousrescue
justifythatcourageorgritisnecessarytoovercomeanyobstacle.
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Difficultiesshouldbetakenbyhornsandhopeshouldnotbeabandoned
respondtotheproverb-Wherethere'sawillthere'sawayinthecontextofthestoryandlife
Developfamiliaritywiththewordslikeillusion-speculation-mystery-divineguide/force
interpretandanalysethemysteriousendofthejourney.
Listenstoanddiscussesliterary/non-literaryinputsinvariedcontextsinordertoinfer,interpretandappreciate
ComprehensionCheck inferanswer Reads,comprehends,andrespondstocomplextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.
ThinkingaboutLanguage-Thevariedideasofthewords'Black'&'fly' useexpressionandotherwordstoenhance
vocabulary
Usesthefigurativemeaningofwordsandphrasesasgiveninthetextsreadinordertodemonstrateunderstandingofhowtheyareusedtomakebothfictionandnon-fictioninterestingandrealistic.
collectandmakeuseofmeaningfulresourcesthroughusageofdictionary
Consults/referstodictionary,periodicalandbookforacademicandotherpurposesinordertouseinspeechandwriting
Writing:Anarrativepiece-anexperiencebeingaloneorawayfromhomeduringathunderstorm.
relatereallifeexperiencestothetextandexpressfeelingsinaformofanarrative
Writesparagraphs,narratives,etc.byplanningrevising,editing,rewritingandfinalizinginordertodemonstrateabilitytointeractwithanykindofEnglishtextandalsotodemonstratecreativeandcriticalthinkingabilities.
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Poem-4 Topic LearningObjectives LearningOutcome
HowtoTell
WildAnimals
Speaking:Commentonthetitleandbringoutthehumour
respondtoandappreciatethehumoroustitle-ablendofinformationandwit
Speakswithcoherenceandcohesionwhileparticipatingininteractivetasksinordertodemonstratefluencyinthelanguage.
Descriptionofanimalsinahumorousmanner
respondtothehumourinherentinthecloseproximitywithwildanimalse.g.torecognizeabearistobetightlyembracedbyit,thesmilingfaceofHyenaiscontrastedwithaweepingfaceofacrocodile.Theparadoxicalstatementthatwhenthereisnothingonthetree,thereischameleonisfullofwit.
Appreciatesnuancesandshadesofliterarymeanings,talksaboutliterarydeviceslikeonomatopoeicsounds,symbols,metaphors,alliterations,comparisons,allusions,poet’s/writer’spointofview,etc.Inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
Poeticandliterarydevices(HumourandIrony,Paradox)
usetheliteraryandpoeticdevices Identifiesandappreciatessignificantliteraryelementssuchasfigurativelanguage–metaphor,imagery,symbol,simile,intention/pointofview,rhymescheme,etc.Inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
ComprehensionCheck inferanswers Reads,comprehends,andrespondstocomplextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.
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Poem-5 Topic LearningObjectives LearningOutcome
TheBallPoem
Speaking-DiscusswhyistheboyupsetonlosingtheBall-hecangetanewone
respondtothehumoroustitle
Speakswithcoherenceandcohesionwhileparticipatingininteractivetasksinordertodemonstratefluencyinthelanguage.
• Griefstricken-helpless
• Theepistemologyofloss
reasonayoungchild’sfeelingsatthelossofavaluablepossessionandthefactthatlossisinevitable.
Appreciatesnuancesandshadesofliterarymeanings,talksaboutliterarydeviceslikeonomatopoeicsounds,symbols,metaphors,alliterations,comparisons,allusions,poet’s/writer’spointofview,etc.inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
Onemustknowhowtobearthelossbravelyandmoveon
Inferthemessageembedded--tomoveforwardinlife.
TheBallissymbolised. useliteraryandpoeticdeviceseffectively.
Identifiesandappreciatessignificantliteraryelementssuchasfigurativelanguage–metaphor,imagery,symbol,simile,intention/pointofview,rhymescheme,etc.Inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
ComprehensionCheck inferanswers
Reads,comprehends,andrespondstocomplextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.
