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Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of lesson Pedagogy and use of ICT/TLM/ABL/ Question Answers Oral and written works
Blackboard and other materials and plan
of activities to achieve the LOs
objectives Short questions and answers
‘A letter to
God’ is a story
• To make them understand the
Q.1 What did Lencho hope for ?
of extreme importance of faith. Ans : He hoped that there would be a good shower of rain for
faith in god. • To make them believe that faith can his crop.
The writer had move mountains. Q.2 Why did Lencho say the raindrops were like ‘new coins’
•
tried to depict To develop such a faith in them to
develop confidence in them. ?
the faith of a
er
•
He
To encourage them to develop faith Ans : Lencho hoped that these drops of rain would give him a
poor and
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in them.
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simple farmer good crop and then he would have a rich store of corn for his
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in God. family. That was why he called the raindrops ‘new coins’.
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Lencho was Q.3 How did the rain change ? what happened to Lencho’s
an honest and A) Have you ever prayed God to help
fields ?
hard working you in bad circumstances ?
B) Have you written any letter to Ans : The rain turned into hailstorm. It destroyed Lencho’s
farmer . Once
there was a anyone for help in pitiful situation ? crop completely.
C) Image what will happen if none will
hailstorm. It Q.4 Who or what did Lencho have faith in ? What did he do?
offer you help in bad situation.
destroyed hisD) If anyone writes a letter to God for Ans : Lencho had faith in help from God. He wrote a letter to
crop help and posts in the name of God, God saying that he needed a hundred pesos to sow his field
completely. what will happen?
again.
Lencho had
great faith to new words Q. 5 Who read the letter ?
God. He asked Ans : It was the postmaster who read the letter ?
God to send Predict : say in advance . Ex : She
Q.6 What did the postmaster do then ?
predicted that the improvement
him money. Ans : The postmaster at first laughed. But then he became
would continue.
The
serious. He was deeply moved by the writer’s faith in God. He
postmaster Intimately : closely.
saw the letter. did not want to shake this faith. So he decided to collect the
He decided to Ex : They are intimate friend. money and send it to Lencho.
help Lencho. Q.7 Was Lencho surprised to find a letter for him with
He collected Draped : cover or decorate
some money. something money in it
He put it Ans : No, he was not at all surprised. He was certain that God
inside the Ex : Dracula appeared, draped in a
would send him the money.
envelope. huge cloak.
Q.8 What made him angry ?
Lencho came
Hailstones : small balls of ice falling Ans : Lencho had asked God for one hundred pesos. But he
to the post
as rain.
office to check found only seventy pesos in the letter that he had received. He
his mail. The Ex : The ground was covered with thought the post office people had stolen his money. It was this
post office hailstones. thought that made him angry.
people gave
Text book questions and answers
him the Plague : of something large number
of a pest that invade an area. Q.1. Who does Lencho have complete faith in ? What
envelope.
Lencho sentences in the story tell you this ?
opened the Ex : a plague of flies, locusts, rats. Ans : Lencho has complete faith in God. The following
envelope. He sentences in the story show his complete faith in God : ‘
Lencho was a farmer and had the
took out the field of ripe corn. He needed a Lencho showed not the slightest surprise on seeing the money;
money and downpour to make his harvest good. such was his confidence …….. . God could not have made .’
counted it. He But the rain turned into hailstones
found that it which destroyed his whole crop of Q.2. Why does the postmaster send money to Lencho ? Why
was less than corn. He had nothing to eat so he does he sign the letter ‘God’?
decided to seek help from God. He
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another letter
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made fun of him. But the post master him the money. He signs the letter ‘God’ to make Lencho
to God. He
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Chapter name: Neslon Mandela: A Long Walk to Freedom No. of periods required: 04
Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of Pedagogy and use of Question Answers Oral and written works
lesson ICT/TLM/ABL/ Blackboard and
other materials and plan of
activities to achieve the LOs
objective Short questions and answers
Nelson Q1: Where did the ceremonies take place? Can you name any public
Mandela, To help the children know buildings in India that are made of sandstone?
A: The ceremonies took place in the sandstone amphitheatre formed
the first by the Union Buildings in Pretoria.
• about a great freedom fighter of The Parliament House in New Delhi, the Rashtrapati Bhawan in New
Black South Africa Delhi, the Supreme Court of India in New Delhi and Madras High
•
president of how the mental grit and Court in Chennai are some examples of Indian public buildings that are
determination can change the made of sandstone.
South course of life of a determined
Q2: Can you say how 10 May is an ‘autumn day’ in South Africa?
er
• if there is a will, there is a way A: 10 May is an ‘autumn day’ in South Africa because on this day
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white rule, freedom fighters of South Africa Q3: At the beginning of his speech, Mandela mentions “an
celebrated • To make students aware about extraordinary human disaster”. What does he mean by this? What is
racial discrimination and struggle the “glorious … human achievement” he speaks of at the end?
very vividly made by blacks with Madela for A: The ‘extraordinary human disaster’ that Mandela mentioned at the
equality. beginning of his speech refers to the inhuman practice of apartheid i.e.,
the grand
the racial discrimination suffered by the blacks at the hands of whites
ceremony of Previous Knowledge Testing:- in South Africa. At the end, the ‘glorious human achievement’ that he
spoke refers to the establishment of South Africa’s first democratic,
the first non-racial government.
Do you know about Nelson
democratic Mandela and his struggle for Q4: What does Mandela thank the international leaders for?
non-racial equality ? A: Mandela felt privileged to be the host to the nations of the world
because not too long ago, the South Africans were considered outlaws.
government. He thus thanked the international leaders for having come to witness
Amphitheatre: An oval or round
Being structure having tiers of seats his investiture as President since this event could be considered as a
common victory for justice, peace and human dignity.
rising gradually outward from a
sworn in, he
central open space or arena. Q5: What ideals does he set out for the future of South Africa?
said Ex:People usually gather in an A: Mandela had high hopes for the future of South Africa. He
amphitheatre for a show pledged to liberate all South Africans from the continuing bondage of
radiantly
Chevron: a pattern in the shape poverty, deprivation, suffering, gender and other discrimination. He
that of a V also stressed that the beautiful land of South Africa would never ever
A chevron of jet planes make a experience racial discrimination again.
“Never,
smoke trail of saffron, white and
Q6: What do the military generals do? How has their attitude changed,
never again green colour in the sky on the and why?
Republic Day in India every A: The highest military generals of the South African defense force
shall it be and police saluted Mandela and pledged their loyalty. When the
year.
that this military generals saluted Mandela, he was not unmindful of the fact
Gems: a precious or semi- that not too many years ago, they would not have saluted him, but
beautiful arrested him. This change in attitude was due to the fact that a new,
precious stone, especially when non-racial government was elected and Mandela was the President of
land will cut and polished or engraved. South Africa.
The martyrs of Indian National
again Freedom are the gems to be Q7: Why were two national anthems sung?
experience treasured in the annals of Indian A: On the day of the inauguration, two national anthems were sung,
history. one by the whites, and the other by the blacks. This symbolized the
the equality of blacks and whites.
Transitory: Not permanent,
oppression subject to decay
No living being will rest on this Q8: How does Mandela describe the systems of government in his
of one by blue planet permanently. They country (i) in the first decade, and (ii) in the final decade, of the
twentieth century?
another”. are subject to decay. Their lives A: (i) In the first decade of the twentieth century, the white-skinned
are transitory. people of South Africa patched up their differences and erected a
He pays
Lives of the human beings are system of racial domination against dark-skinned people of their own
homage to transitory. land, thus creating the basis of one of the harshest and most inhumane
Prejudice: a strong dislike societies the world had ever known.
the freedom without any reason (ii) In the last decade of the twentieth century, the previous system
fighters like It was the prejudice of the had been overturned forever and replaced by one that recognized the
Brahmins that did not allow Dr rights and freedoms of all peoples, regardless of the colour of their
Oliver Ambedkar sit along with them in skin.
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Luthuli, A: On seeing men stand up to attacks and torture without breaking and
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Main points of lecture:- thus showing strength and resilience that defied the imagination,
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Yusuf Mandela learnt that courage was not the absence of fear, but the
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• Hence, he joined African character? How does Mandela illustrate this? Can you add your own
duties to his
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family, to freedom of his country. A: Yes, I agree that the “depths of oppression” create “heights of
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• He knew that the oppressor must character”. Mandela thought that the decades of brutality and
the
be liberated just as surely as the oppression had an unintended effect of creating African patriots with
community oppressed. unimaginable heights of character. Thus, he felt that the greatest wealth
• The oppressor and oppressed are of South Africa is its people. In similar manner, Bhagat Singh
and to his remained courageous while facing utmost cruelty at the hands of
alike are robbed of their
country to humanity. British.
Q5: How did Mandela’s understanding of freedom change with age
perform and experience?
