CHOITHRAM SCHOOL, MANIK BAGH, INDORE
ANNUAL CURRICULUM PLAN SESSION 2020 – 2021
CLASS: XII
SUBJECT: ENGLISH TERM 1
Month & Theme/ Sub-theme
Working
Days
Flamingo-P-1-My Mother
March- at 66-The poem reveals the
21 fact of ageing as a natural
process close to the hearts
of all humans the fear of
losing a parent. It captures
the complex subtleties of
human relationships in a
texture of symbols, images
and poetic devices.
Learning Objectives
Subject Specific Behavioural Activities &Resources Expected Learning Outcomes Assessment
(Content Based) (Application Based)
To enable the students to To enable the students 1.Warm up questions- Students will be able to 1. Assignments
i) realise that ageing is a to -Ageing is a natural i)read the poem with proper 2. Comprehension
natural process and is going to i) imbibe values like care process. What do our expressions, pauses and voice questions will be
envelope one and all. and concern, sharing parents want from us? modulation. asked to test the
ii) understand that the loneliness, love and -What should be our ii) comprehend the poem. understanding.
compulsion of life where one affection priorities in life? iii)understand and find out the -Why did the poet use
has to forego one relation for ii) understand the -Can we help our elders figures of speech in the poem. the device of
another due to the demands importance of near and in keeping them away iv)understand and share the repetition in ‗and all I
and social and personal dear ones from loneliness? loneliness of aged. did was to smile,
obligations. iii) develop their views -Audio of the poem v) understand the importance of our smile and smile‘?
iii)comprehend the poem. on inescapable ageing, duties towards the elderly people. 3. Textual exercises/
iv) identify the figures of decay and ultimate death RTC/ Literary devices
speechand enhance their iv) realise and fulfill their -Worksheet
vocabulary. duties towards the elders
v )appreciate the theme and inspite of being busy in
the style of writing of the the fulfillment of their
poet. own desires and
vi) understand the aspirations of life.
complexities of human life.
Flamingo- L-1- The Last
Lesson— To enable the students to-
The story depicts the pathos i) comprehend the story.
of the whole situation about ii)understand, enjoy and
how people feel in not appreciate a wide range of
learning their language and text ( different genre)
losing an asset in M. Hamel, iii) understand the meaning
the French teacher. It also and usage of phrases and
highlights linguistic statements
chauvinism. iv) understand the need for
preserving one‘s language
v)understand linguistic
chauvinism and its effects
vi)changetheir lackadaisical
attitude towards their
mother tongue
Flamingo-L-2-Lost Spring To enable the students to-
The chapter is about the i) communicate their ideas
exploitation of children in with a lot of conviction.
hazardous conditions. It ii) appreciate the theme and
highlights abject poverty, the message conveyed.
To enable the students
to
-inculcate the values of
concern, devotion,
realisation of truth,
respect and patriotism
-understand that language
is a key to prison
-be sincere and serious in
doing work as you never
know when it would be a
last opportunity to avail
-respect and safeguard
one‘s mother tongue
To enable the students-
i) to inculcate values like
empathy, responsibility,
care and concern.
ii) observation of the
Warm up questions
i)How would you react
when you come to know
that your mother tongue is
snatched from you?
ii) Would you repent for
not being sincere towards
learning your mother
tongue?
iii) War of any kind kills
humanity but ironically
on the other hand unites
people to lend their
helping hands and
strengthen the patriotic
feelings.Justify
-Audio of the lesson
Warm up questions-
Activity ( to introduce
the lesson)
i) Discussion on-
Classroom discussion on-
Students will be able to- i) Assignments
i) understand that language is a key ii)Comprehension
to prison questions
ii)know the meanings of new Write a note on the
phrases character of M. Hamel
iii)know the importance of mother as a teacher?
tongue Write a note on
iv) understand the wastefulness of ‗Mother tongue is the
war language of one‘s
v)enhance thinking, analytical, thoughts and ideas‘
literary skills and ‗Rejecting one‘s
vi)understand linguistic chauvinism. mother tongue is
denying one‘s own
culture and identity.‘
-Recall one moment/
task/incident when
youprocrastinated
learning and later felt
sorryforyour
lackadaisical
approach.Design
methods plan / steps
/to do away with this
casual approach.
-Worksheet
iii) Textual
questions/ Extra
questions/
Assignments/Character
sketches
Students will be able to-
i) analyse that there are millions of 1. Assignments
children experience no spring in 2. Comprehension
their lives, for their childhood is questions will be
consumed in making a living asked to test the
thoughtless traditions, loss
of innocence, importance of
education, back breaking
hardwork and dismal
working conditions. The
chapter is about the
acceptance of poverty,
exploitation as destiny and a
dire need to provide the
poverty-stricken people,
especially the children, a
life of diginity and
opportunities to dare, dream
and do.
UN Sustainable Goals to
be discussed:
4. Quality Education –
Students will gain insight
into the problems of slums
and refugees where the
children also work to
support parents
iii) sensitizes the reader to the
miserable plight of the poorest
of the poor
iv) understand the urgent need
to end the vicious circle of
exploitation through
education, awareness, co-
operative organization and
empowerment
v) focus on the use of figures
of speech in writing.
vi) use appropriate vocabulary
and expressions
vii) realise that education,
play and pleasure are not for
poor children .
paradoxes in the society Dreams of the poor and ii) understand the miserable plight understanding.
we live in. the reality of street children forced into labour -Would you agree
iii) create social Problems of child early in life that promises made
awareness labour, Education is the iii) understand that they are denied to poor children are
iv) understand the plight only weapon to better the the opportunity to go to school. rarely kept? Why do
of street children forced lot. iv) understand the vicious circle of you think this
into labour early in life. – the plight of street social stigma, poverty and happens in the
v) know the importance children forced into exploitation incidents narrated in
of education and labour early in life and v) analyse that there is lack of the text?
knowledge. denied the opportunities compassion, empathy and - Do you think Saheb
of schooling commitment for the upliftment of is happy working at
-Video on rag pickers and these children of the weaker society the tea stall?
hazards of working in -Work sheet based on
bangle industry the lesson
-Audio of the lesson 3. Textual exercises/
RTC/ Literary devices
Flamingo- L-3- Deep
Water- A real life personal
account of experiencing fear
and the steps to overcome it.