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Chapter4 Topic LearningObjectives LearningOutcome
FromtheDiary
ofAnneFrank
DiscussionaboutAnneFrank
developfamiliaritywithsocialissuesandparticipateingroupdiscussion
Talksonkeycontemporaryissueslikesocialjustice,environment,gender,etc.Inspeechandwritinginordertodemonstrateawarenessandempathyforkeyissues,researchskillsandabilitytoreason.
AnneFrank-Oneofthemostrenownedanddiscussed,Holocaustvictims
developanunderstandingaboutAnneFrank-aJewishgirlwitnessedhorrorsofNazirule
Readsstoriesandliterarytexts-bothfictionandnonfictionwithunderstandingforpleasureandenjoymentinordertodemonstrateabilitytodiscussaboutthesewithcomprehensionandreasoningskills.
Recordofherrelationshipsharedbyteachersandstudents
analysetheanxietyofstudentsbeforetheresultdayandthevariouswaysateacher-studentbindgetsestablished
ComprehensionCheck inferanswers Reads,comprehends,andrespondstocomplextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.
IntextGrammar-PhrasalVerbs,Compoundwords
Usegrammarincontext Usesgrammaticalitemsinspeechandwritinginordertodemonstrateknowledgeandunderstandingofitsappropriateuseinrelationtothecontext.
IdiomsandExpressions writeaspeechcreatively Makesuseofcollocationsandidiomsinspeechandwritinginorderto
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Writing-ADiary-ImagineyourselfasAnneFrank
evelopwritingskillsinthestudentsandencourageediting,rewritingandfinalizingthecontext.
demonstrateunderstandingofhowtousevocabularywordsandidiomsinasentencecorrectly.
ListeningSkill-ADiaryofSamuelPepys-aboutthegreatfireofLondon
participateinthelisteningskillactivities Listensforinformation,gistanddetailsandrespondstoquestionsaccordingly,inordertodemonstratecomprehensionandabilitytoinfer.
Poem-6 Topic LearningObjectives LearningOutcome
Amanda!
TalksaboutAmanda’sneedforfreedom
evaluateAmanda’ssituationandsuggestsolutions
Speakswithcoherenceandcohesionwhileparticipatingininteractivetasksinordertodemonstratefluencyinthelanguage.
Developsakindofdislikeforreallifeandescapesintotheworldofdream.
analysethesituationthatleadsAmandatoescapeintothefantasyworld
Appreciatesnuancesandshadesofliterarymeanings,talksaboutliterarydeviceslikeonomatopoeicsounds,symbols,metaphors,alliterations,comparisons,allusions,poet’s/writer’spointofview,etc.Inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
Poeticandliterarydevices identifytheliteraryandpoeticdevicesused
Identifiesandappreciatessignificantliteraryelementssuchasfigurativelanguage–metaphor,imagery,symbol,simile,intention/pointofview,rhyme
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scheme,etc.Inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
Theneedofhealthybondbetweenparentsandchildren
discusstheneedtonarrowthegenerationgapandfostermutualrespectandunderstanding.
Reads,comprehends,andrespondstocomplextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.
ComprehensionCheck inferanswersChapter5 Topic LearningObjectives LearningOutcome
TheHundred
Dresses-I
PolishAmericanCommunity
developawarenessaboutthePolishAmericanCommunity.
Recognisesandappreciatesculturalexperiencesgiveninthetextinawrittenparagraph,orinnarratingthesituationsandincidentsintheclassinordertodemonstratesensitivitytowardsandawarenessofdiversity.
TheProtagonist-WandaPetronskiwasjudgedbyherappearanceandpossession
developawarenessaboutbullyingtocomprehendaspectsofthestory
Readsstoriesandliterarytexts-bothfictionandnonfictionwithunderstandingforpleasureandenjoymentinordertodemonstrateabilitytodiscussaboutthesewithcomprehensionandreasoningskills
PeggieandMaddyridiculedWanda
createsensitivitytowardsinsensitiveactionslikemockingorjeering
Wandawonthedrawingcompetition
useproverbs("Don’tjudgethebookbyitscover".Shewasthe'richest'and'mostcreative'girlintheclass).
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Comprehensioncheck inferanswers Reads,comprehends,andrespondstocomplextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.