VIDEO LINKS To TEACH A: As a boy, Mandela did not have a hunger for freedom because he
honestly. LESSON: thought that he was born free. He believed that as long as he obeyed
https://youtu.be/1xx6tbX3p2o his father and abided by the customs of his tribe, he was free in every
https://youtu.be/rujzMwFuLXg possible manner. He had certain needs as a teenager and certain needs
https://youtu.be/bkSrEBkJtmY as a young man. Gradually, he realized that he was selfish during his
boyhood. He slowly understands that it is not just his freedom that is
https://youtu.be/aRofS6RYjts being curtailed, but the freedom of all blacks. It is after attaining this
Students will listen to the teacher understanding that he develops a hunger for the freedom of his people.
carefully and follow the instructions
given to them. They will note the Q6: How did Mandela’s ‘hunger for freedom’ change his life?
Blackboard work and question A: Mandela realized in his youth that it was not just his freedom that
answers in their note-books. They was being curtailed, but the freedom of all blacks. The hunger for his
will follow the homework related own freedom became the hunger for the freedom of his people. This
instructions as desired by the desire of a non-racial society transformed him into a virtuous and self-
teacher. sacrificing man. Thus, he joined the African National Congress and
this changed him from a frightened young man into a bold man.
LESSON PLANS BY VIJAY KUMAR HEER
Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of lesson Pedagogy and use of ICT/TLM/ABL/ Question Answers Oral and written works
Blackboard and other materials and plan of
activities to achieve the LOs
OBJECTIVES SHORT QUESTIONS AND ANSWERS
Bravery and
cowardice are 1. Who was alone on the ledge?
the relative To inculcate the moral values
Ans: The young seagull was alone on the
terms. One is To enhance the vocabulary
coward as long To enable the learners to extrapolate ledge.
as fear from the given text
encompasses To enable the students to share their
him / her. In 2. Why was he afraid?
personal experiences
er
To enhance their LSRW skills Ans: He was afraid to see the vast expanse of
young seagull
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flying. This
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he was taught
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Chapter name: From the Diary of Anne Frank No. of periods required: 04
Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of lesson Pedagogy and use of ICT/TLM/ABL/ Blackboard and other Question Answers Oral and
materials and plan of activities to achieve the LOs written works
OBJECTIVES Question 1:Do you keep a diary?
Anne’s diary begins
on her thirteenth Given below under ‘A’ are some
birthday, June 12, To inculcate the moral values terms we use to describe a written
1942, and ends To enhance the vocabulary record of personal experience. Can
shortly after her To enable the learners to extrapolate from the given you match them with their
fifteenth. At the start text descriptions under ‘B’? (You may
of her diary, Anne To enable the students to share their personal look up the terms in a dictionary if
describes fairly
experiences you wish.)
typical girlhood
experiences, writing To enhance their LSRW skills (i) Journal – A full
record of a journey, a period of
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about her
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other girls, her Do you write your own diary ? (ii) Diary – A book
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crushes on boys, and Have you read any other family member’s or friend’s with a separate space or page for
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performance at
If you get a diary to write as a gift, what will you write ? your thoughts and feelings or what
school. Because
anti-Semitic laws METHODOLOGY:- has happened on that day
forced Jews into Lecture-cum-demonstration (iii) Log – A written record
separate schools, of events with times and dates,
Anne and her older Question 1: Was Anne right when she said that the world usually official
sister, Margot, would not be interested in the musings of a thirteen-year- (iv) Memoir(s) – A record
attended the Jewish old girl? of a person’s own life and
Lyceum in Answer: No, Anne was not right when she said that the
Amsterdam. experiences (usually, a famous
world would not be interested in the musings of a thirteen
year old girl. Her diary was published under the name person)
The Franks had Question 2:Here are some entries
moved to the ‘The Diary of a young girl’. It was translated from its
original Dutch into many languages and it became one of from personal records. Use the
Netherlands in the
the world’s most widely read books. There have also been definitions above to decide which
years leading up to
World War II to several films, television and theatrical productions, and of the entries might be from a diary,
escape persecution even an opera based on the diary. It was described as the a journal, a log or a memoir.
in Germany. After work of a mature and insightful mind. It provides an
(i) I woke up very late today and
the Germans intimate examination of life under Nazi occupation. Anne
Frank became one of the most renowned and discussed of promptly got a scolding from Mum!
invaded the I can’t help it − how can I miss the
the Holocaust victims.
Netherlands in 1940,
Question 2: FIFA World Cup matches?
the Franks were
forced into hiding. Ans:
With another family, There are some examples of diary or journal entries in the _____________________________
the van Daans, and ‘Before You Read’ section. Compare these with what (ii) 10:30 a.m. Went to the office of
Anne writes in her diary. What language was the diary
an acquaintance, the Director
Mr. Dussel, they originally written in? In what way is Anne’s dairy 01:00 p.m. Had lunch with
moved into a small different? Chairman
secret annex above Answer: 05:45 p.m. Received Rahul at the
Otto Frank’s office
airport
where they had Anne’s diary was originally written in Dutch. Her diary is
stockpiled food and different from the others in many aspects. She had named 09:30 p.m. Dinner at home
supplies. The her diary ‘Kitty’. She thought of it as her only true friend Ans:
employees from whom she could confide in. She treated it as another _____________________________
Otto’s firm helped person who was listening to her daily accounts. She wrote (iii) The ride to Ooty was
hide the Franks and all her stories in it. She started by writing ‘Dearest kitty’ uneventful. We rested for a while
kept them supplied and ended the account by writing, ‘Yours, Anne’. Her every 50 km or so, and used the
with food, medicine, diary was a lot more personal than other diaries.
time to capture the magnificent
and information Question 3:
about the outside landscape with my Handy Cam.
world. Why does Anne need to give a brief sketch about her From Ooty we went on to
family? Does she treat ‘Kitty’ as an insider or an outsider? Bangalore.
The residents of the Answer: What a contrast! The noise and
annex pay close
attention to every pollution of this once − beautiful
Anne gave a brief sketch of her life since no one would city really broke my heart.
development of the
understand a word of her stories to her diary if she were to
war by listening to Ans:
plunge right in. She, therefore, wrote a brief sketch of her
the radio. Some bits life, even though she disliked doing so. She treated Kitty _____________________________
of news catch (iv) This is how Raj Kapoor found
as an insider because she called it her best friend and was
Anne’s attention and
ready to confide in it. me − all wet and ragged outside R.
make their way into
Question 4: K. Studios. He was then looking for
her diary, providing
just someone like this for a small
er
a vivid historical
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lessen. did was to assign her extra homework. She had to write an
seemed to her that later on, neither
essay on ‘A Chatterbox’. In this way, he tried to play a
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oppression. Anne’s
He
1, 1944, the end of a (v) This statement shows that Anne knew a lot about
ordinary everyday things. She did
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seemingly normal writing. She was given the task of writing an essay as a
not seem to get any closer to them.
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day that leaves us punishment. She took it on with full vigour. She did not
She felt that maybe it was her fault
with the expectation want to write it like others who merely left big spaces
of seeing another that she could not confide in them.
between the words to make the essay look voluminous.
entry on the next Knowing that the situation would
She knew that the trick was to come up with a convincing
page. However, the not change and believing a paper to
argument to prove the necessity of talking. She was
Frank family is have more patience than people, she
betrayed to the different in her approach from everybody else.
decided to write and confide in a
Nazis and arrested VIDEO LINKS FOR THE LESSON:-
diary.
on August 4, 1944.
Anne’s diary, the https://youtu.be/9FAna0pqj7o
observations of an
imaginative, https://youtu.be/sdx7G870J8g
friendly, sometimes
petty, and rather https://youtu.be/mce0RrMXw1E
normal teenage girl,
comes to an abrupt https://youtu.be/gqiKY4Ohm2E
and silent end.Otto
Frank is the family’s Students will listen to the teacher carefully and follow the
sole survivor, and he instructions given to them. They will note the Blackboard
recovers Anne’s
diary from Miep. He work and question answers in their note-books. They will
decides to fulfill follow the homework related instructions as desired by
Anne’s wishes by
publishing the diary. the teacher.
LESSON PLANS BY VIJAY KUMAR HEER
Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of lesson Pedagogy and use of ICT/TLM/ABL/ Question Answers Oral and written works
Blackboard and other materials and plan of
activities to achieve the LOs
OBJECTIVES short questions and answers
The Hundred
Q1. Who was the most popular girl in school?
Dresses is a story
To enable the students to share their personal a. Maddie
based on the true b. Peggy
experiences of the experiences related to discrimination on the basis
c. Wanda
author about a girl of region, caste, gender etc.
d. Cecile
who is teased by her To enable them to express themselves in Ans : Peggy
classmates because grammatically correct language.
she is different. To enable the learners to extrapolate2sss from Q2. Who lived in Boggins Heights?
Wanda Petronski, a the given text. a. Maddie
girl who comes from To sensitize the students to the feelings of an
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b. Peggy
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name. She is always To enable them to use new words and phrases
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standing by and counter the fun other girls make of her. She felt
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Maddie and her Q3. Why does Maddie stand by and not do
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friends later VIDEO LINKS FOR TEACHING THIS anything? How is she different from Peggy?