The experience of fear and
its conquest made him live
intensely. He enjoyed every
moment of his living.
Writing Skills- Invitations
Revision
To enable the students to-
i) understand first person
narrative style
ii) understand phrases/catchy
lines from the text
iii) analyse the difficult
situation and act accordingly
and to understand another
person‘s experience (Decision
Making)
iv) know various kinds of
water sports and their
importance
v) gain knowledge about
various types of phobias
To enable the students 1. Warm up questions-
to Activity (to introduce
i) imbibe values like the lesson)
courage, optimism, self- a)What all adventurous
confidence, patience activities you performed?
ii) develop positive b) Narrate your personal
attitude towards life experience to overcome
iii) cope up the fear.
challenges and stand c) Brief up about the
against all odds author
iv) share views on d) Name diff types of
personal experience to phobias
overcome fear Activity(tosupport
v) know the importance learning)
of decision making and 1. A clipping on water
determination in adverse sports will be shown for
circumstances understanding the lesson.
2.PowerPoint
presentationwith
narration
3.William Douglas did
manage to overcome his
fear of water but part of
the credit also goes to his
teacher who played an
important part in making
this happen. How can
learning be made more
effective?
Students will be able to- 1. Assignments
i) appreciate/comprehend the text 2. Comprehension
ii) understand that most challenging questions
situations could be overcome with - Express your views
immense courage and determination on--There is terror
iii) know various types of water only in the fear of
sports and phobias death.
v) understand that there is terror -All we have to fear
only in the fear of death and at death is fear itself.
there is peace -Discuss-
v) understand the first person Determination,
narrative style courage as well as
honest efforts win
over all terror.‘
3. Textual exercises/
Extracts/ Value based/
Character
sketches/RTC
 Vistas- L-5- Evans Tries
APRIL an O-Level-
21 The story depicts a class of
wit between a criminal and
the law enforcing authorities
in which the prisoner Evans
befools the jail authorities
and manages to escape from
the prison. The governor
fails to revoke the escape
plan of Evans and proves
himself to be good for a
giggle gullible governor.
To enable the students to-
i) understand, enjoy and
appreciate a wide range of
text
ii) understand the use of
humour to lighten the
seriousness of the tone
iii) know the phrases and
vocabulary used in the text
iv) understand that there
exists a constant battle of wits
between crime and
punishment
v) understand that one should
not jump on to the
conclusions without verifying
the facts
vi) understand that the
criminal often gains an
advantage over his keepers
because of his keen
observation of their
weaknesses
To enable the students
to
i) assess the social milieu
ii) know
multidimensional
approach to the problem
iii) understand the gravity
of the situation and act
accordingly
iv) imbibe values of
patience, trust, faith and
confidence
v) use wisdom and wit
for solving the problemiii)
vi) know that presence of
mind helps in decision
making in adverse
situations
1.Warm up questions-
Activity (to introduce
the lesson)
i) Should criminals in
prison be given the
opportunity of learning
and education? Can
education bring any
reform?
ii) The prison staff often
develops a soft corner for
those in custody? Do you
agree?
iii) Audio part -1 of the
lesson will be shared
Students will be able to- 1. Assignments
i) develop the skills required in 2. Comprehension
managing situations questions
ii) understand the multidimensional -Does that final act of
approach to the problem foolishness really
iii) have confidence and presence of prove that he was just
mind in adverse circumstances another good-for-a-
iv) understand that one should not giggle, gullible
jump on to the conclusions without governor?
verifying the facts 3. Textual exercises/
vii) understand the strengths and Extracts/ Value based/
weaknesses of the opponent. Character
sketches/RTC
Vistas-L- 2- The Enemy
An American prisoner of
war is washed ashore in a
dying state and is found at
the doorstep of a Japanese
doctor.
Dr.Sadao encounters the
dilemma-to live as a private
individual whose moral
ethical responsibility is to
save the soldier or to let the
prisoner die..
Vistas- L-2- The Tiger
King- The story is a satire
on the conceit of those in
power. The writer has used
the literary devices of
dramatic irony and humour
to create this effect. The
story spans from the birth of
To enable the students to-
i)comprehend the chapter.
and to enhance their
vocabulary.
ii) communicate their ideas
with a lot of conviction.
conveyed.
iii) analyse the situations and
characters of the chapter.
iv) understand that there are
moments in life when we
have to make a hard choice
between our role as private
individuals and as citizens
with a sense of national
loyalty.
v) understand the conflict
between man‘s inherent
humaneness and the hatred
and prejudices created by
pseudo-nationalism and war.
vi) understand the dilemma of
a doctor to take a decision.
To enable the students to-
i)understand, enjoy and
appreciate a wide range of
text ( different genre)
ii)understand the use of
literary devices to make the
story humorous and
interesting.
