X – 1 · PDF fileforced the two boys to work so hard ... Two Gentlemen of Verona by A.J....
Transcript of X – 1 · PDF fileforced the two boys to work so hard ... Two Gentlemen of Verona by A.J....
X – 1
Comprehension
Characterization
Vocabulary
Grammar – Phrasal verbs
Third person narrative mode
Writing an article
• Analyse the circumstances thatforced the two boys to work so hard
• Compare your lives to those of thetwo boys in the story
• Explain how the story promiseshope for society
• Argue convincingly that no work isdemeaning
Analyse & evaluate qualities of agentleman to write a character sketchof the two young boys
Express to infer meanings ofunfamiliar words
Relate phrasal verbs to theirmeanings
Rewrite part of the story in the thirdperson
Write an article on the lesson of love,faith & trust – Outcome : To actaccording to a sense of what’s rightand wrong to imbibe the virtue ofintegrity.
Analyse,
compare
explain, argue,
convince
Relate, brainstorm,identify, evaluate,think critically,summarise, cluster
Think critically,guess, demonstrate
Relate, interpret
Collect, recall,develop basicunderstanding ofnarrative technique
Infer, relate, prepare,express, internalize
TERM-IENGLISH
Topic : Two Gentlemen of Verona by A.J. Cronin (Fiction 1) FA-1 Month : April
Content Learning Outcome Skill
Prescribed Books :1. Literature Reader (CBSE)2. Main Course Book (CBSE)3. Work Book (CBSE)
X – 2
Diary entry
Class Discussion
MCB Unit 1 : Health &Medicine : Biosketch
Work Book : Tenses
Characteristics, habitat ofthe frog and the nightingale
Desirable & undesirabletraits
Characterisation
Summarise main ideas in a diary entry
Bring out the impact of war on theenvironment and human health todevelop sensitivity towardsenvironment
Write a multi-paragraph profile of acharacter/person
Short Writing/Speaking Task usingappropriate tenses
List characteristics of frog &nightingale
Classify (from table) characteristicsas positive or negative
Discuss differences between the twomain characters from the story andwrite a character sketch of each
Summarize,construct, apply,develop, edit,incorporate sentencevariety
State,argue,convince, problemsolving
Write to describe
Recognize anddistinguish amongsimple present,present progressive,and present perfect;simple past, pastprogressive and pastperfect verb forms
Discuss, compare,contrast, brainstorm
Apply knowledge tocategorize, differen-tiate, classify
Differentiate, describe,synthesize, applyknowledge,illustrate,characterize,organize, develop aparagraph
Content Learning Outcome Skill
Topic : MCB & Work Book F.A.1 Month : April
Topic : The Frog and the Nightingale by Vikram Seth (Poem 1) F.A.1 Month : April
X – 3
Relate to figures from history
Words related to music
Soft and harsh consonantsounds and their implication
‘Spoof’ as a genre
Poetic Devices-personification, simile, irony,rhyme scheme
Comprehension : Convincethat ‘A poor self-image can doirreparable damage to us’
Diary entry
Group work – Create adialogue / Enactment
Content Learning Outcome Skill
Draw a comparison of the maincharacters in the poem with thosefrom history
Identify from the poem words relatedto music, musical notes etc.
Identify & differentiate words fromthe poem that convey pleasant/unpleasant sounds
Recognize the poem as a spoof on thepresent society
Recognize and list the poetic devicesfound in the poem
• Organize & present thoughts in areasonably logical & fluent manner
• Comment critically on thefoolishness of the bird, highlightingher weakness that led to herdownfall, reflecting sensitivitytowards the naive
Evaluatively write a diary entryusing the vocabulary of feelings andhighlighting the fears of thenightingale to analyze the reasons forher failure
Create imaginary dialogues on givensituations from poem for classperformance.
Extrapolate, compare,contrast, evaluate,relate
Develop ability toappreciate poetry
Infer, appreciate
Infer, relate,extrapolate, developdefinition of the term‘spoof’
Develop ability andknack of identifyingfigurative devices,track, locate, name
Develop thoughts,express, verbalize
Highlight, analyze,assess, assemble,express, thinkcritically
Construct, developshort script, create,role play, thinkcritically, analyse,evaluate
X – 4
Behavioural pattern
Comprehension(Behavioural Pattern- Falsepride among women of therich and elite society)
Literary Devices
Vocabulary
Characterization
Literary Terms
Expression
Enactment
Content Learning Outcome Skill
After completing the lesson thestudents will be able to :
Apply prior knowledge to completeweb chart giving reasons for whypeople hunt
• Describe the process & theconsequences of shooting.
• Comment critically on the crueltyof the civilized people who kill wildanimals for the sake of false pride
Develop definition of oxymoron bypicking examples from the lesson anddemonstrate its use
Apply new vocabulary to make originalsentences
Write a character sketch of thecentral characters
Develop definition of the term satire,and justify the story as a satire
Comment on the description of thetiger to reflect understanding of senseof humour
Construct dialogues on situationsfrom the story and enact them
Brainstorm, recallfrom prior under-standing, list, apply
Describe, explain,exhibit, problem-solving approach,decis ion-making,imbibe feeling ofempathy, makedecisions effectively,develop sensitivitytowards animalenvironment
Develop, relate,apply
Apply, demonstrate,construct
Analyse, evaluate,Illustrate, charac-terize, organize,develop a paragraph
argue, justify, persuade,reason, define
Express, describe,show appreciationfor sense of humour
Construct, Greatedevelop short script,role play
Topic : Mrs. Packletide’s Tiger by Saki (Fiction 2) F.A.1 Month : May (FA-1)
X – 5
Content Learning Outcome Skill
MCB Unit 1 : Health &Medicine (contd.)Email writing
Work Book : ReportedSpeech, Determiners
Knowing the poet
Warming up
Comprehension :Appreciation of poem
Writing a speech
Write an email to a friend/relative toconvey message/thoughts/ideas etc.
• Change the direct speech into thereported speech
• Change questions into the reportedspeech
• Change commands into reported speech
Ascertain by inquiry interesting factsabout the poet
Record qualities of a mirror &describe your reaction on seeing yourflaws.
Locate egs. of personification,imagery, simile, metaphor and definethem, explaining how they enhancewriting in communicating thethoughts & ideas
Demonstrate effective writing skillsthrough a speech in the written form
Select and use theappropriate strate-gies and thelanguage cueingsystems andconventions before,during and afterwriting to ensureeffective communi-cation of ideas
Use Direct & IndirectSpeech correctly andfor required effect
Net-surf, research,discuss, inquire,ascertain
Describe, associate,collect, thinkcritically
Locate,appreciate, interpret,apply, define, justify
Format, thinkcritically, develop
Topic : MCB & Work Book F.A.1 Month : May
Topic : Mirror by Sylvia Plath (Poem 2) F.A.1 Month : May
X – 6
Content Learning Outcome Skill
Tone
Listening task
Comprehension
Introduction
Vocabulary
Expression
Grammar, vocabulary
Examine the tone of the poem
Listen with the purpose of comparingin terms of theme, tone, and languageused
Explore the emotions of pain, agonyand rejection undergone by thewoman and develop sensitivitytowards women in their aging processkeeping in mind the biological processthey undergo.
Be sensitized towards causes andeffects of neglect towards the elderly
Pick out words & phrases from storythat build up the atmosphere ofloneliness & grief
• Highlight the terror of the youngbirds whose parents were killed byAli.
• Emphasise on the loneliness &isolation suffered by the aged &senior citizens of the society
• Develop values of respect andsensitivity towards the elderly
Deduce logically the meanings ofcertain expressions from the text
ideas/ thoughts,organize, establish
Reflect, examine
Compare, comment,express
Develop values ofsympathy &empathy, analyseproblem, thinkcritically, generatesolution
Relate, discuss,examine, developvirtues of caringtowards the elderly
Locate, select, thinkcrucially
Explore, analyze,express, react,develop sensitivitytowards the naturalenvironment
Think critically,guess, deduce,demonstrate
Lesson : The Letter by Dhumketu (Fiction 3) F.A.2 Month : July
X – 7
Content Learning Outcome Skill
Behavioural pattern
Enactment
Diary entry
Work Book Unit-2 : EducationWork Book : Sub-VerbAgreement
Preparation, warming up
Using specific examples from text,illustrate aspect of loneliness amongthe elderly, and analyze Ali’s desire toget a letter from his daughter
Evaluatively construct a dialoguebetween the postmaster & hisdaughter for enactment
Expose the anxiety of the postmaster as he waits anxiously for thenews of his daughter, thus fosteringvirtue of resilience & stressmanagement
Avoid errors in subject-verbagreement in written assignments
• List a few things that survive fourto five hundred years into thefuture.
• List ten things that will perish withthe passage of time
Identify, i llustrate,explore, analyze,
Evaluate, create/develop short script,role play
Infer, summarize,construct, apply,develop
• Identify singular &plural subjectverbs
• Choose appro-priate verbs toagree withsingular, plural &compound subjects
• Choose appro-priate verbs toagree withcollective noun
Brainstorm, thinkcritically,recall, list
Lesson : Not Marble, nor the Gilded Monuments F.A.2 Month : July (FA-2) by William Shakespeare (Poem 3)
MCB & Work Book F.A.2 Month : July (FA-2)
X – 8
Content Learning Outcome Skill
Comprephension /Appreciation ofSonnet as a form of poetry
Subdivisions in a sonnet
Poetic Devices : Use ofAlliteration to heighten themusicality of the sonnet
Class Discussion
Introduction
Comprehension
Differences between &similarities in centralcharacters
Group discussion
Logically describe the features of asonnet after listening to a recordingof it on Youtube.
• Analyse critically to break down thestructure of a sonnet and bring outthe theme of each unit of the sonnet.• Link them to the central theme.
Critically appreciate the poem to writeexamples of Alliteration from thepoem
Highlight critically the ravages oftime on monuments & suggestsustainable practices
Critically analyse reasons for theabuse, loneliness and harassment ofthe elderly and discuss how they canbe helped, bringing to light theirfeelings of loneliness & grief.
Justify the irony in the title of the play
Compare and contrast Henry’scharacter with that of his wife
Establish logically that grandfather isnot entirely right in moving away fromhis daughters
Listen, explain, list
Assimilate, analyze,categorize,appreciate
Identify, appreciateuse of poetic devices,explain, define
Identify andimplement
Examine, brainstorm,think critically,develop virtues ofcaring towards theelderly
Evaluate, justify,support, criticalthinking
Evaluate, interpret,critique, judge,support withevidence, thinkcritically
Assess, extrapolate,judge, justify, expressfluently, thinkcritically, convince
Lesson : The Dear Departed by Stanley Houghton (Drama 1) F.A.2 Month : August
X – 9
Content Learning Outcome Skill
Critically express in your own wordsthe bewilderment of Victoria causedby the quarrel over the inheritance ofgrandfather’s property
Stanley Houghton satirizes (criticises)the degradation of moral values inrespect and care within the membersof the family itself. Discuss thepossible reasons for this degradation.• Write three measures that can be
taken to inculcate these moralvalues
• Write three measures that can betaken to create a lovingatmosphere for the elderly.
Write a Speech/Report
Identify and classify nouns
SA-1
Conclude, support,infer, reflect,summarize, construct,develop, incorporatesentence variety
Imbibe values ofcompassion & caretowards the elderlyto be able to providea healthy &congenial envt. forthem, argue andreason
Use words related tonew inventions,space travel etc.
Use language struc-tures and conven-tions effectively andappropriately tocreate and interpreta wide range of texts
September
Diary entry
Class discussion
MCB Unit 3 : Science
Work Book : Non-Finites,Connectors
RevisionFiction 1, 2, 3, Poem 1, 2, 3;Drama 1, MCB Unit 1, 2, 3Unseen Passages, Email,Bio sketch, Determiners,Reported Speech, Editing,Omission
Topic : MCB & Work Book F.A.2 Month : August
X – 10
Content Learning Outcome Skill
Warming-up-Exposure tovocabulary related to ghosts
Context clues
Literary terms
Vocabulary, Expression
Charaterization
Comprehension
Relate words/expressions associatedwith ghosts/ghost stories with theircorrect meanings
Ask questions and predict what thestory will be about
Derive meaning of the term ‘dialect’–explain how the cook’s dialect differsfrom that of the narrator and his wife
Use given ghost phrases in sentencesof your own to explore & infermeaning
Critically evaluate traits to write acharacter sketch of the maincharacters
Demonstrsate literal and inferentialcomprehension through participationin discussion about difficulty amongthe non-living to take form and shape
Discover, thinkcritically, puzzle-out,derive
Relate to content,assess, think aloud,rule out, emphasise,develop problemsolving approach
Derive definition ofdialect, illustrate,exemplify, compare,contrast, differentiate
Explore, infer,express, create,construct
Analyse, evaluate,think critically,analyze, synthesizeDescribe, synthesizeknowledge, illus-trate, characterize,organize, develop aparagraph
Interpolate, extra-polate, giveexample, infer
TERM-IIENGLISH
Lesson : A Shady Plot by Elsie Brown (Fiction 4) FA-3 Month : October
After completing the lesson thestudent will be able to :
X – 11
Content Learning Outcome Skill
Story making
Genre
Class Discussion
Listening task
MCB Unit 4 : Environment
Work Book : Modals
Introduction of poet and hisworks
Write a ghost story on the basis ofgiven specifics and useful words &phrases
Explain analytically to justify theexamples that make the storyhumorous
Give your opinion on how summoningghosts can be harmful for theenvironment and develop sensitivity& compassion for those on the otherside of life.(Cite egs from the text)
Listen for the purpose of followingdirections and complete a shortlistening task
Letter to editor, newspaper report
Use modals correctly across a rangeof contexts
Write a brief biosketch of P B Shelley.List any five of his famous poems
Create, apply, constructsyntactically correctsentences
Synthesize, classify,think critically, justify
Argue, reason,convince, utilize,critical thinking andeffective reasoningskills
Reason, compre-hend, infer, developproblem solvingapproach
Formatting, Identify,recognize & usewords related toenvironment, conser-vation, sustainability
Use structures &conventions appro-priately andeffectively
Research, organize,compile
MCB & Work Book F.A.3 Month : October
Lesson : Ozymandias (Poem) by Percy Bysshe Shelley (Poem 4) F.A.3 Month : October
X – 12
Content Learning Outcome Skill
Class discussion
Comprehension :Theme – T ime/Irony –Everything perishes withtime
Structure of a sonnet
Poetic Devices–alliteration,synecdoche, irony, metaphor
Writing task–Diary Entry
Comparison of two sonnets
Pre-reading Class discussion
Interpret, guess,organize, thinkcritically, examine,evaluate
Synthesise, evaluate,explain
Analyse, simplify,explain
Understand, utiliseprior knowledge toidentify poeticdevices
Extrapolate, thinkcritically, organize,infer, summarize,construct, apply,develop, edit,incorporate, sen-tence variety
Analyse, synthesise,compare, correlate
Organize, presentthoughts
Examine analytically to completeweb-chart and write a paragraph onyour impression of the ruler
Effectively bring out the irony in thepoem to reveal and affirm the virtueof humility
Factually break down the sonnet intosmaller units and identify the conflictand the resolution
Identify and list the poetic devicesused by the poet
Using suitable words and expressionsto demonstrate extrapolativeunderstanding of poem through adiary entry bringing out the regret ofthe ruler
Analyse and draw a comparisonbetween the sonnet with ‘NotMarble...’ in terms of the treatment ofTime by the two poets.
Speak about their strengths &weaknesses to correlate theirstrengths & weaknesses with theirdream careers
Topic : Patol Babu, Film Star by Satyajit Ray (Fiction 5) F.A.3 Month : November
X – 13
Content Learning Outcome Skill
Evaluation
Characterization
Grammar (Phrasal Verbs)
Writing Task (Letter)
Enactment
Listening Task
MCB & WorkbookUnit 5 : Travel and Tourism
Infer, evaluate, recall,apply, state,comprehend, support
Refer (dictionary),comprehend, apply,evaluate
Comprehend, apply,interpret, create
Analyse, observe,review, infer,evaluate, articulate,develop, edit, incor-porate sentencevariety
Prepare, organise,deliver & present,intonation, make eyecontact
Listen, comprehend,recall, answer
Design, use wordsrelated to tourismindustry, geography,topography
Summarise facts & inferences, toevaluate the text before answeringquestions.
Analytically write character sketch ofcentral character (Patol Babu) usinggiven words, adding some more fromprior knowledge
Relate phrasal verbs with givenmeanings
Using correct format & suitablevocabulary write a letter of thanks toexpress your excitement and deepsatisfaction at being given a role ina film, however small.