IntextGrammar-TheNarrativeVoiceandadverbs
use'thirdperson'inthestoryandusageofadverbs
Usesgrammaticalitemsinspeechandwritinginordertodemonstrateknowledgeandunderstandingofitsappropriateuseinrelationtothecontext.
Chapter6 Topic LearningObjectives LearningOutcome
TheHundred
Dresses-II
Wandaquitsschoolbecauseshewasmockedforherappearance
analysetheintentbehindtheletter Readsstoriesandliterarytexts-bothfictionandnonfictionwithunderstandingforpleasureandenjoymentinordertodemonstrateabilitytodiscussaboutthesewithcomprehensionandreasoningskills.
ReversalofattitudeofPeggyandMaddie
identifythefeelingofguiltandrepentance
Childrenhaveanimpressionablemindandcanbeeasilymoulded
deducethatmutualloveandrespectforeachotherisamust.
ComprehensionCheck inferanswers Reads,comprehends,andrespondstocomplextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.
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ThinkingaboutLanguage-Thevariedideasandexpressionsofthe'colourwords'
usefigurativeexpressionstoenhancevocabulary
Usesthefigurativemeaningofwordsandphrasesasgiveninthetextsreadinordertodemonstrateunderstandingofhowtheyareusedtomakebothfictionandnon-fictioninterestingandrealistic.
collectandmakeuseofmeaningfulresourcesthroughusageofdictionary
Consults/referstodictionary,periodicalandbookforacademicandotherpurposesinordertouseinspeechandwriting
RolePlay-Anepisodetobeenactedfromthetext
developliterarycreativitywithlanguage
Writesscriptsandparticipatesinroleplay,skit,streetplays(nukkadnatak)forthepromotionofsocialissueslikebetibachao–betibadhao,swachhbharatabhiyaan,conservationofenvironment,childlabourandpromotionofliteracyetc.Inordertodemonstratecreativity,sensitivitytowardsthecause,theabilitytoexperimentwithlanguageandcommunicationskills.
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Writing-LookagainattheletterwhichWanda'sfatherwritestoMissMason,Wanda'steacher.MrPetronskiisnotquiteawarehowtowriteaformalletterinEnglish.Rewriteitforhimmoreappropriately
participateinwritingasaprocess-orientedskill--drafting,revising,editingforpunctuation,grammaticalaccuracy,spelling,
Writespersonal/officialletter,businessletter,article,debate,paragraphsbasedonvisual/verbalclues,narratives,stories,poems,etc.inordertodemonstratecreativity,criticalthinking,correspondenceandresearchskills.
Poem-7 Topic LearningObjectives LearningOutcome
Animals Poet-AnadmirerofAnimals
discussaspectsofanimals;senseofself-contentment
Appreciatesnuancesandshadesofliterarymeanings,talksaboutliterarydeviceslikeonomatopoeicsounds,symbols,metaphors,alliterations,comparisons,allusions,poet’s/writer’spointofview,etc.Inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
AppreciatesGod'screationofAnimal
interpretsuggestedaspectsofanimals--clearconscience,nosenseofregret,nohypocrisy,notraceofdiscontent,freefromsuperstitionanddogma,andequality
MessagetoHumanbeing deduceandrediscovertoimbibethevirtues,returntoastateofinnocenceandsincerity,learntostaycalmandcontended,shouldshedfalsesenseofrespectability,refrainfrompracticinganydiscriminationinthenameofGodorreligionandstayawayfromthemaniaofowingthings
Reads,comprehends,andrespondstocomplextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.
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ComprehensionCheck inferanswers
Poeticandliterarydevices useliteraryandpoeticdevices Identifiesandappreciatessignificantliteraryelementssuchasfigurativelanguage–metaphor,imagery,symbol,simile,intention/pointofview,rhymescheme,etc.Inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
Chapter7 Topic LearningObjectives LearningOutcome
Glimpsesof
India-ABaker
fromGoa
Discussion-CanyousaywhichpartsofIndiashowFrenchandPortugueseinfluences?
collectinfo.aboutGoa-churches,Goanculture,music,beachesandscenicbeauty.
