Tkokgj uoksn; fo|ky; ] lgkjuiqjikB~;Øe foHkktu

d{kk&10] fo”k;&fganh ¼dkslZ&v½

ÁFke&l=

ekg ikB dk uke fØ;k&dyki@

ifj;kstuk dk;Z vad&Hkkj fVIi.kh

vizS

ay

1- usrk th dk p’ek ¼fuca/k½

2- lwjnkl ds in ¼dfork½ 3- ekrk dk vk¡py4- fØ;k&Hksn] vdeZd]

ldeZd] eq[; fØ;k] ¼O;kdj.k½

e/;dky ds dfo;ksa dh dforkvksa dk laxzg rS;kj djsaA

ek¡ ‘kh”kZd Lojfpr dfork fy[ksaA

tqyk

bZ

1- cky xksfoUn Hkxr ¼fuca/k½

2- loS;k@dfoÙk ¼nso&dfork½

3- y[kuoh vankt 4- lgk;d fØ;k] la;qDr

fØ;k ¼O;kdj.k½

nso dh rjg vU; dfo;ksa ds loS;k dk ,yce rS;kj djsaA

ifj;kstuk dk;Z&15]okrkZyki&15]ÁnÙk dk;Z&10]x`g@d{kk dk;Z&10 jp

ukRe

d ijh

{kk&

1

vxLr

1- vkRedF; ¼dfork½2- tktZ iape dh ukd

¼O;aX;½ 3- mRlkg] vV ugha jgh

gS ¼dfork½4- fØ;k&Hksn] fo’ks”k.k]

vuqPNsn ys[ku5- vifBr x|ka’k

dqN /kuh yksx ckg~; Án’kZu T;knk djrs gSa bl ij okn& fookn Áfr;ksfxrk vk;ksftr djsA

flrEc

j

1- ekuoh; d#.kk dh fnO; ped

2- ;g narqfjr eqLkdku] Qly

3- fØ;k fo’ks”k.k ¼O;kdj.k½] i= ys[ku

4- vifBr i|ka’k

,u-lh-bZ-vkj-Vh-}kjk

ukxktZqu ij cukbZ xbZ

fQYe nsf[k,A

ifj;kstuk dk;Z&15]

okrkZyki&15]

ÁnÙk dk;Z&10]x`g@d{kk dk;Z&10

jpuk

Red

ijh{k

k&2

1

vDrq

cjiqujko`fRr] ladfyr ijh{kk&1

uoE

cj

1- ,d dgkuh ;g Hkh 2- L=h&f’k{kk ds

fojks/kh dqrdksZa dk [kaMu

3- jke&y{e.k& ij’kqjke laokn

4- okD; Hksn& jpuk ds vuqlkj]

L=h&f’k{kk ij ,d iksLVj rS;kj dhft,A

f}rh;&l=

fnlE

cj

1- ukScr [kkus esa bcknr

2- Nk;k er Nwuk ¼dfork½

3- Lkkuk&lkuk gkFk tksfM----

4- in ifjp;] okD; jpukarj.k5- ] vuqPNsn ys[ku6- vifBr x|ka’k

vki vius euilan laxhrdkj ds ckjs esa ,d vuqPNsn fyf[k,A

ifj;kstuk dk;Z&15]okrkZyki&15]ÁnÙk dk;Z&10]x`g@d{kk dk;Z&10

jpuk

Red

ijh{k

k&3

tuoj

h

1. laLd`fr2. laxrdkj ¼dfork½3. dU;knku ¼dfork½4. okP;ifjorZu]

vyadkj&vuqÁkl];ed] ’ys”k]

5- i= ys[ku 6 vifBr i|ka’k

mu [kkstksa vkSj vkfo”dkjksa dh lwph rS;kj dhft, tks vkidh utj esa cgqr egÙoiw.kZ gSA

Qjoj

h

1- ,gh BS;ka >qyuh gsjkuh gks jkek

2- eSa D;ksa fy[krk gw¡

3- vyadkj&miek] :id mRÁs{kk rFkk ekuohdj.k

vyadkjksa ds Hksn dks pkVZ ds }kjk Ánf’kZr dhft,A

ifj;kstuk dk;Z&15]okrkZyki&15]ÁnÙk dk;Z&10]x`g@d{kk dk;Z&10 jp

ukRe

d ijh

{kk&

4

2

ekpZ iqujko`fÙk] ladfyr ijh{kk&2

fu/kkZfjr iqLrdsa % 1. f{kfrt Hkkx % nks ikB~; iqLrd % ,u-lh-bZ-vkj-Vh- }kjk

izdkf’krA 2. d`frdk % nks ¼iwjd iqLrd½ % ,u-lh-bZ-vkj-Vh- }kjk

izdkf’krA 3. fganh O;kdj.k ,oa jpukA

*****

JAWAHAR NAVODAYA VIDYALAYA, SAHARANPUR SPLITUP SYLLABUS

CLASS: X SUBJECT: ENGLISH (Language and Literature (Code: 184)

MON

TH

PERI

ODS

AVAI

LABL

E

UNITS/SUB AND TOPICS TO BE COVEREDACTIVITIES/PROJECTS/

ASSESSMENT(FA/SA)

3

APRI

L

29

PROSE:A Letter to God, Nelson Mandela :Long walk to FreedomPOETRY : Dust of Snow ,Fire and Ice SUPPLEMENTARY READER : a Triumph of Surgery*Language skills*LISTENING: The teacher will read a passage and photocopies of worksheet be given to students to answer. Task:”Mob Fury”SPEAKING: Variety of speaking activities will be organized for each student for 2-3 minutes. Activities to be judged by the Descriptors as per “Spoken English Band” each month. Activity :Description/Picture DescriptionREADING: Printed Reading Passages will be given to students for 15 minutes to read; followed by worksheet to be filled in for evaluation.Passage: LOINELWRITING: Writing Bio-Sketch(Short Writing)-A.R.Rahman-MusicianGRAMMAR: Choosing suitable word/options to fill a passage.

