text book - gyan devi salwan public · pdf filejapanese minna no nihongo part-i ... towards a...

Text Book Subject Book Publication

English Interact in English Literature Reader (LR) CBSE Interact in English Main Course Book (MCB) CBSE

Interact in English Work Book (WB) CBSE Gulliver's Travel by Jonathan Swift / Three Men in a Boat Madhuban/APC Reference Book: 1. Together with English

2. BBC Students Resource Book for Class IX (English Communicative) Rachna Sagar Brajindra Book Company

Hindi spSa- Baaga –1 ³kaosa- baI´ ena• saI• [-• Aar• TI• saMcayana Baaga –1 ³kaosa- baI´ ena• saI• [-• Aar• TI• maOM AaOr maora vyaakrNa ³kaosa- baI´ sarsvatI piblakoSana Sanskrit maiNaka Baaga –1 saI• baI• esa• [ -• maiNaka – AByaasa puistka Baaga –1 saI• baI• esa• [ -• saMskRt vyaakrNa–Baaga 1 ³saMdBa- pustk´ sarsvatI piblakoSana French Entre Jeunes Text Book-I CBSE Entre Jeunes Exercise Book-I CBSE Reference Book: (i) Get Ready Goyal Publication Japanese Minna no Nihongo Part-I Goyal Pub. & Dist. Minna no Nihango Grammatical Part -I Goyal Pub. & Dist. Mathematics Mathematics A Textbook NCERT Guidelines for Mathematics Laboratory in Schools CBSE Reference Book: Mathematics Exemplar Problems NCERT Science Science & Technology A Textbook NCERT Together with Science Lab Manual Rachna Sagar Home Science (Optional) Home Science -IX Laxmi Social Science Geography Contemporary India –I NCERT History India in the Contemporary World- I NCERT Political Science Democratic Politics- I NCERT Disaster Management Together Towards a Safer India II CBSE Economics A Text Book for Class IX NCERT Computer Simple Dose of Flash Navdeep

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Art and Craft Aesthetic Art - IX Kirti Life Skills Reference Book:

(i) CSE Life Skills Teacher’s Manual (IX-X) (ii) Value Cards (IX-XII) (iii) Revised Health Manual (IX-XII)

CBSE CBSE CBSE

NOTEBOOKS/STATIONERY

English Single Line 2 Art & Craft Hindi 2 Portfolio A3 size 1 Sanskrit Single Line 1 Oil Pastel Supra Fine 36 shades 1 Box French Single Line 2 Drawing Brush No. 2, 4, 6, 8, 10, 12 1 Set Japanese Single Line 2 Poster Colour 12 Shades 1 Box Maths Single Line 2 Colour Palette 1 Maths Interleaf 2 Pencil B2, B4, B6, B8 1 Pkt Graph Pad 1 Eraser 2 Science Interleaf 1 Cartridge Sheet A3 Size 20 Sheet Science Single Line 2 Origami Pastel Sheet 1 Pkt. Practical File: Physics, Chemistry, Biology (1+1+1) 3 Printed School Name Slip 4 Pkts Social Science Single line 2 Social Science Single line interleaf 1

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English (LR-LITERATURE READER) (WB-WORK BOOK) (MCB-MAIN COURSE BOOK) (CW- CREATIVE WRITING) (F-Fiction) (P-Poem) (D-Drama) MONTH: APRIL

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week LR WB MCB

Orientation for Student

LR: F-1 - How I Taught My Grandmother to Read

LR: P 1-The Brook

MCB: Unit 1 People

WB: Unit 1 (Verb Forms)

Learning Objective • To sensitize the students to family bonding/ values and to the needs of elders. • Identify and explain the significance of essential elements in poetry. • To be able to use correct grammatical structure.

Expected Learning Outcome

• Understanding and appreciation of the works of Sudha Murthy • Inculcating family values/bonding • Understanding of literary devices.

Assessment/ Activity • Formative Assessment 1 • Class & Home Assignment

Teaching Aids /Resources

• Dictionary, Internet, Newspaper • Smart Class Module

MONTH: MAY

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week LR WB

LR: • F-2 -A Dog

Named Duke.

LR: • P 2-The Road Not

Taken

WB: • Unit 2 -Determiners • CW- Story Writing

Summer Holidays- --- • Gulliver’s Travel / Three Men in a Boat to

be read during holidays • Travelogue (H.Hw)

Learning Objective • To sensitize students towards animals, particularly dogs. • To create awareness of the different ways in which dogs assist humans. • To act as a scaffold to understand and empathize with the central character.

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• To develop the students' critical thinking ability. • To develop the skill to transcribe a text from one form to another. • To develop an understanding of the main idea of the poem.


• Understanding and appreciation of the title • Inculcating sensitivity towards animals • Development of comprehension skills. • Understanding of literary devices


Teaching Aids/Resources


MONTH: JULY


LR: • Drama-

Villa for Sale

LR: • Drama-Villa

for Sale (cont.) • Writing skill-

Diary Entry

LR: P 3-The Solitary Reaper

WB: • Unit 3 – Future Time

Reference-Tenses

WB: • Unit 3 – Future Time

Reference- Tenses (Contd.)

MCB: • Unit 2: Adventure(Story Writing)

MCB: Unit 3: Environment

Learning Objective • To enable the learners to think creatively. • To develop the ability of students to appreciate drama. • Learning about characterization and self analysis. • To develop the students' critical thinking ability. • To develop the skill to transcribe a text from one form to another. • To develop an understanding of the main idea of the poem.


• Development of the skill to sequence events. • Development of comprehension skills. • Understanding of literary devices.

Assessment/ Activity • Formative Assessment 2 • Class and Home Assignment • Integrated Grammar Practice

Teaching Aids/Resources


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MONTH: AUGUST

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week LR WB MCB

LR: • P4: Lord Ullin's Daughter • Article Writing

WB: • Unit 4 –Modals & integrated

grammar practice

MCB • Unit 4 – Radio Show

Supplementary Reader-Gulliver’s Travels-Part I

Learning Objective • To enable the learners to think imaginatively and write creatively. • Learning about characterization. • Use correct grammatical structures ,organizing and expressing ideas coherently


• To develop an understanding of the main idea of the poem through poets perspective of life. • To acquire grammatical accuracy • Development of creative writing skills and comprehension skills • To plan, organize and present ideas in a coherent manner.




MONTH: SEPTEMBER

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week SR Revision Assignments

Supplementary Reader-Gulliver’s Travels-Part II

Revision for SA I SA – I SA – I Paper Discussion

Learning Objective • To enable the learners to think imaginatively and creatively. • To develop the comprehension skills of the students. • To develop the students' critical thinking ability. • To revise the topics learnt in class.


• The learners will have a better grasp over the language. • They will feel more confident to appear in S A 1

Assessment/ Activity • Summative Assessment, Class & Home Assignment Teaching Aids /Resources


5

MONTH: OCTOBER


LR: • P 3-Seven Ages. • Writing-Story Writing

LR: • F-3 -The Man who

knew too much

Integrated grammar practice. MCB: • Unit 5:Mystery

Learning Objective • To enhance the knowledge about poetic devices • To develop the comprehension skills of the students. • To enhance the ability to move beyond the text for extrapolation. • Acquisition of grammatical accuracy. • To develop the writing skills of the students.


• The learners will be able to identify and explain the significance of essential elements in poetry. • Read texts actively: recognize key passages; raise questions; comprehend the literal and figurative uses of language. • Enhancement of the students’ inferential skills.

Assessment/ Activity • Formative Assessment-3 • Class & Home Assignment



MONTH: NOVEMBER


LR: • F 4: Keeping it from

Harold

WB: • Unit 5 - Connectors

P 5: Oh I Wish I'd Looked After Me Teeth

MCB: Unit 6 - Children

Learning Objective • To facilitate the understanding of the text and increase vocabulary. • To enhance the ability to move beyond the text for extrapolation. • Acquisition of grammatical accuracy. • To develop the writing skills of the students.


• The learners will be able to identify and explain the significance of essential elements in poetry. • Read texts actively: recognize key passages; raise questions; comprehend the literal and figurative uses of language. • Enhancement of the students’ inferential skills


6



MONTH: DECEMBER


LR: • F 5- The Best

Seller

LR: • Drama The

Bishop’s Candlesticks

LR: • Poem- Song of the rain • Writing: Diary Entry

WB: • Unit 6 - The

Passive

WB: • Unit 7- Reported

Speech

Learning Objective • To facilitate the understanding of the text and increase vocabulary. • To enhance the ability to move beyond the text for extrapolation • Acquisition of grammatical accuracy • To develop the writing skills of the students


• The learners will be able to identify and explain the significance of essential elements in poetry. • Read texts actively: recognize key passages; raise questions; comprehend the literal and figurative uses of language. • Enhancement of the students inferential skills




MONTH: JANUARY

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week LR WB SR

Winter Break Winter Break WB: • Unit 8: Prepositions

Supplementary Reader-Gulliver's Travels – Part III

Supplementary Reader-Gulliver's Travels – Part IV

Learning Objective • To facilitate the understanding of the text and increase vocabulary. • To enhance the ability to move beyond the text for extrapolation • Acquisition of grammatical accuracy


• Read texts actively: recognize key passages; raise questions; appreciate complexity and ambiguity; comprehend the literal and figurative uses of language

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• Enhancement of the students’ inferential skills Assessment/ Activity • Class & Home Assignment Teaching Aids /Resources


MONTH: FEBRUARY

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week LR WB SR

OTBA MCB: • Unit 7 Sports and Games

OTBA Revision Revision

Learning Objective • To facilitate the understanding of the text and increase vocabulary. • To enhance the ability to move beyond the text for extrapolation


• Read texts actively: recognize key passages; raise questions; appreciate complexity and ambiguity; comprehend the literal and figurative uses of language

• The learners will have a better grasp over the language. • They will feel more confident to appear in SA -2. • Students will be able to revise the following:

- Fiction, Poetry, Drama, Writing Skills and Grammar

Assessment/ Activity • Class & Home Revision Assignment Teaching Aids /Resources


MONTH: MARCH

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week SA-II SA-II SA-II Paper Discussion Achievers Day

8

ihndI ekl vizSy

ikB@fo"k; izFke lIrkg n~forh; lIrkg Rk`rh; lIrkg prqFkZ lIrkg iape lIrkg Li'kZ %xn~; [kaM % /kwy in~; [kaM % jSnkl ds in ¼dfork½ lap;u % fxYyw O;kdj.k % o.kZ&foPNsn] vuqLokj] vuqukfld] uqDrk

ivaYaya va Ca~ pircaya

fxYyw /kwy jSnkl ds in o.kZ&foPNsn] vuqLokj] vuqukfld] uqDrk

f'k{k.k mn~ns'; • Nk=ksa dks /kwy ds okLrfod Lo:Ik ls ifjfpr djokukA • ckgjh txr dh vis{kk ?kV&?kV esa O;kIr bZ'oj ds mnkj] d`ikyq ,oa len'khZ Lo:Ik ls Nk=ksa dks voxr djokukA • i“kqvksa ds izfr laosnuk dk Hkko tkxzr djukA • “kCn lajpuk ls ifjfpr djokukA • Hkkf’kd {kerk dk fodkl djukA

visf{kr vf/kxe fu"ifRr • Nk= /kwy dh efgek vkSj egkRE;] miyC/krk vkSj mi;ksfxrk ls ifjfpr gksaxsA • Hkxoku ds mnkj] d`ikyq ,oa len'khZ LoHkko dh O;k[;k dj ldsaxsA • egknsoh oekZ ds i'kqvksa ds izfr yxko ls izsj.kk ysdj izR;sd tho ds izfr lgkuqHkwfr j[kus ds fy, vfHkizsfjr gksaxsA • Nk=ksa dh Hkkf’kd {kerk dk fodkl gksxkA

f'k{k.k lkexzh /kwy ds fofHkUu :iksa dks iznf'kZr djrh ,oa jSnkl ds inksa dh lh- Mh] O;kdj.k lh- Mh-] LekVZ&cksMZ ij miyC/k lkexzh Xkfrfof/k ,oa ewY;kadu vuqPNsn vk/kkfjr iz'u ¼Jo.k dkS'ky½ % vocks/k 4 vad] laf{kIrrk 2 vad] mi;qDrrk 4 vad ¼,Q-,- 1½ ekl ebZ

ikB@fo"k; izFke lIrkg n~forh; lIrkg Rk`rh; lIrkg prqFkZ lIrkg iape lIrkg Li'kZ % xn~; [kaM % nq%[k dk vf/kdkj lap;u % Le`fr O;kdj.k % fojke fpg~u] vukSipkfjd i=

Le`fr nq%[k dk vf/kdkj fojke fpg~u vukSipkfjd i= ys[ku

xzh"ekodk'k

f'k{k.k mn~ns'; • lkekftd fo"kerk ls Åij mBdj ekuoh; ljksdkjksa ls Nk=ksa dks voxr djokukA • thou dh izR;sd ifjfLFkfr dk lkgl o ;qfDr iwoZd lkeuk djus ds fy, Nk=ksa dks vfHkizsfjr djukA

9

• i= ys[ku izk:Ik ls Nk=ksa dks voxr djokukA • fojke fpg~uksa dk leqfpr iz;ksx djuk fl[kkukA • Hkkf’kd {kerk dk fodkl djukA

visf{kr vf/kxe fu"ifRr • Nk= va/kfo'okl ,oa HksnHkko ls Åij mBdj ekuoh; ewY;ksa esa fo'okl izdV djsaxsA • vius thou dh fofHkUu ?kVukvksa dk fo'ys"k.k dj mudk n<+rkiwoZd lkeuk djus ds fy, vfHkiszfjr gksaxsA • mPpfjr vkSj fyf[kr Hkk"kk esa fojke&fpg~uksa dk mfpr iz;ksx dj ldsaxsA • i=&ys[ku dkS'ky dk fodkl gksxkA • Hkkf’kd {kerk dk fodkl gksxkA

f'k{k.klkexzh fofHkUu izdkj ds i=ksa ds uewus] LekVZ&cksMZ ij miyC/k lkexzh Xkfrfof/k ,oa ewY;kadu i= ys[ku % fo’k;oLrq 4 vad] izk:Ik 4 vad] orZuh 2 vad ¼,Q-,- 1½ ekl tqykbZ

ikB@fo"k; izFke lIrkg n~forh; lIrkg Rk`rh; lIrkg prqFkZ lIrkg iape lIrkg Li'kZ % in~; [kaM& jghe ds nksgs] xn~; [kaM % ,ojsLV % esjh f'k[kj ;k=k lap;u& dYyw dqEgkj dh mukdksfV O;kdj.k& Lkaf/k ¼Loj laf/k] O;atu laf/k] folxZ laf/k ½

dYyw dqEgkj dh mukdksfV

,ojsLV% esjh f'k[kj ;k=k jghe ds nksgs foKkiu ys[ku

Loj laf/k O;atu laf/k] folxZ laf/k

f'k{k.k mn~ns'; • dj.kh;&vdj.kh; vkpj.k ds izfr Nk=ksa dks ltx djukA • lkgl] ifjJe ,oa n<+ fu'p; ds cy ij fofHkUu pqukSfr;ksa dks Lohdkj djus gsrq Nk=ksa dks izsfjr djukA • foKkiu fuekZ.k izfdz;k ls voxr dkokukA • laf/k n~okjk “kCn fuekZ.k fl[kkuk

visf{kr vf/kxe fu"ifRr • jghe ds uhfrijd nksgksa ls Nk= dj.kh;&vdj.kh; vkpj.k esa varj dj ldsaxs o mudh f'k{kkvksa dks O;ogkj esa ykus ds fy, vfHkizsfjr gksaxsA

• lkgl] ifjJe ,oa n<+ fu'p; ds cy ij fofHkUu pqukSfr;ksa dk lkeuk djus ds fy, izsfjr gksaxsA • foKkiu fuekZ.k dh vk/kkjHkwr ckrksa ls ifjfpr gksaxsA • laf/k n~okjk “kCn fuekZ.k djuk lh[k tk,¡xsA

10

• Hkkf’kd {kerk dk fodkl gksxkA f'k{k.klkexzh EkkmaV ,ojsLV dk fp=] cNsanzh iky dk fp=] O;kdj.k lh- Mh-] LekVZ&cksMZ ij miyC/k lkexzh Xkfrfof/k ,oa ewY;kadu foKkiu ys[ku % fo"k;oLrq 4 vad] izHkkoh&izLrqrhdj.k 4 vad] uohurk 2 vad ¼,Q-,- 1½

xzh"ekodk'k dkyhu xgdk;Z % fo"k;oLrq 4 vad] uohurk 2 vad] izHkkoh&izLrqrhdj.k 2 vad] orZuh 2 vad ¼,Q-,-2 ½

ekl vxLr

ikB@fo"k; izFke lIrkg n~forh; lIrkg Rk`rh; lIrkg prqFkZ lIrkg Li'kZ % xn~; [kaM& Rkqe dc tkvksxs vfrfFk in~; [kaM& vknehukek ¼dfork½ O;kdj.k % milxZ&izR;; vuqPNsn ys[ku] vifBr dkO;ka'k vifBr xn~;ka'k] laokn&ys[ku

vknehukek saMvaad laoKna

Rkqe dc tkvksxs vfrfFk

milxZ&izR;; vuqPNsn ys[ku

vifBr dkO;ka'k vifBr xn~;ka'k

f'k{k.k mn~ns'; • vkneh ds xq.kksa& voxq.kksa ls Nk=ksa dks voxr djokdj vPNs xq.k viukus ds fy, izsfjr djukA • vfrfFk ds fy, visf{kr f'k"VkPkkj ,oa O;ogkfjdrk ls Nk=ksa dks voxr djokukA • “kCn fuekZ.k dh izfdz;k fl[kkukA • fopkjkRed fparu ds fy, Nk=ksa dks mn~cksf/kr djukA • vFkZ&xzg.k o vocks/ku {kerk ,oa ifjfLFkfr vk/kkfjr okrkZyki dkS'ky dk fodkl djuk

visf{kr vf/kxe fu"ifRr • ekuoksfpr vPNs xq.k viukus ds fy, izsfjr gksaxsA • O;aX; ds ek/;e ls esgeku vkSj est+cku dh la;qDr vkpkj&lafgrk ls Nk= ifjfpr gksaxsA • fofHkUu fo’k;ksa ij rdZ lfgr fopkj djds mudh dzecn~/k izLrqfr dj ldsaxsA • Nk=ksa ds okrkZyki dkS'ky rFkk vFkZ&xzg.k o vocks/ku “kfDr dk fodkl gksxkA • Hkkf"kd {kerk dk fodkl gksxkA

f'k{k.k lkexzh vfrfFk Rkqe dc tkvksxs fQYe] LekVZ&cksMZ ij miyC/k lkexzh Xkfrfof/k ,oa ewY;kadu Lkaokn ¼ekSf[kd½ % fo"k;oLrq 5 vad] Hkk"kk o mPpkj.k 3 vad] vkRefo'okl 2 vad ¼,Q-,- 2½

11

ekl flracj

ikB@fo"k; izFke lIrkg n~forh; lIrkg Rk`rh; lIrkg prqFkZ lIrkg iape lIrkg O;kdj.k % fp= o.kZu iqujko`fRr % ladyukRed ijh{kk&1 ikB~;dze

fp= o.kZu IkqujkofRRk ladyukRed ijh{kk&1 ladyukRed ijh{kk&1 ]<ar puistka pr caca -a

f'k{k.k mn~ns'; • o.kZu djus dh ;ksX;rk dk foLrkj djukA • ladyukRed ijh{kk&1ds fy, rS;kjh djokukA

visf{kr vf/kxe fu"ifRr • okrkZyki dkS'ky dk fodkl gksxkA • o.kZu djus dh ;ksX;rk dk fodkl gksxkA • Hkkf"kd {kerk dk fodkl gksxkA • ladyukRed ijh{kk&1 gsrq IkqujkofRRk djsaxsA

f'k{k.k lkexzh LekVZ&cksMZ ij miyC/k O;kdj.k lkexzh] fofHkUu fp= Xkfrfof/k ,oa ewY;kadu IkqujkofRRk ijh{kk

ekl vDVwcj

ikB@fo"k; izFke lIrkg n~forh; lIrkg Rk`rh; lIrkg prqFkZ lIrkg Li'kZ %xn~; [kaM& oSKkfud psruk ds okgd panz'ks[kj osadVjkeu in~; [kaM& ,d Qwy dh pkg ¼dfork½ lap;u % esjk NksVk&lk futh iqLrdky;

,d Qwy dh pkg oSKkfud psruk ds okgd panz'ks[kj osadVjkeu

esjk NksVk&lk futh iqLrdky; n'kgjk vodk'k

n'kgjk vodk'k esjk NksVk&lk futh iqLrdky; ¼tkjh½

f'k{k.k mn~ns'; • vLi`';rk tSlh dqjhfr ds izfr Nk=ksa dks ltx djukA • Nk=ksa dks oSKkfud n`f"Vdks.k viukus ,oa rF;ksa dh [kkst ds fy, vfHkizsfjr djukA • oSpkfjd fparu dk fodkl djukA • iqLrdksa dk egRRo izfrikfnr djukA

visf{kr vf/kxe fu"ifRr • Nk= Lkekt esa QSys tkfrokn dh O;oLFkk dks le>us esa l{ke gksaxs vkSj bls nwj djus dk iz;kl djus ds fy, vfHkizsfjr gksaxsA • ifjJe] izfrHkk o ladYi 'kfDr ds cy ij lQyrk izkIr djus dh izsj.kk feysxhA • iqLrdksa dk egRRo o mi;ksfxrk le>dj mUgsa lgstus ds fy, izsfjr gksaxsA

12

f'k{k.k lkexzh Tkkfrokn dks izLrqr djrh rLohj pkVZ }kjk iznf'kZr] panz'ks[kj osadVjkeu~~~~~ ds laca/k esa pkVZ }kjk tkudkjh iznf'kZr] LekVZ&cksMZ ij miyC/k O;kdj.k lkexzh