Practise writing as a process ofmotivated inquiry, engaing otherwriters’ ideas as they explore anddevelop their own by demonstratingskills need to participate in aconversation that builds knowledgecollaboratively
Listen evaluatively with the purposeof answering inferential,extrapolative Qs & MCQs
Prepare/create Itinerary, TouristBrochure
X – 14
Content Learning Outcome Skill
Class Discussion–Intro-duction to life of S.T.Coleridge
Introduction-Ballad poetry
Vocabulary (Archaic words)
Poetic Devices
Supernatural Element
Themes
Group Work–Dramatization
Moral
Based on the introduction, write abrief biosketch of the poet, and thecontext in which the poem waswritten
Write features of Ballad poetry
Apply understanding to interpretmeanings of archaic words/expressions
Locate examples of poetic devicesand substantially explain themeanings of the words/expressions
Critically appreciate the poembringing out the supernatural element
Explore the various themes in thepoem & write a brief comment onthem (Sin & redemption, respect fornature)
Execute different dramatic momentsin the poem to develop criticalunderstanding of significant themesin the poem
Highlight and justify the moral–Nature should be respected to fostersensitivity for all creations of Godand to imbibe virtue of compassion
Research, organize
Identify, correlate, list
guess,infer, apply
Apply,infer, explain,sustantiate
Analyse, synthtesise,evaluate, comment
Analyse,list, comment
Analyze, synthesize,perform, role play
Comment, explain,justify
Lesson : The Rime of the Ancient Mariner F.A.3 Month : November by S.T. Coleridge (Poem 5)
X – 15
Content Learning Outcome Skill
Class Discussion
Computer-related vocabulary
Comprehension
MCB & WorkbookMCB Unit 6 : NationalIntegration
Introduction–ClassDiscussion
Description
Vocabulary
Poetic Devices
Enumerate advantages & disadvan-tages of computer games
Explain how psycho-drive andinteractive games are played todiscover & develop meaning of‘virtual’
Summarise thoughts & views toanswer inferential and extrapolativequestions
Film Review
Estimate & debate emotions of bothhorror and fascination generated atthe sight of a snake
Distinctly interpret the suggestiveexpressions used by the poet to givea vivid description of the snake.
Explain meanings of difficult words/expressions
Identify & make a list of the poeticdevices and explain the meaning ingiven context
Relate, list, developability to participateconfidently andeffectively in classdiscussions
Discover and develop
Demonstrate theability to support aposition by citingspecific details fromwhat they have read
Use words related tofeatures of a region;words used in filmreviews
Imagine, thinkcritically, relate,discuss
Comprehend,infer, explain
Comprehend,simplify, express
Comprehend, apply,infer, explain
Lesson : Virtually True by Paul Stuart (Fiction 6) F.A.4 Month : December
Lesson : Snake (Poem) by D.H. Lawrence (Poem 6) F.A.4 Month : December
X – 16
Content Learning Outcome Skill
New Poetic Devices(Sibilance, Blank Verse,Allusion)
Writing Task–Diary Entry
Calligram
Warming up :Ancient Times vs. ModernTimes
The belief in omens–Classdiscussion
Evaluation
Blank Verse
Irony in dialogue
Identify the new poetic devices andcomment on their use
• Demonstrate understanding ofpoem through a diary entrybringing out the conflict betweencivilized social education andnatural human instincts and fosterfeelings of admiration & respectfor the animal kingdom.
• Identify and implement practicesof sustainability of naturalenvironment
Creativelycompose a calligram onany topic/subject of your choice.
What leads a person(s) to assassi-nate a leader or prominent person
Analytically comment on people’sbelief in omens & superstitions &explain their significance in thecontext of the play
Answer factual, inferential, evaluativeand RTC questions
Analyse critically to explore & defineblank verse
Write a critical appreciation of MarkAntony’s speech, highlighting the useof irony to undermine honourable anddisprove ambitions.
Identify, apply,explain, appreciate,justify
Comprehend, evaluate,illustrate, organize,fluency
Understand, imagine,create, compose
Develop a definitionof the term‘assassination’
Comment, discuss,relate, internalize
Infer, evaluate,
recall, apply, state
Analyse, explore,relate, define
Think critically,analyze
Topic : Julius Caesar by William Shakespeare (Drama 2) F.A.4 Month : January
X – 17
Content Learning Outcome Skill
Mob mentality(Behavioural Pattern)
Oratory
Class Discussion
Fiction 4, 5, 6; Poem 4, 5, 6;Drama 2; MCB Unit 4, 5, 6
Explore the characteristics of theRoman mob and write an analyticalcharacter sketch
Compare & contrast the speeches ofMark Antony and Brutus
Explore and identify the techniquesthat affected the speeches of MarkAntony and Brutus in the third act
SA-2
Explore, analyse,develop, criticalthinking, comment
Appreciate,compare, contrast
Explore, Criticalthinking, apply
X – 18
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X – 19
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X – 20
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* ^vkt dh nkSM+rh ftanxh* fo"k; ijifjppkZ dj leL;k& lekèkku dk iz;kldj losaQxhA
* ^L=kh gks ;k iq#"k vliQyrk lcdks ghurkgh nsrh gS* fo"k; ij okn&fookn djlosaQxh ftlls muosQ uSfrd Kku esa o`f¼gksxhA
* viuh [kwch gjs jax dh iphZ ij rFkkdeh dks yky jax dh iphZ ij fy[kdjxq.k&voxq.kksa ij vk/kfjr xfrfof/ laiUudj losaQxhA
* vifBr i|ka'k (izo`Qfr lac¼) i<+djcgqoSdfYid iz'uksa osQ mÙkj ns losaQxhA
* in ifjp; dk vH;kl dj losaQxhA
,iQ-,-&1 (tqykbZ 1&15)
X – 21
fo"k; oLrq mís'; dkS'ky
* y[kuoh vankt
* i=kys[kuμiz/kukpk;kZ osQ fy,leL;k&lek/ku gsrq
* okD; Hksn jpuk osQ vk/kjij
* ekuoh; d#.kk dh fnO;ped
* inifjp;&fozQ;k
* vifBr (x|ka'k)
* vfHkO;fDr]l`tukRedrk] fyaxlekurkijd fopkj
* oSpkfjdrk]vkys[kuLrj
* O;kdjf.kd Lrj]vocks/u {kerkLokè;k;
Z* lkfgfR;d Kku]
dykRedrk
* uSfrd Lrj]oSpkfjdrk] o.kZudkS'ky] fyaxlekurkijd fopkj
* vocks/u {kerk]Lokè;k;
Hkkf"kd tkx:drk
* O;aX;kRed fo/k ;qDr ,slh dgkuh dkys[ku ,oa iBu dj losaQxh ftlesa fyaxvlekurk dks egRo u fn;k x;k gksrFkk fdlh leL;k dk lek/ku HkhgksA
* ;k=kkvksa easa gksus okyh i;kZojf.kd mis{kkvksaij fopkj&fofue; dj fu;ekofycukdj iz/kukpk;kZth dks i=k fy[klosaQxhA
* okD;&Hksn (jpuk osQ vk/kj ij) osQvH;kl osQ ekè;e ls O;kdjf.kd Lrjdk fodkl dj losaQxhA
* iQknj dkfey cqYosQ osQ thou ,oa fganh
Hkk"kk osQ fodkl esa fn, x, ;ksxnku ls
ifjfpr gks iQknj dkfey cqYosQ ij
dykRed izLrqfr rS;kj dj losaQxhA
* ^^o`{kksa dh Nk;k iwoZtksa (pkgs os L=kh gksa
;k iq#"k lHkh) osQ vk'khokZn osQ leku
gksrh gSA** bl tkudkjh ls Nk=kkvksa dks
o`{kj{k.k dh izsj.kk feysxh rFkk os ,sls
gh vius fdlh vknj.kh; O;fDrRo dk
o.kZu dj losaQxhA
* inifjp; fozQ;k ,oa vifBr (x|ka'k)
dk vH;kl dj losaQxhA
,iQ-,-&2 (tqykbZ 16&31)
,iQ-,-&2 (vxLr)
X – 22
fo"k; oLrq mís'; dkS'ky
* mRlkg ,oa vV ugha jgh* jl* vifBr (leL;kRed i|ka'k)
* ;g narqfjr eqLdku* iQly* jl* lkjys[ku* in ifjp;μfozQ;k fo'ks"k.k
* tktZ iape dh ukd* fuca/ (O;aX;kRed)* in ifjp;&iqujko`fÙk
* izo`Qfr izse]vfHku; dkS'ky
* lkfgfR;d izse]dkO;ikBu]dykRedrk]vkRefo'okl
* fparu izo`fÙk]dkO;ys[kudkS'ky
* uSfrdrk] ltukRedrk
* ijLij laca/]thouewY;]dkO;ys[ku dkS'ky
* Hkk"kk dh 'kq¼rk]lkfgfR;d Kku
* O;kdjf.kd cks/
* oSpkfjd {kerk]l`tukRedrk
* O;kjf.kd tkx:drk
* ½rqvksa dk egRo crkus gsrq Nk=kk,¡ ½rqvksadk :i /kj.k dj laokn okpu djrsgq, vfHkuhr Hkh dj losaQxh ftlls osizo`Qfr osQ xq.k tku losaQxhA
* fgUnh Hkk"kk osQ izfl¼ lkfgR;dkj lw;Zdkarf=kikBh fujkyk osQ thou vkSj lkfgR;ls ifjfpr gks mu ij dykRed izLrqfrrS;kj dj losaQxh rFkk mudh fdlhizfl¼ dfork dk okpu@xk;u Hkh djlosaQxhA
* fn, x, 'kCnksa osQ rqdkUr 'kCn cukdfork ys[ku dj losaQxhA
* ^L=kh gks ;k iq#"k mRlkg dh vko';drklHkh dks gS* bl fo"k; ij oqQN mRlkghL=kh&iq#"kksa dh miyfC/;ksa osQ lkFk lfp=kizLrqfr rS;kj dj losaQxhA
* ^^izo`Qfr gks ;k lekt lHkh osQ dkelg;ksx ls gh iwjs gksrs gSaA** lg;ksx dhbl Hkkouk osQ egRo dks tku lg;ksxij dfork fy[k losaQxhA
* jl ,oa lkj ys[ku dk vH;kl djlosaQxhA
* in ifjp; dk vH;kl dj losaQxhA
* O;aX;kRed fo/k ls ifjfpr gks ns'k dhi=kdkfjrk dh leL;kvksa osQ lek/kuij fopkj&fofue; dj ,d O;aX;kReddgkuh@dfork@fuca/ fy[k losaQxhA
* in ifjp;&iqujko`fÙk dj losaQxhA
X – 23
fo"k; oLrq mís'; dkS'ky
* iqujko`fÙk* O;kdjf.kd vH;kl i=k (1)
* jke&y{e.k&ij'kqjke laokn* i=k&ys[ku (fe=k dks)* in ifjp;μleqPp;cks/d ,oa
foLe;kfncks/d
* ,d dgkuh ;g Hkh* in&ifjp;μlaca/cks/d* fuca/ (uSfrd ewY;)
* HkkokRedrk]oSpkfjdrkrkfdZdrk
* iqujko`fÙk
* O;kdjf.kd vH;kli=k (1)
* lkfgfR;d izse]fp=kkRedrk
* xs;rk] laxhrkRedrk* leL;k osQ lek/ku
dh {kerk]ys[kudkS'kypfj=k fuekZ.k
* O;kdjf.kd tkx`fr
* vkRefo'okl]leL;k&lek/ku dh{kerk
* l`tukRedrk
* ^L=kh gks ;k iq#"k lHkh esa pkVqdkfjrkdk c<+rk pyu* fo"k; ij lkewfgdxks"Bh dj losaQxhA
* iqujko`fÙk
* O;kdjf.kd vH;kl i=k (1)
* lkfgfR;d i;kZoj.k osQ fodkl gsrqegkdfo rqylhnkl osQ thou ,oalkfgfR;d fof'k"Vrkvksa ls ifjfpr gksfp=kkRed izLrqfr rS;kj dj losaQxhA
* jkepfjrekul osQ va'kksa dks xk losaQxhA* ozQks/h vkSj vgadkjh O;fDr osQ O;ogkj
tfur leL;kvksa dks lqy>kus osQ mik;ksaij fopkj fofue; dj mudk o.kZudjrs gq, vius fe=k dks i=k fy[klosaQxhA
* in ifjp; dk vH;kl dj losaQxhA
* ikfjokfjd fj'rksaa osQ egRo vkSj izHkkols ifjfpr gks Nk=kk,a ikfjokfjd leL;kvksadks lqy>kus esa l{ke gksaxh rFkk fdlhdh f'kdk;r ij tc fdlh cM+s usmUgsa MkaVk gks ,slk dksbZ vuqHko lquklosaQxh rFkk rRlaca/h fuca/ fy[k losaQxhA
,l&,&1 (flrEcj)
,iQ-,-&3 (uoEcj)
,iQ-,-&3 (vDVwcj)
X – 24
fo"k; oLrq mís'; dkS'ky
* rkfoZQdrk]lkekftd tkx:drk
* O;kdjf.kd Lrj
* lkfgfR;d izse]vkys[ku dkS'ky
* pfj=k fuekZ.k]dykRedrk]fu.kZ;kRed {kerk]fy ax lekurkijdfopkj
* fozQ;k'khyrk] cqf¼pkrq;Z
* Hkkf"kd dkS'kyvkRefo'okl
* O;ogkfjdrk]vkys[ku dyk]pfj=k fuekZ.k] fyaxlekurkijd fopkj
* L=kh f'k{kk osQ fojks/h oqQrdks±dk [kaMu
* okP;&Hksn* fuca/
* Nk;k er Nwuk* jl
* ^lkekftd i;kZoj.k esa L=kh gks ;k iq#"kmuosQ jax:i dk muosQ O;fDrRo osQfodkl esa cgqr cM+k gkFk gksrk gS* fo"k;ij okn&fookn dj loasQxhA
* in&ifjp; osQ vH;kl ls O;kdjf.kdLrj esa o`f¼ dj losaQxhA
* lkfgfR;d i;kZoj.k cukus osQ fy,egkohj izlkn f}osnh dh lkfgfR;dHkk"kk&'kSyh vkSj muosQ thou ls ifjfprgks muosQ fgUnh lkfgR; osQ izfr ;ksxnkucrkrs gq, vkys[k rS;kj dj losaQxhA
* fyax vlekurk dh mis{kk djrs gq,Hkkjrh; laLo`Qfr esa fL=k;ksa osQ ;ksxnkuij ,d lfp=k dykRed izLrqfr rS;kjdj losaQxh ftlls muosQ uSfrd ewY;ksaesa o`f¼ gks losQxhA
* udkjkRed yksxksa osQ oqQrdks± ls mRiUuleL;kvksa osQ fuokj.k esa leFkZ gksus osQfy, lgk;d mik;ksa ij fuca/ fy[kdj d{kk esa lqukus esa l{ke gks losaQxhA
* okP; osQ Hksn osQ vkèkkj ij xfrfof/;kalh[ksaxhA
* fyax vlekurk dh mis{kk djrs gq,lq[k&nq[k ls ;qDr thou osQ dBksj ;FkkFkZrkdks igpku dj vius rukoksa ls eqDrgksus osQ fy, /S;Z] mRlkg] ,dkxzrk]lkgl rFkk vkRefo'okl vkfn xq.kksa dhegÙkk crkus okys vkys[k fy[k losaQxhA
,iQ-,-&3 (fnlacj 1&15)
X – 25
fo"k; oLrq mís'; dkS'ky
* lkuk&lkuk gkfFk tksM+h* vifBr x|ka'k* okP; jpukraj.k
* ukScr [kkus easa bcknr
* lkjys[ku
* in ifjp;iqujko`fÙk
* ^esjh pkg* xfrfof/ osQ varxZr viuh
pkg ,d iphZ esa fy[kdj ,d=k dj
fiQj fdlh ,d iphZ osQ fo"k; ij
vk'kqHkk"k.k ns losaQxhA
* jl dk vH;kl dj loasQxhA
* flfDde dh jkt/kuh xarksd osQ izkoQfrd,oa lkaLoQfrd i;kZoj.k ls ifjfpr gksdjxarksd ij ,d dykRed izLrqfr rS;kjdj losaQxhA
* izko`Qfrd lkSUn;Z osQ ihNs fNih dVq;FkkFkZrk ls voxr gks thou dh èkwi&NkaoosQ ruko dks nwj djus esa l{ke gksus osQfy, fdlh fojks/h ifjfLFkfr dh dYiukdj mls lqy>krs gq, ukfVdk izLrqrdj losaQxhA
* xkbM L=kh gks ;k iq#"k dh fof'k"Vrkvksadk o.kZu djrs gq, vkys[k fy[k losaQxhA
* vifBr x|ka'k dk vH;kl djsaxhA
* okP; jpukraj.k dk vH;kl dj losaQxhA
* mLrkn fcfLeykg [kku osQ thou ,oaxq.kksa ls ifjfpr mu ij ,d lfp=kizLrqfr rS;kj dj loasQxhA
* tuekul esa fnu&izfrfnu yqIr gksrhdykfiz;rk rFkk dykdkjks a ls tqM+hdykdkjksa dh ekufld] vkfFkZd leL;kvksa
* oko~QdkS'ky]dYiukRedrk
* lkfgR;d tkx:drk
* lkaLo`Qfrd Kku]izo`Qfr izse
* vkykspukRed lksp]l`tukRedrk]vfHku;dkS'ky
* drZO;cks/ vfHkO;fDrLrj
* Lokè;k;]vocks/u {kerk
* Hkkf"kd dkS'ky
* uSfrd ewY;]vkys[ku dyk
* oSpkfjd fofue;]laoknokpu]
,iQ-,-&4 (fnlacj 16&31)
X – 26
* dU;knku* vyadkj* pfj=k ys[ku
* ,gh BSa;k >qyuh gsjkuh gks jkek* i=kμukSdjh osQ fy,* in ifjp;μiqujko`fÙk
ij fopkj&foe'kZ gsrq fyax vlekurkdh mis{kk dj vius fiz; dykdkj lslaokn izLrqr dj losaQxhA
* lkjys[ku dk vH;kl dj loasQxhA
* yM+osQ&yM+dh ,d leku ekudj ukjhlqj{kk osQ izfr tkx:drk dk izlkj djrsgq, yM+fd;ksa dh lqj{kk osQ mik;ksa ijppkZ dj Hkk"k.k izLrqr dj losaQxhA
* lekt lsok] drZO;fu"Bk] vkRefo'oklbR;kfn uSfrd ewY;ksa ls ;qDr ukjh osQpfj=k ls vusd :iksa ij ,d izLrqfrrS;kj dj loasQxh ^ukjh ,d :i vusd*A
* vyadkj osQ vFkZ iz;ksx ,oa Hksn le>dj vH;kl dj losaQxhA
* ns'k osQ Lora=krk&laxzke dh xfrfof/;ksals voxr gks fdlh ,d ns'kHkDr osQlkFk ,d lk{kkRdkj izLrqr dj losaQxhftlls vkt dh leL;kvksa osQ lek/kuksadk Hkh mYys[k gksxkA
* dyk txr esa yM+osQ&yM+fd;ksa dks izkIrgksus okys HksnHkko vkSj mlls mRiUuekufld izo`fÙk;ksa dh vlekurk ijizslokrkZ rS;kj dj d{kk esa izLrqr djlosaQxhA
* laiknd osQ :i esa fo|ky;h; xfrfofèk;ksadh fjiksVZ fy[k losaQxhA
* ukSdjh izkfIr esa gksus okyh leL;kvksa lsvoxr gksus osQ fy, ukSdjh osQ izkfIrgsrq i=k ys[ku dj losaQxhA
* in ifjp; dk vH;kl dj losaQxhA
fyax lekurkijdfopkj
* Hkk"kk dk Lrj] laa{ksi.kdyk
* tkx:drk dk Lrj]Hkk"k.kdkS'ky]fyax lekurkijdfopkj
* Hkk"kk 'kSyh ,oavfHkO;fDr {kerk
* vocks/u {kerk]cqf¼pkrq;Z
* lk{kkRdkj izLrqfr dh{kerk] leL;k;ksa osQlek/ku dh {kerk