Textual Activities /Assignments:1. Pre Reading Activity:

Discussion: Individual/pair on “A tough year for farmers in India”Time:15 minutes

2. Post Reading Activity: Had you been the post master how would you have reacted to Lencho’s second letter?-Group discussion

3. Lencho’s character sketch

JULY

(FA

1)

32

PROSE:His First FlightPOETRY : A Tiger In The Zoo, How To Tell Wild Animals SUPPLEMENTARY READER : The Thief’s Story, The Midnight Visitor*Language skills*LISTENING: Task : “Parachute Jumping”SPEAKING: Story prompts / unit 2 /page no.25(teachers manual)Ex: I thought I saw……../I used to think….READING:Passage: “Adventure Sports”WRITING: Article: How student’s violent tendency can be curbed.GRAMMAR: Sentence completion with right options in MCQ, Reported speech, preposition, determiners etc.

Textual Activities /Assignments:1. Pre R.A.: Poem: Why are

tigers extinct? Discuss.2. Your first experience in

learning swimming/cycling etc. (sharing of experience)

AUG

UST

30

PROSE: Black Aeroplane, From the Diary of Anne Frank POETRY : The Ball PoemSUPPLEMENTARY READER :A Question of Trust *Language skills*LISTENING: Task:”Born free”/”Story of griffin” page no. 8(T.M) SPEAKING: Speaking Prompts/unit 2/page no.26(T.M)Ex. If I were a hanger /Wallet……. Etc.READING: Passage: “Whitewashing a fence” Pg.Np. 41(T.M.)WRITING: Composing e-mails to promote /To appreciate /to condemn /to protest/to favour any burning issue of today. GRAMMAR: Rearranging jumbled words to form meaningful sentences

Textual Activities /Assignments:1. Pre R.A.:Prepare a diary enty

after the celebration of your birth day.

2.Post R.A: Write a mystery story on your own

4

SPTE

MBE

R (F

A-2)

26

PROSE: Hundred Dresses I &II SUPPLEMENTARY READER :Foot Prints Without Feet *Language skills*LISTENING: Task: “Child Relief: Child Rights” page No.9(T.M) SPEAKING: Roll play/Just a minute: page No.27/28(T.M)Ex: Strangers on a train/save electricity :save water: JAM READING: passage: A green cornfield unit 3/page no.43 WRITING: Writing letters to the editor offering suggestions to tackle hoarding/corruption/black money adopted by crooks in 150 words. GRAMMAR: subject verb agreement in editing /omitting sentences .

Scholastic Activities/ Assignments:How would you go about if you become invisible like Griffin-group discussion

1. F.A.-2

OCT

OBE

R/NO

VEM

BER(

Oct

ober

SA-

1)

36

PROSE:A Baker from Goa Coorg, Tea from Assam POETRY : Amanda, Animals, The Trees, FogSUPPLEMENTARY READER :The making of a scientist *Language skills*LISTENING: Task: “Cycling ” Page No:10SPEAKING: Enact An advertisement page no.28(T.M)Ex. Advertise : A pen ,luxury soap /toothpaste/cell phone etc.READING: passage “the pyramids of Egypt”/”a village school master ” WRITING: write a debate for the motion or against on “are children being crippled for profit in films/Mafia gang /beggary or shows” GRAMMAR: completion of passage in passive voice construction , clause, dialogues in indirect speeches etc.

Textual Activities /Assignments2. Pre Reading Activity:You are

planning a tour to Assam. Collect necessary information on places of tourist interest from the library/Internet

3. Post reading Activity: write a paragraph in passive voice on how to prepare sandwich/any dish- pair work

It is best time for assigning research based/scientific and interactive projects such as conducting interviews with eminent personalities of the locality.Book/film reviews, preparing talks for morning assembly or articles may also be incorporated.

DECE

MBE

R

28

PROSE: Mijbil the Otter POETRY : The Tale of Custard the DragonSUPPLEMENTARY READER : The Necklace, The Hack Driver*Language skills*LISTENING: As usual teacher can take any task with worksheetsSPEAKING: Group Discussion/unit-2/Page No.:29(T.M)READING: Passage:”A Lady Who thinks She Is Thirty” Pg No:46-47 WRITING: Changing slogan “Garibi Hatao:

Khushahali Lao” into action. Write an awareness write up for your display board on the occasion of World Population Day.”

GRAMMAR: grammar integrated practice.

Textual Activities /Assignments:1. Pre R. A: “Esseentials of

Happiness”-Discuss(The Necklace)

2. Develop a conversation with your friend about your pets.

5

JANU

ARY

(FA

-3)

32

PROSE: Madam Rides the Bus, Sermon at Benares POETRY :For Anne Gregory SUPPLEMENTARY READER :Bholi, The Book that saved the Earth *Language skills*LISTENING: As usual teacher can take any task with worksheets.SPEAKING: Speech/Unit – 2/Page No.31(T.M)Ex: Advertisements are misleading/education for all/Generation Gap.READING: Passage:”Fences in Africa..” pg No.50WRITING: Write an article on the importance of educating a girl child. GRAMMAR: Modals

Textual Activities /Assignments:1. Post R.A.: What difference do

you notice in Vally’s journey to the town as compared to her return journey.(Madam Rides….)

2. Post R.A.: How does Kisa Gotami come to terms with her grief? –group discussion(Sermon at Benares)

FEBR

UAY

(FA-

4)

29

PROSE: The Proposal:FOLLOWS REVISION:……..till SA-2 ends *Language skills*LISTENING:As usual teacher can take any task with worksheets . SPEAKING: Turncoat /unit-2/page no:30(TM)Ex: Working mothers are better./Examinations are to be kept away.READING: Passage:”Heredity is very strange” Unit:3/pg no.57WRITING: Letter writing: Practice Official letter(format, content, relevance, language etc may be taken care of) GRAMMAR: non finites

Textual Activities /Assignments:1. Post R.A.: Comment on the quarrelsome nature of the characters in the lesson ‘The Proposal’.2. F.A -4 is conducted.

MAR

CH Revision and SA-2

12th March to 26th March (Tentative)

Note: Novel teaching: Since division of chapters differ from publishers to publisher teacher can conveniently divide the chapters monthwise so as to complete the entire in two terms.

**********JAWAHAR NAVODAYA VIDYALAYA, SAHARANPUR

SPLITUP SYLLABUS

CLASS: X SUBJECT: MATHEMATICS

TERM I

UNIT NAME OF UNIT MARKSI NUMBER SYSTEM 11II ALGEBRA 23III GEOMETRY 17IV TRIGONOMETRY 22V STASTISTICS 17

MON

TH

NO. O

F DA

YS UNITS/SUB UNITS TO BE COVEREDACTIVITIES/

ASSESSMENT (FA/Assignment/project

s etc.)

