Cl Ix Syllabus(24 25) Main Subject 3

SYLLABUS
SESSION - 2024-2025
CLASS: IX
1
CONTENT
 SUBJECTS :
1. ENGLISH (CODE: 184)
2. HINDI (CODE: 085)
3. ODIA (CODE: 013)
4. SANSKRIT(CODE : 119)
5. MATHEMATICS (CODE: 041)
6. SCIENCE (CODE: 086)
7. SOCIAL SCIENCE(CODE: 087)
DAV PUBLIC SCHOOLS STD –IX SYLLABUS -2024 -25

EXAMINATION TIMELINE
SL NO. EXAM CLASS WINDOW TIME

1 PA-I STD - III TO STD - X 22.07.2024 TO 27.07.2024
2 PA-II/HALF YEARLY STD-III TO STD - XII 17.09.2024 TO 27.09.2024
3 PA-III STD - III TO STD - X 25.11.2024 TO 30.11.2024

ND
4 ANNUAL STD - III TO STD - XII 2 WEEK OF FEBRUARY 2025
2
The Sustainable Development Goals (SDGs),
The Sustainable Development Goals (SDGs), also known as the Global Goals, were adopted by the United Nations in 2015 are the
blueprint to achieve a better and more sustainable future for all. They address the global challenges we face, including poverty,
pove
inequality, climate change, environmental degradation, peace and justice and ensure that by 203 2030
0 all people enjoy peace and
prosperity.
The 17 SDGs are integrated—they

they recognize that action in one area will affect outcomes in others, and that development must balance
social, economic and environmental sustainability.
sustainability.These SDGs have been specifically created to draw attention to some of the biggest
environmental challenges in the world today.
 Educators can use these sub-targets

targets to show their students the ways in which they can make an impact on improving the world that
they live in.
 Students will get a greater knowledge of challenges faced not only in their own lives but also in the lives of others all around the
world.
 They teach empathy to students-They They give students an awareness of the wider world, and its values and identities.
 Empowers children too construct knowledge, explore values and develop respect towards Nature, which lays the foundations for an
environmentally responsible adulthood in the next future.
 It helps in ensuring a better life for present and future generations.
ENGLISH LANGUAGE AND LITERATURE (184)

PRESCRIBED TEXT BOOKS (NCERT):
1. BEEHIVE–LITERATURE TEXT
2. MOMENTS–SUPPLEMENTARY
SUPPLEMENTARY READER
3. WORDS AND EXPRESSIONS – I
SECTION WISE WEIGHTAGE IN ENGLISH LANGUAGE AND LITERATURE

SECTION PA-I,III PA-II
PA &ANNUAL
3
A READING SKILLS 10 20
B GRAMMAR AND WRITING 10(5+5) 20 (10+10)
C LANGUAGE THROUGH LITERATURE 20 40
TOTAL 40 80
80 Marks Internal Assessment (20 Marks)
Pen Paper Multiple Assessment Portfolio Subject

Test 5marks 5marks 5marks Enrichment
Activities
5Marks
Whole Based on Quizzes, Oral Test, Listening &
Syllabus PA Concept Map, Exit Class work, peer Speaking and
Syllabus Cards, Visual assessment, self- Art Integration
PA-I expression assessment,
PA-II Art Integrated activity
achievements of
PA-III
students in the subject,
reflections, narrations,
journals etc.
INTERNAL ASSESSMENT
MULTIPLE ASSESSMENTS
❖ Periodic Assessment-I: Power Point Presentation (PPT)
(ART Integrated Activity) Group Activity based on the chapters of PA-I
❖ Periodic Assessment-II: Concept Map/ Visual Description based on the chapters of PA-II
❖ Periodic Assessment-III:
Vocabulary Quiz (MCQ) /Exit Card based on the chapters of PA-III.
RUBRICS FOR POWER POINT PRESENTATION (PPT)
1.
Content/Relevance : 1 mark
2.
Originality : 1 mark
3.
Creativity/Presentation : 1 mark
4.
Coordination : 1 mark
5.
Adherence toTime : 1 mark
RUBRICS FOR CONCEPT MAP / VISUAL DESCRIPTION
1.Understanding the key ideas: 1 mark
2.Content: 1 mark
3. Presentation: 1 mark
4.Knowledge of artistic convention: 1 mark
5. Timely submission: 1 mark
RUBRICS FOR PORTFOLIO (Class work, Home work, Achievements and other assessments)
1.
Organization: 1Mark
2.
Completion of guided work: 1Mark
3.
Evidences: 1Mark
4.
Relevance: 1Mark
5.
Reflection : 1 mark
SUBJECT ENRICHMENT ACTIVITIES
 Periodic Assessment-I : ALS (Listening)
4
 Periodic Assessment-II: ART Integrated Project with reference to the chapter ‘A Truly
Beautiful Mind’. Title: ‘Great Minds of Odisha and Punjab’, a comparative analysis.’
(From the field of science, sports, art, literature, social work or politics)
 Periodic Assessment-III ALS (Radio / Video Show/GD/ Debate)
RUBRICS FOR THE RADIO/ VIDEO SHOW /GD/ DEBATE

1. Interactive competence (initiation and turn taking) : 1 mark
2. Content : 1 mark
3. Fluency : 1 mark
4. Pronunciation : 1 mark
5. Language (Accuracy and Vocabulary) : 1 mark
RUBRICS FOR AIP:
1. Understanding the key ideas :1mark
2. Development of ideas :1mark
3. Presentation :1mark
4. Knowledge of artistic convention :1mark
5. Timely submission :1mark
SECTIONWISE MARK DISTRIBUTION FOR PA-1 & PA-III (40 MARKS)
Section A Reading Skills (10 MARKS)

I. Reading Comprehension through Unseen Passage
1. Discursive passage of 400-450 words. (10marks)
Multiple Choice Questions / Objective Type Questions/Very Short Answer Questions will be asked to
assess comprehension, interpretation, analysis, inference, evaluation and vocabulary.
Section B - Writing Skills and Grammar (10 MARKS)

II Grammar (5 Marks)
 Determiners
 Tenses
 Modals
 Subject-verb concord
 Reported speech
o Commands and requests
o Statements
o Questions
2. The courses at the secondary level seek to cement high professional grasp of grammatical items and levels of accuracy.
Accurate use of spelling, punctuation and grammar will be assessed through Gap Filling/ Editing/Transformation exercises.
Five out of Six questions will be attempted. (1X5)
III. Writing Skills (5 marks)

3. Writing a Descriptive Paragraph (word limit 100-120 words), describing a person / Diary Entry, in 100-120 words. One out of two
questions is to be answered. (5 marks)
Section C - Language through Literature 20 Marks

IV Reference to the Context (5Marks)
4.One extract from Prose/Poetry.
Multiple Choice Questions / Objective Type Questions Very Short Answer Questions (one word/ One sentence), Short Answer
Questions (to be answered in 30-40 words) will be asked to assess inference, analysis, interpretation, evaluation and vocabulary.
V. Short & Long Answer Questions
5. Two out of Three Short Answer Type Questions to be answered in 40-50 words from the book BEEHIVE to assess interpretation,
analysis, inference and evaluation. (3x2=6 marks)
6. One out of Two Short Answer Type Questions to be answered in 40-50 words from the book MOMENTS to assess interpretation,
5
VI. One out of two Long Answer Type Questions. (6 marks)
7. One from BEEHIVE to be answered in about 100-120 words to assess creativity, imagination and extrapolation beyond the text
and across the text. This can also be a passage-based question taken from a situation/plot from the text and One from MOMENTS,
on theme or plot involving interpretation, extrapolation beyond the text and inference or character sketch to be answered in about
100-120 words.
BLUE PRINT OF THE QUESTION PAPER FOR PA I & PA III (40 Marks)
SA-I I (3 LA 5 or 6
Marks Allotted VSA (1 mark SA-I (2 marks marks marks TOTAL
Sl No. Chapters/ Units
in Syllabus each. (14 Nos) each) (3 Nos.) each. each) (22 Nos.)
(3Nos.) (2Nos.)
3(1x3MCQs)
1 Reading 10 2 (2x2) 8
3(1X3 OTQs)
5(3MCQs
2 Grammar 5 5
+2OTQs)
3 Writing 5 - 5x1 1
1(1x1MCQ)
4 Literature 20 3x3 6x1 8
2(1x2 OTQ) 1(2X1)
TOTAL
40
SECTION WISE MARK DISTRIBUTION FOR PA-II AND ANNUAL EXAMINATION (80 marks)
Section A Reading Skills
I. Reading Comprehension through Unseen Passage (20 Marks)
1. Discursive passage of 400-450 words. (10 marks)
2. Case-based factual passage (with visual input- statistical data/chart etc.) of 200-250 words. (10 marks)
(Total length of two passages to be 600-700 words) Multiple Choice Questions / Objective Type Questions/Very Short Answer
Questions will be asked to assess comprehension, interpretation, analysis, inference, evaluation and vocabulary.
Section B Writing Skills and Grammar
II Grammar (10 Marks)
 Determiners
 Tenses
 Modals
 Subject-verb concord
 Reported speech
o Commands and requests
o Statements
o Questions
3. The courses at the secondary level seek to cement high professional grasp of grammatical items and levels of accuracy. Accurate
use of spelling, punctuation and grammar will be assessed through Gap Filling/ Editing/Transformation exercises. Ten out of twelve
questions will be attempted. (1X10)
III Writing Skills (10 marks)
4. Writing a Descriptive Paragraph (word limit 100-120 words), describing a person / event / situation, based on visual or verbal cue/s.
One out of two questions to be answered. (5 marks)
5. Writing a Story (on a given cue/title)/Diary Entry, in 100-120 words. One out of two questions is to be answered. (5 marks)
Section C Language through Literature 40 Marks

IV Reference to the Context (5+5 = 10 Marks)
6. One extract out of two, from Drama / Prose.
7. One extract out of two, from poetry.
Multiple Choice Questions / Objective Type Questions Very Short Answer Questions (one word/ One sentence), Short Answer
Questions (to be answered in 30-40 words) will be asked to assess inference, analysis, interpretation, evaluation and vocabulary.
V. Short & Long Answer Questions

8. Four out of Five Short Answer Type Questions to be answered in 40-50 words from the book BEEHIVE to assess interpretation,
6
9. Two out of Three Short Answer Type Questions to be answered in 40-50 words from the book MOMENTS to assess interpretation,
10. One out of two Long Answer Type Questions from BEEHIVE to be answered in about 100- 120 words to assess creativity,
imagination and extrapolation beyond the text and across the text. This can also be a passage-based question taken from a
situation/plot from the text. (6 marks)
11. One out of two Long Answer Type Questions from MOMENTS, on theme or plot involving interpretation, extrapolation beyond
the text and inference or character sketch to be answered in about 100-120 words. (6 marks)
BLUE PRINT OF QUESTION PAPER FOR PA-II / ANNUAL (80Marks)
Sl No. Chapters / units Marks VSA SA-I SA-I I LS TOTAL

Allotted in (1 mark (2 marks each) (3 marks (5/6 ( 44
Syllabus each) (6 Nos.) each. marks NOS.)
( 28 Nos.) (6 Nos.) each)
(4 Nos.)
1 3 MCQ +3
Discursive passage 10
OTQ 2 8
2 2 MCQ + 4
Case based passage 10
OTQ 2 8
3 5 MCQ+ 5
Grammar 10
OTQ 10
4 Description writing 5 1 1
5 Diary Entry / Story
5
Writing 1 1
6 Extract from prose /
5
play 3 OTQ 1 4
7 1 MCQ + 2
Extract from poetry 5
OTQ 1 4
8 SATQ from
12 4
BEEHIVE 4
9 SATQ from
6 2
MOMENTS 2
10 LATQ from
6
BEEHIVE 1 1
11 LATQ from
6
MOMENTS 1 1
MARKS 80
NOTE: Typology of questions is subject to change as per the latest sample paper released by CBSE for STD-X.
DETAILED SYLLABUS
Periodic Periodic Periodic Annual

Assessment I Assessment-II Assessment- III Examination
(22July-27 July2024) (17 September - (25 November - (2nd Week of
F.M:40 Time: 1 Hr 30 Min. 27September 2024) 30 November 2024) February 2025)
F.M:80 Time:3 hours F.M:40 Time: 1 Hr 30 Min. F.M:80
Time:3 hours
7
Literature Reader Literature Reader Literature Reader Literature Reader
(BEEHIVE) (BEEHIVE) (BEEHIVE) (BEEHIVE)
PROSE PROSE PROSE PROSE

1. The Fun They Had 1.A Truly Beautiful Mind 1. My Childhood
2.The Snake and the Mirror 1. Kathmandu
2. The Sound of Music POETRY 2. Reach for TheTop 2. If IwereYou
3. The Little Girl 1. Rain on the Roof
POETRY
POETRY
2. The Lake Isle of Innisfree
1. No Men are Foreign
1. The Road Not Taken
2. Wind 3. A Legend of the Northland 2. On Killing aTree
3. A Slumber Did MySpirit
Seal
Supplementary Reader Supplementary Reader Supplementary Reader Supplementary
(MOMENTS) (MOMENTS) (MOMENTS) Reader
1. The Last Leaf (MOMENTS)
1. The Lost Child 1. In the Kingdom of Fools
2. A House is not A Home. 1.TheBeggar
2. The Adventures of Toto 2. The Happy Prince
3. Iswaran: TheStory Teller
Writing Skill: Writing Skill: Writing Skill: WHOLE
SYLLABUS
Descriptive Descriptive Paragraph
Paragraph(Person) Descriptive (PA I, II & III)
(Situation)
Diary Entry Paragraph(Event)Story Writing
Words & Expressions 1 Words & Expressions1 Words & Expressions1
Unit 1-3 Unit –4to 6 Unit –8, 10 &11
INTERGRATED GRAMMAR INTERGRATED GRAMMAR INTERGRATED GRAMMAR
N.B: The portion for the N.B. The portion for PA-III
Periodic Assessment-II includes the topics which are
includes all the above mentioned under ONLY PA-
mentioned chapters and III.
the portion of PA-I.
LEARNING OBJECTIVES AND PEDAGOGICAL PROCESSES
NAME OF THE LEARNING OBJECTIVES PEDAGOGICAL ACTIVITIES TO ACHIEVE

CHAPTER PROCESS THE LEARNING
OBJECTIVES
CH-1 The learners will be able to: The learners Speaking skills:
●understand and compare the human ● participate in interactive  Debate on - Real books
THE FUN THEY teacher and virtual teacher. tasks and activities. cannot be replaced with e-
HAD ●enhance their analytical skills ● design a future classroom books.
●develop an interest in science fiction based on their ● Paragraph Writing: Write a
●study various literary terms specially used understanding of the paragraph on ‘My Dream
in writing science fiction. lesson and their own School’.
SDG 9 ideas. ● PPT presentation by students
INDUSTRY, INNOVATION AND ● share their own
INFRASTRUCTURE experiences of having
virtual classes during
pandemic
● participate in debate on-
virtual classroom learning
Vs physical classroom
learning.
8
CH-2 ● develop the feeling of inclusiveness ● collect biographical  Collage making on the
● appreciate the different forms of information about other famous musicians of the
THE SOUND OF instrumental music popular in India and musicians from the world, world who rose to fame
MUSIC the world having physical challenges despite their physical
● get self-motivated to get acquainted with ● discuss how they are challenges.
the world of music, musicians and the inspired by the lives of
● Paragraph writing on their
musical instruments USTAD BISMILLAH
favourite musicians.
● develop love and respect for their own KHAN and
country EVELYNGLENNIE ● Develop a conversation with
● understand how a biography is written a celebrity musician
● promote communal harmony ● write descriptive paragraphs ● PPT presentation by students
SDG 4 on favourite musicians
QUALITY EDUCATION
CH-3 ● read, comprehend and respond to complex ● discuss their own ● Drawing a concept map
texts independently experiences with their based on the story.
THE LITTLE ● appreciate the use of literary / nonliterary parents, grand parents ● Writing a short story based
GIRL inputs in varied contexts ● express their views on on a similar theme of the
● understand the elements of short story generation gap. story as read by them.
writing. ● Literature Circle Jobs
● relate oneself with the main character of
the story to understand the child
psychology
● develop the understanding of one’s
relationship with one’s parents.
SDG 3
GOOD HEALTH AND WELL BEING
CH-4 ● identify the great qualities of a great ● collect information about ● Preparing a questionnaire for
A TRULY scientist like Albert Einstein Einstein’s childhood days an interview with a famous
BEAUTIFUL ● understand and appreciate the life skills ● discuss in groups various scientist.
like empathy and decision making roles of Einstein other ● Writing a short paragraph on
MIND
● develop critical thinking skills as they than being a scientist a famous scientist.
explore the areas of science like Physics. ● PPT presentation by students
● know more about Albert Einstein and his
life.
SDG-16
PEACE AND JUSTICE, STRONG
INSTITUTIONS,
SDG 4
QUALITY EDUCATION
CH-5 ● infer, interpret and appreciate various ● ask questions on the text,
THE SNAKE AND literary and non-literary inputs in read and share their own ● Sharing of anecdotes on an
THE MIRROR different contexts. point of view. encounter with a snake.
● enhance their communication skills to ● understand different ● Writing a humorous story in
express their thoughts, ideas, views and grammatical functions and 100 to 120 words
opinions. usages through noticing
● use grammatical items like noun, and identifying the given
pronoun, verb, determiners, tense, material.
passive, adjective, adverb etc. in writing ● read the literary texts with
and speech in order to demonstrate understanding for pleasure
knowledge and understanding. and make use of
SDG -15 meaningful resources
LIFE ON LAND generated by the teacher.
CH-6 ● read prose pieces with proper stress, pause, ● participate in interactive ● Sequencing the events of
MY CHILDHOOD tone and intonation. tasks and activities. text chronologically
● read with understanding and comprehension
● take notes and respond ● Article writing on
and can interpret layers of meaning accordingly using communal harmony
● write short dialogues and participate in role
plays, skits, street plays etc., for the promotion
appropriate vocabulary. ● Collection of celebrated
of social causes. ● read texts independently, quotations of APJ ABDUL
9
● enhance writing skills and make correct use of comprehend, and respond to KALAM and para phrasing
punctuation mark and spelling. questions /ask questions it.
● use grammar items like subject-verb
from the text.
agreement, tense, determiners, etc. ● read the literary texts with
● develop love and respect for all communities.
understanding and pleasure.
SDG 4
QUALITY EDUCATION
SDG10
REDUCED INEQUALITIES
CH-7 ● develop LSRW skills. ● participate in a brain ● Listening test
REACH FOR THE ● appreciate similarities and differences storming session ● Talk show (Mock
TOP between Santosh Yadav and Maria ● comprehend various kinds interview)
Sharapova w. r. to their social stigmas and of related audio/video ● Writing a descriptive
parental support. scripts, read aloud texts paragraph
● use grammatical items both to and answer
comprehend text and develop own style of comprehension and
writing. inferential questions.
● learn ethics and values that would make ● develop their reading
them love and appreciate nature around skills by narrating events
them. and describing people,
SDG 5 places and objects.
GENDER EQUALITY
CH-8 ● interpret, infer and analyze the underlying ● develop an outline to draft a ● Writing a travelogue on a
KATHMANDU ideas of a text. summary and make original visit to a tourist place.
● use the rules of grammar in speech and scripts of itinerary writing. ● Converting selected
writing ● use map to understand sentences of the text to
directions, space and reported speech.
● demonstrate language communication and distance and to look at
comprehension skill while speaking graphs, charts and tables to
fluently with proper pronunciation, know how data has been
intonation and pause. given and interpreted
● produce fully developed formal and ● understand and learn to
informal writings like slogans, blogs, encode and decode texts of
brochures etc. in order to demonstrate different genre through
research skills and promotional skills. individual, pair and group
SDG 15 reading.
LIFE ON LAND
SDG11
SUSTAINABLE CITIES AND
COMMUNITIES
CH-9 ● demonstrate language and communication ● read stories and other ● Description writing on
IF I WERE YOU skill by enriching their ideas, views and literary texts with persons
opinions verbally and non-verbally. understanding for ● Dramatization
● make use of grammatical items like pleasure.
subject-verb agreement, tense, reported ● share their own
speech, etc. in writing and speech. experiences of the real
● speak with intonation and style which is world situation and relate
conversational and expressive. them with the literary
● develop own writing style with plot, fiction.
theme, characterization and other play and ● improve listening skill by
story development attributes. answering questions from
SDG 8 passages.
DECENT WORK AND ECONOMIC
GROWTH
POEM-1 ● attempt a meaningful interpretation of the ● recite the poem with ● Pick and Speak (sharing of
THE ROAD NOT poem. proper stress and responses in a given
TAKEN ● to appreciate the beauty, style and tone of intonation. situation)
the poem ● comprehend audio/video ● Describe feelings in the form
● examine the use of literary devices in the scripts, read aloud texts of a diary entry highlighting
poem. and answer inferential the perplexity of the poet and
● identify the central idea of the poem. questions by listening resolutions he initiated.
● express thoughts, ideas and opinions to ● use English poems, songs ● PPT presentation by students
10
demonstrate communication skills. etc. on internet as a
● to write a poem reflecting various aspects resource to develop
of human nature listening comprehension
● to pen a persuasive, write up using and understanding the use
evidence to support opinion of tone/ intonation/ stress
SDG-15 etc.
LIFE ON LAND ● read the literary text with
understanding for pleasure
and enjoyment.
POEM-2 ● attempt a meaningful interpretation of the ● read texts independently, ● List five constructive and
WIND poem wind. comprehend, and respond five destructive activities of
● Examine the use of imagery, to questions /ask questions the wind
personification, simile and metaphors in on the text.
 Group Discussion on
the poem. ● connect the issues in the
‘Wind is the savior of
● identify the central idea of the poem. text to the world outside
and think of possible mankind.’
● enrich their vocabulary with the words solutions. • Literature Circle Jobs
related to the poem ● organize and participate in • PPT presentation by
● express thoughts,ideas and opinions to group discussions students
demonstrate communication skills.
SDG 13
CLIMATE ACTION
POEM-3 ● Attempt a meaningful interpretation of ● express personal feelings on • Writing a diary entry
THE RAIN ON the poem. a rainy day in the form of describing feelings of a rainy
THE ROOF ● Examine the use of literary devices in the picture or diary entry day.
poe m. ● compose poems with • PPT presentation by
● identify the central idea of the poem. different elements of nature students
● enrich their vocabulary with the words and expressing the healing
related to the poem power of nature
● express thoughts, ideas and opinions to ● to be exposed to varieties of • Writing a story using the
demonstrate communication skills. poems like lyric, ballad, ode following cues.
SDG 13 etc. and notice various One day I was returning
CLIMATE ACTION poetic devices for from my tuition and all of a
appreciation sudden I saw huge
mountains of black
clouds……
POEM-4 ● to comprehend and appreciate the theme ● Writing a comparative