Collectsevidencesanddiscussesingroupsforreadingautobiographies,historyandsciencebasedliterarytextsinordertodemonstratecomprehensionandcriticalthinkingskills.
performspeakingskilltaskseffectively Speaks/writesonvarietyofthemesinordertodemonstratecommandoverlanguage,readingandresearchskills,andcriticalthinkingskills.
Pen-PortraitoftraditionalGoanVillage
analysetheimportanceoftheroleofbakers Readsstoriesandliterarytexts-bothfictionandnonfictionwithunderstandingforpleasureand
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ReminiscingChildhoodnostalgically
revisitchildhoodmemoriesandconnectwiththoselistedinthetext-loveforbread,musicalentrywithjinglingthudofthebamboo,sweetbreadcalledbol
enjoymentinordertodemonstrateabilitytodiscussaboutthesewithcomprehensionandreasoningskills.
Appearanceofbread-sellers
developunderstandingabouttheapparelandappearanceofbread-sellers
Bakery-asbusiness interprettheimportanceofsuchabusiness
ComprehensionCheck inferanswers Reads,comprehends,andrespondstocomplextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.
GroupDiscussion-Collectinformationonhowbakersbakebreadnowandhowtheprocesshaschangedovertime.
inculcatepeerstudyandresearchworkskills Collectsevidencesanddiscussesingroupsforreadingautobiographies,historyandsciencebasedliterarytextsinordertodemonstratecomprehensionandcriticalthinkingskills.
participateinlisteningtasksand,presentationskillactivities
Takesnotesandmakesnoteswhilelisteningtotvnews,discussions,speech,readingaloud/silentreadingoftexts,etc.Andsummarizesinordertodemonstratelanguagecomprehensionskills,criticalthinkingskillsandpresentationskills.
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performspeakingskilltaskseffectively Speakswithcoherenceandcohesionwhileparticipatingininteractivetasksinordertodemonstratefluencyinthelanguage.
Chapter7 Topic LearningObjectives LearningOutcome
Glimpsesof
India-Coorg
Coorg-acoffeecountryfamousforrainforestsandspices
aboutidentifydetailsaboutthelocationandgeographicaldetailsaboutCoorg.
Readsstoriesandliterarytexts-bothfictionandnonfictionwithunderstandingforpleasureandenjoymentinordertodemonstrateabilitytodiscussaboutthesewithcomprehensionandreasoningskills.
CoorgisarefiercelymartialswithGreekorAraborigin
describedistincttraditionsandhistoricalbackground
Coorgisareveryhospitableandvalorousrace
comprehendspecificdetailsaboutthepeopleofCoorg
ComprehensionCheck inferanswers Reads,comprehends,andrespondstocomplextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.
Thinkingaboutlanguage-Collocations
usevocabularyandunderstandingofthecollocations
Makesuseofcollocationsandidiomsinspeechandwritinginordertodemonstrateunderstandingofhowtousevocabularywordsandidiomsinasentencecorrectly.
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Speaking-'Coorgisaparadisefortravellers.'Discuss.
performspeakingskilltaskseffectively Speakswithcoherenceandcohesionwhileparticipatingininteractivetasksinordertodemonstratefluencyinthelanguage.
Chapter7 Topic LearningObjectives LearningOutcome
Glimpsesof
India-Teafrom
Assam
TwofriendsplantospendtheirsummerholidaysatAssam
recognisehowpleasureandscholarshipcanbecombinedtomakeknowledgeeffectiveandlasting.
Readsstoriesandliterarytexts-bothfictionandnonfictionwithunderstandingforpleasureandenjoymentinordertodemonstrateabilitytodiscussaboutthesewithcomprehensionandreasoningskills.
Rajvirwasthrilledtoseetheteagardens
presentdetailaboutthevaststretchesspreadacrossthelandscapeofAssam
Anecdotesrelatedtotea appreciatethelegendsconnectedwithteaanditsjourney
Mr.BaruawasimpressedbythestudydonebyRajvir
rationalisehowdoingone'shomeworkbeforeanynewventureisasmartmove
ComprehensionCheck inferanswers Reads,comprehends,andrespondstocomplextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.