6

APRI

L/JU

NE25 ALGEBRA

i)Polynomials: Zeros of a polynomial. Relationship between zeros and coefficients of quadratic polynomials. Statement and simple problems on division algorithm for polynomials with real coefficientsii)Pair of linear equations in two variables:Pair of linear equations in two variables. Geometric representation of different possibilities of solutions inconsistency. Algebraic conditions for number of solutions. Solution of pair of linear equations in two variables algebraically by substitution, by elimination must be included. Simple problems on equations reducible to linear equations may be included

Activity-1&2

Assignment-1

JULY

27 NUMBER SYSTEM:Real Numbers:Euclid division lemma, Fundamental Theorem of Arithmetic – statements after reviewing work done earlier and after illustrating and motivating through examples, Proofs of results – irrationality of , , decimal expansions of rational numbers in terms of terminating / non-terminating recurring decimalsSTATISTICS:Mean, median and mode of grouped data (bimodal situation to be avoided). Cumulative frequency graph.

Activities-3&4

Project-1

FA 1

AUG

UST

25 GEOMETRY:Triangles: Similar triangles:Definitions, examples, counter examples of similar triangles.(i)(prove) If a line is drawn parallel to one side of a triangle to intersect the other two sides in distinct points, the other two sides are divided in the same ratio.(ii) (motivate) If a line divides two sides of a triangle in the same ratio, the line is parallel to the third side.(iii) (motivate) If in two triangles, the corresponding angles are equal, their corresponding sides are proportional and the triangles are similar.(iv) (motivate) If the corresponding sides of two angles are proportional their corresponding angles are equal and the two triangles are similar.(v) (motivate) If one angle of a triangle is equal to one angle of another triangle and the sides including these angles are proportional, the two triangles are similar.(vi) (motivate) If a perpendicular is drawn from the vertex of right angle of a right triangle to the hypotenuse, the triangles on each side of the perpendicular are similar to the whole triangle and to each other.(vii)(prove) The ratio of the areas of two similar triangles is equal to the ratio of the squares on their corresponding sides.(viii)(prove) In a right triangle, the square on the hypotenuse is equal to the sum of the squares on the other two sides.(ix)(prove) In a triangle, If the square on one side is equal to sum of the squares on the other two sides, the angle opposite to the first side is a right angle.

Activities 5&6

Assignment-II

Activities-7&8

SEPT

EMBE

R

24 TRIGONOMETRY: Introduction to Trigonometry. Trigonometric ratios of an acute angle of a right-angled triangle. Proof of their existence (well defined); motivate the ratios, whichever are defined at 00 and 900 values (with proofs) of the trigonometric ratios of 300, 450 and 600. Relationships between the ratios.Trigonometric identities:Proof and applications of the identity Sin2A + Cos2A = 1. Only simple identities to be given. Trigonometric ratios of complementary angles.

FA 2

7

SE PT

REVISION SA 1

SA 1

TERM-IIUNIT NAME OF UNIT MARKS

II ALGEBRA(Contd.) 11III GEOMETRY(Contd.) 23IV TRIGONOMETRY (Contd.) 17V PROBABILITY 22VI CO-ORDINATE GEOMETRY 11VII MENSURATION 23

MO

NT

HPE

RIO

DS

UNITS/SUB UNITS TO BE COVERED

ACTIVITIES/ ASSESSMENT

(FA/Assignment/projects etc.)

OC

TOB

ER &

NO

VEM

BER

38 ALGEBRA:i)Quadratic Equations:Standard form of a quadratic equation ax2+bx+c=0, (a≠0). Solution of the quadratic equations (only real roots) by factorization by completing the square, and by using quadratic formula. Relationship between discriminant and nature of roots.Problems related to day to day activities to be incorporated.ii)Arithmetic Progressions:Motivation for studying A.P. Derivation of standard results of finding the nth term and sum of first n terms and their application in solving daily life problems.GEOMETRY:i)Circles:Tangents to a circle motivated by chords drawn from points coming closer and closer to the point.

(i) (prove) the tangent at any point of a circle is perpendicular to the radius through the point to contact.

(ii) (prove) The lengths of tangents drawn from an external point to circle are equal

ii)Constructions:(i) Division of a line segment in a given ratio

(internally)(ii) Tangent to a circle from a point outside it.(iii) Construction of a triangle similar to a given

triangle

Activity-9&10

Assignment-III

8

DEC

EMB

ER25 PROBABILITY:

Classical definition of probability.Connection with probability as given in Class IX. Simple problems on single events, not using set notationTRIGONOMETRYHeights and Distances:Simple and believable problems on heights and distances. Problems should not involve more than two right triangles. Angles of elevation/depression should be only 300, 450, 600.CO-ORDINATE GEOMETRY:Lines (In two dimension)- Reviews the concepts of co-ordinate geometry done in earlier including graphs of linear equations, Awareness of geometrical representation of quadratic polynomials. Distance between two points and section formula (internal). Area of triangle

Activities 11&12

Project-2

FA 3

JAN

UA

RY

27 MENSURATION:I)Area related to circle:Areas of plane figures- Motivation- Relating its needs in day to day life. The area of a circle; are of sectors and segments of a circle. Problems based on areas and perimeter / circumference of the above said plane figures (In calculating area of segment of a circle, problems should be restricted to central angle of 60, 90 & 120 degrees only. Plane figures involving triangles, simple quadrilaterals and circle should be taken.)

Activities-13&14

Assignment-IV

FEB

RU

AR

Y

24 ii)Surface areas and Volumes:i) Problems on finding surface areas and volumes

of combinations of any two of the following: cubes, cuboids, spheres, hemi-spheres and right circular cylinders / cones. Frustum of a cone.

ii) Problems involving converting one type of metallic solid into another and other mixed problems. (Problems with combination of not more than two different solids be taken).

FA 4

MA

RC

H REVISION SA 2

SA 2

SOME OF THE SUGGESTED LAB ACTIVITIES

To obtain the conditions for consistency of system of linear equation in two variables by graphical method.

To verify the basic proportionality theorem using parallel line board and triangles cut out. To verify the Pythagoras theorem by method of paper folding cutting and pasting To find the mean, median, mode of mathematics marks of UT of class X, draw the OGIVE. To verify the ratio of the area of two similar triangles is equal to ratio of corresponding side square. Draw tree factorization of a given number. Factorization of polynomial by activity kit. Verification of the trigonometric identities.