THE LAKE ISLE of the poem ● presenting travelogue with analysis on life in a city and
OF INNISFREE ● identify the central idea of the poem audio video support life in the lap of Nature
● identify the various poetic devices used ● utilize given visual input ● Preparing a visual
in the poem and graph with the clues description of a Dream
● develop love for Nature provided and write passages House in the lap of Nature.
SDG-11
COMMUNITIES
SDG 15
LIFE ON LAND
POEM-5 ● participate in interactive ● Drafting a character sketch
A LEGEND OF ● attempt a meaningful interpretation of the tasks and activities. ● Role play/Dramatisation
THE poem. ● connect the issues in the
● to appreciate the beauty, style and tone of texts they read to the world
NORTHLAND
the poem outside and think on
● examine the use of literary devices in the possible solutions
poem. ● engage themselves in
● identify the central idea of the poem. conversation, dialogues,
SDG15 discussion and discourses
LIFE ON LAND of various themes.
POEM-6 ● grasp and appreciate the central idea of ● participate in interactive ● Slogan writing on the theme
NO MEN ARE the poem. tasks and activities. “Say No To War”.
FOREIGN ● recite the poem with proper voice ● Read texts independently,
11
modulation, intonation, articulation and comprehend, and respond ● Just a minute talk on “The
stress. to questions /ask questions whole world is a family”
● demonstrate the usage of poetic devices. from the text.
● Understand the plight of earthlings on ● take notes and respond
the face of manmade differences. accordingly using
● explain the unfavorable aspects of wars appropriate vocabulary.
and conflicts.
SDG 10
SDG16
PEACE AND JUSTICE, STRONG
INSTITUTIONS
POEM-7: ON ● listen to and discuss literary/ non-literary ● read and understand the
KILLING A TREE inputs in varied contexts to infer, interpret, poem, ● Slogan Writing On Saving
and appreciate. ● participate in Trees
● to identify the figure of speech used in the discussions, present ● GD on sustainable
poem. viewpoints , express development.
● to justify the title of the poem. contrasts with logic and
● to analyze the important phrases in the reasoning in the process
poem by attempting a reference to context ● develop problem solving
exercise. and reasoning ability; and
SDG11 critical thinking
SUSTAINABLE CITIES AND ● use creativity and
COMMUNITIES imagination and connect
the discourse with real life
contexts while expressing
themselves through speech
and writing
POEM-8 A ● Recognize and appreciate cultural ● read the literary text with
SLUMBER DID experiences and diversity in the text. comprehension and
MY SPIRIT SEAL ● communicate thoughts, ideas, views and reasoning skills. ● Composing a short
opinions verbally and non-verbally. ● use visual aids, and locally elegy.
● read a loud and recite poems/prose with developed learning ● Collecting
proper stress, pause, tone, and intonation. materials to complement information on the life
● summarize the poem in a paragraph. and supplement the and works of the poet.
SDG15 textbook and
LIFE ON LAND supplementary reader.
● make connection by
comparing and contrasting
this poem with other
stories.
12
SUPPLIMENTARY READER TEXTBOOK: MOMENTS
NAME OF THE LEARNING PEDAGOGICAL ACTIVITIES TO
CHAPTER OBJECTIVES PROCESS ACHIEVE THE
LEARNING
OBJECTIVES
CH.1 The learners will be able to: ● participate in interactive ● providing an
THE LOST CHILD tasks and activities. alternative end to the
● develop a love for literature.
● take notes and respond story.
● introduce themselves with literary accordingly, making use ● role play
genius: Mulk Raj Anand (Life and works of appropriate vocabulary.
of the Author Mulk Raj Anand)
● introduce themselves to the idea of
effective writings in simple language that
conveys deeper meanings.
● introduce new vocabulary.
● develop critical thinking by analyzing the
text.
SDG15 : LIFE ON LAND
CH: 2 ● read and understand the story, plot and ● participate in interactive ● group discussion
THE characters. tasks and activities. ● role play
ADVENTURES OF ● appreciate, analyze and evaluatedifferent ● take notes and respond • PPT presentation
accordingly, making use by students
TOTO characters like Grand Father, Grand
of appropriate vocabulary.
Mother, Toto, Tonga driver.
● acquire life skills like empathy, decision
making, problem solving and to control
anger.
● develop stories with fun and enjoy doing
it independently.
● apply their understanding in real life
situations.
SDG 15 : LIFE ON LAND
CH:3 ISWARAN ● listen to and discuss literary inputs in ● participate in interactive ● story writing/ creative
THE STORY varied contexts to infer, interpret, and tasks and activities. writing
TELLER appreciate. ● take notes and respond
accordingly, making use ● drafting character
● communicate thoughts, ideas, views and sketch
of appropriate vocabulary.
opinions verbally and non-verbally. ● read texts independently,
● use words, phrases, idioms and word comprehend and respond ● Literature Circle Jobs
chunks for meaning-making in contexts to questions /ask
● develop the art of story telling questions from the text.
SDG: 17 PARTNERSHIPS FOR GOALS
CH: 4 ● identify the elements of a short story. ● participate in interactive ● Concept map
● express their fascination for the theme and tasks and activities.
IN THE humour of the story ● take notes and respond ● Character sketch
KINGDOM OF accordingly, making use
● sketch the characters of the story with
FOOLS of appropriate vocabulary. ● Role play
different prospects. ● read texts independently,
● summarize the story comprehend and respond
evaluate the moral and apply it in their real- to questions /ask
life situations. questions from the text.
SDG 4: QUALITY EDUCATION
CH: 5 • Introduce themselves to life and works ● participate in interactive ● Sharing of experience
THE HAPPY of Oscar Wilde. tasks and activities. of a noble deed.
PRINCE ● take notes and respond Drafting the characters
• Understand the theme, plot and accordingly,
●
characters. ● Exit card

13
• inculcate values like love, compassion, usingappropriate
sacrifice and empathy. vocabulary.
● read texts independently,
• infer that good deeds are rewarded. comprehend and respond
SDG 15
to questions /ask
LIFE ON LAND
questions on the text.
CH: 6 • understand the theme, plot and ● participate in interactive • Role Play
THE LAST LEAF characters. tasks and activities. ● Dialogue composition.
develop reading habits through story ● take notes and respond
●
● Literature Circle Jobs
accordingly using
reading.
appropriate vocabulary.
● appreciate and comprehend the text. ● read texts independently,
● learn/ enrich vocabulary and its usage comprehend and respond
through appropriate context. to questions /make
● understand deep exploration of questions from the text.
friendship and commitments ·
SDG 3
CH:7 • understand the theme, plot and ● participate in interactive ● group Discussion on
A HOUSE IS NOT characters. tasks and activities. Stress management
A HOME ● explain the importance of emotional ● take notes and respond during teen age.
security and family support for children accordingly using
● preparing a character
analyze the need of love, encouragement appropriate vocabulary.
●
● read texts independently, sketch
and empathy at the time of need comprehend and respond
● understand the values of sympathy, love, to questions /ask
kindness, belongingness, friendship etc. questions from the text.
● inculcate the qualities of extending a
helping hand to the needy
SDG 3
CH-8 ● understand the theme, plot and character ● participate in interactive ● Group
THE BEGGAR ● develop Empathy/ character building tasks and activities. Discussion/debate on
● develop confidence and sense of concern ● take notes and respond ‘Should we help
accordingly using
● identify the socioeconomic problems of beggars/ abolish
appropriate vocabulary.
beggars ● read texts independently, begging?
● assess the government's services comprehend and respond ● Role play
received by the beggars to questions /ask ● Character sketch
● give remedial measures for improving questions from the text.
their social status.
SDG1
NO POVERTY
14
SUBJECT -HINDI COURSE B (085)
िनधा रत पु तक:
पश भाग-1
संचयन भाग-1
ASSESSMENT STRUCTURE: -
(80 Marks) INTERNAL ASSESSMENT
(20 Marks)
Pen Paper Multiple PORTFOLIO SUBJECT ENRICHMENT
Test Assessment: (5 marks) ACTIVITY
Whole (5 marks) (5 marks) (5 marks)
Syllabus PA-I, PA-I- Listening Class work, PA-I- Speaking skill
PA-II, PA-II-Concept peer assessment, self-assessment, PA-II- Art Integration
PA-III Map achievements of students in the PA-III- IDP
PA-III- Quiz subject etc.
INTERNAL ASSESSMENT: -
Rubrics for Evaluation
PA-I PA-II PA- III
Multiple Assessment Multiple Assessment Multiple Assessment

वण कौशल
● एका ता अवधारणा न शा ो री
● िविश जानकारी के िलए सुनना ● िवषय क ासंिगकता ● िवषय व तु
● समझ ● श द को जोड़ने का ान ● िवषयानुसार यो यता
● सह ित या ● सटीकता ● समझ
● शु ता ● वाह और सुसंगतता ● भावशीलता
● तुतीकरण ● समयानुसार
Subject enrichment Activity Subject enrichment Activity Subject enrichment Activity
दो िव ा थय के बीच संवाद कला एक करण क प ब िवषयक प रयोजना काय (ओिड़शा
वाचन (पाँच भारतीय वै ािनक का सिच और पंजाब के लघु उ ोग का
● िवषयव तु
संकलन) तुलना मक अ ययन)
● सृजना मकता
● तुतीकरण मौिलकता ● िवषयव तु
● प ता िवषयव तु ● सृजना मकता
● औिच य भाषायी शु ता ● तुतीकरण
आ म िव ास ● प ता
समयानुसार ● औिच य
क ा काय / गृह काय
● सृजना मकता
● िवषय-व तु
● काय के ित जुड़ाव
● पुि तका का रख-रखाव
● समय ितब ता
15
Blue Print (PA-I & PA-III )
UNIT LA SA-II SA-I TOTAL

(5 marks) (4 marks) (2 marks) MCQ / VSA
(1 marks)
अप ठत बोध (गदयांश) 2x2 1x3 (MCQ) 7
ाकरण भाग VSA -1x10 10
स्पश- ग , प व पूरक-पुस्तक 4x1(ND) 2x2(Prose and 1x10(MCQ) 18

Poetry) Prose and
poetry
लेखन 5x1 5
5 4 8 23 40
Blue Print (PA-II & Pre-Board)
UNIT LA-II LA-I SA-II MCQ / SAI TOTAL

(5 marks) (4 marks) (2 marks) (1 marks)
अप ठत बोध (गदयांश)-2 2x4 1x6 (MCQ) 14
ाकरण भाग 1x16 16
स्पश- ग , प व पूरक- 4x2 (Non 2x6 1×10 (MCQ) 30

Detail) (prose and poetry) prose & poetry
पुस्तक
लेखन 5x4 20
20 08 20 32 80
Detailed Syllabus
Periodic Periodic Periodic Annual Examination
Assessment-I Assessment-II Assessment- III (2nd Week of February
(22July-27 July2024) (17 September - (25 November - 2025)
F.M:40 Time: 1 27September 2024) 30 November 2024) F.M:80 Time:3 hours
Hr 30 Min. F.M:80 Time:3 hours F.M:40 Time: 1 Hr 30 Min.
1.अप ठत बोध 1.अप ठत बोध 1.अप ठत बोध 1.अप ठत बोध

(अप ठत ग ांश) (अप ठत ग ांश) (अप ठत ग ांश) (अप ठत ग ांश)
ाकरण: ाकरण: ाकरण: ाकरण:
● श द और पद ● श द और पद ● श द और पद ● श द और पद
● अनु वार ● अनु वार,अनुनािसक ● िवराम िच न ● अनु वार,अनुनािसक
● अनुनािसक ● अथ के आधार पर वा य
● उपसग, यय ● उपसग, यय
● उपसग, भेद
● िवराम िच न ● वर संिध ● िवराम िच न
● यय ● अथ के आधार पर वा य भेद ● अथ के आधार पर वा य
● िवराम िच न ● वर संिध भेद
● वर संिध
16
पा पु तक पा पु तक पा पु तक पा पु तक
ग ग ग ग
1. दुख का अिधकार 5. शु तारे के समान 1. दुख का अिधकार
1.दुख का अिधकार 2.एवरे ट मेरी िशखर या ा प 2.एवरे ट मेरी िशखर या ा
2.एवरे ट मेरी िशखर 3.तुम कब जाओगे अितिथ 9. अि पथ
3.तुम कब जाओगे अितिथ
या ा
4.वै ािनक चेतना के वाहक: 4.वै ािनक चेतना के वाहक:
प चं शेखर वकट रमन चं शेखर वकट रमन
6.पाठ प 5. शु तारे के समान
पद (रै दास) 6.पद (रै दास) प
7.दोहे (रहीम) 7.दोहे (रहीम) 6.पद (रै दास)
8.गीत अगीत 7.दोहे (रहीम)
8.गीत अगीत
9.अि पथ
10.नए इलाके म,
खुशबू रचते ह हाथ
पूरक-पु तक पूरक-पु तक पूरक-पु तक पूरक-पु तक
1. िग लू 1. िग लू 3.क लू कु हार क उनाकोटी 1. िग लू
2. मृित 2. मृित
3.क लू कु हार क उनाकोटी
4.मेरा छोटा-सा िनजी
पु तकालय
लेखन लेखन लेखन लेखन
अनु छे द लेखन 1.अनु छेद लेखन संवाद लेखन 1.अनु छेद लेखन (लगभग
(लगभग 120 श द म) (लगभग 100 120 श द म)
2. अनौपचा रक प श द म) 2. अनौपचा रक प (लगभग
(लगभग 120 श द म) 120 श द म)
3.िच वणन 3.िच वणन
(लगभग 100 श द म) (लगभग 100 श द म)
4.संवाद लेखन 4.संवाद लेखन
(लगभग 100 श द म) (लगभग 100 श द म)
17
Learning Objectives
म पाठ का अपेि त सीखने के ितफल शै िणक या गितिविधयाँ

सं या नाम
1. दुख का ● िव ाथ पाठ का सारांश अपने श द म वणन कर पाते
अिधकार ह ा यान िविध , ना मंचन ,
ो र िविध कहानी वाचन
● िव ाथ समाज म ा अंधिव ास और कु रीितय को
समझ पाते ह
● मुसीबत के व अपनी संपि ही सहायक होती है ।
● माँ के जैसा कोई नह है - िव ाथ इस बात से
प रिचत ए
● िव ाथ ित पधा क भावना से प रिचत ए।
SDG-1- गरीबी का अंत

2. एवरे ट ● िज ासु वृि तथा साहस क भावना का िवकास ो र िविध, पवतीय े क
मेरी ● जीवन म दृढ़ संक प लेने क ेरणा िमली ा यान िविध , भौगोिलक ि थित
िशखर ● िव ा थय ने एवरे ट के बारे म ान ा कया अथबोध एवं सं कृ ित का
या ा ● छा 'सं मरण िवधा' से प रिचत ए वणन
(कोलाज)
● एवरे ट पर चढ़ाई करने वाल के बारे म अिधक
जानकारी ा ई
● हदी भाषा के ित िच उ प ई ।
SDG-13 – जलवायु प रवतन
3 तुम कब ● अपनी पसंद क अथवा कसी सुनी ई रचना ो र िविध, भारतीय सं कृ ित
जाओगे को पु तकालय या अ य थान से ढू ंढकर पढ़ने क पर चचा )
अितिथ कोिशश करते ह | वचन िविध,
सािह य और
● सािह य क ं य िवधा और उसके भाव को अिभनय िविध
िसनेमा का
जान पाते ह | संबंध बताना
● संगीत , फ म , िव ापन , लेख , आ द
(वाचन )
क भाषा पर यान देते ह |
SDG-3- उ म वा य और खुशहाली
4 वै ािनक ● िव ाथ पाठ का सारांश अपने श द म वणन कर पाते अथबोध, वचन भारतीय और
चेतना के ह | िविध, ो र िवदेशी
वाहक – िविध, पीपीटी वा यं का
●ितकू ल प रि थितय म भी काम करने क लगन बढती
सी .वी तुलना मक
है ।
रमन अ ययन
● िव ान संबंधी कई सारी जानका रयाँ हािसल कर पाते
(सिच )
ह ।
● नए वै ािनक श द से अवगत ह गे ।
SDG-9 – उ ोग, नवाचार और बुिनयादी सुिवधाएँ
SDG-17 -ल य हेतु भागीदारी
18
5. क चड़ ● ह तकला , वा तुकला , खेती बाड़ी के ित सामूिहक ो री ,
का का अपना झान करते ह तथा इनम यु होने प रचचा, ा यान क चड़ म पैदा
वाली भाषा को जानने क उ सुकता रखते ह । िविध, अथबोध, होने वाले
● सामािजक मु पर यान देते ए प , नोट पीपीटी फसल का सूची
लेखन इ या द करते ह। िनमाण
● भारतीय सं कृ ित से प रिचत होते ह |
SDG-12 – सतत उ पादन और उपभोग
6 शु तारे ● समाचार प , रे िडयो और टेलीिवजन पर सा रत वत ता
के समान वचन िविध आंदोलन म
होने वाले िविभ काय म , खेल , फ़ म, सािह य ो र िविध , गांधीजी के अ य
संबंधी समी ा , रपोट को सुनते और पढ़ते ह । लेखन सहयोिगय पर
● साबरमती आ म के बारे म जानकारी एकि त करके प रचचा | सुलेख
छा आ म का वणन अपने श द म कर पाते ह। ितयोिगता |
● छा वत ता आंदोलन से संबंिधत नार का वाचन
कर पाते ह।
SDG-8 -स मानजनक काय और आ थक िवकास