To enable the students 1.Warm up questions- Students will be able to- 1. Assignments
to- i) Discussion on-Should i) conclude that people of the world 2. Comprehension
i) inculcate values like we hate our enemy if he are inherently the same despite the questions.
care and concern, is in the death trap or differences in colour, culture and i) What explains the
fulfilling duties, should we save? nationalities. attitude of the General
compassion, humaneness ii) Is it justifiable to hate ii) realize that war and narrow – in the matter of the
in war, responsibility, an enemy during nationalism can shuffle human enemy soldier? Was it
patriotism and equality. wartime? feeling of love and compassion and human consideration,
ii) focus on the turn friends and fellow human lack of national
importance of fulfilling beings into enemies. loyalty, dereliction of
duties. duty or simply self-
iii) understand the absorption?
importance of being 3. Textual exercises/
humane. Character sketches/
iv) inculcate the feeling RTC/ Value based
of patriotism. questions
v) create a balance
between personal choices
and responsibilities.
vi) recognise character
traits
vii) analyze the various
situations to take
appropriate decisions
To enable the students 1. Warm up questions- Students will be able to- 1. Assignments
to Activity (to introduce i) understand that there is a need of a 2. Comprehension
-inculcate the values of the lesson) new system for the age of ecology questions
empathy, courage,a) a) How many of you ie. a system which is embedded in a- Would you run after
kindness and sacrifice believe in astrology? the care of all people and also in the fulfilling your
-understand that Would you prove or care of the Earth and all life upon it. whimsical vow at the
whimsical decisions may disprove astrology ii) know use of dramatic irony to cost of other living
prove disastrous. predictions? Why/Why create humour creatures?
 tiger king to death covering iii)understand the political
all the landmarks connected scenario during the British
with his passion-tiger-hunt. rule.
iv)understand the Science of
astrology.
v)sensitize people towards
wildlife
vi) gain insight into today‘s
political order
vii) understand general
attitude of human beings
towards wild animal
- judge the consequences not? iii) have insight into political order. - Explanation of the
of sycophancy b) How many of you iv) understand that it is story by focusing on
-understand that one follow the dictum ‗Live inappropriate to prove or disprove dramatic irony and
should not be conceited and let others live‘? astrological predictions elements of humour.
especially those who are c) If you become a king 3. Textual exercises/
in power. would you prefer ruling Extracts/ Value based/
-understand that your state and discussing Character
subjecting innocent on important issues or sketches/RTC
animals to the wilfulness indulge in petty issues
of human beings is an and feel conceited?
injustice. -Discussion about wild
life and extinction of
tigers
-Video on Royal Bengal
Tiger

Flamingo-P-2- An
May Elementary School
25 Classroom in a Slum-
The poem highlights the
harsh realities of life as
experienced by the slum
children. It is based on the
theme of social injustice and
class inequalities prevailing
in the society, effect of
social disorder, confusion,
chaos and poverty.
UN Sustainable Goals:(To
be discussed)
5.Quality Education – vii) describe the pathetic and
education to enhance the
children with skills and
knowledge for a better
living
To enable the students to-
i) read with proper voice
intonation and pauses.
ii) comprehend the poem.
iii) identify the figures of
speech.
iv) enhance their vocabulary.
v) appreciate the simple and
lucid style of the poet along
with the use of figures of
speech.
vi) appreciate the use of
imagery and symbols by the
poet.
miserable condition of the
slum children.
viii) understand the theme
of social injustice and class
To enable the students
to-
i) inculcate values like -
appreciate what they are
blessed with, care and
concern for the deprived
people of the society,
sympathise with the
situation the slum
children are in, help
people in need, selfless
deeds
ii) understand the value
of education
iii) understand the
pathetic condition of the
slum children
iv) know the importance
of the bounties of nature
1.Warm up questions- Students will be able to- 1. Assignments
Activity: (to introduce i) read effectively with proper voice 2. Comprehension
the lesson) intonation and modulation. questions
i)Discussion on ii) understand the figures of speech i)What does the poet
‗Importance of used in the poem. want for the children
Education‘. iii) identify the rhyming scheme. of the slums? How
ii) Brief up about the iv) convey the message to the can their lives be
author educated and affluent sections of the changed?
- Discussion based on the society to better the lot of slum -Summary to be given
condition of the people children whose only hope is 3. Textual exercises/
living in the slums./ education. Extracts/ Value based/
Activity: (to support v) understand that these children Character
learning) must be provided opportunities to sketches/RTC
Power Point Presentation experience the beauty and joy of life
based on the poem. and learning.
i)The walls of the vi) understand the theme
classroom are decorated of social injustice and class
with the pictures of inequalities prevailing in the society.
‗Shakespeare‘, ‗buildings vii) understand that better
10.Reduce inequalities – inequalities prevailing in the v) importance of good with domes‘, ‗world opportunities should be provided to
eradicate social injustice society. mental and physical maps‘ and ‗beautiful the slum children to lead dignified
and class inequalities ix) ix)analyse that the right health valleys‘. How do these lives as human beings
exposure, education and vi) make the best use of contrast with the world of
social transformation is opportunities given to these children?
important for the liberation of them. ii) Bring out the scene of
the slum children from the dejection and despair
shackles of poverty.
x) understand that better
opportunities should be
provided to the slum children
to lead dignified lives as
human beings.

Flamingo- P-3- Keeping
Quiet-- The poet wants to
convey that stillness is
necessary for reflection and
quiet introspection. We can
hear the voice of our
conscience and thus
withdraw ourselves from
undesirable actions and
contribute to create a
society of peace and mutual
understanding.
UN Sustainable Goals-(to
be discussed)
Peace, Justice and strong
To enable the students to-
i) evoke subjective responses
to the language of poetry.
ii) appreciate the images and
symbols.
iii) understand the critical
appreciation of the poem
based on rhyme, content,
theme, genre and literary
elements
iv) appreciate the beauty of
language and understand the
rhyme scheme
v) know about the poet and
his work/genre
To enable the students
to
-inculcate values like
concern, care for each
other, patience and
responsibility
-bring all evil thoughts to
an end and bring in a
new life of peace and
tranquility.