Xkfrfof/k ,oa ewY;kadu Lkekpkj okpu % lekpkj&p;u 3 vad] Hkk"kk o mPpkj.k 5 vad] vkRefo'okl 2 vad ¼,Q-,- 3½ Lkkjka'k ys[ku % lexzrk 6 vad] laf{kIrrk 2 vad] orZuh 2 vad ¼,Q-,- 3½

ekl uoacj

ikB@fo"k; izFke lIrkg n~forh; lIrkg r`rh; lIrkg prqFkZ lIrkg Li'kZ % in~; [kaM& xhr&vxhr ¼dfork½ xn~; [kaM& dhpM+ dk dkO;] /keZ dh vkM+

dhpM+ dk dkO; xhr&vxhr nhikokyh vodk'k

xhr&vxhr ¼tkjh½ /keZ dh vkM+

/keZ dh vkM+ ¼tkjh½

f'k{k.k mn~ns'; • O;Dr&vO;Dr euksHkkoksa dh lqanjrk crkdj mudk egRRo Li"V djukA • Nk=ksa dks dhpM+ ds okLrfod Lo:Ik ls ifjfpr djokdj thou ds lkFk mlds vfHkUu laca/k dks Li"V djukA • va/kfo'okl o /kkfeZd iwokZxzgksa ls eqDr gksdj /keZ ds ekuorkoknh ewY; dks Li"V djukA

visf{kr vf/kxe fu"ifRr • Ikzd`fr tho&tarqvksa ds izfr izse dh Hkkouk dk cks/k gksxkA • dhpM+ ds izfr frjLdkj dh vis{kk d`rKrk dk Hkko fodflr gksxkA • va/kfo'okl o /kkfeZd iwokZxzgksa ls eqDr gksdj /keZ&fujis{krk ,oa ekuork ds ewY; dks le> ldsaxsA

f'k{k.k lkexzh dhpM+ ds jax dh dqN oLrq,¡] ikB~;iqLrd] fofHkUu fopkjdksa ds /keZ laca/kh fopkjksa dh ih-Mh-,Q Xkfrfof/k ,oa ewY;kadu Lkkewfgd ppkZ % fo’k;oLrq 4 vad] vkRefo'okl 2 vad] mPpkj.k 2 vad] rkfdZdrk o Li’Vrk 2 vad ¼,Q-,-3½

ekl fnlacj

ikB@fo"k; izFke lIrkg n~forh; lIrkg Rk`rh; lIrkg prqFkZ lIrkg iape lIrkg Li'kZ % in~; [kaM & vfXuiFk ¼dfork½ +lap;u& gkfen [kk¡] fn;s ty mBs O;kdj.k % o.kZ&foPNsn] Lkaf/k

gkfen [kk¡ vfXuiFk fn;s ty mBs vifBr dkO;ka'k vifBr xn~;ka'k ¼iqujko`fRr½

o.kZ&foPNsn o Lkaf/k ¼iqujko`fRr½

f'k{k.k mn~ns'; • lkaiznkf;d lkSgknZ ,oa ekuo ewY;ksa dk egRRo LiYV djukA • vuqfpr lk/kuksa dk lgkjk fy, fcuk thou ds izR;sd la?k"kZ dk lkeuk djus ds fy, Nk=ksa dks vfHkizsfjr djukA • Lok/khurk vkanksyu esa xka/khth dh vge~ Hkwfedk ls voxr djokukA

13

visf{kr vf/kxe fu"ifRr • lkaiznkf;d lkSgknZ ,oa ekuo ewY;ksa dks egRRo ns ldsaxsA • la?k"kksZa] ?kkr&izfr?kkrksa dk lkeuk djrs gq, bZekunkjh ds lkFk thou esa vkxs c<+us ds fy, izsfjr gksaxsA • Lok/khurk vkanksyu esa xka/khth dh Hkwfedk dh tkudkjh ds lkFk ns'kizse dh Hkkouk fodflr gksxhA

f'k{k.k lkexzh vfXuiFk dfork dk vferkHk }kjk xk;u dh lh-Mh- LekVZ&cksMZ ij miyC/k Lora=rk vkanksyu laca/kh lkexzh] Xkfrfof/k ,oa ewY;kadu dfork ikB % mPpkj.k 2 vad ] y; 3 vad] vkRefo'okl 2 vad] daBLFkhdj.k 3 vad ¼,Q-,- 4½

ekl tuojh

ikB@fo"k; izFke ,oa n~forh; lIrkg n~forh; lIrkg Rk`rh; lIrkg prqFkZ lIrkg Li'kZ % xn~; [kaM& 'kqdzrkjs ds leku in~; [kaM& Uk, bykds esa ¼dfork½

'khrdkyhu vodk'k 'khrdkyhu vodk'k 'kqdzrkjs ds leku Uk, bykds esa

f'k{k.k mn~ns'; • Nk=ksa dks lsokHkko] deZBrk] O;ofLFkr thou 'kSyh vkfn xq.kksa ls voxr djokdj vfHkizsfjr djukA • vk/kqfud ;qx dh rhoz ifjorZu'khyrk ls voxr djokukA

visf{kr vf/kxe fu"ifRr • xk¡/khth ds vuU;re lg;ksxh egknsoHkkbZ dh yktokc izfrHkk] lqanj ys[kuh] O;Lrre fnup;kZ rFkk lTturk ds lkFk yxu] leiZ.k] bZekunkjh vkfn xq.kksa ls vfHkHkwr gksdj Nk= mUgsa O;ogkj esa ykus ds fy, izsfjr gksaxsA

• vk/kqfud ;qx dh ifjorZu'khyrk ls voxr gksaxsA f'k{k.k lkexzh lelkef;d fo"k;ksa dh ifpZ;k¡] ikB~;iqLrd] LekVZ&cksMZ ij miyC/k Lora=rk vkanksyu laca/kh lkexzh o Lora=rk vkanksyu ls tqM+s

dqN usrkvksa ds fp= xfrfof/k ,oa ewY;kadu Okkn&fookn % fo’k;oLrq 4 vad] rkfdZdrk 2 vad] vkRefo'okl 2 vad] Hkk’kk o mPpkj.k 2 vad ¼,Q-,- 4½

ekl Qjojh

ikB@fo"k; izFkelIrkg n~forh; lIrkg Rk`rh; lIrkg prqFkZ lIrkg Li'kZ % in~; [kaM& [kq'kcw jprs gSa gkFk ¼dfork½ iqujko`fRr % ladyukRed ijh{kk&2 ikB~;dze

[kq'kcw jprs gSa gkFk i= ,oa vuqPNsn ys[ku IkqujkofRRk IkqujkofRRk

f'k{k.k mn~ns'; • Jfed lekt dh n;uh; fLFkfr ds dkj.kksa ls voxr djokdj cnyko ds fy, izsfjr djukA • ladyukRed ijh{kk&2ds fy, rS;kjh djokukA rkfdZd fparu dk fodkl djukA

visf{kr vf/kxe fu"ifRr • lekt dh n;uh; fLFkfr ds dkj.kksa ls voxr gksaxs o lkekfrd cnyko dh vko';drk ij fopkj djsaxsA 14

• ladyukRed ijh{kk&2 gsrq IkqujkofRRk o vH;kl djsaxsA f'k{k.k lkexzh ikB~;iqLrd] LekVZ&cksMZ ij miyC/k O;kdj.k lkexzh] jsMh jsduj Xkfrfof/k ,oa ewY;kadu IkqujkofRRk ijh{kk

ekl maaca-

ikB@fo"k; 1st Week 2nd Week 3rd Week 4th Week 5th Week ladyukRed ijh{kk&2 ladyukRed ijh{kk&2 ladyukRed ijh{kk&2 ]<ar puistka pr caca -a ]plaibQa idvasa

15

saMskRt maasa : ApÒla Paaz À ivaYaya Pàqama saPtah iWtIya saPtah tRtIya saPtah catuqa - saPtah pHcama saPtah PàqamaÁ pazÁÊ iWtIyaÁ pazÁ vyaakrNa– vaNa- ivacaar vyaakrNa– Sabd$p³pu•Ákarant³baalakvat\´ ³s~IilaMga´ Aakarant ³rmaavat\ Qaatu $p – BaUÊ ,pz\ Ê hna\ Ê, hsa \ ³kovalaM laT \Ê laRT\ Êla=\ lakaroYau ³pr•´

ivaYaya va Ca~ pircaya

• t<vamaisa

• vaNa- ivacaar • Sabd $p ³pu•´ Akarant ³baalakvat\ ³s~I•´ Aakarant ³rmaavat\´ • Qaatu$p–BaU Êpz\ Ê ,hna \ Ê,hsa\

sainQa ³vyaMjana ´ • ma\ sqaanao AnausvaarÁ • Na%vaivaQaanama \ • vagaI -ya –pqama– AxaraNaama\ tRtIyavaNao - pirvat-nama\ • t\ sqaanao ca \ • r \ pUva-sya rofsya laaopÁ dIGa- svar%vaM ca • t\ sqaanao la\

• AivavaokÁ prmaapdaM pdma\

Apoixat iSaxaNa AiQagama Aa%ma&ana ko Wara sva–pircaya ko ivaYaya maoM icaMtna kr sakoMgao. svar sainQa kao phcaananao ÊAlaga krnaoÊjaaoD,nao maoM saxama tqaa nayao SabdaoM ka inamaa-Na kr sakoMgao. Ca~aoM ka baaOiwk ivakasa haogaa ]nakI vaa@ya inarIxaNa kI pìtBaa baZogaI.ilaKnao kI ASauiWyaaÐ dUr haoMgaI. Ca~ saaoca samaJakr kaya - krnao ko ilae poirt haoMgao.

rcanaa%mak maUlyaaMkna vaga- pholaI inamaa -Na – rcanaa%maktaÊ pSnainamaa-Na – Sauw laoKna gaIt gaayanama\ – gaItaoM ka spYT ]ccaarNa Ê smarNaSai@t va laya

iSaxaNa saamagaI TUgaodr ivad À maI eND maa[ -na

maasa : ma[- paz / ivaYaya Pàqama saPtah iWtIya saPtah tRtIya saPtah catuqa - saPtah

tRtIyaÁ pazÁ – Paaqaoyama\ sainQa –³svar´ Sabd$p – ?karant

• Paaqaoyama \

•Apizt gaVaMSaaÁ ³s~I•´ ?karantaÁ ³maatRvat\ ´ ³pu•´?karantaÁ ³iptRvat\ÀdatRvat\

•sainQa ³svar ´ dIGa-Ê gauNa Ê vaRiw Ê yaNa \

gaÌYmakalaIna AvakaSa

Apoixat iSaxaNa AiQagama jaIvana pqa maoM Apnaa[- jaanao vaalaI laaBakarI baataoM sao Avagat hao sakoMgao. Sabd$paoM kI sahayata sao ivaiBanna vaa@yaaoM ka inamaa-Na krko BaaYaa ka &ana pàPt krnao maoM samaqa - haoMgao. sainQa kao phcaananao Ê Alaga krnao Ê jaaoD,nao maoM saxama haoMgao tqaa nayao SabdaoM ka inamaa -Na kr sakoMgao.

rcanaa%mak maUlyaaMkna AByaasa kaya - – maUlyaaMkna – Sauw ]<ar Ê Sauw vat-naI saV BaaYaNa – maUlyaaMkna – Aa%maivaSvaasaÊ ivaYayavastuÊ saSa@t BaaYaa

16

maasa : jaulaa[-

Paaz À ivaYaya Pàqama saPtah iWtIya saPtah tRtIya saPtah catuqa - saPtah pHcama saPtah catuqa-Á pazÁ Ê PaHcamaÁ pazÁ

vyaakrNa– Pà%yayaaÁ tumauna\ Ê @%vaaÊ lyap\

Qaatu$p –³pr•´ ,nama \ , Ê naSa \ ÊAsa \ Êgama\

³Aa•´ saova \ ³]•´ naI Sabd$p – [karant Ê [-karant ]ppdivaBai@tnaama \ p`yaaogaÁ – Sabd $p pu• ]karant s~I• }karantaÁ

Qaatu $p– ³pr•´ gama\ Ênama\ , ÊnaSa \ÊAsa\ ³Aa•´ saova\ ³]•´ naI ³pu•´[karantaÁ³kivavat\

•svasqavaR<ama \ ³prsmaOpdI´ Baxa\Ê ,icant Êgama\ ÊSak\

Pà%yayaaÁ tumauna \ Ê @%vaaÊ lyap\ Sabd$p – ³s~I•´ [karantaÁ³maitvat\ ³s~I•´ [-karantaÁ ³nadIvat\

• BaàtRsnaohstu dula -BaÁ

Qaatu$p –

pu• ]karantaÁ³saaQauvat\

s~I• }karantaÁ³vaQaUvat\

]ppdivaBai@t – •iWtIyaa–AiBatÁÊpirtÁÊ]BayatÁ •tRtIyaa– sah Ê ikma\. •catuqaI -—namaÁÊ svaahaÊ saamaqyao- •pHcamaI – baihÁÊ ivanaaÊ BaIÊ trp\– pUva-ma\ •YaYzI – purtÁÊ pRYztÁÊ trp\ –tmap\ Ê AqaÁ •saPtmaI – kuSalaÁÊinapuNaÁÊ p`vaINaÁ

Apoixat iSaxaNa AiQagama Baa[yaaoM ko dula-Ba poma va ivaVa ko mah<va sao piricat hao sakoMgao. Sabd$paoM kI sahayata sao ivaiBanna vaa@yaaoM ka inamaa-Na krko BaaYaa ka &ana pàPt krnao maoM samaqa - haoMgao.p`%yayaaoM ka p`yaaoga krnao va ]nakI sahayata sao BaaYaa kao samaJanao maoM saxama haoMgao. Ca~aoM ka baaOiwk ivakasa haogaa.

rcanaa%mak maUlyaaMkna pircaya donaa – maUlyaaMkna – saSa@t BaaYaa evaM ivaYaya vastu Ê havaBaava AByaasa kaya - – maUlyaaMkna – Sauw ]<ar Ê Sauw vat-naI


maasa : Agast

paz / ivaYaya Pàqama saPtah iWtIya saPtah tRtIya saPtah catuqa - saPtah YaYzÁ pazÁ vyaakrNa– sainQa³ivasaga - ´

hlant Sabd$p– rajana \Ê Bavat\Ê ivaWsa\Ê gacCt\Ê Aa%mana \

sava-• Sabd $p– yat\ Ê, tt\ \ Asmad\ Ê yauYmad \ Ê, [dma \ Ê ikma\

Qaatu $p–³pr•´ ËuuQa \ Ê, naRt\ Ê,kR, Apizt gaVaMSa Ê, Pa~ laoKnama\

•Asmad\ Ê, yauYmad\ yat\ Ê, tt\ •Apizt gaVaMSa •Pa~ laoKnama\

•ivaVyaa Baaint sad\gauNaaÁ • Qaatu $p – ËuùQa \Ê, naSa\ Ê, kR,

• sainQa ³ivasaga - ´ • ivasaga -sya ]%vaMÊÉ%vaM laaopÁ • ivasaga -sqaanao sa\Ê Sa \ Ê Ya\

• AnaucCod laoKnama \

• ica~ vaNa -nama\

•³sava -naama´ [dma \ Ê ikma \

17

Apoixat iSaxaNa AiQagama Sabd$p va Qaatu$paoM kI sahayata sao ivaiBanna vaa@yaaoM ka inamaa-Na krko BaaYaa ka &ana pàPt krnao maoM samaqa - haoMgao.Ca~aoM kI saMskRt kI sarla vaa@yaaoM ka inamaa-Na krnao tqaa ica~vaNa-na maoM kuSalata haogaI.

rcanaa%mak maUlyaaMkna AiBanaya – maUlyaaMkna – spYT ]ccaarNa Ê BaavaaiBavyai@t Ê Aa%maivaSvaasa Ê smarNaSai@t iSaxaNa saamagaI TUgaodr ivad À maI eND maa[ -na

maasa : isatmbar Paaz À ivaYaya Pàqama saPtah iWtIya saPtah tRtIya saPtah catuqa - saPtah pHcama saPtah Qaatu $p – laaoT \– ivaiQaila=\ lakaryaaoÁ ³prsmaO•´ ,naSa\ Ê,kR, Baxa \Ê ,icant\ ,Ê gama \Ê Sak\

punaravaRi<a punaravaRi<a

Pàqama sa~ prIxaa Pàqama sa~ prIxaa ]<ar puistka pr caca -a Q•aatu $p – naSa\ Ê, kR, Baxa\Ê ,icant\ ,Ê gama\Ê Sak\

Apoixat iSaxaNa AiQagama Ca~ pqama sa~ prIxaa kI tOyaarI krnao maoM samaqa - haoMgao tqaa samasyaaAaoM ka inavaarNa kr sakoMgao. rcanaa%mak maUlyaaMkna punaravaRi<a – ilaiKt iSaxaNa saamagaI TUgaodr ivad

maasa : A@TUbar Paaz À ivaYaya Pàqama saPtah iWtIya saPtah tRtIya saPtah catuqa - saPtah saPtmaÁ pazÁ, – AYTmaÁ pazÁ Qaatu $p – ³laaoT\ evaM ivaiQa• lakaryaaoÁ´ ³prsmaO•´ [Ya \ Ê &a ÊnaRt\ ÊAap\ Êp`cC ³Aa•´ maud \, saM$yaavaacakSabdaÁ–ekÊiWÊi~Êcatur \ÊpHcana \ p~ laoKnama \

•trvao namaaostu •Qaatu $p – [Ya\Ê ,&a

• Qaatu $p ³pr•´ naRt\ Ê Aap\ Ê p`cC\ ³Aa•´ maud \, Ê saova\ • p~ laoKnama\

•Sabd $p³saM#yaa•´ 1–4 ³i~Yau ilaMgaoYau´ pHcana \ • Sabd$p³hlant´ – rajana \ Ê Bavat\ ivaWt\ Ê gacCt\ Ê Aa%mana \

•kma-Naa yaait saMisaiwma \

Apoixat iSaxaNa AiQagama vaRxaaoM ko mah<va kao samaJaoMgao va vaRxaaraopNa ko ilae jaagaRt haoMgao.maanava jaIvana maoM ivaVa ko mah<va sao phlao kma - ka mah<va haota hO.saMsaar maoM kma -hIna kI sada inanda haotI hO.saM#yaavaacaI Sabd$paoM ka p`yaaoga krnao maoM saxama haoMgao.

rcanaa%mak maUlyaaMkna saand mauid`ka inamaa-Nama\ ³ P.P.T´ maUlyaaMkna – cayana Ê p`stuitkrNa stuit gaayanama \ – maUlyaaMkna – stuit ka spYT ]ccaarNa Ê smarNaSai@t va laya


18

maasa : navambar

Paaz À ivaYaya Pàqama saPtah iWtIya saPtah tRtIya saPtah catuqa - saPtah navamaÁ – dSamaÁ pazÁ ica~ vaNa -nama\ Ê Apizt gaVaMSa Ê AnaucCod laoKnama \ Sabd$p– ³]•´ Baja \ Ê pca\ ³Aa•´ $ca \ Ê yaaca\ Pà%yaya– SatR Ê Saanaca \ Ê @tÊ @tvatu

•p`%yaya ³@tÊ @tvatu´ •p~ laoKnama \ •AnaucCod laoKnama\

• navamaÁ pazÁ – ivajayatama \ svadoSaÁ

•³]BayapdI´ Baja\ Ê pca\ •³Aa%manaopdI´ $ca\ Ê yaaca \ • ica~ vaNa -nama\

•dSamaÁ pazÁ –kao|hM vadtu saamPatma\ •Apizt gaVaMSa

Apoixat iSaxaNa AiQagama inaNa -ya kI xamata Ê doSa ko ilae sava -sva samap-Na kI Baavanaa Ê doSapoma kI Baavanaa ka ivakasa haogaa va kma- ko pìt pòma ka ivakasa Ê maanava saovaa hI pBau saovaa hO sao piricat haoMgao. p`%yayaaoM ka p`yaaoga krnao va ]nakI sahayata sao BaaYaa kao samaJanao maoM saxama haoMgao .

rcanaa%mak maUlyaaMkna dOinak vyavahar vaa@ya saMgah maUlyaaMkna – cayana Ê p`stuitkrNa Sauw laoKna AByaasa kaya - – maUlyaaMkna – Sauw ]<ar Ê Sauw vat-naI

iSaxaNa saamagaI TUgaodr ivad À maI eND maa[ -na À vyaakrNa pustk

maasa : idsambar

Paaz À ivaYaya Pàqama saPtah iWtIya saPtah tRtIya saPtah catuqa - saPtah pHcama\ saPtah ekadSaÁ – WadSaÁ kqaa laoKnama \ Qaatu $p–³prsmaOpdI´ Asa \Ê ,hna \ Ê,hsa \ ica~ vaNa -nama\ Apizt– gaQaaMSaa:Ê p`%yaya –³SatRÊ Saanaca \ ]ppd – ivaBaai@t – iWtIyaa– saPtmaI

na Qama-vaRwoYau vayaÁ samaIxyato

Pà%yaya ³SatR Ê Saanaca\ ´

•Qaatu $p – Asa\Ê ,hna \ Ê,hsa \ ]ppdivaBai@t – •iWtIyaa–samayaaÊ inakYaaÊ pìtÊ iQkR \Ê ivanaa •tRtIyaa – ivanaa hInaÊ p`yaaojanama\ •catuqaI - — Alama \ Ê ³saamaqyao-´ •pHcamaI – AarBa \Ê p– mad\Ê prÁ Ê Anantrma \ •YaYzI – inaQaa -rNaoÊ vaamatÁÊdixaNatÁ Ê Anaadro •saPtmaI – isnah\ Ê ivaSvasa\ Anau – rja \ Baavao

•kvayaaima vayaaima yaaima Apizt gaVaMSaaÁ

Apoixat iSaxaNa AiQagama p`hoilakaAaoM ka ]<ar jaananao ko ilae Kaojabauiw saik`ya haogaI. Qaarap`vaah $p sao ]ccaarNa maoM sarlata haogaI Ca~aoM ka ivaVa ko pit Anauraga baZogaa.ivaVa sao hI samaaja maoM sammaana imalata hO tqaa ivaWana iksaI BaI ]ma ko hao sakto hOM [sa sa%ya sao piricat hao sakoMgao. Ca~ pacaIna Baart kI iSaxaa ko baaaro maoM jaanaoMgao tqaa rajaa Baaoja ka p`jaanauraga tqaa rajya kI sauvyavasqaa ka &ana pàPt kroMgao .