1 पद ● भि के ित जुड़ाव बढ़ेगा । स वर वाचन , भि कालीन
● सामािजक बौि क िवकास होता है । खंडा वय िविध किवय का दोहा
● ई र के ित आ था और अटूट िव ास का भाव संकलन
िवकिसत होता है ।
SDG-4 - गुणव ापूण िश ा

2 दोहे ● िव ाथ पाठ के मूल संदेश को जान पाते ह स वर वाचन, रहीम के
● रहीम जी के नीितपरक दोह से े रत होकर अ य अथबोध अित र
नीितपरक दोह को भी संकिलत करते ह कसी अ य
● करणीय और अकरणीय ान भी आ मसात कर पाते ह किव के दोह
● परोपकार करने को े रत हो पाते ह । का गायन |
● समाज के रीित-नीित से वा कफ़ हो पाते ह
● क ा म होने वाली गितिविधय म भाग लेते ह और
दूसर क मदद करते ह

3 गीत- ● िविवध सािहि यक िवधा को समझते ए उनका गीत िविध वरिचत गीत
अगीत िव ेषण कर पाते ह । खंडा वय िविध, िनमाण
● किवता को पढ़कर िव ाथ उसके मु य भाग को समझने
प ीकरण
म स म हो पाएंगे
● मनु य के साथ कृ ित के संबंध को बता पाते ह।
SDG-10 – असमानता म कमी
4 अि पथ ● ह रवंश राय ब न क िविभ कृ ितय के बारे म
जानकारी ा कर पाते ह। गीत िविध , ह रवंशराय
● संघषमय जीवन से आगे िनकल कर जीवन जीने क कला ब न क अय
ा यान िविध
सीख पाते ह। किवता का
● पुन श द से किवता बनाने क कला सीख पाते ह। गायन
SDG-8 -स मानजनक काय और आ थक िवकास
19
5 नए ● िव ाथ पाठ का सारांश अपने श द म बता पाते ह।
इलाके म ● पु तकालय क पु तक ारा अ ण कमल के बारे म स वर वाचन , न शा िनमाण
जानका रयाँ एक करते ह। खंडा वय िविध
● सं यावाचक िवशेषण और प रमाणवाचक िवशेषण को
पहचान कर दोन म अंतर बताते
● अपनी समझ के आधार पूछे गए के उ र देते ह।
● क ा म होने वाली गितिविधय म भाग लेते ह और
दूसर क मदद भी करते ह।
● छा -छा ाएँ सामािजक प रवेश से जुड़े पूछते ह ।
SDG-9 – उ ोग, नवाचार और बुिनयादी सुिवधाएँ

1 िग लू ● सं मरण िवधा से प रिचत होते ह । कहानी वाचन, िगलहरी के साथ
● पशु पि य के ित आकषण व ेम भाव जागृत ा यान िविध जुड़ी ई
होता है । पौरािणक कथा
● कृ ित के अिनवाय अंग के ित जाग कता तथा क जानकारी
िज ासु वृि का िवकास होता है । (लेखन )
● भावुक एवं संवेदनशील होते ह ।
● नैितक एवं मानवीय मू य को आ मसात कर पाएँगे
।

SDG- 15 – भूिम पर जीवन
2 मृित ● सं मरण िवधा क जानकारी ा करते ह अिभनय अपनी
● िविभ ितकू ल प रि थितय से जूझने का साहस बटोरते िविध, बा याव था क
ह। ो र कसी भी
● जीवन म खेल कू द का मह व जान पाते ह । िविध रोचक घटना
● िविवध बाल सुलभ या का आनंद ले पाते ह । का वणन
SDG- 15 – भूिम पर जीवन

3 क लू ● या ा वृ ांत िवधा क जानकारी ा करते ह । ा यान िविध ,
कु मार ● ि पुरा क भौगोिलक ि थित , सं कृ ित जनजाित ो र िविध अपने रा य के
क पयटन थल
आ द के बारे म जान पाते ह ।
उनाको का सिच
● सां कृ ितक धरोहर उनाकोटी के बारे म जान पाते
टी वणन (कोई
ह ।
पाँच)
SDG-16 – शांित, याय और सुदढ़ृ सं थान
4 मेरा ● आ मकथा को अिभ करने क शैली सीखते ह ।
छोटा - ● पु तकालय के ित झान बढ़ाते ह। अिभनय िविध, पु तक समी ा
सा िनजी ● पु तक का मह व जान पाते ह । ो र िविध
पु तकाल
य
20
SUBJECT - ODIA(013)
Prescribed Text Book:
୧. ସାହିତ ଧାରା–ନବମ େ ଣୀ କାଶକ –ମା ମିକ ଶି ା ପରି ଷଦ , ଓଡିଶା (୨୦୨୨)
୨. ମା ମି କବ ାକରଣ–- ନବମ େ ଣୀ କାଶକ – ମା ମିକ ଶି ା ପରିଷଦ , ଓଡିଶା (୨୦୨୨)
80 Marks 20 Marks Internal Assessment
Periodic Tests (5 Multiple Assessment 5 marks Portfolio 5 marks Subject Enrichment Activities
Marks) 5 Marks
3 Periodic Tests:-  Listening and Speaking  Organization – Neatness and

Whole Syllabus skills visual appeal  Quiz
Average marks of best
 Individual or Group work  Completion of guided work  Books & Authors Chart
2 Tests will be taken
 Class Room Activity, Field focused on specific curricular  Art Integrated Activities
for final submission of objectives
work
marks.  Audio Visual  Evidences of student’s growth
Representation  Inclusion of all relevant contents.
PA-I and PA-3 (2024-25)

(Full Marks-40)
BLUE PRINT OF QUESTION PAPER
Section Unit LA SA-II SA-I VSA (_1Nos.) TOTAL
(_2_nos) (__2 Nos.) (_3No.) ( _8_ NOS.)
Section A Reading 5x2 10

Section B Writing 6 6
3x1
Section C Grammar 6
3x1
1x5 3x2 3x1
Section D Literature 18
2x2
Marks 11 10 16 3 40
BLUE PRINT SUBJECT: ODIA
PA-II and Annual (2024-25)

(Full Marks-80)
BLUE PRINT OF QUESTION PAPER
Section Unit LA SA-II (__4_ SA-I (_4 VSA (_2Nos.) TOTAL
(_4_nos) Nos.) Nos.) ( _14_ NOS.)
Section A READING 5X2 10

1X6
Section B WRITING 12
1X6
3X1
3X1
Section C Grammar 10
2X1
2X1
1X5 3X2 10X1
Section D Literature 1X5 3X2 10X1 48
3X2
Marks 22 28 10 20 80
21
DESIGN OF QUESTION PAPER
PERIODIC ASSESSMENT-I ODIA(Time: 1 hr 30 mins)

FM: 40
SL.NO. DESCRIPTION
SECTION-A (10)
1 ଅଜଣା ଅନୁ େ ଦ (130-150 ଶ ମ େର) 5x2=10
SECTION-B (06)
2 ରଚନା 1x6=6
SECTION-C(06)
3 ସ ି- ର, ବ ନ ଓ ବିସଗ 3x1=3
4 ସମାସ- ତତ୍ ପୁରୁଷ 3x1=3
SECTION-D(18)
5 ସରଳାଥ 1x5=5
6 ସଂେ ପେର ଉ ର େଲଖ (ଗଦ ଓ ପଦ ) 3x2=6
7 MCQ (ଗଦ ଓ ପଦ ) 3x1=3
8 ଅତିରି ସାହିତ 2x2=4
PERIODIC ASSESMENT-II (2024-25) ODIA (Time: 3 Hrs.)

SL.NO. DESCRIPTION FM: 80
SECTION-A (10)
1 ଅଜଣା ଅନୁ େ ଦ (130-150 ଶ ମ େର) 5x2=10
SECTION-B (12)
2 ରଚନା 1x6=06
3 ଦରଖା (ଦା ରି କ) 1x6=06
SECTION-C (10)
4 ସ ି( ର,ବ ନ ଓ ବିସଗ) 3x1=3
5 ସମାସ(ତତ୍ ପୁରୁଷ, , ଗ
ି )ୁ 3x1=3
6 କୃଦ 2x1=2
7 ତ ିତ 2x1=2
SECTION- D (48)
8 ସରଳାଥ(ଗଦ ) 1x5=5
9 ସଂେ ପେର ଉ ର େଲଖ(ଗଦ ) 3x2=6
10 MCQ ( ଗଦ ) 10x1=10
11 ସରଳାଥ(ପଦ ) 1x5=5
12 ସଂେ ପେର ଉ ର େଲଖ(ପଦ ) 3x2=6
13 MCQ (ପଦ ) 10x1=10
PERIODIC ASSESSMENT-III (Time: 1 hr 30 mins)

SL.NO. DESCRIPTION FM: 40
SECTION-A (10)
1 ଅଜଣା ଅନୁ େ ଦ (130-150 ଶ ମ େର) 5x2=10
SECTION-B (06)
2 ଦରଖା (ଦା ରି କ) 6x1=6
SECTION-C(06)
3 ସ ି- ( ର, ବ ନ ଓ ବିସଗ) 3x1=3
4 ସମାସ- (କମଧାରୟ, ଅବ ୟୀଭାବ) 3x1=3
SECTION-D(18)
5 ସରଳାଥ 1x5=5
6 ସଂେ ପେର ଉ ର େଲଖ(ଗଦ ଓ ପଦ ) 3x2=6
7 MCQ (ଗଦ ଓ ପଦ ) 3x1=3
22
DETAIL SYLLABUS
Periodic Assessment-I Periodic Assessment- Periodic Assessment-III ANNUAL EXAM

(40 marks) II/HalfYearly (40 marks) (80 marks)
Time: 1 hr. 30 Mins (80 marks)Time: 3 Hrs Time: 1 hr. 30 Mins Time: 3 Hrs.
(24th July to 31st (18th September to 30th (1st December to 9th
nd
(2 week of February
July 2024) September 2024) December 2024) 2025)
ଅପଠିତ ଗଦ ାଂଶ ଅପଠିତ ଗଦ ାଂଶ ଅପଠିତ ଗଦ ାଂଶ ଅପଠିତ ଗଦ ାଂଶ
ରଚନା ରଚନା ଦରଖା ରଚନା
ବ ାକରଣ– ଦରଖା ବ ାକରଣ– ଦରଖା
କ)ସ ି- ର,ବ ନ ଓ ବ ାକରଣ– କ)ସ ି- ର,ବ ନ ଓ ବିସଗ ବ ାକରଣ–
ବିସଗ କ) ସ ି- ର,ବ ନ ଓ ବିସଗ ଖ)ସମାସ- କମଧାରୟ, ସମାସ- ବହୁ ୀହି
ଖ) ସମାସ- ତତ୍ ପୁରୁଷ ଖ) ସମାସ- ତତ୍ ପୁରୁଷ, , ିଗ ୁ ଅବ ୟୀଭାବ ପଦ -
ପଦ – ଗ) କୃଦ ପଦ - i)ପାଇକ ବଧୂର ଉଦ୍ .େବାଧନ
i)ବେ ଉ ଳ ଜନନୀ ଘ) ତ ିତ i)ମଣିଷ ଭାଇ ii) ମାଟିର ମଣିଷ
ii)କାହା ମୁଖ ଅନାଇ ବ ବ
ି ି ପଦ - ii)େଗାପ ୟାଣ ଗଦ -
ଗଦ – i)ବେ ଉ ଳ ଜନନୀ ଗଦ – i)ଶ ି ଓ ାନ
ଜାତୀୟ ଜୀବନ ii)କାହା ମୁଖ ଅନାଇ ବ ବ ି ି i) କୃତ ବ ୁ ଅତିରି ସାହିତ -
ଅତିରି ସାହିତ - iii)ପ ii)ସମୂହ ଦୃ ି i)ଦୂ ର ପାହାଡ
ବୁ ଢା ଶ ାରି iv)େହ େମାର କଲମ ଅତିରି ସାହିତ -
ଗଦ - i) ଲ ୀର ଅଭି ସାର
i)ଜାତୀୟ ଜୀବନ NB: Including PA-I, PA-II and
ii)ଭାଷା ଓ ଜାତୀୟତା PA-III Syllabus
iii)ବାମନର ହାତ ଓ ଆକାଶର ଚ
ଅତିରି ସାହିତ -
 ବୁ ଢା ଶ ାରି
 ପତାକା ଉେ ାଳନ
ଦଳେବେହରା
LEARNING OBJECTIVES
SL ସ ଶି ଣ ତ ାଶିତ ଫଳ (LEARNING OBJECTIVES)

NO
1 ବେ ଉ ଳ ଜନନୀ ଜାତୀୟତାବାଦୀ େଚତନା ଓ େଦଶା େବାଧ ଭାବନା ଛା ଛା ୀମାନ ମ େର ଜା ତ େହବ।
SDG-15
2 କାହା ମୁଖ ମା’ର େ ହ ସ କେର ଜାଣିେବ। ସ ୀତର ରାଗରାଗି ଣୀ ସ କେର ଜାଣିେବ।ସ ାନର ବିେ ଦ ମା’ପାଇ ଁ
ଅନାଇ ବ ବ ି ି ଆଶ ା ଆଣି େଦଇଥାଏ। ାଚୀନ ସାହିତ ବିଷୟେର ଅବଗତ େହେବ।
SDG-4
3 ପ ଏକା ତା ହିଁ ସଫଳତାର ଚାବିକାଠି। ତିକୂଳ ପରି ି ତିକୁ ଅନୁ କୂଳ ପରି ି ତିକୁ ବଦଳାଇବାର କଳାଶି ା
କରି େବ।ଜାତୀୟ ପୁ ପ ମେର େସୗ ଯ େବାଧ ସହିତ ଈ ରାନୁ ଭୂତିକୁ ଅନୁ ଭବ କରି ବା ଶିଖେବ।
SDG-4
4 ମଣିଷଭାଇ ମନୁ ଷ େହଉଛି ଅମୃତର ସ ାନ,ସୃ ି ର ଏକ ଅନବଦ ସୃ ି ଜାଣି ଛା ଅବ ାରୁ ଏହାକୁ ଅନୁ ସରଣ କରି ବା
ଶିଖେବ। ତିକୂଳ ପରି ି ତିେର ମାଟିର ମଣିଷ ‘ମଣିଷ’ ପରି ବ ବ ି ା ଶିଖେବ।ଅସ ବକୁ ସ ବ କରି ବାପାଇ ଁ
ୟାସ କରି େବ।ମୃତୁ କୁ ଭୟ କରି େବ ନାହିଁ ବରଂ କମକରି ମୃତୁ କୁ ହରାଇବାକୁ େଚ ାକରି େବ।
SDG-16
5 େଗାପ ୟାଣ ‘ମାନବ ଜୀବନ ନୁ ହଇ
ଁ େକବଳ ବଷମାସ ଦିନଦ ,କେମ ଜୀଏ ଁ ନର କମ ଏକାତା’ ର ଜୀବନର ମାନଦ ’ ଏକଥା
ଶିଖ ଆଗକୁ ବଢିବା ଶିଖେବ।ବୀର ଜୀବନେର ଥେର ମେର।ପୂଜ ପୂଜା ପର ରା ଓ ଜାତୀୟତା େବାଧେର
ଉ ୍ଵୁ େହବା ଶି ାକରି େବ।‘ମାନବ େସବାହିଁ ମାଧବେସବା’ଏହାକୁ ଉପଲ ି କରି େସବା ମେନାବୃ ି ରଖବା
ଶି ା କରି େବ।
SDG-16
23
6 େହ େମାର କଲମ ଅସି ଅେପ ା ମସି ଅତ ଶ ି ଶାଳୀ। ସୀମିତ ଶ ି ମ େର ସମାଜ ତଥା େଦଶକୁ ପରି ବ ନ କରି ବାର ଶ ି
କଲମ ପାଖେର ରହିଛି।କଲମ ଚିର ବି ବୀ ଓ େମୗନୀ ଅେଟ।ମନୁ ଷ ର ତିଟି ବାଧା ବି କୁ କଲମ ମା ମେର
ପରି ସଫ ୍ ୁ ଟନ କରି ବି ବର ବ ି ଳିତ କରି ଥାଏ।କଲମ ବାକ ବୀର ନୁ େହ,େସ
ଁ କମବୀର ଅେଟ ଏକଥା
ଜାଣିେବ
SDG-16
7 ପାଇକବଧୂର ଉେ ାଧନ ତ ାଳୀନ ଓଡ଼ିଶାର ସାମାଜିକ ଅବ ା ତି ସେଚତନ େହେବ। ପାଇକ ବଧୂର େଦଶା େବାଧ,ତ ାଗ,
େଦଶା େବାଧ୍, ନି ା ବିଷୟେର ଜାଣିେବ।
SDG-5
8 ମାଟିର ମଣିଷ ଶି ସଭ ତା ଭି ମଖ ୁ ୀ ମଣିଷ ମାଟି ମନ େହବା ଶିଖେବ।ମାଟିକୁ ଭଲପାଇେବ।
SDG-11
9 ଜାତୀୟ ଜୀବନ ଜାତୀୟ ଜୀବନ ଓ ମାନବର ବ ି ଗତ ଜୀବନ ମ େର ଥବା ସ କ ବିଷୟେର ଜାଣି ନିଜକୁ ଜାତୀୟତା
େ ାତେର ସାମି ଲ କରି େବ।
SDG-4,16
10 ଭାଷା ଓ ଜାତୀୟତା ଜାତୀୟ ଭାବ ଉେ କେର ଭାଷାର ଭୂମି କା ଗୁରୁ ସ କେର ଜାଣି ଭାଷାର ଏକତା କିପରି ଭାବର ଏକତା
କରି ବାେର ସହାୟକ ତାହା ଜାଣି ଜୀବନ େ େର ଆେଗଇେବ।
SDG-17
11 ବାମନର ହାତ ଓ ଆକାଶର ପୂବର ଶି ା ପ ତି ବିଷୟେର ଜାଣିେବ। େଚ ା ଏକା ତା ବଳେର ଅସା କୁ ମ ସାଧନ କରି େହବ ଏହାଶି ା
ଚ କରି େବ।
SDG-1,2
12 କୃତବ ୁ କୃତ ବ ୁ ର ସଂ ା ବିଷୟେର ଜାଣିେବ। ‘ଭଗବାନ ହିଁ କୃତବ ୁ ’ ଏ ବିଷୟେର ଜାଣିେବ। ଅ କୃତ ବ ୁ ଠାରୁ
ସବଦା ଦୂ ରେର ରହିେବ।
SDG-17
13 ସମୂହଦୃ ି େଯ େକୗଣସି ବିଚାର ଧାରା ବା େଯାଜନାକୁ ସମୂହଦୃ ି େର ରଖ କାଯ କରାଗେଲ ତାର ସୁଫଳ ସମ ସମାଜ
ଲାଭ କରି ଥାଏ େବାଲି ଜାଣିେବ।କମ େଯାଗ ବିଷୟେର ଜାଣିେବ।
SDG-9,12
14 ଶ ି ଓ ାନ ଦୁ ବଳ ଉପେର ସବଳର ଅତ ାଚାର େକବଳ ପଶୁପ ୀ ଜଗତେର ନୁ େହ,ବରଂ ଁ ମନୁ ଷ ସମାଜ େ େର ମ
େଦଖଯାଏ।ପାଶବିକ
ଶ ି କୁ ମନୁ ଷ ଭୟେର େହଉବା ଭ ି େର େହଉ ସ ାନ ଦଶନ କରି ଥାଏ ତାହା ଜାଣିେବ।ଶ ି ଓ ାନର
ସମ ୟେର ମାନବ ଜୀବନେର ଯଶ ା ି େହବା ସହ ରା ର ବିକାଶ ସ ବଏହା ହୃ ଦେବାଧ କରି ପାରି େବ।
SDG-10
15 ବୁ ଢାଶ ାରି ର ର ସ କ ନଥାଇ ମ କିପରି ଅନାବିଳ ବା ଲ େ ମର ମହାନତା ଦଶନ କରି େହବ ତାହା ଶି ା କରି
ଜୀବନେର ଆଗକୁ ବଢିେବ।ଗ ଲି ଖନର
େଶଳୀଅବଲ ନେରଗ େଲଖବାଶି ାକରି େବ।ବିଭି ରସସ କେରଜାଣିେବ।
SDG-4
16 ପତାକା ଉେ ାଳନ ାଧୀନତା ମଣିଷର ଜ ଗତ ଅଧକାର–ଏହି ଉ ି କୁ ଉପଲ ି କରି େବ। ାଧୀନ େଚତା େହେବ।େଦଶକୁ
ଭଲପାଇେବ।େଦଶପାଇ ଁ ାେଣା ଗ କରି ବାକୁ ପଛାଇେବ ନାହି।ଁ ମାଓ ମାତୃ ଭୂମି ର େସବାକରି ବାକୁ ଆଗଭର
େହେବ।
SDG-16,17
17 ଲ ୀର େଛାଟ ପି ଲାର ସରଳ ବି ାସର ପରି ଚୟ ପାଇେବ।ଅକୃ ିମ ମମତା ାରା ପି ଲାମାନ ର ହୃ ଦୟକୁ
ଅଭି ସାର ଜିଣହ ି ୁ ଏ।ବୃ ଥା ଭୟ ପି ଲାମାନ ମନେର ଆଣିବା ଉଚିତ ନୁ େହ।ସମାଜେର
ଁ ବାସକରୁଥବା ଲା ଆ ୁ ମିଛୁଆ
ବିଷୟେର ଜାଣିେବ।େଲଖକ ବିଷୟେର ଜାଣିବା ସହିତ ବିଭି ପୁର ାର/ସ ାନବିଷୟେରଅବଗତେହେବ।
SDG-4
ଦଳେବେହରା ସଂ ାମୀ ମଣିଷ ବିଷୟେର ଜାଣି େସମାନ ର ବଳିଦାନ ବିଷୟେର ଜାଣିେବ। ାଥ ତ ାଗ ହିଁ ମଣିଷକୁ ଜୀବ
18 କରି ରେଖ–ଏହାଶି ା କରି େବ।
SDG-16
19 ଦୂ ରପାହାଡ଼ ଦୂ ରକୁ ପବତ ସୁଂଦର।ଚଳ ି ସମାଜର ଅନୁ କରଣ ି ୟତା ଓ େଦଖାଣିଆ ଭାବକୁ ଜାଣିେବ।ଲଳିତବ ଓ
ସାମାଜିକ ସଂ ାର ବିଷୟେର ଜାଣିେବ।
SDG-4
24
SANSKRIT (COMMUNICATIVE) CODE -119
PRESCRIBED BOOKS:
1. मिणका ( थमोभागः ) पा पु कम् (CBSE PUBLICATION)
2. मिणका-अ ासपु कम् ( थमोभागः ) (CBSE PUBLICATION)
REFERENCE BOOK:
सर ती-मिणका-सं ृत ाकरण (क ा-नवमी)(SARASVATI PUBLISHING HOUSE)
ASSESSMENT STRUCTURE 2024-2025