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discover that Wanda LESSON:- Ans : Maddie stands by and does nothing
is a very talented https://youtu.be/GWJjJFdWnb4 because she doesn’t have the courage to speak
artist, and that her https://youtu.be/v_xeQuxR0kI to Peggy. She is different from Peggy as she
drawing of one https://youtu.be/f6PpTtaqCsY doesn’t make fun of Wanda. She remains silent
hundred beautiful while Peggy makes fun of Wanda. Peggy’s
dresses has won the friendship is important to her. It is because she
school's art contest. is the best liked girl in the whole room. She
Students will listen to the teacher carefully and
The girls realize that hopes Peggy wouldn’t do anything wrong.
they misjudged follow the instructions given to them. They will
Wanda, and feel note the Blackboard work and question answers Q4. What does Miss Mason think of Wanda’s
incredibly guilty for in their note-books. They will follow the drawing? What do the children think of them?
never believing her homework related instructions as desired by the How do you know?
stories of her "one teacher. Ans : Miss Mason thinks of Wanda’s drawing
hundred dresses." In as “exquisite” “all different and all beautiful.
the end, the girls The children think of them as amazing” . They
write a letter to stop short and gasped when they look at their
Wanda, hoping to beauty and brilliance. I know this from their
make amends, and reaction. They are taken in surprisingly by their
they are pleasantly dazzling colours and lavish design.
surprised by her
willingness to
forgive.
LESSON PLANS BY VIJAY KUMAR HEER
Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of lesson Pedagogy and use of ICT/TLM/ABL/ Blackboard and Question Answers Oral and written works
other materials and plan of activities to achieve the
LOs
OBJECTIVES Q1. What did Mr. Petronski’s letter say?
The lesson begins
with a letter A: Mr. Petronski wrote a letter informing
received from a)To promote language skills LSWR (Listening, the school that his daughter, Wanda
Wanda’s father Speaking, Writing and Reading). Petroski would not come to school any
informing the b) To develop healthy feelings towards their more. They were moving to a big city
school about their fellow - friends regardless of their socio-eco where no one would make fun of her name.
moving to a big status.
city where nobody c) To make them understand how to identify Q2. Is Miss Mason angry with the class, or
would tease Wanda qualities or talent of an individual. is she unhappy and upset?
for her funny name d)To discourage forming biased opinions about A: When Miss Mason came to know that
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as well her
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someone on the basis of external appearances. the class had been making fun of Wanda
appearance. After
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e) To develop respect towards their classmates. Petronski’s name, she was both unhappy
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getting familiar
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with the content of f) To discourage them for passing derogatory and upset. She was not angry but she was
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the letter through comments about their friends. troubled to know the incident.
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the teacher the g)To enrich their vocabulary with new words Q3.How does Maddie feel after listening to
whole class got and phrases. the note from Wanda’s father?
stunned and h) To make them familiar with the content and A: Maddie had a very sick feeling in the
realized their message of the story The Hundred Dresses. bottom of her stomach. She could not put
derogatory remarks PREVIOUS KNOWLEDGE TESTING:- her mind in her work. She thought that she
and attitude In the part I of this lesson, what do you think was as bad as Peggy because she never
towards Wanda.
about Wanda’s concept of hundred dresses ? stopped Peggy from asking insulting
Maddie felt so bad Was the behavior of classmates of Wanda right ? question from Wanda about her dresses
that she couldn’t Is it right to insult the classmates and teasing them though she did not like.
concentrate on her ? Q4.What does Maddie want to do?
studies after What will happen if Wanda leaves that school ? A: Maddie wants to tell Wanda that she
knowing the facts.
never meant to insult her. She was sorry
She wanted to meet
Wanda in person to
Methodology: Lecture-cum-demonstration for everything she did not want Wanda to
clarify her stand leave that place.
that she never MAIN POINTS
meant to hurt her Q5.What excuses does Peggy think up for
feelings. • The teacher makes the classroom fully attentive her behavior? Why?
When the school before reading out the letter written by Wanda’s A: Peggy was also upset over the incident
was over Maddie father informing them about absence of Wanda she said that she had never called her a
and Peggy both and Jack from their school for good. foreigner. She never made fun of her name.
went to •
the The Petronski family decides to settle in a big city She thought she was too dumb.
residence of so that their children don’t suffer from funny
Wanda at Boggins pranks played by their classmates. Q6.What were Maddie’S thoughts as they
•
Height to meet her The whole class along with the teacher got go to Boggins Heights?
but by that time shocked with the content of the letter sent by Mr. A: Maddie thought that she would find
they had already Petronski. Wanda and on meeting her she would tell
left so their visit
• The entire class got tensed and they felt bad abouther nobody would make fun of her name.
was fruitless.
Wanda. Maddie could concentrate on her studies. If anybody made fun Peggy and Maddie
Then they wrote •a She felt that she is coward and never stopped would fight with them.
friendly letter to Peggy from making fun of Wanda. Q7. Why does Wanda’s house remind
Wanda telling her • She wanted to meet Wanda. She made up her Maddie of Wanda’s blue dress?
she had won the mind to go to her house and tell her that she has A: Maddie and Peggy reached Wanda’s
contest but the won the prize. little house at Boggins Height. The house
letter was not
• When the school was over Peggy and Maddie and its little yard looked shabby but clean.
responded by
Wanda. On went to Boggins Heights. It reminded Maddie of Wanda’s one
Christmas Miss• Both the girls found her house but they could not dress, her faded blue cotton dress, shabby
Masion their meet her as they had already left the place. but clean.
teacher received •a Peggie tried to defend her behaviuor but Maddie Q8.What does Maddie think hard about?
letter from Wanda is not satisfied. What important decision does she come
informing that she • On Saturday both Peggie and Maddie wrote a to?
was no more in letter to Wanda telling her she had won the A: Maddie was upset over the incident.
need of those contest. She could not meet wanda. She thought
hundred dresses as • Days passed but there was no answer from about Wanda, her faded blue dress, the
she had new
Wanda. little house she was living in and the
hundred dresses in
her new house • It was Christmas time when Miss Mason received glowing pictures of hundred dresses. She
hence those should a letter from Wanda. Wanda had written a letter decided that she was never going to stand
that the girls could keep those hundred dresses by and say nothing again.
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be gifted to the
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girls especially because in her new house she had hundred new Q9. What did the girls write to Wanda?
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blue one to Maddie ones. A: The girls wrote to Wanda about the
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and green one to • She had gifted special drawing to Peggy and contest and told her that she had won it. It
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They accepted and • Maddie found that the face in the drawing looked her new place and the teachers.
pinned them in like her. Q10. Did they get a reply? Who was more
their bedrooms• She went to Peggy’s house and saw her drawing anxious for a reply, Peggy or Maddie?How
.There Maddie too. do you know?
gazed for a long • She made up her mind to go to her house and tell A: Weeks went by and still Wanda did not
time at the picture her that found that the face and head of the answer to Peggy and Maddie. After a long
and found that the drawing looked like their face and head. period of time, the reply was received by
face in the drawing
• Peggy consoled herself by saying that Wanda the school. Maddie was more anxious for a
was resembling to
her own. Then she
really liked them Maddie agreed and blinked reply. Peggy had begun to forget the whole
ran to Peggy’s away the tears that came every time she thought business. But Maddie did not forget
house to see her of Wanda Petronski. Wanda. She used to make speeches about
drawing also. Wanda before going to bed.
Peggy was also VIDEO LINKS FOR THE LESSON:- Q11. How did the girls know that Wanda
happy to find same https://youtu.be/GWJjJFdWnb4 liked them even though they had teased
in the drawing. https://youtu.be/sMgG0gm4xJI her?
Peggy consoled https://youtu.be/f6PpTtaqCsY A: In her letter to school, Wanda wished
herself saying that all the girls Merry Christmas. She offered
Wanda really liked
them. Maddie
Students will listen to the teacher carefully and all the hundred dresses for the girls. This
agreed and blinked follow the instructions given to them. They will shows that Wanda liked all of them though
away the tears note the Blackboard work and question answers in they always teased her.
which came every their note-books. They will follow the homework
time she thought of related instructions as desired by the teacher.
Wanda Petronski.
LESSON PLANS BY VIJAY KUMAR HEER
Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of lesson Pedagogy and use of Question Answers Oral and written works
ICT/TLM/ABL/
Blackboard and other
materials and plan of
activities to achieve
the LOs
The lesson
OBJECTIVES Q1. What are the elders in Goa nostalgic about?
begins with a) To aware the A. The narrator often finds his elders thinking about ‘those good
how narrator’s students about old days’ and telling them about the famous breads that date back
elders often ancient Goan to the time when Portuguese ruled over Goa. They ponder over the
recall the time culture and past and tell them that though the Portuguese have left Goa but the
when Goa was Portuguese baking bakers still exist, if not the original ones, their legacy is being
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b) To aware the
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Portuguese.
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students about Q2. Is bread-making still popular in Goa? How do you know?
They talk how
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the importance
Goa and the evident from the existence of time-tested furnaces, mixers and
of bakers is
still professional moulders. The legacy of bakers is being continued by their sons.
maintained in vendetta of local You will find a bakery in every Goan village as bread is an
their villages people living in important part of the Goan culture.
even after the rural Goa
Portuguese c) To promote Q3. What is the baker called?
have left. language skills A. The baker is referred to as ‘Pader’ in the city of Goa.
They are LSWR (Listening,
known as Speaking, Writing Q4. When would the baker come everyday? Why did the children
‘Paders’ in and Reading). run to meet him?
