RAMJAS PUBLIC SCHOOL (DAY BOARDING) Anand … PUBLIC SCHOOL (DAY BOARDING) Anand Parbat,...
Transcript of RAMJAS PUBLIC SCHOOL (DAY BOARDING) Anand … PUBLIC SCHOOL (DAY BOARDING) Anand Parbat,...
RAMJAS PUBLIC SCHOOL (DAY BOARDING)
Anand Parbat, Delhi-110005
ANNUAL CURRICULUM PLAN (2016-2017)
SUBJECT :ENGLISH CLASS: X
S.No. FA/SA Task Marks Learning Objectives Methodology Skills to be developed
FORMATIVE ASSESSMENT 1 ( TERM I )
1. FA1 UNIT TEST
The Two Gentlemen of Verona
Mirror
Integrated grammar exercises /Voice
10 Reinforcement and assessment
of the content and skills taught
in class.
Individual assessment
through a pen paper test. Reading comprehension,
vocabulary and grammar skills
Global comprehension of the
literature content taught.
Critical/analytical thinking.
2 FA1 INTERDISCIPLINARY PROJECT
10 To help the learners explore the
different aspects of natural
resources in terms of their
bounties and their degradation
by working on tasks in groups
of 4 – 5 students.
To enable the students to
integrate their learning by
working across subject
boundaries.
Class discussion and
brainstorming on the
given topic.
Giving the students
guidelines on how
the project is to be
done.
Exploratory skills
Comprehension
Critical analysis to build an
understanding of the content
researched.
Creativity/imagination
Originality
4. FA1 HOLIDAY HOMEWORK
(a) Read all the chapters of the novel - The Diary
of a Young Girl (Anne Frank)
(b) Watch the 1959 film ‘The Diary of a young
Girl’.
Also, watch the 1996 Oscar Award winning
documentary - Anne Frank Remembered.
(c)Give a brief historical background of the novel
in an article of about 200 words. Support it with
a map of Europe marking the countries
Germany, Italy, Austria, Hungary Poland,
Switzerland.(5marks)
(d) Prepare a timeline of events of Anne’s life
20 Reading for pleasure and for
comprehension.
Intensive reading for
understanding a novel in terms
of its plot, setting,
characterisation and themes.
To build an interest towards
reading.
Class discussion
predicting the story
of the novel on the
basis of its title.
Giving guidelines
for making the
timeline and writing
the articles.
Exploratory skills
Comprehension
Critical analysis to build an
understanding of the content
read
Creativity/imagination
originality
right from her birth till the day she died.
Mention at least significant twenty such events
in a diagrammatic timeline on an A4 sheet. (5
marks)
(e) Why do you think Anne Frank’s diary has
made an impact on countless readers around the
world? Write two or three paragraphs explaining
why readers might identify with Anne and draw
inspiration from her life. (10 marks)
RUBRICS FOR ASSESSMENT
Content – 7 marks
Fluency and accuracy - 3 marks
5. FA1 SPEAKING ACTIVITY
(Based on the themes from Unit I of the M.C.B )
RUBRICS FOR ASSESSMENT
Content – 5
Fluency and Accuracy – 4
Confidence – 1
10 To enable learners to express
ideas about relevant issues
coherently, fluently and
accurately with proper tone and
style.
Individual/group
presentation by the
learners to the class.
Brainstorming and
class discussion on
the topics for the
speaking activity.
Speaking with correct intonation,
word stress and sentence stress
using appropriate vocabulary,
phrases and relevant content.
Building confidence.
TOTAL 50
FORMATIVE ASSESSMENT 2(TERM I )
1. FA2 UNIT TEST
Mrs Packletide’s Tiger
The Frog and the Nightingale
Article Writing / Formal letter( based on
MCB unit I)
Integrated grammar exercises (Tenses and
sub- verb agreement.)
Unseen passage/poem
20 Reinforcement and assessment of the
content taught and the skills developed.
Individual assessment
through a pen and paper
test.
Reading comprehension,
vocabulary and grammar skills.
Global comprehension of the
literature content taught.
Critical/ analytical thinking.
Lessons 1 and 2 ( The Diary of a young girl
by Anne frank)
2. FA2 GROUP ACTIVITY-
(Based on the poem- The Frog and the Nightingale)
Change the poem into a story and present it in
the form of a picture book / scrap book. The
book must have a short biographical sketch of
the poet at the beginning. Also mention the
themes highlighted by the poem at the end.
RUBRICS FOR ASSESSMENT
Relevance, richness and variety of
content : 8marks
Accuracy of language used : 4
marks
Fluency and effectiveness of
organisation : 4 marks
Imaginative use of language and
visuals : 2marks
Group dynamics : 2marks
Total: 20 marks
20 To enable global and specific
comprehension of the text.
To enable learners to visualise
the poem
To enable learners to develop
an understanding the story in
the poem.
Group work for
preparing a scrap
book and making a
presentation.
Giving the students
guidelines on
preparing the picture
book.