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Intextgrammar-Adjectiveswith-ingand-ed
integratethegrammarincontext,functionsandusagesnoticinginexamplesanddiscoverrules.
Usesgrammaticalitemsinspeechandwritinginordertodemonstrateknowledgeandunderstandingofitsappropriateuseinrelationtothecontext.
GroupDiscussion-Imagineameetingofateaplanter,asalesagent,atealover,aphysicianandatea-shopowner.Collectinformationaboutteae.g.itsevolutionasadrink,itsbeneficialqualities.
developandperformresearchtodemonstratetheunderstandingaboutthetext.
Collectsevidencesanddiscussesingroupsforreadingautobiographies,historyandsciencebasedliterarytextsinordertodemonstratecomprehensionandcriticalthinkingskills.
practisespeakingskillandcriticalthinkingskill. Speaks/writesonvarietyofthemesinordertodemonstratecommandoverlanguage,readingandresearchskills,andcriticalthinkingskills.
GivenapictureinaformofanarticlewritingofthreedifferentregionsofIndia,givinganideaofhowvariedandcharmingandbeautifulourcountryis.
demonstratesensitivitytowardstheawarenessofdiversity
Recognisesandappreciatesculturalexperiencesgiveninthetextinawrittenparagraph,orinnarratingthesituationsandincidentsintheclassinordertodemonstratesensitivitytowardsandawarenessofdiversity.
enhanceandusecriticalthinkingandpresentationskills
Analysesandappreciatesapointofvieworculturalexperienceasreflectedinthetext;presentsorallyorinwriting,inordertodemonstratereasoningability,criticalthinkingskillsandpresentationskills.
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Poem-8 Topic LearningObjectives LearningOutcome
TheTrees Discussion-Cantherebeaforestwithouttrees?Wherearethetreesinthepoem,andwheredotheygo?
developanawarenessaboutthesocialissuesandgenderdiscrimination.
Talksonkeycontemporaryissueslikesocialjustice,environment,gender,etc.Inspeechandwritinginordertodemonstrateawarenessandempathyforkeyissues,researchskillsandabilitytoreason.
Treesareinitiallyindoorbutareseekingtoescapetofreedomintheforest.
reiteratetheimportanceoftreesforlifetosurvive
Appreciatesnuancesandshadesofliterarymeanings,talksaboutliterarydeviceslikeonomatopoeicsounds,symbols,metaphors,alliterations,comparisons,allusions,poet’s/writer’spointofview,etc.Inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
TreessymboliseswomanhoodFreedomoftrees-Womenatlarge
analysethesymbolismthatestablishesarelationbetweenthetreesandwomanhood
Poeticandliterarydevices useliteraryandpoeticdevices Identifiesandappreciatessignificantliteraryelementssuchasfigurativelanguage–metaphor,imagery,symbol,simile,intention/pointofview,rhymescheme,etc.Inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
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Theme-theconflictbetweenmanandnature
deducethattreesaresymbolicallytreatedaswomenwhohavebeendominated,exploitedandenslaved-victimofinjusticeandslaveryinthemale-chauvinisticsociety.
Reads,comprehends,andrespondstocomplextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.
ComprehensionCheck comprehendthetexttoinferanswers
Chapter8 Topic LearningObjectives LearningOutcome
MijbiltheOtter
Author'sdecisiontokeepanOtterasapet.
readtoappreciatetheuseofexpressionsinthetext.
Readsstoriesandliterarytexts-bothfictionandnonfictionwithunderstandingforpleasureandenjoymentinordertodemonstrateabilitytodiscussaboutthesewithcomprehensionandreasoningskills
comprehendtheprogressioninthestoryandempathizewithanimals
Listensforinformation,gistanddetailsandrespondstoquestionsaccordingly,inordertodemonstratecomprehensionandabilitytoinfer.Thebondoflovebetween
theauthorandMijbillearntotakecareaboutanimalsandberesponsibletowardsotherlifeforms.
PreparingthetriptotakeMijbackhome
describethejourneyfrombsarainiraqtolondonandthentheencounteroftheotterwiththeotherhumansincludingchildrenandelders.