-think critically,
understand not to harm
others
-remain quiet and still be
productive and active
1.Warm up questions- Students will be able to
Activity (to introduce i) know about the poet and his work 1. Assignments
the lesson) understand the critical 2. Comprehension
-Importance of appreciation of the poem questions
meditation ii) understand that introspection -How does the poet
Students will be asked to makes us find our flaws and give us distinguish ‗stillness‘
remain completely silent the opportunity to rectify them from ‗total
in meditation Then they iii) think critically, understand not to inactivity‘? Explain.
will be asked how exotic harm others, remain quiet and still be -―I -I want no truck with
this stillness was and productive and active death.‖ Explain
were they able to do. iv) appreciate the images and -Where ‗pun‘ has
Activity(tosupport symbols. been used in the
learning) v) understand the critical poem?
Share the level of stress appreciation of the poem based on
you (the students) go rhyme, content, theme, genre and
institutions- Students will
develop positive attitude
towards life as everyone
will try to be still for a
moment and would
introspect.
vi) experience the moment of
realization and peace.
vii) learn from the earth when
everything seems dead, the
earth still remains alive
viii) understand life is an
ongoing process and should
not be associated with death.
It is to be lived with positive
attitude.
-put away their evil through due to the literary elements 3. Textual exercises/
thoughts, solve problem pressure from parents, Extracts/ Value based/
by introspecting teachers, school Character
andcoaching classes. sketches/RTC
-Students will be shown
videos how during covid-
19 threat when human
activities stood still, the
Earth began to heal,
regenerate .This would
make them understand
what damage the
technological
advancement was leading
to.
https://www.youtube.com
/watch?v=6falIraXCg0
https://www.youtube.com
/watch?v=TEIuXoaq4uQ

To enable the students

Flamingo-L4.The Rattrap- To enable the students to- to- 1.Warm up questions- Students will be able to- 1. Assignments
The story has a universal
Unde i) understand, enjoy and - values like generosity, Activity( To introduce i) understand that humour is the 2. Comprehension
theme that the essential appreciate not only love, understanding, trust, the lesson) spice of life questions
goodness in a human being entertaining but also care concern, redemption -How many of you ii) become compassionate and -How close do you
can be awakened through philosophical text and confession watch Tom and Jerry helpingdevelop a flair for reading find yourself to the
understanding and love. ii)understand the use of -understand ‗an Eye for show? different genre protagonist of the
literary devices to make the an Eye will make the Have you ever seen Tom iii) understand everybody must get a story?
story humorous and whole world blind.‘gain caught in a rattrap? chance to undo the wrong he did -Do you find people
interesting insight into life -Is loneliness good if you iv) understand not to be revengeful like Edla in the
iii)understand everyone --show kindness as have target in life? rather have a different approach to society? How could
should get a second chance to kindness is contagious - Are you tempted by any deal with the persons and awaken one play a pivotal
improve oneself -put humour in life as thing in life or have you him have a better understanding of role in awakening the
iv)understand that kindness boredom sets in with fallen to any of the literary devices essential goodness in
and hospitality awaken monotony temptation which made a person?
 conscience
vi) know the meaning of
phrases used in the lesson
-understand that sharing
lightens the burden and
helps in overcoming
loneliness
you do even wrong? -How can you explain
- Monologue on metaphor using the
understanding your faults title of the story
and its redemption 3. Textual exercises/
Extracts/ Value based/
Character
sketches/RTC

Flamingo- L- 5-Indigo To enable the students to To enable the students Warm up questions Students will be able to 1. Assignments
JUNE The lesson is based on the i) know the vocabulary used to Activity(To introduce ii) get acquainted with the legal 2. Comprehension
17 leadership shown by in legal procedures i)imbibe empathy, the lesson) vocabulary questions
Mahatma Gandhi to secure ii) understand the qualities of confidence, self-respect, -List some characteristics ii) understand the role of a leader
justice for oppressed people a leader and about role of honesty, integrity, self- of a leader. iii) understand the importance of -Textual questions/
through convincing Gandhiji in freedom reliance, truthfulness, -What efforts our leaders rights Extra questions/
argumentation and movement patience took to meet the iv) know the sufferings and RTC
negotiation. It also mentions iii) know about different ii) importance ofdecision challenges due to deadly contributions of freedom fighters
the contributions made by freedom fighters in the text. making in adverse corona virus? v) understand that freedom from
anonymous Indians to the iv) know fundamental rights circumstances c) How were people fear is a prerequisite for justice
freedom movement. v) know the sacrifices and iii)understand that motivated towards vi) take initiative with a sense of
sufferings of people for freedom is priceless and positivity during the responsibility and confidence
gaining freedom one should respect it outbreak of virus in our
v) know the importance country?
of health and hygiene 2. Brief up about other
freedom fighters who had
contributed for the
freedom struggle.
Activity( to support
learning)
i)Some people in
America and Australia
opposed lock down

Flamingo-L-6-Poet and
Pancakes -the author talks
about the Gemini studios
which was set up in Chennai
.It was one of the most
influential film producing
organizations of India in the
early days of Indian film
making .Its founder was SS
Vasan ..He talks about the
pancakes which was the
brand name of the make up
material that Gemini
Studios bought in truck
loads. He also talks of the
poets who frequently visit
Gemini Studios.
To enable the students to-
-comprehend the chapter
- enhance their vocabulary
and expressions
- communicate their ideas
regarding the Indian Film
Industry.