Working in a group, co-
ordination, co-operation.
Organising information.
Creativity and imagination
Building new understanding.
.
3. FA2 LISTENING ACTIVITY
Worksheet to be attempted with an audio played on
the smart board.
10 Listening to a conversation or a
talk and understanding the topic
and the main points.
Listening for specific
information required.
Understanding and interpreting
spontaneous spoken discourse
in familiar social situations.
Individual assessment
through a worksheet and an
audio clip.
Listening comprehension Interpretation and evaluation Sequencing ideas Separating relevant from
irrelevant information. Critical/analytical thinking
4. FA2 CW/HW/NOTEBOOK WORK ASSESSMENT
RUBRICS FOR ASSESSMENT
Content – 6
Neatness / Work presentation – 2
Regularity / Timely submission - 2
10 To reinforce and facilitate the
understanding of the content
taught in class.
To enable learners to build
Periodic monitoring and
checking of written work
done in the notebooks as
class task /home task.
Language and vocabulary skills
Making notes, managing work
and being systematic.
Creative skills
/develop appropriate
vocabulary, spellings, writing
style and neat handwriting.
Critical/analytical thinking
TOTAL 50
FORMATIVE ASSESSMENT 3 (TERM II )
1. FA3 UNIT TEST
A Shady Plot
Unseen passage / poem
Integrated grammar exercises ( Reported
Speech , Modals and Prepositions)
10 Reinforcement of the content taught
and the skills developed.
Individual assessment
through a pen and paper
test.
Reading comprehension,
vocabulary and grammar skills
Global comprehension of the
literature content taught
Critical/analytical thinking
2. FA3 GROUP ACTIVITY
(Based on the poem – The Rhyme of the Ancient
Mariner )
Change the poem into a story and prepare a
Power Point Presentation with appropriate
content and images. Also mention the themes
highlighted in the poem and a short bio – sketch
of the poet.
RUBRICS FOR ASSESSMENT
Relevance, richness and variety of
content : 8marks
Accuracy of language used : 4
marks
Fluency and effectiveness of
organisation : 4 marks
Imaginative use of language, visuals
and other presentation techniques
(modulation, eye contact etc in case
of oral presentation) : 2marks
Group dynamics : 2mark
Total: 20 marks
20 To enable learners to explore
and find out information
To build an understanding of
one the themes in the poem.
A pictorial
representation of the
poem in the form of
a power point
presentation.
Giving the students
guidelines on
preparing the ppt.
Appreciation of poetry
Comprehension of the poem and
its themes
Creativity and writing skill
Working in a group/cooperation,
coordination
Building sensitivity towards
nature.
3. FA3 INTERDISCIPLINARY ACTIVITY
TOPIC- DISASTER MANAGEMENT
SUB TOPIC - EARTHQUAKE
10 To enable learners to design a poster
with a slogan using appropriate
language and relevant content.
L earning by doing
Brain storming
Developing aesthetic skills
,creativity , imagination ,
Originality
Writing for a purpose
4. FA3 WRITING SKILL ASSESSMENT
(Based on a worksheet on the themes from the
MCB Units for Term2)
RUBRICS FOR ASSESSMENT
The answers will be judged on – content (3),
accuracy (1.5) and fluency (1.5) each.
10 Reinforcement and assessment
of the themes in the units for
term 2 given in the MCB.
To enable the learners to plan,
organise and present ideas
coherently by organising their
ideas logically and concisely
To enable learners to introduce,
develop and conclude a given
topic.
To make the learners write in a
style and format appropriate for
writing letters (formal and
informal)/ articles/ speeches/e-
mails/reports/notices.
Class discussion and
brainstorming on the
questions given in
the worksheet.
The answers will be
judged on – content
(5), accuracy (2.5)
and fluency (2.5).
Composition skills
Critical/analytical thinking
Presenting ideas in clear,
grammatically correct English
and a logical sequence.
Planning, organising and
presenting coherently ideas by
introducing, developing and
concluding a topic.
Comparing and contrasting ideas
and arriving at conclusions.
Using a style and format
appropriate for letters/notices/e-
mails/articles/speech/reports.
Building critical thinking
Reflecting over important issues.
TOTAL 50
FORMATIVE ASSESSMENT4 (TERM II)
1. FA4 UNIT TEST
Ozymandias
Patol Babu , Filmstar
Article/ formal letter(Related to MCB units –
National Integration, Travel and tourism)
Integrated Grammar exercises
Lessons 6 and 7 from Diary of a young
20 Reinforcement of the content taught
and the skills developed.
Individual assessment
through a pen and paper
test.
Reading comprehension,
vocabulary and grammar skills
Global comprehension of the
literature content taught
Critical/analytical thinking
Girl.
2 FA4 WRITING SKILL ASSESSMENT
(Based on a worksheet on the themes from the
MCB Units for Term2)
RUBRICS FOR ASSESSMENT
The answers will be judged on – content (3),
accuracy (1.5) and fluency (1.5) each.