9

To verify the given sequence is an arithmetic progression by paper cutting and pasting method. To verify that sum of the first n natural numbers is n(n+1)/2 by graphical method. To verify using the method of paper cutting, pasting and folding that

i) The angles in semi circle is a right angle.ii) The angles in a major segment is acute.iii) The angle is in a minor segment is obtuse.

To verify by the method of paper cutting pasting the length of tangent drawn from an external point are equal.

To make right circular cylinder of given height, circumference of the base. To obtain the formula for the lateral surface area of right circular cylinder in terms of the radius r, of its

base and height h. To make a cone of given slant height 1 and base circumference 2пr To give a suggestive demonstration of the formula for the lateral surface area of a cone. To get familiar with the idea of probability of an event through double color card experiment. To make a clinometers and use it to measure the height of an object. To verify the sum of first n odd natural numbers is n2 by an activity To verify the sum of areas of 3 sectors of the same radius r found at any triangle is п r2/2 using paper

cutting and pasting

*****

10

JAWAHAR NAVODAYA VIDYALAYA, SAHARANPUR SPLITUP SYLLABUS

CLASS: -X SUBJECT: SCIENCEM

ONTH

NO. O

F DA

YSPE

RIOD

S

AVAI

LABL

EW

EIGH

TAG

E UNITS/SUB UNITS AND TOPCS TO BE COVERED

PRACTICALS/ACTIVITIES/PROJECTS/ASSESSMENT (FA/

SA/ Assignment/ etc)

TERM-1

APRI

L/JU

NE

12 29

Effects of Current ELECTRICITY: Electric current, potential difference and electric current. Ohm's law; Resistance, Resistivity, Factors on which theResistance of a conductor depends.

PRACTICALS: To study the dependence of potential difference (V) across a resistor on the current (I) passing through it and determine its resistance. Also plot a graph between V and I.

24 12 33

Chemical Substances : Chemical reactions : Chemical equation, Balanced chemical equation, implications of a balanced chemical equation,types of chemical reactions : combination, decomposition, displacement, double displacement, precipitation,neutralization, oxidation and reduction

Practical-1.To perform and observe the following reactions and classify them into:i. Combination reactionii. Decomposition reactioniii.Displacement reactioniv. Double displacement reaction1) Action of water on quick lime.2) Action of heat on ferrous sulphate crystals.3) Iron nails kept in copper sulphate solution.4) Reaction between sodium sulphate and barium chloride solution

10 21

World of Living Life processes: "living being". Basic concept of nutrition, respiration in plants and animals.

To prepare a temporary mount of a leaf peel to show stomata.

To show experimentally that light is necessary for photosynthesis.

JULY

12 Effects of Current: ELECTRICITY: Series combination of resistors, parallel combination of resistors and its applicationsin daily life. ELECTRICITY: Heating effect of electric current and its applications in daily life. Electric power, Inter relation betweenP, V, I and R.

ASSIGNMENTCross Curricular Project

PRACTICALS: To determine the equivalent resistance of two resistors when connected in series.

11

26 13

Chemical Substances Acids, bases and salts : Their definitions in terms of furnishing of H+ and OH- ions, General properties, examplesand uses, concept of pH scale(Definition relating to logarithm not required), importance of pH in everyday life;preparation and uses of sodium hydroxide, Bleaching powder, Baking soda, Washing soda and Plaster of Paris

Practical 2. To find the pH of the following samples by using pH paper/universal indicator.a. Dilute Hydrochloric acidb. Dilute NaOH solutionc. Dilute ethanoic acid solutiond. Lemon juicee. Waterf. Dilute sodium bicarbonate solution.Practical 3. To study the properties of acids and bases HCl & NaOH by their reaction witha. Litmus solution (Blue/Red)b. Zinc metalc. Solid sodium carbonate

10

World of Living Life processes : "living being". Basic concept of, transport and excretion in plants and animals.

To show experimentally that carbon dioxide is given out during respiration. FA-1

AUGU

ST

12

Effects of Current Magnetic effects of current : Magnetic field, field lines, field due to a current carrying conductor, field due tocurrent carrying coil or solenoid; Force on current carrying conductor, Fleming's left hand rule. Electromagneticinduction. Induced potential difference, Induced current. Fleming's Right Hand Rule, Direct current. Alternatingcurrent: frequency of AC. Advantage of AC over DC. Domestic electric circuits.

PRACTICALS: To determine the equivalent resistance of two resistors when connected in parallel.

24 12

Chemical Substances Metals and non metals : Properties of metals and non-metals, reactivity series, formation and properties of ionicCompounds.

12

World of Living Control and co-ordination in animals and plants : Tropic movements in plants; Introduction to plant hormones; control and co-ordination in animals : nervous system; voluntary, involuntary and reflex action, chemical co-ordination:animal hormones.

SEPT

EMBE

R

12 7 Natural Resources Sources of energy : Different forms of energy, conventional and non-conventional sources of energy: fossil fuels,solar energy; biogas; wind, water and tidal energy; nuclear energy. Renewable versus non-renewable sources.

Project

12

20 10

Chemical Substances Metals and non metals : basic metallurgical processes, corrosion and its prevention

Practical 5:a) To observe the action of Zn, Fe, Cu and Al metals on the following salt solutions.a. ZnSO4 (aq) b. FeSO4 (aq)c. CuSO4(aq)d. Al2(SO4)3 (aq)b) Arrange Zn, Fe, Cu and Al metals in the decreasing order of reactivity based on the above reactions. FA-2

8

World of Living Control and co-ordination in animals and plants : Tropic movements in plants; Introduction to plant hormones; control and co-ordination in animals : nervous system; voluntary, involuntary and reflex action, chemical co-ordination:Animal hormones.

SEPT/OCTOBER-REVISION-SA-1

TERM-2

NOVE

MBE

R

12

Natural Phenomena LIGHT: Reflection of light at curved surfaces, Images formed by spherical mirrors, centre of curvature, principal axis,Principal focus, focal length, mirror formula (Derivation not required), magnification.

PRACTICALS :To determine the focal length ofi. Concave mirrorii. Convex lensby obtaining the image of a distant object

22 10

Chemical Substances Carbon compounds : Covalent bonding in carbon compounds. Versatile nature of carbon. Homologous seriesNomenclature of carbon compounds containing functional groups (halogens, alcohol, ketones, aldehydes, alkanesand alkynes), difference between saturated hydrocarbons and unsaturated hydrocarbons.