80 Marks 20 Marks Internal Assessment
Written Test 5 Multiple Assessment 5 Portfolio Subject Enrichment

marks marks 5 marks Activities
5 Marks
Whole Quiz, Oral Test, Visual Class Work,
Syllabus Expression, Peer Assessment, Listening Skill, Speaking
Based on PA Art Integration Project Self-Assessment Skill, Writing Skill,
syllabus Reading Skill Achievements of Art Integrated Activity.
students in the
subject etc.
INTERNAL ASSESSMENT (20 Marks)
PeriodicAssessment – I PeriodicAssessment – II PeriodicAssessment –III

Pen & Paper Test (40 Marks) Pen & Paper Test (80 Marks) Pen & Paper Test (40 Marks)
40 Marksto be reduced to 5 Marks 80 Marks to be reduced to 5 Marks 40 Marksto be reduced to 5 Marks
Multiple Assessment Multiple Assessment Multiple Assessment
Reading Skill : (Quiz Test)(5 Marks) Writing Skill- (5 Marks) (Art Integrated Project):(5Marks)
अिववेकः परमापदां पदम्- स े ताधा रतम् -कथाले खनम् ओडशा-पंजाब-का कलायाः तु लना कम्
Rubrics:- Rubrics:- अ यनम् (कवयािम वयािम यािम-
1.Presentation 1 1. Correct Response 1 पाठाधा रतम् )
2. Pronunciation 1 2. Logical sequence 1 Rubrics:-
3. Clarity 1 3. Grammatical Accuracy 1 1. Content 1
4.Intonation 1 4. Handwriting 1 2. Organization 1
5.Time Management 1 5. Time management 1 3. Neatness 1
4. Grammatical correctness 1
5.Timely Submission 1
Subject Enrichment Activity Subject Enrichment Activity Subject Enrichment Activity
Speaking Skill : (Oral Test) -5 Marks) (Art Integrated Activity) (5 Marks) Listening Skill-(5 Marks)
पाथेयम्- स रगायनम् िच सिहतं धातु पािण –(Pictorial ( वणकायम् )
Rubrics:- Presentation of 20 verbs ) Rubrics:-
1 Presentation 1 Rubrics:- 1.Correct Response 1
2.Pronunciation 1 1. Content 1 2.Understanding 1
3.Intonation 1 2. Creativity 1 3.Attentiveness 1
4. Grammatical Accuracy 1 3.Organization 1 4.Grammatical Accuracy 1
5.Time Management 1 4.Co-ordinations 1 5.Time management 1
5. Time Management 1
25
कार: ानां सं ा िवभाग-सं ा ित अ भार: आह ा ा:
ब िवक ा का: 1 अ ा: (MCQ) 3+4+4+4+3+4=22 6 1 22

अित-लघु -उ रा का:½ (VSA-I) 2+2+2=6 3 1/2 3
अित-लघु -उ रा का 1 अ ाः (VSA-II) 2=2 1 1 2
िनब ा का: 1/2 (LA) 10+10+4+8=32 4 1/2 16
(र ान-पुितमा मेन)
दीघ रा का: 1 अ ाः (LA) 5+2+2+2+5=16 5 1 16
दीघ रा का: 2 अ ाः (LA) 2=2 1 2 4
अित-लघु -उ रा का½ अ ा (SA) 4+4+4=12 3 1/2 6

अित-लघु -उ रा का 1 अ ा: (SA) 2+2+2+1+4=11 5 1 11
आह या का: 80
Design of Question Paper of Periodic Assessment- I (40 Marks)
No. of Marks per Total No. of

No. of Questions (11)
Question Marks (40)
क-भागः
अपिठतावबोधनम्
Q. NO.1. Ekapadena (VSA) 2 Qns ½x 2 = 1
PoornaVaakyena (LA ) 1Qn 1x1=1
Title (SA ) 1Qn 1 x 1 =1 5अ ाः
BhaashikaKaaryam (MCQ) 2 Qns 1x2=2
ख-भागः
रचना ककायम्
Q. NO. 2. PatraLekhanam(10 Blanks) (LA) 10 Qns ½ x 10=5 5 अ ाः
ग-भागः
अनु यु ाकरणम्
Q. NO. 3. Uchharanasthanam (SA) 2 Qns ½x2=1
Q. NO. 4. Sandhi (SA) 3 Qns 1x3=3
Q. NO. 5. Shabdaroopani (MCQ) 4 Qns 1x4=4 15 अ ाः
Q. NO.6. Dhaturoopani (MCQ) 4 Qns 1x4=4
Q. NO. 7. Avyayani(SA)3 Qns 1x3=3
घ-भागः
पिठतावबोधनम्
Q.NO.8.Gadyaamshah–Ekapadena (VSA) 2 Qns ½x2=1
PoornaVaakyena (LA) 2 Qns 1x2=2
BhaashikaKaaryam (SA) 2 Qns 1x2=2
Q. NO.9. Padyaamshah–Ekapadena (VSA) 2 Qns ½x2=1
15 अ ाः
Q. NO.10.ShlokaAnvayah(4 Blanks) (LA) 2 Qns ½x4=2
Q. NO.11.Prasanganusaram Arthachayanam (MCQ) 3 Qns 1x3=3
स ूणा ाः - 40 अ ाः
26
Design of Question Paper for Periodic Assessment- II and Annual (80 Marks)
No. of Marks per Total No. of

Question Marks (80)
क-भागः (अपिठतावबोधनम् )
Q. NO.1. Ekapadena (VSA) 2 Qns 1x2=2
PoornaVaakyena (LA ) 2Qns 2x2=4
10 Marks
Title (SA )1Qn 1 x 1= 1
BhaashikaKaaryam (MCQ) 3Qns 1x3=3
ख-भागः (रचना ककायम् )
Q. NO. 2. PatraLekhanam(10 Blanks)(LA) 10 Qns ½ x 10=5
Q. NO. 3. ChitraVarnanam/AnuchhedaLekhanam
15 Marks
(5 sentences to write) (LA) 5 Qns 1 x 5 =5
Q.NO. 4. Samvadapurtih/Kathapurtih(LA) 10 Qns ½ x 10=5
ग-भागः (अनु यु ाकरणम् )
Q. NO. 5. Uchharanasthanam (SA) 4 Qns ½x4=2
Q. NO. 6. Sandhi (SA) 4 Qns 1x4=4
Q. NO. 7. Karakaupapada-Bibhakti (MCQ) 4 Qns 1x4=4
Q. NO .8. Shabdaroopani (MCQ) 4 Qns 1x4=4
25 Marks
Q. NO. 9. Dhaturoopani (MCQ) 4 Qns 1x4=4
Q. NO. 10. Pratyaya (MCQ) 3 Qns 1x3=3
Q. NO. 11. Avyayani (SA) 4 Qns ½x4=2
Q. NO. 12.Sankhyaah (SA) 4 Qns ½x4=2
घ-भागः (पिठतावबोधनम् )
Q. NO.14.Padyaamshah–Ekapadena (VSA) 2 Qns ½x2=1
Q.NO.15.Natyamshah––Ekapadena (VSA) 2 Qns ½x2=1
30 Marks
Q. NO.16. PrashnaNirmaanam (LA) 5Qns 1x5=5
Q. NO.17.Anvayah/Bhaavaarthah (4 Blanks) (LA) 4 Qns ½x4=2
Q. NO.18. Prasangaanusaaram ArthaChayanam (LA) 8 Qns ½x8=4
Q. N. 19. Pathadharita-Kathapurtih (MCQ) 4Qns 1x4=4
स ूणा ाः -80अ ाः
Design of Question Paper-Periodic Assessment- III (40 Marks)
No. of Marks per Total No. of Marks

Question (40)
क-भागः (अपिठतावबोधनम् )
Q. NO.1. Ekapadena (VSA) 2 Qns ½x 2 = 1

PoornaVaakyena (LA ) 1Qn 1x1=1
Title (SA ) 1Qn 1 x 1 =1 5अ ाः
BhaashikaKaaryam (MCQ) 2 Qns 1x2=2
ख-भागः (रचना ककायम् )
Q. NO. 2. Samvadapurtih/Kathapurtih(LA) 10 Qns ½ x 10=5 5 अ ाः
27
ग-भागः (अनु यु ाकरणम् )
Q. NO. 3. Sandhi (SA) 3Qns 1x3=3
Q. NO. 4. Karakaupapada-Bibhakti (MCQ) 3 Qns 1x3=3
Q. NO. 5. Shabdaroopani (MCQ) 4 Qns 1x4=4 15 अ ाः
Q. NO. 6. Dhaturoopani (MCQ) 4 Qns 1x4=4
Q. NO. 7. Sankhyaah (SA) 2 Qns ½x2=1
घ-भागः (पिठतावबोधनम् )
Q. NO.9. Padyaamshah–Ekapadena (VSA) 2 Qns ½x2=1
15 अ ाः
Q.NO.10. PrashnaNirmaanam (LA) 2 Qns 1 x2 = 2
Q. NO.11.Prasanganusaram Arthachayanam (MCQ) 3 Qns 1x3=3
DETAIL SYLLABUS
Periodic Assessment – I Periodic Assessment – II Periodic Assessment – III Annual Examination
(22July-27 July2024) (17 September - (25 November - (2nd Week of February 2025)
(40 Marks) 27September 2024) 30 November 2024) (80 Marks)
Time:1 ½ Hrs. (80 Marks) (40 Marks) Time -3 Hrs.
Time 3 Hrs. Time 1 ½ Hrs.
क-भागः क-भागः क-भागः क-भागः
अपिठतावबोधनम् अपिठतावबोधनम् अपिठतावबोधनम् अपिठतावबोधनम्
एकः अपिठतग ां शः एकः अपिठतग ां शः एकः अपिठतग ांशः एकः अपिठतग ांशः
1.(40 –50 श प रिमतः ) 1.(80 –100 श प रिमतः ) 1.(40 –50 श प रिमतः ) 1.(80 –100 श प रिमतः )
•एकपदे न पूणवा े न च •एकपदे न पूणवा े न च •एकपदे न पूणवा े न च •एकपदे न पूणवा े न च अवबोधना कं
अवबोधना कं कायम् अवबोधना कं कायम् अवबोधना कं कायम् कायम्
•शीषकलेखनम् •शीषकलेखनम् •शीषकलेखनम् • शीषकलेखनम्
•अनु े दाधा रतं भािषकं •अनु े दाधा रतं भािषकं कायम् •अनु े दाधा रतं भािषकं • अनु े दाधा रतं भािषकं कायम्
कायम् भािषककायाय त ािन- कायम् • भािषककायाय त ािन-
भािषककायाय त ािन- (वा े कतृ -ि या- पदचयनम् , भािषककायाय त ािन- (वा े कतृ -ि या- पदचयनम् , िवशेषण-
(वा े कतृ -ि या- िवशेषण-िवशे चयनम् ,पयाय- (वा े कतृ -ि या- िवशे चयनम् ,पयाय-िवलोमपद-चयनम्)
पदचयनम्, िवशेषण- िवलोमपद-चयनम् ) पदचयनम् , िवशे षण- ख-भागः
िवशे चयनम् ,पयाय- ख-भागः िवशे चयनम् ,पयाय- रचना ककायम्
िवलोमपद-चयनम् ) रचना ककायम् िवलोमपद-चयनम्) 2.प ले खनम् -(म जू षायाः सहायतया पूण
ख-भागः 2.प ले खनम् -(म जू षायाः ख-भागः प ं लेखनीयम् )-
रचना ककायम् सहायतया पूण प ं लेखनीयम्)- रचना ककायम् (स े ताधा रतम् औपचा रकम् अथवा
2. प लेखनम् - (स े ताधा रतम् औपचा रकम् 2.संवादपूि ः / कथापूितः अनौपचा रकम् )
(म जूषायाः सहायतयापूण अथवा अनौपचा रकम् ) ( म जूषायाः सहायतया 3.िच वणनम् /अनु े दले खनम् -
प ं लेखनीयम् )- 3.िच वणनम् /अनु े दलेखनम्- र ानपूितमा मेन (म जू षायाः सहायतया िच वणनम्
(स े ताधा रतम् (म जू षायाः सहायतया िच वणनम् पूणः संवादः /कथा अनु े दलेखनं वा करणीयम्)
औपचा रकम् अथवा अनु े दलेखनं वा करणीयम् ) लेखनीया) 4.सं वादपूि ः / कथापूितः
अनौपचा रकम् ) 4.सं वादपूि ः / कथापूितः ग-भागः ( म जूषायाः सहायतया
ग-भागः ( म जू षायाः सहायतया अनु यु ाकरणम् र ानपूितमा मे न पू णः
अनु यु ाकरणम् र ानपूितमा मे न पू णः (मिणकापु क-आधा रतम्) संवादः /कथा ले खनीया)
(मिणकापु क- सं वादः /कथा ले खनीया) 3.स कायम् ग-भागः
आधा रतम् ) ग-भागः a) रस ः - (यण् , अनु यु ाकरणम्
3.उ ारण ानम् अनु यु ाकरणम् अयािद) (मिणकापु क-आधा रतम् )
4. स कायम् (मिणकापु क-आधा रतम् ) b) िवसगस ः -( श म् , 5.उ ारण ानम्
a) रस ः -(दीघः , गु णः ) 5.उ ारण ानम् ष म् , स म्) 6.स कायम्
b) नस ः - 6.स कायम् 4.कारक- a) रस ः -(दीघः , गु णः , बृ , यण्
28
(वग य थमवण a) रस ः -(दीघः , गु णः , बृ ) उपपदिवभ यः ,अयािद)
तृ तीयवण प रव नम्) b) नस ः - प मी- िवना , बिहः , भी , b) नस ः -
5.श पािण (वग य थमवण तृ तीयवण र ् (वग य थमवण तृ तीयवण प रव नम् , ‘
अ कारा पुँिल श ाः प रव नम् ) ष ी- उप र , अधः , पुरतः , म् ’ ाने अनु ारः )
(बालकवत्) c)िवसगस ः -(उ म्) पृ तः , वामतः , दि णतः c) िवसगस ः -(उ म् , श म् , ष म् ,
इ कारा पुँिल श ाः 7.कारक-उपपदिवभ यः स मी- ि ह् , िव स् , स म्)
(किववत्) ि तीया- प रतः , समया/ िनकषा , िनपुण , कुशल 7.कारक-उपपदिवभ यः
आ कारा ीिल श ाः ित , िवना , उभयतः ि तीया- प रतः , समया/ िनकषा , ित ,
(लतावत्) तृतीया- सह/ समम् / साधम् , िवना 5.श पािण िवना , उभयतः
अ , अलम् ,हीन हल ः - भवत् तृतीया- सह/ समम् / साधम् , िवना , अलम्
कारा नपुं सकिल श ाः चतु थ - च् , दा(य ् ) , नमः , कुप् , ई कारा ीिल श ाः ,हीन
(फलवत् ) अलम् ( साम ) (नदीवत्) चतु थ - च् , दा(य ् ) , नमः , कुप् , अलम्(
सवनामश ाः 8. श पािण सवनामश ाः साम )
(अ द् & यु द् ) अ कारा पुँिल श ाः -अ द् , यु द् , तद् , प मी- िवना , बिहः , भी , र ्
6. धातु पािण- (बालकवत् ) िकम् - (ि षु िल े षु ) ष ी- उप र , अधः , पुरतः , पृ तः , वामतः
(पर ैपिदनः ) भू , गम् , इ कारा पुँिल श ाः (किववत्) 6.धातु पािण- , दि णतः
नम् , नी, अस् , कृ उ कारा पुँिल श ाः (साधुवत्) (पर ैपिदनः ) -अस् , ा , स मी- ि ह् , िव स् , िनपुण , कुशल
(प लकारे षु ) आ कारा ीिल श ाः ाल् , नी (प लकारे षु ) 8.श पािण
7. अ यािन (लतावत्) (आ नेपिदनः )- लभ् , अ कारा पुँिल श ाः
 ानबोधकािन ई कारा ीिल श ाः (नदीवत्) च् (बालकवत्)
अ ,त ,अ , सव , अ कारा नपुं सकिल श ाः (लट् -लृ ट् लकारयोः ) इ कारा पुँिल श ाः
य , एक , उभय (फलवत्) 7.सङ् ा- (किववत्)
घ-भागः सवनामश ाः - अ द् , यु द् , (1-4 केवलं थमा- उ कारा पुँिल श ाः
पिठतावबोधनम् तद् , िकम् - (ि षु िल े षु ) िवभ ौ) (साधुवत्)
8.ग ांशः –(ग ां शम् 9.धातु पािण- हल ः - भवत्
अिधकृ अवबोधना कं (पर ैपिदनः ) भू , गम् , नम् ,अस् आ कारा ीिल श ाः
कायम्) , ् , कृ , ा , ाल् , नी (लतावत् )
•एकपदे न पूणवा े न च (प लकारे षु ) ई कारा ीिल श ाः
ो रािण) (आ ने पिदनः ) से व् घ-भागः (नदीवत्)
•भािषककायम् (लट् -लृ ट् लकारयोः ) पिठतावबोधनम् अ कारा नपुंसकिल श ाः
(भािषककायाय 10. याः 8. ग ांशः – (फलवत् )
त ािन)- ा , तु मुन् , प् , शतृ (ग ां शम् अिधकृ सवनामश ाः -अ द् ,यु द् ,
(वा े कतृ -ि या- 11.अ यािन अवबोधना कं कायम्) तद् ,िकम् -(ि षु िल े षु )
पदचयनम्, िवशेषण-  ानबोधकािन • एकपदे न पूणवा े न च 9.धातु पािण-
िवशे चयनम् , पयाय- अ ,त ,अ , सव , य , ो रािण) (पर ैपिदनः ) भू , गम् , नम् ,अस् , ,
िवलोमपद-चयनम्) एक , उभय • भािषककायम् कृ , ा , ाल् , नी
9.प ां शः -–(प ां शम्  कालबोधकािन
(भािषककायाय त ािन)- (प लकारे षु )
अिधकृ अवबोधना कं यदा , तदा , सवदा , एकदा , पु रा ,
(वा े कतृ -ि या- (आ नेपिदनः ) से व् , लभ् , च्
कायम्) अधु ना , अ , ः , ः
पदचयनम्, िवशेषण- (लट् -लृ ट् लकारयोः )
• एकपदे न पूणवा े न च  बोधकािन
िवशे चयनम् , पयाय- 10. याः
ो रािण) िकम् , कु , कित , कदा , कुतः ,
िवलोमपद-चयनम्) ा , तुमुन् , प् , शतृ
• भािषककायम् कथम् , िकमथम्
9.प ांशः - 11.अ यािन
(भािषककायाय 12.सङ् ा-1-100(1-4 केवलं
(प ां शम् अिधकृ  ानबोधकािन
त ािन)- थमा-िवभ ौ)
अवबोधना कं कायम्) अ ,त ,अ , सव , य , एक ,
(वा े कतृ -ि या- घ-भागः
• एकपदे न पूणवा े न च उभय
पदचयनम्, िवशेषण- पिठतावबोधनम्  कालबोधकािन
ो रािण)
िवशे चयनम् , पयाय- 13. ग ां शः –(ग ां शम् अिधकृ यदा , तदा , सवदा , एकदा , पुरा , अधु ना ,
• भािषककायम्
िवलोमपद-चयनम्) अवबोधना कं कायम्) अ , ः , ः
(भािषककायाय त ािन)-
10. ोका यः - •एकपदे न पूणवा े न च  बोधकािन
(वा े कतृ -ि या-
(एक ोक अ यः ) ो रािण) िकम् , कु , कित , कदा , कुतः , कथम् ,
पदचयनम्, िवशेषण-
(म जूषायाः सहायतया •भािषककायम् िकमथम्
िवशे चयनम् , पयाय-
पूणः अ यः ले खनीयः ) (भािषककायाय त ािन)- अ ािन
िवलोमपद-चयनम्)
11. स ानुसारम् (वा े कतृ -ि या-पदचयनम् , च , अिप , यिद , तिह , यथा , तथा , स क्
10.वा ेषु रे खाि तपदािन
29
अथचयनम् - िवशेषण-िवशे चयनम् , पयाय- अिधकृ उिचत िनमाणम् , एव
(पाठान् आधृ िवलोमपद-चयनम्) 11. स ानुसारम् 12.सङ् ा-1-100(1-4 केवलं थमा-
ब िवक ा काः ाः ) 14.प ां शः - (प ां शम् अिधकृ अथचयनम् िवभ ौ)
पा िवषयाः - अवबोधना कं कायम्) (पाठान् आधृ घ-भागः
1.Ch.1-(अिववेकः परमापदां •एकपदे न पूणवा े न च ब िवक ा काः ाः ) पिठतावबोधनम्
पदम् ) ो रािण) पा िवषयाः - 13. ग ां शः –(ग ां शम् अिधकृ
2.Ch.2-(पाथेयम्) •भािषककायम् 5.Ch.5-(कमणा याित अवबोधना कं कायम्)
संिस म् )
(भािषककायाय त ािन)- •एकपदे न पूणवा े न च ो रािण)
6.Ch.6-(तत् म् अिस)
(वा े कतृ -ि या- पदचयनम्, •भािषककायम्
7.Ch.7-(तरवे नमोऽ ु)
िवशेषण-िवशे चयनम् , पयाय- 8.Ch.8-(न धमवृ े षु वयः (भािषककायाय त ािन)-
िवलोमपद-चयनम्) समी ते) (वा े कतृ -ि या- पदचयनम्, िवशेषण-
15.ना ां शः - (ना ां शम् िवशे चयनम् , पयाय-िवलोमपद-चयनम्)
अिधकृ अवबोधना कं कायम्) 14.प ां शः -(प ां शम् अिधकृ
•एकपदे न पूणवा े न च अवबोधना कं कायम्)
ो रािण) •एकपदे न पूणवा े न च ो रािण)
•भािषककायम् •भािषककायम्
(भािषककायाय त ािन)- (भािषककायाय त ािन)-
(वा े कतृ -ि या- पदचयनम्, (वा े कतृ -ि या- पदचयनम्, िवशेषण-
िवशेषण-िवशे चयनम् , पयाय- िवशे चयनम् , पयाय-िवलोमपद-चयनम्)
िवलोमपद-चयनम्) 15.ना ां शः -(ना ां शम् अिधकृ
16.वा ेषु रे खाि तपदािन अवबोधना कं कायम्)
अिधकृ उिचत िनमाणम् - • एकपदे न पूणवा े न च ो रािण)
17. ोका यः - • भािषककायम्
(एक ोक अ यः ) (भािषककायाय त ािन)-
(म जू षायाः सहायतया र ान- (वा े कतृ -ि या- पदचयनम्, िवशेषण-
पूितमा मे न पूणः अ यः िवशे चयनम् , पयाय-िवलोमपद-चयनम्)
लेखनीयः ) 16.वा ेषु रे खाि तपदािन अिधकृ
18.पाठाधा रत-कथापूितः - उिचत िनमाणम् -
(म जू षापदसहायतया 17. ोका यः -
र ानपूितः ) (एक ोक अ यः )
19. स ानुसारम् अथचयनम् - (म जू षायाः सहायतया र ान-
(पाठान् आधृ ब िवक ा काः पूितमा मे न पूणः अ यः ले खनीयः )
ाः ) 18.पाठाधा रत-कथापूितः -
पा िवषयाः - (म जू षापदसहायतया र ानपू ितः )
1.Ch.1-(अिववेकः परमापदां पदम् ) 19. स ानुसारम् अथचयनम्
2.Ch.2- (पाथे यम्) (पाठान् आधृ ब िवक ा काः ाः )
3. Ch.3- (िवजयतां दे शः ) पा िवषयाः -
4.Ch.4- (िव या भा सद् गु णाः ) 1.Ch.1-(अिववेकः परमापदां पदम् )
2.Ch.2-(पाथेयम्)
3.Ch.3-(िवजयतां दे शः )
4.Ch.4-(िव या भा सद् गुणाः )
5.Ch.5-(कमणा याित संिस म् )
6.Ch.6-(तत् म् अिस)
7.Ch.7-(तरवे नमोऽ ु)
8.Ch.8-(न धमवृ े षु वयः समी ते)
9.Ch.9-(कवयािम वयािम यािम)
10.Ch.10-(भारतीयं िव ानम् )
केवलम् आ रकमू ा नाय
11.Ch.11- भारतेना मे जीवनम्
केवलम् आ रकमू ा नाय
30
अवधेयम् -
अनु यु ाकरण अं शानां चयनं यथास वं ‘ मिणका- थमो भागः ’इित पा पु का रणीयम्। यिद ततः न स वित तिह‘ मिणका-
अ ासपु कम् - थमो भागः ’इ ात् कतु श म् ।
NAME OF LEARNING OBJECTIVES PEDAGOGICAL ACTIVITIES TO