10 Reinforcement and assessment
of the themes in the units for
term 2 given in the MCB.
To enable the learners to plan,
organise and present ideas
coherently by organising their
ideas logically and concisely
To enable learners to introduce,
develop and conclude a given
topic.
To make the learners write in a
style and format appropriate for
writing letters (formal and
informal)/ articles/ speeches/e-
mails/reports/notices.
Class discussion and
brainstorming on the
questions given in
the worksheet.
The answers will be
judged on – content
(5), accuracy (2.5)
and fluency (2.5).
Composition skills
Critical/analytical thinking
Presenting ideas in clear,
grammatically correct English
and a logical sequence.
Planning, organising and
presenting coherently ideas by
introducing, developing and
concluding a topic.
Comparing and contrasting ideas
and arriving at conclusions.
Using a style and format
appropriate for letters/notices/e-
mails/articles/speech/reports.
Building critical thinking
Reflecting over important issues.
3. FA4 LISTENING ACTIVITY 10 Listening to a conversation or a
talk and understanding the topic
and the main points.
Listening for specific
information required.
Understanding and interpreting
spontaneous spoken discourse
in familiar social situations
Individual assessment
through a worksheet and an
audio clip.
Listening comprehension Interpretation and evaluation Sequencing ideas Critical/analytical thinking Distinguishing main points from
supporting details, relevant from
irrelevant information.
4. FA4 CW/HW/NOTEBOOK WORK ASSESSMENT
10 To reinforce and facilitate the
understanding of the content
taught in class.
To enable learners to build
/develop appropriate
vocabulary, spellings, writing
style and neat handwriting.
Periodic monitoring and
checking of written work
done in the notebooks as
class task /home task.
Language and vocabulary skills
Making notes, managing work
and being systematic.
Creative skills
Critical/analytical thinking
TOTAL 50
TERM I
SUMMATIVE ASSESSMENT 1 (SA1)
A. SA1 LITERATURE READER
PROSE/FICTION
1. SAI TWO GENTLEMEN OF VERONA To enable learners to appreciate
a literary genre (prose) and the
writer’s style of writing.
To make the learners appreciate
the story in terms of its plot,
setting and characterisation.
To develop new vocabulary.
To enable specific and global
comprehension of the text read.
To develop an understanding of
the themes conveyed by the
text.
To make the learners
understand the story in terms of
its setting, plot, characters and
themes.
Reinforcement of the content
read through Class task/ Home
task/ Worksheet.
To enable learners to reason ,
recall , extrapolate , illustrate ,
justify etc;
To enable them to apply literary
conventions, extract relevant
information and identify the
central and sub- themes .
Using the Extra
Marks SLM on the
smart board.
Class discussion
on the author’s life
and work.
Class discussion
on the setting,
plot, characters
and the themes in
the story.
Worksheet
Reading with correct word
stress, sentence stress and
intonation.
Reading for understanding/
comprehension both global
and specific.
Anticipation and prediction
Developing writing skill by
integrating literature with
language.
Writing for self expression.
Building vocabulary, deducing
the meaning of unfamiliar
lexical items in a given
context.
Developing thought, critical
analysis on the basis of the text
read.
Development of writing skills /
appreciation.
Understanding of human
values
Understanding of literary
devices.
Developing reasoning ability
as well as the ability to justify
views.
Application of literary
conventions and the skill to
identify and extract relevant
information.
2 SA1 MRS. PACKLETIDE’S TIGER To enable learners to appreciate
a literary genre (prose) and the
Using the Extra
Marks SLM on the
Reading with correct word
stress, sentence stress and
writer’s style of writing.
To make the learners appreciate
the story in terms of its plot,
setting and characterisation.
To develop new vocabulary.
To enable specific and global
comprehension of the text read.
To develop an understanding of
the themes conveyed by the
text.
Reinforcement of the content
read through Class task/ Home
task/ Worksheet.
To enable learners to reason ,
recall , extrapolate , illustrate ,
justify etc;
To enable them to apply literary
conventions, extract relevant
information and identify the
central and sub- themes .
smart board.
Class discussion
on the author’s life
and work and his
style of writing.
Class discussion
on the setting,
plot,
characterization
and the themes of
the story.
Worksheet
intonation.
Reading for understanding/
comprehension both global
and specific.
Anticipation and prediction
Developing writing skill by
integrating literature with
language.
Writing for self expression.
Building vocabulary, deducing
the meaning of unfamiliar
lexical items in a given
context.
Developing thought, critical
analysis/ appreciation on the
basis of the text read.
Understanding of human
values
Understanding of literary
devices.
Developing reasoning ability
as well as the ability to justify
views.
Application of literary
conventions and the skill to
identify and extract relevant
information.
3 SAI THE LETTER To enable learners to appreciate
a literary genre (prose) and the
writer’s style of writing.
To make the learners appreciate
the story in terms of its plot,
setting and characterisation.
To develop new vocabulary.
To enable specific and global
comprehension of the text read.