* dykRedrk]oSpkfjdrk]lkekftd tkx:drk]fyax lekurkijdfopkj
* lkekftd tkx:drk]vkys[kudyk
* vocks/u {kerk]i=kys[ku dyk
* Hkkf"kd dkS'ky
fo"k; oLrq mís'; dkS'ky
X – 27
* ^L=kh gks ;k iq#"k lHkh osQ fy, r`".kk]bZ";kZ] fyIlk] niZ] ozQks/μvk/qfud lH;rkdh nsu* fo"k; ij ,d lkewfgd xks"Bhdj losaQxh ftlls bu Hkkoksa ls tfurleL;kvksa dks lqy>k losaQxhA
* ^^vk/qfud ,oa izkphu laLo`Qfr dkrqyukRed vè;;u** fo"k; ij laoknokpu dj losaQxhA
* e'khuh ;qx esa izkphu vkSj vk/qqfudlkaLo`Qfrd&i;kZoj.k ij okn&fookn djlosaQxhA
* ^lHkh leL;kvks a dk gy gS ;ksx*vkèkqfud ;qx dh ekax ;ksx fo"k; ijfuca/&ys[ku dj losaQxhA
* okP; dk vH;kl dj losaQxhA
* nwjn'kZu ij fn[kk, tkus okys laxhr osQfj;fyVh 'kks ij leh{kk izLrqr dj losaQxhftlls Nk=kkvksa esa laxhr&lkfgR; vkSjdyk osQ izfr yxko c<+sxk rFkk mudhvar% izo`Qfr LoLFk gksxhA
* vkilh laca/ lq/kjus rFkk lkekftdi;kZoj.k dks lq[kn cukus gsrq laxrdkjlgk;dksa osQ leku gh lHkh {ks=kksa osQlgk;dksa dh leL;kvksa dks le>djmuosQ lek/ku osQ mik;ksa ij jsfM;ksokrkZ izLrqr dj losaQxhA
* laLo`Qfr* fuca/ (laLo`Qfrijd)* okP; (iqujko`fÙk)
* laxrdkj* vifBr dkO;ka'k* okD; (iqujko`fÙk)
* lkaLo`Qfrd Kku]fyax lekurkijdfopkj] fopkj&fofue;
* laokndkS'ky]rqyukRedrk
* vkykspukRedrk]uSfrdrk
* vocks/u {kerk]ys[ku dkS'ky
* Hkkf"kd dkS'ky
* Hkkola;e] fyaxlekurkijd fopkj]leh{kkRedrk
* lkekftd tkx:drk]fopkjkfHkO;fDr dyk
fo"k; oLrq mís'; dkS'ky
,iQ-,-&4 (tuojh)
X – 28
* eSa D;ksa fy[krk gw¡\* vifBr x|ka'k* in ifjp;μlaiw.kZ iqujko`fÙk
* iqujko`fÙk O;kdjf.kdvH;kl&i=k&2
* cgqoSdfYid vifBr dkO;ka'k dkvH;kl dj losaQxh ftlls os fu.kZ;k&Redrk lh[ksaxhA
* okD; dk vuke dj loasQxhA
* izfl¼ lkfgR;dkj vKs; osQ thou&lkfgR; ,oa fof'k"Vrkvksa ls ifjfpr gks,d vkys[k rS;kj dj losaQxh ftllslkfgfR;d i;kZoj.k dh vuqHkwfr gkslosQxhA
* tkiku esa gqqbZ =kklnh dk lkekftd]izko`Qfrd i;kZoj.k ij gq, izHkko dksvius 'kCnksa esa fy[k losaQxhA
* fyax vlekurk dh mis{kk dj viusfiz; lkfgR;dkj ls dkYifud lk{kkRdkjdj loasQxhA
* vifBr x|ka'k ,oa in ifjp; dkvH;kl dj losaQxhA
* iqujko`fÙk O;kdjf.kdvH;kl&i=k&2
* fu.kZ;kRedrk]vocks/u {kerk
* Hkkf"kd dkS'ky
* lkfgfR;d tkx:drk]vkys[ku dyk]ckSf¼d Lrj
* i;kZojf.kd tkx:drkvfHkO;fDr {kerk
* lk{kkRdkj n{krk]okd~ dkS'ky
* vocks/u {kerk]Hkk"kk dkS'ky
* iqujko`fÙk O;kdjf.kdvH;kl&i=k&2
fo"k; oLrq mís'; dkS'ky
,l-,-&2 (ekpZ)
,l-,-&2 (iQjojh)
X – 29
Content Learning Outcome Skill
flaU/hF.A.1 Month : April, May
TERM-I
cjukj eSDisQMsu
gj gky esa ftang jgq
lqj lkeq.Mh
* l;k.kh llq
bLe ,sa bLe ekaflI+kQr Bkfg.k
* vkRefo'okl
* ys[ku dkS'ky
* ikSf"Vdrk dhtkudkjh
* l`tukRedrk
* ladyu* Hkk"kk Kku* fo"k; dh le>
* nwjnf'kZrk
* vfHkO;fDr {kerk
* vocks/u {kerk
* O;kdj.kkRed Kku
* lPph yxu ,oa dfBu ifjJe ls
eqf'dy dk;Z dks Hkh vklku cuk;k tk
ldrk gS] bls tkurs gq, ^^eqafgats thoutks eD+lqnq** fo"k; ij Lojfpr ys[k
fy[kus esa leFkZ gksxhA
* vPNs LokLF; osQ fy, ikSf"Vd Hkkstu
osQ egÙo dks le>rs gq, ikSf"Vd [kk|
rFkk muesa ik, tkus okys foVkfeUl ijrkfydk cukus esa leFkZ gksxhA
* 'kkfCnd ,oa yk{kf.kd vFkZ ls ;qDrflUèkh 'kkbjh dks le>rs gq, lkeqfnzd
okrkoj.k esa thou;kiu djus okyksa dk
lfp=k o.kZu djus esa leFkZ gksaxhA
* vk; ls vf/d O;; djus ij gksus
okyh ijs'kkfu;ksa dks tku losQaxh rFkkferO;f;rk dk xq.k viukrs gq, bldk
thou esa D;k ykHk gS bl fo"k; ij
d{kk esa okn&fookn izLrqr djus esa leFkZgksxhA
* laKk ,oa mlosQ Hksn rFkk laKk 'kCnksa lsfo'ks"k.k 'kCn cukus dk vH;kl djrs
gq, funsZ'kkuqlkj okD; fuekZ.k djus esa
leFkZ gksxhA
X – 30
Content Learning Outcome Skill
czgek th Hkqy
lqj lksjB (dfork)
”keku
”kehj
vifBr x|ka'k
'kkfUr fuosQru
gfjtu tk xq.k
iz;ksx (okP;)
* l`tukRedrk* izLrqfrdj.k
* Kku dk foLrkj* HkkokfHkO;fDr* lkfgfR;d Kku
* O;kdj.kkRed Kku
* p;u dkS'ky* cks/xE;rk
* ladyu* Kku dk foLrkj* ftKklq izo`fÙk
* rF; Kku* l`tukRedrk* Hkk"kk Kku
* O;kdjf.kd Kku
* ^czãk th Hkqy* dgkuh dks le>rs gq,^Nksfdfj;qfu th gkyrqfu* ij oko~Q&dkS'kyizLrqr djus esa leFkZ gksaxhA
* ^lqj lksjB* osQ 'kk;j 'kkg vCnqy yrhiQdk lfp=k thou ifjp; fy[k losaQxh,oa ^lqj lksjB* osQ Hkko le>rs gq,vfHku; osQ :i esa izLrqr djus esa leFkZgksaxhA
* vkioQs vius 'kCnksa esa Hkkoksa dks ^^lqjlksjB** fy[kus esa leFkZ gksaxhA
* dky ,oa muosQ Hksnksa dk vH;kl djrsgq, fn, gq, okD;ksa dks funsZ'kkuqlkj dkyesa ifjofrZr djus esa leFkZ gksaxhA
* loZuke ,oa muosQ Hksnksa dh tkudkjhgkfly djrs gq, oSdfYid iz'uksa lslgh mÙkj Nk¡Vus esa leFkZ gksaxhA
* vifBr x|ka'k dks i<+dj iz'uksa osQ mÙkjnsus esa leFkZ gksaxhA
* 'kkfUr fuosQru dh fo'ks"krkvksa osQ ckjses a a tkudkjh izkIr djrs gq, blosQlaLFkkid xq#nso jfoUnz ukFk VSxksj dkthou ifjp; rFkk mudh jpukvksa osQuke fy[kus esa leFkZ gksaxhA
* ^^gfjtu osQ xq.k** dfork dk Hkko le>rsgq, oko~Q dkS'ky osQ :i esa izLrqr djlosaQxhA lkFk gh flU/h lUr dfo^pSujkb cpksey lkeh* dk thou ifjp;nsus esa leFkZ gksaxhA
* okP; ,oa muosQ Hksnksa dk vH;kl djrsgq, okD;ksa dk okP; ifjorZu djus esaleFkZ gksaxhA
FA-2 tqykbZ (1&15)
X – 31
Content Learning Outcome Skill
[+kr (xSjnLrwjh)
Hkheks Fkjh
ifo=krk
geekuk yÝ+”k
eqgkojs
yk[kh.kks yky
VkbVSfud tgk”k tks cM.k
f”kn]
vnn] ftUl
* ys[ku dkS'ky
* l`tukRedrk
* Hkk"kk Kku
* l`tukRedrk
* Kku dk foLrkj* vocks/u {kerk
* ladyu* fo'ys"k.k* vfHkO;fDr {kerk
* Hkk"kk Kku
* flU/h Hkk"kk osQ ys[ku&vH;kl ls viusfiz;tuksa dks [+krq fy[kus esa leFkZ gksaxhA
* ^^Hkhek s Fkjh** dgkuh le>rs gq,^^rbyhe th egkÙke** fo"k; ij vuqPNsnfy[kus esa leFkZ gksaxhA
* ^ifo=krk* dfork dks le>rs gq, bldklkjka'k fy[kus esa leFkZ gksaxhA
* fla/h 'kCnkoyh HkaMkj esa o`f¼ gksus ls'kCnksa osQ geekuk yÝ+”k fy[kus esa leFkZgksaxhA
* fla/h esa bLrykg ,oa eqgkojksa osQ vFkZle>dj muosQ okD;&fuekZ.k djus esaleFkZ gksaxhA
* ia- tokgjy yky usg: th osQ thouls ifjfpr gksrs gq, ^Hkkjr ns'k ,sa usg:*ij fuca/ fy[kus esa l{ke gksaxh ,oaoko~Q dkS'ky izLrqr djus esa leFkZ gksaxhA
* ^VkbVSfud tgk”k tks cM.k* dfork dksHkyhHkk¡fr le>dj mlosQ ckjs easa lfp=ko.kZu djus esa leFkZ gksaxhA
* 'kCn Kku osQ vk/kj ij iwNs x, 'kCnksaosQ foykse 'kCn fy[kus esa leFkZ gksaxhA
* ,dopu ls cgqopu cukrs gq, 'kCnksdks funsZ'kkuqlkj fyax ifjorZu djrs gq,iqu% okD; fuekZ.k djus esa leFkZ gksaxhA
FA-II (tqykbZ 16&31)
FA-II (vxLr)
q q
X – 32
Content Learning Outcome Skill
flU/h cksyhv tks cqfu;kn
e”ewu
'kglokjh
[+krq (xSjnLrwjh)
vtark twa xqI+kQkmQa
fgeky; (dfork)
rdnhj ,sa rnchj
* Kku dk foLrkj* l`tukRedrk
* l`tukRedrk
* rF; Kku* fodkl dkS'ky
* ladyu* fo'ys"k.k* l`tukRedrk* fodkl dkS'ky* oko~QdkS'ky* vfHkO;fDr {kerk
FA-III (vDVwcj)
FA-III (flrEcj)
* flU/h Hkk"kk osQ ckjs esa tkudkjh izkIrdjrs gq, flU/h Hkk"kk dh mRifÙk ,oafodkl dks lfp=k o.kZu djus esa leFkZgksaxhA
* flU/h Hkk"kk esa eT+ewu fy[kus esa leFkZgksaxhA
* izko`Qfrd lkSUn;Z ij vk/kfjr 'kglokjhdfork osQ Hkko dks le>rs gq, mlsvfHkO;Dr djus esa leFkZ gksxhA
* vius fiz;tuksa dks flU/h Hkk"kk esa [+krfy[kus esa leFkZ gkssaxhA
TERM-IIflaU/h
* ^^vtark twa xqiQkmQa** ikB dks le>rsagq, Hkkjr ns'k dh ,sfrgkfld /jksgjksadk lfp=k o.kZu djus esa leFkZ gksaxhA
* ^fgeky;* dfork dk vFkZ le>dj flaèkhesa oko~Q dkS'ky izLrqr djus esa leFkZgksaxhA
* ikB osQ vk/kj ij ^dfBu esgur ,oaHkkX;* ij fla/h esa okn&fookn djus esaleFkZ gksaxhA
FA-III (uoEcj)
X – 33
iksfgZ;r (dfork)
[+kr] fjiksVZ
vkpk;Z fouksck
vnc ;k lfgr Nk vkgs
yhyk pusljyhyk [ks fgnk;r (dfork)
eqf'dy [ks ekr dj
Content Learning Outcome Skill
* izeq[krk* l`tukRedrk
* O;kdjf.kd Kku
* l`tukRedrk* ys[ku dkS'ky
* ladyu* oko~Q&dkS'ky* p;u dkS'ky
* p;u dkS'ky* iBu dkS'ky* HkkokfHkO;fDr
* Kku dk foLrkj* fo'ys"k.k* laLo`Qfr cks/
* egRokdka{kh* l`tukRedrk
* ^iksfgZ;r* dfork esa esgurd'k etnwjksaosQ lkFk gksus okys vR;kpkj osQ ckjs esai<+dj fla/h Hkk"kk esa Lojfpr dforkfy[kus esa leFkZ gksaxhA
* fla/h Hkk"kk esa [+krq ,oa fjiksVZ fy[kus esaleFkZ gksaxhA
* vkpk;Z fouksck Hkkos th dk Hkkjr ns'kosQ fy, fd, x, ;ksxnku dk lfp=ko.kZu djus esa leFkZ gksaxhA
* vU; egkiq#"kk s a dh thouh i<+djoko~Q&dkS'ky izLrqr djus esa leFkZ gksaxhA
* ikB o s Q vk/kj ij lkfgR; dhfo'ks"krkvksa dks le>rs gq, viuh fiz;iqLrd osQ ckjs esa fy[kus esa leFkZ gksaxhA
* flU/ dh izfl¼ yksddFkk yhyk pusljdk s i<+r s gq, uk;d&ukf;dk dhfo'ks"krk,¡ crkrs gq, vfHku; izLrqr djusesa leFkZ gksaxhA
* dfork dks le>rs gq, thou esa vkbZeqf'dyksa dk MVdj lkeuk djus dhizsj.kk ls izsfjr gksrs gq, Lojfpr dgkuhfy[kus esa leFkZ gksaxhA
FA-IV tuojh
FA-IV (fnlEcj) (16&31)
FA-IV tuojh
FA-III fnlEcj (1&15)
X – 34
Content Learning Outcome Skill
lt.k rwa e NfMft
ca/u
izhre th vkl
* ftUl] vnn
gfy;ks gyq
* rF; Kku
* oko~Q dkS'ky* ys[ku dkS'ky
* izLrqfrdj.k
* O;kdjf.kd Kku
* n`<+ fu'p;* izsj.kk* y{; izkfIr
* ^lt.k raawa e NfMft* dgkuh osQ ys[kdjke iatok.kh th dk thou ifjp; nsusesa leFkZ gksaxhA
* ^ca/u* dgkuh dks le>rs gq, dgkuhdk lkj vius 'kCnk s a es a fy[kdjoko~QdkS'ky osQ :i esa izLrqr djus esaleFkZ gksaxhA
* ^izhre th Hkkl* dfork dk Hkko le>rsgq, d{kk esa ppkZ ifjppkZ djus esa leFkZgksxhA
* O;kdj.kkRed vH;kl osQ vk/kj ijiqfYyax 'kCnksa dk L=khfyax ,oa ,dopuls cgqopu cukus esa leFkZ gksaxhA
* y{; izkfIr osQ fy, eu esa tks'k dk;ejguk pkfg,A bl rF; dks le>rs gq,flU/h Hkk"kk esa dfork Lojfpr dforkfy[kus eas leFkZ gksaxhA
FA-IV (iQjojh)
X – 35
TERM-IMATHEMATICS
Topic : Pair of linear equations in two variables F.A.1 April-15 July
Content Learning Outcome Skill
Pair of linear equations intwo variables
Graphical method of solutionof pair of linear equations
Algebraic method of solvinga pair of linear equations intwo variables
Equations reducible to a pairof linear equations in twovariables
Geometrical meaning of thezeros of a polynomial
• Recall and define general form oflinear equations in two variables
• Express linear equations in twovariables
• Plot ordered pairs in therectangular coordinate system
• Verify whether ordered pair is asolution of equation
• Create graphs of linear equationsto solve word problems
• Analyse graphs to identify x and yintercepts
• Determine whether ordered pair isa solution of pair of linear equationin two variables
• Solve a system of linear equationby the method of substitution,elimination and cross-multiplication method
• Reduce and reframe an equationinvolving two variables to generalform
Find the zeros of a polynomial bymeans of graph, where it intersectsthe x-axis
• Extrapolate
• Synthesise
• Accuracy• Interpretation• Appreciate
linearity innature
• Critical thinking• Inculcate habit of
sharing, selfdiscipline, learnto cooperate
• Application ofconcept
• Problem solvingaptitude
• Interpret andtransform
• Observationalskills
• Interpretation• Extrapolate
Topic : Polynomials F.A.1 Month : April
X – 36
• Analytical thinking• Verification• Formulate
• Logical thinking• Problem solving
aptitude
• Conceptual under-standing
• Knowledge ofconcept
• Instinctive aware-ness of thepresence andimportance ofunderlyingstructure
• Logical thinking
• Deductivereasoning
• Problem solving
• Conceptualthinking
• Investigate• Caring for
environment
Relate the zeroes of the quadraticpolynomial ax2 + bx + c with thecoefficients a, b, and c
Calculate the other two zeroes of acubic polynomial when only one zerois given
Develop understanding oftrigonometric ratios of an acute angleof a right angled triangle
Tabulate and make use of trigono-metric ratios of standard angles of 0°,30°, 45°, 60°, 90° to right angledtriangle
Recall and correlate the concept ofcomplementary angles with thetrigonometric ratios
Prove trigonometric identities takingthree identities as the base
Calculate the average from groupeddata using different methods i.e.direct, assumed mean and stepdeviation method
Content Learning Outcome Skill
Relationship between zeroesand coefficients of aquadratic polynomial;
Division algorithm forpolynomials
Trigonometric ratios
Trigonometric ratios of somespecific angles
Trigonometric ratios ofcomplementary angles
Trigonometric identities
Mean of grouped data
Topic : Introduction to Trigonometry F.A.1 Month : May
Topic : Statistics F.A.1 Month : July
X – 37
Mode of grouped data
Median of grouped data
Graphical representation ofcumulative frequencydistribution
Euclid’s Division Lemma
Fundamental theorem ofArithmetic
Revisiting irrational numberstheir decimal expansion
Content Learning Outcome Skill
Determine the modal class in a groupdata and calculate mode using theformula
Determine the median class in agroup data and calculate medianusing the formula
Represent cumulative frequencydistribution graphically and interpretthe same
Correlate Euclid’s division lemma withthe concept of long division alreadylearnt in earlier classes
Represent every given compositenumber as a product of primes andappreciate that every factorization ofcomposite number is unique
Prove that √2, √3 etc. as irrationalnumbers and justify the condition on
• Logical Thinking• Conceptual
thinking• Extract• Value for money
• Logical Thinking• Conceptual thinking• Extract• Problem solving
• Interpretation• Analytical skills• Problem solving• Presentation• become sensitive
towards gender
• Extrapolate• Conceptualise• Develop reverence
and respecttowards greatmathematicianfor theircontribution tothe field ofmathematics
• Critical thinking• Express• Appreciate Unique
quality• Able to solve
problems
• Verification• Make logical
Topic : Real Numbers F.A.2 Month : August
X – 38
Content Learning Outcome Skill
Similar figures
Similarity of triangles
Criteria for similarity oftriangles
Areas of similar triangles
Pythagoras Theorem
• Review basics oftrigonometry
• Meaning of angle ofelevation and angle ofdepression