rcanaa%mak maUlyaaMkna stuit saMklana evaM p`stuitkrNa maUlyaaMkna – cayana Ê pstuitkrNa iSaxaNa saamagaI TUgaodr ivad À maI eND maa[ -na 19

maasa : janavarI

Paaz À ivaYaya Pàqama saPtah iWtIya saPtah tRtIya saPtah catuqa - saPtah ~yaaodSaÁ pazÁ

SaItkalaIna AvakaSaaÁ

SaItkalaIna AvakaSaaÁ •BaartIya iva&anama \

•BaartIya iva&anama \ jaarI……

Baartonaaist mao jaIvanama \ jaIvanama\

Apoixat iSaxaNa AiQagama Ca~ svaaitmauina Ê Bartmauina Ê paraSarmahiYa - Ê baaOQaayanaacaaya- ko ivaYaya maoM jaanakarI pàPt kr sakoMgao.Baart ko gaaOrvamaya iva&ana ko mah<va sao Avagat hao sakoMgao.

rcanaa%mak maUlyaaMkna Slaaok gaayanama \ – maUlyaaMkna – SlaaokaoM ka spYT ]ccaarNa Ê smarNaSai@t va laya AByaasa kaya - maUlyaaMkna – Sauw ]<ar Ê Sauw vat-naI

iSaxaNa saamagaI TUgaodr ivad À maI eND maa[ -na maasa : frvarI

Paaz À ivaYaya Pàqama saPtah iWtIya saPtah tRtIya saPtah catuqa - saPtah catud -SaÁ pazÁ Sabd$p –laBa \ Ê) punaravaRi<a

•Qaatu$p –³Aa%manaopdI´ laBa \ ³]BayapdI´ œ \

punaravaRi<a punaravaRi<a punaravaRi<a

Apoixat iSaxaNa AiQagama Ca~ doSa maoM isqat pva -taoM Ê naidyaaoM sao piricat haoMgao tqaa doSa– pòma kI Baavanaa sao Aaot–paot haoMgao.Ca~ iWtIya sa~ prIxaa kI tOyaarI krnao maoM samaqa - haoMgao tqaa samasyaaAaoM ka inavaarNa kr sakoMgao.

gaitivaiQa kxaa kaya-kxaa ÀgaRhkaya - – Sauwkaya-Ê pUNa-kaya-Ê inaQaa -irt AvaiQa. iSaxaNa saamagaI TUgaodr ivad À maI eND maa[ -na ekl maaca-

Paaz À ivaYaya 1st Week 2nd Week 3rd Week 4th Week 5th Week ladyukRed ijh{kk&2 ladyukRed ijh{kk&2 ladyukRed ijh{kk&2 ]<ar puistka pr caca -a ]plaibQa idvasa

20

French MONTH: APRIL

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th week

Chapter 1: The Family Chapter 2: At School


Chapter 1 • The Family • Dennis meets his

friends • Prepare your identy

card ‘Map of France, important citites, rivers, mountains, etc

Chapter 1 • At the School. • Audio: Dialogue

at the school. • Exercises

Chapter 1 • The Aricles/

Nationalities/Verbes in –ER ending Interrogation-Who is this?

• Exercises

Chapter 2 • The Family • Describe a person. • Adjective

demonstrative • Articles contracted.

Exercises

Learning Objectives • Learning verbs numbers articles, French l’alphabets, Learning social cultural aspects : Geography of France/ Important cities, Rivers of France

• To introduce yourself , someone , to describe his/her family Grammar recap of grammar Expected Learning Outcome

• To be able to conjugate verbs , learn numbers articles, French l’alphabets, Learning social cultural aspects : Geography of France/Important cities, Rivers of France

• To introduce yourself , someone , describe his or her family Teachings Aids • Language Lab, Audio/ Video CDs, Internet Dictionary, Reference Book, Library usage, Assessment • Presentation : present your Famliy clarity , content MONTH: MAY

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Chapter 2: At School Chapter 3: Pauline’ Day

Chapter 2 • Audio cassette: the new teacher • Interrogation who ‘who is this

and what is this ? Describe a person

• Exercises

Chapter 3 • The adjective possessive • The adjective demonstrative • The prepositions • Describe Pauline ‘s Day • Expressions of Time. • Exercises

Chapter 3 • The meals and

Article partitive • The School Time

table • How to tell to time • Exercises

Summer Break

Learning Objectives • To learn about the articles contracted and partitive and reflexive verbs • Social cultural aspects habitual food , normal habits in France, understanding normal life styles • To tell the Time in French /The meals in france

21


• To express preferences, tastes habits, expression of time the days of the week how to tell time • Class and Home Assignment

Teachings Aids • Language Lab, Audio/ Video CDs, Internet Dictionary, Reference Book, Library usage, Assessment • Presentation French meals : content, fluency MONTH: JULY

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week

Chapter 3: Pauline’s Day (Cond.) Chapter 4: The Seasons, the Weather/the time

• A Recap Chapter 3 • Exressions related to

time , How to speak of events in past tense. French Meals

• The week end of Pauline

Chapter 3 • Expressions

related to time; to be early, on time, late –role play

• How to write a message

• Reading • comprehension

Chapter 3 • Exercises &

Bilan 1 Exercises.

Chapter 4 • The seasons in

France • Grammer – the

future Tense and the recent future workbook

• Lyon importance of Lyon.

Chapter 4 • Colours • Expressions

why…because …/ The Imperative tense

• How to give a command/ an order

Learning Objectives • To learn the future Tense, the recent future the imperative form the colours The weather, seasons the garments Expected Learning Outcome

• Describe the weather/ social cultural Aspects / To learn about importance of Lyon

Teachings Aids • Language Lab, Audio/ Video CDs, Internet Dictionary, Reference Book, Library usage, Smart Class Module Assessment • Role play : Describe the weather - accuracy, content

MONTH: AUGUST

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Chapter 5: Travelling Chapter 5

• The means o Transport, prepositions

• An advertisement of a city What si SNCF

• Writing Drill How to write a post card

• The week end of Pauline • The past Tense • Show and Tell Explanation

of Picture compositions

Chapter 5 • To learn the Past Tense and

exercises • Writing Post cards • Exercises

Chapter 5 (Cond). • To ask questions • A recap of Past tense

with the verb etre

Learning Objectives • To learn prepositions, the past tense Means of transport/ how to ask questions

22

• To be able to discuss “My world Tour” social cultural aspects : the monuments, means of transportation, holidays • To plan a trip, reserve a seat, ask a question why.. because.. able to prepare an itinary, write a post card


• To be use prepositions, the past tense Means of transport/ how to ask questions • To be able to discuss “My world Tour” social cultural aspects : the monuments, means of transportation, holidays • To plan a trip, reserve a seat, ask a question why.. because.. able to prepare an itinary, write a post cardCom prehension

– Unseen Passage • Class and Home Assignment

Teachings Aids • Language Lab, Audio/ Video CDs, Internet Dictionary, Reference Book, Library usage, Smart Class Module Assessment • Present a Touristic advertisement of a city in India _ presentation , content MONTH: SEPTEMBER

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Revision Chapter 6: Leisure and Sports

Revision Revision SA-I SA-I Chapter 6

• Comprehension passage

Learning Objectives A recap of grammar concepts Teachings Aids Text book Assessment SA-I MONTH: OCTOBER

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Chapter 6: Leisure and Sports (Contd.) Chapter 7: The Pocket Money French Currency

Chapter 6 • Use of Past

perfect Tense Exercises

• Interrogations • Exercises

Chapter 6 (Contd.) • Documents • Unseen passage • Bilan 2

Exercise

Chapter 7 • What is Pocket Money • How does one earn pocket money/

what do the young French do with their money?

• How to open an account? • Grammar- complement direct and

indirect

Chapter 7 • Pocket Money – Do you

receive it or earn it? • Grammar- Personal

pronouns complement direct and indirect

• Pocket Money – Do you receive it or earn it?

Learning Objectives • To Learning Social cultural Aspects The olympiques, the tour de France, sports and Leisure • To learn to use the past perfect Tense, how to ask questions, the negative tense


• To Learning Social cultural Aspects The olympiques, the tour de France, sports and Leisure • To learn to use the past perfect Tense, how to ask questions, the negative tense Class and Home Assignment

23

Teachings Aids • Language Lab, Audio/ Video CDs, Internet Dictionary, Reference Book, Library usage, Smart Class Module Assessment • Role play : Des cribe the illustrations on page 72 using the past perfect Tense

• Correct use of grammar

MONTH: NOVEMBER

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week

Chapter 8: Buying Goods Chapter 9: A family Dinner Chapter 10 : Fashion

Chapter 8 • Grammar –

conditional Tense • Exercises

Chapter 8 (Cont.) • At the supermarket, grocery,

bakery etc. pronouns and exercises

• Learning to read a Menu.

Chapter 9 • The recent past Tense th • The pronoms interrogative • The French cheese • Exercise

Chapter 10: • What is Fashion –

Dilogues • The pronouns

Toniques

Learning Objectives • Use of the condional Tense of politeness Pronoun relative EN , espressions related to quantity The recent past Tense and pronoms interrogative

• Learning social cultural aspects shopping at the Bakery, creamery, epicerie, supermarket, commercial centre,different products.


• Class and Home Assignment • To use the recent past Tense and pronoms interrogative • To Use of the condional Tense of politeness Pronoun relative EN , espressions related to quantity • To learn social cultural aspects shopping at the Bakery, creamery, epicerie, supermarket, commercial centre,different

products. Teachings Aids • Language Lab, Audio/ Video CDs, Internet Dictionary, Reference Book, Library usage, Assessment • Present a recipe : content and grammer usage

MONTH: DECEMBER

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Chapter 10 : Fashion Chapter 11 : The Festivals

Chapter 10 : Fashion • What is fashion? • - French Parfums -

Grammar – The comparative degree

Chapter 10 • Cloths at a shop • Garments - Then &

Now

• At Harish’s: grammar The recent past tense

• grammar The recent past tense

• The future Tense • The recent future tense

• Workbook/ Revision

Learning Objectives • Learning the comparative and superlative degree . Tonic pronouns learning the conditional Tense and pronouns relative , learning social cultural aspects : Fashion and clothes , buyin g on the computer, fashion, large departmental stores, parfumes , to able to talk about festivals in France Class and Assignment

24

• School holidays festivals in france National festivals/ holidays Expected Learning Outcome

• To be able to use the comparative and superlative degree. Tonic pronouns learning the conditional Tense and pronouns relative, learning social cultural aspects : to able to talk about festivals in France

Teachings Aids • Language Lab, Audio/ Video CDs, Internet Dictionary, Reference Book, Library usage Assessment • Research Project : The festivals in France

MONTH: JANUARY

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Chapter 12 : Francophone Countries

Winter Break Winter Break Chapter 12 : Francophone Countries • What is Francophone countries ? • Email from Nagris & Ali

Chapter 12 : Francophone Countries • A recipe – • Celin Dion • A poem L’arbe Perche • Comprehension • Exercise Bilan 4

Learning Objectives • To learn about Francophone countries , famous people, recipes Expected Learning Outcome

• To understand the Francophone countries and French language

Teachings Aids • Language Lab, Audio/ Video CDs, Internet Dictionary, Reference Book, Library usage Assessment • Presenation : The franconphone world : content & accuracy MONTH: FEBRUARY

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Revision Lessons 1 to 5 Revision Lesson 7 to 9

Revision 10 to12 Revision

Revision

MONTH: MARCH


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Japanese MONTH: APRIL

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Minna no Nihongo Lesson-1 Lesson-2 Kanji


Lesson 1 Introduction to Japan Vocabulary Sentence patterns Grammar Explanation Conversation

Lesson-2 Vocabulary Kanji Sentence patterns Example sentences Reading practice

Grammar Explanation

Conversation

Listening exercise

Letter writing About Japanese studies

Learning objective To enable students to ask/ give information on age, nationality, address etc. To enable students to describe someone.

Expected Learning Outcome To be able to ask/ give information on age, nationality, address etc. To be able to describe someone.

Teaching Aids Language Lab, Audio/ Video CDs, Dictionary, Reference Book, Smart Class Module Assessment Hiragana sentence writing : Recognition, recall, writing

Reading comprehension: understanding, pronunciation, fluency MONTH: MAY

Content/ Topic 1st Week 2nd Week 3rd Week 4d Week Lesson-3 Kanji

Lesson-3 Vocabulary, sentence patterns,

example sentences Grammar explanation

Conversation Reading practice Listening exercise

Essay writing Kanji

Summer Break

Learning objective To enable students to describe things, places. Expected Learning Outcome To be able to describe things, places.

This, there, over there, where & whose. Teaching Aids Language Lab, Audio/ Video CDs, Dictionary, Reference Book, Smart Class Module Assessment Class and home Assignment : handwriting,work presentation, regularity

Presentation: Pronunciation, Content, Self confidence

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MONTH: JULY

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Lesson-4 Lesson-5 Kanji

Recap of Lesson 1,2 & 3

Kanji

Lesson-4 Vocabulary, sentence

patterns, example sentences.

Reading practice Time

Grammar explanation Past tense Conversation Listening exercise

Lesson-5 Vocabulary,

sentence patterns, example sentences,

Reading practice Present tense

Usage of へも

Vehicle で

Particle と

Learning objective To enable them to change the verbs into past tense form. To enable them to ask/buy things at the super market

Expected Learning Outcome To be able to change the verbs into past tense form To be able to ask/ buy goods/things at the super market.

Teaching Aids Language Lab, Audio/ Video CDs, Dictionary, Reference Book, Smart Class Module Assessment Hiragana sentence writing : Recognition, recall, writing, MONTH: AUGUST

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Lesson-6 Lesson-7


sentence patterns, example sentences.

Reading practice Particle へ

Usage of interrogatives in sentences (lesson-1 to lesson-7)

Comprehension Particle ‘o’ with

transitive verb

Difference between なん and

なに. Verb ましょう。 Lesson-7 Vocabulary, sentence patterns,

example sentences.

Reading practice Tool/mean で Particle に：あげる・もらう

Usage of もう。 Essay writing :

Myself/My daily routine

Learning objective To enable students to their point of view To enable them to discuss To enable them to use interrogative words & particles learnt.

Expected Learning Outcome To be able to explain a point of view To be able to discuss To be able to use interrogatives words & particles learnt.

Teaching Aids Language Lab, Audio/ Video CDs, Dictionary, Reference Book, Smart Class Module Assessment Kanji: Recognition, recall, writing

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MONTH: SEPTEMBER

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Lesson-8 Revision Revision SA-I SA-I Lesson-8

Vocabulary, sentence patterns, example sentences.

Assessment Class tests

MONTH: OCTOBER

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Lesson-8 (Contd.) Lesson-9

Lesson-8 (Contd.) Adjectives: I & na。

Conjugation of adjectives & noun: present affirmative & negative.

Usage of どう・どんなどれ。

Listening Excercise



Reading practice Essay writing :

My hobby Dushera break

Dushera break Grammar Exercise Particle が Usage of adverbs: よく、だいたい、すこし、あまり、ぜんぜん、たくさん。

Adjectives: すき、きらい、じょうず、へた。

Learning objectives To enable students to tell their hobbies, sports, likes, dislikes To enable them to tell one’s strong points & weak points To enable them to differentiate between adverbs and use them in sentences

Expected Learning Outcome To be able to tell their hobbies, sports, likes, dislikes. To be able to tell one’s strong points & weak points. To be able to differentiate between adverbs and use them in sentences.

Teaching Aids Language Lab, Audio/ Video CDs, Dictionary, Reference Book, Smart Class Module Assessment Hiragana dictation and sentence making: Recognition, recall, writing, fluency

Listening comprehension : understanding, interpretation

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MONTH: NOVEMBER

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Lesson-10 Lesson-11 Letter Writing Passage

Lesson-10 Reading practice

unseen passage

Diwali Break Lesson-10 Vocabulary,


Particle に with place。

Particle の with position。あります・います。 Lesson-10 Exercise Book Lesson-11 Vocabulary, sentence patterns,

example sentences. Reading practice

Grammar Exercise Letter Writing Unseen Passage Counters: types & usage. Quantifier に, だけ Listening Exercise

Learning objectives To enable them to use different forms of verbs in sentences To enable them to use adverbs in sentences.

Expected Learning Outcome To be able to use different forms of verbs in sentences Quantifier positioning in sentences.

Teaching Aids Language Lab, Audio/ Video CDs, Dictionary, Reference Book, Smart Class Module Assessment Class and home Assignment : handwriting,work presentation, regularity MONTH: DECEMBER

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Lesson-12 Lesson-13



Reading practice

Adjectives & noun conjugation: Past Affirmative & Negative.

より・ほがform.

ーどちらーがいちばん。



Reading practice

ほしい・ほしくない。たい・たくない。 Difference between どこかand なにか

Kanji Practice

Essay writing : My family

Learning objectives To enable students to tell what one likes the most To enable students to explain one’s want in terms of object & action: affirmative & negative

Expected Learning Outcome To be able to tell what one likes the most. To be able to explain one’s want in terms of object & action: affirmative & negative.

Teaching Aids Language Lab, Audio/ Video CDs, Dictionary, Reference Book, Smart Class Module

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Assessment Kanji: Recognition, recall, writing Presentation : creativity, enactment, expression, pronunciation

MONTH: JANUARY Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Kanji Grammar work sheet

Winter Break Winter Break Grammar worksheets from Lesson 8-13

Kanji Practice Letter writing Unseen Passage

Learning objectives To enable students to differentiate and understand the usage of all the grammar patterns learnt To enable students to comprehend and interpret the conversation

Expected Learning Outcome To be able to differentiate and understand the usage of all the grammar patterns learnt To be able to comprehend and interpret the conversation.

Teaching Aids Language Lab, Audio/ Video CDs, Dictionary, Reference Book, Smart Class Module Assessment Kanji Revision

Grammar worksheets

MONTH: FEBRUARY

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Revision Revision Revision Revision MONTH: MARCH


30

Mathematics MONTH: APRIL

Content / Topic 1st week 2nd week 3rd week 4th week 5th week Chapter 1: Number System Chapter 2 : Polynomials


Chapter 1 : • Irrational

numbers. • Real numbers and

their decimal representation.

• Representing real number on the number line.

Chapter 1 (Contd.): • Operations on real

numbers.

Chapter 1 (Contd.): • Law of exponents for

real numbers. Chapter 2: Polynomials • Polynomials -its degree

and types.

• Zeros of polynomial.

• Remainder theorem

• Factor theorem.

Chapter 2: (Contd.) • Factorization using

factor theorem of polynomials.

• Algebraic identities. • Expansion using

algebraic identities.

Learning Objectives • To familiarize the students with the difference between rational and irrational numbers and its operations. • To understand and apply the factor theorem and the remainder theorem.

Expected Learning Outcomes The students will be able to- • understand the real number system and obtain the decimal representation of rational and irrational numbers. • represent irrational numbers on number line and construct square root spiral. • add/subtract/multiply/divide irrational numbers. • identify degree of a polynomial and classify them. • find remainder through remainder theorem and hence form factor theorem and apply it to factorise the

polynomial. • use various algebraic identities for expansion.

Teaching Aid/Resources • Smart Class Module • Geometry Kit

Assessment/ Lab Activity • FA 1: Crossword • To construct square root spiral.

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MONTH: MAY Content / Topic 1st week 2nd week 3rd week 4th week Chapter 2 : Polynomials (Contd) Chapter 12 : Heron’s Formula

Chapter 2: (Contd.) • Factorization of

polynomials using identities.

Chapter 2: (Contd.) • Factorization of

polynomials using identities.

Chapter 12 : • Heron’s formula • Area of equilateral triangle • Area of triangle by Heron’s formula • Application of heron’s formula in finding

the areas of quadrilateral and polygon.

Summer Break

Learning Objectives • To understand and apply the different algebraic identities for expansion /factorization. • To apply the formulae of finding the area of triangle by using Heron’s formula.

Expected Learning Outcomes The students will be able to- • use various algebraic identities for factorization of polynomials. • identify heron’s formula. • apply heron’s formula to find formula for finding area of equilateral triangle. • find solutions of area of triangle using heron’s formula. • apply Heron’s formula in finding areas of polygon.

Teaching Aid/ Resources • Smart class module Assessment/ Lab Activity • FA 1: Formula test

• FA 1: Group Activity from polynomials. • Any one activity from Algebraic identities /Polynomials

MONTH: JULY

Content / Topic 1st week 2nd week 3rd week 4th week 5th week

Chapter 5 : Euclid’s Geometry Chapter 6: Lines And Angles Chapter 7: Triangles

Chapter 5 : • Euclid’s

definitions, axioms and postulates

• Equivalent versions of Euclid’s fifth postulates

Chapter 6: • Type of angles

and Pair of angles.

• Parallel lines and pair of angles formed by transversal.

Chapter 6: (Contd.) • Angle sum

property of a triangle.

• Exterior angle sum property

Chapter 7: • Congruence of triangles • SAS Congruence criteria

for congruence of triangles

• ASA Congruence criteria for congruence of triangles.

Chapter 7: (Contd.) • Isosceles triangle

property • Applications on

isosceles triangle property.

32

Learning Objectives • To familiarize the students with the hidden terms related to geometry introduced by Euclid. • To familiarize the students with different terms related to geometry and its real life application. • To develop an understanding of congruence of triangles.

Expected Learning Outcomes The students will be able to - • know various axioms and postulates • apply the axioms and postulates to understand its relevance. • recognize pair of angles and classify them. • prove angle sum property and exterior angle sum property and use them to solve problems. • recall congruent figures and identify them. • recognize various rules to show two triangles congruent. • recall isosceles triangle property and apply it on given questions.