THE PROCESS ACHIEVE THE
CHAPTER/ LEARNING OBJECTIVES
TOPIC
Chapter-1  कायािण िविच करणीयम् न तु  य क / सामूिहक पेण • रस : काय मः
अिववे कः सहसा इित छा ाः जान I िव ािथनां कृते अवसरः ो ाहनः च • स ानुसारं िच वणनम्
परमापदां दात ः I
 ि मि यमाण रसं कालः
पदम्
िपबित इित छा ाः जान I  िश णि यायां आिध े न छा ाणां
 िव ािथनः सरलसं ृ त- सहभािगता यथा
भाषया क ोपयोिगिन वा ािन ● िच कथामा ेमेन पाठनीयम्।
व ुं समथाः स I
 ज वः कदािप ाथपराः नभव
I
 स दः तं पु षमेव वृ
यः िविच काय कुव I
SDG -4 –QUALITY EDUCATION
SDG - 10 –
Chapter-2 ●छा ाः सं ृ त ोकान् • किवता- ोकािदनां पाठनं ● ोक धाकाय मः ।
पाथे यम् उिचतबलाघातपूवकं छ ानु गुणं च छ ानु सारे ण ● ोकानु सारं िच करणम्
उ ारय I स रवाचनं करणीयम्।
●छा ाः ोका यं कतु समथाः स । • ख ा य/ द ा यिविधना
●स ु षः समृ ौ अनु ताः भव । ोकानाम् अ यः करणीयः ।
SDG -4 –QUALITY • ा ानिविधना िवषय ा ा
EDUCATION करणीया
Chapter-3 ● सदै व दे श ेमी भिवत म् इित • कथा-नाटकािदनां पाठनं यथास वं ●समूहालोचनम्
िवजयतां छा ाः जान िविधना ●िवषयानुसारं लघुकथा
दे शः ● दे श कृते ागं करणीयम् इित एव पाठनीयम्। लेखनीय।
छा ाणां ानं भवित। • अिभनयमा मे न पाठनीयम्।
●छा ाः महाराणा ताप आदशतां
अनुकुव ।
● सं ृ तना ाशां नां स ादानां च
उिचतो ारणं कुव I
SDG - 15 –LIFE ON LAND
SDG - 8 –DECENT WORK AND
ECONOMIC GROWTH
Chapter- 4 ●छा ाः िव ायाः मह ं ातुं • किवता- ोकािदनां पाठनं ●श ीडाकाय मः ।
िव या भा श ुव । छ ानु सारे ण ● स ानु सारं ोकसं हः ।
सद् गु णाः ● सु कुमारबु -चपल-बालाः स रवाचनं करणीयम् ।
तदु सं ारान् उ ादियतुं समथाः •ख ा य/द ा यिविधना ोकानाम्
स । अ यः करणीयः ।
●छा ा नीितशा ािण ातुं पारय । • ा ानिविधना िवषय ा ा
● छा ाः ोका यं कतु समथाः करणीया।
स ।
● बाला: पशुपि णां मनोर कािभः
31
ेरणा दािभः च कयािभः
जीवनशै ली प रवतय ।
SDG -4 –QUALITY
EDUCATION
Chapter-5 • छा ाः कमिण एवं िव िस । • वा योगिविधना श कािठ ं • रस : काय मः ।
कमणा याित • वृ ि ः धमः इित म ते । दू रीकरणम् । ● कमणः उप र दशवा ािन
संिस म् • नारीणां कृते भतु ः से वा उ मा इित • िश णसमये अ ापकः क ायां व ािन।
छा ाः जान । सरलसं ृ तं
वहरे त् ।
SDG - 1 –NO POVERTY • ा ानिविधना िवषय ा ा
करणीया।
Chapter-6 ● छा ाः उपिनषदां मह ं जान I ● िश णि यायां आिध े न छा ाणां ●वे दानाम् उप र
तत् म् ●कथं लौिककोदाहरणे न सरलतया सहभािगता यथा ा शं वातावरणं ो रीकाय मः ।
अिस आ त रह ं उद् घािटतं भवित, करणीयम्। ● िवषयानुसारं िच करणम् |
ति षये छा ाः ातुं पारय । ● ा ानिविधना िवषय ा ा
●छा ाणां वटवृ िवषये स ानं करणीया।
भवित।
SDG -4 –QUALITY EDUCATION
Chapter-7 ●छा ाणां अनेकवृ ाणां िवषये • वा योगिविधना श कािठ ं ● ोकानुसारं िच करणम् ।
तरवे नमः स ानं भवित। दू रीकरणम् ● ोक धा काय मः
अ ु ●वृ ाणां से वा कदािप था न भवित। • िश णसमये अ ापक क ायां
●छा ा: वृ ारोपणं कतु भव । सरलसं ृ तम् वहरे त् ।
●परोपकाराय पु ाय पापाय •ख ा य/द ा यिविधना ोकानाम्
परपीडनाय इित िव ािथनः अ यः करणीयः ।
अनुभव । • ा ानिविधना िवषय ा ा
●छा ा: नीितशा ािण ातुं पारय । करणीया।
●छा ाः ोका यं कतु समथाः
स ।
SDG - 3–GOOD HELATH AND WELL
BEING
Chapter-8 ●छा ाः पुराणिवषये ातुं समथाः • कथा-नाटकािदनां पाठनं यथास वं • छा ाः अिभनयं कुव I
न धम ु े षु स । िविधना एव पाठनीयम्। • समूहालोचनम्
वयः ● धमवृ े षुवयः न समी ते इित • अिभनयमा मे न पाठनीयम्।
समी ते छा ाणां ानं भवित। • वा योगिविधना श कािठ ं
●शरीरापे या आ नः उप र अवधानं दू रीकरणम् ।
दात म् ।
●िम ा ानगिवता तापे यािवशे
ष ान यु –प तानां मह ं
दरी ते ।
SDG - 10 –REDUCED INEQALITIES
SDG - 16 –PEACE, JUSTICE AND
STRONG INSTITUTIOIN
Chapter-9 • सं ृ तना ाशां नां स ादानां च • ीडामा मे न पाठनीयम्। ●छा ाः अिभनयं दशय ।
कवयािम उिचतो ारणं कुव तथैव • छा ाः यथा यािमताः न भव तथा ●समूहालोचनम्
वयािम यािम नाटक भावानुगुणं शारी रक - पाठनीयम्।
ि याकलापा दशय । • नाटकािदनां पाठनं यथास वं
● रा ः च र ं की शं भवे त्, ति षये िविधना एव करणीयम् I
छा ा: जान । • अिभनयमा मे न पाठनीयम्।
• त ुवाय: यथा सवषु कायषु िनपुणः • वा योगिविधना श कािठ ं
आसीत् , तथैव छा ाः दू रीकरणम् ।
भिव ।
SDG -4 –QUALITY
EDUCATION
32
MATHEMATICS (041)
PRESCRIBED BOOKS:
1- TEXT BOOK FOR CLASS IX: NCERT
2- EXEMPLAR PROBLEMS FOR CLASS IX: NCERT
3- LAB MANUAL: MATHEMATICS, SECONDARY STAGE: NCERT
COURSE STRUCTURE (ANNUAL EXAMIANTION)
Units Unit Name Marks

I Number System 10
II Algebra 20
III Co-ordinate Geometry 04
IV Geometry 27
V Mensuration 13
VI Statistics 6
TOTAL 80
ASSESSMENT STRUCTURE
Internal Assessment (20 Marks)
ANNUAL EXAM 05 marks 05 marks 05 marks 05 marks
(80 MARKS)
1. MCQ Pen and Multiple Assessment Portfolio Subject Enrichment
2. AR Paper Test Activity
3. SA-I (PA-I,II,II)
4. SA-II PA-1 PA-1 : Quiz(written) PA-1, PA-2 & PA- Maths Lab Activity
5. LA PA-2 PA-2: Oral Test 3
6. Case Based Type PA-3 PA-3: Art Integrated Project CW & HW
INTERNAL ASSESSMENT
SUBJECT ENRICHMENT ACTIVITIES ( MATH LAB ACTIVITY)

PA I
 To represent square root spiral.
 To obtain the mirror images of the figures with respect to the given axis on a graph paper.
PA2
 To verify Mid-Point theorem by an activity method
 To show SSA is not a criterion for congruency by an activity method.
PA3
 To verify that in a circle, central angle is twice of the inscribed angle.
 To verify the surface areas of a sphere.
RUBRICS
LAB ACTIVITY: CW/HW: (5 Marks) ORAL/QUIZ Art Integrated Project (5

(5 Marks)  Regularity (1) (5 marks) marks)
 Maintenance of copy with index and  Content knowledge (1)  Content accuracy (1)
neatness (1)  Answers confidently (1)  Creativity (1)
 Timely submission (1)  Writing relevant answers (1)  Thinks logically (1)  Presentation (1)
 Originality (1)  Follow up action (1)  Correct approach (1)  Neatness (1)
 Neatness (1)  Task completion (1)  Time management(1)  Time and effort (1)
 Presentation skill (1)
 Creativity (1)
33
WEIGHTAGE TO FORM OF QUESTIONS:
PERIODIC ASSESSMENT- I & III
Sl. No. Form of MCQ + AR SA-I SA-II LA CASE BASED QUESTIONS

Questions
1 Marks for 1 2 3 5 4
Each question
2 No. Of 9+1 2 4 2 1
Questions (One casestudy question to be
included)
A case study has two one mark questions and
one two marks question with internal
choice(1+1+2*)
3 Total Marks 10 4 12 10 4
Internal choice 1 1 1 1
Total no.of Internal choice questions:4

Total no of questions:19
Total Marks:40
SYLLABUS
CHAPTER Periodic Assessment-I Periodic Assessment-II Periodic Assessment-III Annual Examination

(22July-27 July2024) (17 September - (25 November - (2nd Week of February
(40 Marks) 27September 2024) 30 November 2024) 2025)
Time:1hr 30 mins (80 Marks) (40 Marks) (80 Marks)
Time:3hrs Time:1hr 30 mins Time:3hrs
Number System Number System Number System
Chapter-1
(10 marks) (11 marks) (10 marks)
Polynomials Polynomials Polynomials
Chapter-2
Co-ordinate Geometry Co-ordinate Geometry Co-ordinate Geometry
Chapter-3
Linear Equations in Linear Equations in two
Chapter-4 -- -- two variables variables
(10 marks) (8 marks)
Introduction to Euclid’s
Introduction to Euclid’s Introduction to Euclid’s
Chapter- 5 Geometry
Geometry (2 marks) Geometry (3 marks)
(2 marks)
Lines and Angles
Lines and Angles Lines and Angles
Chapter-6 (9)
Triangles Triangles
Chapter-7 --
Quadrilaterals Quadrilaterals
Chapter-8 --
Circles Circles
Chapter-9 -- --
Heron’s Formula Heron’s Formula
Chapter-10 --
Surface Areas and Surface Areas and marks
Chapter-11 -- -- Volumes Volumes
Statistics Statistics
Chapter-12 --
(6 marks) (6 marks)
34
PERIODICASSESSMENT –II & ANNUAL
Sl.No Form of Questions MCQ SA-I SA-II LA CASE BSED QUESTIONS

.
1 Marks for each question 1 2 3 5 4
2 No. of Questions 18+2 5 6 4 3
(Three case study question to be included)
Each case study has two one mark
questions and one two marks question with
an internal choice question (1+1+2*)
3 Total Marks 20 10 18 20 12
Internal Choices 2 2 2
Total no.of Internal choice questions:9
Total no of questions: 38
Total Marks: 80
NAME OF THE LEARNING OBJECTIVES PEDAGOGICAL ACTIVITIES