irrational numbers to have nonterminating and non repeatingdecimal expansion
Identify plane figures which have thesame shape and their dimensions arein a certain ratio
Identify and visualise triangles whichhave the same shape and their sidesbear a certain ratio
Apply the basis on which two trianglescan be termed as similar like AAA,SAS, SSS and RHS
Verify the ratio between areas of twosimilar triangles with respect to theratio of the square of theircorresponding sides
Prove Pythagoras theorem using theconcept of similar triangles as thebase and apply the same
Recall the basic ratios of trigonometry
Visualise eye movement whileobserving an object
deductions• Recognise
structures
• Conceptualunderstanding
• Recognition ofsimilar figures innature
• Observationalskills
• Ability to visualize
• Thinking skills• Instinctive
awarenessof underlyingstructures
• Interpretation• Evaluation
• Conceptualthinking
• Problem solvingaptitude
• Extrapolate• Synthesise
• Observational skills• Recognise
structure• Logical thinking
Topic : Triangles F.A.2 Month : August
Topic : Some applications of trigonometry F.A. 3 Month : October
X – 39
• Conceptualise• Analytical thinking• Critical thinking• Problem solving
aptitude
• Extrapolate• Express• Conceptualise
• Synthesise• Express
• Problem solvingaptitude
• Evaluate• Logical thinking
• Observationalskills
• Recognise structure
• Evaluate• Analytical thinking• Problem solving
• Deductivereasoning
• Analytical thinking
• Observe• Analyse• Calculate
Make use of the concept of angles ofelevation and depression to drawfigures as per the problem and applytrigonometry to reach the solution
Recall the concept of quadraticpolynomials and correlate with linearequation and quadratic equation
Represent the equation in generalform as ax2 + bx + c = 0 where a, b, care real numbers a ≠ 0
Solve the quadratic equation by usingdifferent methods
Recall factorization method and applythe same to quadratic equation
Apply the method of completing thesquares to solve a quadratic equationand show the same geometrically
Calculate discriminant to find natureof roots and apply the same toproblem solving
Recognize the patterns in a givenseries.
Understand the term ‘commondifference’and its importance in anA.P.
• Apply trigonometry inproblems to find heightsand distances
• Introduction to quadraticequations
• Standard form of quadraticequations
• Solution of a quadraticequation
• Factorization method
• Completing squaresmethods
• Nature of roots
• Introduction
• Arithmetic Progression(A.P.)
Content Learning Outcome Skill
Topic : Quadratic Equations F.A. 3 Month : October
Topic : Arithmetic Progression F.A.3 Month : November
X – 40
• Realise value oftime and developself discipline
• Evaluate
• Observe• Logical reasoning
• Calculate• Deductive reasoning
• Evaluate
• To sensitisechildren aboutthe need forsaving environ-ment
• Conceptualise• Accuracy
• Values likeimportance ofteamwork,Selflessness
• Calculate• Verification
• Calculate• Verification
• Problem solving• Environment
sensitivity
• Identification of A.P. inreal life situations
• First term and commondifference
• Find the nth term of anA.P.
• Sum of first n terms
• Application
Plotting of points oncoordinate plane
Distance Formula
Section Formula
Mid point Formula
Area of Triangle
Content Learning Outcome Skill
Identify the situations in daily lifewhere the A.P.is observed and applyit in solving problems
Identify the first term and thecommon difference
Apply the formula and calculate thenth term of an AP
Apply the formula and calculate thesum upto n terms of an A.P.
Apply the formula for calculating nthterm and sum upto n terms in real lifesituations
Locate points in 2-dimensionalCartesian coordinate system
Apply the formula and calculatedistance between two points on aplane
Calculate the coordinates of a pointwhich divides the line segmentjoining the two points internally in theratio m : n using the formula
Find the coordinates of the mid-pointof the line segment using the sectionformula with ratio 1:1
Apply the formula and calculate thearea of triangle when the coordinatesof the vertices are given
Topic : Co-Ordinate Geometry F.A.3 Month : November
X – 41
Locate common point of intersectionof a line and a circle in a plane
Define tangent and secant
State the theorem and reason out thesame (by logical reasoning)
Show that the length of two tangentsdrawn to a circle from an externalpoint are equal, theoritically andgeometrically
Apply the theorems in variousproblems and solve them
Divide a line segment in the givenratio and justify the construction
Construct a pair of tangents to a circleand justify the same
Recall the concept of circumferenceof circle and make use of it in dailylife situations
• Draw, Observe andanalyse
• Drawing skills• Accuracy
• Conceptualise• Recognise
underlyingstructure
• Justification• Observational
skills• Analytical thinking• Verification
• Logical thinking• Problem solving
• Accuracy• Estimation• Golden ratio
present in nature
• Problem solvingaptitude
• Self discipline• Motor skills
• Conceptualise• Evaluate• Problem solving
ability
Introduction
Tangent to a circle
Tangent at any point of acircle is perpendicular to theradius through point ofcontact
Length of tangent from anexternal point
Application in problems
Division of a line segment ina given ratio (internally)
Tangents to a circle• At a point on the circle• From a point outside the
circle
Perimeter and area of circleand area
Content Learning Outcome Skill
Topic : Circles F.A.4 Month : December
Topic : Constructions F.A.4 Month : December
Topic : Area related to Circles F.A.4 Month : December
X – 42
Content Learning Outcome Skill
Areas of sector and segmentof a circle
Areas of combination ofplane figures
Introduction
Surface area of acombination of solids
Volume of a combination ofsolids
Conversion of solid from oneshape to another
Frustum of a cone
• Calculate• Problem Solving
ability• Formulate
• Recognizestructure
• Critical thinking
• Identify, visualize,draw
• Correlate• Conceptualise• Recognise 3-D
structures aroundthem
• Visualize• Compute• Calculate• Environment
sensitivity
• Visualize• Compute• Calculate
• Convert andvisualize
• Celebratingdiversity (Gendersensitivity)
• Visualize• Compute• Calculate
Identify and apply the terms – major/minor sector, major/minor segment,angle subtended by the arc at thecentre, area of sector of given angle,length of an arc of a sector of givenangle
Combine the plane figures andcalculate the area
Combine various solid shapes andidentify such shapes in thesurroundings
Combine two solid shapes andcalculate its surface area
Combine two solid shapes andcalculate the volume
Transform a solid shape to anothersolid. Compare and analyse theirsurface area and volume.
Convert a cone to a frustum andcalculate its volume and surface area
Topic : Surface area and volumes F.A.4 Month : January
X – 43
• Conceptualise• Sensitise them
towardsdifferentpossibilities anduncertainities
• Formulate• Calculate• Decision making• Logical thinking
• Calculate• Verify
• Calculate• Justify
• Extract• Extrapolate• Justify
• Critical thinking• Analytical thinking• Develop
sensitivitytowards genderandenvironmentfactors
Meaning of word‘Probability’
Probability a theoreticalapproachClassical Probability
Sum of all probabilities
Complement of an event
Sure and impossible events
Problems on simple events
Topic : Probability F.A.4 Month : January
Associate probability as a chance
Formulate probability of an Event E as No.of outcomes favourable to EP(E) = No. of all possible outcomes
of the Experiment
Verify that the sum of all proba-bilities of all the elementary eventsof an experiment is 1
Justify that for any E, E´ stands for notE and show that P (E) + P (E´) = 1
Validate the maximum and minimumvalues of probability. Hence the fact0 ≤ P (E) ≤ 1
Apply the concept learnt to the givenproblems
Content Learning Outcome Skill
X – 44
Content Learning Outcome Skill
TERM-IPHYSICS
Lesson-1 : Motion F.A.1 Month : 1st April – 15th July
1. Electricity • Identify charge as a fundamentalquantity
• Develop meaning of electriccurrent and its unit, electricpotential, potential difference andtheir units.
• Evolve Ohm’s law and express itmathematically
• Verify Ohm’s law experimentally
• Develop meaning of resistanceusing Ohm’s law
• List the factors which affectresistance.
• Explain resistivity, Conductors,resistors & insulators
• Experimentally determine thefactors affecting resistance
• Calculate effective resistance inseries and in parallel combination
• Experimentally verify the laws ofresistances in series and in parallel.
• Comprehend
• Conceptualize
• Comprehend &correlate
• perform, observeand conclude
• Deduce
• Enumerate
• Explain
• perform, observe,conclude
• apply
• perform, observeand conclude
X – 45
Content Learning Outcome Skill
2. Heating effect of current
1. Magnets
2. Magnetic effect ofelectric current
• Analyse the uses of conductors,resisters and insulators.
• Observe that heat is produceddue to flow of current
• State Joule’s law and express itmathematically
• Recognise application ofcommercial unit of energy in ourdaily life
• Infer that appliances of higherpower consume more energy. So tosave energy, use of high powerappliances should be minimized
• Discover applications of heatingeffect of electric current like fuse,heaters.
• Solve numerical problems
• Recall magnets and list theirimportant properties
• Conceptualize magnetic field linesand list their properties.
• Experimentally trace magneticlines of force
• Discover magnetic effect ofcurrent with the help ofelectromagnets.
• Interpret construction of Solenoid& electro-magnet and their uses
• apply
• observe, infer
• DeduceMathematicalexpression ofJoules Law
• Problem Solving
• Environmentalfriendly
• Problem Solving
• apply, calculate
• comprehend,enumerate
• enumerate, list
• experiment,observe, conclude,draw
• discover
• Infer, apply,Problem Solving
Lesson-2 Magnetic Effect of Electric Current F.A. 2 16 July to 10 Sep.
X – 46
Content Learning Outcome Skill
• Apply
• perform, observe,infer
• state, apply,
• perform, observededuce
• Conceptualize,apply
• Comprehend
• Compare
• classify
• comprehend,state
• enumerate, analyse
• distinguish
• Comprehend and apply right handthumb rule to find the direction ofmagnetic field
• Experimentally study the forceacting on a current carryingconductor.
• Comprehend and apply Fleming’sLeft hand rule for finding directionof force on a current carryingconductor.
• Observe experimentally electro-magnetic induction.
• Comprehend induced current,state Fleming’s Right hand ruleand apply it to find direction ofinduced current
• Identify light as a form of energythat affects sight
• Distinguish between ray and beam
• List types of beam
• Conceptualize the term reflectionof light and laws of reflection
• Analyse image formation in planemirror and name thecharacteristics of this image
• Distinguish between real & virtualimage
3. Electromagnetic induction
1. Light, Reflection of Light
3A. Reflection of light and Mirrors F.A. 3 1st Oct. to 15th Dec.
X – 47
• identify,comprehend
• explore
• draw, measure &interpret
• perform &deduce
• perform, observeand conclude
• apply, problem,solving, perform,observe, conclude
• Moral value,Critical thinking
• comprehend,apply
• Comprehend the term sphericalmirrors, identify their types anddefine the terms—pole, apertune,focus principal axis, centre ofcurvature, radius of curvaturefocal length.
• Discover rules for obtaining imageformed by spherical mirrors.
• Draw ray diagrams to showformation of image by concaveand convex mirror
• Study the formation of image by aconcave mirror and a convexmirror for different positions ofobjects
• Experimentally find focal length ofa concave mirror by focussing theimage of a distant object.
• Investigate the uses of planemirrors, concave mirrors andconvex mirrors in our day-to-daylife, with the help of activity
• Analyse that as they see anambulance coming on the road,should immediately give the wayso that the patient inside canreach hospital at earliest
• Conceptualize sign conventionsand apply to solve numericals
Content Learning Outcome Skill
X – 48
Content Learning Outcome Skill
• Comprehend mirror formula
= +1 1 1f v u
and magnification
formula
= − = −&v I v
mu O u
• Solve numerical problems usingabove relations
• Classify optical medium as a rareror a denser medium.
• Comprehend definition ofrefraction of light and represent itdiagrammatically
• Evolve laws of refraction of light,verify them experimentally
• Interpret the meaning of the termrefractive index and its relation tothe velocity of light
• Analyse the reason behindeveryday phenomena usingknowledge of refraction of light
• Develop definition of a lens
• Identify types of lens
• Discover rules for image formationin lenses
• Sketch ray diagrams to locateimage in convex and concavelenses
• Conceptualize
• apply andcalculate
• Classify
• C o m p r e h e n d ,draw
• state, performobserve &conclude
• Conceptualizeand correlate
• Critical thinking
• Conceptualize
• List
• Explore
• Analyse, draw
1. Refraction of light
3B. Light — Refraction of Light and Lenses F.A. 3 1st Oct. to 15th Dec.