Teaching Aid / Resources • Jodo kit/teaching aid for explaining various pairs of angles and parallel lines. • Cut out of triangles to explain congruence of triangles. • Smart Class module

Assessment/ Lab Activity • FA 2: Integrated Project/ Holiday Homework. • FA2: cycle test 1/ Assignment 1

MONTH: AUGUST

Content / Topic 1st week 2nd week 3rd week 4th week Chapter 7: Triangles (Contd.) Chapter 3 : Co-Ordinate Geometry

Chapter 7: (Contd.) • SSS Congruence criteria for

congruence of triangles • RHS Congruence criteria for

congruence of triangles

Chapter 7: (Contd.) • Inequalities in a

triangle. • Applications based on

inequality theorem.

Chapter 3 : • Cartesian system • Obtaining coordinate of

a point in a Cartesian plane.

Chapter 3: (Contd.) • Plotting a point in

the plane

Learning Objectives • To develop an understanding of congruence of triangles and inequalities in triangles. • To acquaint the students with the Cartesian system.

Expected Learning Outcomes The students will be able to - • solve questions using other congruence rules such as sss, rhs • identify inequalities among numbers/expression and form general rules of inequalities. • recognize inequalities in a triangle and use them to solve various questions. • recall cartesian/ rectangular coordinate system • identify coordinate of a point in a cartesian plane. • plot a point in the plane.

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Teaching Aid/ Resources • Roller chart consisting of cartesian system. • Smart Class Module

Assessment/ Lab Activity • FA 2: lab activity test. • FA2: Cycle Test 2/Assignment 2 • To verify experimentally that in a triangle, sum of any two sides is always greater than the third side. • Any one activity on co-ordinate geometry.

MONTH: SEPTEMBER

Content / Topic 1st week 2nd week 3rd week 4th week 5th week Revision Revision SA-I SA-I Interactive discussion on summative assessment question paper.

Chapter – 14 : Collection of data Representation of data in tabular form.

Assessment Summative Assessment - I MONTH: OCTOBER

Content / Topic 1st week 2nd week 3rd week 4th week

Chapter 14 : Statistics Chapter 8: Quadrilateral

Chapter 14 : • Representation of data in

tabular form (contd…) • Graphical representation

of data • Measures of Central

tendency.

Chapter 8 : • Angle sum property of a

quadrilateral • Types of quadrilateral

and their properties • Conditions for a

quadrilateral to be a parallelogram.

Chapter 8: (Contd…) • Midpoint theorem and

its converse. • Questions related to

midpoint theorem and its converse.

Chapter 8: (Contd…) • Conditions for a

quadrilateral to be a rhombus, rectangle, square.

Learning Objectives • To enable the students to organize, represent and interpret the data by using bar graph and histogram • To understand and apply different types of quadrilaterals in problem solving in real life situation.

Expected learning outcomes The students will be able - • collect data and organize data in tabular form and from ungrouped and grouped frequency distribution table. • make graphical representation of data such as bar graph, histogram etc. • to find mean, median, mode of raw data and discrete frequency table. • identify types of quadrilateral and their properties.

34

• use the properties to form conditions to prove a quadrilateral a parallelogram, rectangle, rhombus and square. Teaching aid / Resources • Smart Class module

• Cutout of various quadrilaterals/Model for demonstration to find Area of quadrilateral. Assessment/ Lab Activity • To verify Midpoint Theorem of Triangle by paper cutting and pasting Method.

• To explore the similarities and differences in the properties with respect to the diagonals of quadrilaterals. MONTH: NOVEMBER Content / Topic 1st week 2nd week 3rd week 4th week Chapter 4 : Linear Equations In Two Variables Chapter 9 : Areas of Parallelogram & Triangles

Chapter 4 : • Introduction of chapter

Linear Equations in two variables.

• Standard form of Linear equations in two variables.

• Solutions of linear equation in two variables and graphical representation

Chapter 4: (Contd.) • Equations of lines

parallel to x – axis and y – axis.

• Geometric representation of an equation in one variable and two variables

Chapter 9: • Figures on the same base and

between the same parallels. • Parallelograms on the same

base and between same parallels.

• Triangle on the same base and between same parallels.

• Area of triangle and parallelogram having same base and between same parallels.

Chapter 9: (Contd.) • Median of triangle

divides the triangle into two parts equal in area.

Learning Objectives • To apply the knowledge of linear equations in problem solving in real life problems • To apply the concept of parallelogram and triangles in real life situations.

Expected learning outcomes The students will be able to - • to find solutions of linear equation in two variables. • to convert word problem into mathematical equation. • to represent an equation geometrically in one variable and two variable. • identify figures on the same base and between the same parallels and properties related to their area. • identify properties related to median of triangle and use it in other situations.

Teaching aid/ Resources • Smart Class Module Assessment/ Lab Activity • FA3: Cycle Test 3/Assignment 3

• FA 4: PSA • To verify experimentally that the area of parallelogram is product of its base and corresponding altitude. • To verify experimentally that the area of trapezium is half of product of sum of its parallel sides and distance

between them. 35

MONTH: DECEMBER

Content / Topic 1st week 2nd week 3rd week 4th week 5th week Chapter 10 : Circles Chapter 11 : Constructions

Chapter 10 : • Circles and its

related terms. • Angle subtended

by a chord at a point.

• Perpendicular from the centre to a chord.

Chapter 10: (Contd.) • Circles through

three points • Equal chords and

their distances from the centre.

• Angle subtended by an arc of a circle.

Chapter 10: (Contd.) • Degree

measure theorem

• Cyclic quadrilateral property

Chapter 11 : • Basic

Constructions and its justification.

Chapter 11: (Contd.) • Construction of triangle

when its base, one base angle and sum/ difference of other two sides are given.

• Construction of triangle when its perimeter and two base angles are given.

Learning Objectives • To familiarize the students with the concept of chords and angles subtended by an arc in a circle • To develop an understanding of construction of different types of angles and triangles.

Expected Learning Outcomes The students will be able to- • identify various terms related to circles and properties of chord. • apply various properties related to chord, arc and angle subtended by them at the centre and other part of

circle. • apply degree measure theorem and cyclic quadrilateral property. • make some basic constructions and justify them through theoretical proof. • construct triangle when its base and one base angle and sum/difference of other two sides is given. • construct triangle when its perimeter and two base angles are given.

Teaching Aid / Resources • Use of Geometry Kit /Circular Geo board. Assessment/ Lab Activity • FA3: Home work notebook Assessment

• FA3: Cycle Test 4/Assignment 4 • To verify that in a circle, the angle subtended by any arc at the centre is double of any angle subtended by it on

the remaining part of the circle • To verify that in a cyclic quadrilateral, sum of its opposite angles in 180.

36

MONTH: JANUARY Content / Topic 1st week 2nd week 3rd week 4th week Chapter 13 : Surface Areas and Volumes

Winter Break Winter Break Chapter 13: • Surface area of

cuboids and cubes

Chapter 13: • Surface area of cuboid and cubes • Surface area of Right circular

cylinder • Surface area of Right circular

cone • Surface area of sphere and

hemisphere.

Chapter 13: (Contd...) • Volume of cuboid and cube. • Volume of Right circular

cylinder • Volume of Right circular cone. • Volume of Sphere and

hemisphere

Learning Objectives • To apply the concept of area and perimeter of plane figures in day to day life. • To find the surface area and volume of combination of solid figures.

Expected Learning Outcomes The students will be able to - • find surface area of cube, cuboid, cylinder, right circular cone, sphere, hemisphere • find volume of cube, cuboid, cylinder, right circular cone, sphere, and hemisphere. • apply the concept of perimeter, area and volume in day to day life situations. • apply the formula of surface area and volume of 3 D shapes

Teaching Aid/ Resources • Models of Cube, cuboids, cylinder, cone, sphere. • Net of cuboids to explain surface area (curved and total surface area) • Net of Cylinder to explain surface area (curved and total surface area)

Assessment/ Lab Activity • FA3: lab Activity test • To derive an expression for CSA and TSA of cylinder.

MONTH: FEBRUARY

Content / Topic 1st week 2nd week 3rd week 4th week Chapter 15 : Probability

Chapter 15 : • Probability – an experimental approach. • Experimental or empirical probability. • Probability in real life situations

Revision Revision Revision

Learning Objectives • To enable the students with the concept of theoretical probability of different events. Expected Learning Outcomes The students will be able to -

• define an event, identify type of events • perform experiment and obtain all possible outcomes of the experiment.

37

• obtain data and process the data. • find experimental/ empirical probability from the collected data. • find uses of probability in day to day life situations.

Teaching Aid / Resources • Smart Class module • Use of coins, dice, playing cards.

Assessment/ Lab Activity • To reinforce the concept of Probability through an activity.

MONTH: MARCH


38

Science

Physics MONTH : APRIL Content / Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week

Chapter 8: Motion Orientation for Student

• Introduction • Rest & motion –

Definition with Examples • Scalar and vector quantities • Distance • Displacement

• Speed • Velocity • Uniform motion • Non uniform

motion • Numericals

• Conversion of units

• Average speed • Average velocity • Numericals

• Acceleration and retardation

• Uniform acceleration and non uniform acceleration

Practical • Recognition of the apparatus in the lab. • Recording of Experiment 1 in file

Learning Objectives Students will be able to • differentiate between distance and displacement. • state the examples of uniformly accelerated motion. • calculate the average speed in a given situation.

Expected Learning Outcome The learners would be able to • to understand and evaluate the numerical value of different quantities and also associate it with their units. • to correlate various physical quantities like distance, displacement, average speed, acceleration and retardation etc

with day to day observations. Teaching Aid Smart Class Module Assessment FA1:Component 1- Science Newsletter (Group Activity)( Phy / Chem / Bio)

FA1:Component 2- Diagram Based Assessment ( Phy / Chem / Bio)

39

MONTH : MAY Content / Topic 1st Week 2nd Week 3rd Week 4th Week

Chapter 8: Motion • Graph : concept and importance • graphical representation of motion

by d- t graph • Calculation of speed from d-t graph. • graphical representation of motion

by v - t graph

• graphical representation of motion by v - t graph (contd.)

• Calculation of acceleration and distance from v-t graph.

• Numericals based on graphs

Summer Break

Practical • Demonstration of Experiment 1. • Conduct and perform Experiment 1. • Recording of observations.

Learning Objectives Students will be able to • understand the importance of graphs for representing different types of motion. • identify the type of motion from d-t graph and v-t graph. • develop numerical solving skills

Expected Learning Outcome The learners would be able to • understand and evaluate speed, acceleration and distance from various graphs.

Teaching Aid Smart Class Module Assessment FA1:Component 3- Assignment Worksheet (Phy / Chem /Bio) MONTH : JULY

Content / Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week

Chapter 8: Motion Chapter 9 : Force and Laws of Motion

• Derive equations of motion graphically.

• Derive equations of motion (contd.)

• Numerical problems based on equations of motion.

Chapter 9 : • Force – Definition ,

effects • Types of force • Balanced and

unbalanced forces. • Newton’s first law

of motion • Definition of inertia

• Reasoning questions based on first law.

• Newton’s second law of motion.

• Derive F=ma • Momentum, impulse

–definition and units.

• Reasoning questions based on second law.

• Newton’s third law of motion

• Reasoning Questions based on third law.

40

Practical • Recording of Experiment 2 in file • Recording of Experiment 3 in file

Learning Objectives Students will be able to • understand newton’s laws and their applications in daily life. • explain the terms like inertia, impulse and momentum. • calculate force acting on an object, the momentum associated with any moving object.

Expected Learning Outcome The learners would be able to • evaluate the numerical value of force and momentum. • explain the laws of motion in various situations .

Teaching Aid Smart Class Module Assessment FA2:Component 2- Holiday Homework assessment (Phy / Chem /Bio) MONTH : AUGUST Content / Topic 1st Week 2nd Week 3rd Week 4th Week

Chapter 9 : Force and Laws of Motion Chapter 10: Gravitation (Part I)

• Conservation of momentum.

• Numerical problems based on conservation of momentum

Chapter 10 : • Newton’s Law of

gravitation • Importance • Numericals

• Value of ‘g’ on earth. • Difference between ‘g’ and

‘G’. • Value of ‘g’ on moon. • Factors on which ‘g’

depends.

• Free fall. • Equations of motion

during free fall. • Difference between

mass and weight.

Practical • Recording of Experiment 4 in file • Recording of Experiment 5 in file • Practice of MCQ based on experiment 1

Learning Objectives Students will be able to • understand the importance of newton’s law of gravitation. • differentiate between g and g; mass and weight. • calculate quantities using equations of motion during a free fall.

Expected Learning Outcome The learners would be able to • evaluate the numerical value of g at different places like earth and moon. • calculate the weight of given object on moon and earth.

Teaching Aid Smart Class Module Assessment FA2:Component 3- Practical Skills Test

41

MONTH : SEPTEMBER Content / Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Revision Revision SA-I SA-I • Distribution and discussion of SA 1 answer

sheets and correction of the same. Practical Learning Objectives Students will be able to know and correct the mistakes done in the answer sheets of SA-I Examination.

Expected Learning Outcome • The learners would be able to understand and evaluate the errors and mistakes done in the paper and would be able to improve upon the same through correction.

Teaching Aid Sample Papers , Answer sheets and suggested answers,. Assessment SA-I MONTH : OCTOBER Content / Topic 1st Week 2nd Week 3rd Week 4th Week

Chapter 10 : Gravitation (Part II )

• Thrust • Numericals on

Thrust • Pressure • Applications

• Up thrust • Buoyancy • Archimedes Principle • Numericals

• Density • Relative density Autumn Break

Chapter 10 • Principle of flotation. • Numericals

Practical • Demonstration of Experiment 2. • Conduct and perform Experiment 2 • Demonstration of Experiment 3 • Conduct and perform Experiment 3

Learning Objectives Students will be able to • to explain the applications of thrust and pressure. • understand the principle of flotation. • relate Archimedes’ principle with floating objects.

Expected Learning Outcome The learners would be able to • solve numerical problems based on thrust and pressure. • calculate the density of a given solid. • understand if object will float on the basis of relative density.

Teaching Aid Smart Class Module Assessment Assignment Worksheets 42

MONTH : NOVEMBER Content / Topic 1st Week 2nd Week 3rd Week 4th Week

Chapter 1 1: Work and Energy

• Work • Numericals • Mechanical Energy • Other forms of energy

• Derive the expression for KE

• Numericals on KE • Diwali Break

• Potential energy • Expression for PE • Numericals on PE • Transformation of energy

• Law of conservation of energy

• Conversion of PE to KE during a free fall.

Practical • Demonstration of Experiment 4 • Conduct and perform Experiment 4

Learning Objectives Students will be able to • understand the formula for work. • identify and list different types of energy. • understand and comprehend various examples showing transformation of energy.

Expected Learning Outcome The learners would be able to • understand the phenomenon of transformation of energy. • understand the meaning of work according to science • understand different types of energy.

Teaching Aid Smart Class Module Assessment FA3:Component 2- Paper presentation (Group Activity )(Phy / Chem / Bio) MONTH : DECEMBER

Content / Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week

Chapter 1 1 : Work and Energy Chapter 12 : Sound

Chapter 11 • Power • Numericals of power • Commercial unit of

electrical energy • Relation between SI

unit and commercial unit energy

Chapter 12 • Introduction to

sound. • Production of

sound • Propagation of

sound

Chapter 12 • Characteristics

of wave – Wavelength , speed , amplitude and frequency

• Numericals

Chapter 12 • Types of waves

– Longitudinal and transverse waves

Chapter 12 • Reflection of

sound • Echo • Numericals

based on echo.

Practical • Demonstration of Experiment 5 • Conduct and perform Experiment 5 • Demonstration of Experiment 6 • Conduct and perform Experiment 6

43

Learning Objectives Students will be able to • understand the relation between commercial and si unit of energy. • understand the phenomena of production as well as the propagation of sound • list various characteristics of a wave • differentiate between different types of waves.

Expected Learning Outcome The learners would be able to • understand how the sound is produced and it propogates • understand different types of waves and their characterstics

Teaching Aid Smart Class Module Assessment Numerical / diagram /formulae / equation skills assessment MONTH : JANUARY

Content / Topic 1st Week 2nd Week 3rd Week 4th Week

Chapter 12 : Sound

Winter Break

Winter Break • Recap of previous topics

• Reverberation • Applications of reverberation. • Application of reflection of sound

• Range of frequency • Ultrasound • Applications of ultrasound

Practical Practice of MCQ based on experiment 2 to 6 Learning Objectives Students will be able to

• to comprehend the concept of ultrasound and its applications. Expected Learning Outcome The learners would be able to

• understand the concept of ultrasound • list the applications of ultrasound.

Teaching Aid Smart Class Module Assessment FA3:Component 3- Practicals Based Assessment (Pen and paper test) MONTH : FEBRUARY Content / Topic 1st Week 2nd Week 3rd Week 4th Week

Chapter 12: Sound

• Working of a SONAR • Numericals based on SONAR

• Functions of various parts of human ear

Revision Revision

Learning Objectives Students will be able to • to understand the functions of various parts of human ear. • students will be able to solve numerical based on echo, SONAR etc.

Expected Learning Outcome The learners would be able to • calculate the speed and distance using the concept of SONAR

44

Teaching Aid Sample papers Assessment SA-2

MONTH: MARCH


45

Chemistry MONTH: APRIL

Content/Topic 1st Week 2nd Week 3rdWeek 4th Week 5th Week

Chapter 1: Matter In Our Surroundings


• Matter • Characteristics of the

particles of matter. • Discussion of practicals

to be done in Term – 1

• States of matter:-forces of attraction and space between particles of matter

• Interconversion of the states of matter

• K=C+273 • Latent Heat

• Evaporation • Factors affecting

the rate of Evaporation

Practicals • To determine the melting point of ice and boiling point of water.

• To separate the components of a mixture of ammonium chloride, common salt and sand by sublimation. Learning Objectives The students will be able to:-

• describe matter and the characteristics of the particles of matter. • understand the differences between the various states of matter. • evaluate the conditions for the interconversion of various states of matter. • explain latent heat of fusion and latent heat of vaporisation. • discuss Evaporation and explain various factors influencing evaporation.

Expected Learning Outcome The students would be able to:- • define matter with examples from day today life and state the composition of matter. • analyse the characteristics of the particles of matter applicable in day today life activities. • reason out the differences between the various states of matter on the basis of rigidity, fluidity, compressibility,

density, k.e, shape, density, diffusion etc. • explain terms related:- melting , freezing ,boiling ,condensation and sublimation. • apply the knowledge of latent heat (ice, steam) in day today life activities. • analyse the difference between evaporation and boiling. • interpret the factors affecting evaporation and appreciate the role of evaporation in daily lives.

Teaching Aids • Smart Class Modules Assessment • FA 1: Component – 1 – Group activity (Phy/Chem/Bio)

• FA 1: Component – 2 – Diagram based assessment (Phy/Chem/Bio) 46

MONTH: MAY

Content/Topic 1st Week 2nd Week 3rd Week 4th Week

Chapter – 2: Is Matter Around Us Pure?

• Elements and Compounds as pure substances.

• Mixtures as impure substances.

• Mixtures :-homogeneous and heterogeneous mixtures.

• Classification of elements:- metals, non metals and Metalloids.

• Physical and Chemical changes.

Summer Break

Practicals • To the study of the properties of mixture ( iron fillings and sulphur powder) and compound (iron sulphide) on the basis of their behaviour towards magnet, behavior towards carbon disulphide, effect of heat and reaction with dil. HCl (aq).

Learning Objective The students will be able to:- • describe and differentiate between elements , compounds and mixtures with examples. • discuss homogeneous and heterogeneous mixtures with examples. • explain physical and chemical changes with examples.

Expected Learning Outcome The students would be able to:- • classify substances as pure (element, compound) and impure (mixture) substances. • analyse the differences in the properties of elements , compounds and mixtures. • classify elements as metals , non metals and metalloids based on their general physical properties. • classify mixtures as homogeneous and heterogeneous mixtures with examples from daily lives. • analyse the differences in physical and chemical changes and apply their knowledge and understanding in daily

lives. Teaching Aids • Smart Class Modules Assessment • FA 1: Component – 3 – Assignment Worksheet (Phy/Chem/Bio) MONTH: JULY

Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week

Chapter 2: Is Matter Around Us Pure?

• Mixtures as Solutions:- True solutions.

• Solubility of a substance (Temperature and Pressure dependence)

• Saturated and unsaturated solution.

• Concentration of solution.

• Numericals on solubility and concentration of solution.

• Suspension • Colloids • Various types

of colloids.

• Discussion of NCERT back exercises.

47

Practicals • To study the following chemical reactions:- displacement reaction and double displacement reaction ,combination reaction and decomposition reaction.

Learning Objective The students will be able to:- • comprehend the difference between true solution , suspension and colloid on the basis of their properties. • calculate the solubility and concentration of the solution. • evaluate the dependence of solubility on temperature and pressure.

Expected Learning Outcome The students would be able to:- • Classify solutions as true solution, suspension and colloid on the basis of properties shown by them-

transparency, stability and filtration. • categorise solutions as true solution, suspension and colloid with examples from daily lives with understanding. • explain tyndall effect with examples from day today life. • apply their knowledge and understanding of solubility and concentration of a solution in numericals.

Teaching Aids • Smart Class Modules Assessment • FA 2: Component – 2 – Holiday Homework (Phy/Chem/Bio)

MONTH: AUGUST

Content/Topic 1st Week 2nd Week 3rd Week 4th Week

Chapter 2: Is Matter Around Us Pure?

• Separating the components of Mixtures:- (technique used , principle involved and applications)

• Filtration using simple funnel and separating funnel.

• Sublimation • Evaporation • Crystallisation

• Centrifugation • Chromatography

• Distillation • Fractional

Distillation Practicals • To prepare a true solution, suspension and colloid and differentiate them on the basis of transparency, stability

and filtration criteria. Learning Objective The students will be able to:-

• differentiate between various separations techniques and analyse them on the basis of principle involved and their applications.

• appreciate the role of various techniques in the separation of the components of mixture. Expected Learning Outcome The students would be able to:-

• apply their knowledge and understanding of principle involved in each technique in day today life activities. • compare and analyze the parameters of technique to be applied in various situations. (evaporation/crystallisation)

or (distillation/fractional distillation) or (filtration/centrifugation) • appreciate the role of each technique and it's applicability in large scenario.