CHAPTER/ PROCESS TO ACHIEVE THE
TOPIC LEARNING
OBJECTIVES
CH -1 Students will be able to :  Identification of the  oral quiz on identifying
NUMBER  Recall natural numbers, whole numbers, types of numbers from types of numbers
integers and Rational numbers in order to the list of given  worksheets on surds and
SYSTEM numbers.
classify a given number as either of them laws of exponent
 Represent a given number in the form  Construction of square  Representation of
p/q in order to show whether the given root spiral by using irrational numbers on
number is rational or not Calculate and Pythagoras’s theorem. number line by using
find rational numbers between any 2  Rationalizing the Pythagoras theorem.
rational numbers in order to prove that denominator of real
there are infinite rational numbers numbers by Problem
between any 2 given rational numbers Solving Method.
Modify a given non-terminating decimal  Quiz on applying laws
number in the form of p/q in order to of exponents in solving
comment whether this number is Problems.
irrational
 Use Pythagoras' theorem and create a
Pythagorean triplet in order to construct
the length of root of a given number
 Deduce the value of a given fraction in
its decimal form in order to infer if the
decimal number is terminating or non-
terminating Representing Real Numbers
on the Number Line.
 Compute the commutative, associative
and distributive laws for addition and
multiplication for irrational numbers in
order to determine whether the sum,
difference, quotients and products of
irrational numbers are irrational or not.
 Rationalize the denominator of a given
expression with a square root term in the
denominator in order to convert it to an
equivalent expression whose
35
denominator is a rational number.
 Extend the law of exponents in order to
simplify a given expression
SDG:8. DECENT WORK AND
ECONOMIC GROWTH
CH-2  Recognize variables and their degree in a  Quiz to differentiate  To find polynomials
POLYNOMIALS given algebraic expression in order to between algebraic from given examples of
differentiate whether given expression is expression and algebraic expressions.
a polynomial in one variable or not. polynomial.  To find the zeroes of
 Express real-life situations in to a  Demonstration on types polynomial from printed
polynomial. of polynomials based on worksheet.
 Identifies/classifies polynomials among degree and terms.  Crossword puzzle using
algebraic expressions in order to apply  Demonstration on the concept of zeroes,
appropriate algebraic identities to finding the zeroes of a coefficients, factors,
factorize them. polynomial. degrees and constants of
 Identify the degree of a given polynomial  explanation on factor a polynomial.
in order to classify an expression as zero, theorem
linear, quadratic and cubic polynomials.  Playing games on
 Substitute the value of 'a' in a given factorization of
expression p(x) in order to find the value polynomials.
of polynomial at 'a' i.e. p(a).  demonstration on
 Use given values for the variable 'x' in a factorization of
polynomial p(x) in order to identify if the polynomials by using
given value is a zero of the polynomials. identity like a3+b3+c3-
 Using remainder theorem, calculate 3abc & (a+b)3 and (a-b)3
division of p(x) by a linear polynomial 'x
– a' in order to find that the remainder is
p(a) and verify using long division
method.
 Apply factor theorem in order to
determine if a linear polynomial 'x-a' is a
factor of the given polynomial p(x).
determine the value of an unknown
constant 'k' in polynomial p(x) when a
linear polynomial ‘x-a’ is a known factor
of p(x).
factorize a given polynomial.
 Factorize a given polynomial using
splitting middle-term method and factor
theorem in order to compare the results
of the two algebraic identities.
 point out to an algebraic identity that can
be used in order to factorize a given
expression
 Select appropriate algebraic identities in
order to evaluate the values of given
expressions.
SDG: 16. PEACE AND JUSTICE ,
STRONG INSTITUTIONS
36
CH -3  determine the x & y co-ordinate of a  Playing games on  To locate the point in
COORDINATE point from a graph in order to write the locating the position of the Cartesian plane.
coordinates of the point as an ordered students in the  To obtain the mirror
GEOMETRY pair classroom. image of any figure
 plot a point on the Cartesian plane in  finding coordinates in with respect to the given
order to determine quadrant of the point the Cartesian plane axis on graph paper.
 observe a given ordered pair in order to through open and
comment on its location interactive software
 apply concepts of coordinate geometry in
order to simplify given word problems
SDG 3.
CH -4  Recall concepts of coefficients and  Formation of peer  Worksheet on
variables in order to construct a linear groups to form linear construction of graph of
LINEAR equation from a given statement. equation having one linear equation in two
EQUATIONS  Compare a given linear equation to the variable and two variables.
standard form ax+ by + c + 0 in order to variables.
IN TWO deduce the values of a, b and c.  Demonstration of
VARIABLES  Use substitution method in order to forming linear equation
deduce whether the ordered pair is in two variables in real
solution to a given linear equation. life situations.
 Plot the points on a graph in order to  Demonstration of
represent a linear equation in two construction of graph of
variables. the given equation.
 Solve an equation in order to represent it  Worksheet on finding
on a number line and a Cartesian plane. the coordinates of the
 Apply principles of linear equations in points from the graph.
order to formulate and solve for a variety
of problems in real life situations
SDG: 5.GENDER EQUALITY
DECENT WORK AND ECONOMIC
GROWTH
CH-5  give examples of theorems, postulates  Discussion of Euclid’s  Written quiz on axioms
and axioms in order to differentiate axioms and postulates. and postulate of Euclid’s
INTRODUCTI between them with examples geometrical concepts.
ON TO  Reproduce Euclid’s axioms in your own
words in order to give examples for each.
EUCLID’S  List Euclid’s 5 postulates in order to
GEOMETRY visualize and illustrate them through a
diagram.
 analyse given statements/postulates in
order to determine if they are extensions
of Euclid’s postulates
 Apply Euclid’s postulates in order to
prove basic geometrical concepts about
lines, points, planes, shapes, etc.
 Illustrate the equivalent of Euclid’s fifth
postulate through a diagram in order to
list conditions for two lines to be
parallel.
SDG: 11.SUSTAINABLE CITIES
AND COMMUNITIES
CH -6  Define segment, ray, collinear points,  Game on finding the  verification of pair of
non-collinear points, acute angle, right geometrical shapes and intersected by a
LINES AND angle, obtuse angle, straight angle, reflex figures like lines and transversal line based on
angle, complementary angles, rays. alternate angles,
ANGLES
supplementary angles and identify them Angles, parallel lines, corresponding angles and
in a given figure. perpendicular lines from co interior angles,
 Label angles created by 2 intersecting whether parallel or not.
37
lines in order to identify vertically the surrounding.  assignment on finding
opposite pairs, adjacent angles, linear  Discussion on parallel unknown angles of the
pairs, complementary/supplementary lines, perpendicular given figure
pairs of angles. lines, interior and
 Apply the concepts of linear pairs of exterior angle bisectors
angles and vertically opposite angles in of a triangle.
order to establish relationships between  Demonstration on
the angles in a given figure and solve for theorems on lines and
missing values. angles, angle sum
 Label angles created by a transversal properties of triangles,
intersecting two parallel lines in order to and exterior properties
identify corresponding angles, alternate of triangles.
angles, interior angles and define
relationship between these angles.
 Solve for the value of unknown angles
created by a transversal in a given figure
in order to infer if the lines are parallel or
not.
 define relationship between angles
formed when a triangle is placed
between two parallel lines in order to
prove that exterior angle of a triangle is
the sum of the two opposite interior
angles.
SDG: 9. INDUSTRY INNOVATION
AND INFRASTRUCTURE
CH -7  Observe the angles and sides of the given  Distinguish and  Separation of pair of
TRIANGLES figures in order to show that they are compare different congruence triangles from
congruent or not congruent. triangles to explain other set of figures.
 apply concepts of linear pairs of angles, congruency.  Verification of SAS is not
vertically opposite angles, corresponding  Explanation of theorems a congruency criterion by
angles, alternate angles, transversal on triangles. paper cutting method.
angles & exterior angles of a triangle in  Activity of matching  Assignment to find the
order to prove congruence between 2 corresponding parts of congruency of triangles
triangles in a given figure. given figures after on the basis of
 Illustrate the criteria of congruencies of making them congruent. congruency criteria.
triangles through diagrams (ASA, SAS,
SSS. RHS) in order to prove
relationships between given angles, sides
and triangles of a given figure.
 apply criteria for congruence in a triangle
with 2 congruent sides in order to prove
that the angle opposite to the sides are
equal and apply it in a given figure to
solve for the measure of an angle.
 Examine given triangles that satisfy
AAA or SAS criteria in order to
comment whether they are congruent.
SDG: 10.REDUCED INEQUALITIES
CH -8  Apply angle sum property of  Differentiate and  Worksheet to find types
QUADRILATER quadrilateral in order to find the value of compare types of of quadrilateral from the
ALS the unknown angle. quadrilaterals by using figure.
 list the properties of quadrilaterals in paper cuttings.  Assessment
order to classify real life objects into  Explanation of theorems onproperties of
different types of quadrilaterals based on theorems. quadrilateral.
 list the properties of parallelogram in  To verify the midpoint
order to identify if a given quadrilateral theorem by activity
is a parallelogram method.
 Apply properties of parallelogram in
order to find a) an unknown angle b) an
38
unknown side.
 Prove (motivate) the midpoint theorem
of triangles using concepts of
congruency and transversal angles in
order to extend the application to
quadrilaterals.
SDG: 9.INDUSTRY INNOVATION
AND INFRASTRUCTURE
CH -9  Construct a circle of a given radius in  Discussion on different  Oral assessment on
order to verify that the length of multiple parts of the circles. properties of circle.
CIRCLES segments drawn from the centre of the  Explanation of theorems  Assignment on angle
circle to the circumference is equal. on circles. subtended by the chord on
 Define radius, chord, diameter, segment  Quiz to find different same side of the
(major and minor), arc (major and parts of circles. circumference.
minor), interior or exterior of a circle in  Verification of angle .
order to illustrate and label them on a subtended by an arc at
given circle. the centre is double the
 apply theorems regarding angle angle subtended by it at
subtended by a chord in a circle in order any point on the
to find the measure of an angle in the remaining part of the
given figure circle by paper cutting
 apply the property of perpendicular from and folding method.
the centre to the chord in order to solve
for the missing values (lengths and
angles) in a given figure
 Construct circle passing through 1, 2 & 3
non-collinear points in order to comment
on how many circles can be constructed
passing through them.
 Use the value of radius and
perpendicular to the chord in order to
compute the length of a chord.
 Interpret and apply theorems on the
angles subtended by arcs of a circle in
order to solve for unknown values in
given examples.
 apply the relation between angles of a
cyclic quadrilateral in order to solve for
the value of a given angle.
CH -10  calculate area of a given triangle to state  explanation and  worksheet on finding
the limitation of the Standard formula discussion on Heron’s area of a triangle by
HERON’S (Area of Triangle = 1/2 x b x h) . Formula. using Heron’s Formula
FORMULA  apply Heron's formula in order to
calculate the area of a Triangle.
SDG: 9.INDUSTRY INNOVATION
AND INFRASTRUCTURE
CH -11  visualize a right circular cone in 2-d in  explore the features of  MCQ on basic concepts
order to calculate the surface area solid objects from daily of Surface area and
SURFACE (curved and total). life situations to identify Volume of Cone and
AREAS AND  calculate the surface area (curved and them as which type of Spheres.
VOLUMES total) of a cone to determine the cost of solid it is?  activity on relation of
painting/covering the given surface.  demonstration and the volume of cone and
 calculate the surface area of a explanation of surface cylinder.
sphere/hemisphere to determine the cost area and volume of right
of painting/covering the given surface of circular cone and
a sphere/hemisphere. sphere.
 calculate the volume of a given cone in  verification of surface
order to infer the quantity of any areas of cone and
substance it can hold. spheres by different
39
 calculate the volume of a given sphere in activity method.
order to infer the quantity of any
substance it can hold.
 calculate the volume of a given
hemisphere in order to infer the quantity
of any substance it can hold.
SDG: 9. INDUSTRY INNOVATION
AND INFRASTRUCTURE
CH -12  engage in a survey and  to find the comparative
STATISTICS discuss about different idea of exam marks of a
ways to represent data particular section of your
in different forms. school with another group
 oral questionnaire to of students through
assess the skills different types of
developed by the graphical presentation.
students to draw the
appropriate graph of the
given data.
SCIENCE (086)
PRESCRIBED TEXT BOOKS:
1. SCIENCE-TEXTBOOK FOR CLASS IX- NCERT PUBLICATION

2. EXEMPLAR PROBLEMS CLASS IX-NCERT PUBLICATION
3. LABORATORY MANUAL-SCIENCE- CLASS -IX-NCERT PUBLICATION
4. ASSESSMENT OF PRACTICAL SKILLS IN SCIENCE - CLASS IX- CBSE PUBLICATION.
COURSE STRUCTURE (ANNUAL EXAMINATION)
Unit Unit Marks

No.
I Matter– Its Nature and Behavior 25
II Organization in the Living World 22
III Motion, Force and Work 27
IV Food; Food Production 06
Total 80
Internal Assessment 20
Grand Total 100
Note: Above weightage includes the weightage of questions based on practical skills.
Theme: Materials
Unit I : Matter-Nature and Behaviour
Definition of matter; solid, liquid and gas; characteristics - shape, volume, density; change of state-melting
(absorption of heat), freezing, evaporation (cooling by evaporation), condensation, sublimation.
40
Nature of matter: Elements, compounds and mixtures. Heterogeneous and homogenous mixtures,colloids and
suspensions. Physical and Chemical changes (excluding separating the components of a mixture).
Particle nature and their basic units: Atoms and molecules, Law of Chemical Combination,Chemical formula
of common compounds, Atomic and molecular masses.
Structure of atoms: Electrons, Protons and Neutrons, Valency, Atomic Number and Mass Number, Isotopes
and Isobars.
Theme: The World of the Living
Unit II: Organization in the Living World
Cell - Basic Unit of life: Cell as a basic unit of life; prokaryotic and eukaryotic cells, multicellular
organisms;cell membrane and cellwall,cellorganelles and cell inclusions; chloroplast ,mitochondria, vacuoles,
endoplasmicreticulum,Golgiapparatus;nucleus,chromosomes-basicstructure,number.
Tissues, Organs, OrganSystem, Organism:
Structure and functions of animal and plant tissues (only four types of tissues in animals; Meristematic and
Permanent tissues in plants).
Theme: Moving Things, People and Ideas

UnitIII: Motion, Forceand Work
Motion: Distance and displacement, velocity; uniform and non-uniform motion along a straight line;
acceleration, distance-time and velocity-time graphs for uniform motion and uniformly acceleratedmotion,
elementary idea of uniform circularmotion.
Force and Newton’slaws:Force and Motion, Newton’s Laws of Motion, Action and Reaction forces,Inertia of a
body,Inertia and mass,Momentum,Force and Acceleration.
Gravitation:Gravitation; Universal Law of Gravitation,Force of Gravitation of the earth (gravity) ,Acceleration

due to Gravity; Mass and Weight; Freefall.
Floatation: Thrust and Pressure.Archimedes’Principle; Buoyancy.
Work, Energy and Power: Work done by a Force, Energy, Power; Kinetic and Potential energy ; Law of
conservation of energy (excluding commercial unit of Energy).
Sound: Nature of sound and its propagation invarious media, speed of sound, range of hearing in humans;
ultrasound; reflection of sound; echo.
Theme: Food
Unit IV: Food Production
Plant and animal breeding and selection for quality improvement and management; Use of fertilizers and
manures; Protection from pest sand diseases; Organic farming.
Note for theTeachers:

1. The chapter Natural Resources (NCERT Chapter 14) will not be assessed in the year-endexamination. However,
learners may be assigned to read this chapter and encouraged toprepare a brief write up on any concept of this
chapter in their Portfolio. This may be for Internal Assessment and credit may be given for Periodic
Assessment/Portfolio.
2. The NCERT textbooks present information in boxes across the book.These help students to get conceptual
clarity. However, the information in these boxes would not be assessed in the year-endexamination.
41
INTERNAL ASSESSMENT-SUBJECT ENRICHMENT ACTIVITY (5MARKS)
Competencies Total
Demonstrate Knowledge and understanding 46%
Application of Knowledge/ Concepts 22%
Formulate, Analyze, Evaluate and Create 32%
100%
20 Mark Internal Assessment
Pen Paper Diverse Methods Portfolio (C.W.&H.W.) Subject Enrichment

Test(5Marks) of Assessment (5Marks) (Practical/Laboratory
(5Marks) Work)(5Marks)
These include: Short tests,  Regularity (1mark)  Experimental setup and
Three written Quiz, Concept maps,  Writing relevant answers proper technique (1mark)
tests will be Oral test, Projects, (1mark)
conducted. Posters, Presentations  Neatness (1mark)  Collection of Data and
Average of best (PPT), Enquiry based  Task completion (1mark) observation. (1mark)
80 Marks two tests will be scientific investigations  Timely submission (1mark)
Board Exam taken for final etc.  Work with precision,
(Whole marking. (A brief writes up based on any neatness and
syllabus) concept of chapter-14 accuracy(1mark)
NATURAL RESOURCES may
Be included in portfolio)  Relating with theoretical
Knowledge through viva
(1 mark)
 Practical record(1mark)
Theory (80 marks)

Question paper Design
Note: -
Typology of Questions:
MCQ, Assertion- Reasoning type questions;
SA; LA; Source- based/ Case- based/ Passage-based/ integrated assessment questions.
An internal choice of approximately 33% would be provided.
Internal Assessment (20 marks)

Periodic Assessment- 05 marks + 05 marks
Subject Enrichment (Practical Work) – 05 marks
Portfolio- 05 marks
Suggestive verbs for various competencies
 Demonstrate Knowledge and Understanding
State, name, list, identify, define, suggest, describe, outline, summarize, etc.
 Application Of knowledge/ Concepts
Calculate, illustrate, show, adapt, explain, distinguish, etc.
 Formulate, Analyze, Evaluate and Create
Interpret, analyze, compare, contrast, examine, evaluate, discuss, construct, etc.
42
BLUE PRINT OF PERIODIC ASSESSMENT–I/III QUESTION PAPER
PERIODIC ASSESSMENT:40MARKS DURATION:1Hr30Mins

MCQ A/R Source Short Answer Type
based Long Answer
SL.No Form of Question
/case Type (LA)
based SA-I SA-II
1 Marks for each question 1 1 4 2 3 5
2 No of Questions 8 2 2 3 2 2
3 Total Marks 8 2 8 6 6 10
BLUE PRINT OF PERIODIC ASSESSMENT-II, PREBOARD-I &II QUESTION PAPER
ONLY (Written Test)

PERIODIC ASSESSMENT: 80 MARKS DURATION: 3Hrs
Sourcebased Short Answer Type
/casebased Long
SL Form of Question MCQ A/R Answer
No SA-I SA-II Type (LA)
Marks for each 1 1 4 2 3 5

1 question/bit
2 No. of questions 16 4 3** 6 7 3
3 Total Marks 16 4 12 12 21 15
SYLLABUS
PERIODIC PERIODIC PERIODIC Pre-Annual Term-I

ASSESSMENT–I ASSESSME ASSESSMENT– (80 marks) /Term-II (80
(40 marks) Time- NT–II III Time-3hrs. marks) Time-
SL CHAPTER 1hr 30mins (80mark) (40marks) 3hrs.
No NAME ( 22nd July to 27th Time-3hrs. Time-1hr As per the
July 2024) ( 17th 30mins guidelines of
September to ( 25th November CBSE
27th to 30th ( 2nd week of
September November 2024) February
2024) 2025)
Ch:1. Matter in 10 9 --- 25 25
1 our surroundings
Ch:2. Is matter 3 12 ---
2 around us pure (PageNo:17)
(Upto
suspension)
Ch:3 Atoms and --- 4 10
3 molecules. (Upto (From page no. 28
Dalton’s to 35
atomic –excluding
theory (Page moleconcept
no-27) )
Ch:4 Structure of --- --- 3
4 Atom. (Page no. 47) –
Upto Thomsons
43
Model of Atom.
(excluding
Rutherford’s
Model of an
atom)
Ch:5. The 14 16 --- 22 22
5 fundamental unit (Upto Lysosome
of life page no.56)
12 14
6 Ch:6. Tissues ---- (upto Simple (Pageno.64 to 69
permanent -Complex
tissue page permanent tissue
no. 63) & Animal tissue)
7 Ch: 7. Motion 10 7 --- 27 27
Ch: 8. Force and 3 8 ---

8 laws of Motion (Upto page No.-
91 ) (Inertia and
Mass)
9 Ch:9. Gravitation 12 ---
10 Ch:10. Work and 13

Energy. (excluding
commercial unit
of energy)
11 Ch:11. Sound ----
Ch:12. ---- 6 6
12 Improvement in
food resources
Total 40 80 40 80 80