To develop an understanding of
the themes conveyed by the
Using the Extra
Marks SLM on the
smart board.
Class discussion
on the author’s life
and work and his
style of writing.
Class discussion
on the setting,
plot,
characterization
Reading with correct word
stress, sentence stress and
intonation.
Reading for understanding/
comprehension both global
and specific.
Anticipation and prediction
Developing writing skill by
integrating literature with
language.
Writing for self expression.
text.
Reinforcement of the content
read through Class task/ Home
task/ Worksheet.
To enable learners to reason ,
recall , extrapolate , illustrate ,
justify etc;
To enable them to apply literary
conventions , extract relevant
information and identify the
central and sub- themes .
and the themes of
the story.
Worksheet
Building vocabulary, deducing
the meaning of unfamiliar
lexical items in a given
context.
Developing thought, critical
analysis/ appreciation on the
basis of the text read.
Understanding of human
values
Understanding of literary
devices.
Developing reasoning ability
as well as the ability to justify
views.
Application of literary
conventions and the skill to
identify and extract relevant
information.
POETRY
3 SA1 THE FROG AND THE NIGHTINGALE
To enable learners to appreciate
a literary genre i.e. poetry.
To enable the learners to
appreciate Vikram Seth’s
popular poetic style.
To make the learners
comprehend the literal as well
as the figurative meaning of the
poem.
To enable the learners to
understand the literary
devices/figures of speech used
in the poem.
To develop an understanding of
the themes conveyed by the
poem.
Reinforcement of the content
read through Class task/ Home
Using the Extra
Marks SLM on the
smart board
Class discussion
on the poet’s life
and work, the
poem’s rhyme
scheme and its
literal as well as
figurative
meaning.
Worksheet
Formative
Assessment group
activity.
Reading with correct rhyme
and rhythm.
Reading for understanding/
comprehension both global
and specific.
Developing writing skill by
integrating literature with
language.
Writing for self expression.
Building vocabulary, deducing
the meaning of unfamiliar
lexical items in a given
context.
Developing thought, critical
analysis/ appreciation on the
basis of the text read.
Understanding of human
values
task/ Worksheet.
To enable learners to reason ,
recall , extrapolate , illustrate ,
justify etc;
To enable them to apply literary
conventions, extract relevant
information and identify the
central and sub- themes.
Understanding of literary
devices/ figures of speech
used.
Developing reasoning ability
as well as the ability to justify
views.
Application of literary
conventions and the skill to
identify and extract relevant
information.
4 SA1 MIRROR To enable learners to appreciate
a literary genre i.e. poetry.
To make the learners appreciate
Sylvia Plath’s poetic style.
To make the learners
comprehend the literal as well
as the figurative meaning of the
poem.
To enable the learners to
understand the literary
devices/figures of speech used
in the poem.
To develop an understanding of
the themes conveyed by the
poem.
Reinforcement of the content
read/ taught through Class task/
Home task/ Worksheet.
To enable learners to reason ,
recall , extrapolate , illustrate ,
justify etc;
To enable them to apply literary
conventions, extract relevant
information and identify the
central and sub- themes.
Using the Extra
Marks SLM on
the smart board
Class discussion
on the poet’s life
and work, the
poem’s rhyme
scheme, its literal
as well as its
figurative
meaning.
Worksheet
Reading with correct rhyme
and rhythm.
Reading for understanding/
comprehension both global
and specific.
Developing writing skill by
integrating literature with
language.
Writing for self expression.
Building vocabulary, deducing
the meaning of unfamiliar
lexical items in a given
context.
Developing thought, critical
analysis/ appreciation on the
basis of the text read.
Understanding of human
values.
Understanding of literary
devices/ figures of speech
used.
Developing reasoning ability
as well as the ability to justify
views.
Application of literary
conventions and the skill to
identify and extract relevant
information.
5 SA1 NOT MARBLE, NOR THE GILDED
MONUMENTS
To enable learners to appreciate
a literary genre i.e. poetry.
To make the learners appreciate
William Shakespeare’s
simplistic poetic style which
conveys intense meaning.
To make the learners
comprehend the literal as well
as the figurative meaning of the
poem.
To enable the learners to
understand the literary
devices/figures of speech used
in the poem.
To develop an understanding of
the themes conveyed by the
poem.
Reinforcement of the content
read through Class task/ Home
task/ Worksheet.
To enable learners to reason ,
recall , extrapolate , illustrate ,
justify etc;
To enable them to apply literary
conventions, extract relevant
information and identify the
central and sub- themes.
Using the Extra
Marks SLM on
the smart board
Class discussion
on the poet’s life
and work, the
setting of the
poem, its rhyme
scheme, its literal
meaning and the
themes it conveys.
Worksheet
Reading with correct rhyme
and rhythm.
Reading for understanding/
comprehension both global
and specific.
Developing writing skill by
integrating literature with
language.
Writing for self expression.
Building vocabulary, deducing
the meaning of unfamiliar
lexical items in a given
context.