-enhance their knowledge of
the events and personalities in
a film company in the early
days of Indian cinema.
-know about the poets and
writers in a film company
environment.
-gain knowledge of the
famous Gemini Studio and its
emblem.
-get a better insight of the
various characters working in
the studio.
- -understand the problems of
human relationship in the
studio.
-analyse that in the studio the
people from different regions
during the outbreak of
virus as they felt it is
against their rights. Some
thought of economy
crisis. Do you think they
were right?
2. A video on the lesson
will be shown to the
students.
To enable the students Warm up questions- Students will be able to- Assignments
to Activity (to introduce -analyse the working conditions and Comprehension
-arouses the curiosity the lesson) people involved in the studios. questions
because there seems to be A class room discussion -understand that there was a great i) Why was
no connection between based on – Today‘s film deal of national integration. KothamangalamSubb
the two word - poets and technology compared -understand the use of talent and u considered No.2 in
pancakes. with that of the early days creativity at its best. Gemini Studios?
-appreciate the style of of Indian cinema. -analyse that good poetry and music iii) Textual questions/
writing the chapter. --Narrate a humorous are the deciding factor in the Extra questions/ Value
-inculcate values like piece about the popularity of the film. based questions/
sincerity, dedication and idiosyncrasies of some -gain knowledge of Gemini Studios Character sketches
being focussed. interesting characters in and the people from different
- make the best use of your neighbourhood or regions and religions working
creativity and talent. elsewhere. together.
-express effectively Activity(To support
-understand that ambition learning)
leads to success ‗Humour creates interest
and attraction brings out
the hidden talent of the
character through the
writer‘s creation‘ –
Discuss.
- The author has used
gentle humour to point
out human foibles. Pick
 and religions working out instances of this to
together presented a glimpse show how this serves to
of national integration. make the piece
-understand the humour and interesting. (Relational)-
satire. How does the author
describe the incongruity
of an English poet
addressing the audience
at Gemini Studios?
REVISION of INVITATIONS and REPLIES
JULY Flamingo-L-7-The To enable the students to To enable the students Activity (to introduce Students will be able to i) Assignments
26 Interview i) understand interview to the lesson) i) express personal opinion on the ii)Comprehension
The interview as a as communication genre i) compare different 1. Warm up activity interview genre questions
communication genre. ‗The ii) enjoy an excerpt from an media of communication How should one prepare ii) know the opinions of eminent iii) Textual questions
Interview‘ written by interview with an author ii) understand the for the interview? people about interview
Christopher Sylvester briefs iii)express personal opinion conversation and the Activity (to support iii) understand that the interview
the new invention- Part I– on the interview genre interview pattern learning) holds a position of unprecedented
Interview in the field of iv) know the opinions of iii) understand the art of -Discussion about the power and influence.
journalism. Part II -is an eminent people about questioning and interviews of famous iv) learn the Analytical skills,
extract from an interview of interview answering skills personalities watched by Thinking skills, Observatory skills,
Umberto Eco, author of the v) understand that the iv) understand that you. Interviewing skills
popular novel, ‗Name of the interview holds a position of confidence is one of the -What role did reporters/ v) enjoy an excerpt from an
Rose‘ by unprecedented power and important ingredient of journalists play during interview with an author
MukundPadmanabhan from influence. interview the outbreak of deadly
‗The Hindu.‘ This interview v) understand the corona? What all
helps us know many aspects challenges faced by challenges did they face
of his writing style and reporters and journalists during the lock down?
ideas. . What impact does the
interview of the
renowned person create
on others?
-Excerpts from the
interviews of famous
personalities
Flamingo- P-4-A Thing of
Beauty- A taste of classical
poetry with universal appeal
and eternal value. The
natural bounties are all
beautiful things which fill
us with joy and remove the
gloom in life
To enable the students to
i) understand the critical
appreciation of the poem
based on rhyme, content,
theme, genre, literary
elements
ii) identify the figures of
speech used in the poem
iii) appreciate the beauty of
language
iv) know about the poet and
his work/genre
v) understand that the thing
which give us happiness is
beauty
vi) sensitize the learners
towards environment
To enable the students
to
i) inculcate values like
peace, contentment,
respect, care and concern
ii) understand that
beautiful things/moments
are worth treasuring as
they leave an everlasting
impression on the minds
of people
iii) know that inner
beauty is important rather
than the outer one
iv) understand that nature
1.
provides respite from
sorrows
v) understand the benefits
of nature walk
1. Warm up questions- Students will be able 1. Assignments
Activity (to introduce 1.to understand the critical 2. Comprehension
the lesson) appreciation of the poem questions
a) What is beauty 2. to understand that beauty dwells - What do you think -
according to you? inside us and gives us happiness ‗Beauty dwells
b) Brief up about the 3. to appreciate and admire the outside or within?‘
poet. beauty of nature 3. Textual exercises/
Activity( to support 4. to understand varied definitions of Extracts/ Value based/
learning) beauty Character
1. Do we experience 5. to learn from the stories of great sketches/RTC
things of beauty only for people
short moments or do they
make a lasting
impression on us?
2.What do you think -
‗Beauty dwells outside or
within?‘
Skills- Creative/aesthetic
skills, analytical skills,
thinking skills,
imaginative skills,
reasoning / logical skills
Flamingo- P- 5- Aunt
Jennifer’s Tigers
The poem consists of three
quatrains which expose the
desolating effects of
patriarchy. The poem
showcases a fair interplay
between rebellion and
repression, individual and
the social and between
personal and political
aspects of male chauvinism
and suffocation in a married
life.