X – 49
Content Learning Outcome Skill
1. Human eye
2. Defects of vision
• Study the image formed by lenses
• Experimentally find the focallength of convex lens by focussingthe image of a distant object
• Comprehend the lens formula
= +1 1 1f v u
and magnification
formula
= −andv I v
mu O u
• Solve numerical problems
• Develop meaning of power oflens, state and define its unit
• Investigate the uses of lenses inour day-to-day life
• Identify human eye as a naturaloptical device which works likecamera.
• Sketch various parts of the eyeand understand their functionsand correlate it to everydaysituations.
• Develop the meaning of termaccommodation as the ability tosee nearby and distant objects
• Explain the terms – far point, nearpoint, least distance of distinctvision
• perform, observe,conclude
• perform, observeconclude
• Conceptualize
• Apply andcalculate
• Conceptualize
• problem solving,Explore
• Comprehend
• draw, label,correlate
• Comprehend
• Interpret
4A. Human Eye and Colorful World F.A. 4 16 Dec. to 15th Feb.
X – 50
Content Learning Outcome Skill
• Develop the meaning of Myopia,myopic eye, cause of myopia, andinfer its correction using concavelens
• Comprehend Hypermetropia,hyper metropic eye cause of hypermetropia and infer its correctionby convex lens
• Conceptualize Presbyopia, causeof Presbyopia and its correctionusing bifocal lenses.
• Calculate the power of lens forcorrection of eye-defects.
• Identify astigmatism and cataract.
• Infer the advantages of having twoeyes.
• List what to do and not to do forsafety of eyes
• Draw the shape of the prism anddefine angle of prism.
• Trace the path of a ray of lightthrough a glass prism
• Develop meaning of angle ofdeviation
• Comprehend the term dispersionof light
• Develop the meaning of spectrum& name its colours
• Deduce the cause of dispersion
• draw, label andapply
• analyze, infer,Problem Solving
• Analyze, infer,Problem Solving
• calculate andapply
• Comprehend
• Infer, Correlate
• self awareness
• relate withgeometry
• draw, observe,deduce
• deduce thedefinition
• Comprehend
• enumerateconceptualize
• Explore apply
1. Refraction of lightthrough a glass prism
2. Dispersion of light
4B. Human Eye and Colorful World F.A. 4 Month : 16th Dec. to 15 Feb.
X – 51
Content Learning Outcome Skill
3. Atmospheric Refraction
4. Scattering of light
• Illustrate that white light iscomposed of seven colours
• Recall recombination of spectrumcolours into white light
• Logically analyse the reason forthe formation of rainbow.
• Discover that atmosphere consistsof layers of air having differentdensities.
• Develop the meaning ofatmospheric refraction
• Justify how stars appear totwinkle but planets do not twinkle.
• Deduce the reason for apparentposition of star due to refraction
• Understand advanced sunrise
• Develop concept of scattering oflight and Tyndall Effect
• Infer that the colour of Scatterredlight depends on the size ofparticles
• Reason out the blue colour of thesky & red colour of sun at sunrise
• Observe the scattering of bluelight by colloidal solution
• experiment,deduce
• recall of previousknowledge
• Synthesis
• Explore
• Comprehend
• Critical thinking
• apply, explore
• apply and draw
• comprehend
• Infer
• draw, deduce
• Observe, infer
X – 52
Content Learning Outcome Skill
TERM-ICHEMISTRY
Chapter 1 : Chemical Reactions and Equations F.A.1 Month : April
– Demonstrate & verify chemicalchanges
– Relate chemical changes to a dailylife situations
– Convert chemical change into wordequation
– Substitute it by symbols andformula
– Correlate law of conservation tobalancing chemical equations
– Observe the changes to determinea chemical reaction
– Demonstrate types of chemicalreactions
– Compare the different types ofreactions
– Classify the reactions as oxidationor reduction
– Compare the reaction
– Apply oxidation in daily life
– Demonstrate the properties ofacids and bases
– Identify the substances as acids orbases
– List the properties of acids andbases after performing theactivities
Demonstrate
Relate
Convert
Substitue
Correlate
Observe
DemonstrateConclude
Compare
Classify
CompareApply
Demonstrate
Identify
List, analyse,conclude
Occurence of a chemicalreaction
Chemical equation
Types of chemical reactions
Oxidation in every day life
Classification of matter
Acids and Bases
Chapter 2 : Acids, Bases and Salts F.A.1 Month : 1st May to 15th July
X – 53
Content Learning Outcome Skill
– Compare the properties of acidsand bases
– Correlate the pH to acidic, basic orneutral substances.
– Test the pH values of solutions– Classify the substances into acids
& bases by noting the color of pHpaper
– Discuss the importance of pH ineveryday life
– Associate formation of salts tovarious reactions
– Substitute the names of salts bytheir formulae
– Identify the parent acid and basefrom which the salt is formed
– Tabulate the salts into theirfamilies
– Predict and check the pH of fewcommon salts
– Justify the various uses of salts indaily life and industry
– Demonstrate properties of metalsand non-metals
– Compare properties of both metalsand non-metals
– Identify metals and non-metalsfrom the given samples
– Tabulate the reactivity series ofmetals
– Arrange metals into ascending anddescending order of reactivity
Compare
Correlate
TestClassifyAnalyzeDiscuss
Associate
Substitute
Identify
Tabulate
Predict
Justify
Demonstrate
Compare
Identify
Tabulate
Arrange
pH scale
Salts
Classification of elements
Reactivity Series
Chapter 3 : Metals and Non metals F.A.2 Month : 16th July to 31st Aug.
X – 54
Content Learning Outcome Skill
Electron dot structure andbonding
Metallurgy
Corrosion
– Predict the occurrence of variousreactions
– Perform experiments on variousreactions
– Illustrate electronic configurationof elements
– Correlate valency and type of bondformed
– Draw schematic diagrams for ioniccompounds
– Demonstrate properties of ioniccompounds
– Compile the metals and solublesalts from earth’s crust and seawater
– Compare minerals and ores
– Identify various steps in theextraction of metals
– Choose different separatingtechniques for the ores
– Apply conceptual and experimentalknowledge of metals in daily life
– Demonstrate the activityperformed to show corrosion
– Identify the factors responsible forcorrosion
– Relate the metal to the coatingformed
– Propose various methods toprevent corrosion
– Develop and define the variousmethods
Predict
Experiment,observe, analyseconclude
Illustrate
Correlate
Draw
Demonstrate
Compile
Compare
Identify
Choose
Apply
Demonstrate,observe, analyze
ConcludeIdentify
Relate
Propose
Develop
X – 55
Content Learning Outcome Skill
Compile
Illustrate
Correlate
Connect
Classify
Apply
Identify
Select
Discover
Convert
Identify
Compare
Realize
Select
– Compile the various substancesthat are used in daily life whichcontain carbon
– Illustrate carbon with 4 valenceelectrons forming only covalentbonds
– Correlate the bonds formed assingle, double or triple to thenumber of pairs of electronsshared between them
– Connect electronic dot structure ofatoms for the formation of covalentbonds
– Classify the homologous series andits characters
– Apply the general formula ofhomologous series
– Identify the name of thehomologous series
– Select the compound and identifythe functional group
– Discover the properties of alcoholsand carboxylic acids
– Convert the chemical reactionsinto chemical equations
– Identify the reactants used and theproducts formed in differentreactions
– Compare the properties ofalcohols and carboxylic acids
– Realize the effect of alcohols onliving beings
– Select the usage of alcohol as acleaner fuel
Importance of the carbonelement
Covalent bond
Homologous Series andfunctional groups
Alcohols and carboxylicacids.
TERM-IICHEMISTRY
Chapter 4 : Carbon and Compounds F.A.3 Month : 1st Oct. to 15th Dec.
X – 56
Content Learning Outcome Skill
Soap and detergents
Classification of elements
Modern Periodic Table
– Discover the effect of soap oncleaning
– Identify the reactants used andproducts formed in differentreactions
– Draw the structure of micelle– Compare hard and soft water– Realize the excessive use of soaps
and detergents leads to waterpollution
– Demonstrate activities for thepreparation of soap and foridentifying the salts which causehardness in water
– Classify elements according totheir properties
– Discover salient features of eachclassification
– Understand the changes inclassification over time
– Correlate the properties withatomic mass
– Find out the achievements andlimitations of each classification
– Discover the salient features ofthe periodic table
– Appreciate the periodic trends inthe properties of elements
– Predict the properties of theelement from its position in theperiodic table
– Associate the electronicconfiguration of a particularelement to its atomic number
– Calculate the number of valenceelectrons and the valency of anelement
– Draw inference from the given data
DiscoverIdentify
DrawCompareRealize
DemonstrateObserveConclude
Classify
Discover
Understand
Correlate
Find
Discover
Appreciate
Predict
Associate
Calculate
Infer
Chapter 5 : Classification of Elements F.A. 4 Month : 16th Dec. – 15th Feb.
X – 57
Content Learning Outcome Skill
TERM-IBIOLOGY
Chapter 6 : Life Processes FA-1 Month : Ist April to 15th July
- develop the concept of lifeprocesses & list various lifeprocesses
- develop the meaning of autotrophicnutrition (photosynthesis)
- compare the steps of opening andclosing of stomata
- investigate the impact ofenvironment on opening andclosing of stomata
- identify heterotrophic nutrition inliving organisms on the basis of itsfeatures
- develop the definition of digestion
- evolve the meaning & function ofenzyme
- arrange/organize all the steps ofdigestion of food in human insequence
- draw neat & labelled diagram ofhuman digsestive system
interpret the significance of variouspathways of glucose catabolism.
- investigate the contents of air thatthey breathe in and out throughactivity
- draw and label the parts ofrespiratory system
What are life processes ?(a) Autotrophic nutrition
(b) Heterotrophic nutrition
Nutrition in humanbeings
Respiration(a) Breakdown of glucose
(b) Respiration in(i) Human(ii) Invertebrates
ConceptualizeInterpret, list
analyze
Enumerate
Explore, Deduce
Recapitulate
Conceptualize
Interpret
synthesize
sketchcreative thinking
OrganizeSynthesizeSummarize
Explore
SketchIdentify
X – 58
Content Learning Outcome Skill
Transportation in humanbeings- Heart- Blood vessels
Transport and exhange of O2& CO2
Heart
Lymph –Transportation in plants
Excretion(a) In human beings(b) In plants
- identify the components of transportsystem in humans and theirfunctions
- conceptualize the path ofcirculation through flow chart &diagram of heart
- compare and correlate structureand function of vein and artery
- draw and label the diagram ofhuman heart
- recognize the importance oflymphatic system
- discover the mechanism oftransport of water in plants.
- identify various waste products- draw the importance of filtration
and removal of liquid waste (urine)through kidney
- draw the labelled structure ofnephron & kidney
- find out the waste products ofplants & mechanism of theirremoval
- discover the impact of less intakeof water on excretory system
- evaluate the coordination andcooperation of different lifeprocesses for survival of organisms
- discover the interdependencebetween plants & animals in thebiosphere
Enumerate
Apply conceptualKnowledge
Differentiate
Sketch
Assess
Observe, perform
RecapitulateExplain, Communicate
Sketch, Recognise
Enumerate
Explore
Strengthen the skill ofcoordination
developEnvironmentalawareness
X – 59
Content Learning Outcome Skill
- investigate the importance ofcoordination of various organsystem in maintaining life.
- compare all the life processes inmales & females & on this basisjustify gender equality
- develop the meaning of stimulusand its corresponding response andsensory receptors
- Identify nerve cell and its functions
- construct the sequentialmechanism of transmitting nerveimpulses from one part of the bodyto another
- draw and label the structure of anerve cell
- investigate and list impact ofstimulus that creates reflex action
- construct a reflex arc in responseto a stimulus
- tabulate the structure & function ofeach part of human brain
- analyse the diagram of humanbrain and relate the different partsof brain with their functions
- identify the structure of spinal cord& explain its function
- compare the spinal nerve andcranial nerve on the basis of originand function
Response, stimulus andSensory receptors
Nerve cell
Transmission of impulsethrough synapse
Reflex action
Human Brain
Spinal cord
Peripheral nervous system(a) Spinal nerve(b) Cranial nerve
Strengthen the skillCoordination
Gender sensitization
Conceptualize
Relate
synthesize
Sketch
Explore
Synthesize
Organize
Analyze, relate
Locate
Relate
Chapter 7 : Control and Coordination FA-2 Month : July 16th to Aug. 15th
X – 60
Content Learning Outcome Skill
- interpret the need of chemicalcoordination
- locate the position of endocrineglands in human body
- correlate the functions of differenthormones as means of informationtransmission in human body
- interpret the significance of feedback mechanism
- discover the effect of stimuli onplant growth and movement
- differentiate between Nasticmovement and tropic movement
- develop the concept of phyto-hormones
- analyze the effect of concentrationof different plant hormones ongrowth of root / shoot, flowering,ageing etc.
- investigate the importance ofcoordination of different endocrineglands and their secretion inperforming various functionsrelated to growth, metabolism &movements
- appreciate different types of plantmovements like touch response inmimosa pudica
- compare the different processeslike transmission of impulses, abilityto think, reflex actions and on thisbasis justify gender equality
– establish the relation betweennoise pollution and physiology ofthe brain. (e.g. Headache)
Chemical co-ordination
Feed-back mechanism
Co-ordination in plants-Environmental stimuli
Phytohormones
Analyze
Identify
Correlate
Evaluate
Investigate
Compare
Conceptualize
CalculateProblem solving
Strengthen the skill ofcoordination
Admire
Gender equality
developEnvironmentalawareness
X – 61
Chapter 14 : Sources of Energy FA-2 Month : Aug. 16th – 10th Sept.
- develop the concept of energysources through observation
- identify the parameters needed toclassify a source as a good energysource
– interpret the advantages anddisadvantages of using fossil fuels,thermal power and hydro power assource of energy.
- justify the need to improve thetechnology for using conventionalsources of energy
- analyze the structure, function anduses of a biogas plant
- describe biogas plant as anecofriendly source of energy
- appreciate the technology ofdrawing best out of waste
- synthesize the process of producingelectricity through wind
- develop the concept of non-conventional energy sources & listtheir significance
- interpret the advantages of usingnon-conventional energy sourcesover conventional sources of energy
Various sources of energy
Good source of energy
Conventional sources ofenergy(a) Fossil fuels(b) Thermal power plant(c)Hydro power plant
Improvement in thetechnology for usingconventional sources ofenergy
(a) Biomass-Biogas plant
(b) Wind energy
Non conventional sources ofenergySolar energyTidal energyWave energyOcean thermal energyGeothermal energyNuclear energy
Conceptualize
Analytical thinking
Critical thinking
Analytical thinking
Analyze
developEnvironmentalawareness
developresponsibility
Communicate,Express, Synthesize
Conceptualize
comparecontrast
Content Learning Outcome Skill
X – 62
Content Learning Outcome Skill
Do organisms create exactcopies of themselves ?
Importance of variation
Modes of reproduction usedby single celled organisms
(i) Fission(ii) Fragmentation(iii) Regeneration(iv) Budding(v) Vegetative propogation(vi) Spore formation
- use the sources of energyjudiciously
- justify the economic use ofresources
- realize the importance ofconservation of resources for futuregeneration
Revision and SA-I
- explore the formation and passageof DNA to progeny from parent cells
- explain the significance ofvariation in the survival of species
- conceptualize the various modes ofreproduction used by unicellularorganisms
- observe the formation of twodaughter cells from a single parentcell (through slide)
- observe the small outgrowthsdeveloping from yeast cell
- observe the bryophyllum leaves,sprouting seeds & explore the partsof plant which propogatevegetatively
- draw and describe different typesof asexual reproduction
- observe the different methods ofvegetative propogation in ourschool garden
Justify
decision making
Environmentalawareness
Assess, Investigatededuce
Express,Communicate
Synthesize,Enumérate
Experimentation
Analyze
Explore,deduce,decision making.
Sketch
Investigate, conclude
Chapter : How do Organisms Reproduce ? FA-III Month : 1st Oct. – 15th Dec.
TERM-IIBIOLOGY
X – 63
Content Learning Outcome Skill
Sexual reproduction
Sexual reproduction inflowering plants
Sexual reproduction inhuman beings
Male reproductive systemFemale reproductive system
Reproductive health
- develop the concept of sexualreprodution
- correlate the labelled diagram toshow the parts of a flower with thefunctions of each part
- analyze and organize the processof formation of diploid zygote byfertilization sequentially
- draw labelled diagram of male andfemale reproductive system
- synthesise the various steps ofreproduction in order
- analyse the need of reproductivehealth
- identify the contraceptive measuresand its need
- justify the need of reproduction forthe perpetuation & continuity oflife,
- justify that sex ratio needs to bemaintained to balance thereproductive process and to spreadawareness against female foeticidefor a healthy society
- appreciate the creation of nature bywatching flowers blooming, seedssprouting etc.
- intepret that the process ofproduction must continuously go onfor any novel creation
Conceptualize,Deduce
Demonstrate,SketchIdentify
ReasoningProblem solving
Sketch, relateIdentify
Express,Communicate,syntheise
Analytical ability
Conceptualize
Gender equality
Gender equality
Environmentalawareness
Creative thinking,Extrapolate, deduce,appreciate
X – 64
Content Learning Outcome Skill
– develop the concept of heredity
– identify common traits in humans& classify them in differentcategories
– appreciate the efforts of Mendelfor studying contrasting traitslocated on different chromosomesin pea plant
– construct a monohybrid & dihybridcross and calculate the ratio ofoffsprings (Punnet square)
– co-relate the link between genespresent and the traits expressed
– evaluate the importance ofknowledge of gender/sexdetermination in present situationin India
– construct a cross to showpossibility of male or female childbeing born in human
– create awareness of the fact thatscientifically the male isresponsible for the sex of the child,not female through the knowledgegained in the class – which willenlighten the society not to dofemale foeticide.