Developing thought, critical
analysis/ appreciation on the
basis of the text read.
Understanding of human
values.
Understanding of literary
devices/ figures of speech
used.
Developing reasoning ability
as well as the ability to justify
views.
Application of literary
conventions and the skill to
identify and extract relevant
information.
DRAMA
8 SA1 THE DEAR DEPARTED To enable learners to appreciate
a new literary genre i.e. drama
and the playwright’s style of
writing.
To make the learners appreciate
the play in terms of its plot,
setting and characterisation.
Using the Extra
Marks SLM on the
smart board.
Class discussion
on the
playwright’s life
and work.
Reading with correct word
stress, sentence stress and
intonation.
Reading for understanding/
comprehension both global
and specific.
To develop new vocabulary.
To enable specific and global
comprehension of the text read.
To develop an understanding of
the themes conveyed by the
text.
To enable the learners to
appreciate and enjoy the
humour in the play.
Reinforcement of the content
read through Class task/ Home
task/ Worksheet.
To enable learners to reason ,
recall , extrapolate , illustrate ,
justify etc;
To enable them to apply literary
conventions, extract relevant
information and identify the
central and sub- themes.
Class discussion
on the setting,
plot, characters
and the themes
incorporated in the
play.
Worksheet
Anticipation and prediction
Developing writing skill by
integrating literature with
language.
Building vocabulary, deducing
the meaning of unfamiliar
lexical items in a given context
Writing for self expression.
Developing thought, critical
analysis/ appreciation on the
basis of the text read.
Understanding of human
values
Understanding of the literary
devices used.
Developing reasoning ability
as well as the ability to justify
views.
Application of literary
conventions and the skill to
identify and extract relevant
information.
B. SAI NOVEL- THE DIARY OF A YOUNG GIRL
Sunday, June 14, 1942 -- Saturday, January 15,
1944
Reading for pleasure and
comprehension
Intensive reading for
understanding the novel in
terms of its plot , incident,
setting, characterisation and
themes.
Class discussion on
the author’s life and
work
Brainstorming and
class discussion on
the setting, plot,
incidents, characters
and the themes of
the novel.
Reading for global as well as
specific comprehension
Anticipation and prediction
Building vocabulary , deducing
the meaning of unfamiliar lexical
items in a given context
Developing though, critical
analysis and appreciation of the
text .
C SA1 MAIN COURSE BOOK
Unit 1- HEALTH AND MEDICINE
Unit 2- EDUCATION
Unit 3- SCIENCE
Global and specific
comprehension of the themes
incorporated in the units.
Reinforcement of
listening/Speaking/Reading/Wri
ting skills.
Class discussion/
brainstorming of the
themes incorporated
in the units for
speaking/ writing
skills practise.
Use of MCB
Speaking with correct intonation,
word stress and sentence stress
using appropriate vocabulary,
phrases and relevant content.
Building confidence.
Reflecting over important issues.
Critical/analytical thinking
exercises for
listening and reading
comprehension.
Worksheet.
Formative
Assessment
speaking activity.
Presenting ideas in clear,
grammatically correct English
and a logical sequence.
Planning, organising and
presenting coherently ideas by
introducing, developing and
concluding a topic.
Comparing and contrasting ideas
and arriving at conclusions.
Using a style and format
appropriate for letters/notices/e-
mails/articles/speech/reports.
Building critical thinking.
Developing listening for details,
specific ideas, sequencing,
interpreting, evaluating, making
comparisons and distinguishing
relevant from irrelevant ideas.
Decoding, inferring, interpreting
information.
Vocabulary skills
D SA1 WORKBOOK
Integrated grammar exercises with focus on:
Voice, Reported Speech, Determiners, Modals,
Connectors, Prepositions, Non finites, Relatives,
Conditionals, Comparison, Nominalisation and
Subject – Verb Agreement.
Teaching the rules of grammar
related to the various topics and
their application / functional
usage.
Reinforcement of the rules and
usage.
Application of language
conventions and using
integrated structures with
accuracy and fluency.
Using the Extra
Marks SLM for the
various grammar
topics.
Reinforcement of
the rules and usage
through exercises in
the workbook and
the module.
Worksheets.
Logical thinking
Application of grammar rules
Analytical thinking.
E SA1 WRITING SKILL TOPICS FOR TERM 1
Diary Writing
Short Story Writing
Letter to the Editor
Informal Letter
Article Writing
To make the learners write in a
style and format appropriate for
writing letters (formal and
informal)/ articles/ speeches/e-
mails/reports/notices.
To enable the learners to plan,
organise and present ideas
Using the Extra
Marks SLMs for
writing tasks to
teach and reinforce
the formats for the
writing topics and
their value points.
Composition skills
Critical/analytical thinking
Presenting ideas in clear,
grammatically correct English
and a logical sequence.
Planning, organising and
presenting coherently ideas by
coherently by organising their
ideas logically and concisely
To enable learners to introduce,
develop and conclude a given
topic.
To reinforce the formats and the
value points for all writing
topics.