Reads,comprehends,andrespondstocomplextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.
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Stimulatecuriosityandengagestudentsinconversationaboutpetsusingappropriatevocabulary.
ComprehensionCheck inferanswersIntextGrammar-DescribingaRepeatedActioninthepastandNounModifiers
describearepeatedactioninpast
Usesgrammaticalitemsinspeechandwritinginordertodemonstrateknowledgeandunderstandingofitsappropriateuseinrelationtothecontext.
developfamiliaritywiththenounmodifiersandthephrasesthatindicateaparticularquantityofsomethingthatisnotusuallycountable
Usesformulaicandidiomaticexpressionsinspeechandwritinginordertodemonstratecompetenceintheacquisitionoffunctionalvocabulary.
WritingSkill-Descriptionofapersonorananimal
writeadescriptionofapersonandanimalusingthevariousmechanicsofwriting
Writesparagraphs,narratives,etc.byplanningrevising,editing,rewritingandfinalizinginordertodemonstrateabilitytointeractwithanykindofEnglishtextandalsotodemonstratecreativeandcriticalthinkingabilities.
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Poem-9 Topic LearningObjectives LearningOutcome
Fog
Understandthatnatureismorepowerfulthananythingthathumanscanproduce
engageincreativelyexpressingtheunderstandingofthepoem
Appreciatesnuancesandshadesofliterarymeanings,talksaboutliterarydeviceslikeonomatopoeicsounds,symbols,metaphors,alliterations,comparisons,allusions,poet’s/writer’spointofview,etc.Inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
classifythedifferenttypesofpoem(sonnet,ballad,parable,Acrostic)andspecificallydetailingaboutHaiku
Listensforinformation,gistanddetailsandrespondstoquestionsaccordingly,inordertodemonstratecomprehensionandabilitytoinfer.
Understandsthatchangeisanunavoidableandnaturalprocess
criticallyanalysethetheme,moralvalueimpartedthroughthepoem
Reads,comprehends,andrespondstocomplextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.
Enhanceshisvocabularyandcomprehensionofthepoem.
analysethepoemthroughappropriateinferentialquestions
RhymeandRhythm
interpretthespecificfeaturesofthepoem Identifiesandappreciatessignificantliteraryelementssuchasfigurativelanguage–metaphor,imagery,symbol,simile,intention/pointofview,rhymescheme,etc.Inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
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usepoeticdevicesandrhymingscheme Usesthefigurativemeaningofwordsandphrasesasgiveninthetextsreadinordertodemonstrateunderstandingofhowtheyareusedtomakebothfictionandnon-fictioninterestingandrealistic.
Speaking:Recitation recitethepoemwithproperstressandintonation.
Speaks/writesonvarietyofthemesinordertodemonstratecommandoverlanguage,readingandresearchskills,andcriticalthinkingskills.
Chapter-9 Topic LearningObjectives LearningOutcome
MadamRides
theBus
AboutValliandherintentdesiretoridethebus.
useexpressionsinthetext. Usesthefigurativemeaningofwordsandphrasesasgiveninthetextsreadinordertodemonstrateunderstandingofhowtheyareusedtomakebothfictionandnon-fictioninterestingandrealistic.
recognizetheimportanceofbeingsensitivetowardsanindividual’sfeelings
Readsstoriesandliterarytexts-bothfictionandnonfictionwithunderstandingforpleasureandenjoymentinordertodemonstrateabilitytodiscussaboutthesewithcomprehensionandreasoningskills.
Valliinthebusandherunforgettablemoments
evaluatethelessonsandexperiencesthroughtravelling
Valli'sretrospectionaboutherplanningforthebustrip
extrapolatefromthegiventext. Listensforinformation,gistanddetailsandrespondstoquestionsaccordingly,inordertodemonstratecomprehensionandabilitytoinfer.
identifyemotionswithreferencetotheevent
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ComprehensionCheck inferanswers
IntextGrammar-UseofNewWordsandExpression
reviewnewwordsandphrasesinexpression. Useslanguageappropriatetopurposes/perspectivesinordertodemonstrateanunderstandingofthelanguage.
integrateidiomaticphrasesinspeakingandwriting,forbetterexpression
Usesformulaicandidiomaticexpressionsinspeechandwritinginordertodemonstratecompetenceintheacquisitionoffunctionalvocabulary.