– evaluate natural selection by givingexamples
– illustrate genetic drift with the helpof examples
– compare evolution due to naturalselection and genetic drift
Conceptualize
Relatecategorize
admire the hard workand critical thinking
Calculate, synthesiseProblem solving
Compare, ExpressProblem solving
Analyze
Construct,Assess
Gender sensitization
Interpret,JustifyIllustrate,Justify, compareRelate
Heredity
Inherited traits
Mendel’s contributionExperiments on pea plant
Laws of inheritance
How do traits get expressed?
Sex determination
Evolution, natural selection
Chapter 9 : Heredity and Evolution F.A.4 Month : 16th Dec. – 15th Jan.
X – 65
Content Learning Outcome Skill
Express,communicate
Construct
Evaluate
conceptualize,differentiate
Explore, Summarize
Justify,Critical thinking,Problem solvingdevelop respect forour heritage
Environmentalawareness,analytical thinkingdecision making,communicate,analysis
conceptualize
Categorize, compare
Recognizecorelate
Inheritance of acquiredcharacters
Evolution and classification
Homologous and analogousorgans
Evolution by stages
Human evolution
Ecosystem and itscomponents
Types of ecosystem
Components of ecosystem
– assess how acquired characters areinherited (with examples)
– tabulate evidences of evolution
– justify evolution by evidences offossils
– develop the concept ofhomologous and analogous organand compare them
– synthesise the history of evolutionby discussing on specific examples
– give a brief account of humanevolution and debate on evolutionis ‘progress’ or a ‘process’
– evaluate values imbibed from ourancestors (Ex-talent, systematicapproach, research mindedness)
– appreciate the role of environmentin survival of species withvariations or new traits
– justify that natural environmentselects the species (naturalselection) on the basis of theirstruggle with examples
– develop the definition ofecosystem & study thecomponents
– classify ecosystem in to varioustypes on the basis of their natureand size
– correlate the importance of bioticand abiotic components in all eco-system
Chapter 15 : Our Environment F.A.4 Month : 16th January – 15th Feb.
X – 66
Content Learning Outcome Skill
Food chain
Trophic levels
Characteristics of food chain
Flow (transfer) of energy inan ecosystem – Ten percentlaw
Food web
Characteristics of food web
Biodegradable and nonbiodegradable wastes
Ozone depletion
Effects of ozone depletion
– develop the definition of foodchain and trophic level
– construct the food chain withdifferent trophic levels
– establish nutritional relationshipsamong organisms
– determine features of food chain– calculate the amount of energy
transferred among various trophiclevels in a food chain
– develop the definition of food web
– construct food web formed byinterlinking of food chain
– compare biodegradable and non-biodegradable wastes
– analyze and discover the reason ofozone layer depletion andmeasures to avoid this
– interpret the harmful effects ofozone depletion
– justify and circulate awarenessamongst themselves & society forprotection of ozone layer
– sensitize for planting of more treeswhich provides huge amount ofoxygen in the atmosphere
Conceptualize
construct, relate
Synthesize, state
enumerateestablish, deduceProblem solving
conceptualize
Relate, synthesise
differentiate
Evaluate, state,explain,problem solving
Analyze
Environmentalawareness
Environmentalawareness
Revision and SA-II
X – 67
Content Learning Outcome Skill
TERM-IHISTORY
India and the Contemporary World-II F.A.1 Month : April to July
The students will be able to :
• find out the features ofurbanization, urban life and needfor urbanization
• categorize the features ofurbanization
• compare & contrast differentphases of urbanization in twodifferent contexts – Bombay andLondon.
• research on the effect of planneddevelopment of cities
• assess on the light of socio-economic life of people in urbanareas by comparing the system ofurbanization and industrializationin Bombay and London.
• analyze the status of women in thecity of London.
• appreciate the need for leisure andentertainment in urban life.
Research, Infer,Relate, justify
IdentifyCompare &categorise
Analyze,Compare & contrast
ResearchCreative thinking
CompareDifferentiateCritically analyseEmpathiseEvaluate
Gender SensitizationGender equality
SpeculateInterpretAppreciate
Chapter 1 : Work, Life andLeisure.
(a) Patterns of urbanization(b) Migration of people and
growth of towns(c) Social changes and
urban life(d) Merchants, middle
classes, workers andurban poor
Case studies :London and Bombay in the19th and 20th centuries
X – 68
Content Learning Outcome Skill
[A] Emergence of Novels inthe West
[B] The relationshpbetween novel andchanges in modernsociety
[C] Novelists of India in the19th century
[D] A study of majorNovelists of the world
[A] First world war, Khilafatand Non Co-operationmovements
[B] Salt Satyagaha andCivil Disobediencemovement
[C] Movements ofpeasants, Workers andTribals
Chapter 2 : Culture, Identity and SocietyNovels, Society and History
FA-2 July to 30th August
ResearchCategoriseReviewAppraiseGender sensitization
SummarizeReviewEvaluate
RecognizeExamineInfer
RecallAssociateCritically examineInterpret
InquireSpeculateConcludeEmpathise
The students will be able to :trace the history of emergence ofNovel as a form of modern literature
identify and describe the themes andstyles of literary creations of thewriters of the West and India(particular reference to womennovelists).
conclude that novel as a form ofwriting has a specific history and thatthey reflect historical changes withinsociety and shape the forces ofchange.assess that some of the ideas ofwriters were so powerful that it hada great impact on the society.
To students will be able to :
trace the origin and growth ofnationalism in IndiaAnalyze and comprehend the natureof British colonilism in India
research the Gandhian Era byfocussing on different phases ofindian struggle against the Britishfrom Non-Co-opertion to CivilDisobedience movement.
TERM-II (HISTORY)Chater 3 : Nationalism in India FA-3 October to November
X – 69
appreciate the role of various leadersincluding women leaders and massesin the anti imperialist struggle inIndiaanalyse the writings and ideas ofdifferent political groups andindividuals like Sarojini Naidu,Jawaharlal Nehru, Khan Abdul Gafaretc.
To students will be able to :
• trace the emergence ofNationalism in Indo China
• analyze and comprehend thenature of French colonialism inIndo-China
• list and point out the differencesbetween French colonialism inVietnam and British colonialism inIndia
• outline the different stages of theanti-imperialist struggle inVietnam.
• examine the role of variousleaders of Vietnamese freedomstruggle – Heroic deeds of Ho-Chi-Minh
• highlight the role of Vietnamesewomen both in war and peace(Gender equality and womenempowerment)
• investigate the reasons for USintervention in Vietnam and thevictory of Vietnam against themighty US army
Appraise,Critically examineGender sensitization
ReviewDebateImbibe
Perceive
Interpret
DifferentiateReason out
Categorise
Examine
Appraise
Critically examineReason out
Content Learning Outcome Skill
[D] Activities of differentpolitical groups
[A] French Colonialism inIndo-China
[B] Phases of struggleagainst the French
[C] The II World War andliberation struggle
[D] The USA and the II Indo-China war
Chapter 4 : Events and Processes. FA-4 The Nationalist Movement in Indo-China December to January
X – 70
Content Learning Outcome Skill
TERM-IPOLITICAL SCIENCE
F.A.1 Month : April – 15th July
Chapter 1. Power Sharing
Chapter 2. Federalism
Chapter 3. Democracy andDiversity
Chapter 4. Gender, Casteand Religion
SpeculateComprehend
AnalyseCompare & contrast
Critical analysis
InferJustify
Infer, Compare
AnalyzeConclude
Critical analysisEvaluate
Co-relateEmpathise
IdentifyRelateCompatre & ContrastComprehend
Critically EvaluateImbibe
ValueDebate
The students will be able to :Elaborate the meaning andadvantages of power sharing indemocracy.
Discuss the working of spatial andsocial power sharing mechanisms.
Analyze federal structure andinstitutions
Identify the federal provisions andinstitutions in democracy.
Find out the functioning of PanchayatiRaj system in rural areas.
Analyze the objectives ofDecentralisation
The students will be able to :Examine the vital role of struggle inthe expansion of Democracy
Analyse the concept of socialdifferences and its causes.Distinguish between overlapping andcross cutting diifference.Justify how democracyaccommodates social diversities.Generate awareness regardingdifference in gender, caste andreligion
FA-2 Month : 15th July – 30th Aug.
X – 71
Content Learning Outcome Skill
Role of struggles in shapingthe democracy in favour ofordinary people
Importance of the pressure &interest groups in shapingdemocracy
Contribution of an ordinarycitizen in democracy
Role of women in democracy
Role of working of newPanchayati Raj institution inrural area
Role of the political partiesin a democracy and runningthe government
Importance of politicalparties in competition andcontestation in democracy
PerceiveRelate
BrainstormAppraise, debate
ClassifyComprehend
ExamineJustify, co-relatedebate
AssessCritical analysis
RelateJustifyGender equality
IdentifyCo-relateResearch
Critical analysisSummarize
Co-relateResearchEvaluate
Identify the social and religiousdifferences that exist in the country
Develop respect for the right for allsections of the society
The students will be able to :Find out the political and Socialmovements in India.
Generate an awareness about therole of pressure group in healthyfunctioning of democracy
Examine the role of citizens indemocracy
Analyze a gender perspective onpolitics
Justify the vital role of Panchayati Rajsystem in rural area & expansion ofdemocracy
The students will be able to :• Analyze the importance of political
parties in a democracy
• Examine the relationship betweenthe social cleavages and politicalcompetition with reference toIndian situation
TERM-IIChapter 5. Popular Struggles and Movements F.A.3 Month : 1 October–15 November
Chapter 6. Political Parties F.A.4 Month : 15th Nov.–15th Dec.
X – 72
Content Learning Outcome Skill
Nature and working ofpolitical parties in India
Merits and demerits of eachparty system
National and regional partiesof India
Importance of democraticgovernment & quality ofgovernment in democracy
Expected and actualoutcomes of democracy
Accountability of thegovernment towards citizensin democracy
Differences betweenworking of democratic anddictator set up of thegovernment
AnalyzePerceiveApply
CategorisePerceiveApply
PerceiveCompareRelateResearchConclude
IdentifyDifferentiateComprehend
AnalyzeCritically ExamineValueResponsibilitytowards society
AssessBrainstormApply
Differentiate,IdentifyAppraise
• Speculate the working of spatialand social power mechanisms
• Compare different types of partysystems in India
• Assess federal provisions andinstitutions
The students will be able to :• Evaluate the functioning of
democracies
• Examine the importance ofcitizen’s participation in democracy
• Generate the skills of evaluatingIndian democracies on some keydimensions e.g. development,dignity of people etc.
• Compare democratic governmentwith that of dictatorship
Chapter 7. Outcomes of Democracy F.A.4 Month : 15th Dec.–15th Feb.
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Content Learning Outcome Skill
Accomodation of socialdiversity
Major challenges todemocracy in India
How to make democracymore democratic ?
Role of citizens in deepingthe democracy
• Appreciate the accomodation ofsocial diversity and inculcate thevalue of dignity and freedom ofindividuals in democracy
The students will be able to :• Identify the challenges faced by
democratic countries and try tofind out the sources of strengthand weaknesses of Indiandemocracy
• Reflect on different kinds ofmeasures possible to deepen thedemocracy
• Acquire knowledge and skills toface challenges that democracyfaces today & understand theroleof participatory citizenship
Assess,Critically examinePerceive
RelateCritically Examine
BrainstormApply
InnovateComprehendGenerate solutionsProblem solving
Chapter 8. Challenges of Democracy F.A.4 Month : 15th Dec.–15th Feb.
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Content Learning Outcome Skill
TERM-IECONOMICS
Chapter 1. The Story of Development F.A.1 Month : April-July
Chapter 1. The Story ofDevelopment
Chapter 2. Sectors of IndianEconomy
The Students will be able to :
Elaborate macroeconomic conceptslike per capita income, literacy rate,I.M.R. and sustainable developmentetc.
Analyze the dififerent indicators ofdevelopment
Assess the merits and demerits of PCIas a development indicator.
Differentiate economic and noneconomic indicators of development
Identify significance of sustainabledevelopment
The Students will be able to :
Identify the significance of servicesector in the Indian economy in thecontext of its contribution to GDP andgenerating employment
Assess India as a major serviceprovider to the world
Distinguish between the organizedand unorganized sectors withexamples.
Differentiate between the public andprivate sector with specific example.
PerceiveAnalyse
ListExamineCo-relateBrainstorm
Distinguish,compare & contrast
Critical ThinkingRecommend, Suggest
RecognizeRelateCritical thinking
Research
CompareCritical analysis
CompareAnalyse
Chapter 2. Sectors of Indian Economy F.A.2 Month : August-September
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Content Learning Outcome Skill
Chapter 3. Money and Credit
Chapter 4. Globalization andIndian Economy
The students will be able to :• Identify the role of money as a
medium of exchange.• Categorise the modern forms of
money.
• Critically evaluate the differentsources of credit–formal andinformal sector.
• Assess the role and importance ofself-help groups in improving theeconomic life of rural people.
• Find out the meaning of basicconcepts like Globalization,liberalization, privatizing, M.N.C.,trade barrier etc.
• Appreciate the reasons for settingup M.N.C. in India.
• Classify various features of foreigntrade, foreign investmentand MNC.
• Evaluate the role of WTO.
• Analyze merits & demerits ofglobalisation
• Examine the role of MNC inglobalisation.
SpeculateCo-relateClassify
CompareInquireAccountability
EvaluateCritical ThinkingAppreciate
InferCo-relateCritical analysis
Problem SolvingGlobal Awareness
IdentifyAnalyzeComprehendInquire, assess,debateCompare, criticalanalysis, co-relate
Research, assess,value (role inspreading cultualawareness)
TERM-II F.A.3
F.A.4
X – 76
Content Learning Outcome Skill
Chapter 5. Consumer Rights • Familiarize with the basic conceptof globalization, liberalization,privatization, MNC and tradebarriers.
• Merits of setting up of M.N.C.’s inIndia.
• Foreign trade and foreigninvestment.
• Merits and demerits ofglobalization.
• Policy of liberalization andavailability of foreign goods.
• Role of World Trade Organization
Comprehend Analyze
Evaluate Appreciate
Differentiate
Research Identify
Critical ThinkingConclude
Asses CriticalAnalysis
F.A.4
X – 77
Content Learning Outcome Skill
TERM-IGEOGRAPHY
Chapter 1 : Resources F.A.1 Month : April–15th July
Types of resources
Need for resource planning
Resource depletion
Conservation of naturalresources
Land & Soil
Map work
Conservation of soil
Forest depletion
Role of forest
The students will be able to :
Categorise different types ofresources
Appreciate the importance of plannedutilisation of resources
Identify the problems of resourcedepletion and try to solve theproblem
Perceive inter-dependence of humanbeings and resources and theconsequences of resource depletion
Suggest measures to check itswastage & preserve for future
Assess importance of land and soil
Identify types of soil on the map ofIndia
Analyze the soil region and the kindof erosion taking place, measures tobe adopted to check soil erosion
Analyse causes of forest depletion
Discover the importance of plants andtrees in our daily life
Classifylist, define
Critical thinking,apply, relate
Environmentalprotection,Problem solving
AwarenessSensitivity towards
Environment
Critical thinkingProblem solvingDecision making
Evaluate, analyse
Creativity, locate,identify
Critical thinking,analyse, problemsolving
Critical thinking,analyse
Evaluate, relate,justify
Chapter 2 : Forest & Wildlife Resources Month : July (1-15)
X – 78
Content Learning Outcome Skill
Recognise their role in themaintenance of ecosystem and thekinds of human activities responsiblefor their degeneration
Appreciate measures taken by Govt.to protect flora & fauna in the country
Assess the need to protect flora &fauna
Collect information on communitybased protection of flora & fauna
Express concern on increased illegalpoaching hunting activities and thelegal actions taken by govt.
List out various uses of water
Identify different sources of water andcollect information on variousmethods of traditional rain waterharvesting
Examine the ratio between demandand supply of water
Reason out the causes of waterscarcity
Investigate mechanism of globalwarming and climate change
Develop awareness towards itsjudicious use & conservation
Locate dams on rivers on the map ofIndia
Forest policy
Water Resources
Source of water
Water scarcity
Conservation of water
Map work on multipurposeprojects
Critical thinkingDecision making
AppreciateAnalysis, problemsolving
Empathy towardsenvironment, justify
Social responsibilityResearch
Respect towardspeople’s effortAnalyse
Enlist, categorise
IdentifydefineResearchAnalyse
Critical thinking
Reasoning, identify,critical thinking
Analyse RelateEnvironmentalconcernAnalytical thinkingProblem solvingDecision makingMap pointing, locate,identify
Chapter 3 : Water Resources F.A.2 Month : 16th July–30th July
X – 79
Content Learning Outcome Skill
Chapter 4 : Agriculture F.A.2 Month : 1st Aug.–15th Aug.