Worksheets with
writing tasks based
on the themes
highlighted in the
MCB and socially
relevant topics.
Class discussion /
brainstorming on the
tasks / questions to
be done in class.
introducing, developing and
concluding a topic.
Comparing and contrasting ideas
and arriving at conclusions.
Using a style and format
appropriate for letters/notices/e-
mails/articles/speech/reports.
Building critical thinking
Reflecting over important issues.
SUMMATIVE ASSESSMENT 2 (SA2)
A SA2 LITERATURE READER
PROSE / FICTION
1. SA2 A SHADY PLOT To enable learners to appreciate
a literary genre (prose) and the
writer’s style of writing.
To make the learners appreciate
the story in terms of its plot,
setting and characterisation.
To develop new vocabulary.
To enable specific and global
comprehension of the text read.
To develop an understanding
of the themes conveyed by the
text
To make the learners
understand the story in terms of
its setting, plot, characters and
themes.
Reinforcement of the content
read through Class task/ Home
task/ Worksheet.
To enable learners to reason ,
recall , extrapolate , illustrate ,
justify etc;
Using the Extra
Marks SLM on the
smart board.
Class discussion
on the author’s life
and work.
Class discussion
on the setting,
plot, characters
and the themes in
the story.
Worksheet
Reading with correct word
stress, sentence stress and
intonation.
Reading for understanding/
comprehension both global
and specific.
Anticipation and prediction
Developing writing skill by
integrating literature with
language.
Writing for self expression
Building vocabulary, deducing
the meaning of unfamiliar
lexical items in a given
context.
Developing thought, critical
analysis/ appreciation on the
basis of the text read.
Understanding of human
values
Understanding of literary
devices.
To enable them to apply literary
conventions , extract relevant
information and identify the
central and sub- themes .
Developing reasoning ability
as well as the ability to justify
views.
Application of literary
conventions and the skill to
identify and extract relevant
information.
2. SA2 PATOL BABU, FILM STAR
To enable learners to appreciate
a literary genre (prose) and the
writer’s style of writing.
To make the learners appreciate
the story in terms of its plot,
setting and characterisation.
To develop new vocabulary.
To enable specific and global
comprehension of the text read.
To develop an understanding
of the themes conveyed by the
text
To make the learners
understand the story in terms of
its setting, plot, characters and
themes.
Reinforcement of the content
read through Class task/ Home
task/ Worksheet.
To enable learners to reason ,
recall , extrapolate , illustrate ,
justify etc;
To enable them to apply literary
conventions, extract relevant
information and identify the
central and sub- themes .
Using the Extra
Marks SLM on the
smart board.
Class discussion
on the author’s life
and work.
Class discussion
on the setting,
plot, characters
and the themes in
the story.
Worksheet
Reading with correct word
stress, sentence stress and
intonation.
Reading for understanding/
comprehension both global
and specific.
Anticipation and prediction
Developing writing skill by
integrating literature with
language.
Writing for self expression.
Building vocabulary, deducing
the meaning of unfamiliar
lexical items in a given
context.
Developing thought, critical
analysis/ appreciation on the
basis of the text read.
Understanding of human
values
Understanding of literary
devices.
Developing reasoning ability
as well as the ability to justify
views.
Application of literary
conventions and the skill to
identify and extract relevant
information.
3. SA2 VIRTUALLY TRUE To enable learners to appreciate
a literary genre (prose) and the
writer’s style of writing.
To make the learners appreciate
the story in terms of its plot,
setting and characterisation.
To develop new vocabulary.
To enable specific and global
comprehension of the text read.
To develop an understanding
of the themes conveyed by the
text
To make the learners
understand the story in terms of
its setting, plot, characters and
themes.
Reinforcement of the content
read through Class task/ Home
task/ Worksheet.
To enable learners to reason ,
recall , extrapolate , illustrate ,
justify etc;
To enable them to apply literary
conventions, extract relevant
information and identify the
central and sub- themes .
Using the Extra
Marks SLM on the
smart board.
Class discussion
on the author’s life
and work.
Class discussion
on the setting,
plot, characters
and the themes in
the story.
Worksheet
Reading with correct word
stress, sentence stress and
intonation.
Reading for understanding/
comprehension both global
and specific.
Anticipation and prediction
Developing writing skill by
integrating literature with
language.
Writing for self expression.
Building vocabulary, deducing
the meaning of unfamiliar
lexical items in a given
context.
Developing thought, critical
analysis/ appreciation on the
basis of the text read.
Understanding of human
values
Understanding of literary
devices.
Developing reasoning ability
as well as the ability to justify
views.
Application of literary
conventions and the skill to
identify and extract relevant
information.
POETRY
4. SA2 OZYMANDIAS To enable learners to appreciate
a literary genre i.e. poetry.
To enable the learners to
appreciate P B Shelley’s
popular poetic style.
To make the learners
comprehend the literal as well
Using the Extra
Marks SLM on the
smart board.
Class discussion
on the poet’s life
and work.