Writing:Reportwriting writeareportonanyeventorrelevantissues. Writesreportsoffunctionsinschool,familyandcommunityactivitiesinordertodemonstratecreativewritingandpresentationskills.
Poem-10 Topic LearningObjectives LearningOutcome
TheTaleof
Custardthe
Dragon
ComprehendsThestoryofalittlegirlandherpetsandunderstandsthegenreofthepoem
respondtothenuancesinthepoem Appreciatesnuancesandshadesofliterarymeanings,talksaboutliterarydeviceslikeonomatopoeicsounds,symbols,metaphors,alliterations,comparisons,allusions,poet’s/writer’spointofview,etc.Inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
classifythedifferenttypesofpoems(sonnet,ballad,parable,Acrostic)andspecificallydetailingaboutBallads
ImbibestheessentialVirtuesasthemoral
respondtothepoeminthecontextofareallifesituation
Listensforinformation,gistanddetailsandrespondstoquestionsaccordingly,
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interpretthevariousvirtuesof-beingbrave,helpothers,nottoboast,developcompassion,inferthatgooddeedsarerewarded.
inordertodemonstratecomprehensionandabilitytoinfer.
Enhanceshisvocabularyandcomprehensionofthepoem.
analysethepoemthroughappropriateinferentialquestions
RhymeandRhythm identifythespecificfeaturesofthepoemandtheusageof
Identifiesandappreciatessignificantliteraryelementssuchasfigurativelanguage–metaphor,imagery,symbol,simile,intention/pointofview,rhymescheme,etc.Inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
interpretpoeticdevicesandrhymingscheme Usesthefigurativemeaningofwordsandphrasesasgiveninthetextsreadinordertodemonstrateunderstandingofhowtheyareusedtomakebothfictionandnon-fictioninterestingandrealistic.
Speaking:Recitation recitethepoemwithproperstressandintonation.
Speaks/writesonvarietyofthemesinordertodemonstratecommandoverlanguage,readingandresearchskills,andcriticalthinkingskills.
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Chapter10 Topic LearningObjectives LearningOutcome
TheSermonat
Benares
GautamBuddhaaPrince
interpretandappreciatetheuseofexpressionsinthetext.
Collectsevidencesanddiscussesingroupsforreadingautobiographies,historyandsciencebasedliterarytextsinordertodemonstratecomprehensionandcriticalthinkingskills
inspecttheplot,thestyleofwritingandthegenre
Readsstoriesandliterarytexts-bothfictionandnonfictionwithunderstandingforpleasureandenjoymentinordertodemonstrateabilitytodiscussaboutthesewithcomprehensionandreasoningskills
WorldsufferingsmakeGautamaabeggarforenlightenment
encourageadevelopaspiritualoutlook.
Budha'sfirstSermon
discussdeathastheultimatetruth. Reads,comprehends,andrespondstocomplextextsindependentlyinordertodemonstratetransitionfromlearningtoreadtoreadingtolearn.inspectthelossofalovedone,thoughnatural,
causessorrow.ComprehensionCheck inferanswersthroughdiscussions
IntextGrammar-UseofSemicolonandDash
describetheuseofsemicolonanddash
Usesgrammaticalitemsinspeechandwritinginordertodemonstrateknowledgeandunderstandingofitsappropriateuseinrelationtothecontext.
contrasttheusesofconjunctioni.e.and,butetcinasentenceandthePunctuationi.e.SemicolonandDash
Usesformulaicandidiomaticexpressionsinspeechandwritinginordertodemonstratecompetenceintheacquisitionoffunctionalvocabulary.
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WritingSkill-Descriptionofanevent-Paragraphwriting
writeadescriptionofanevent,reflectiveparagraphwritingusingthevariousmechanicsofwriting
Writesparagraphs,narratives,etc.byplanningrevising,editing,rewritingandfinalizinginordertodemonstrateabilitytointeractwithanykindofEnglishtextandalsotodemonstratecreativeandcriticalthinkingabilities.