Types of farming
Major crop
Technological & Institutionalreforms
Contribution of agriculture tonational economy
Problems of Indian agriculture
Types of occurance ofminerals
Distribution of minerals
Extraction of minerals
Classify various types of farming
Find out spatial distribution of majorcrops
Corelate relationship between rainfallregime and cropping pattern
Analyze govt. policies for institutionalas well as technological reform sinceindependence
Assess agricultural contribution incountries GDP
Identify problems and try to researchreasons for that and bring out asolution
Students will be able to :
Classify the minerals
Identify the mode of occurance
Analyze how quality & quantity variesfrom place to place
Identify that minerals are unevenlydistributed
Conclude procedure involved in mining
Identify, classify, list,define
Classify, list,identify
Logical reasoningAnalysis
AppreciateSocial valuesJustify
Evaluate
Critical thinkingResearchAnalysis
Differentiate
Infer, apply
ComprehensionRealize
Interpret, relate,Identify
Describe, recognize
TERM-IIGEOGRAPHY
Chapter 5 : Mineral and Energy Resources FA-3 Month : October-November 15
X – 80
Conservation of mineralresources
Map Exercise
Importance of industries
Types of industries
Spatial distribution
Industrial pollution
Transport network
Modes of Transport
Solve problems associated withmining
Recgonise the importance of mineralsfor the development of the nation
Develop sense towards the need fortheir judicious utilization
Recognise the impact of mining on theenvironment and suggest measures
Locate on map the places related tothe distribution of mineral
Students will be able to :Assess the importance of industriesin the national econoomy
Establish relationship betweennatural resources and types ofindustries
Speculate regional disparties and thefactors affecting industrial location
Analyze impact of industries on manknow the steps taken to checkenvironmental degradation
Assess the vital role played bytransport and communication inintegration of the nation
Compare different modes of transport& communication
Problem solving
Decision makingAppreciate, justify,co-relate
Empathy, humanvalues, ethics
Sensitivity towardsEnvironment
Map PointingIdentify, locate
Logical thinkingAnalysis
Co-relate, analysis,define
Interpret, analyseClassify
Critical thinkingProblem solvingDecision making
AppreciateCritical thinking
DifferentiateCompareExplain
Content Learning Outcome Skill
Chapter 6 : Manufacturing Industries F.A.3 Month : 15th Nov.–Dec.
Chapter 7 : Lifelines of National Economy F.A.4 Month : 15th Dec.–January
X – 81
Content Learning Outcome Skill
Develop sensitivity towards the roleof transport & communication inintegrating the national and globaleconomy
Relate their role in enhancing tradeand commerce and also tourism
Judge how far the environment ismaintained due to increase in traffic
Discuss the pollution level in differentareas and steps taken to solve thisproblem
Critical thinkingAnalysis
Sensitization
Global awarenessCultural valuesCo-relate
JustifyCritical thinking
Decision MakingProblem SolvingEnvironmentalconcern
Role of Transport andcommunication
X – 82
INTRODUCTION TO DISASTER MANAGEMENTTogether Towards a Safer India Part-III
Content Learning Outcome Skill
• develop an understanding of whyand how the modern disasteractivity is involved with pre-disasterand post-disaster activities.
• know the key personnel orspecialists related to disastermanagement and associate themwith the types of disasters andphases in which they are useful.
• develop an awareness of thechronological phases of naturaldisaster response and refugeereliefoperations
• identify the major disaster typeswith special reference to theeffects of the killer waves.
• examine the “relief system” andthe “disaster victim.”
• to identify the tools and techniquesto survive from such extremesituations.
• to find out the differentcommunication system used tomake the people aware about suchdisaster.
• describe the planning strategiesuseful in mitigation.
• identify the regulatory controlsused in hazard management.
• describe public awareness andeconomic incentive possibilities.
• assess the tools of post-disastermanagement.
• identify the organizations that areinvolved in natural disasterassistance
• differentiate between disasterassistance for refugee operationsand for natural disasters.
Analysecomprehend
Relate
Analyse andexamine
List & Categorise
Assess
List Problem Solving
Research , Analyseand comprehend
Identify
Critically analyze
Social awareness
Evaluate
Identify andCategorize
Compare & Contrast
Chapter 1Introduction 1
Chapter 2Tsunami – The killer seawaves
Chapter 3 Survival Skills
Chapter 4Alternative CommunicationSystems
Chapter 5Safe Construction Practices
Chapter 6Sharing Responsibilities andplanning ahead
X – 83
TERM-IFRENCH
Content Learning Outcome Skill
Chapter 1 – Retrouvons nos amis FA-1 Month : April
Warm up exercise
Vocabulary
Grammar
Q & A related to text
Warm up exercise
Vocabulary
Writing task
Research on “Le Tour de France” toexplain how it is celebrated in France.
Explore meanings of unfamiliar wordsand create a paragraph on “Le Tourde France” with new vocabularylearnt.
Reflect knowledge of new vocabularylearnt by correctly identifying thesynonyms of the words from giventext.Cite examples of “the articles”, “theadjectives” and the three types ofverbs from the text.
Conjugate all the three types of verbs
Create a short paragraph using passecompose, imparfait emphasing theneed to keep our environment cleanduring festivals.
Analytically answer questions relatedto the text
Collect information on educationsystem of France and disuss it in theclass
Converse with each other in Frenchusing appropriate vocabulary
Infer meanings of unfamiliar wordsWrite a letter to your frienddescribing the education system inFrance using the new vocabularylearnt and how is it different from oureducation system.
Research, appreciateexplain, communicate
Explore, thinkcritically, analyze,apply, create
Recall, identify
apply
Think critically,Identify, analyze,cite, exemplify
Recall, apply,conjugate
Infer, summarizerelate, analyze
Collect, appreciatediscuss
Converse,communicate,
Explore, infer, thinkcritically
Format, recall, apply,synthesis, evaluate,organize
Chapter 2 : Après le bac... FA-1 Month : April
X – 84
Content Learning Outcome Skill
Grammar
Dialogues
Q & A. related
Warm up exericse
Vocabulary
Grammar
(i) Writing task
(ii) Message writing
Q and A related to text
Warm up exercise
Analytically examine the sentences totransform them from present tofuture simple.
Conjugate all the three types of verbsin future antérieur and apply these tomake short sentences.
Recall information to arrange thedialogues in correct order.
Analyse text to answer questions.
Use prepositions, les adjectifs,interrogatifs, les pronomsinterrogatifs in various sentences andapply the same in day to day bases.
Infer the meanings of unfamiliarwords.
Prepare curriculum vitae giving thenecessary details.
Write a letter to your frienddescribing your job profile.
Device all details to write a messageto your father telling him that you willbe joining the new job in a week’stime.
Analytically answer the questions.
Gain knowledge on the significanceof reading a magazine, newspaperand how can one improve theirvocabulary.
Examine, analyze,apply, transform
Apply, conjugate,create
Recall, apply,synthesis, arrange
Analyze, reproduce
Think critically,explore, apply
Infer, think critically
Prepare, thinkcriticallyformulate, apply
Format, recall, apply,synthesis, evaluate,organise
Format, recall, apply,evaluate, organize,think critically
Analyze, recall,answer
Explore, appreciate,create, apply
Chapter 3 : Cherches du travail FA-2 Month : May
Chapter 4 : Le Plaisir de Lire FA-2 Month : July
X – 85
Vocabulary
Writing Task
Q & A related to the text
Warm up exercise
Grammar
Writing task
Warm up exercise
Vocabulary
Movie making
Class disucssion
Q & A related to text
Correlate the synonyms of the wordsfrom the text.
Write a letter to your friend tellinghim about the novel you have readrecently.
Meaningfully infer the text to answerthe questions.
Gain knowledge on different ways tocommunication mass media.
Differentiate between Pronom <<en/y>>
Using new vocabulary write an articleon <<media–A boon to the society>>
Collect information on popular moviesof France and write your reviews inFrench language.Infer meanings of unfamiliar words.
Make a short documentary film inFrench on “Les miserable” / “La nuitnoire” using the tools of mass mediaand books.Using the French language commentcritically and present views, on the“Role of cinema in French history”.
Analytically answer the questions.
T.C., explore, Identify,analyze, correlateapply, organize
Think critically,format, recall, apply,evaluate, organise
T.C. infer, apply,Extrapolate, recall,relate
T.C., explore,converse,communicateAnalyze, differentiate,apply
T.C., Argue, convince
Explore, appreciate,create, synthesis
Explore, thinkcritically, applyGather, choose,identify, innovate,create
Think critically, analyze,synthesis, evaluate,argue, convince
Analyze, recall,answer
Content Learning Outcome Skill
Chapter 6 : Chacun ses gôuts FA-2 Month : September
Chapter 5 : Les Médias FA-2 Month : August
X – 86
Warm up exercise
Vocabulary
Grammar
Writing task
Message writing
Warm up exercise
Grammar
Writing task
O&A related to text
Warm up exercise
Gain knowledge about adjectivepossessive.
Infer meaning of unfamiliar words.
Use adjective possessif and pronompossessive in various sentences.
Write a paragraph on how can onehave good health.
Write a message to your prof. tellingthat you are ill and can’t come toschool tomorrow.
Use subjontif in various sentencesand apply the same in day to dayconversation
Conjugate the verbs in subjontif
Write on article on <<the protectionof environment>> and also design aposter on it.
Meaningfully infer the text to answerthe questions
Identify the different traffic signs anduse imperative to explain theirpurpose.
Think critically,apply, infer
Think critically,explore, validate
Think critically,conjugate, apply
Format, recall, apply,synthesis, evaluate,organise
Format, recall, apply,synthesis, evaluate,organize
Think critically,conjugate, Apply
Recall, apply,conjugate
Think critically,design, create, apply,recall
Infer, Think Criticallyapply, extrapolate,recall relate
Identify, recall, applyrelate, analyze
Content Learning Outcome Skill
Chapter 7 : En pleine forme FA-3 Month : October
Chapter 8 : L‘environment FA-3 Month : October
Chapter 9 : Métro, boulot, dodo FA-4 Month : November
X – 87
Content Learning Outcome Skill
Vocabulary
Class debate
Grammar
Dialogues
Q & A related to the text
Warm up exercise
Vocabulary
Writing task
Enactment
Grammar
Q & A related to the text
Validate meanings of unfamiliarwords through exploration.
Participate in a debate on “Highspeed rail is one of the safest modeof transport”.Cite examples of conditional presentet conditional passé from the giventext.Recall information to arrange thedialogues in correct order.
Meaningfully infer the text to answerthe questions.
Collect information to highlight thepolitical system of France and drawa comparison with Indian politicalsystemInfer meanings of unfamiliar wordsthrough exploration.
Write a letter to your frienddescribing the political system ofFrance.
Analyze the procedure of election ofthe president of France and enact itin the class.
Conjugate the verbs in gérondif andapply to make short sentences.
Transform the given sentences indirect or indirect speech according tothe case.Meaningfully infer the text to answerthe questions.
Think critically,validate, explore
Debate,communicateargue, convince
Identify, analyze, citeexemplify
Recall, apply,synthesis arrange
Infer, think critically,apply, relate, extrapolate
Collect, compare,differentiate,highlight
Think critically, inferexploreThink critically, Format,recall, applysynthesis, evaluate,organize
Analyze, studies,create, enact
Recall, conjugateapply
Apply, transform
Infer, think criticallyapply, relate, extrapolate
Chapter 10 : Vive la republique FA-4 Month : November
X – 88
Warm up exercise
Voabulary
Class discussion
E-mail writing
Dialogues
Q & A related to the text
Warm up exercise
Grammar
Question and Answer
List different words related totechnology.Explore analytically the meanings ofunfamiliar words.
Correlate the synonyms of the wordsfrom the text.
Using french language commentartically and presence your views on<Is internet a blessing to mankind>?
Write an email to your friend usingappropriate vocabulary to tell him tellhow technology has made the worldsmall.Recall information to arrange thedialogues in correct order.
Infer information from the text tosummarize answers.
Research on countries where frenchis considered as 2nd language afterEnglish.Construct a paragraph using all typesof pronoms and tenses learnt so far.
Answer analytically the questionsrelated to the text.
Collect, recall, relate
Think critically, infer,explore
Identify, analyze,correlate
T.C., analyze,synthesis, evaluate,argue, convince
Think analyticallyformat, summarize,convey/communicate
Recall, apply,transform
Analytically, infer,analyze, infer, relate,apply
Research, collect,understand
Recall, apply,construct
Analyze, think criticallyRecall and answer
Chapter 11 : C’est bon le progress FA-4 Month : December
Content Learning Outcome Skill
Chapter 12: La Francophonie FA-4 Month : January
X – 89
Students will be able to :
✓ Explain the positioning of notes &fingering on various instruments.
✓ Understand the structure ofadvance alankars their Arohia,avroh and musical grammar usedin musical improvisation.
✓ Acquire the knowledge aboutHindustani Music along with beat.
✓ Describe the finger numbers andtheir usage for playing variousnotes and beats.
✓ Internalize various components ofIndian Classical Music.
✓ Analyze different methods ofplaying 4 beat western style.
✓ Differentiate between variousscales/ saptaks.
✓ Demonstrate appropriate psychomotor coordination required whileplaying music on various musicalinstruments.
Students will be able to :
✓ Describe the positioning of notes& fingering on various instru-ments.
TERM-IINSTRUMENTAL MUSIC
F.A.1 Month : April
Fingering, balancing,basic techniques,knowing the positioningof variouos notes oninstruments
Advance Alankarswith rhythm
Composition–based onfolk music
– Analytical power– Musical skills
(Holding,balancing,fingering, strikingto produce soundplaying notes &boles)
– Psychomotorcoordination
– Discipline– Time
management
Analytical power– Musical skills– Psychomotor
Month : May
Content Learning Outcome Skill
X – 90
Content Learning Outcome Skill
✓ Understand the structure of folkmusical composition.
✓ Internalize various components ofIndian Classical Music.
✓ Acquire the knowledge aboutHindustani Music along with beat.
✓ Explain the positioning of variousnotes of the folk song “MhariGoomar....” (komal & shuddhaswar)
✓ Analyze the rhythm and notation ofthe folk song along with variousnotes. Also the variety of musicfrom different parts of India and itsimportance-theoretically.
✓ Differentiate between komalswarand shuddaswar, Kaherwahtaaland Khemtataal.
✓ Demonstrate appropriate psychomotor coordination required whileplaying music on various musicalinstruments.
Students will be able to :
✓ Explain the positioning of notes(shuddh & komal) & fingering onvarious instruments.
✓ Understand the structure of ragaPeelu teen taal & soul beat.
✓ Internalize various components ofIndian Classical Music.
✓ Acquire the knowledge of theswarmalika based on Raga Peelu.
– Psychomotorcoordination
– Discipline
– Time management
– Ethics and values
– Artistic endeavor
– Musical skills
– Lateral thinking
– Analytical power
– Artistic endeavor
– Application ofmusical skills
– Time management
(Mharighoomar.... fromRajasthan) 8 beatsKaherwahtaal
Introduction to Raga Peelu-Arohiavrohi PakadSwarmalika
Month : July
X – 91
✓ Differentiate between kimalswaand shuddhaswar & betweenminor cords and major cords.
✓ Analyze different methods ofplaying boles of teen taal & soulbeat.Demonstrate appropriate psychomotor coordination required forplaying various musicalinstruments.
Students will be able to :
✓ Explain the positioning of notes(shuddh & komal) & fingering onvarious instruments.
✓ Understand the structure of ragaPeelu teen taal & soul beat.
✓ Internalize various components ofIndian Classical Music.
✓ Acquire the knowledge about ragaPeelu along with beat.
✓ Analyze the Notation of theswarmalika & Bandish based onRaga Peelu.
✓ Differentiate between komalswarand shuddhaswar & betweenminor cords and major cords.
✓ Describe different methods ofplaying boles of teen taal & soulbeat.
✓ Demonstrate appropriate psychomotor coordination required forplaying various musical instru-ments.
Teen taal and Soul beat
Bandish of Raga Peelu inRupak Taal
Month : August
– Ethics & values
– Discipline
– Lateral thinking
– Analytical power
– Artistic endeavor
– Application ofmusical skills
– Time management
– Ethics & values
– Discipline
Content Learning Outcome Skill
X – 92
✓ Explain the positioning of notes(shuddh & komal) & fingering onvarious instruments.
✓ Understand the structure of ragaDhani, and Taal Kaherwah.
✓ Internalize various components ofIndian Classical Music.
✓ Acquire the knowledge about ragaKesaria along with beat.
✓ Differentiate between komalswarand shuddaswar & between minorcords and major cords.
✓ Analyze different methods ofplaying boles of kaherwahtaal.
✓ Demonstrate appropriate psychomotor coordination required forplaying musical instruments.
Students will be able to :
✓ Explain the positioning of variousnotes used in songs and ragas.
✓ Describe the finger numbers andtheir for playing various notes andbeats.
✓ Understand the sthai, antra &chalan of various taals in singing/playing of the said songs.
✓ Differentiate between komalswarand shuddhaswar, minor cords andmajor cords, full beat and halfbeat, Indian beat & western beat.