UN Sustainable Goals-
5-Gender Equality
To enable the students to
i) understand the critical
appreciation of the poem
based on rhyme, content,
theme, genre and literary
elements
ii) appreciate the beauty of
language and understand the
rhyme scheme
iii) know about the poet and
his work/genre
iv) visualise the constraint of
married life experienced by a
woman.
v) evoke feelings/ sympathy
for victimised homemakers.
vi) evaluate the situation and
find solutions to domestic
violence.
vii) understand that equal
status should be given to man
and woman
To enable the students 1. Warm up questions- Students will be able to- 1. Assignments
to Activity (to introduce i) understand the critical 2. Comprehension
-inculcate values like the lesson) appreciation of the poem questions
sympathy, confidence, a) Do you think ‗happily ii) understand that man and woman -How would you feel
patience and empathy married‘ is an oxymoron? are equal if female members of
-understand that women- Why/ Why not? iii) empathise with the victims of your family are
folk is a respectable - In Miss Universe male chauvinism oppressed?
entity and deserves due Pageant 1994 Sushmita iv) be prepared to face such 3. Textual exercises/
respect. Sen was asked ―What for oppressions boldly Extracts/ Value based/
face such unforeseen you is the essence of v) raise voice against domestic Character
oppressions boldly being a woman?‖ She violence sketches/RTC
raise voice against replied,‖ Being a woman vi)understand that females even
patriarchy and have is the gift of God. The have inherent desires and they
individuality. origin of a child is its deserve freedom: mental and
mother who is a woman. emotional both
The women share the
love with men and teach
them what love, caring
and sharing are all
about‖. What according
to you is the place of
women in present day
society?
-Comment on ‗Marriage
is a blissful state‘.
-PPT will be shown for
retaining literary devices.
-Video on small scale male
chauvinism in present
scenario( UN
Sustainable Goal 5)
https://www.youtube.com/wat
ch?v=PMueJh9sCP8

AUGUST
20 Flamingo-Poem- 5 -A
Roadside Stand-
Brief Description-Robert
Frost presents the lives of
poor deprived people with
pitiless clarity and with the
deepest sympathy and
humanity. The poor people
had constructed a roadside
stand to sell their products
and earn a living but the
rich do not even bother to
take a look at it.
UN Sustainable Goals-
Reduce inequalities – iv) understand the contrast
eradicate social injustice
and class inequalities (to be
discussed)
To enable the students
to
i) read with proper voice
intonation and pauses.
ii) comprehend the poem and
enhance the vocabulary
iii) identify the figures of
speech.
iv) understand the problems
of rural folks
v) know about the sufferings
of people managing the
roadside stand
Vi
To enable the students 1. Warm up questions Students will be able to
to Activity (to introduce i) understand the contrast between i) Assignments
i) analyse that the poet the lesson) the lives of rich and poor ii)Comprehension
has aroused his feelings -Introduction about the ii)acquaint themselves with the questions
of sympathy, disgust and poet world around them iii)Textual /RTC
anger - Have you ever stopped iii) learn not only from books but -Summary will be
ii) contribute for the at the roadside stand from the examples around them given
development of villages while travelling? List iv)comprehend the poem and
in terms of education, your observations. enhance the vocabulary
health and sanitation The economic wellbeing v) identify the figures of speech
iii) show the care and of a country depends on a vi) understand that the economic
concern for the people balanced development of well-being of a country depends on
who put up the roadside the villages and the cities. a balanced development of the
stand Discuss. villages and the cities
between the lives of Activity (to support
rich and poor learning)
-How do the government
and other social service
agencies help the poor
rural people?
Through this poem, Frost
underlines his sympathy
for the rural people in
opposition to the
uncaring capitalistic elite.
Justify.
Flamingo-L-8- Going
Places- The story of an
incurable dreamer and an
escapist who belongs to a
lower middle class family
and indulges in fantasizing
and hero worship. It also
focuses on the complexities
of human relationships
among different members of
a family.
To enable the students
i) to understand that hard
work is required to dream
ii) to differentiate between
unrealistic and realistic
dreams
iii) to understand that
fantasizing can lead to failure
iv) to understand the
complexities of human
relationships among different
members of a family
To enable the students 1. Warm up questions-
to (To introduce the
i) have respect for elders lesson)
and family, patience and i) Discuss about your
perseverance, favourite game.
truthfulness, faith ii) List the countries
ii) differentiate between known for football fever.
realistic and unrealistic Activity ( to support
dreams learning)
iii) understand the i) Express your views
strength of family bond. ‗Dreams are extremely
iv)understand the important, you cannot
relationships and achieve it unless you
financial problems in the imagine it.‘
family ii) Video on football and
v) know the advantages football player
and disadvantages of (mentioned in the lesson)
fantasising and hero will be shown to create
worship interest in the lesson.
Students will be able 1. Assignments
i) to analyse the difference between 2. Comprehension
realistic and unrealistic dreams questions
ii) to compare their world of fantasy After reading the
and reality story, ‗Going Places‘,
iii) to understand that there is no you were forced to
substitute to hard work compare your world
iv) to accept the reality in life and of fantasy and reality.
responsibility in the family Recount your views to
v) to understand express yourself on
relationships/bonding in family ‗Fantasy World v/s
Real World.‘
-Did Sophie really
meet Danny Casey?
-Which was the only
occasion when she got
to see Danny Casey in
person?