Goa. The PREVIOUS A. The baker would come twice every day during the narrator’s
mixers,
KNOWLEDGE childhood days. Once in the morning to deliver the loaves of bread
moulders and
their time- TEST: and secondly, in the evening on his return after selling his stock.
tested furnaces The children would go running to him to take the special bread
continue to METHODOLOGY: bangles he had made for them.
serve the Lecture-cum- Q5. Match the following. What is a must
people of Goa demonstration as marriage gifts? – cakes and bolinhas
with their MAIN PONITS OF for a party or a feast? – sweet bread called bol
famous bread LECTURE :- for a daughter’s engagement? – bread
loaves. It is for Christmas? – sandwiches
possible that This lesson is a pen Answer:-
the original portrait of a marriage gifts Sweet bread called Bol
ones may not traditional Goan For a party or a feast Bread
exist, but their village beaker that For daughter’s engagement Sandwiches
profession is still has For Christmas Cakes and bolinhas
being unimportant place
continued by
in his vicinity. Goa Q6. What did the bakers wear:
their sons. The
thud of their is the place which
bamboo stick has the varied In the Portuguese days?
can still be culture of French, When the author was young?
heard in some English and
parts of the Portuguese. Here in A.(i) In the Portuguese days, the bakers wore a unique knee-length
village. The this lesson the frock dress typically known as ‘kabai’.
same jingling description of a (ii) In the narrator’s childhood days, he had seen them wearing
thud would village hacker shirts and shorter than usual pants.
wake the reminds us of the
narrator and Old Portuguese Q7. Who invites the comment — “he is dressed like a pader”?
his friends
days. Why?
during their
childhood A. During the narrator’s childhood days, the bakers had a peculiar
days who The beaker comes dress. They wore shirts and shorter than usual pants. Thus, if
would go with the jhang - someone is seen wearing pants of this much length, they invite the
running to him jhang sound—a comment – “he is dressed like a pader”.
without sound of his
er
He
brushing or bamboo stuff. His Q8. Where were the monthly accounts of the baker recorded?
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washing their one hand supports A. The monthly accounts of the baker were recorded on some wall
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has continued M
The thud and the jingle of the traditional baker’s bamboo can
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to be a
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Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of lesson Pedagogy and use of ICT/TLM/ABL/ Question Answers Oral and written
Blackboard and other materials and plan of works
activities to achieve the LOs
OBJECTIVE Q1. Where is Coorg?
Coorg lies midway
To familiarize the students with a A: Coorg is situated in the midway
between Mysore
tourist place of India. between Mysore and the coastal
and Mangalore . It
To make them feel the beauty of Coorg. town of Mangalore. It is the
looks like a piece of
To enable them about the geography of paradise on this earth. It must have
heaven on the earth.
Coorg. been drifted from the kingdom of
It is a hilly place of
To make them aware of the people of God.
brave men,
Coorg.
er
beautiful women
He
To tell them about its location,historical Q2. What is the story about
r
It is also known by
To tell them about its famous tourist A: There are many stories about
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the name of
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kingfishers,
He
Coorgi people?
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most popular
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Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of lesson Pedagogy and use of ICT/TLM/ABL/ Question Answers Oral and written works
Blackboard and other materials and plan of
activities to achieve the LOs
OBJECTIVES:- 1. Describe the scenery outside the train.
“Tea from
Assam”, To test student’s prior knowledge Where were Pranjol and Rajvir going by train?
written by
Arup Kumar and use it as scaffold to promote A: There were green, green forests
Dutta is an
informative comprehension of the text. everywhere. Rajvir had never seen such
story. The
To encourage students to use greenery before. He was going to Assam with
er
story revolves
He
garden of
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Assam. To enable the students to share their gave way to tea bushes. Both of them were
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the whole
He
About the hard objects striking each other. A Chinese emperor always boiled water before
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origin of the
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tea it is said He pulled a table with milk vessels drinking it. One day a few leaves of branches
that a Buddhist and a few pots with me, making a big
burning under the pot fell into the water. It
monk while
clatter.
meditating felt gave a delicious flavour. These were tea
sleepy. To Sprouting : growing
avoid it he cut The sprouting leaves of the tea plants leaves.
his eye lids and are used to make tea. Pranjol, a
threw them. Indian legend:-
youngster from Assam, is Rajvir’s
Few sapling
Bodhidharma, a Buddhist monk cut off his
sprouted out of classmate
them. It is said Pranjol’s father is the manager of a tea eyelids because he felt sleepy during
they were tea
garden in Upper Assam
leaves that meditations. Ten tea plants grew out of his
banished sleep Pranjol has invited Rajvir to visit his
after boiling eyelids. These leaves when put in hot water
home
and drinking it.
Rajvir and Pranjol on the way to and drunk, banished sleep.
The other
under current Assam text book questions and answers
story lies like Tea gardens scene
this that a king Q1. Look at these words : upkeep, downpour,
Beautiful scenery outside
in China was
undergo, dropout, walk-in. They are built-up
in habit of About legends behind tea:- Chinese
drinking water legend and Indian legend from a verb and an adverb or a particle.
after boiling it.
Tea and China- The history of the
Few twigs fell Use these words appropriately on the sentences
into his boiling names like ‘chai’ and ‘chini’
water. After below. You may consult a dictionary.
Reaching the destination-Assam
drinking it, his
Dropping at Mariani junction 1. A heavy downpour has been forecast due to
sleep went off.
They called it Driving to Dhekibari Tea Estate
low pressure in the Bay of Bengal.
tea. Tea was Women with bamboo baskets were
first drunk in 2. Rakesh will undergo major surgery
plucking the new leaves from them
China as far
back as 2700 METHODOLOGY: Lecture-cum- tomorrow morning.
BC. Chai & Demo
3. My brother is responsible for the upkeep of
chini words VIDEO LINK FOR DEMO
er
He
https://youtu.be/HFXVdeSmOBs
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origin in
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Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of lesson Pedagogy and use of Question Answers Oral and written works
ICT/TLM/ABL/ Blackboard and
other materials and plan of
activities to achieve the LOs
OBJECTIVES SHORT QUESTIONS AND ANSWERS
In this story the author
Gavin Maxwell tells us
• To familiarize the students with Q1. How was Mij to be transported to England?
about his pet. After the the theme of the lesson. A: The British Airline to England would not fly
death of the dog, he • To develop the students’ animals. So Maxwell booked a flight to Paris on
thought to have another speaking skills. another airline and from there to London. The
pet. Early in 1956 he • To develop the students’ skill of airline insisted that Mij should be packed into a
travelled to Southern summing up. box not more than eighteen inches square. Thus
er
• To develop the skill to scan for Mij was transported to England in that box, which
He
having an otter. Then, Q2. What happened when the box was opened?
oral presentations.
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he also thought of A: When the box was opened, Mij went out of the
•
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transporting animals. Two Arabs brought it for him in a mail his answers. He had to wait there for five days
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sack. The author stayed in Basra for .He had to wait there because his mail arrived five
Therefore, the narrator
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a few days. Very soon the otter days later due to certain problems.
had to choose a
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different flight that author. It loved to play with water Q3. How does he get the otter? Does he like it?
allowed animals on all the time. It played with a rubber Pick out the words that tell you this.
board. As a result, ball also.The author named his otter A:It was sent to him by his friend. He liked the
Mijbil was packed in a Mijbil. He made for it a body-belt. otter very much. He made for it a body-belt and
He would take it on a lead to the also enjoyed its pranks in the bathroom
box of its size. Then the
bathroom. There the otter would go
narrator went for the mad playing with water. It could Q4. Why was otter named ‘Maxwell’s Otter’?
meals. When he even turn the tap and make the A: It was because the scientists came to know this
returned to his room, he water flow at full pressure.After particular species from Maxwell’s otter only.
noticed blood coming some days, the author was to come
out from the air holes. back to London. The transporting of Q5. What happened when Maxwell took Mijbil to
He got frightened. He Mijbil became a problem. British the bathroom? What did it do two days after that?
airline did not permit animals on its A:It at once started plunging and rolling in the
hurriedly opened it and
flights. Another airline agreed to bathtub. It went wild with joy. Two days later,it
saw that Mij was take the animal if packed in a escaped into the bathroom and started fumbling
almost unconscious. He boxThe author made a small box for with the tap; soon it turned the tap on.
removed all the sharp the otter. He had to face a lot of Q1. How was Mij to be transported to England?
edges from the box and difficulty and it made him late for A: Mij was to be flown to Paris and from there to
placed it again into the the plane. While in the plane, the England. The airline insisted that Mij had to be
box. The time was otter escaped from the box. There packed in a box.
was a lot of hue and cry. At last, the
passing and he
otter came back and settled on the
managed to hire a taxi. Q2. What did Mij do to the box?
author’s knees.After an eventful
There were only ten journey, the author and his otter at A: It tore the lining of the lid to shreds.
minutes in his flight. So last reached London where he lived Q3. Why did Maxwell put the otter back in the box?
he sat at the back seat in a flat. The otter spent most of its How do you think he felt when he did this?
time playing with its toys. A: He was to take the otter with him to the airport.
of the taxi and placed
Sometimes the author took it out for So he put it back into the box. He was sad for the
the box on his lap. a walk. He would take it on a lead poor otter.