– Lateral thinking
– Analytical power
– Artistic endeavor
– Application ofmusical skills
– Time management
– Ethics & values
– Discipline
– Application ofmusical skills
– PsychomotorCoordination
– Discipline
– Artistic endeavor
– Ethics & values
– Team work
– Innovation
Folk Song from Rajasthan...Kesariya which is based onRaga DhaniTaal Kaherwah
Orchestral music forAnnual Days Theme –“Classical and Folk musicas Brain power of the 21stcentury”;Raga Bilaval, Malhar,Bhairavi, Kafi, Khamaj,Dhani, Peelu and BheemPalasi – bandish with fusionHarmonic composition,Notations of folk songs,Soul, Tango, jumbo,Beats of western musicTeen taal
Month : September
Month : October
Content Learning Outcome Skill
X – 93
Content Learning Outcome Skill
Kaherwahtaal, Dadra taal,Rupaktaa of Indian musicwith special rhythms onBupang & jhanjhad
Orchestral music forAnnual Days Theme –“Classical and Folk musicas Brain power of the 21stcentury”;Raga Bilaval, Malhar,Bhairavi, Kafi, Khamaj,Dhani, Peelu and BheemPalasi – bandish with fusionHarmonic composition,Notations of folk songs,Soul, Tango, jumbo,Beats of western musicTeen taalKaherwahtaal, Dadra taal,Rupaktaa of Indian musicwith special rhythms onBupang & jhanjhad
✓ Internalize different methods ofplaying various taals & relatedwestern style beats.
✓ Demonstrate appropriate psychomotor coordination required whileplaying music on various musicalinstruments.
Students will be able to :
✓ Explain the positioning of variousnotes used in songs and ragas.
✓ Describe the finger numbers andtheir for playing various notes andbeats.
✓ Understand the sthai, antra &chalan of various taals in singing/playing of the said songs.
✓ Differentiate between komalswarand shuddhaswar, minor cords andmajor cords, full beat and halfbeat, Indian beat & western beat.
✓ Internalize different methods ofplaying various taals & relatedwestern style beats.
✓ Demonstrate appropriate psychomotor coordination required whileplaying music on various musicalinstruments.
Students will be able to :
✓ Explain the positioning of variousnotes and fingering on variousnotes.
✓ Describe the finger number andtheir usage for playing various
– Presence of mind
– Emotionalunderstanding
– Application ofmusical skills
– PsychomotorCoordination
– Discipline
– Artistic endeavor
– Ethics & values
– Team work
– Innovation
– Presence of mind
– Emotionalunderstanding
– Lateral thinking
– Musical skills
– Discipline
Month : November
Month : December
X – 94
Content Learning Outcome Skill
notes (komal & shuddha andbeats.)
✓ Understand the notation of Carolsalong with the words.
✓ Differentiate between komalswarand shuddhaswar.
✓ Internalize different methods ofplaying western beats.
✓ Demonstrate psycho motordevelopment in students.
Students will be able to :
✓ Describe the positioning of notes& fingering on variousinstruments.
✓ Understand the structure andnature of the Raga Desh.
✓ Internalize various components ofIndian Classical Music.
✓ Acquire the knowledge about all12 swaras all together and theRagadai.
✓ Explain the positioning of variousnotes shuddh & komal.
✓ Perceive the Notation of Arohi andPadad of the Raga with rhythm.
✓ Demonstrate appropriate psychomotorcoordination required forplaying various musicalinstruments.
✓ Differentiate between komalswarand shuddhaswar.
Christmas carols(singing & playing together)with rhythm, cords, boles,and lyrics.Composition in Raga-Desh,Kaherwaktaal and soulbeat.(mile sur meratumahara...with rhythm)
Month : January
– Time management
– Psychomotorcoordination
– Emotionalunderstanding
– Presence of mind
– Application ofmusic
– Lateral thinking
– Musical skills
– Discipline
– Time management
– Psychomotorcoordination
– Emotionalunderstanding
– Presence of mind
– Application ofmusic
– Ragadari
X – 95
Content Learning Outcome Skill
Students will be able to :
✓ Describe the positioning of all 12notes, fingering on variousinstruments.
✓ Understand the structure andchalan of Raga’s notes.
✓ Acquire knowledge about variouscomponents of Indian ClassicalMusic.
✓ Analyze the positioning of variousnotes.
✓ Describe the finger numbers andtheir usage for playing variousnotes and beats.
✓ Understand the importance of all12 notes used in the raga.
✓ Differentiate between flat ntoesand sharp notes.
✓ Internalize different methods ofplaying 16 beat in Indian andwestern style.
✓ Demonstrate appropriate psychomotor coordination required forplaying various musicalinstruments.
Analytical power
Lateral thinking
Musical skills
Analytical power
Time management
Psychomotorcoordination
Emotionalunderstanding
Presence of mind
Application of music
Ragadari
Discipline
Month : February
Raga Bharavi bandish(chalo man Gaganjamunateer) with teentaal and soul beats
X – 96
TERM-IS.U.P.W. (ART)
F.A.1 Month : April
Manufacturing ofRecycledHandmade Paper
Strippling
Madhubani Painting
The students will be able to :
• Acquire awareness of materialused in recycling of paper.
• Understand the technique of PaperRecycling.
• Learn the procedure ofmanufacturing Handmade Paper.
• Develop hands on experience.
• Convert Recycled Paper intoartifacts.
• Present the artifact with novelty.
• Acquire knowledge about thetechnique of dotting.
• Learn the technique in colour andblack & white medium.
• Understand the concepts of Depthand Shades.
• Apply knowledge thoughtfully.
• Present the work with precision.
• Identify & select an appropriatebase for the Folk Art.
• ManufacturingTechniques
• Waste management
• Gross motor skills
• Conversiontechnique
• Aestheticsensibilities
• Fine motor skills
• Strippling technique
• Composition skills
• Reproduction of artpiece intomonochromaticand Black & whitetechnique
• Identification andexploration of FolkArt
Month : May
Month : July
Content Learning Outcome Skill
X – 97
Content Learning Outcome Skill
• Understand & learn the techniqueof painting.
• Correlate the cultural valuesbehind them.
• Apply appropriate medium andcombinations of colours.
• Present an excellent and authenticpieces of folk art.
• Identify & select an appropriatebase for the Folk Art.
• Understand & learn the techniqueof painting.
• Correlate the cultural valuesbehind them.
• Apply appropriate medium andcombinations of colours.
• Present an excellent and authenticpieces of folk art.
• Identify the use of Jute onappropriate base.
• Understand & learn the techniqueof conversion
• Adapt the technique carefully.
• Apply the knowledge creatively.
• Reproduce artifacts like mats,lampshades, coasters & vases etc.
• Creative expression
• Aestheticsensibilities
• Art appreciation
• Identification andexploration of FolkArt
• Creative expression
• Aestheticsensibilities
• Art appreciation
• Reproduction ofartifacts
• Creative expression
• Aestheticsensibilities
• Waste management
• Art appreciation
Warli Art
Jute Artifacts
Month : August
Month : September
X – 98
Content Learning Outcome Skill
TERM-IIS.U.P.W. (ART)
Month : October
Collage Work
Illusion Work
The students will be able to :
• Learn & acquire knowledge aboutuse of coloured paper.
• Adapt the technique of creatingpatterns through paper tearing.
• Apply the knowledge skillfully.
• Comprehend the collage throughcolour balancing.
• Create a meaningful & a wellcomposed collage.
• Acquire knowledge about illusionwork.
• Understand and learn thetechnique.
• Acquire knowledge aboutproportion, lines and colours.
• Comprehend the knowledge withcreative ideas.
• Present innovative work.
• Identify the use of Textures of POP.
• Learn & acquire knowledge aboutengraving of sculptures.
• Adapt the technique of creatingantique mural.
• Composition skills
• Creative expression
• Waste management
• Expertise in skill
• Novelty in work
• Fine motor skills
• Thinking skills
• Analytical skills
• Creative expression
• Composition skills
• Novelty in work
• Mural Designing
• Creative expression
• Aestheticsensibilities
Month : November
Month : December
X – 99
Content Learning Outcome Skill
• Comprehend the art work withappropriate medium of colours.(acrylic, ink, tube colours &varnish)
• Reproduce antique piece of Mural.
• Identify the use of old tiles on anappropriate base.
• Learn the technique of Mosaic.
• Adapt & apply the knowledgeskillfully & creatively.
• Comprehend the art work withappropriate medium of colours(ceramic & glass colours)
• Present the artifact with novelty.
• Acquire knowledge about varioustextures.
• Identify the use of technique onappropriate base.
• Adapt the technique withprecision.
• Apply the knowledge skillfully &creatively.
• Reproduce artifacts like borders,greeting cards, folders, mats, etc.
• Art appreciation
• Fine motor skills
• Novelty in work
• Conversion skills
• Mosaic work
• Creative expression
• Waste management
• Expertise in skill
• Novelty in work
• Conversion skills
• Creative expression
• Aestheticsensibilities
• Waste management
• Expertise in skill
• Novelty in work
• Conversion skills
Calligraphy Painting
Tile Painting
Textures like Spray, Leaf,Engraving, Marble, Blow,Vegetable, Jute etc.
Month : January
Month : February
X – 100
Sargam / Geet
Patriotic songs
Patriotic song
Describe the positioning of swaras.
Understand the importance ofproducing right note.
Know about voice, culture techniquesand its right application.
Differentiate between komal andshudh swara.
Acquire the knowledge of notesapplication in hindustani classicalmusic.
Develop the feeling of patriotism anddedication towards nation.
Differentiation between the type ofsinging pattern in songs like folkpatriotic.
Know about different tala used in thesong.
Acquire knowledge of pauses andstresses used for effectiveness insinging.
Understand the contribution offreedom fighters and appreciate theirrole.
Learn to sing the folk song of aparticular state.
1. Synchronization
2. Pick up ability
3. Clarity
1. Synchronization
2. Appreciate
3. Pick up ability
1. Distinguish
TERM-IVOCAL MUSIC
F.A.1 Month : April-May
Month : July
Month : August
Content Learning Outcome Skill
X – 101
Develop the aesthetical sense of theraga.
Know pattern of rhythm used in thefolk song.
Develop psycho motor developmentin students.
Differentiate between folk song andtheir style of singing of differentstates.
Understand the spiritual synthesis ofsong.
Learn to imbibe values from the song.
Develop the correct voice and bhavarequired to sing devotional song.
Know about the varirous saints andtheir contribution in the field of bhaktisangeet.
Develop creative skills to pick up awestern song.
Understand the various voicemodulation used in western songtechnique.
Acquire the skill of singing withwestern instruments.
Know about the time signature usedin western singing.
2. Appreciate
3. Synchronization
1. Imbibe values
2. Synthesis
3. Apply
1. distinguish
2. pick up ability
Bhajan
Month : September
Content Learning Outcome Skill
TERM-IIVOCAL MUSIC Month : October
Content Learning Outcome Skill
X – 102
Differentiate between western andhundstani style of singing.
Sing the song and acquire the desiredtraining to present it on annual day.
Understand stage presentation ofsong.
Acquire steady perfection to presentthe song perfectly on annual day.
Develop the feeling of patriotism anddedication towards nation.Differentiation between the type ofsinging pattern in songs like folkpatriotic.Know about different tala used in thesong.Acquire knowledge of pauses andstressed used for effectiveness insinging.Understand the contribution offreedom fighters and appreciate theirrole.
Learn to elaborate the raga throughalaap and tana.
Develop the aesthetical sense of theraga.
Know about the pace of tala in ragai.e. vilambit laya and drut laya.
Develop psycho motor developmentin students.
Differentiate between use of komaland shudh swara in raga.
Western classical musicAnnual day song
Patriotic Song
Raga Bageshwari, Bandish,Practice in Tanpura
3. contrast
1. Appreciate
2. pick up ability
3. synchronisation
1. synchronisation
2. Appreciate
3. pick up ability
1. synthesis
2. understand
3. apply
Month : January
Month : February
Content Learning Outcome Skill
X – 103
TERM-ICLAY
F.A.1 Month : April-
• Clay composition • Round shapes/textures • Bird and round figures
• Birds and figures usingrelief form
• P.O.P.• Abstract work• P.O.P. reproduction work
The students will be able to :
• Acquire awareness about clay &tissue
• Adapt the technique of creating artwork.
• Apply appropriate applications.
• Develop hands on experience.
• Present an art work.
• Adapt the technique onappropriate base.
• Learn the procedure.
• Apply the knowledge skillfully &creatively.
• Develop hands on experience.
• Identify the use of P.O.P.• Acquire knowledge about slab
making in P.O.P.• Adapt the technique of creating
P.O.P. work.• Adapt & apply appropriate
composition like balance,perspective, size etc.
• Develop hands on experience.• Present a good work.
• Aestheticsensibilities
• Art appreciation
• Fine motor skills
• Creativeexpressions
• Composition skill
• Fine motor skills
• Art appreciation
• Aestheticsensibilities
• Shapesarrangements
• Creativity inimagination
• Fine motor skills
• Technique &aesthetic skill
• Art appreciation
Month : May
Month : July
Content Learning Outcome Skill
X – 104
• Acquire knowledge of P.O.P.
• Understand the technique ofreproduction.
• Learn the procedure.
• Develop hands on experience.
• Reproduce old art into newcreative work.
• Acquire knowledge about differentsize and technique of pots.
• Understand the technique ofhandling clay in potter wheel.
• Apply the knowledge skillfully &creatively.
• Learn the procedure.
• Develop hands on experience.
The students will be able to :
• Acquire awareness abouttechnique of wax.
• Undrstand the technique ofclouring & moulding.
• Learn the procedure.
• Develop hands on experience.
• Pottery
• Candle making
• Art appreciation
• Fine motor skills
• Creative feature
• Novelty inpresentation
• Creative expression
• Aestheticsensibilities
• Art appreciation
• Fine motor skills
• Aesthetic sensibility
• Techniques andaesthetic sense
• Fine motor skills
• Creative features
• Art appreciation
Month : August
Month : September
Content Learning Outcome Skill
TERM-IIMonth : October
Content Learning Outcome Skill
X – 105
• Line drawing sketching &theory
• Clay tile
• Clay compositionFigurative work
• Clay models • Birds
• Knowledge & understanding ofproportion, lines etc.
• Knowledge about the appropriateline drawing.
• Awareness about line drawing fromday to day life.
• Aware about clay tiles.
• Understand & learn the techniqueof tile work.
• Apply the knowledge skillfully &creatively.
• Learn the procedure.
• Develop hands on experience.
• Knowledge & understanding ofproportion & size.
• Knowledge & awareness about itsshapes.
• Awareness and application ofvarious textures & its use.
• Develop hands on experience.
• Acquire awareness about roundshapes.
• Understand & learn the techniqueof moulding.
• Apply the knowledge sillfully &creativity.
• Develop hands on experience.
• Creativity inapplication
• Fine motoro skills
• Creative skills
• Aestheticsensibilities
• Art appreciation• Muscle
enhancement
• Fine motor skills
• Creative features
• Muscleenhancement
• Hands & eye co-ordination
• Aesthetic sensibility• Fine motor skills• Composition skills
• Aesthetic skills• Love furniture• Gross motor skills• Muscle
enhancement• Hands & eye co-
ordination
Month : November
Month : December
Month : January
Month : February
Content Learning Outcome Skill
X – 106
Content Learning Outcome Skill
Hands gesturesBharatnatyam techniquesSkill enhancement exercises
Bharatnatyam TechniquesSill enhancement exercises
Bharatnatyam TechniquesSkill enhancement exercisesSwastika (Samapaadal)
Folk dance–RajasthaniFoot stepsHand movementsSkill enhancement exercises
TERM-IDANCE
F.A.1 Month : April
Students will be able to :
• Build up a good body posture.
• Enhanced body balance
• Apply technique
• Accumulate hand and leg co-ordination
• Improve the flexibility.• Instil body posture.• Demonstrate the hand and eye
co-ordination.• Illustrate technique.
• Enhance dynamic balance.
• Exhibit the hand, leg and eye co-ordination.
• Apply the right technique.
• Develop the flexibility.
• Instil the sense of rhythm.• Demonstrate the coordination of
hand and neck.• Perform with the expression.• Improve hand-body-leg
coordination.
Hast mudra – Allhand gesturesTatta Adavu (Chowk-steps)“Arai mandi” (halfsitting)Body awareness
“Natta Adavu”Streaching capacity
All hand gesturesSwastika(Samapaadal)Chowk-steps-TattaAdavu & NattaAdavuFlexibility
Eye and neckmovementsKnowledge aboutour rich heritage andculture
Month : May
Month : July
Month : August
X – 107
Content Learning Outcome Skill
Folk dance – Rajasthani
Annaul Day preparationSteps of different dance formlike Bharatnatyam, contem-porary, kathak, freestyle,mohiniattam, western
Sports DayRevisionBharatnatyam TechniquesSkill enhancement exercises
Bharatnatyam TechniquesKudachu Aadavu hands
Bharatnatyam TechniquesRevision of folk dance
• Demonstrate graceful movementsand expression.
• Understand the culture of differentstate.
• Improve technique.• Exhibit hand-eye-leg coordination.
• Demonstrate the team work.
• Instil confidence.
• Present synchronised dances.
• Exploring of the different danceforms.
• Apply of the right technique.• Demonstrate of the team work.• Augment confidence.• Improve coordination.
• Demonstrate the co-ordinationwith others.
• Enhance the sense of rhythm.• Build up the grace.• Use of the hand movements.• Identify the culture of different
state.
• Accumulate graceful and rhythmicmovements.
• Develop coordination of body andexpression.
• Perform with the confidence onthe beat.
EnduranceTechnique ofRajasthani folk danceFoot and waistmovementsPosture and alignment
State managementSense of stageTeam spiritDance with the rightexpression
Ground managementSelf-disciplineLeadership qualitiesTeam work
Kudachuu AadavuAlampadma andKatakaamukha MudraStrength
Dance movements ofRajasthani folkTatta Adavu & NattaAdavuSwastikaBalance
Month : September
Month : Oct./Nov.
Month : December
Month : January
Month : February