Teaching Aids • Smart class modules Assessment • FA 2: Component – 3– Practical skills test (Chem/Bio)

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MONTH: SEPTEMBER Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week

Chapter 2: Is Matter Around Us Pure? Chapter 3: Atoms and Molecules


• Revision

Revision SA – 1 SA – 1 • Introduction of the Laws of Chemical Combination.

Practicals • Discussion of Practical based MCI’s Learning Objective The students will be able to:-

• differentiate between various separations techniques and analyse them on the basis of principle involved and their applications.

• state the laws of chemical combination. Expected Learning Outcome The students would be able to:-

• compare and analyze the parameters of technique to be applied in various situations. (evaporation/crystallisation) or (distillation/fractional distillation) or (filtration/centrifugation)

• state the laws of chemical combination. Teaching Aids • Smart Class Modules

• Sample papers Assessment • Practical skill based worksheets and revision assignments for SA – I Examination.

MONTH: OCTOBER

Content/Topic 1st Week 2nd Week 3rd Week 4th Week Chapter 3: Atoms and Molecules

• Laws of chemical combination (statement, examples and numericals)

• Dalton's Atomic Theory and it's postulates

• Discussion of NCERT exercise.

• Atoms, Molecules • Atomicity: (molecules of

elements or compounds.)

• Atomic mass • Atomic mass unit /

unified mass.

Practicals • To verify the law of conservation of mass. Learning Objective The students will be able to:-

• describe the laws of chemical combination. • evaluate dalton's atomic theory with the present situation. • understand atoms, molecules and atomicity • describe the role of unified Mass and Carbon 12 as standard for reference

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Expected Learning Outcome The students would be able to:- • state both the laws of chemical combination with examples. • analyse the importance and interdependence of both the laws of chemical combination on each other. • relate the postulates of dalton's atomic theory with the laws of chemical combination and give explanation to

the postulates of dalton's atomic theory which are being challenged now. • differentiate between an atom and a molecule. • write atomicity for similar and dissimilar elements . • define unified mass, relative atomic mass and give reason for the use of c-12 as standard for atomic mass. • recall the atomic masses of some prominent elements along with their symbols.

Teaching Aids • Smart Class Modules Assessment • Assignment worksheets.

MONTH: NOVEMBER

Content/Topic 1st Week 2nd Week 3rd Week 4th Week Chapter 3: Atoms and Molecules

• Numericals (ratio by mass of atoms and by number of atoms in a molecule and % composition of the compound by weight)

• Ions • writing chemical formulae

• Writing chemical formulae (cont).

• Molecular mass • Formula unit mass • Molar mass

• Introduction to Mole concept (relationship of mole and mass of a substance)

Practicals • Revision of numericals on laws of chemical combination. Learning Objective The students will be able to:-

• discuss various ions and using them for writing chemical formula. • calculate Molecular Mass and Molar Mass

Expected Learning Outcome The students would be able to:- • comprehend the constituting elements in a compound and their combination on the basis of their mass ratios. • differentiate between an atom and an ion. • define and write examples of cations, anions and polyatomic ions. • apply their knowledge of ions in writing chemical formulae. • calculate the molecular mass and molar mass. • analyse the role of unified mass and gram molecular/atomic mass. • define the term mole and explain it's significance in daily life situations.

Teaching Aids • Smart Class Modules Assessment • FA 3: Component – 2– Paper Presentation (Phy/Chem/Bio)

50

MONTH: DECEMBER Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week

Chapter 3: Atoms and Molecules Chapter 4: Structure of Atom

• Numericals on mole concept (relationship of mole and number of particles)

• Numericals on mole concept (relationship of mole, Avogadro number and mass)


Chapter - 4 • Charged particle

in matter. • Thomson's

model of atom.

• Rutherford's model of an atom.-(observations and conclusions)

• Nuclear model of an atom by Rutherford

• Limitations of Rutherford's model of an atom.

Practicals • Revision of ions and chemical formula. Learning Objective The students will be able to:-

• understand the significance of mole in terms of mass and number of particles. • comprehend the existence of various sub atomic particles. • explain Thomson's and Rutherford's model of an atom.

Expected Learning Outcome The students would be able to:- • apply the concept of mole in terms of mass and number of particles. • critically analyse alpha scattering experiment by comparing with the previous proposed model of atom. • compare the properties of the sub-atomic particles. • explain the observations of alpha scattering experiment in detail along with the supporting reasons. • write the electronic configurations of first twenty elements along with their valency with explanation.

Teaching Aids • Smart Class Modules Assessment • Numericals/ Diagrams/ Formula Assessment.

MONTH: JANUARY

Content/Topic 1st Week 2nd Week 3rd Week 4th Week Chapter 4: Structure of Atom Winter Break Winter Break

• Revision of Thomson's and Rutherford's model of atom.

• Bohr's model of atom. • How are electrons distributed in

different shells. • Valency

• Atomic number • Mass number • Isotopes , Isobars

Practicals • Revision of numericals on mole concept. Learning Objective The students will be able to:-

• understand the distribution of various electrons in shells • comprehend the concept of valency • explain atomic number and mass number

51

• differentiate between isotopes and isobars • discuss the applications of Isotopes.

Expected Learning Outcome The students would be able to:- • explain bohr's model of an atom and critically analyse by comparing with the previous proposed models of atom. • write the electronic configurations of first twenty elements along with their valency with explanation. • write electronic configuration of the ions formed by the first twenty elements excluding the noble gases. • comprehend the meanings of atomic number and mass number and try to represent the element with them.

Teaching Aids • Smart Class Modules Assessment • FA3:Component 3- Practicals Based Assessment (Pen and paper test) MONTH: FEBRUARY

Content/Topic 1st Week 2nd Week 3rd Week 4th Week Chapter 4: Structure of Atom • Revision of isotopes and isobars

• Average atomic masses • Discussion of NCERT back exercises. • Numericals on Average Atomic masses of

isotopes.

Revision Revision

Practicals • Revision of Numericals on Atomic numbers, Mass numbers, Electronic configuration of atoms and ions.. Learning Objective The students will be able to:-

• describe the concept of average atomic mass with examples through numericals. • differentiate between isotopes and isobars • discuss the applications of Isotopes.

Expected Learning Outcome The students would be able to:- • analyse the difference between isotopes and isobars with examples. • compare the number of sub atomic particles of various isotopes of the same element. • write the applications of isotopes in day today life. • calculate the average atomic mass of the isotopes and give explanation for fractional atomic masses. • write electronic configuration of the various isotopes of the same element.

Teaching Aids • Smart Class Modules • Sample Papers

Assessment • Practical skill based worksheets and revision assignments for SA – II Examination.

MONTH: MARCH


52

Biology MONTH-APRIL Content/Topic 1st week 2nd week 3rd week 4th week 5th week Chapter 15: Improvement in Food Resources


Chapter-15 • Green revolution • White revolution • Kharif and Rabi crops • Photoperiodism

• Hybridisation- all types

• Factors of crop variety improvement

• Manure and fertilizers

• Irrigation • Cropping patterns • Crop protection-

pests and weeds

• Storage of grains

• Animal husbandry

• Cattle farming Practicals • Starch Test, Dal Adulteration Test Learning Objectives Students will be able to :-

• understand the concept of photoperiodism • differentiate between manure and fertilizers • explain the cropping patterns • explain the concepts of storing grains • differentiate between indigenous and exotic variety of animals

Expected Learning Outcomes Students would be able to:- • apply the knowledge of manure and fertilizers in everyday life • differentiate between irrigation and watering • understand the importance of pesticides and fertilizers • explain the importance of animal farming.

Teaching aids • Smart Class Modules, Pictures Assessment/ Activity • FA-1: Component 1-Science Newsletter Group Activity (Phy/Chem./Bio)

• FA-1: Component 2- Diagram Based Assessment (Phy/Chem./Bio) MONTH: MAY Content/Topic 1st week 2nd week 3rd week 4th week Chapter 15: Improvement in Food Resources

• Cattle feed • Indigenous variety and exotic

variety • Poultry farming • Cross breeding

• Egg and broiler production • Poultry feed and management • Fish production

• Inland fisheries • Bee keeping

Summer Break

Practicals • Completion of Practicals Learning Objectives Students will be able to: -

53

• differentiate between roughage and concentrate • understand the concept of poultry farming • explain the food of poultry animals • understand the concept of composite fish culture and capture fishing • explain the types of bees • correlate pasturage and quality of honey

Expected Learning Outcomes Students would be able to :- • understand the importance of poultry • explain hybridization • differentiate between capture fishing and fish culturing

Teaching aids • Smart Class Modules ,Presentations, Pictures Assessment/ Activity • FA-1: Component 3- Assignment Worksheet (Phy/Chem./Bio) MONTH: JULY Content/Topic 1st week 2nd week 3rd week 4th week 5th week

Chapter 5: The Fundamental Unit of Life Chapter 6: Tissues

Chapter 5 The Fundamental Unit Of Life • Discovery of cell • Unicellular and

multicullulor and structures of organisms

• Discovery of cell microscope

• Division of labour Cell organelles

• Plasma membrane • Diffusion and

osmosis • Cell wall

• Nucleus • Cytoplasm • Endoplasmic

Reticulum

• Golgi bodies • Lysosome • Mitochondria

• Plastids • Vacuoles Chapter 6 Tissues • Types of Plant

tissues

Practicals • Onion Peel, Cheek Cell, Osmosis in Raisins Learning Objectives Students will be able to:-

• understand the concept of cell • classify unicellular and multicellular organisms • explain the functioning of cell organelles • draw various parts of a cell • differentiate between cells and tissue

Expected Learning Outcomes Students would be able to:- • differentiate between prokaryotic and eukaeyotic cell • explain the structure of plasma membrane • differentiate between diffusion and osmosis

54

• locate different tissues in the plant body Teaching aids • Pictures, Microscope, Slides, Smart Class Modules Assessment/ Activity • FA 2: Component 2- Holidays Home Work (Phy/Chem./Bio)

MONTH: AUGUST Content/Topic 1st week 2nd week 3rd week 4th week

Chapter 6: Tissues

• Meristematic tissues • Simple permanent

tissue

• Complex permanent tissue-Xylem, Phloem

• Animal tissues-Epithelial- simple and complex

• Connective tissue- bone, blood, cartilage, tendon ligament

• Muscular tissue • Nervous tissue

Practicals • Plant Tissues, Animal Tissues Learning Objectives Students will be able to:-

• classify tissues of plants • define permanent tissues • classify simple and complex tissues • classify the animal tissues • explain the functioning of various animal tissues • draw the shapes of various tissues • differentiate between various connective tissues

Expected Learning Outcomes Students would be able to: - • differentiate between meristematic and permanent tissues • locate various tissues of plant and animal in the living organisms • correlate various tissues and their functions

Teaching aids • Smart Class Modules , Pictures, Sample Papers Assessment/ Activity • FA 2: Component 3- Practical Skills Test (Chem./Bio)

55

MONTH: SEPTEMBER Content/Topic 1st week 2nd week 3rd week 4th week 5th week

Chapter 7: Diversity In Life Revision Revision SA- I SA -I Chapter 7 • Basic features of organisms

Learning Objectives Students will be able to:- • identify various organisms on the basis of features • understanding the need of classification

Expected Learning Outcome Students would be able to :- • correlate various organisms on the basis of their features • classify various organism

Teaching aids • Pictures, Specimens, Smart Class Module Assessment/ Activity • SA-I MONTH: OCTOBER Content/Topic 1st week 2nd week 3rd week 4th week

Chapter 7: Diversity In The Living World

Chapter-7 Diversity In The Living World • Importance of

diversity • Basis of classification

• Hierarchy of Classification • Five Kingdoms of

classification • Archae-bacteria and

Eubacteria

• Kingdom Monera-types and various features

• Kingdom Protista, • Kingdom Fungi-Various

features and types

• Division Thallophyta, Bryophyta,

• Pteridophyta, Gymnospermae, Angiospermae

Practical • Plant Specimens Learning objectives Students will be able to:-

• understand the concept of diversity • explain the method of classification • classify organisms into various groups on the baiss of five kingdom classification • correlate different plant groups

Expected Learning Outcomes Students would be able to:- • understand the importance of biodiversity • explain the classification of organisms • differentiate the organisms from each other • identify the organisms on the basis of characters • correlate various plants on the basis of features

Teaching aids • Specimens, Smart Class Modules Assessment/ Activity • Assignments and Worksheets 56

MONTH: NOVEMBER Content/Topic 1st week 2nd week 3rd week 4th week Chapter 7: Diversity in the Living World (Contd.) Chapter 13: Why Do We Fall Ill?

Chapter 7 • Animal Kingdom • Phyla-Porifera, Coelenterata,

Platyhelminthes • Nematoda, Annelida • Arthropoda, Mollusca

• Echinodermata • Phylum Vertebrata • Classes-Pisces,

Amphibia, Reptilia, Aves, Mammalia

• Binomial nomenclature

Chapter 13 • Difference between

healthy and diseased person

• Symptoms of a disease

Practical • Animal Specimens Learning Objectives Students will be able to :-

• place various animals in groups • understand the concept of binomial nomenclature • differentiate between healthy and disease free • correlate diseases and their symptoms • differentiate between acute and chronic disease

Expected Learning Outcomes Students would be able to:- • identify different types of animals on the basis of characters • differentiate chordates and non chordates • classify chordates on the basis of features • learn the method of nomenclature of organisms • identify various symptoms of a disease

Teaching aids • Smart Class Modules, Specimens Assessment/ Activity • FA 3: Component 2- Paper Presentation (Group Activity) (Phy/Chem./Bio) MONTH: DECEMBER Content/Topic 1st week 2nd week 3rd week 4th week 5th week

Chapter 13: Why Do We Fall Ill? Chapter 14: Natural Resources

Chapter 13: • Acute and chronic

disease • Symptoms of a

chronic disease • Causes of a disease

Chapter 13: • Infectious and non

infectious disease • infectious agents • Spreading of a

disease

Chapter 13: • Organ and tissue

specific manifestations

• Principle of treatment • Vaccination principle

Chapter 14 • Wind formation • Role of air in

temperature control

Chapter 14 • Air pollution • Acid rain • Smog

Practical • Life cycle of Mosquito

57

Learning Objectives Students will be able to:- • classify various diseases into infectious and non infectious diseases • correlate symptoms and organs • explain the principle of immunization • correlate vaccination and immunization • explain convection currents • understand the concept of air as blanket • explain the causes of air pollution • differentiate between smoke and smog

Expected Learning Outcomes Students would be able to:- • identify various chronic and infectious disease • classify infectious diseases and their agents from daily life • correlate immunization and vaccine for a disease • explain the basis of immunization • signify the importance of various natural resources • explain the various modes of polluting the resources • correlate disease and its duration

Teaching aids • Pictures, Videos, Smart Class Module Assessment/ Activity • Numerical /Diagrams/Equations/Formulae Test MONTH: JANUARY Content/Topic 1st week 2nd week 3rd week 4th week

Chapter 14: Natural Resources Winter Break

Winter Break • Water as a resource • Importance of water for

a living organism

• Water pollution Effects of water pollution

• Weathering of rocks • Agents of soil formation-wind,

water

• Agents of soil formation- sun, organisms

• Soil pollution

Practical • External features of monocot and dicot plants Learning Objectives Students will be able to: -

• understand the concept of water pollution • explain weathering of rocks • know various agents of weathering

Expected Learning Outcomes Students would be able to:- • classify the different pollutants of water and soil

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• explain the process of weathering • differentiate between various agents of weathering

Teaching aids • Smart Class Module, Pictures, Videos Assessment/ Activity • FA3:Component 3- Practicals Based Assessment (Pen and paper test) MONTH: FEBRUARY Content/Topic 1st week 2nd week 3rd week 4th week

Chapter 14: Natural Resources • Biogeochemical cycles-water, nitrogen • Biogeochemical cycles- carbon, oxygen

• Ozone layer depletion

Revision Revision

Practical • Revision of practicals Learning Objectives Students will be able to:-

• understand the concept of carbon and oxygen recycling • explain the role of various organisms in recycling • correlate pollution and ozone depletion • classify the causes of ozone depletion

Expected Learning Outcomes Students would be able to:- • explain the biogeochemical cycles • correlate oxygen and ozone, classify the factors of pollution • differentiate between ozone depletion and ozone formation

Teaching aids • Pictures, Videos, Smart Class Module Assessment/ Activity • Practical skill Based Worksheets, Revision Assignments, Sample papers MONTH: MARCH


59

Social Science MONTH: APRIL

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week History Ch-1The French Revolution Economics Ch-1The Story of Village Palampur Geography Ch-1India- Size and Location


History • Introduction • French society during

18th century. • Struggle to survive.

Economics • Introduction to the

concept of Farming using the story of Palampur-an imaginary village.

• Concept of factors of production.

Geography • Location and size with

reference to the concept of latitude and Longitude.

• Political division of India.

History • The Growing middle

class. • Outbreak of revolution. • French became a

constitutional monarchy. • French abolishes

monarchy and becomes republic.

Economics • Farming in Palampur. • Land is fixed. • Way to grow more from

the same land.

Geography • Location and size on the

basis of application of Latitude and Longitude.

History • The reign of terror. • Dictatorship rules

France. • Women’s role in

revolution. • Abolition of Slavery. • Revolution in

everyday life.

Economics • Traditional and new

methods of farming. • Concept of Green

Revolution.

Geography • Longitude and time.

History • Abolition of

Slavery. • Revolution in

everyday life.

Economics • Distribution of

land between the farmers of Palampur with the help of a case study.

Geography • Longitude and

time. (Contd.)

Learning Objectives

• Identify and appreciate the role of French Revolution in promotion of democracy and rights. • Develop an understanding of the causes of the French revolution. • Understand about rural development and major issues associated with it. • Analyse the importance of latitude and longitude in the location of India. • Understand the Local and Standard time.


• Understanding the long lasting impact of the French revolution. • Appreciate the importance of Green revolution in raising farm production. • Critically analyse Geographical, Social and Political issues. • Initiate the learners into a study of his/her own region, state and country in the global context. • Evaluate the role of longitude in determining the time lag from west to east.

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Assessment / Activity

• Formative Assessment Activities • Assignment. • Oral questions • Map skills. • Pictures and source based questions.

Teaching Aids

• Maps. • Textbooks case studies. • Articles from magazines and newspapers. • Flash cards. • Power Point Presentation. • E-modules.

MONTH:MAY

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Political Science Ch.-1.Democracy in the Contemporary world. Economics Ch.- 1.The Story Of Village Palampur Geography Ch-1 India- Size and Location Ch.-2. Physical Features of India.

Political Science • The tales of Democracy. • Restoration of Democracy. • Democracy in Poland. • The features of Democracy. • The changing map of

Democracy.

Geography • India and the world. • International Trade. • Map work and extra question

and answers. • India’s neighbours. • Economics • Capital needed in farming along

with case study of Savita and Tejpal Singh to support the above topic.

Political Science • The Democracy in the

Contemporary World • Phases in expansion of

democracy.

Geography • Earth processes folding,

faulting, volcanic activity. • Theory of plain tectonics. • Formation of Himalayas,

Northern Plains and formation of peninsular plateau.

Economics • Ways to increase non- farm

production activities.

Political Science • Democracy in the Contemporary

World. • End of colonialism. • Recent phase. • Democracy at global level. • Democracy promotion.

Economics • Concept of non-farming activities. • Non farming activities in

Palampur-dairy farming, small scale manufacturing, the shopkeepers of Palampur and transport.

Geography • Major physiographic division. • Himalayan mountain

Summer Break

61

Learning Objectives

• Learners will appreciate democracy as better form of government. • Acquaint with different phases of democracy. • Understanding the growth of democracy over time. • Understand democracy at the international level. • Examine the importance of diversification of productive activities to sustain livelihood. • Understand the formation of mountains,plains and plateaus along with their importance. • The students will learn about the activity in the Earth interior and exterior that result in the formation of land forms.

Expected Learning Outcomes

• Understanding the importance of democracy at the international level. • To differentiate between farming and non-farming activities. • To suggest ways to start more non-farm production activities in villages. • Promoting the understanding of inter-dependence of various physiographic divisions and its influence on the lifestyle of

the people. Assessment /Activity

• Formative Assessment Activities • Assignment. • Cycle Test

Teaching Aids • Maps. • Textbooks case studies. • Articles from newspapers and magazine. • E-modules.

MONTH: JULY

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week History Ch.-3.Nazism And The Rise of Hitler. Political Science Ch-2 What is Democracy? Why Democracy?

Economics

History • Introduction. • Birth of Weimar

republic. • The effects of war.

Economics • Introduction to the

following concepts. • Human capital.

History • Political radicalism

and economic crisis. • The year of

depression. • Rise of Hitler to

power. • Destruction of

democracy.

History • The Nazi world

view. • Racial state. • Racial utopia. • Youth in Nazi

Germany.

History • The Nazi cult of

motherhood. • Art of propaganda. • Ordinary people

and crime against humanity.

Political Science • What is

Democracy? • Features of

Democracy. • Arguments against

Democracy.

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Ch. - 2.People as resource.

Geography Ch. - 2. Physical features of India (cont.)

• Human resource. • Positive side of large

population.

• Geography • The Himalayan

Mountain.

Economics • Difference between

physical capital and human capital with respect to the superior nature of human capital.

• Case study highlighting the role of education in improving the quality of labour.

Geography • The Northern Plains.

Economics • Classification of

economic activities as primary, secondary and tertiary.

• Difference

between the activities of men and women.

Geography • The Peninsular

Plateau.

Economics

• Factors of determining the quality of population.

• Role of education in human capital formation.

Geography • The Indian desert. • The Coastal Plains.

Economics • Educational set up

in India.

Geography • The complementary

nature of physiographic division of India.

Learning Objectives

• Enable the learners to have a comprehensive understanding of atrocities committed during Nazi regime. • Understand the key features of Democracy. • Learners will understand the sources of human capital and its relationship with the growth of the country. • Understand the major land forms, features their association with various rocks and minerals as well as different soil types.