Poem-11 Topic LearningObjectives LearningOutcome
ForAnne
Gregory
Comprehendstheconcernofthepoet
inferthecontextualmeaning. Appreciatesnuancesandshadesofliterarymeanings,talksaboutliterarydeviceslikeonomatopoeicsounds,symbols,metaphors,alliterations,comparisons,allusions,poet’s/writer’spointofview,etc.Inordertodemonstrateunderstandingoftheirsignificanceinliteratureandnarratives.
Theexpressionof'love'inthewordsofAnneGregory
classifyoftypesofpoems(sonnet,ballad,parable,Acrostic)withemphasisonballads
TheconceptofDevineandPlatonicLove
analysethepoeminreallifesituationandinfertheessence
Listensforinformation,gistanddetailsandrespondstoquestionsaccordingly,inordertodemonstratecomprehensionandabilitytoinfer.
restatedivineloveanditsrootininnerbeauty.Enhanceshisvocabularyandcomprehensionofthepoem.
analysethepoemthroughappropriateinferentialquestions
RhymeandRhythm identifyandusepoeticdevicesandrhymingscheme
Identifiesandappreciatessignificantliteraryelementssuchasfigurativelanguage–metaphor,imagery,symbol,simile,intention/pointofview,rhymescheme,etc.Inordertodemonstrate
602
understandingoftheirsignificanceinliteratureandnarratives.
recognizemeaningsofwordsandusethemeffectively.
Usesthefigurativemeaningofwordsandphrasesasgiveninthetextsreadinordertodemonstrateunderstandingofhowtheyareusedtomakebothfictionandnon-fictioninterestingandrealistic.
Speaking:Recitation recitethepoemwithproperstressandintonation.
Speakswithcoherenceandcohesionwhileparticipatingininteractivetasksinordertodemonstratefluencyinthelanguage
Chapter11 Topic LearningObjectives LearningOutcome
TheProposal
LomovisreceivedinChubukov'shousewiththepurposeofhisvisit.
demonstrateabilitytodiscusselementsofdramaasaformofliterature.
Readsstoriesandliterarytexts-bothfictionandnonfictionwithunderstandingforpleasureandenjoymentinordertodemonstrateabilitytodiscussaboutthesewithcomprehensionandreasoningskills
Thetalkonthe'land'andthesuddensproutingofargumentsandconflictbetweenLomovandNatalya
identifythedifferenttypesofconflictwithinthestory.
Listensforinformation,gistanddetailsandrespondstoquestionsaccordingly,inordertodemonstratecomprehensionandabilitytoinfer.understandthecharacterisationandother
elementofthestory
Afterthefightoverpettyissues,thestoryculminateswiththe
eangageindiscussionsabout-managingconflicts,angermanagement,needtocontrol Reads,comprehends,andrespondsto
complextextsindependentlyinorderto
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acceptanceofthemarriageproposal
theusageoflanguage,trust,faith,understandingbehaviour,forgiveness
demonstratetransitionfromlearningtoreadtoreadingtolearn.
participateinconversationaboutRussianweddingculturewithappropriatevocabulary.
ComprehensionCheck inferanswersIntextGrammar-Reportedspeech
recalltheusesofReportedSpeechandwriteeffectivelywithappropriateexpressions
Usesgrammaticalitemsinspeechandwritinginordertodemonstrateknowledgeandunderstandingofitsappropriateuseinrelationtothecontext.
applyidiomaticexpressionsinspeechandwriting
Usesformulaicandidiomaticexpressionsinspeechandwritinginordertodemonstratecompetenceintheacquisitionoffunctionalvocabulary.
WritingSkill-Dialoguewriting/Scriptwritingonagivenexcerpt.
composeandwriteascriptofdramaoradialoguewritingonagivenexcerpt.
Writesscriptsandparticipatesinroleplay,skit,streetplays(nukkadnatak)forthepromotionofsocialissueslikebetibachao–betibadhao,swachhbharatabhiyaan,conservationofenvironment,childlabourandpromotionofliteracyetc.Inordertodemonstratecreativity,sensitivitytowardsthecause,theabilitytoexperimentwithlanguageandcommunicationskills.
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