Somehow he managed as if it were a dog.Opposite to the Q4. Why does Maxwell say-‘the air hostess was the
to catch the flight and author’s flat, there was a primary very queen of her kind’?
he boarded the plane. school that had a low outer wall A: The air hostess was very nice to Maxwell.She
The air hostess was about thirty yards long. The otter did all she could do for Maxwell and his otter.
somewhat friendly and would jump on to it and go running Q5. What happened when the box was opened?
all the length of the wall. Different A: The otter at once jumped out of the box and
she allowed the narrator
people made different guesses as to disappeared under the seats.
to place the otter on his what animal it was. They would say
lap. But as soon as the it was a baby seal, squirrel, a Page No 110
narrator opened the box walrus, a hippo, a beaver, a bear
the otter disappeared in cub or even a leopard with Q1. What game had Mij invented?
the plane. This spots.Very few Londoners had ever A: He had invented a game with ping-pong ball.
frightened the seen an otter. They were filled with He would put the ball at one end of a sloping lid
surprise on seeing such a strange and then grab it as it ran to the other end.
passengers. But the animal. ·One day a labourer was Q2. What are ‘Compulsive habits’? What does
airhostess helped him digging a hole in the street. Looking Maxwell say are the compulsive habits of :
to find out Mij again. at the author’s otter, he exclaimed, i.School children ii.Mij
“Here, Mister, what is that A: Compulsive habits are the things that one feels
er
He
In London people
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did not recognize VIDEO LINKS:- their feet exactly on the centre of each paving
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otters. They used to https://youtu.be/arioYYTzMnE block. Similarly, Mij had made it a habit to jump
Vi
make blind guesses to on to the school wall and go galloping all along its
recognize the animal. https://youtu.be/VFlcx7AaTes length of thirty yards.
The most surprising Q3. What group of animals does otters belongs to?
https://youtu.be/Vv82geujbRU A: Otters belong to the group known as
event was when the Mustellines.
labourer was digging Q4. What guesses did the Londoners make about
his hole in the street. https://youtu.be/mTw8aRNuCvM
what Mij was?
On seeing the animal, A: Their guesses included all possible animals but
Students will listen to the teacher
he placed down his the otter. They called it a beaver, a seal, a leopard,
carefully and follow the instructions
tools and when the a bear cub, a squirrel and what not.
given to them. They will note the
narrator neared him, he Blackboard work and question
Q5. What things does Mij do which tell you that he
shouted, what is that answers in their note-books. They
is an intelligent, friendly and fun loving animal
supposed to be. will follow the homework related
who needs love?
instructions as desired by the
A: Mij develops a bond of friendship with the
teacher.
author in just twenty-four hours. He sleeps
comfortably in the crook of the author’s knees. His
behavior in the aeroplane shows that he is
intelligent, friendly and fun loving animal who
needs love.
LESSON PLANS BY VIJAY KUMAR HEER
Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of lesson Pedagogy and use of ICT/TLM/ABL/ Question Answers Oral and written works
Blackboard and other materials and plan of
activities to achieve the LOs
OBJECTIVES:- TEXT BOOK QUESTIONS & ANSWERS
This is a Q1. What was Valli’s favourite pastime?
sensitive story A: As Valli had no playmate of her age, so her
To develop the art of communication skills.
of an eight year favourite pastime was to stand in her doorway and
To enable them to speak themselves in
old girl’s first watch the street. The street outside used to be full
grammatically correct language and with
bus journey of activities which were enough to keep her
proper expression. amused and engaged.
into the world
To enable the learners to extrapolate from
outside her
the given text. Q2. What was a source of unending joy for Valli?
village .The
To sensitize the students to the feelings of an What was her strongest desire?
girl Valli, at a
individual.
er
To enable the students to think of an The bus used to bring a new set of passengers
age, tries to
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alternative ending to the story. every-time it came from the town. The diversity of
understand the
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To enable them to use new words and people, their activities were a treat to watch for
mystery of life
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phrases in their own language. Valli. Her strongest desire was to take a ride in the
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body of the right in front of the bus. She clapped gleefully made great sacrifices by controlling her normal
Ku
same cow was as the cow ran faster.Valli did not get off the childish urges of having candies, toys and joyrides.
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crushed and bus at the town. She did not want to go to the This must have been difficult for her. Kids find it
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bled. She was stall and have a drink because she had no very difficult to savour a candy or to enjoy a toy.
moved from money. She also declined the offer of a cold
within. Perhaps drink by the conductor. It tells u that she is a Q10. What did Valli see on her way that made her
she was trying self-respecting girl and can overcome laugh?
to understand temptation. On the return journey, she saw the A: A scared cow was running for her life in the
the meaning of same cow lying dead by the roadside. This middle of the road. It was jumping with tails up.
The more incessantly bus driver honked the more
life and death unpleasant sight made her very sad. She was a
furious its scamper became. Valli could not control
in her own sensitive girl.The bus reached the village at her laughter after seeing this.
terms. She three forty. She got down the bus and reached Q11. Why didn’t she get off the bus at the bus
returned home her home. Her mother did not come to know station?
in time. None about her journey. A: She did not know anything about the town so
of the family VIDEO LINKS TO TEACH THIS was afraid of getting lost. Moreover, her
members could LESSON:- meticulous savings plan allowed her enough
know her https://youtu.be/1BxkJi1ORtY money to buy only tickets for her journey.
adventurous https://youtu.be/kFIKe54H5dc Additionally, she had to return before her mother
journey. https://youtu.be/eUHwktA-wMo could find her missing.
Q12. Why didn’t Valli want to go to the stall and
Students will listen to the teacher carefully and
have a drink? What does this tell you about her?
follow the instructions given to them. They A: She did not want to take obligation from the
will note the Blackboard work and question conductor. This indicates that she is taught of not
answers in their note-books. They will follow taking anything from strangers. She may be a
the homework related instructions as desired small child but she knows how to behave properly
by the teacher. in the outside world.
Lesson Plans by Vijay Kumar Heer
Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of lesson Pedagogy and use of Question Answers Oral and written
ICT/TLM/ABL/ Blackboard works
and other materials and plan of
activities to achieve the LOs
OBJECTIVE:- Text Book Questions And Answers
It is Chubukov’s house. Lomov enters .
Chubukov meets him. Chubukov is This lesson is intended to Q1: What does Chubukov at first
extremely happy to meet him. He asks give you knowledge of suspect that Lomov has come for? Is
him to sit down. He also asks him where he sincere when he later says “and
English language.
he is going in the evening dress. I’ve always loved you, my angel, as
Lomov tells him that he has come to see At the same time you get if you were my own son”? Find
him with a request. He wants to say but entertained with comical reason for your answer from the
er
speaking. But he talks of this thing or that in this play. Lomov has come to borrow money.
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But he feels that he is dying. house keeper, not bad looking, well
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the desert.
educated’.
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Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of lesson Pedagogy and use of ICT/TLM/ABL/ Question Answers Oral and written
Blackboard and other materials and plan of works
activities to achieve the LOs
OBJECTIVES Short Questions & Answers
Sermon is a religious talk
delivered by a prophet or To enable the students have spiritual Q1: What do you know about the
Saint. Here we have the outlook. early life of Buddha?
journey of Goutam To enable them express themselves in A: Gautama Buddha was born in a
Buddha from prince hood grammatically correct language.
to his saintly life. He left royal family. His childhood name
To enable the learners extrapolate from
the palace at the age of was Siddhartha. At the age of 12 he
the given text.
25, after seeing the was sent away for schooling in Hindu
To sensitize the students to the fact that
sufferings of the world, to
er
wandered for seven years, To enable them use new words and
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here and there, and under phrases in their own language. Yashodhara.
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he got it. His first sermon permanent. Everything is subject to decay. Q2: What did he see when he went
was delivered at Benaras
All human beings are mortals. And mortals out hunting? What did he do then?
as it was considered to be
the holiest place because are bound to die. A: He saw a sick man, then an aged
of the river Ganga. They help them know the fact that man, then a funeral procession, and
grieving on the death of a relative brings
finally a monk begging for alms.
nothing. It only invites physical pain.
He thinks that he who These sights moved him so much that
NEW WORDS:-
seeks peace should draw ROCURE: obtain (something), especially
he decided to seek in enlightenment
out the arrow of about the sorrows he had came
with care or effort.
lamentation, complaint across.
and grief. He who has The servant was sent to the market to
drawn out the arrow has procure daily need items.
become composed, and WEARY: Tired Q: Where did Buddha preach his first
will obtain peace of After the day’s work the man felt weary sermon?
mind; he who has yesterday night. A: Gautama Buddha preached his
overcome all such IMMORTAL: Not subject to death.
circumstances will be free first sermon at the city of Benares,
No men are immortal. Only God can be which is regarded as the most holy of
from sorrow and be
blessed. said to be immortal
the dipping places on the river
KINSMEN: Relatives.
Ganges.
She invited all her kinsmen to her wedding
Kisa Gautami
anniversary. TEXT BOOK QUESTIONS AND
Kisa Gautami was
grieving over the death of AFFLICTED WITH: Suffering from ANSWERS
her son. She moved from The leaf is afflicted with mildew. Q.01- When her son dies, Kisa
door to door and at last We need to treat the plants and leaves Gotami goes from house to house.
came to Buddha. She afflicted with any disease. What does she ask for? Does she get
made him a humble Main Points of the lesson:-
request to make her son it? Why not?