NAME OF ACTIVITIES TO
THE LEARNING PEDAGOGICAL ACHIEVE THE
CHAPTER/ OBJECTIVES PROCESS LEARNING
TOPIC OBJECTIVES
CH-1: The learners will be able to:  collect different types of  The following activities
MATTER IN interpret the characteristic locally available will be performed by
OUR properties of the particles of materials and classify the students on:
SURROUNDIN matter.
GS
them into different states  physical nature of
 classify matter into solids, liquids of matter. matter (dissolution of
and gases based on their physical  study the daily life potassium
properties. experiences using permanganate in water).
 infer that space between particles interdisciplinary  Melting of ice and
of gases makes diffusion possible. approach such as the boiling of water.
 explain the effect of change in cause behind cooling of  Role play to explain to
temperature and pressure on states water in earthen pots. show the inter particle
of matter. using ice pack if space in different states
 identify the various processes someone is suffering of matter.
during change of substances from from high fever.  Quiz in the form of
one physical state to another.  Verify experimentally games.
 Postulate the reason for constancy how temperature
of temperature during the change remains constant during
of state of matter. melting and boiling
44
 explain situations that demonstrate processes.
the factors affecting evaporation.
SDG3-GOOD HEALTH AND

WELLBEING
SDG15-LIFE ON LAND
SDG4-QUALITY EDUCATION
CH-2: IS  Classify substances into elements  collection of different substances  perform the following
MATTER and compounds. used in day-to-day life and activities to classify as
AROUND US  identify mixtures from the classify them as element, physical and chemical
PURE?
surroundings based on their compound and mixture. change:
properties.  To verify different types of  iron with copper sulphate
 differentiate between homogeneous mixtures based on transparency, solution
sand heterogeneous mixtures. stability and filtration criterion  burning of mg ribbon in
 determine the effect of experimentally. air
concentration of a solution on its  Preparation of(i)mixture  reaction of zinc with dilute
physical properties.  (ii) compound using iron sulphuric acid.
 analyses the properties of filings and sulphur powder  Heating of copper
suspension and colloidal solution. and distinguish between sulphate crystals.
 Classify Physical and Chemical on the basis of  reaction of sodium
changes. (a)appearance (b) behavior sulphate with barium
SDG 4-QUALITY EDUCATION towards magnet chloride solution.
SDG 6 -CLEAN WATER AND (c)behaviour towards  Numerical based
SANITATION carbon disulphide (d) on concentration of
SDG 9-INDUSTRY effect of heat. solutions.
INNOVATION AND
INFRASRUCTURE
SDG15-LIFE ON LAND
CH-3:  State the laws of chemical  role play to explain different type of Solving the numerical based
ATOMS AND combination. ions. on the law of conservation of
MOLECULES  apply the law of conservation of  Card game to explain the chemical mass and law of constant
mass to determine the mass of an formula. proportion.
element.  Demonstrations to verify the law of Quiz on symbol, formula and
 List symbols of commonly known conservation of mass for various molecular mass.
elements. precipitation reactions.
 Recognize the atomic mass
different elements.
 Calculate the relative molecular
mass of commonly known
chemical compounds.
 Apply their knowledge of valency
and symbols of ions in writing
chemical formulae.
 Differentiate between molecular
mass and formula unit mass.
SDG 9-INDUSTRY
INNOVATION AND
INFRASRUCTURE
SDG15- LIFE ON LAND
CH-4:  know about the sub-atomic particles  preparation of Bohr’s model of  draw the electron
STRUCTUR such as electrons, protons and different atoms by showing the distribution diagram of
E OF ATOM neutrons and their discovery. distribution of electrons various atoms using Bohr-
 Compare Rutherford’s model with  use of thermocol to explain bury scheme.
Thomson’s atomic model and state Thomson’s model  Determination of
their relative advantages and valencies of elements from
limitations. atomic numbers.
 State the postulates of Bohr’s atomic  calculation of average
model and their significance. atomic mass of an element
 Apply the relationship from its isotopes.
between atomic no. and
45
mass no. to calculate the no.
of electrons, protons and
neutrons.
 Analyse the isotopes and
isobars.
 Evaluate the average atomic
mass of different isotopes.
SDG 9 – INDUSTRY
INNOVATION AND
INFRASRUCTURE
SDG15 – LIFE ON LAND
CH- 5 THE  differentiate materials based upon  engage with key concepts  make clay model on
FUNDAMENT diffusion and osmosis, organisms  record the observations during the structure of plant and
AL UNIT OF based upon prokaryote and activity. animal cell or by using
LIFE eukaryote, types of cell-plant  Analyse the concept of functioning coloured beads and thread.
and animal. of cell organelles.  Make cartoonaire, paper
 Explain the function of different  compose questions through peer cuttings, chart, concept map
cell organelles. discussion. of various cell organelles
 draw labeled diagrams /  designing and performing  Perform role play on the
flowcharts/concept map of cell, appropriate activities related to functioning of cell
cell organelles and stages of cell plant and animal cell. organelles.
division.  laboratory activities –observation  prepare PPTs on cell
 Compare and contrast between the of onion peel and human cheek division.
types of cell division. cells under the compound  Attempt questionnaire
 Construct models on cell using microscope. on osmosis and diffusion.
various materials available  Activities in osmosis and
nearby. diffusion.
 SDG 14-LIFE BELOW WATER
 SDG15- LIFE ON LAND
CH-6  Classify the meristematic tissue Collect information Regarding the Flow chart to differentiate
TISSU based on their location in the plant location of The types of tissues.
ES body. Meristematic tissues in plant body.  Take collage to show the
 Identify the types of simple and Explore the cause of the Long types of animal tissues.
complex permanent tissues and their length of neurons.  Prepare PPTs, video on
functions in a plant. Develop models to Differentiate and Role of tissues in plants and
 correlate the structure of epithelial explain The types of epithelial animals.
tissues to their functions in an tissues. Draw the diagram of various
organism. Frame questions on Different tissues tissues of plants And animals
 describe different types of and their functions.
connective tissues and relate their  Laboratory activities-
structure to specific functions. identification of: parenchyma,
 compare and contrast the structure of collenchyma And sclerenchyma
different types of muscular tissues tissues In plants, striped,
and relate It to their functions. smooth And cardiac muscle
 describe the structure of a neuron fibers And nerve cells in
and explain the function of nervous animals From prepared slide
tissue. sand to draw their labeled
 Draw different types of animals diagrams.
tissues.
SDG14-LIFE BELOW WATER
SDG15-LIFE ON LAND
CH 7.  Differentiate between distance  collection of data for the  construction of d-t and v-t
MOTION and displacement, speed and calculation of different physical graph for different types
velocity. quantities, such as distance, of motion on graph paper.
 plan and conduct experiments displacement, velocity, which  draw the given d-t and v-t
to arrive at and verify the facts can be shared and discussed in graph and identify the
/principles / answers to queries groups or with peers. Rubrics can type of motion.
on their own, such as how does be used to assess the conversion  Solve the numerical
speed of an object change? of units and reporting results related to motion
 calculate the physical quantity  students may be encouraged  Concept map on motion
46
such as distance, velocity and to draw, analyze and
speed etc by using the given interpret the graphs such
data as distance-time, speed-
 Draw concept map & graphs, time or acceleration-time
such as distance-time and speed-time graphs of motion of a
graphs. vehicle on a straight road.
 analyze and interpret graphs activity to describe a circular path
/figures etc., such as distance-time with a velocity of constant
and velocity-time, graphs, magnitude using thread and a small
computing distance / speed piece of stone.
/acceleration of objects in motion.
 apply scientific concepts in
daily life and solving problems
based on equation of motion.
SDG 9 – INDUSTRY, INNOVATION
AND INFRASTRUCTURE
SDG11- SUSTAINABLE
 CITIES AND COMMUNITIES
CH.8  Differentiate between balanced and  design and carry out activities to  calculation of force
FORCE AND unbalanced forces. understand balanced and unbalanced under various situations
LAWS OF  Plan and conduct experiments to forces (tug of war). They may be by applying newton’s
MOTION verify Newton’s Laws of Motion. encouraged to experiment by laws of motion.
 Explain effect of force on the state applying forces (equal and  classify different types
of motion of objects, action and unequal)on an object in same and of inertia from the
reaction. opposite directions, followed by various examples based
 Calculate using the data given, such peer group discussion. on day to day life
as amount of force and momentum.  various activities to explain different situations.
 analyze and interpret velocity-time types of inertia. Short test in the form of
graphs and compute force applied on  Demonstrate the activity to explain work-sheet
an object. the concept of action and reaction
 apply scientific concepts in daily life force by using two spring balances
and solve problems based on connected together.
Newton’s second law and Newton’s  Demonstrate the activity to identify
third law of motion. the direction of recoil velocity using
 draw conclusion, action and reaction straw and balloon, cork and test tube
act on two different bodies.
SDG-9
INDUSTRY ,INNOVATION
AND INFRASTRUCYURE
SDG11- SUSTAINABLE CITIES
AND COMMUNITIES.
CH 9.  Differentiate between g and  experiment to verify the  learning by doing
GRAVITATIO G, mass and weight, thrust and Archimedes’ principle. experiment on
N pressure.  activity to find the determining the density
 plan and conduct investigations relation between of a solid denser than
/experiments to arrive at and verify pressure exerted by a water and verifying
the facts / principles / or to seek solid and area of contact Archimedes’ principle.
answers to queries on their own.  Solve the numerical
 explain, how objects float / related to Gravitation.
sink when placed on surface of
liquid.
 Explain the process of
revolution of planets and satellites,
variation of different values of g.
 calculate using the data given
the value of g.
 apply learning to
hypothetical situations such as
the weight of an object at moon ,
weight of an object at equator at
47
poles etc.
 derive the expression for the
force of gravity when objects in
motion.
 apply scientific concepts in
daily life and solving problems
based on Archimedes’ Principle.
 Describe scientific discovery
of Archimedes’ principle.
SDG 9-INDUSTRY, INNOVATION
AND INFRASTRUCTURE
SDG11-SUSTAINABLE CITIES AND
COMMUNITIES
CH.10.  differentiate between positive  discussion of situations from  identification of different
WORK work and negative work. day-to-day life involving work. types of work done in
AND  explain processes of conservation  Different activities to explain the various situations.
ENERGY of energy in case of a freely falling
law of conservation of energy  Solving the numerical on
body and simple pendulum etc.
(stretching and compressing the work and energy.
 calculate using the data given,
such as speed, frequency, work slinky, throwing the arrow by  Designing of concept map.
done, kinetic and potential stretching the string of a bow)
energies of an object, power.
 draw flow charts on conversion of
energy.
 analyze and interpret the concept
of conservation of mechanical
energy in different situations.
SDG 12 –RESPONSIBLE
CONSUMPTION AND PRODUCTION,
SDG 07-AFFORDABLE AND CLEAN
ENERGY
SDG 9-INDUSTRY, INNOVATION
AND INFRASTRUCTURE
SDG 11-SUSTAINABLE CITIES AND
COMMUNITIES
CH.11.  differentiate longitudinal wave and  wave concept by forming the  Objective test on sound.
SOUN transverse wave, compression and ripples on the surface of water.  learning by doing
D rarefaction, pitch and loudness etc  Bell jar experiment to show that experiment on vibration of
 plan and conduct experiments to sound is a mechanical wave. slinky and on verification
verify the facts that sound needs a  Observe the longitudinal nature of on the laws of reflection of
material medium to propagate and wave formed in a slinky. sound.
laws of reflection of sound.  verify the laws of reflection of
 Explain processes and phenomena, sound by activity.
such as Echo and reservations
 calculate using the data given, such
as minimum distance required to
create echo, frequency,
wavelength, wave speed, time
period etc.
 draw labeled diagrams on
reflection of sound & human ear.
 analyze and interpret different
situations based on reflection of
sound.
 apply scientific concepts in daily
life and solving problems, cover
walls of large rooms with sound
absorbent materials, to reduce
reverberations.
 describe scientific discoveries
/inventions such as stethoscope,
uses of ultrasonic waves in medical
48
industry, cleaning of devices,
detection of cracks or flaws in
metal blocks.
SDG 09 –
INDUSTRY INNOVATION
AND INFRASTRUCTURE
SDG 11 –
COMMUNITIES
SDG 03-
GOOD HEALTH AND
WELL-BEING
CH-12  recognize the factors affecting the  collect the names of marine and  make various tools to show
IMPROVEME growth of crops. fresh water fishes. the techniques of
NT IN FOOD  discover the methods of breeding  Encourage learners to visit poultry agricultural practices by
RESOURCES techniques for a better variety of farms near their localities. using materials around
seeds.  engage learners through study trip them.
 Enlist various ways of enriching the to CIFA to explore the practical  perform experimental
soil to increase crop yield. knowledge on pisciculture. activity to show the long
 Find out the different techniques for  encourage to make posters and to term effect of manure and
improvement of animal breeding. create awareness on ‘GO-GREEN’. fertiliser on plant growth
 aware about different management and record keeping with
practices adopted to increase in photography of the same
production of milk, meat, fish and for future reference.
honey.  prepare documentation of
SDG 02-ZERO HUNGER the knowledge gathered
during their visit to poultry
farms or aquafarms.
 Make poster for creating
awareness on ‘Clean and
Green Environment’.
SOCIAL SCIENCE (Subject Code:087)

PRESCRIBED TEXT BOOKS:
History India and theContemporaryWorld-I NCERT
Political Science Democratic Politics-I NCERT
Geography Contemporary India-I NCERT
Economics Economics NCERT
Disaster Management Together,towards a safer India-Part II CBSE
(Only for project work)
COURSE STRUCTURE
History(India and the ContemporaryWorld -I) Suggestive no. 20 inclusive of
of periods=60 Map pointing
Section ChapterNo ChapterName No.of Marks allocated
Periods
I I The French Revolution 15
Events and
II Socialism in Europe and the 15
Process 18+2 map pointing
Russian Revolution
III Nazism and the Rise of Hitler 15
49
II IV Forest,Society and Colonialism
Interdisciplinar
Livelihoods,Eco y project as 5
nomies and part of multiple
Societies assessments
(Internally assessed for 5marks)
V Pastoralists in the
Modern World 10
(To be assessed as part
of PeriodicAssessment
only)
Geography (Contemporary India -I) Suggestive no. 20 inclusive of
of periods=55 Map pointing
Chapter No Chapter Name No.of Marks allocated
periods
1 India–Size and Location 10
2 Physical Features of India 7
3 Drainage 10
4 Climate 12
Natural Vegetation and Wildlife 17+3 map pointing*

(Only map pointing to be evaluated in the annual
5 examination.) 3
Interdisciplinary project as part of multiple a ssessments

(Internally assessed for 5marks) 5
6 Population 8 *Marks as mentioned
above
Political Science(Democratic Politics-I) Suggestive no. 20 Marks

of periods=50
Chapter No. Chapter name No.of Marks allocated
Periods
What is Democracy?
1
Why Democracy? 10 20
2 Constitutional Design 10
3 Electoral Politics 8
4 Working of Institutions 12
5 Democratic Rights 10
Economics Suggestive no. 20 Marks

of periods=50
Chapter No. Name of theChapter No.of Marks allocated
Periods
1 The Story of Village Palampur 10 20
(To be assessed as part of Periodic Assessment only)
2 People as Resource 10
3 Poverty as a Challenge 15
4 Food Security in India 15
50
ASSESSMENTS TRUCTURE
ANNUAL INTERNAL ASSESSMENT(20marks)

EXAMINAT
I
ON
80Marks 05Marks 05Marks 05Marks 05Marks
Whole Pen Paper Multile Portfolio: Subject

Syllabus Test: Assessme: For PA-I, II & III: Enrichment
PA-I,II&III PA-I: (A collection
Collage Making – Economics of learning Activity:
Ch-1 The Story of Village achievements) PA-I: Disaster
Palampur (Topic – Farm and Classroom,workdone Management
Non – Farm Activities) (activities/assignment (Project)
PA-II: s) reflections, PA-II:Map Skill History
Concept Map – Geography narrations, journals :Ch1:The French
(Ch-2: Physical Features of etc. Achievements of Revolution.
India ) the student in the PA–III:Flash Card
PA-III: INTER subject through out Civics:Ch4-Working of
DISCIPLINARY the year. Institutions)
PROJECT . Participation of the
Forest,Society and student in different
Colonialism (History- activities like
Ch-IV) with Chapter 5 of Heritage India quiz
Geography-:Natural etc
Vegetation and wild life.
RUBRICS FOR INTERNAL ASSESSMENT

 Collage(05Marks)
 Content–1mark
 Creativity-1mark
 Timely Submission–1 mark
 Collection of Relevant information –2marks
 Interdisciplinary Project
 Research work -1 mark
 Collaboration and communication - 1 mark
 Presentation and content relevance -1 mark
 Competancies - creativity, Analytical skill, evaluation, synthesizing - 2mark
 Portfolio:(05marks)
 Classwork and Homework-(3marks)
 Index–1mark
 Neatness of the copy– 1mark
 Timely Submission–1mark
 Curricular&co-curricular achievements - (2 marks)
 (Quiz,Debate,Acting,Singing, Leadership and Team spirit
 Project (Hand written / Digital)-5 marks
 Content accuracy,originality & collaborative skills -2 marks
 Presentation and Creativity-2marks
 Viva -1 mark
 Map Skill(5marks)
 Accuracy in location-3marks
 Labeling-1mark
 Neatness–1mark
51
 Flash Card(05 marks)
 Content–2 marks
 Creativity–1mark
 Presentation–2 marks
 Concept Map(05Marks)
 Concept & terminology-2 marks
 Knowledge of linking concepts-2marks
 Presentation-1
WEIGHTAGE TO FORM OF QUESTIONS
PERIODIC ASSESSMENT: I & III

Sl.No. Form of MCQ VSA SA LA SB/CB Total
Questions
1. Marks for each 1 2 3 5 4
Question
2. No.of Questions 10 0 02 02 02 19
3
3. Total marks 10 0 06 10 08 40
6
Total no.of Questions- 19 Total marks-40
NB-Internal choice questions should be given in LA type (05) questions
PERIODIC ASSESSMENT:II & ANNUAL EXAMINATION

Sl. Form of MCQ VSA SA LA CB/SB Map Total
No. Questions
1 Marks for each 1 2 3 5 4 2(Hist)+
Question 3(Geo)
2 No.of questions 20 4 5 4 3 1 37
3 Total marks 20 08 15 20 12 5 80
Total no.of Questions- 37 Total marks-80
Weightage to Type of Questions
Type of Questions Marks (80) Percentage

1 Mark MCQs (20x1) 20 25%
(Inclusive Of Assertion, Reason, Differentiation &Stem)
2 Marks Narrative Questions (4x2) 8 10%

(Knowledge,Understanding,Application,Analysis,Evaluation,Synthesis Create)
3 Marks Narrative Questions (5x3) 15 18.75%

(Knowledge,Understanding,Application,Analysis,Evaluation,Synthesis &Create)
4 MARKS Case Study Questions (3x4) 12 15%

5 Mark Narrative Questions (4x5) 20 25%

Map Pointing 5 6.25%
52
DETAILED SYLLABUS
Chapters Periodic Periodic Periodic Annul Examination