3. Textual exercises/
Extracts/ Value based/
Character
sketches/RTC

VISTAS- L.1- The Third To enable the students to To enable the students Warm up questions- Students will be able to Assessment: Based
Level-The story revolves -understand how fantasy and to Activity (to introduce -identify and make connections on Bloom’s
around Charley, the reality can be interwoven -accept the realities of the lesson) between similar situations in own Taxonomy
protagonist, who claimed to life -an interaction on fantasy life experiences i) Assignments
find himself on the third -understand ‗waking dream -avoid living in a fantasy and reality by giving -understand the contrast between the ii)Comprehension
level at the grand Central wish fulfilment‘ concept world and find respite in examples of the movie Ra fantasy world and real world questions:
Station which the rail the real world One and the reference of -acquire realistic approach towards -Imagination is a
authorities swore doesn‘t -understand split personality -be practical and acquire futuristic video games. real life challenges ‗temporary refuge
 exist. The Third level refers
to the world of fantasy
where Charley used to visit
as a temporary relief or a
medium of escape from the
world of harsh realities.
Man achieves this by
constantly moving between
the past, the present and the
future
September Vistas-L.3-Journey to the
24 End of the Earth
TishaniDoshi describes the
journey to the coldest, driest
and windiest continent in
the world: Antarctica. The
world‘s geological history is
trapped in Antarctica. Geoff
Green‘s ‗Students on Ice‘
programme aims at taking
high school students to the
ends of the world. Doshi
thinks that Antarctica is the
place to go and understand
the earth‘s present, past and
future.
UN Sustainable Goal - 13.
Climate Action —The
students will understand the
and how one wanders from realistic approach -the title of the lesson from reality‘
one world to another if he is towards real life would be open for class Explain.
insecure, fearful, tensed and challenges interpretation.
worried -Brief up about the - What differences
-understand that one should -and acquire realistic author did Charley
not be an escapist rather approach towards real life Activity (to support observe at the third
accept the challenges of real challenges learning) level of the Grand
life -Share- how could we Central?
escape insecurity, worry, iii)Textual
stress and fear? questions/RTC
Comment on the ending
ofthestory. -Bring out the
contrast between the
world Charley lived in
and the one that he
strayed into.
To enable the students to- To enable the students Warm up questions- Students will be able to- Assignment
-comprehend the chapter. to- Activity (to introduce -understand that millions of years Comprehension
enhance their vocabulary and -check and analyse the the lesson): ago humans hadn‘t arrived and the questions –
expressions. effect of increase of -Brief up about the author climate was much warmer with a Textual questions/
- communicate their ideas human population and -Why do people go for variety of flora and fauna. Extra questions/ Value
regarding Antarctica. climate change. expedition? -know that the landmass based questions/
-understand that India and -foster a new -The students will be disintegrated into countries shaping Character sketches
Antarctica at one point of understanding and respect shown a video on the globe.
time had been part of the for our planet Earth. ‗Antarctica‘. -understand that to study the Earth‘s
same landmass. -understand that they are Activity (to support past, present and future, Antarctica
-understand that the breakup the future generation of learning): is the place – the World‘s geological
of Gondwana started the policy makers. Q1: How does the writer, history is in Antarctica.
episode of a continental drift. -show care and concern TishaniDoshi, create a -analyse and evaluate the effect of
-understand the significance for the increase in the sense of distance between human population and climate
of Cordilleran folds and pre- average global the rest of the world and change.
Cambrian granite shields. temperature and other Antarctica? -understand that students are the
-gain knowledge of the species on the planet. -What are Geoff Green‘s future generation of policy makers.
‗Students on Ice‘ programme reasons for including -evaluate that little changes in the
for high school students. high school students in environment can have more adverse
current situation of planet
and study the factors
responsible for it. They will
also know the measures to
be adopted to safeguard our
planet. Their own solutions
and ideas towards these
issues will be
encouraged.(to be
discussed)
-understand the threat of the Students on Ice
global warming. expedition?
-understand that Antarctica is -Take care of the small
the place to study about the things and the big things
repercussions due to the will fall into place.‘ What
change in the environment. is the relevance of this
statement in the context
of the Antarctica
environment?
- How is Antarctica
untouched as compared
to the rest of the world?
effects.
-analyse that further depletion in the
ozone layer affects the life on earth.
-understand that if the small things
are taken care then the big things
will fall into place.
-analyse that the young generation
still have the idealism to save the
world.
-understand that the entire creation
is knitted despite geographical
distances.

Vistas- L-6-Memories of To enable the students to- To enable the students Warm up questions- Students will be able to- 1. Assignments
Childhood i) have profound and detailed to Activity (to introduce i) comprehend the text in detail 2. Comprehension
-The story presents understanding of the text. i) imbibe values like the lesson) ii) know the meaning and usage of questions
autobiographical episodes ii) express the ideas of the respect, honesty, -Narrate an incident from new vocabulary -What is the
from the lives of two passage orally and in writing. patience and self the history which tells us iii) learn how to respect people from commonality of
women and is an insight iii) understand the meaning reliance about untouchability. different culture theme found in the
into humiliations suffered of new words and grammar ii) rise above prejudices discrimination/social iv) voice for injustice and two stories?
by the marginalised structure iii) respect each other injustice discrimination -What does Bama say
communities and their pay attention to the writer‘s iv) learn and reflect their -Discussion- v) imbibe values, enhance skills about untouchability
relationship with the intentions, arguments, ideas, own/ right perspective of Seeds of rebellion are vi) learn and reflect their own/ right when she was in the
mainstream culture. style etc treating underprivileged sown in childhood. Do perspective of treating third class?
UN Sustainable Goals: iv) gain insight into the social and marginalised you agree? Elucidate. underprivileged and marginalised 3. Textual exercises/
10. Reduced Inequality 4. evils prevailing in the society( community. - Minorities are ill- community Extracts/ Value based/
Quality Education- Students in context with Bama‘s story) v) imbibe value of treated. How? Character
will learn that education v) understand that injustice in respecting each Activity(to support sketches/RTC
overcomes all evils to make any form cannot escape being individual irrespective learning)
a world better place to live noticed by children of their caste and creed. -Comment on the title‘
 in where the discrimination
based on caste, creed and
religion will not be there.