This lesson tells us about the life of
alive. Buddha said he
Gautama Buddha, who was born in a royal
would do but he asked a Ans:- When her son dies, Kisa
handful of mustard seeds. family as Siddhartha.Once he saw a funeral
processing, and monk begging for the
Gotami goes from house to house
He further commanded it
must be taken from a alms. These sights moved them a lot and asking for medicine to bring her son
house where no one had he decided to become a monk and started back to life. She did not get it
lost a child, husband, moving in search of enlightenment.He because there is no medicine which
parent or friend. can bring a dead man back to life.
started meditation under a peepal tree and
after seven days he got enlightenment and
She went from house to he became known as the Buddha (the Q.02- Kisa Gotami again goes from
house but was unable to Awakened or the Enlightened). He house to house after she speaks with
find one where nobody preached his first sermon at Benares. Once the Buddha. What does she ask for,
had died. She was tired a woman came to him requesting to bring
and hopeless and sat the Second time around? Does she
her dead son to life.Gautama Buddha asked
down at the wayside get it? Why not?
er
death.The lady moved from one house to Ans:- After she speaks with the
And she realized that
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these lives flicker up for another but she could not find a single Buddha, Kisa Gotami again goes
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some time and are house where no one has lost a child,
extinguished again. husband, parents or friend.Then she came mustard-seed but in vain because
to know that death common to all and is there is no house where no one has
the ultimate truth. lost a child, a husband, parent or
This way she was taught
that the lives of mortals in Methodology: Lecture –cum- friend.
this world are troubled demonstration
and brief and there is no VIDEO LINKS TO TEACH THIS
Q.03- What does Kisa Gotami
means by which one can LESSON
avoid deaths. As all understand the second time that she
https://youtu.be/gizifAStep8
earthen vessels made by https://youtu.be/ltTyTqsHa1c
failed to understand the first time?
the potter are being Was this what the Buddha wanted her
https://youtu.be/zSbxpBqSBz8
broken, so is the life of
Students will listen to the teacher carefully to understand?
mortals. Death is
inevitable. and follow the instructions given to them.
They will note the Blackboard work and Ans:- Kisa Gotami understood the
question answers in their note-books. They second time that death is the ultimate
will follow the homework related truth. All creatures that are born must
instructions as desired by the teacher. die one day. This is what Buddha
wanted her understand.
LESSON PLANS BY VIJAY KUMAR HEER
Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
in life can make huge changes in black in colour with very harsh
r
https://youtu.be/kM32zvgp_ck
ma
can take the hard times of life in https://youtu.be/_W4wwVepN7I symbol of bad omen. Likewise,
jay
https://youtu.be/vGNFMZmpVW8
happen to change our situation into plant with white flowers. It
happier times. The simple things https://youtu.be/4MkLUJqX2aE means he has left all the
we do for others can make all the beautiful colours present in the
difference. Just think about those world and has chosen black and
random acts of kindness we do and Students will listen to the poem white.
how much they brighten a person’s Actually the poet has done so
and recite it carefully and follow
day and sometimes change their to present his mood and
future. the instructions given to them. feelings. The crow and
Noticing and appreciating all the hemlock tree represent sorrow
small things in life will make our and depression felt by him in
life happier. It will also cause us to this materialistic world. On the
have a spirit that is willing to other hand the dust of snow is
change and therefore succeed. the symbol of natural joy and
energy. It means passing
through the sad and depressing
moments the poet is entering
into the time full of joy and
optimism.
LESSON PLANS BY VIJAY KUMAR HEER
Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of poem Pedagogy and use of Question Answers Oral and written works
ICT/TLM/ABL/ Blackboard and
other materials and plan of activities
to achieve the LOs
OBJECTIVE short questions & answers
The poet talks
about the two Q1: What are the two opinions discussed in
different beliefs
To enable the students the poem about the end of this world?
regarding end of
this world. He says appreciate the beauty, rhyme and A: The two opinions are that this world
that he is in the style of the poem.
will end either in fire or in ice.
favour of those who To make students understand
er
uncontrolled and
their effect. fast if remains uncontrolled.
unending desires.
He finds the human To inspire them write their
desires same as fire feelings in the form of short
Q3: What does ice stand for in the poem?
in its nature. On the poems.
other hand, the PREVIOUS KNOWLEDGE A: Ice stands for hatred as both are same
second belief tells
TEST:- in nature, they make us insensitive and
that ice is sufficient
for destroying this Have you seen Fire and Ice ? rigid.
world and the poet Have you seen Fire and Ice
compares the nature together ?
of ice with hatred. text book questions & answers
As ice can make a NEW WORDS:- Q1: There are many ideas about how the
part of body numb Tasted: experienced.
with its prolonged world will ‘end’. Do you think the world
The fast food that I have tasted is
contact like hatred
not always good for health. will end some day? Have you ever thought
can also give
numbness to our It is the time that tastes what would happen if the sun got so hot that
mind and thoughts everyone's grit.
it ‘burst’, or grew colder and colder?
and make us
insensitive and Perish: die or destroy. A: Yes I believe that this world will end
cruel. This multistory building seems some but when nobody knows. Whether the
The speaker brings perished due to natural calamity. sun gets hot or it gets colder in both the
us into the middle Anything that lives on this earth
situations end of this world is sure.
of an argument has to perish today or tomorrow.
between people
who think the world Suffice: be sufficient.
Q2: For Frost, what do ‘fire’ and ‘ice’ stand
will come to a fiery This much in the plate would
end and people who for? Here are some ideas:
think the world will suffice for my breakfast.
# greed # avarice # cruelty # lust # conflict
freeze. He could be This much liquid in the glasses
talking about the would not suffice as my drink. # fury # intolerance
literal end of the
# rigidity # insensitivity # coldness #
world, but he's also Methodology: Poem singing and
talking about the video demonstration related to the indifference # hatred.
power that human
poem Ans.
beings have to harm
or "destroy" one FIRE: greed, avarice, lust, conflict, fury,
another.
VIDEO LINKS TO TEACH intolerance.
The speaker's
ICE: cruelty, rigidity, insensitivity,
experience with THIS LESSON:-
romantic desire has coldness, indifference, hatred.
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passionate or "hot"
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emotions like love https://youtu.be/vLWHWXGHEOw Q3: What is the rhyme scheme of the
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Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of Poem Pedagogy and use of Question Answers Oral and written works
ICT/TLM/ABL/ Blackboard and
other materials and plan of
activities to achieve the LOs
OBJECTIVE short questions & answers
Explanation of stanza 1
Q1: ‘He stalks in his vivid stripes.’How does the
The tiger moves up and To enable the students to tiger look in his cage?
down of his cage. The understand the importance of A: The tiger has sharp ,clear stripes on his body .He
stripes on his body are freedom. looks majestic as he moves slowly and quietly in
of strong bright colour. To enable the students to his cage .He has soft velvety pads .He makes no
The tiger moves quietly understand the dangers of noise as he moves. He has brilliant shining eyes.
on his velvet pads. He is deforestation and blessings of
forestation. Q2: ‘On pads of velvet quiet /in his quiet rage, what
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(because he knows that To enable the students to does the tiger do in his cage?
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he is helpless here.) understand that all animals will be A: It is a very small cage.The tiger can hardly take
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happy only in their natural habitat. a few steps along the length of the cage .He doesn’t
Explanation of stanza 2
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To enable the students to take any notice of the visitors who come there. With
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Looking at the understand the responsibility of his shining eyes, he keeps looking at the bright stars.
imprisoned tiger, the present generation in preserving
poet is filled with pity. the environment and earth. Q3: ‘He should be lurking in the shadows /sliding
He says that the poor To enable the students to learn through long grass ‘what should the tiger be doing if
tiger should have been in to recite poem with proper he were in the jungle?
his natural habitat. Then intonation and rhythm. A: The tiger would be lurking in the shadows of
at this point of the night PREVIOUS KNOWLEDGE trees. He would be sliding slowly through the long
,he would have been TEST:- grass .He would be sitting by some water hole and
lying in the shadows of Have you ever visited any zoo ? waiting for some plump deer to pass that way.
trees and sliding quietly Have you seen any tiger in zoo ?
through the long grass. How the tigers are kept in zoo ? Q4: ‘He should be snarling around houses /at the
There, near the water Do you think tiger lives happily in jungle’s edge’ what should the tiger be doing if he
hole, he would be iron cage and want no freedom ? were at the edge of the jungle?
waiting for some fat deer A: The tiger would be moving around the houses
to pass that way. Thus Methodology: Poem singing and in a nearby village .he would be growling while
he would be lying there explaining moving around .the sight of his white fangs and his
in expectation of a terrible claws would fill the villagers with terror.
heavy feast. NEW WORDS:-
Strips : long narrow bands Q5: ‘Stalking the length of his cage /ignoring
Explanation of stanza 3 The tiger has black strips on his visitors’ that is the tiger doing? Why is he ignoring
Here the poet imagines body on the yellow background. the visitors?