Practical 6:To study the following properties of acetic acid (ethanoic acid) :i) odourii) solubility in wateriii)effect on litmusiv) reaction with sodium bicarbonate

12

World of Living Reproduction : Reproduction in animal and plants (asexual and sexual) reproductive health-need for and methods of family planning. safe sex vs HIV/AIDS. Child bearing and women's health.

To study (a) binary fission in Amoeba and (b) budding in yeast with the help of prepared slides.To identify the different parts of an embryo of a dicot seed ( Pea, gram or red kidney bean).

DECE

MBE

R

12

Natural Phenomena LIGHT: Refraction; laws of refraction, refractive index.Refraction of light by spherical lens, Image formed by spherical lenses, Lens formula (Derivation not required),Magnification. Power of a lens;

PRACTICALS: To trace the path of a ray of light passing through a rectangular glass slab for different angles of incidence.Measure the angle of incidence, angle of refraction, angle of emergence and interpret the result.

13

DECE

MBE

R 22 12

Chemical Substances Chemical properties ofcarbon compounds (combustion, oxidation, addition and substitution reaction). Ethanol and Ethanoic acid (onlyproperties and uses), soaps and detergents

Practical 7. To study saponification reaction for preparation of soap.

10

World of Living Heridity and evolution : Heredity; Mendel's contribution- Laws for inheritance of traits: Sex determination: brief introduction; Basic concepts of evolution.

To study homology and analogy with the help of preserved / available specimens of either animals or plants. FA3

JANU

ARY

12

Natural Phenomena: LIGHT: Functioning of a lens in human eye, defects of vision and their corrections, applicationsof spherical mirrors and lenses.Refraction of light through a prism, dispersion of light.

PRACTICALS : To trace the path of the rays of light through a glass prism

24 13

Chemical Substances Periodic classification of elements : Need for classification, Modern periodic table, gradation in properties,valency, atomic number.

Practical 8. To study the comparative cleaning capacity of a sample of soap in soft and hard water.(Project)

12

World of LivingHeridity and evolution: Heredity; Mendel's contribution- Laws for inheritance of traits: Sex determination: brief introduction; Basic concepts of evolution.Natural ResourcesManagement of natural resources. Conservation and judicious use of natural resources. Forest and wild life, coal and petroleum conservation. Examples of People's participation for conservation of natural resources.

FEBR

UARY

12Natural Phenomena LIGHT: scattering of light, applications in daily life.

PRACTICALS: To find the image distance for varying object distances in case of convex lens and draw corresponding ray diagram to show the nature of image formed.

24 12 Chemical Substances Metallic and non-metallic properties.

10

Natural Resources The Regional environment: Big dams: advantages and limitations; alternatives if any. Water harvesting. Sustainability of natural resources.Our environment: Eco-system, Environmental problems, Ozone depletion, waste production and their solutions. Biodegradable and non-biodegradable, substances.

FA4

MARCH-REVISION-SA-2

14

*****

JAWAHAR NAVODAYA VIDYALAYA, SAHARANPUR SPLITUP SYLLABUS

CLASS: X SUBJECT: SOCIAL SCIENCES.No UNIT TERM – 1 TERM – 2

1.2.3.4.5.

India and the contemporary world – 2India resource and their developmentDemocratic Politics – 2Understanding Economic Development – 2Disaster Management (Through Projects and Assignments )

23232222-

23232222-

90 90

MONTHNo.of

Working Days

UNIT SUB UNIT FA/SA

India and Contemporary World – 2.

15

April/June2013

23/26

Economies and livelihoodsAny one of the following themes.1) Industrialization 1850 -1950 (Text book chapter – 5)The age of industrilisation

2) Urbanisation and urban lives.(Text book chapter – 6)Work life and leasure

3. Trade and Globalisation(Text book chapter – 4)The making of Global world

Democratic Politics - 2Power sharing mechanism in democracy(Text book chapter 1 & 2)

a) Contrast between the form of industrialisation in Britain and Indiab) Relationship between handicrafts and industrial production, formal and informal sectors, c) livelihood of workers. Case studies Britain and India.

a) Pattern of Urbanisation b) Migration and the growth of townsc) Social change and urban lifed) merchants, middle classes, workers and urban poor.Case studies: London and Bombay in the 19th and 20th century.

a) Expansion and integration of world market in the 19th century and early 20th century b) Trade and economy between the two wars.c) Shifts after 1950’s d) Implications of globalization for livelihood patterns Case Study: the post war international economic order 1945 to 1960.Why and how is power shared in democracies ? How has federal division of power in India helped national unity ? To what extent has decentralization achieved in this objective ? How does democracy accommodate different social groups.

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July 2013

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Resource and their development1. Resource and development

(Text Book chapter 1)

2. Understanding economic development

The story of development(chapter – 1)

3. Working of DemocracyText Book chapter 3 & 4

Types –Natural and Human –Need for resource planning.Natural resources – Land as a resource, soil, types and distribution, change in land use pattern, land degradation and conservation measures. The traditional nation of development, national income and percapita income. Growth of national income-critical appraisal of existing development indicators(PCI, IMR, SR and other income and health indicators). The need for health and educational development, women development indicators( in simple and brief holistic measure of development). (Case study- Kerala, Punjab & Bihar or India, China, Srilanka & one developed country).

Are divisions inherent to the working of democracy ? What has been the affect of caste on politics and of politics on caste ?How has the gender division shaped politics ?How do communal divisions affect democracy ?

FA - 1

August2013

25

Resource and their development

Forest and wild life resource.(Text Book Chapter 2)

India and contemporary world-2(Culture, identity and society)Any one of the following themes.

Print culture and nationalism.(Chapter 7)

History of the novel.(Chapter 8)

Types and distribution, depletion of flora and fauna, conservation and protection of forest and wild life.(a) The history of print in Europe (b) The growth of press in 19th century India(c) Relationship between print culture, public debate and politics.

(a) Emergence of the novel as a genre in the west (b) The relationship between the novel and changes in modern society

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Understanding economic development (Sectors of the Indian Economy) (chapter – 2)

(c) Early novels in 19th century in India(d) A study of 2 or 3 major writers.Sectors of economic activities, Historical changes in sectors, rising importance of tertiary sector, employment generation. Division of sectors organized and unorganized, protective measures for unorganized sector workers.

September2013

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Resource and their development.