(to be discussed)
vi)know about the two We too are Human
writers and the way they Beings‘? -How would
fought against injustice with you contribute in
their powerful writings eradicating social evils?
-You have been taught
that one must get equal
opportunities in life to
learn and prosper. There
seems a difference of
opinion and a few oppose
certain policies of
equality. Why? What are
the solutions to the
problem and how would
you ensure that the
deserved ones get the
opportunities?

REVISION FOR HALF S

YEARLY WRITING SKILLS AND
TEXT BOOKS

TERM -II

Month & Learning Objectives Activities & Resources Expected Learning Assessment
Working Theme/Subtheme Subject Specific Behavioural Outcomes
Days (Content Based) (Application
based)
October HALF YEARLY
22 EXAMS
Vistas-L.5-Should To enable the students To enable the students Warm up questions- Students will be able 1. Assignments
Wizard hit Mommy? to- to- Activity: (to introduce the to 2. Comprehension
The chapter deals with i) communicate their ideas i)inculcate values like lesson) The students will be questions
a very serious theme of with a lot of conviction. respect, patience, A Video / Picture on skunks will able to- i)What makes Jack feel
‗good parenting‘. It is ii) appreciate the theme concentration and be shown to the students to relate i) voice their opinions. caught in an ugly
about the father who and the message curiosity. with the lesson ii) understand the middle position?
tries to teach moral conveyed. ii) understand that the Share your views –‗What is viewpoints of others ii)What is your opinion
values through his iii) know that one should world is based on natural is never disgraceful‘ skills. regarding the two
stories to his daughter not change one‘s individual differences. How are the ways of storytelling iii) recognise the endings to the Roger
and about the worth of personality just to get iii) realise that one has to differ in present days ? character traits. Skunk story?
originality. accepted in the society. be true to one‘s identity. Activity: (to support learning) iv) appreciate the fact 3. Textual exercises/
To make the reader iv) understand that the iv) understand that an Why we are deluded by our peer that elders will realise Extracts/ Value based/
understand that one world is based on adult‘s perspective is group in adolescence and that the children have Character sketches/RTC
should not change individual differences. different from that of a childhood?Why do you think, the their own identity,
one‘s personality just v) understand the relation child. title has a question mark? How views and attitudes.
to be accepted in the of family members and the v) analyse that children far do you find it a convincing v) that the parents must
society. It is a sharp bond they share. understand only the and appropriate title? respect and accept the
contrast about the vi) understand that reality that they have been Do you think difference of ideas and opinions of
child‘s viewpoint and children cannot justify an exposed to and cannot opinion creates conflicts (adult their children.
an adult‘s perception unhappy ending. think of ideas and feelings v/s child perspective)? What are vi) honour, value and
of life. It also indicates in abstraction. the ways to make both the fronts accept all creatures.
that parents know what vi) understand that the to respect each other‘s opinion? vi) analyse and
is best for the child. perception of an adult is What is the moral issue that the apppreciate the feelings
The chapter contains a based on what he has story raises? and expectations of
narrative within a learnt over the years, the family members.
narrative. It also expectations of the vii) analyse the
involves issues such as society and similar other philosophical level
the validity of parental experiences (nothing in this world is
authority, being true to unwanted and worth
one‘s inherent nature rejecting)
and finding Skills: comprehension viii) analyse the
acceptability by the skill, analytical skill, psychological
peer group. critical thinking skill, level(highlights the
language skills, creativity pitiable fate of the

November Vistas- L.6 On the To enable the students
20 days Face of It-The lesson to-
is about the pain and i) comprehend the chapter
isolation the physically and enhance their
handicapped go vocabulary
through. It highlights ii) understand the theme
the callousness of the that appearances are
society towards them, deceptive and most often
affects them adversely we go on dealing with our
and they become even impressions and
more withdrawn. It prejudices about others
encourages the readers without caring to know
to be brave enough to them actually.
face, accept and deal iii) able to analyse the
with difficult situations situations and characters
in life. of the lesson.
iv)use appropriate
vocabulary and
expressions.
vi) understand that pain of
actual physical
impairment is often much
less than the sense of
alienation felt by the
person with disabilities.
vii) analyse that scars do
not change a person and
that handicaps must be
accepted in life and in the
society.
and imagination modern struggling
youth
To enable the students Warm up questions Students will be able Assignments
to- Activity: (to introduce the to- Comprehension
i)inculcate values like lesson) i)gain insight into the questions
empathy, affection, care Can you quote examples of loneliness of physically i) Despite his show of
and concern, optimism physically handicapped people handicapped. Bravado, Mr. Lamb is a
and faith. who had made a mark in history? ii) overcome negative lonely man. Do you
ii) face the challenges in How one can motivate attitude towards life. agree? Give a reasoned
life with a positive handicapped people? What all iii) understand that a answer.
approach benefits do they have from the person with physical Textual exercises/
iii) develop optimistic government? impairment expects extracts/ Character
approach towards life Brief up about the author good and normal sketches
iv) gain insight into the Activity: (to support learning) behaviour from others
loneliness of physically Video based on physically and respect them for
handicapped. handicapped people will be what they are.
v) accept the things as shown to the students to relate iv) realise that pain of
they are and believe in with the lesson. actual physical
oneself. -The play ends on a tragic note impairment is often
but reaffirms hope. Discuss with much less than the sense
Skills: comprehension reference to the text. of alienation felt by the
skill, analytical skill, , person with disabilities.
observation skills.
REVISION FOR PRE
BOARD EXAMS