Class discussion
Reading with correct rhyme
and rhythm.
Reading for understanding/
comprehension both global
and specific.
Developing writing skill by
as the figurative meaning of the
poem.
To enable the learners to
understand the literary
devices/figures of speech used
in the poem.
To develop an understanding
of the themes conveyed by the
poem.
Reinforcement of the content
read through Class task/ Home
task/ Worksheet.
To enable learners to reason ,
recall , extrapolate , illustrate ,
justify etc;
To enable them to apply literary
conventions, extract relevant
information and identify the
central and sub- themes .
on the rhyme
scheme, metre,
literal meaning
and the themes of
the poem.
Worksheet
integrating literature with
language.
Writing for self expression.
Building vocabulary, deducing
the meaning of unfamiliar
lexical items in a given
context.
Developing thought, critical
analysis/ appreciation on the
basis of the text read.
Understanding of human
values
Understanding of literary
devices/ figures of speech
used.
Developing reasoning ability
as well as the ability to justify
views.
Application of literary
conventions and the skill to
identify and extract relevant
information.
5. SA2 THE RIME OF THE ANCIENT MARNINER To enable learners to appreciate
a literary genre i.e. poetry.
To enable the learners to
appreciate Samuel Taylor
Coleridge’s simple and popular
poetic style using traditional
metre and rhyme.
To make the learners
comprehend the literal as well
as the figurative meaning of the
poem.
To enable the learners to
understand the literary
devices/figures of speech used
in the poem.
To develop an understanding
Using the Extra
Marks SLM on the
smart board.
Class discussion
on the poet’s life
and work.
Class discussion
on the rhyme
scheme, metre,
literal meaning
and the themes of
the poem.
Worksheet
Formative
assessment
activity
Reading with correct rhyme
and rhythm.
Reading for understanding/
comprehension both global
and specific.
Developing writing skill by
integrating literature with
language.
Writing for self expression.
Building vocabulary, deducing
the meaning of unfamiliar
lexical items in a given
context.
Developing thought, critical
analysis/ appreciation on the
basis of the text read.
of the themes conveyed by the
poem.
Reinforcement of the content
read through Class task/ Home
task/ Worksheet.
To enable learners to reason ,
recall , extrapolate , illustrate ,
justify etc;
To enable them to apply literary
conventions, extract relevant
information and identify the
central and sub- themes.
Understanding of human
values
Understanding of literary
devices/ figures of speech
used.
Developing reasoning ability
as well as the ability to justify
views.
Application of literary
conventions and the skill to
identify and extract relevant
information.
6. SA2 SNAKE To enable learners to appreciate
a literary genre i.e. poetry.
To enable the learners to
appreciate D H Lawrence’s
poetic style.
To make the learners
comprehend the literal as well
as the figurative meaning of the
poem.
To enable the learners to
understand the literary
devices/figures of speech used
in the poem.
To develop an understanding of
the themes conveyed by the
poem.
Reinforcement of the content
read through Class task/ Home
task/ Worksheet.
To enable learners to reason ,
recall , extrapolate , illustrate ,
justify etc;
To enable them to apply literary
conventions, extract relevant
information and identify the
central and sub- themes.
Using the Extra
Marks SLM on the
smart board.
Class discussion
on the poet’s life
and work.
Class discussion
on the rhyme
scheme, metre,
literal meaning
and the themes of
the poem.
Worksheet
Formative
Assessment group
activity.
Reading with correct rhyme
and rhythm.
Reading for understanding/
comprehension both global
and specific.
Developing writing skill by
integrating literature with
language.
Writing for self expression.
Building vocabulary, deducing
the meaning of unfamiliar
lexical items in a given
context.
Developing thought, critical
analysis/ appreciation on the
basis of the text read.
Understanding of human
values
Understanding of literary
devices/ figures of speech
used.
Developing reasoning ability
as well as the ability to justify
views.
Application of literary conventions
and the skill to identify and extract
relevant information.
DRAMA
7. SA2 JULIUS CAESAR To enable learners to appreciate
a new literary genre i.e. drama
and the playwright’s (William
Shakespeare) style of writing.
To make the learners appreciate
the play in terms of its plot,
setting and characterisation.
To develop new vocabulary.
To enable specific and global
comprehension of the text read.
To develop an understanding of
the themes conveyed by the
text.
To develop an understanding
of the themes conveyed by the
text.
To enable the learners to
appreciate and enjoy the
humour in the play.
Reinforcement of the content
read through Class task/ Home
task/ Worksheet.
To enable learners to reason ,
recall , extrapolate , illustrate ,
justify etc;
To enable them to apply literary
conventions, extract relevant
information and identify the
central and sub- themes.
Using the Extra
Marks SLM on the
smart board.
Class discussion
on the
playwright’s life
and work.
Class discussion
on the setting,
plot, characters
and the themes
incorporated in the
play.
Worksheet
Reading with correct word
stress, sentence stress and
intonation
Reading for understanding/
comprehension both global
and specific.