• Students will be able to understand the Nazi association worldview and atrocities committed by them. • Appreciate the need and importance of Democracy. • Understand the concepts of human resource, human capital formation and human development. • Promoting the understanding of various physiographic divisions and its influence on the lifestyle of the people.


• Formative Assessment Activities • Assignment. • Work sheets. • Cycle Test

Teaching Aids

• Maps. • Textbooks case studies. • Articles from magazines and newspaper. • E-module.

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MONTH: AUGUST Content/ Topic 1st Week 2nd Week 3rd Week 4th Week

Political Science CH -2. What is Democracy? Why Democracy? Ch-3. Constitutional Designs. Economics Ch-2 .People as resource. Geography Ch-3. Drainage

Political Science • What is Democracy? Why

Democracy? • Arguments for democracy. • Broader meaning of

democracy.

Economics • Role of health in human

capital formation.

Geography • River system. • Water divide. • Drainage Basin. • Drainage pattern. • Himalayan and Peninsular

rivers.

Political Science • Constitutional Designs. • Democratic constitution

in South Africa. • Struggle against

apartheid. • Towards a new

constitution.

Economics • Role of health in human

capital formation. • Health situation of India.

Geography • The Indus river system. • The Ganga river system.

Political Science • Why do we need a

constitution? • Making of Indian

constitution. • The constituent assembly.

Economics • Meaning and types of

unemployment.

Geography • Brahmaputra river

system. • Peninsular rivers. • Lakes. • Role of river in the

economy.

Political Science • Guiding values of the

constitution. • Philosophy of the

constitution. • Preamble of the constitution. • Institutional design.

Economics • Adverse effects of

unemployment. • Nature of self-employment

in primary sector of India. • Case study of a village.

Geography • River pollution. • Map work.

Learning Objectives

• Students will be able to understand the making of the constitution of India. • Understand the need for a constitution. • Identify the need for the government role in human capital formation in India. • Understand major river system of India and their drainage patterns.


• Understanding the importance of a constitution. • Appreciate the need for government spending on education and health. • Analyse the state of India’s educational attainment. • Awareness regarding water pollution will be created. • Need for good quality of water and schemes like Ganga Action Plan.


• Formative Assessment Activities • Worksheets, Assignments. • Presentation by the students on the status of health and education in India.

Teaching Aids

• Articles from magazines and newspaper. • Textbook. • Smart class module. • Power point presentation.

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MONTH: SEPTEMBER

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Revision Revision SA 1 SA 1 Distribution of answer sheets and solving the learners doubt. Learning Objectives • Knowledge and understanding ASSESMENT/ACTIVITY of concepts through examinations. Expected Learning Outcomes

• Understanding the scope of improvement. • The students have to go through the examination paper and will further work out in weak areas.

Assessment / Activity • Assignments. Teaching Aids

• Smart class module. • Revision work sheets.

MONTH: OCTOBER

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week History Ch-4 Forest Societies and Colonialism Economics Ch.-3.Poverty as a Challenge Geography Ch.-4.Climate Political Science Ch -4. Electoral politics.

History • Introduction. • Why deforestation. • Land to be improved. • Plantations. • The rise of commercial forestry. • How are the lives of the people

affected? • How did forest rules affect

cultivation? Economics • Introduction to the concept of

poverty. • Case study of urban and rural

poverty and then comparing the two.

• Poverty as seen by social scientist. • Concept of social exclusion and

vulnerability. Geography • Climate–Introduction

History • New trades

employment and services.

• Rebellion in the forest.

• People in Bastar. • The fear of people. • Forest

transformation in java.

Economics • Concept of poverty

line and its measurement.

Geography • Factors affecting

climate of a place.

History • Samin’s challenge. • War and destruction. • New developments in

forestry. Political Science • Why elections? • Case study of Haryana. Economics • Trends of poverty estimates

of India. • Vulnerable groups. • Case study of poor people

and their source of income. • Account of inter-state

disparities of poverty in India. Geography • Pressure and wind belts • Seasonal and regional

distribution of temperature.

Political Science • What makes an

election democratic? • Is it good to have

political competition?

• What is our system of elections?

Economics • Global poverty

scenario. (metrological station and rainfall distribution).

Geography • The Indian monsoon. • The seasons

advancing monsoon and retreating monsoon.

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Learning Objectives • Analyse the impact of colonial rule on forest and tribal people. • Understand the relationship between environment and human settlement. • The key features of the poor household. • Examine climate and different seasons experienced in India. • Detail about the monsoon and its variation in India.


• Understand the changes in the life of forest people due to colonial rule. • Analyse the cause behind forest rebellion. • Understand the various attributes of poverty. • Comprehend the diverse dimensions relating to the concept of poverty. • Understand the influence of the climate of India and understand the regional variation of temperature and precipitation.


• Assignment. • Map skills.

Teaching Aids

• E –module. • Class room discussion. • Worksheets.

MONTH: NOVEMBER

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Political Science Ch -4. Electoral politics. Ch -5. Working of institutions. Economics Ch-3. Poverty as a challenge Geography Ch- 4. Climate Ch-5. Natural Vegetation & Wildlife

Political Science • Electoral politics. • Electoral

constituencies. • Reserved

constituencies.

Economics • Causes of poverty.

Geography • Hot Weather

Season. • Cold Weather

Season. • Climate Map

Work.

Political Science • Electoral politics. • Voters

list/nomination of candidates/polling and counting of votes.

Economics • Anti –poverty

programs • The challenges

ahead.

Geography • Monsoon as a

unifying bond.

Political Science • Electoral politics. • What makes polling in India

democratic? • Independent Election

Commission. • Acceptance of elections. • Challenges to free and fair

elections. Economics • The challenges ahead. Geography • Natural Vegetation & Wildlife • Factors affecting distribution of

natural vegetation. • Ecosystem and Biome.

Political Science • Working of institutions. • How are major policy

decisions taken? • Need for political institution. • Parliament • Two houses of parliament.

Economics • Measures to reduce poverty.

Geography • Tropical rainforest. • Tropical deciduous forest.

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Learning Objectives

• Critically analyse the election procedure in India. • Understand the need for election in a democracy. • Understand the working and need of political institutions. • Explain general and specific economic problems leading to poverty. • Detail study of monsoon and its duration, difference in rainfall experienced in different parts of India. • Examine different types of vegetation and reasons for the variation in its distribution.


• Understand the electoral procedure of India. • Understand the need for Political Institutions. • Critically appreciate the way poverty is estimated. • Appreciate and assess existing poverty alleviation program. • Comprehend the influence of natural vegetation and wildlife on human life. • Identify the cause of difference in rainfall experienced in different parts of India.


• Cycle Test. • Group discussions. • Assignments.

Teaching Aids

• Smart class module. • Articles from newspaper and magazines. • Textual illustrations.

MONTH: DECEMBER

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Political Science Ch- 5. Working of Institutions

Economics Ch-4. Food security in India.

History Ch.-7. The story of Cricket.

Geography Ch -5. Natural vegetation and Wildlife.

Political Science • Political executive. • Political and

permanent executive. • PM and council of

ministers.

Economics • Meaning and

dimensions of food security.

Geography • Thorn forest and

Scrubs.

Political Science • Powers of PM. • The President • The Judiciary. Economics • Effect of calamity

on food security. • Great Bengal

famine 1943. Geography • Wildlife of India. • Efforts by the

Government to

History • The historical

development of cricket.

Economics • People more prone

to food insecurity. • Food insecure states

of India.

Geography • Map work on

Wildlife Sanctuaries & National Parks.

History • The spread of

cricket. • Cricket in

Caribbean’s, cricket in colonial India.

Economics • Concept of hunger

and its types. • Role of green

revolution in making India self-sufficient.

History • The modern

transformation of the game.

• Commerce media and cricket today.

Economics • Concept of Buffer

stock, role of FCI. • Difference

between issue price and market price.

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Ch- 6.Population

• Mountain forest. • Mangrove forest. • Map Work.

protect the flora & fauna.

Geography • Population • Introduction to

Population. • General discussion

on census data.

Geography • Factors affecting

Population size and distribution in India.

Learning Objectives

• Discuss the working of 3 organs of the government. • Study the development and spread of Cricket in the world. • Learn to assess the merits of food security policy in India. • Analyse the importance of Green Revolution in Indian economy. • Appreciate the need for natural vegetation and conserving natural vegetation and Wildlife. • Preserve and display specimen (census data) and exhibit of geographical significance. • Explain the factors affecting distribution and size of population.


• Understand the various powers and functions of various organs of the government. • Understand the development of Cricket as an international game. • Describe the dimensions of food security. • Evaluate the role of Green revolution in making India self-sufficient. • Appreciate the importance of forest cover and will be aware of the movements, schemes and projects to conserve the

Wildlife. • Critically analyse the distribution of population in India.


• Assignments. • Map skills. • Source Box. • Cycle Test

Teaching Aids

• Maps of India. • Newspaper and magazine articles. • Textbook source.

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MONTH: JANUARY

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Political Science Ch-6 Democratic Rights Economics Ch-4 Food Security in India Geography Ch- 6.Population

Winter Break

Winter Break Political Science • Democratic Rights • Introduction. • Life without rights.

• Economics • Concept of Public

distribution system.

• Geography • Population growth. • Process of population.

• Political Science • Democratic Right • Prison in Guantanamo. • Citizen’s rights in Saudi Arabia. • Ethnic massacre in Kosovo. • What are rights? • Why do we need rights in a

Democracy?

• Geography • Change and growth of population.

• Economics • Current status of Public

distribution system.

• Political Science • Democratic Rights • Rights in Democracy. • Rights in Indian Constitution. • Right to equality.

• Geography • Sex ratio , literacy rate.

Learning Objectives

• Examine the need of Rights. • Understand the importance of Fundamental Rights provided by Indian constitution. • To highlight the importance of role of PDS and Cooperatives in improving the conditions of Nation. • To analyse the uneven nature of population distribution and show concern about the large size of our population. • Understand sex ratio and literacy rates and its impact on society.


• Evaluating the importance of Fundamental Rights in all round development of the citizens. • Understand the life of people who do not enjoy Fundamental Rights. • Analyse how social inability to buy food also play a role in food security. • Explain the stages of population growth and change. • Critically analyse the impact of low sex ratio in India.


• Assignments. • Map skills. • Cycle Test

Teaching Aids

• E-module. • Worksheets. • Textual source, illustrations. • Case Studies.

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MONTH: FEBRUARY

Content/ Topic 1st Week 2nd Week 3rd Week 4th Week Political Science Ch-6 Democratic Rights Geography Ch- 6. Population Economics Ch-4.Food Security in India

Political Science • Democratic Rights • Right to Freedom. • Right against exploitation. • Right to Freedom of Religion. • Cultural and Educational Rights.

Economics • Role of Cooperatives in Food Security.

Geography • Occupational structure. • National population policy.

Geography • Population • NPP 2000 and adolescent

population. • Population. • Health and adolescent population.

Political Science • Democratic Rights • How can we secure these Rights? • Expanding scope of Rights.

Revision

Revision

Learning Objectives

• Incorporate the knowledge about various fundamental rights. • Appreciate the positive impact of Fundamental Rights. • Appreciate the role of government in ensuring food supply. • Create awareness about the problems associated with adolescent population. • To explain various dimensions of NPP 2000.


• Appreciating the importance of Fundamental Rights in our life. • Inculcate values for sanitation and good health to lead a healthy life. • Critically evaluate the role of cooperatives. • Explain the significant features of NPP.


• Assignments. • Worksheets. • Map Skills.

Teaching Aids

• E-module. • Text book illustrations

MONTH: MARCH


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Computer Science

MONTH : APRIL

Topic Content Chapter 1: Flash and its Elements

• Introduction to Flash • Plug-in • Understanding Flash File Types

Learning Objective To enable students to know basic concept of Flash Software.

Expected Learning Outcome Students will learn the basic concept of Flash.

Assessment/ Activity • Worksheets

Teaching Aids /Resources • Demonstration of the topic through Software in Lab . MONTH:MAY


• Flash Components: Timeline, Frame, Keyframe, Panel, Library,Stage, Playhead, Toolbar, Stroke Colour and Fill Colour, Property Inspector

• Flash Movie • Tools: Line Tool,PenTool,Oval Tool, Rectangle Tool, Brush Tool, Eraser Tool, Ink Bottle Tool, Paint

Bucket Tool Learning Objective Familiarizing students with the different components and tools of Flash and their use respectively.

Expected Learning Outcome Students will learn about Flash components and tools.

Assessment/ Activity • Worksheets. • Activity based on usage of different tools.

Teaching Aids /Resources • Demonstration of the topic through Software in Lab.

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MONTH: JULY


• Tools: Eye Dropper Tool, Arrow Tool, Lasso Tool, Text Tool, • Some Common Object Operations Moving Objects Copying Objects Deleting Objects Reshaping Objects

• Grouping Objects • Ungrouping Objects • Ordering of Objects • Scaling Objects

Learning Objective To enable students to know more about Flash tools and operation that can be performed on Objects in Flash

Expected Learning Outcome Students will able to work on Flash more efficiently and conveniently. Assessment/ Activity • Worksheets

• Activity based on Operations performed on Objects Teaching Aids /Resources • Demonstration of the topic through Software in Lab.

MONTH:AUGUST

Topic Content Chapter 2 : Symbols and Instances

• Symbols: • Types of Symbol: Graphic Symbol

Button Symbol Movie Clip Symbol

• Creating Symbol Creating New Symbol Converting an Object to Symbol Opening the Library Changing to Wide Mode

• Instances Modifying Instance Properties Creating Button

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Learning Objective To enable students to know about different types of symbols and their use in Flash. Expected Learning Outcome Develop skills to create symbols in Flash Assessment/ Activity • Worksheets

• Activity based on Symbols and their use. Teaching Aids /Resources • Demonstration of the topic through Software in Lab. MONTH: SEPTEMBER

Topic Content Revision for SA-1 Examination Assessment/ Activity • SA-1 Exam

• Viva-Voice Teaching Aids /Resources Revision of all the topics covered till now through Presentation and Practical demonstration in lab. MONTH:OCTOBER

Topic Content Chapter 3:Creating Animation, Masks and Adding Sound

• About Timeline • About Layers Renaming a Layer Deleting a Layer Hiding a Layer Locking a Layer

Learning Objective • To enable students to know more about Instances and their use in Flash. • Students will be made familiar with the working on layers.

Expected Learning Outcome • Develop skills to create instances in Flash. • Students will be able to work on layers more easily and effectively.

Assessment/ Activity • Worksheets Teaching Aids /Resources • Demonstration of the topic through Software in Lab.

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MONTH:NOVEMBER

Topic Content Chapter 3: Creating Animation, Masks and Adding Sound

• About Frames Inserting a New Frame Creating a New KeyFrame Creating a New Blank Keyframe Converting a Keyframe to a Frame Deleting a Frame Moving a Frame/ Keyframe or Sequence

• Types of Animation Frame by Frame Animation

Learning Objective To enable students toknow more about the concept Frames and their use in making Flash movie and different types of Animation in Flash.

Expected Learning Outcome Students will develop skills to create frame by frame animation more effectively and efficiently. Assessment/ Activity • Worksheets

• Activity based on Frame by Frame Animation Teaching Aids /Resources • Demonstration of the topic through Software in Lab. MONTH:DECEMBER

Topic Content Chapter 3:Creating Animation, Masks and Adding Sound

• Tween Animation Motion Tween

Shortcut for Motion Tween Using Motion Guide

Shape Tweening • Creating a Mask • Adding Sound Import a Sound Include sound in a Movie

Learning Objective • To familiarize students about the other types of Animation, how to create mask and add sound in Flash.

Expected Learning Outcome Students will now able to do different types of tweening, create mask and add sound in Flash .

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Assessment/ Activity • Worksheets • Activity based on Motion and Shape Tweening.

Teaching Aids /Resources • Demonstration of the topic through Software in Lab. MONTH: JANUARY

Topic Content Chapter 4: Scene and Control

• Basic of Scene Creating a Scene Duplicating a Scene Deleting a Scene

• Controlling the Flow Adding Actions Use of Parameter Pane

• Common Actions GoTo GoTo And Play GoTo And Stop Stop

Stop All sounds • Publishing a Movie

Learning Objective • To make students understand the basic concept of Scene and Control in Flash.

• To enable students to know how to publish a flash movie once it has been created. Expected Learning Outcome Learn about the basic concept of Scene and Control, GoTo command. Assessment/ Activity Worksheets

Activity based on creating Scene with different types of Animation Teaching Aids /Resources • Demonstration of the topic through Software in Lab.

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MONTH: FEBURARY

Topic Content

• Project • Revision for SA-2 Examination • SA-2 Computer Exam

Learning Objective • To make students understand the Project management tasks and responsibilities. Expected Learning Outcome • Students will able to create and publish a small flash movie more effectively and efficiently. Assessment/ Activity • Student will be accessed on :

Project Viva Voice SA-2 Examination

Teaching Aids /Resources Revision of all the topics through Project.

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Life Skills

MONTH: APRIL Content/Topic 1st Week 2nd Week 3rd Week 4th Week UNIT-1 Life Skills Self Awareness

• Components of life skills • Detailing of ten core life

skills (Page 11-15),Teacher’s Manual on Life Skills, Class IX-X)

Activty When are life skills required? (Page 33-34), Teacher’s Manual on Life Skills, Class IX-X)

Activty Story Time (Page 39-47),Teacher’s Manual on Life Skills, Class IX-X)

Activity Discover Yourself (Page54) Teacher’s Manual on Life Skills Class IX-X)

Learning Objectives • To explore the concepts of Life Skills • To acquaint student with the Life Skills they can use in their day to day life • To understand story narratives in terms of Life Skills • To enhance understanding of self in a creative manner • To inculcate the ability of Critical and Creative Thinking • To gain Self Awareness


Students will be able to – • get insight about the 10 core life skills • apply life skills in day to day life • to learn about the core life skills use in different stories • think critically and gain better understanding of oneself • understand oneself in a creative way • use problem Solving, Decision Making and Critical thinking Skills

Assessment • Worksheets and Activities MONTH: MAY Content/Topic 1st Week 2nd Week 3rd Week 4th Week

Self Awareness Critical Thinking

Activity • Discover Yourself (contd.) (Page 54-56),Teacher’s Manual on Life Skills, Class IX-X)

Activity • My Name is Me ( Page 76-77), Teacher’s Manual on Life Skills, Class IX-X)

Activity • Case Study on “I Care for senior

citizens”) (Page 86-88) Teacher’s Manual on Life Skills Class IX-X)

Summer Break

Learning Objectives • To enhance understanding of self in a critical manner 77

• To inculcate the ability of Critical and Creative Thinking • To promote awareness and appreciation about oneself • To reflect on one’s own self worth • To enhance self esteem • To help the students to think critically and get an insight about the situations • To understand and empathize with elderly people


Students will be able to – • think critically and gain better understanding of oneself • explore themselves in a creative manner • use their knowledge and meta cognitive skills • think critically • understand need to respect to elder people

Assessment • Worksheets and Activities MONTH: JULY Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Creative Thinking Decision Making

Activity • Squiggly Squiggles (Page 124-126), Teacher’s Manual on Life Skills, Class IX-X)

Activity • Metaphorically

Speaking ( Page 134-137), Teacher’s Manual on Life Skills, Class IX-X)

Activity • Decision Making (Page 317-318) Teacher’s Manual on Life Skills Class IX-X)

Activity • My D3(Dear

Decision Diary) (Page 328-330), Teacher’s Manual on Life Skills Class IX-X) Followed by discussion

Activity • Group

Discussion on Responsibility-

Activity-1,Value Card, Responsibility –Value Kit)

Learning Objectives • To improve the Creative Thinking Skills • To apply thought and creativity to an abstract idea • To enhance Comprehension and Artistic Skills • To think out of the Box by encouraging them to create metaphors • To analyze the Decision Making Steps to make efficient Decision • Developing Self Control and forgoing Impulsive Behavior • To be accountable for one’s own decisions and actions

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Students will be able to –

• think creatively • get insight that there is always new approache to handle a problem • know how to think out of box • to keep a diary for a week noting all the decisions taken during that time • to enhance the decision making skills • gain awareness about how to control oneself • to develop a positive approach towards life • be responsible for their own decisions

Assessment • Worksheets and Activities MONTH-AUGUST Content/Topic 1st Week 2nd Week 3rd Week 4th Week Problem Solving

Activity Problem Solving Approach (Page 349-350),Teacher’s Manual on Life Skills, Class IX-X)

Activity Time for Resolution Activity-5, Value Card, Conflict Resolution–Value Kit (Class IX-XII)

Activity Puzzle Game (Page 351) Teacher’s Manual on Life Skills Class IX-X)

Activity Dr Me (Page 353) Teacher’s Manual on Life Skills Class IX-X)

Learning Objectives • To develop problem solving approach • To use problem solving techniques • To experience Conflicts and find ways to solve it • To talk about different types of Conflicts • To inculcate curiosity • To help explore the ways conflicts can be resolved peacefully



• learn the importance of managing conflicts • think rationally • use step by step approach to solve the problem • get an insight about different types of conflicts • enhance their problem solving skills • learn that Problem Ability Skills lead us in an optimistic way

Assessment • Worksheets and Activities • Role Play

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MONTH: SEPTEMBER Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week

Assessment and Grading the Students on Different Descriptors

Assessment and Grading the Students on Different Descriptors

SA-I SA-I Paper Discussion

Assessment • Classwork • Homework • Worksheets • Activities • Role plays

MONTH: OCTOBER

Content/Topic 1st Week 2nd Week 3rd Week 4th Week Effective Communication

Activty I understand what you Say (Page 159-160), Teacher’s Manual on Life Skills, Class IX-X)

Activty Fire ,Aim ,Ready (Page 164-167), Teacher’s Manual on Life Skills, Class IX-X)

Activity Hearing and Listening (Page 175-176) Teacher’s Manual on Life Skills Class IX-X)

Activity Hearing and Listening (Page 177-178) (Contd..) , Teacher’s Manual on Life Skills Class IX-X)

Learning Objectives • To help students understand the importance of Verbal and Nonverbal Communication • Respond promptly or express feelings to the parents in a positive and assertive way • To understand the importance of following the instructions/directions given to them • To know the difference between Hearing and Listening • To become more aware of oneself, while listening to others