what the tiger would be A: The tiger is moving along the length of the cage
doing in case he failed to Lurking : lying hidden in order to slowly and quietly. He sees that he visitors keep
find any prey in his attack coming and going .None of them thinks of releasing
natural habitat. He says The cat is lurking in the grass to him from his prison .The tiger sees that all of them
that the tiger would be attack the rabbit. are fellows of without feeling .So he stops taking
growling at the edge of any notice of them .
jungle near some village. Sliding : moving very slowly
He would be showing The jackal is sliding through the Q6: ‘And stares with his brilliant eyes / at the
his white fangs and grass in search of food. brilliant stars ‘ Why do you think the tiger looks
claws while moving at the stars?
here and there. He Plump : fat A: The tiger has lost all hope from men .now he
would thus become a The deer has a very plump body. has hope from heaven only .it is this hope that has
cause of terror for the Plump body of the deer attracts the kept the brilliance in his eyes .that is why the tiger
villagers. The poetess tiger very easily. looks at the brilliant stars with his brilliant eyes .
here gives a hint that Fangs : long sharp teeth text book questions & answers
if we destroy the The tiger has his terrifying fangs. Q1: Read the poem again,and work in pairs or
natural habitat of tigers, Tiger's fangs are sharp and big. groups to do the
they will be forced to following tasks. Find the words that describe the
turn to our towns and key points movements and actions of the tiger in the cage and
villages to find their in the wild .Arrange them in two columns.
food. This poem contrasts a tiger IN THE CAGE IN THE
when it is in its natural habitat and WILD
Explanation of stanza 4
when it is imprisoned in a zoo. 1.Stalks in his quiet rage
The poet sees the tiger On a starry night, the poet sees a 1.Lurking in the shadow
logged in a concrete cell tiger in a zoo. 2.stalking in the length of his cage
The tiger moves slowly up and 2.Sliding through long grass
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imprisoned behind the The tiger is full of rage but is 3.Snarling around houses
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bars. Very slowly and quiet in his helplessness. 4.hears the last voice of patrolling cars
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silently, he moves up The poet is moved to pity for the 4.Baring his white fangs
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Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of the Poem Pedagogy and use of Question Answers Oral and written works
ICT/TLM/ABL/ Blackboard
and other materials and plan of
activities to achieve the LOs
OBJECTIVE short question & answer
If by chance you Q1: What are the distinctive features of the Asian Lion as
go to any forest in given in the poem?
the East and if a To enjoy reading the poem A: The Asian Lion is a large beast. He is brownish-
huge terrible yellow in colour. He roars. The sound is terrible to hear.
for pleasure.
This makes one almost die due to great fear. He is found
animal comes to To enrich their vocabulary. in the forest in the eastern countries of Asia. That’s why
you and if it roars he is called ‘Asian Lion’.
To know about some wild
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are dying then you animals. Q2: How does the Bengal Tiger look? What is so distinct
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about him?
will come to know To know them the features of
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that it is an Asian wild animals. king of animals. He looks noble. He has black stripes on
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you, a novice may Novice: a beginner A4. A ‘bearhug’ is the bear’s tight embrace. Hyenas
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be confused to never laugh. But their faces look like that. Crocodiles do
These small monks are novice
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recognize animals. not weep but tears come when they swallow their victims.
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of religious rituals. I am a
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Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of lesson Pedagogy and use of ICT/TLM/ABL/ Question Answers Oral and written
Blackboard and other materials and works
plan of activities to achieve the LOs
OBJECTIVES:- short questions & answers
This poem, by John Berriman,
Q1: What message does John
is about losing something that
you love, and learning to grow To make the students learn about Berryman want to convey through this
the loss of something they love. poem?
up. It is about a little boy, who,
for the first time in his young To make them learn to develop Ans: The message that the poet wants
life, is learning what it is like the ability to understand the to convey is the importance of loss and
responsibility in life. We should not
to experience grief at the loss difficult situations in their life. forget the importance of possessions.
of a much beloved possession- To help them not to grieve but to
his ball. To us, the loss of a experience new things over the loss Q2: How does the boy feel at the loss
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To help them cope with the Ans: The boy is very much troubled at
'O there are other balls'. But to
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This poem consists of only one tell us that we should learn how to
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stanza. There is no rhyming, cope up with the loss. Q5: What does the poet say the boy is
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but the poet instead conveys And money is external i.e. we learning from the loss of the ball? Try
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his meaning through the can’t buy memories with money. to explain this in your own words.
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rhythm, the tone, and his use Ans: The poet says that the boy is
We all should learn our
of words. For example, in the learning to cope up with the loss of the
lines 'I saw it go, merrily responsibility and learn to cope up ball. He is experiencing grief and
bouncing down the street, and learning to grow up in this world of
then merrily over' the short, with the loss. possessions. He learns that there are so
brisk, happy words allow you many things in life that are to be lost
to visualize a ball bouncing and cannot be brought back. It is
along. In the lines 'An ultimate VIDEO LINKS FOR THE POEM:- useless to feel sorrow for it.
shaking grief fixes the boy as
https://youtu.be/Oz-t619luhw
he stands rigid, trembling, Q6: Have you ever lost something you
staring down. All his young https://youtu.be/NLAaz_SKmlM liked very much? Write a paragraph
days into the harbour, where describing how you felt then, and
https://youtu.be/GOxbNiFc914
his ball went,' the words and saying whether — and how — you got
rhythm is tragic, dramatic and https://youtu.be/DcVt31sSjd8 over your loss.
harsh, which is suitable for the Ans: student should write the answer
situation. Similar uses of tone Students will listen to the poem and of this question in his/her own words.
and rhythm help add to the recite it carefully and follow the
effect of the poem, and help
emphasize the meaning. instructions given to them
LESSON PLANS BY VIJAY KUMAR HEER
Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of the Pedagogy and use of Question Answers Oral and written works
ICT/TLM/ABL/ Blackboard
Poem and other materials and plan of
activities to achieve the LOs
OBJECTIVES:- SHORT QUESTIONS & ANSWERS
This poem Q1: What picture of Amanda do you form from the poem ‘Amanda’?
depicts the To enable the students A: Amanda is a little school going girl. She is constantly nagged by
understand and enjoy the her parent. It is probably the mother. She keeps asking Amanda to do
state of a this or not to do that. But poor Amanda longs to be free and live life in
little girl’s theme and language by
her own way.
reading Amanda.
mind who is To enable the students be Q2: What is Amanda asked to do or not to do?
constantly specific in reflection, A: Amanda is asked not to bite her nails, not to hunch her shoulders
expression and individual
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instructed and not to eat chocolate. She is asked to sit up straight, to finish her
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about do’s opinion and deeper homework, to tidy her room and to clean her shoes. In fact, she is
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her elders. identify the connection to Q3: What does Amanda long to do at the sea?
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words or phrases that resonate A: Amanda wants to be the sole inhabitant of the sea. She wants to be
She is told as free as a mermaid. She wants to be a mermaid `so that she could
not to hunch with other things.
drift joyfully with the gentle waves of sea.
To enable the students
her shoulders know more about the poet or Q4: Is Amanda an orphan ? Why does she say that?
and to sit up background of the poem. A: Amanda is not an orphan. She is nagged all the time by her parent.
straight. She To enable the students So she feels it better to have been an orphan. Then she could roam
is told to enrich their vocabulary. about freely in the street, leaving patterns of her bare feet in the soft
To enable the students dust.
finish her acquire a few grammar items,
homework stress patterns, punctuation, Q5: How old do you think Amanda is ? How do you know this ?
pronunciation, rhyme and A: Amanda is asked to finish her homework .It shows that she is a
and tidy her school-going girl. She seems to be around ten years old. She is
room. She is rhythm.
constantly told to do this or not to do that.
PREVIOUS KNOWLEDGE
forbidden TEST:- Q6: Who do you think is speaking to Amanda in the poem ?
from eating a Do you have followed any A: Is one of the parents who is speaking to Amanda. It is probably the
chocolate advise to mend your habits ? mother who remains all the time at home and keeps nagging poor
Do you like to mend the habits Amanda.
that she has.
on advise of parents and
But all the teachers ? Q7: What could Amanda do if she were a mermaid ?
time, the Do you feel snatch of freedom A: Amanda could then be the inhabitant of the sea. She could drift
if you are forced to change joyfully with the gentle waves of the sea. There would have been no
little girl one to nag here all the time. She could then move about freely where
any habit due to others ?
Amanda she liked.
NEW WORDS :-
keeps Inhabitant : Dweller
The hippo is an inhabitant of Q8: Do you know the story of Rapunzel? Write briefly.
dreaming of A: Rapunzel was a beautiful golden- haired girl her hair was very long.
water.
a life of There are so many species A witch had put her in a tower. A prince saw her and fell in love with
freedom in her. Rapunzel let her hair down and the prince climbed up with them.
which are inhabitant of water.
The witch was very angry. she left Rapunzel alone in the desert. The
the open. prince at last found her and married her.
She dreams Mermaid : A woman with a
tail of a fish Q9: Why does Amanda Want to be Rapunzel?
of mermaids Mermaids are supposed to be A: Rapunzel lived alone in a tower. There was no one to nag her all
in the sea, of found in water. time. Amanda thinks that Rapunzel’s life must have been very
roaming Mermaids have been referred peaceful and wonderful. That is why she wants to be Rapunzel.
barefoot in in mythologies.