Water resources (chapter – 3)

Agriculture(chapter – 4)

Sources, distribution, utilization, multipurpose projects, water scarcity, need for conservation and management, rain water harvesting (one case study to be introduced)Types of farming, major crops, cropping pattern, technological and institutional reforms, their impact, contribution of agriculture to national economy-employment and output.

FA-2

OctoberSummative Assessment – I

October&

November2013

32

India and contemporary world – 2Events and processes Any two of the following themes

1) Nationalism in Europe(chapter – 1)

2) Nationalist movement in Indo-china(chapter – 2)

(choose any one from the first two themes)

Nationalism in Europea) The growth of nationalism in Europe after the 1830’sb) The ideas of Giuseppe mazzine…etcc) General characteristics of the movements in Poland, Hungary, Italy, Germany and Greece.

a) French colonialism in Indio-Chinab) Phases of struggle against French c) The ideas of phan dilh phung, phan boi chau, Nguyen, AC quocd) The second world war and the liberalization struggle e) America and the second Indo-China war.

Resource and their

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December2013

25development

Mineral resource(chapter – 5)

Power resource(chapter – 5)

Democratic PoliticsCompetition and contestationin democracy(chapter – 5 & 6)

Understanding economic developmentMoney & Credit(chapter – 3)

Democratic PoliticsOutcomes of Democracy(chapter – 7)

Types of minerals, distribution, use and economic importance of minerals and conservation

Types of power resource, conventional and non-conventional, distribution and utilizationAnd conservation.

How do struggles shape democracy in favor of ordinary people?What role do political parities play in competition and contestation?Which are the major national and regional parties in India?Why have social movements come to occupy large role in politics?

a) Role of money in an economy b) Historical origin, formal and informal financial institutions for savings and credit-general introduction, select one formal institution such as nationlise commercial bank and few informal institutions, local money lenders, land lords, self help group, chit funds and private finance companies.

Can or should democracy be judged by its outcomes? What out comes can one reasonably except of democracies? Does democracy in India meet these expectations? Has democracy led to development security and dignity for the people.What sustains democracy in India?

FA - 3

January2014

20

Democratic PoliticsChallenges to Democracy(chapter – 8)

Resource and their developmentManufacturing industries(chapter – 6)

India and contemporary world

Is the idea of democracy shrinking?What are the major challenges to democracy in India?How can democracy be reformed and deepened?What role can an ordinary citizen play in deepening democracy?

Manufacturing industries types, spatial distribution, contribution of industries to the national economy, industrial pollution and degradation of environment, measures to control degradation (one case study to be introduced)

Civil disobedience movement a) First world war, Khilafath and non-

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Nationalism in India(compulsory theme)(chapter – 3)Map work based on theme – 3 only ( 2 Marks)

Understanding economic developmentGlobalisation (chapter – 4)

Understanding economic development-2Consumer awareness chapter – 5)

Resource and their developmentTransport, Communication and Trade(chapter – 7) Map work for 3

cooperation movementb) Salt Satyagrahac) Movements of peasants, workers, tribalsd) Activities of different political groups

a) What is globalization? How India is being globalised and why?b) Development strategy prior to 1991c) State controls of the industries d) Textile goods as an example for elaboratione) Economic reforms 1991 f) Strategies adopted in reform measures(easing of capital flows, migration, investment flows)g) different perspectives on globalization and its impact on different sectors, political impact of globalization

How consumer is exploited (1 or 2) simple case studies. Factors causing exploitation of consumers , rise of consumer awareness How a consumer should be in a marketRole of government in consumer protection

Transport, Communication and Trade

February-2014- REVISION FA - 4March-Summative Assessment - II

Note: a) Disaster management through projects and assignments only.b) Map work for 3 marks from the source and their development (Geography)c) Map work based on theme 3 only (History) – 2 Marks Nationalism in India

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JAWAHAR NAVODAYA VIDYALAYA, SAHARANPUR SPLITUP SYLLABUS

CLASS: X SUBJECT: PHYSICAL EDUCATION Morning jogging and warming-up exercises and evening games to be conducted (except Sunday and

holidays). Battery test to be conducted in the beginning and end of the year.

Month Physical Education Physical & Health Education- Theory

Morning Evening

Drug Abuses. History of the gamesApril/

June

Jogging and warming up. Free hand exercises for

coordination. Battery test(to analyze their

ability) Yogasana:Suryanamaskara,Mayurasana, Kukutasana.

Selecting students to appropriate games and sports based on battery test analysis.

Basketball Hockey Athletics: Triple jump-

basic skills

July

General fitness exercises Aerobics. Yogasana: Suryanamaskara,

Shirasasana . and Makarasana.

Practice of skills and techniques of the taken game.

Athletics; skills practice of jumps.

Physiology of exercises

History of games.

August

Jogging and warming up. Calestanics exercises. March past practice. Group Activities. Yogasana: Suryanamaskara,

Gandaberundasana, Sunakasana.

Practice of basic and skills of Basketball and Hockey.

Athletics: Throwing event-Hammer Throw.

National Health Programme..

Measurement and marking of courts of the taken games.

September/October

SA-I

General conditioning exercises. Group activities of coordination Yogasana:

Suryanamaskara, Hanumanasana Natarajasana. .

Improvised skill practice and lead up games.

athletics.- Endurance Training.

Adjustment mechanism.

November

General Fitness exercises Mobility exercises. Rhythemic Activites- Lazium. Yoga- Suryanamaskar,

OmkarasanaVruschikasana

Basic movements. Of the taken games.

Athletics: Field events practice

World Health Organization.

Personality

December

Coordination movements Gymnastics: Parallel Bar

exercises. Yogasana:

Suryanamaskara, Meditaion.

Improvised skill of the games.

Athletics: Strength related exercises for jumps.

Social Behaviour.. Group Dynamics..

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January

General Fitness exercises and practice of previous activities.

Practice of different formations in Dombbells.

Yogasana: Suryanamaskara, Meditation.

.

Practice/ game situations. Athletics: Jumping and Bounding exercises.Hurdles.

Organization of tournaments. ..

February/ March (SA-2 will be conducted)

General conditioning exercise Yogasana: Suryanamaskar and Meditation.

Battery test and practice matches.

Officiating..

Exercises should be given to develop motor quality of the child (speed, strength, endurance, coordination, and flexibility).

Suggestions: Inter House matches will be conducted as per the schedule of department of physical education of

respective Vidyalayas. Trekking and hiking can be conducted once in a year. Allow the students to watch the live matches. Martial arts should be encouraged by the help of available resource persons.