Anticipation and prediction
Developing writing skill by
integrating literature with
language.
Writing for self expression.
Building vocabulary, deducing
the meaning of unfamiliar
lexical items in a given
context.
Developing thought, critical
analysis/ appreciation on the
basis of the text read.
Understanding of human
values
Understanding of literary
devices.
Developing reasoning ability
as well as the ability to justify
views.
Application of literary
conventions and the skill to
identify and extract relevant
information.
B SA2 NOVEL- DIARY OF A YOUNG GIRL
Saturday, January 22, 1944 – Tuesday, August 1,
1944
Reading for pleasure and
comprehension
Intensive reading for
understanding the novel in
Class discussion on
the author’s life and
work
Brainstorming and
Reading for global as well as
specific comprehension
Anticipation and prediction
Building vocabulary , deducing
terms of its plot, incidents,
setting, characterisation and
themes.
class discussion on
the setting, plot,
incidents, characters
and the themes of
the novel.
the meaning of unfamiliar lexical
items in a given context
Developing though, critical
analysis and appreciation of the
text .
C SA2 MAIN COURSE BOOK
Unit 4-ENVIRONMENT
Unit 5- TRAVEL AND TOURISM
Unit 6-NATIONAL INTEGRATION
Global and specific
comprehension of the themes
incorporated in the units.
Reinforcement of
listening/Speaking/Reading/Wri
ting skills.
Class discussion/
brainstorming of the
themes incorporated
in the units for
speaking/ writing
skills practise.
Use of MCB
exercises for
listening and reading
comprehension.
Worksheet
Formative
Assessment
speaking activity.
Speaking with correct intonation,
word stress and sentence stress
using appropriate vocabulary,
phrases and relevant content.
Building confidence.
Reflecting over important issues.
Critical/analytical thinking
Presenting ideas in clear,
grammatically correct English
and a logical sequence.
Planning, organising and
presenting coherently ideas by
introducing, developing and
concluding a topic.
Comparing and contrasting ideas
and arriving at conclusions.
Using a style and format
appropriate for letters/notices/e-
mails/articles/speech/reports.
Building critical thinking.
Developing listening for details,
specific ideas, sequencing,
interpreting, evaluating, making
comparisons and distinguishing
relevant from irrelevant ideas.
D SA2 WORKBOOK
Integrated grammar exercises with focus on:
Verb forms, Voice, Reported Speech, Determiners,
Modals, Connectors, Prepositions, Future Time
Reference.
Teaching the rules of grammar
related to the various topics and
their application / functional
usage.
Reinforcement of the rules and
usage.
Using the Extra
Marks SLM for the
various grammar
topics.
Reinforcement of
the rules and usage
through exercises in
Logical thinking
Application of grammar rules
Analytical thinking.
the workbook and
the module.
Worksheets.
SA2 WRITING SKILL TOPICS FOR TERM 2
Diary Writing
Short Story Writing
Letter to the Editor
Informal letter
Article Writing
To make the learners write in a
style and format appropriate for
writing letters (formal and
informal)/ articles/ diary entry /
short story.
To enable the learners to plan,
organise and present ideas
coherently by organising their
ideas logically and concisely
To enable learners to introduce,
develop and conclude a given
topic.
To reinforce the formats and
value points for all writing
tasks.
Using the Extra
Marks SLMs for
writing tasks to
teach and reinforce
the formats for the
writing topics and
their value points.
Worksheets with
writing tasks based
on the themes
highlighted in the
MCB and socially
relevant topics.
Class discussion /
brainstorming on the
tasks / questions to
be done in class.
Composition skills
Critical/analytical thinking
Presenting ideas in clear,
grammatically correct English
and a logical sequence.
Planning, organising and
presenting coherently ideas by
introducing, developing and
concluding a topic.
Comparing and contrasting ideas
and arriving at conclusions.
Using a style and format
appropriate for letters/notices/e-
mails/articles/speech/reports.
Building critical thinking
Reflecting over important issues.
ASSESSMENT OF SPEAKING AND
LISTENING SKILLS ( TERM1 AND TERM2)
20 To enable learners to speak
using appropriate word stress,
sentence stress and intonation
patterns.
To make them adopt different
strategies to convey ideas
effectively according to
purpose, topic and audience.
To enable them to express and
argue a point of view clearly
and effectively.
To make them participate in
spontaneous spoken discourse
in familiar social situations.
To enable learners to listen to a
conversation or a talk and
understanding the topic and its
main points.
ASL will be carried
out according to the
guidelines
prescribed by the
CBSE.
Speaking with correct intonation,
word stress and sentence stress
using appropriate vocabulary,
phrases and relevant content.
Articulation with correct diction,
clarity, pronunciation and overall
fluency.
Building confidence.
Listening for comprehension,
interpreting, evaluating and
sequencing information.
Listening to separate relevant
from irrelevant information.
Listening for specific
information.
Listening and interpreting
spontaneous spoken discourse
in a familiar situation.