• learn that communication is possible without words • understand that how misunderstanding develops if the communication is not proper • express their emotions in a positive way to their parents • learn that ‘through successful communication, one can understand or explain situations in a better way’ • get insight about the importance of effective communication • differentiate between hearing and listening • to learn from their own experiences

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Assessment • Worksheets and Activities MONTH: NOVEMBER

Content/Topic 1st Week 2nd Week 3rd Week 4th Week Interpersonal Relationships Empathy

Activity Appreciating Family and Friends (Page 194-195) Teacher’s Manual on Life Skills, Class IX-X)

Activity Healthy Relationships (198-199) Teacher’s Manual on Life Skills, Class IX-X)

Activity I’LL Manage (Page 284-286), Teacher’s Manual on Life Skills Class IX-X)\ / Fostering Respect for Differences Activity-1Value Card, Value Kit (Class IX-XII)

Activity If the shoe fits (Page 291-292) Teacher’s Manual on Life Skills Class IX-X)

Learning Objectives • To develop a deeper understanding of relationship • To analyze the different types of relationships • To understand the importance of relationships • To develop ability for successful interpersonal relationship with friends, family, relatives and neighbours • To develop a positive attitude to build healthy relationships • To help students understand the importance and need for Empathy • To appreciate and respect others point of view • To talk about how it feels to be in someone else shoe’s


Students will be able to – • empathize with each other • to understand the importance of interpersonal relationships • improve their social interactions • increase their confidence level while interacting with others • develop social skills • get insight about how to develop a healthy relationship with others • develop the ability to imagine what life is like for another person • see things from other’s point of view

Assessment • Worksheets and Activities

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MONTH: DECEMBER

Content/Topic 1st Week 2nd Week 3rd Week 4th Week 5th Week Managing Emotions Coping with Stress

Activity Dealing with Emotions (Page 221-222), Teacher’s Manual on Life Skills, Class IX-X)

Activity My Emotional Worksheet ( Page 237-238), Teacher’s Manual on Life Skills, Class IX-X)

Activity Just Chill out (Page 263-264 Teacher’s Manual on Life Skills Class IX-X)

Activity Coping with Emotions (Page 261-262), Teacher’s Manual on Life Skills Class IX-X)

Activity Respect for law and order - Activity-1, Value Card,–Value Kit (Class IX-XII)

Learning Objectives • To recognize the different emotions and the appropriate ways to identify with them • To explore the skills for dealing with the given emotions for a balanced life • To reflect on the emotions that one feels in a particular situation • To identify and learn skills to deal with their personal emotional style • To enhance knowledge and understand about causes of stress • To learn how Stress affect our body and mind • To enhance the skill in coping with stress • To develop right attitudes towards authority and law


Students will be able to – • get awareness about the different ways to identify the emotions • explore ways of dealing with different emotions • understand the need to find outlets for expressing emotions constructively • learn that ‘stress is a common phenomenon in every one’s life • focus on strengths-the positive side of self and life • know how to focus on problem and reduce anxiety • analyze how stress affects our life • understand the different ways to cope up with stress • get insight about how to develop positive attitude towards Law and Authority

Assessment • Worksheets and Activities

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MONTH: JANUARY

Content/Topic 1st Week 2nd Week 3rd Week 4th Week • Personal Environmental

Hygiene and Sanitation • Social Behaviour

Winter Break Winter Break Activity Newspaper in Environmental Education, Pg No. 27,Revised Health Manual (IX-XII)

Activity Violence is not my Cup of Tea , Pg No. 48-49, Revised Health Manual (IX-XII)

Learning Objectives • To familiarize students with current Environmental problems • To motivate students to think critically • To develop an attitude to look for solutions for Environmental Problems • To understand Violence and the impact of it on individual and Society • To understand the different ways to prevent Violence


Students will be able to – • get insight regarding the different environmental problems • enhance the vocabulary pertaining to environmental education • understanding regarding the ways and means to prevent violence • differentiate between Control and Un control Behavior

Assessment • Worksheets and Activities MONTH: FEBRUARY

Content/Topic 1st Week 2nd Week 3rd Week 4th Week • Being Responsible and

Safe

Activity School Safety , Pg No. 59-60, Revised Health Manual (IX-XII)

Assessment and grading the students on different descriptors



Learning Objectives • To develop strategies to improve School safety • To understand the importance of School Safety • Learn to solve problems and being responsible Decision Makers


Students will be able to – • get insight regarding the consequences of unsafe school • critically analyse the importance of school safety • become efficient and responsible Decision Maker

Assessment • Classwork, Homework • Worksheets • Activities • Role plays

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Sports Objective: To acquire the knowledge & advance skills to play specific game & sports. Child to choose one games & sports from given categories in a session as per the facilities available in the school. The selection of sports for any class will be done by sports faculty of respective school. Suggestive Sports and Games are as follows:

• Athletics • Volleyball • Soccer • Basketball • Cricket • Yoga

As per the availability of the staff schools can go for Club periods during the games period.

ATHLETICS • Various commands/drill • Rules & regulations • Safety rules • Warm up/Conditioning exercises • Plyometric exercises

1. Sprints/races − Types of start − Sprinting technique − Finish the race, Relay

technique 2. Jumps (Long jump/Triple jump)

− Approach run − Take off, Flight, Landing

3. Throws (Shot put/Discus) − Position, Technique − Throwing/putting

• Major meet • Brief history • Lead up games/Recreational game

VOLLEYBALL • Various commands/drill • Rules & regulations • Safety rules • Warm up/Conditioning exercises • Basic positions • Movement on court • Types of passes • Types of service • Spiking • Blocking • Set up • Dive • Game tactics • Major tournaments • Brief history • Regular game • Lead up games/recreational games

BASKETBALL • Various commands/drill • Rules & regulations • Safety rules • Warm up/Conditioning exercises • Dribbling • Passing • Receiving • Lay up shot • Shooting • Rebound • Screening • Game tactics • Major tournaments • Brief history • Regular game • Lead up games/recreational games

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FOOTBALL • Various commands/drill • Rules & regulations • Safety rules • Warm up/Conditioning exercises • Kicking • Dribbling • Passing • Trapping • Shooting • Tackling • Heading • Formations • Game tactics • Major tournaments • Brief history • Regular game • Lead up games/recreational games

CRICKET • Various commands/drill • Rules & regulations • Safety rules • Warm up/Conditioning exercises • Batting technique • Bowling technique • Fielding technique • Wicket keeping • Game tactics • Major tournaments • Brief history • Regular game • Lead up games/recreational games

YOGA • Various commands/drill • Rules & regulations • Safety rules • Warm up/Conditioning exercises • Diet • Asanas

− Sitting posture (any 5 asanas) − Standing posture (any 5 asanas)

• Advance asanas • Pranayam (any 3) • Meditation • Lead up games/recreational games

ASSESSMENT CRITERIA

1. Skills (of any opted sports) [Any Two Test Item In Each Test Battery] {Max Marks =15} − Athletics (Performance of event). − Volleyball (AAPHER). − Basketball (AAPHER). − Football (McDonald Soccer Skill Test). − Cricket :

(1) Bowling (2) Batting (3) Fielding

− Yoga:- (1) Way of performing the Asanas (2) Perfection of posture (3) Retention of posture.

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2. Physical Fitness {Max Marks =10 for each paramiter} [ Twice in a session – Term I & II ]

− Speed (60Mt) ( Term –I) − Flexibility (Sit & Reach) (Term I) − Standing Broad Jump (Explosive Strength) (Term-I) − Strength (Basket Ball Throw) (Term-II) − Agility (4X10Mt.) (Term –II) − Endurance (600 Mt.) (Term –II)

3. Discipline {Max Marks 5}. [ Twice in a session – Term I & II ]

Note: Physical Fitness norms will be framed by each school after conducting the test for the first time for every class.

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Art & Craft

TERM -I

Topic Learning Objective Expected Learning Outcome Teaching Aids /Resources Assessment/ Rubrics

Nature Study To enable the students to relate vividness of nature and its elements through their creativity

The students will be able to relate themselves with nature and its elements and to express their creativity

• Portfolio, black ball pen, water colour, pencil (2B, 4B & 6B) & brushes.

• Visuals Foliage or outdoor study monuments shown on smart board.

Book ref. (Art Aesthetic)

Colour scheme Perspective view Creativity Neatness

Still Life To enable the students to analyse the objects forms, shapes, colour, texture, material and its behaviors with light and to arrange the elements in a composition..

The students will be able to arrange the elements within a composition.

• Water & poster colour, portfolio, charcoal & Pencil (2B 4B & 6B)

• Visual still life by prominent artist shown on smart board.

Book ref. (Art Aesthetic)

Perspective view Distance

Human Study Human Study / Sketching

To enable the students to study the anatomy of human body.

The students will be able to include the contemporary skill of art with human anatomy with sketches.

• Portfolio, pencil (2B 4B & 6B), markers pen.

• Visual human anatomy or sketches shown on smart board.

Book reference (Art Aesthetic)

Proportion Size Shading

Folk Art To enable the students to draw & colour, design, textiles, utensils, pottery and various other items of daily use.

The students will be able to decorate and textiles, utensils and various other items of daily use.

• Visuals, folk art, miniature painting shown on smart board.

• Portfolio, handmade sheet, poster colour, brushes, marker pen.

Book reference (Art aesthetic)

Cleanliness Colour scheme Proportion

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Portrait To enable the students to capture the features and, emotions of the person.

The students will be able to make the posters using medium & different techniques. They will be able to create self portrait according to their creativity.

• Pencil 2B, 4B & 6B, portfolio & Eraser.

• Visual portrait shown on smart board.


Proportion Size Shade Expression

TERM -II

Topic Learning Objective Expected Learning Outcome Teaching Aids /Resources Assessment/ Rubrics

Poster Design To enable the students to visualize and to communicate a message in a creative manner

The students will be able to make postures using different mediums of colour and technique

• Poster colour, oil pastel, markers, portfolio & brushes etc.

• Visual posters shown on smart board


Colour scheme Creativity Neatness Innovative idea

Compositions To enable the students to recollect earlier topics like elements of Art, Still life etc and illustrate them.

The students will be able to draw and paint the topic related to real life according to their creativity.

• Water colour, poster colour, portfolio, brushes and drawing board.

• Visual compositions shown on smart board.


Colour scheme Perspective view Creativity Neatness

Design Development

To enable the students to study and understand space, division and colours combination with repetition of geometrical forms and floral.

The students will be able to balance and analyze the design with various geometrical forms and floral.

• Permanent marker, hand-made sheet

Visual Creative design shown on smart board

Colour scheme Creativity Neatness Innovative idea

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Music and Dance

DANCE General objectives The general objectives of the course are grouped in four dimensions, i.e. the salient properties or characteristics of distinctive learning. The dimensions for a course in this subject are:

• Choreography • Performance • Appreciation • Attitudes and values.

These are underpinned by knowledge, understanding and physical exploration of dance components and skills in a differing contexts, genres and styles. Students work individually and with others to achieve the general objectives Performance In Performance, students develop and demonstrate dance components and skills to interpret and communicate a choreographic intent in dance from different contexts. Choreography In Choreography, students use dance components and skills to explore and create dance works in differing contexts to convey their intent. Appreciation In Appreciation, students develop their knowledge and understanding of dance components and skills to respond to dance texts from differing contexts. Attitudes and Values In Attitudes and values students are encouraged to explore the life-enhancing possibilities that engaging with, responding to and creating dance works can offer. Note: The Dance components and skills for this syllabus are listed below can be applied to all dance forms regardless of context, genre or style.

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TERM -I Month Syllabus Assessment Descriptors Rubric April/ May Theory –

• Summarised theory of different dance styles • Brief history of 8 classical dances. • References of dance from pracheen kaal, Madhya kaal,

Adhunik Kaal. Practical • Dance workout (rhythmic exercises to build stamina. • Spiraling of body. • Different movements of body according to

Anga.Pratyanga,Upanga

Interest /basic knowledge • Stamina. • One body movement according

to 3 structures. • Names of Indian dance forms • Details about kaal

July/ August Theory • 4 definitions from specific dance style. • Use of space • Barring of music • 2 taals in different speeds by hast kriya Practical • Exercise in different speed to develop music sense • Travlint,Balancing,Being still,jumping,Falling,turning ,

Contracting,Expecting,lifting .Isolating,transferring weight

• 4 designed steps with music

Rhythem/musicality • One step in different speeds, • different rhythm patterns • one learnt step

September Revision/ Grading

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TERM -II

Month Syllabus Assessment Descriptors Rubric

October/ November

Theory • Names of hast mudras(if classical dance is being taught

otherwise different hands can be told). Practical • Correct standing position • Asamyukta hand gestures,use of hast mudraas in dance

(can be taught according to dance style) • Flow of body movements,Exercise of eyes and brows • A small choreography (Theme based)

Expressions /postures and hands

• Changing expressions according to given situation

• 5 hand gestures • One step highlighting hands • To show a part of learnt

choreography

December/ January

Theory • Aspects of body language. • Basic storyline of mahabharta.ramayna.Krishna Practical • One folk dance • Acquaintance with the main characters of stories read

from epics • Trust building by partner work

Improvisation/team work (group coordination

• imagination of showing particular theme,

• to show some steps in coordination with a partner

February Revision/ Grading

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HINDUSTANI VOCAL MUSIC

Objective 1. The children should know the basic of singing, theoretically as well as practically. 2. They should be familiar with different style of singing (classical and light music). 3. They can peruse music as a profession in future by understanding its importance.

TERM – I (April to September)

Month Syllabus Assessment Descriptor Rubric

April/ May Definitions Sangeet, Aroh, Avroh, Taal, Swar, Shudh Swar, Vikrit Swar, Saptak, Naad, Shruti, Sam, Khali, Tali, Matra, Lai, Knowledge of Dadra Taal, Basic Alankars in Shudh Swaras, One light composition (Geet, Ghazal , Bhajan, Prayer)

Theory Knowledge and learning skills

• Definitions, • Dadra Taal, • One light composition learnt in

the class.

July/ August Definitions Thaat, Raag, Vadi Swar, Samwadi swar, Varjit swar, Pakad, Gaayan Samay, Khayal,Knowledge of Teen Taal,One Sargam Geet in Raag Yaman,One light composition (Geet, Ghazal , Bhajan, Prayer), Alankars in Vikrit Swaras, Taal Pratice with hand beat

Voice Quality (melody), Initiative/ Interest.

• Definitions regarding raag. • Sargam geet, alankars, One

song learnt in the class.

September Revision, Grading TERM -II (October to February)

Month Syllabus Assessment Descriptor Rubric October/ November

Knowledge of Kehrva and Rupak Taal, One Drut Khayal with simple Aalap Taan in Raag Yaman. Theoretical Knowledge of different singing styles. (light and classical music). One light composition (Geet, Ghazal, Bhajan).

Knowledge of Swar and taal and punctuality.

• Taal, theory knowledge of different singing style, One song learnt in the class, drut khayal

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December/ January

Knowledge of Jhap Taal. One light composition (Geet, Ghazal , Bhajan, Prayer) Introduction of Swaras of ten Thhat’s of Hindustani Music

Participation, Performance, behaviour

• Taal, One song learnt in the class, Thhat.

February Revision, Grading

INDIAN INSTRUMENTS

Objective 1. The children should know the basic of playing Instruments 2. They should be familiar with different Instruments 3. They can pursue music as a profession in future by understanding its importance.

TERM – I (April to September)

Month Syllabus Assessment Descriptor Rubric April/ May Definitions

Sangeet, Aroh, Avroh, Taal, Swar, Shudh Swar, Vikrit Swar, Saptak, Naad, Shruti, Sam, Khali, Tali, Matra, Lai, Knowledge of Dadra Taal, Basic Alankars in Shudh Swaras, One light composition, Prayer)

Interest and correct fingering method

• Definitions, • Dadra Taal, • One light composition learnt in

the class.

July/ August Definitions Thaat, Raag, Vadi Swar, Samwadi swar, Varjit swar, Pakad, Gayan/ vadan Samay,Gat, Knowledge of Teen Taal, kayada, One Sargam Geet/ Drut Gat in Raag Yaman,One light composition, Prayer, Alankars, Taal Pratice with hands beat,Revision

Knowledge of swar and lai

• Definitions regarding raag. • Sargam geet, alankars, One song

learnt in the class.

September Revision and Grading

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TERM - II (October to February)

Month Syllabus Assessment Descriptor Rubric October/ November

Knowledge of Kehrva and Rupak Taal, Introduction of Raag Yaman with simple Aalap Taan. Theoretical Knowledge of different playing method. (light and classical music). One light composition.

Theoretical knowledge Taal, theory knowledge of different singing style, One song learnt in the class, drut khayal

December/ January

Knowledge of Jhap Taal. School Prayer, Patriotic song, Introduction of Swaras of ten Thhat’s of Hindustani Music, Theoretical and Practical.

Confidence and performance.

Taal, One song learnt in the class, Thhat.

February Revision and Grading

WESTERN MUSIC

Objective 1. The children should know the basic of playing Instruments. 2. They should be familiar with different Instruments 3. They should also be familiar with the notes and styles regarding to different songs. 4. They can pursue music as a profession in future by understanding its importance.

TERM -I (April to September)

Month Syllabus Assessment Descriptors Rubric April/ May Theory

• Introduction of Staff Notation- The different types of notes, its value, rest with its value, ledger lines, Clef symbols and its importance.

• Notes on 6 strings of Guitar and notes on the Keyboard. • Introduction of Natural scale and its features. • Introduction of Relative minor scales of above major

scales and its features. • Introduction of Common rhythm (4/4).

Interest of the student and correct fingering method.

• Definitions of Staff notation. • Manage playing each note on

Guitar from first to sixth string. • Playing notes of natural scales in

Keyboard. • Practicing on a song or a piece

with all instruments with rhythm 4/4.

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Practical • Practice of above scales on Keyboard and Guitar and

practice of 4/4 rhythm on Drums and Congo. • Playing of Western song or any music piece in C major

scales with all instruments. July/ August Theory

• Introduction of G and D Major scales and its features. • Introduction of Relative minor scales of above major

scales and its features. • Introduction of Rhythm 3/4 (Waltz). Practical • Practice of above scales with the rhythm on Keyboard,

Guitar, Drums and Congo. • Playing of Western song or music in these scales with all

instruments. • Chords practice of C, G, and D Major Scales. • Practicing a light instrumental music.

Knowledge of notes and beats.

• Definition of scales of G and D and its relative minor scales.

• Method of playing rhythm Waltz in Congo and Drums.

• Learning a western song in Waltz rhythm in all instruments.

• Playing any one instrument music related to Patriotic theme.

September Revision and Grading TERM -II (October to February)

Month Syllabus Assessment Descriptors Rubric October/ November

Theory • Introduction of A and E Major scales and its features. • Introduction of Relative minor scales of above major

scales and its features. Practical • Introduction of Rhythm 2/4. • Study of Bar Chords in Guitar and Chords practice with

both hands in Keyboard. • Christmas Carols in Major and minor Scales. • Instrumental composition and presentation.

Correct fingering while playing the notes and the knowledge of scales.

• Definitions of A and E major scales and there relative minor scale with its feature.

• Playing in 2/4 rhythms with chords formation in guitar and keyboard.

• Carols and instrumental presentation.

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December/ January

Theory • Introduction of B Major scales and its features. • Introduction of Relative minor scales of above major

scales and its features. Practical • Study of Power Chords in Guitar. • Practicing western song of any album. • Instrumental composition and presentation. • Revision • Chrishmas Carrols in major and minor scales

Confidence and performance.

• Definitions of Scales and Power chords.

• A Western song and instrumental composition.

• Chrishmas Carrols Presentation

February Revision and Grading

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Continuous and Comprehensive Evaluation System

• Academic Session is divided in two terms: a. Term I: From April - September b. Term II: From October – March

• According to CBSE guidelines, performance of the students from Classes VI to X will be based on Continuous and Comprehensive Evaluation.

• The assessment will be conducted in Scholastic as well Co-Scholastic areas on be basis of day to day observations by the respective incharges. Scholastic Assessment (to be assessed on 9 point scale) Scholastic Assessment is done at two levels.

(a) Formative Assessment – It includes Assignments, Orals, Projects, Group Discussions, Experiment, Research, Debates, Elocution, Quizzes and Competitions, Excursions etc.

(b) Summative Assessment – Term End Written Exam..

A. Scholastic Areas; marks Distribution and its weightage

TERM I TERM-II Formative 1 Formative 2 Summative 1 Formative 3 Formative 4 Summative 2 April-May July-August September October-December Jan-Feb March 50 marks 50 marks 90 marks 50 marks 50 marks 90 marks

10 % 10 % 30% 10% 10% 30%

Overall:

Formative Assessments 40%

Summative Assessments 60%

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Formative & Summative Assessment S.No. Assessment

Type Mode of Assessment Marks Allocation/ Weightage Time Frame

1 FA 1 (Term –I)

3 Tools per subject *One cycle assignment (30 Marks) (3 tools/components are assessed)

Marks can be allotted to each tool as per your requirement but convert these marks of each tool out of 10 So Weightage of FA1 is 10%

April to 15 July

2 FA2 (Term –I)

2 Tools per subject *One cycle assignment (30 Marks) Total of both the cycle assignments divided by 2 (2 tools + 1 cycle assignment is assessed)

Marks can be allotted to each tool as per your requirement but convert these marks of each tool out of 10. So Weightage of FA2 is 10%

16 July to 30 August

3 SA-I (Term I)

Term End Pen Paper Test 90/3=30 marks Weightage is 30%

15-30 Sept.