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JAWAHAR NAVODAYA VIDYALAYA, SAHARANPUR SPLITUP SYLLABUS

CLASS: X SUBJECT: ART (VISUAL)

MONTHPE

RIOD S TOPICS TO COVER MEDIUM /

MATERIALS

JUNE 4

Compositional still life:Arranging the still life composition with 4/5 objects on eye level , above eye level and below eye level to be studied with light and shadeSome objects may be studied with reflections by arranging on glass surfacePresentation of still life of masters like Paul sezane

Any Medium / Mix Media

JULY 4

Composition painting:Composition on any topic to be done keeping in view that the elements and principles like line colour form shape rhythm textures are incorporatedComposition on different Rasas like Karuna Vaatsalya etc may be incorporatedPresentation on composition of masters may be shown Introduction of 8/10 Indian contemporary artists with their works. References may be taken from multimedia system/ of Art Books/ Internet facility in the Art room

Water Colour, Poster Colour Or Acrylic Colour A System with Internet facility can be made in the Art Room

AUG 4

Composition landscape:On the spot / imaginary landscape Composing a verity of landscapes. Presentation on landscape of masters of impressionist period may be shown

Pencil Water Colour, Poster Colour Or Acrylic Colour

SEPT 4

Folk art / terracottaUnderstanding concept of terracotta / folk art and prepare 1 folk art or sculpture Folk forms Presentation on folk art like Madhubani , Pata Chitra , Warli Wall Paintings may be shown

Poster Colour / Any - Requirement According To The Type Of Folk Art / Clay

OCT TERM 2

NOV 4 Life study (human figure)Study of human figure

Pencil , Monochrome Or Colour

DEC 4Portrait:Portrait of great personalities in different mediums Presentation on portraits of masters may be shown

Pencil , Monochrome Or Colour

JAN 4

Design :Abstract design, symmetrical and asymmetricalKeeping in view of the aspects like cool &warm colours ,colour harmony, contrast and complimentary colours

Pencil Poster Colour

FEB 4 Submission of assignments on Artists Indian & Western

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CBSE GUIDELINESART EDUCATION

RATIONALE:Art education constitutes an important area of curricular activity for the development of the wholesome personality of the learners. Art is a process of fulfillment running through every aspect of life and it goes on in a creative, productive and joyful manner. Art education helps to explore various means of communication (verbal and non-verbal). It encourages to develop creative expression and sharpens senses through keen observation of the environment. It helps to discover preferences through exposition to variety of material and identify the personal form and style of expression. It develops awareness of various art forms in and around the environment and locality and develops skills in the use of various tools, instruments and other art materials in the process of experimentation and exploration. In the process of discovering space, organization, colours, forms, lines, texture, movement, sound etc., learners develop a sense of organization and a sense of design which inculcates in them a sense of order with regard to their personal appearance, home, school and community. It also develops aesthetic sensibilities and respect for social values and cultural heritage. The idea of creative art involves all the elements of commonly known art forms-visual, performing and language arts, namely music, dance, drama, drawing and painting, modelling and sculpture, or construction work, pottery and ceramic work, poetry and creative writing and other connected craft forms.OBJECTIVESThe objectives of art education are to :* help learners to consolidate past experiences and knowledge;* introduce learners to different media and techniques and their use for creative and productive expression for common use.* provide opportunities for development of awareness about folk arts, local specific arts and other cultural components leading to an appreciation of national heritage;* assist learners to use artistic and aesthetic sensibility in day-to-day life situation;* enable learners to achieve a balanced growth as a social being in tune with our culture through projects work.* get acquainted with the life and work of the local artists/artistes;* use resourcefully locally available material to make different products (objects) with the help of the community;* refine the sense of appreciation of the beauty of nature through the basic elements of art forms;APPROACH TO ART ACTIVITIESAt the secondary stage, art education is closer to the local folk art and craft and folk theatre.Art is not only to always blindly copy the old masters or copying the teacher's work in a rigid manner but to help learners express themselves in creative and imaginative ways. Creative arts cannot be a substitute of Work Education under which a few artistic activities may be conducted but the approach and product would be different.In the interest of the learner, as far as possible, all the media of creative arts may be placedbefore them to selection one form or a combination of art forms. These are :VISUAL ARTS* Two-dimensional or Pictorial- Drawing and Painting- Collage Making- Printing Making- Photography- Computer graphics (Wherever possible)* Three-dimensional- Clay modelling and pottery- Carving and sculpture- ConstructionArt is about creative expression of the learners, uniquely contributed by each one. Studying the works of famous artists of the past or present is undertaken to orient the learners to varied expressions. Replicating a copying either the Master or the teacher will check the imagination of the students and therefore must be avoided in all cases.

PERFORMING ARTS* Music (Vocal, Instrumental)* Movement and Dance* Creative Drama and Puppetry* Creative Writing and Poetry

SOURCES FOR ART TEACHINGThe arts programme in schools must reflect the ethos of the region. Artistic expression in music, poetry, dance theater and in the creation of forms have been part of human life from the very beginning. It is an integral part of human existence. Exposure to the local environment and arts must be treated as an essential activity of the school art programme. Besides individual expression, the arts provide an opportunity to the learners to study and appreciate the contributions made in the past and present. By learning to appreciate music, painting, dance and theatre, students develop aesthetic sensibility and sensitivity to understand people from other cultures. To build a harmonious society, a productive nation or a world, requires making learners familiar with the tradition of arts of the local region. From the strength and confidence gained from the familiar, it will be possible for him/her to respect and appreciate the culture andcontribution made by others. A creative expression essentially depends on the approach to create opportunities for learners to explore, imagine and communicate the same in an art form they feel confident to use. Availability of material and experts closer to the school or community can be acceded.