Q10: What does Amanda yearn for? What does the poem tell you about
the dusty Drifting : Moving slowly her?
street and of A: Amanda yearns for a life of freedom. She is fed up with the
The car is drifting away from
constant nagging of her parents. She wishes that she had been an
the golden the crowd. orphan show that there had been no one to nag her. Then she could
haired The ship in the sea water drifts move about freely and play where she liked.
very slowly. TEXT BOOK QUESTIONS & ANSWERS
Rapunzel Orphan : One whose parents Q1- How old do you think Amanda is? How do you know this?
who lived are dead A: Amanda is a little school-going girl. We know this because her
alone in a The children look like the parents asks her to finish her homework.
orphans. They have lost their Q2- Who do you think is speaking to her?
high tower. A: It is her parent (probably her mother) who is speaking to her.
parents.
She takes no Orphans have a very hard life Q3- Why are stanzas 2,4 and 6 given in parenthesis?
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A: These stanzas depict the state of the girl’s mind who is constantly
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is being said face challenges at every nook Q4- Who is the speaker in stanzas 2,4and 6? Do you think this speaker
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to her. Then of their lives. is listening to the speaker in stanzas 1,3,5 and 7?
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A: The speaker in these stanzas is the girl named Amanda. She is lost
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she is Nagged : Find fault in her own dreams and doesn’t listen to what is being said to her.
rebuked for The lady is trying to nag the Q5- What could do if she were a mermaid?
being moody man verbally. A: She would drift with the gentle waves of the sea.
Nagging ends in negative Q6- Is Amanda an orphan? Why does she say so?
and sulking A: No, she is not an orphan. She simply imagines that there would
response.
all the time. No body likes to be nagged. have been no one to nag her if she had been an orphan.
Q7- Do you know the story of Rapunzel? Why does Amanda want to
be Rapunzel?
Methodology: Poem singing A: Rapunzel was a golden- haired girl who had been kept in a tower
and explanation by a witch. Amanda thinks that Rapunzel’s life in the lonely tower
must have been very happy and wonderful. That is why she wants to be
Video Links for the poem:- Rapunzel.
https://youtu.be/xh92H6ecXHI Q8- What does the girl yearn for? What does this poem tell you about
https://youtu.be/h4RfAfpSaTg Amanda?
https://youtu.be/-Esm5tk7-OY A: The girl yearns for a life of freedom. The poem tells us that she is
an imaginative girl who is constantly nagged by her unimaginative
Students will listen to the parent.
Q9- Read the last stanza. Do you think Amanda is sulking and is
poem and recite it carefully
moody?
and follow the instructions A: No, Amanda is neither sulking, nor is she moody. She is simply
given to them longs for her freedom. She wants to go out and play where she likes.
LESSON PLANS BY VIJAY KUMAR HEER
Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of the Pedagogy and use of ICT/TLM/ABL/ Question Answers Oral and written works
Poem Blackboard and other materials and plan of
activities to achieve the LOs
OBJECTIVES:- SHORT QUESTIONS & ANSWERS
Desires to
To enable the students understand and Q1-Why does Whitman admire animals?
live Among
enjoy the theme and language by reading Ans.- Whitman finds that animals have
Animals: The
the poem “The Animals’’. many virtues which are lacking in men.
poet desires
Animals never grumble on their
to live
To enable the students be specific in condition. They are not mad for material
among the
reflection, expression and individual things .They always remain satisfied. They
animals
opinion and deeper understanding of the don’t have to kneel to any of their kind.
because they
Animals. That is why Whitman admires animals.
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are serene
He
To enable the students know more about Ans- Human beings ever remain
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wise to
the poet or background of the poem. dissatisfied. They keep grumbling about
bewail over
To enrich the students with vocabulary. their condition. They go mad for material
their
To enable the students acquire a few things. They talk about their duty to God,
condition.
grammar items, stress patterns, punctuation, but never think about their duty to God’s
They weep
pronunciation, rhyme and rhythm men.
for their sins
PREVIOUS KNOWLEDGE TESTING:-
and do their
Have you seen jungle book cartoon show ? Q3-Why does Whitman want to live with
duty to God.
Do you have pets at home ? animals ?
Quality of Do you like the company of animals ? Ans. Whitman finds that animals have
satisfaction: Do you feel loved to live with non-selfish many virtues that men are lacking. They
The animals animals? remain very calm, quiet and satisfied.
are always They have no worries. That is why
satisfied. Methodology: Demonstration and Whitman wants to live with them.
They do not explanation with poem recitation
possess the NEW WORDS:- Q4-Why have animals not to lie awake in
mania of Complicated : Complex the dark ?
possessing This is a very complicated info graphics. Ans.-Animals don’t commit any sin. They
things. They have no worries. They are always happy.
do not show False : Untrue They have nothing to grumble about .So
respect for This is a false truth-o-meter. they don’t have to lie awake in the night.
the others. False information does not sustain for They have no sins to weep over.
They even do longer duration.
not respect Placid : Calm, peaceful, serene Q5-What are the things that humans do
their The water of the lake seems to be placid. but animals don’t ?
thousand old Placid water has no turbulence. Ans.-Men are always unhappy and
ancestors. We must always try to be placid like lake discontented. They keep grumbling. They
They are water. go mad for material possessions. Animals
equal in Sins : Offence do none of these things. They are always
sorrow and Animals know no sins. They kill each-other happy and contended. They don’t have to
happiness. to satisfy their hunger. weep over their sins.
Dissatisfied :Not contented
Poet`s desire TEXT BOOK QUESTIONS & ANSWERS
This is the appearance of dissatisfaction.
to learn from Q1-Notice the use of the world turn in the
The small children are always dissatisfied
them: The first line,” I think I could turn and live
with what they have.
poet has a with animals….” What is the poet turning
deep desire from ?
MAIN POINTS :-
to learn from
In the poem “Animals” Walt Whitman Ans.-The poet wants to turn from the
the animals, company of men. He wants to go and live
has given a pedagogic point before human
Since they in the company of birds, animals and
beings.
show their nature.
He is very comfortable in the company
deep concern
of animals.
with them. Q2-Mention three things that humans do
He says, animals are placid and self
They give and animals don’t.
contained, do not whine and weep about
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him respect
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their conditions, are always satisfied and do Ans.-Humans keep grumbling about their
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in the shape
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their duty towards God and express their condition. They weep in the dark over
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Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of lesson Pedagogy and use of ICT/TLM/ABL/ Question Answers Oral and written
Blackboard and other materials and plan of works
activities to achieve the LOs
OBJECTIVES:- TEXT BOOK QUESTIONS &
The “I,” the voice of the
speaker of Adrienne ANSWERS
Rich’s poem, “The • To enable the students Q1:Find, in the first stanza, three
Trees,” is a voice with a comprehend the poem things that cannot happen in a
body engaged in activities locally and globally. treeless forest.
and sensing intrusions that
are not organic to the • To infer the contextual A: The three things that cannot
meaning of the text. happen in a treeless forest are the
conventions of a nature
sitting of a bird on trees, the
• To enable the students do a
er
personality.
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Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of lesson Pedagogy and use of ICT/TLM/ABL/ Question Answers Oral and
Blackboard and other materials and plan written works
of activities to achieve the LOs
OBJECTIVES:- Q1. What does Sandburg think the fog is
The poem fog was
written by Carl • To enable the students like?
comprehend the poem locally Ans.- Sandburg thinks the fog is like a
Sandburg, The poet says
and globally. cat that comes silently so that no one can
that the fog which is
sense it arrival.
generally seen during • To infer the contextual meaning 2. How does the fog come?
the winter season is of the text. Ans.- As per the poet the fog comes very
coming towards the city • To enable the students do a silently like a cat.
and the harbour just like strengths and weaknesses study 3. What does ‘it’ in the third line refer
a cat. This means that it
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Chapter name: The Tale of Custard The Dragon No. of periods required: 02
Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of lesson Pedagogy and use of Question Answers Oral and written works
ICT/TLM/ABL/
Blackboard and other
materials and plan of
activities to achieve the
LOs
OBJECTIVES OF THE
The Tale of
POEM:- 1. Who are the characters in this poem? List
Custard the To enable the them with their pet names.
Dragon is a students comprehend Answer: There are six characters in the poem.
humorous poem the poem locally and These characters are Belinda, a little black
written by kitten, a little grey mouse, a little yellow dog, a
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globally.
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To infer the Belinda and the pirate do not have any pet
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called bravery.
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This poem is a
Custard the Dragon’ may seem like a funny
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Focused Skills and Learning Outcomes: As described in the objectives of the lesson plan
Gist of the Poem Pedagogy and use of ICT/TLM/ABL/ Blackboard Question Answers Oral
and other materials and plan of activities to achieve and written works
the LOs
The trees in the OBJECTIVES:- Q1.What does the
young man mean by
poem are of the To enable the students comprehend the great honey
paintings or poem locally and globally. colored/Ramparts at
pictures that are To infer the contextual meaning of the text. your ear? Why does he
To enable the students do a strengths and say that young men are
decorative inside
weaknesses study of their own personality. thrown into despair by
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reaching her. young man of lies love appearance and not desirable than another?
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