4. FA-3 (Term –II)

2 Tools per subject and One Cycle Assignment (30 Marks) (2 tools and assignment are assessed)

Marks can be allotted to each tool as per your requirement but convert these marks of each tool out of 10 So Weightage of FA1 is 10%

October to November

5 FA-4 (Term –II)

One cycle assignment (30 Marks) Total of both the cycle assignments divided by 2 [Marks to be added in FA-3] FA-4 will have score of PSA in subject English, Maths, Science & Social Science. However for 2nd language internal activities will be conducted

Marks can be allotted to each tool as per your requirement but convert these marks of each tool out of 10. So Weightage of FA2 is 10%

December to 10 February

6 SA-2 (Term-II)

Term End Pen Paper Test 90/3=30 marks Weightage is 30%

29 Feb to 19 March

Note:

1. Minimum 3 tools per subject per cycle to be assessed (one individual activity, one group activity and one paper pen test) 2. One integrated project in a an academic session

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B. Co-Scholastic Areas (Continuous Evaluation based on different criterias)

Areas of Assessment Criteria

1 Computer Education 2 Art & Craft 3 Games 4 Yoga 5 Activity Club To be assessed as per the Criteria given in the syllabus booklet 6 Music & Dance:

(1) Vocal

(2) Instrumental (3) Dance

(4) Western 7 Life-Skills * Ref; Life Skill Matrix 8 Attitude & Values ** Towards Teachers, School Mates, School Programmes, Environment, Value Systems

C. Comprehensive Health Card Comprises of:- 1. Physical Fitness Test 2. Medical Health Card

Report given once a session

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Grading Criteria for Life-Skills

(To be assessed by the Counselor & all the subject teacher’s)

Life Skills Matrix

1. Self awareness 6. Interpersonal Relationships 2. Problem Solving 7. Effective Communication 3. Decision Making 8. Empathy 4. Critical Thinking 9. Managing Feelings/Emotions 5. Creative Thinking 10. Dealing with Stress Various Descriptors for Assessing Life-Skills (i) Self Awareness (ii) Problem Solving 1. Is aware of his/her physical/social and emotional self 1. Finds a workable solution to the problem 2. Self respecting 2. Handles various problems effectively 3. Aware of his/her strengths and weaknesses 3. Identifies and states the problem 4. Adopts optimistic approach 4. Views problems as a stepping stone to success 5. Has the confidence to face challenges 5. Finds ways to solve different kinds of conflicts (iii) Decision Making (iv) Critical Thinking 1.Is decisive and convincing 1.Assesses the statements and arguments 2. Is able to find different alternatives to solve problems 2. Examines the problems closely 3. Is able to analyse the alternatives critically 3. Listens carefully and gives feedback 4. Takes decisions logically 4. Tries to find out alternatives and solutions 5. Shows readiness to face challenges 5. Questions relevantly (v) Creative Thinking (vi) Interpersonal Relationships 1. Ability to find creative and constructive solutions to problems and issues 1. Is able to interact effectively with peers and teachers 2 Is independent in thinking 2. Is very cheerful and friendly 3. Has fluency in expression 3. Exhibits fine etiquettes and other social skills 4. Has rich imagination and is able to think out of the box 4. Finds it natural and easy to share and discuss the feelings with

others 5. Can make independent judgement in crucial matters 5. Responsive to others’ interests and concerns (vii) Effective Communication (viii) Empathy 1. Contributes frequently to group conversations 1. Demonstrates ability to respect others 2. Knows the difference between assertive, aggressive and submissive manners of communication

2. Is concerned about the problems in the society/community

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3. Is able to make use of speech, action and expression while communicating 3. Is able to reach out to the friends who are in need of extra help 4. Exhibits good listening skills 4. Is tolerant with diversity 5. Uses gestures, facial expressions and voice intonation to emphasize points 5. Is sensitive towards the environment (ix) Managing Emotions (x) Dealing with Stress

1. Is able to identify his/her emotions 1. Is able to identify the different stress related situations 2. Manages his/her emotions 2. Copes with stress in an effective manner 3. Shares his/her feelings with peer group, teachers and parents 3. Is optimistic in handling different stress inducing situations 4. Can express his/her feelings in a healthy manner 4. Able to react positively under critical situations 5. Remains cool and calm under adverse conditions 5. Remains composed and collected in stressful situations

Grading Criteria for Attitude & Values (To be assessed by all the subject teacher’s)

(i) Attitudes towards Teachers (ii) Attitude towards School-mates

1.Shows decency and courtesy to teachers inside and outside the class 1. Is friendly with most of the classmates 2. Demonstrates positive attitudes towards learning 2. Expresses ideas and opinions freely in a group 3. Takes suggestions and criticism in the right spirit 3. Is receptive to ideas and opinion of others 4. Respects teachers’ instructions 4. Treats classmates as equals (without any sense of superiority or

inferiority) 5. Accepts norms and rules of the school 5. Sensitive and supportive towards peers and differently abled

schoolmates 6. Communicates his/her thoughts with teachers 6. Treats peers from different social, religious and economic

background without any discrimination 7. Confides his/her problems with teachers 7. Respects opposite gender and is comfortable in their company 8. Shows honesty and sincerity towards teachers 8. Does not bully others 9. Feels free to ask questions 9. Deals with aggressive behaviour (bullying) by peers tactfully 10. Helpful to teachers 10. Shares credit and praise with team members and peers (iii) Attitude towards School Programmes and Environment 1. Attaches a lot of importance to school activities and programmes 6. Insists on parents to participate/witness school programmes 2. Participates in school activities relating to improvement of environment 7. Participates in community activities relating to environment 3. Enthusiastically participates in school programmes 8. Takes care of school property 4. Shoulders responsibility happily 9. Sensitive and concerned about environmental degradation 5. Confronts any one who criticizes school and school programmes 10. Takes initiative in planning activities for the betterment of the

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Value Systems Values are determining qualities of life. There is a very large body of knowledge and lists of values. Article 51A of the Indian Constitution— Fundamental Duties – provides the most comprehensive list of values that should be inculcated in every Indian citizen. There are 10 principles; we have identified four behavioural descriptors for each – in all 40 descriptors. (i) To abide by the constitution and respect its ideals and institutions, the National Flag and the National Anthem

(ii) To cherish and follow the noble ideals which inspired freedom struggle

a. Is aware of the Directive Principle and Fundamental Rights enshrined in the Constitution

a. Takes interest in the National Freedom Struggle

b. Sings National Anthem and patriotic songs with decorum b. Displays pride in being an Indian citizen c. Attends hoisting of National Flag with respect and decorum c. Participates in celebration of Republic Day and Independence Day

with enthusiasm d. Understands the meaning of tri colour and the Ashok Chakra d. Reads biographies of freedom fighters (iii) To uphold and protect the sovereignty, unity and integrity of India (iv) To defend the country and render national service when

called upon to do so

a. Stays alert and raises voice against divisive forces a. Shows a proactive and responsible behavior during crises b. Respects armed forces and paramilitary forces b. Helpful towards disadvantaged section of the society c. Respects Indian diversity c. Renders social work enthusiastically d. Maintains peace and love d. Actively participates in community development programmes of

the school (v) To promote harmony and spirit of unity and brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to remove the practices derogatory to the dignity of women

(vi) To value and preserve the rich heritage of our culture.

a. Respects opposite gender a. Reads and discusses about the Indian culture and heritage b. Respects teachers from different religious and linguistic communities b. Appreciates diversity of cultures, social practices and more c. Takes up issues in case of indignity to women c. Treasures the belongings of the school, community and the country

with a sense of pride d. Kind and helpful towards classmates and people of community d. Protects and prevents defacing of national monuments (vii) To protect and improve natural environment (viii) To develop scientific temper and the spirit of enquiry

a. Shows compassion for living creatures a. Experiments to find new solutions b. Takes active interest in maintaining flora, fauna, plants and gardens b. Analyzes and critically evaluates events on the basis of data and

information c. Participates in movements for protecting endangered animals and green cover c. Questions and verifies knowledge d. Takes care to clean classroom, school and neighbourhood d. Explains processes and products logically (ix) To safeguard public property and to abjure violence (x) To strive towards excellence in all spheres of individual and

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collective activity which leads to higher level of performance

a. Takes care of school furniture and property a. Makes an effort to improve academic performance in school b. Resists defacing and decimation of public property b. Makes special efforts to improve on Co-Scholastic areas c. Does not fight and harm others c. Strives to identify potential and actualize with effort d. Does not affiliate to groups and communities who believe and promote violence d. Aspires and strives for excellence in education and life

GRADING SYSTEM

A. Scholastic Areas B. Co-Scholastic Areas

Grade Marks Range Grade Point 1 91 -100 10.0

A2 81 - 90 9.0 B1 71 - 80 8.0 B2 61 - 70 7.0 C1 51 - 60 6.0 C2 41 - 50 5.0 D 3 3 - 40 4.0 E1 21- 32 3.0 E2 00 -20 2.0

Minimum qualifying grade in all the subjects under Scholastic Domain is C2.

Promotion Policy • To qualify in a subject a candidates must obtain minimum grade D in Scholastic Areas. There is no detention policy upto Class VIII. However, those students

who have obtained grade E1 and E2 of a subject(s). He/she shall have to improve their performance within one month from the declaration of the result to qualify in the subject(s). For promotion in Classes IX and X refer to circular no. CBSE/CE/CCE/2011 dated 10.02.2011 and COORD/EC-14.1.13/2014 dated 01.05.2014

• As per CBSE guidelines under Scholastic areas grade has been upgraded to the next higher grade in one or two subjects as per the total grade points achieved under Co-scholastic and Co-Curricular activities. This policy is applicable only in Classes IX & X and not in VI to VIII. Overall performance of the candidates is based on the achievement in the Scholastic as well as Co-Scholastic areas and Co-curricular activities.

Grade Grade Points A 4.1- 5.0 B 3.1- 4.0 C 2.1- 3.0 D 1.1- 2.0 E 0 -1.0

Minimum qualifying grade in Co-Scholastic Domain is D.

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General Guidelines

I) Absence from Examination (a) As per circular by CBSE (Circular no. CBSE/Vide No. COORD/2009, dated 08.10.2009) (b) 75% attendance required for all classes. (c) In case a student joins late due to late admission or on genuine medical grounds, his/her percentage will be calculated from the date of

admission.

(d) Appearing for Assignments / Summative Assessment / Term Exam is mandatory. (e) Prior information / written application in case of absenteeism is must. (f) Student absent on medical grounds. Leave application to be submitted prior to the Exam with proper sanction from the Head. (g) The student to be marked “M.L.” in the Marks Register (Student Record Diary) and a re-test to be conducted. (h) Student absent for other reasons than Medical with prior information and with due permission. Marked “Ab” in the Marks Register (Student

Record Diary) and a re-exam to be conducted. (i) Students representing schools in any Inter-school, Inter-Zone, Inter-State Competitions would be tested after the competition is over. Suitable

time for preparation would be given to them. (j) Appearing for all the Formative Assessment is mandatory. In case of absence in any of the tools of Formative Assessment, the teacher

may assign same or alternate task with or without the prior information.

(k) In such cases subject teacher is responsible for the conduction of any alternate task. (l) Completion of all the Formative tools (Term-wise) is mandatory.

II) Unfair Means a. During Assignments / Examinations, Invigilation to be very strict. In case of a child using unfair means, the Answer Sheet to be cancelled

immediately & a new sheet to be issued. Such case to be brought immediately to the notice of the Exam Department. A warning letter is issued further to the parents.

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Subject-wise details of Formative Assessment (Suggested)

ENGLISH

Sno. Suggested Activities FA 1 FA 2 FA 3 FA4 Rubrics

1 Cycle Test 10* 10* 10** PSA To be marked as Answer Key 2 Script Writing (GA) (MTD) 10 Content (3), Presentation (3), Voice Modulation (2)

Group Coherence (2) 3 News Reading Session (IA) 10 Content (4), Diction (3), Presentation (3) 4 Travelogue (IA) 10 Content (5), Creativity (2), Presentation (3) 5 Spin a Yarn (IA) 10 Content (4), Expression (3), Presentation (3) 6 Debate (GA) 10 Content (4), Expression (3), Presentation (3) 7 Radio/Talk Show (GA) 10 Content (3), Presentation (3), Voice Modulation (2)

Group Coherence(2) 8 Crossword Puzzle (IA) 10 Accuracy (10) 9 Newsletter (GA) (MTD) 10 Content (5), Creativity (2), Presentation (3) 10 PSA 10

GA- Group Activity; IA - Individual Activity; MTD- Multi Disciplinary Activity * Best of CT 1 & CT2 : will be included in FA 2; ** Best of CT 3 & CT4 : will be included in FA 3

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ihndI

• EaoYz AByaasa kaya- 1À2 rcanaa%mak maUlyaaMkna 2 maoM ilayaa jaaegaa.

••EaoYz AByaasa kaya- 3À4 rcanaa%mak maUlyaaMkna 4 maoM ilayaa jaaegaa.

saMskRt

rcanaa%mak maUlyaaMkna fa^rmaoiTva–1 fa^rmaoiTva–2 fa^rmaoiTva–3 fa^rmaoiTva–4 maUlYaaMkna ibandu

AByaasa kaya - ³[ka[ - prIxaa´ •10 •10 ••10 ••10 maUlyaaMkna ]<arpi~ka ko Anausaar

vaga- pholaI inamaa -Na 10 rcanaa%makta³3AMk´Ê pSnainamaa -Na ³5AMk´– Sauw laoKna³2AMk´

gaIt gaayanama\ 10 spYT ]ccaarNa ³5AMk´Ê smarNaSai@t va laya³5AMk´

saV BaaYaNa 10 Aa%maivaSvaasa³2AMk´ÊivaYayavastu³3AMk´Ê saSa@t BaaYaa ³5AMk´

Xkfrfof/k ,Q-,- 1 ,Q-,- 2 ,Q-,- 3 ,Q-,- 4 vad&foHkktu

AByaasa kaya - ³[ka[ - prIxaa´ •10 •10 ••10 ••10 maUlyaaMkna ]<arpi~ka ko Anausaar

fyf[kr ijh{kk 10 10 mRrj&dqath ds vuqlkj ewY;kadu

vuqPNsn vk/kkfjr iz”u 10 vocks/k&4] mi;qDrrk&4] laf{kIrrk&2

i=&ys[ku 10 izk:i&4] fo’k;oLrq&4] orZuh&2

foKkiu&ys[ku,oa izLrqrhdj.k 10 fo’k;oLrq&4] uohurk&4] izLrqrhdj.k&2

xzh"ekodk'k x`gdk;Z 10 fo’k;oLrq&3] uohurk&3] izLrqrhdj.k&2] orZuh&2

laokn&ys[ku 10 fo"k;oLrq&4] Hkk"kk o orZuh&3] izLrqrhdj.k&3

Lkekpkj&okpu 10 Lkekpkj p;u&3] Hkk"kk o mPpkj.k&5] vkRefo”okl&2

Lkkjka'k&ys[ku 10 Lkexzrk&6] laf{kIrrk&2] orZuh&2

Lkkewfgd ppkZ 10 fo"k;oLrq&4] rkfdZdrk o Li’Vrk&2] mPpkj.k&2] vkRefo”okl&2

dfork ikB 10 daBLFkhdj.k&3] y;&3] mPpkj.k&2] vkRefo”okl&2

ifj;kstuk dk;Z 10 fo’k;oLrq&3] uohurk&3] izLrqrhdj.k&2] orZuh&2 kula yaaoga 30À3Ä10 30À3Ä10 30À3Ä10 30À3Ä10

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pircaya donaa 10 saSa@t BaaYaa evaM ivaYaya vastu ³5AMk´Ê havaBaava ³5AMk´

AiBanaya 10 spYT]ccaarNa³2AMk´Ê BaavaaiBavyai@t va Aa%maivaSvaasa³3AMk´Ê smarNaSai@t ³5AMk´

saand mauid`ka –inamaa-Nama \ ³ P.P.T´ 10 cayana ³5AMk´ Ê p`stuitkrNa ³5AMk´

stuit gaayanama \ 10 spYT ]ccaarNa ³5AMk´Ê smarNaSai@t va laya ³5AMk´

dOinak vyavahar vaa@ya saMgah 10 cayana³5AMk´ Ê pstuitkrNa³3AMk´ Sauw laoKna ³2AMk´

stuit saMklana evaM p`stuitkrNa 10 cayana ³5AMk´ Ê p`stuitkrNa ³5AMk´

Slaaok gaayanama \ 10 SlaaokaoM ka spYT ]ccaarNa ³5AMk´Ê smarNaSai@t va laya³5AMk´

kula yaaoga 30À3Ä10 30À3Ä10 30À3Ä10 30À3Ä10

• EaoYz AByaasa kaya- 1À2 rcanaa%mak maUlyaaMkna 2 maoM ilayaa jaaegaa.

••EaoYz AByaasa kaya- 3À4 rcanaa%mak maUlyaaMkna 4 maoM ilayaa jaaegaa.

FRENCH

Suggested Activities FA-1 FA-2 FA-3 FA-4 Rubrics CycleTest (CT) *10 *10 **10 **10 To be marked as per Answer Key Reading Comprehension) 10 Correct pronounciation (3 ), Diction (3) Understanding the topic (2)

Overall Confidence (2) Listening Comprehension 10 10 Correct Pronounciation (3), Diction (2), Correct Grammar Use (3 )

Understanding the topic & expressions (3), Research Project 10 Content Quality & Research ( 3), Presentation (3)

Timely Submission (1), Correct Grammar Use (3 ) Role-Play 10 10 Pronounciation (3), Confidence (4), Correct Grammar Use (3) Presentation 10 10 Content & Research (4), Correct Use of Grammar (3)

Understanding the topic (2), Timely Submission (1) Group Discussion 10 10 Understanding of the topic (3), Correct grammar use (3)

Fluency (2), Confidence (2)

Total 30/3 =10 30/3 =10 30/3 =10 30/3 =10

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JAPANESE

Suggested Activities Chapters FA 1 FA2 FA 3 FA 4 Rubrics Cycle test (CT) *10 *10 **10 **10 To be marked as per answer key

Presentation Chapter : 1-4 10 Creativity(3), Enactment (3), Expression (2), Pronunciation (2)

C.A/H.A Chapter : 1-4 10 Handwriting (4), Work Presentation (3), Regularity(3)

Hiragana Dictation Chapter : 5-8 10 10 10 Recognition (4), Writing (3), Vocabulary (3) Reading/ listening comprehension Chapter : 9-13 10 10 Understanding (4), Pronunciation (3),

Fluency (3) Kanji Chapter : 5-13 10 10 10 Recognition (4), Writing (3), Vocabulary (3)

Total 30/3=10 30/3=10 30/3=10 30/3=10

MATHEMATICS Suggested Activities FA1 FA2 FA3 FA4 Rubrics

Formula test 10 Marks awarded for correct response.

Crossword 10 Marks awarded for correct response and ½ mark deducted for each spelling error. Cycle test 10* 10* 10** 10** As per answer key Group Activity 10 Content & Activity (6), Team Spirit (2), Demonstration (2)

Holiday H.W / Integrated Project 10

Holiday H.W: Understanding of concept (3), Creativity (3), Content (3), Timely submission (1) Integrated Project : Conceptual Knowledge (3), Ppresentation/Creativity (3), Originality/Uniqueness (2), Application/ Learning Outcomes (2)

Lab Activity 10 10

Activity Assessment: Objective (1), Procedure (3), Activity (3), Observation (2), Result (1) Activity File: Index/Date(1), Regularity(2), Content,(6), Neatness (1)

Class / Homework Assignment Assessment 10

Index/Date (1)+ Regularity (2) + Neatness (2) + Follow up (2) + Completion of Content (3)

PSA 10 Total 30/3

= 10 30/3 = 10

30/3 = 10

10

* Best of C.T 1/ C.T 2 will be included in FA 2 ** Best of C.T 3/ C.T 4 will be included in FA 3 108

SCIENCE

Suggested Activities Chapters FA1 FA2 FA3 FA4 Rubrics Cycle Test (CT) * 10 * 10 ** 10 ** 10 To be marked as per Answer Key Science Newsletter (Group activity)

Open Source 10 Presentation(4), Team Spirit (3), Research (3)

Diagram based Assessment Cell 10 Correctness of response HOTS Worksheet Motion 10 Completion (3), Correction (5),

Promptness (2) Holidays Homework Multi disciplinary Project 10 Presentation (4), Content/Research (4),

Promptness (2) Practical Skills Test *Improvement in food resources

*Cells *Tissues *Motion *Chemical Reactions * Matter in our surroundings *Is matter around us pure ?

10 Lab. Skills (4), Presentation (2) Analysis and Conclusion (4),

Paper Presentation Open Source 10 Presentation (4), Participation (3), Research (3)

Practical based assessment (Pen and paper test)

*Diversity in living world *Why do we fall ill *Sound * Density *Atoms and molecules

10 Correctness of response

PSA 10 Total 30/3=10 30/3=10 30/3 =10 10

*Best of CT -1 / CT-2 will be included in FA2 ** Best of CT -3 / CT-4 will be included in FA3

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SOCIAL SCIENCE

Suggested Activities Chapters FA1 FA2 FA3 FA4 Rubrics Cycle Test (CT) Syllabus *10 *10 **10 **10 To be marked as per Answer Key Project Work (Disaster Management)

Activity based on topics given as per CBSE guidelines

10 10 Presentation (3), Content & Research (3), Maps & Graphs (3), Timely Submission (1)

Calendar Based Activity (Multi-disciplinary) Write Up / Research / Scrap File

Salwan Calendar

10 Quality of information + Research (3), Content (3), Presentation (3), Timely submission (1)

Documentary & Worksheet / Diary Entry

(History) Rise of Hitler & Nazism

10 Worksheet – Understanding and correct responses (10) / Diary Entry – Understanding of the topic (2), Proper sequences (2), Content (3), Expression ( 3)

Comparative Study (Political Science) What is Democracy? Why Democracy?

10 Thinking & Knowledge (2), Application (2), Photographs / Newspaper clippings (2), Write up/ Presentation (3), Timely Submission (1)

Power Point Presentation (Economics) People as Resource

10 Content & Research (3), Presentation (3), Group Co-ordination & Delivery (3), Timely Submission (1)

Collage Making (History) Clothing- A Social History / The Story of Cricket

10 Understanding of theme/concept clarity (3), Creativity (3), Content + Material used (3), Timely Submission (1)

PSA Conducted by CBSE 10 Correctness of response Total 30/3

= 10 30/3 = 10

30/3 = 10

10

*Best of CT-1/CT-2 will be included in FA-2 ** Best of CT-3/CT-4 will be included in FA-3

110