SYLLABUSVISUAL ARTSWhen the school(s) can provide art teachers in different media the following syllabus may be adopted. Activities in terms of Materials/Media and Techniques

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Two-dimensional or Pictorial Activities* Study of visual resources and means of creative expression- Study of lines, strokes, colours, shades, tones, textures, etc, while organizing two dimensional space with two dimensional and three dimensional shapes and forms.- Sketching from nature and surrounding.- Creative use of colours to show space, atmosphere, subjective moods- Creative use of perspective in spatial relationship.- Study of calligraphic strokes of Devnagari and Roman alphabet (Scripts)- Use of contrast as an expressive element of art.- Study and use of various media and techniques to the extent of their availability.- Pencil, charcoal, water colour, crayon, oil colours, poster colour and gouache, acryliccolour and other unconventional sources of colours such as vermillion, yellow and red earth, rice flour, and tools like painting brushes for water colours and oil colours, Paintingsurfaces such as papers of various kinds and quality, like smooth, rough, thick, thin, etc,canvas, hardboard, simple marking cloth pasted on paper, etc.,- Collage and mosaic work with a variety of coloured papers and coloured printed pictures/ photographs from magazines and newspapers.- Print Making: Mono printing, Printing with wood-cut blocks, lino-cut and metal foil: serigraphy (silk screen), self-made stencil etc.- Basic knowledge of computer graphics (wherever possible)

Three-dimensional or sculptural activities* Study of basic forms in clay- Study of various materials such as clay, plaster of paris, soft-stone, wood. (blocks, twigs and branches, roots, etc.,) metal scraps, plastic sheets, wire thread, papers and cardboards, vegetables and other throw-away available materials.- Study of natural and man-made forms, human figures, birds, animals, vegetation andother objects like household items, buildings or as desired by the students.- Objects of day-to-day use in groups and in different settings and arrangements;AssignmentsAssignments in two and three-dimensional subjective forms and utility and functional art and craft forms in different media and techniques. Painting, murals, graphics, clay modelling, woodcarving, soft-stone, Plaster Of Paris, block of brick constructions, collage mobiles, appliqué, pottery and ceramics, masks, and puppets, textile designing (including tie-dye and batik, and block printing), poster designing, lay-out illustrations and photography etc.,Correlating Art Activities with Other School Activities* Construction of puppets and their costumes and improvised puppet stage or theatre, correlation with Home Science and Arts (Drama) subjects;* Aesthetic organization of the physical environment by enhancing the surrounding land i.e. landscaping including plantation of trees and other flowering plants and vegetables, etc. correlating with Agriculture, Home Science and Environment Studies activities.* Constructing stage setting props such as curtain, backdrops, stage lighting, improvised furniture sets, etc., designing utility (crafts) items; correlating with Work Education activities.* Designing the school magazine and bulletin boards, making posters for school functions, and greeting/invitation cards, stage scenes for music, dance, drama performances, etc., correlating with applied Art activities.Note: These activities and other group activities may emerge in project form at individual levels also.Group Activities* Organization, display and exhibitions of students' periodical and sessional work.* Organizing inter school art exhibitions to widen their interaction and horizon.* Planning and organizing festivals and celebrations of the community, cultural evenings, musical concerts, film shows and other performances including regional and folk (traditional art forms).* Participating in study visits to museums, botanical gardens, zoological garden, and art galleries and art institutions, etc., for greater awareness of the environment and cultural variations.Theoretical Understanding of Art and Culture* Short notes on important aspects of Indian art and culture based on social studies. Such writing may be based on reproduction of art work printed in Textbooks.* Contribution made by any one contemporary artist.* Knowledge of terms: Contour, texture, graphic, form, volume, space, tone, printmaking, collage, armature, modelling in relief, mobile construction, appliqué, calligraphy, layout, poster and composition.

NCERTArt Education as per the curriculum guidelines Ref : 1.7 National Curriculum Framework 2005 / Position Paper National Focus Group On Art, Music, Dance And Theatre / page 6 chapter 3.4 /

OBJECTIVES AT THE SECONDARY STAGE* Experience joy / enjoyment.* Introduce the student to new media and techniques and their use for creative expression and for making objects of common use.* Provide opportunities for developing awareness about folk arts, local specific arts, and other components leading to an appreciation of national heritage and cultural diversity.* Enable students to use their artistic and aesthetic sensibilities in day to day life.* Get acquainted with the life and work of local artists.* Develop creative expression through locally available materials with the help of community.* Refine the sense of appreciation of the beauty of nature and the basic elements of art forms.

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According to the Guidelines Of Secondary School Curriculum-Vol-1-2014 of CBSE Page 242-246 , Principals are requested to provide the required materials to the students by the Vidyalaya and also arrange study tour to the nearest Museum / Art Centre / National Heritage Centre which ever possible for conducting art education activities in a wide meaning.

Prepared by: Veeraraghavan, Art Teacher, Jawahar Navodaya Vidyalaya, Haveri, Karnataka. In consultation with NCERT ,Department Of Art And Aesthetics and V S Saji kumar Art Teacher JNV Trivendrum.

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JAWAHAR NAVODAYA VIDYALAYA, SAHARANPUR SPLITUP SYLLABUS

CLASS: X SUBJECT: MUSIC

OBJECTIVES: Expose the student through music to the cultural multiplicity of the country’s five different regions –

North, South, East, North-east and West – in an interesting manner Arouse healthy curiosity in the students’ mind about the vast variety of music which may lead to

analysis and research at their level Stimulate an interest in the student to study music further at the Secondary and Higher Secondary

levels giving him/her the opportunity for research and documentation in music as well as pursue it as career

Instill in the student the sense of values that the arts in general and music in particular are based on.The aim of music education is to get maximum exposure about Indian music without it becoming a burden or reason for monotony and boredom. Music is closely interlinked with the geography, social structure, festivals, dance, regional theatre, heritage crafts as well as different forms of visual arts, common beliefs and occupation. A lesson in music would become an opportunity for the student to be given a Pan-Indian awareness of it. How a song or musical piece is rendered, on what occasion and where it is presented would be extremely significant in order to relate music to different subject areas being taught in the classroom as well as to the life outside it. All this would be a part of the syllabus from which the student would gain an understanding about the diversity in musical genres stemming from tribal, regional and urban cultures and sensibilities.APRIL/JUNE CONTENTS

Revision of KeerthanasTheory: A Comparative Study of Carnatic and Hindusthani Music RagasPatriotic Song in other than Hindi Language.Simple Keerthana

July Theory: A Comparative Study of Carnatic and Hindusthani Music TalasOne regional language songGroup Song Related to a Festival.Keerthana Continues

August Theory: A Comparative Study of Carnatic and Hindusthani Musical Forms.Patriotic Song in Hindi Keerthana Continues.

September Theory: Short note on Sugam Sangeeth(Light Music)Song in Hindi languageFolk Song.Keerthana, Singing rhythmic patterns in different Talas.

October Theory: 72 Melakartha Scheme.Revision of Previous lessons.Evaluation

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