Assessment I Assessment-II Assessment- III (2nd Week of
(22July-27 July 2024) (17 September to (25 November to February 2025)
F.M:40 Time: 1 Hr 27 September2024) 30 November 2024) F.M:80
30 Min. F.M:80 Time:3 hours F.M:40 Time: 1 Hr Time:3 hours
30 Min.
HISTORY 
Ch-1:The French   
Revolution
Ch-2: Socialism in Europe  
and the Russian Revolution
Ch-3: Nazism and the Rise  

of Hitler
Ch-4:Forest,Society and
Colonialism
(Interdisciplinary Project)
Ch-5:Pastoralists in the 
Modern world
GEOGRAPHY
Ch-1: India-Size and    
Location
Ch-2: Physical Features of Till the page 12  
India
Ch-3: Drainage  
Ch-4: Climate   
Ch-5: Natural vegetation
and Wild life.Only Map
pointing to be evaluated in
the Annual Examination,
II. Interdisciplinary Project
(Multiple Assessment.)
Ch-6:Population 
POLITICAL SCIENCE
Ch-1:What is    
democracy?
Why
democracy?
Ch-2:Constitutional Design   
Ch-3:Electoral Politics  
Ch-4:Working of  
Institutions
Ch-5:Democratic Rights 
ECONOMICS
Ch-1:The Story of Village  
Palampur
Ch-2:People as Resource  
53
Ch-3:Poverty as aChallenge  
Ch-4:Food Security in India 
Disaster Management For preparation of Project only.
LIST OF MAP ITEMS FOR SOCIAL SCIENCE
S.No. Subject Name of theChapter List of Areas to be located/ labeled/

identified on the map
I History French Revolution Outline political map of
France.Locate/label/identify.
Bordeaux,Nantes,Paris and Marseille
Outline political map of the World.
Socialism in Europe and the Locate/label/identify Major countries of First
Russian Revolution World War: Central Powers: Germany,Austria-
Hungary, Turkey(Ottoman Empire).
Allied Powers–France,England,Russia and USA
Outline Political Map of
Nazism and the Rise of Hitler World.Locate/label/identify major countries of
Second World War :Axis Powers–
Germany,Italy,JapanAllied Powers
–UK,France,FormerUSSR,USA
II Geography India:size and location India– States and Capitals
Tropic of Cancer,Standard Meridian(Location and
Labeling)
Neighbouring Countries
India physical features Mountain Ranges : The Karakoram, The Zanskar,
The Shivalik,The Aravali, The Vindhya, The
Satpura, Western and EasternGhats
Mountain Peaks –K2,KanchanJunga,AnaiMudi
Plateau–Deccan Plateau,Chota Nagpur
Plateau,Malwa Plateau
Coastal Plains–
Konkan,Malabar,Coromandel&Northen
Circar(Location and Labelling)
Drainage system Rivers(Identification only)
The Himalayan River Systems–The Indus,The
Ganges and The Sutlej
The Peninsular Rivers–The Narmada,TheTapti,The
Kaveri,The Krishna,The Godavari, The Mahanadi
Lakes–Wular,Pulicat,Sambar, Chilika
Climate Annual rain fall in India,Monsoon wind direction

Population Population density of all states
The state having highest and lowest density of
population
54
INTER DISCIPLINARY PROJECT
ANNEXURE –V
Presentation Template by the students.
HISTORY:India and the

Contemporary World-I
NAME OF Curricular goals Competency Learning outcome Suggestive ACTIVITIES
THE Pedagogical TO
CHAPTER/TO ACHIEVE
PIC process
THE
LEARNING
OBJECTIVE
CG-2 Analyses C-2.1 Explains  The students will  Conduct Classroom  map skill
Section I: the important historical events and be able to Infer discussions to compare  concept map
Events and phases in world processes with how the French the conditions that  picture
Processes history and different types of interpretation
Revolution had an prevailed in France that
draws insight to sources with specific Time line
understand the examples from India impact on the led to revolution and
Chapter-1 present-day and world history. European the conditions that led
The French world C-2.4 Explains the countries in the to the first war of
Revolution growth of new making of nation Indian
Ideas and practices states in Europe Independence.(1857).
across the world and and else where.  Use Graphic
how they
affected the course of  Will be able Organisers(concept
world history. to Illustrate that, map/story map etc) to
C-2.5
2.5 Recognises the the quest for examine the situations.
various practices that imperialism  Suggest solutions to
arose, such as those in triggered the address such
C-2.4,
2.4, and came to be FirstWorld War. imbalances and
condemned later on
.Will examine discriminations that
(such as
racism,slavery,colonia various sources to lead to revolutions.
l invasions, conquests, address imbalances  Appraise the
and that may lead to impact of the French
plunder,genocides,exc revolutions. revolution on the world
lusion of women from with a group
democratic and other SDG- 16-PEACE ,
institutions), all of
55
which have also JUSTICE AND presentation.
impacted the STRONG
Course of world INSTITUTIONS
history and have left
unhealed wounds.
Chapter CG-2 Analyse C-2.1 Explain  To compare the  Flip ped learning  flowchart,
2- important phases historical events and situations that led through making of  powr point
Socialis of world history processes with to the rise of concept maps/role presentation,
m in and draws different types of  map skill
Russian and plays etc reflecting the
insight to sources with specific Time line
Europe French situations which led to
understand the examples from India
and the present-day and world history. Revolutions. both revolutions.
Russian world. Examine the
Revoluti situations that led Flow chart reflecting
on to the how Lenin’s
C-2.4 Explains the
establishment of communism/Stalin’s
growth of new ideas
in Europe and Asia Lenin’s collectivization was
and how it affected communism and established.
the course of human Stalin’s
history collectivization. Socratic method to
 Analyse the role discuss the role played
played by the by the varied
varied philosophers and
philosophers and leaders that shaped the
leaders that shaped revolution
therevolution.
SDG-9-
INDUSTRY,INNOVA
TION AND
INFRASTRUCTURE
SDG-10.REDUCTION
OF INEQUALITY
Chapter 3- CG-2 Analyse C-2.1 Explains  Analyse the role  Audio-visual aids  collection of
Nazism and important phases historical events and of“Treaty of like a film or animations visuals,posters,
the Rise of of world history processes with Versailles”in can be shown followed leaflets,videos,
Hitler. and draws insight different types of writings,album
the rise of Hitler by a discussion on the
to understand the sourceswith specific s,and speeches
present-day examplesfrom India to power. reasons for the rise and of Hitler.
world and world history.  Analyse the fall of Hitler. Time line
C-2.4 Explains the genocidal war  Jig saw strategy
growth of new ideas waged against to critique the genocidal
in Europe andAsia the“undesir war waged against
and how it affected
ables” by Hitler. the“undesirable” by the
the course of human
history.  Compare and Nazis.
contrast the
charact
eristics of
Hitler and
Gandhi
SDG-16-PEACE,
JUSTICE AND
STRONG
INSTITUTIONS
C-2.5 Recognises the Role play Characters-
various practices that Hitler and
arose, such as those Gandhi.Cartoon
56
in racism,slavery, interpretations on the
colonial invasions, leaders.
conquests,and
plunder,genocides,ex
clusion of women
from democratic and
other institutions), all
of which have also
impacted the course
of world history and
have
left unhealed
wounds.
Section II: Inter Refer AnnexureII Refer Annexure II ReferAnnexureII .case studies-
Livelihoods, disciplinary focus on two
Economies Project with SDG-15- forest
and Societies Chapter 5 of LIFE ON LAND movements:
Chapter 4 Geography A-In colonial
Forest Society “Natural India(Baster)
and Coloniali Vegetation and B-In colonial
sm Wildlife” Indonesia(Java)
Mind Map
Chapt CG-4 Develops C-4.3 Draws inter-  Examine the  Locate the  Collage
er 5 an understanding linkages between situationsthat have various pastoral making on
Pastor of the inter- various components created nomadic communities on an Pastoralists.
alists relationship ofthe physical .Collection of
societies outline map ofIndia and
in the between human environment, such datas about
Moder beings and their as climate and highlighting the key explain cyclical different tribes of
n physical relief,climate and factor played by the movements of these Odisha
World environment and vegetation,vegetatio climatic conditions according to climatic
howt hat n,and wildlife. and topography. conditions.
influences the C-4.4Analyses and  Analyse varying  Audio Visual
livelihoods, evaluates the
patterns of aids like documentaries
cultural inter-relationship
diversity,and between developments on the various pastoral
biodiversity of the the natural within pastoral Communities can be
region environment and societies in shown.
human beings different places  Presentations
andtheir cultures in India. comparing the lives of
across egions and,in .Comprehend the pastoralists and the
the case of India, the
impact of colonialism colonial impact on
special
environmental ethos on Pastoralists in pastoralists in India
that resulted in India and Africa. andAfrica.
practices of nature  T charts and
conservation. similar graphic
C-4.5 Critically SDG-13-
organizers tocompare the
evaluates the impact CLIMATE
lives of pastoralists in
of human ACTION
interventions on the pre- andpost-colonial
environment,includi periods.
ng climate change,  Think-pair and
pollution,shortages share can be practised to
of natural resources discuss various methods
(particularly water),
of colonial policies of
and loss of
biodiversity; exploitation and their
identifies practices impact on pastoralists of
that have led to Africa and India.
these environmental
57
crises and the
measures that must
be
Taken to reverse them
Curricular Competency Learning Suggestive ACTIVITIES

NAM goals outcome Pedagogical process TO ACHIEVE
E OF
THE THE
CHAP LEARNING
TER/
TOPIC
CG-5 C-5.4 Analyses the  Examine the  Brain storming on
1. What is Understands the basic features of a concept structural Group Discussioncar.Mnd
introduction of concepts Map
Democracy? Indian democracy and components of of Democracy &features comparative analysis
WhyDemocr Constitution and democratic of different
Democracy and its of Democracy
acy? explores the government democratic
essence of Indian –and its history in forms/features.  4 corners strategy to countries.
democracy and India  Compare discuss “What is & why
the characteristics and across the world – and Contrast democracy?
of a democratic and compares this working of  students create democratic
government formof government democracies of India governance model in the
with other forms of
and North Korea and class.
government
infer on the  Cartoon interpretation to
differences and summarize the benefits
significance in each of democracy
country.
 Analyse and
infer on the
different historical
processes and forces
that have
contributed for the
promotion of
democracy SDG- 8-
DECENT WORK
AND ECONOMIC
GROWTH .SDG-10.
REDUCE
INEQUALITY
2.Constitutio CG-5 C-5.1 Understands  Arranged  Group Discussion to  Picture
nal Design Understands the that the Indian Group discussion comprehend the interpretation
Indian Constitution draws and describe the purpose of
Constitution and from the great  Slogan writing
situation that led to constitution.
explores the cultural heritage and  peerdiscussion
essence of Indian common aspirations creation of Indian  Poster making/ wall
Constitution  role play Debate
democracy and of the Indian nation, magazine for
the characteristics and recalls India’s  Enumerate Comparing and
of a democratic early experiments the essential features contrasting between
government with that need to be kept Preamble of South
democracy(assembli
in mind while African constitution
esin
Mahajanapadas,king drafting any with the preamble of
doms and empiresat constitution.Examine Indian constitution.
several levels of the the guidingvalues  Declamation
society, guilds that created the strategy for discussing
sanghas and ganas, Indian constitution the roles and
village councils and
58
committees.  Comprehend responsibilities of
the rolesand citizens.
responsibilities as
citizens of India.
SDG-G-1-No
POVERTY
SDG-16-
PEACE,JUSTICEA
ND STRONG
INSTITUTIONS
3.Electoral CG-5 C-5.3 Explains that  Analyse the  Role play on  Group discussi
Politics Understands the fundamental rights implications of power performing on
Indian are the most basic of vote and power of fundamental duties.  Concept Map
Constitution and human rights,and
explores the they flourish when
recall. .
 Perform school council Mock election
essence of Indian people also perform .Summarize the elections for practical
democracy and the fundamental essential features of learning of the system.
the characteristic duties. the Indian Electoral  Design and present
of a democratic system. election manifesto.
government .Examine the  Create multiple parties
rationale for adopting and create symbols for
the present Indian elections.
Electoral System.  Use street play to create
awareness about the
SDG – 17
right to vote and
PARTNERSHIP
FOR GOALS fundamental duties.
4. Working CG-5 C-5.5 Analyses the .Examine the  Watch videos  roleplay
ofInstitutions Understands the critical role of non- roles,responsibilities ofParliamentanddiscu .quiz
Indian state and non- , and ssthe importance
Constitution market participants
interdependency of ofquestionhour.
and explores the in the functioning
essence of of a democratic all the 3 organs of  Present mock court
Indian government and the Government. toevaluate the rule of
democracy and society,such as the Law.
the media, civil .Appreciate the
 Examine the relevant
characteristic of society,socio- parliamentary
system of case studies to
a democratic religious
executive’s evaluate the rule of
government institutions, and
community accountability to law conduct Mock
institutions the legislature. Parliament session.
SDG-16-PEACE ,  Collect information
JUSTICE AND
on the performance
STRONG
INSTITUTIONS of the functioning of
a democratic
government and
society from social
media and other
institutions and
present.
59
5.Democratic CG-5 C-5.2 Appreciates  Analyse the Debate the need to have  Concept Map
Rights Understands the fundamental role ofthe rights in the light of  Case Study
Indian Constitutional responsible citizens. study of Saudi Arabia .Debate
Constitution values and
and explores the identifies the  Summarize
essence of insignificance for the importance of .Graphic organizer to
Indian the prosperity of fundamental rights summarize the
democracy and the Indian nation. and duties in the coexistence of rights vs
the light of the duties.
characteristic of nation’sglory.
a
.Recognize the
democraticgove
rnment role of a
responsible citizen
while performing
their prescribed
duties versus
claiming right
SDG 5 –
GENDER
EQUALITY
SDG-10.
REDUCE
INEQUALITY
Geography: Contemporary India-I
NAME Curricula Competency Learning Suggestive ACTIVITIES
OF THE rgoals outcome Pedagogical process TO ACHIEVE
CHAPTER
/ TOPIC THE
LEARNING
1.India–Size and CG-4 Develop C-4.1  Examine how  On map of  Map skill
Location san Locates physio the location of India Locate activities
Understandin graphic regions of an area physiographic regions  quiz
g of the inter- India and the graphical
impacts its of India and the
relationship Climatic zones of comparative
between the World on a climate and climatic zones of the analysis of
human beings globe/map. time with world on a globe/map. seven
And their reference to  Use Geo largestcountries
physical longitude and Gebra, Google earth to of the world.
Environment latitude. represent and justify
and how that
 Explore and the reasons for the
influences the
livelihoods, analyses the differences in climatic
culture, And trading and conditions, local and
the cultural standard time.
biodiversity relationships of
of the region. India with its Brain storming
strategy for inferring
neighbouring
conditions And
countries. relationships of the
 Evaluate the people living in states
situation & that are sharing border
reasons that with the neighbouring
countries impact trade
60
made 82.5E and culture.
longitude as
Time meridian  Make a PPT
of India. presentationon the inter-
 Examine how relationship between
location of India human beings and their
enables its physical environment
position as a and how that influences
strategic partner the livelihoods,culture,
in the and the biodiversity
subcontinent. of the region.
 Justify the
reasons for the
differences in
climatic
conditions, local
and standard
time
SDG-17-
PARTNERSHIP
FOR THE GOALS
2.Physical CG-4 Develops C-4.2 Explains  Justify how  Use Art integrated  quiz
Features of an important the Physical Features strategies like  collage on the
India understandin geographical of India influences gallerywalk/Model topic“the
g of the concepts,characteristi
the livelihoods, making to demonstrate Himalaya-A
inter- cs of key land forms,
relationship their origin,and other culture, and the how physical features boon for India”.
between physical factors of a biodiversity of the make Indiansub-
humanbeings region region. continent.  mapskill
and their bingo(on type of
 Examine the  Group work to discuss the
physical landforms)
geological process lives and relationships
environment
that played acrucial amongst physiographic
and how that
influences the role in the formation areas.
livelihoods,c of diverse physical  Brain storming and make
ulture,and the features in India. a comparison of India’s
biodiversity SDG- G-15-LIFE Physical features with
of the region ON THE LAND another country.
3.Drainage CG-4 Develops -4.5 Critically  Examine the Choice Board strategy  Map skill
an evaluates the impact information about where each group to report on origin
understanding of human different lakes and take up one river and and sources of
of the inter- interventions on the river
infer on their focus on the areas they
relationship environment,includin
between g climate change, contribution to serve and the impact on
humanbeings pollution,shortages of Indian ecology. Economy of that area.
and their natural resources  Present creative Students will prepare a
physical (particularly water), solutions to chart on lakes.
environment and loss of overcome the water Slogan writing, poster
and how that biodiversity;
pollution also to making/ save River songs/
influences the identifies practices
livelihoods, that have led to these increase the to bring awareness on
culture,and the environmental crises contribution of water pollution and
biodiversity of and the measures that waterbodies to suggest solutions
the region must be taken to
61
reverse them Indian economy.
 Identify the
riversystems of the
country and explain
the role of rivers in
human society
SDG-6 – CLEAN
WATER AND
SANITATION
4.Climate CG-4 C-4.3 Draws inter-  Analyse and infer the  Use Mind map/  map
Develops linkages between effect of monsoon graphic organizers to Skill(Identifi
an various components winds on rainfall of enumerate and cation of
understandi of the physical climate and
the Indian summarize the reasons
ng of the environment, such climatic
inter- asclimate and subcontinent. for the wide difference control)
relationship relief,climate and  Analyse between the day and  map
between vegetation and thetemperatures night temperatures at Skill(Identifica
humanbein wildlife betweenplateau different geographical tion of local
gs and their region,Himalayan locations of India. winds with the
physical areas)
region,desert region  Collect
environmen Group
t and how andcoastalregion. Newspaper reports for
Discussion on
that  Enumerate knowing theweather Climatic change
influences andsummarizethereaso status. and it's effect
the nsfor the wide Prepare and present
livelihoods, differencebetween mock drills on climate
culture, and change and protocolsas
temperaturesatdifferen
the
t geographical preventive action for
biodiversity
of the locationsofIndia various disasters
region SDG-13- CLIMATE
ACTION
5.Natural Inter Inter disciplinary Refer annexure II ReferannexureII  mapSkill
Vegetation disciplinary project with chapter SDG-14- LIFE  (Types of
and project no IV of History BELOW WATER Vegetation)
Wildlife. “Forest,Society and  crossword Puzzle.
Colonialism
6.Population CG-4 C-4.6 Develops  Analyse and  Use a Pie -  Map skill
Develops an sensitivity towards infer the reasons diagram to depict the  draw a pie
understanding the judicious use of behind the uneven population distribution in chart to show the
of the inter- natural resources (by
distribution of India. populationdensity,
relationship individuals,
between societies,and nations) population in India  Group discussion distribution in
human beings and suggests with specific and presentation on India.
and their measures for their reference to UP & reasons behind the uneven
physical conservation Rajasthan and distribution of population
environment Mizoramand
and how that Karnataka
influences the
livelihoods,cu  Enlist the
lture,and the factors that affect the
biodiversity of population density
the region
SDG-3- GOOD
HEALTH AND
WELLBEING SDG-4-
QUALITY
EDUCATION
SDG-5 -GENDER
EQUALITY
62
ECONOMICS
Content Curricular Competency Learning Suggestive ACTIVITIES TO
goals Objectives Pedagogical ACHIEVE THE
process LEARNING
Chapter1: CG-7 C-7.1 Defines key  Enlist  Visit to a  Collage
The Story of Develops features of the the nearby villageor Making
Village an economy such as requirements local markets and  Situation Card
Palampur understand production,distributi  Pie chart
of production interview different
ing of the on,demand, supply,  Flow chart
economy trade,and commerce, and classes of farmers
of a and factors that comprehend to know about
nation- influence these thein their lifestyles and
state, with aspects(including terdependenc there after present
specific technology). -7.2 e of these in the class.
reference Evaluates the requirements.
to India. importance of the .Concept
three sectors of  Corelate
map/Poster
production (primary, farming and
making/gallery
secondary,and non-farming walk to enlist the
tertiary) in any activities to factors of
country’s economic production and
economy,especially growth. evaluate their
India. interdependence.
.Comprehend  Discussi
how the on/PPT
significance of presentation on
conditions off how to eradicate
arming and the
poverty among
factors of
production farmers and
impact trying to suggest
economic innovative
evelopment. strategies to
improve the
 Find solutions farmers
to life styles.
fosteranequita
blesociety.
SDG-11-
SUSTAINABLE
CITIES AND
COMMUNITIE
S
63
Chapter-2 CG-7 C-7.2 Evaluates the  Evalua  Classroo  flowchart
People as Develops an importance of the te the mdiscussions/deba  data
Resource understandin three sectors of reasons that teson various interpretation
g of the production (primary,  concept
contribute factors that affect
economy of secondary,and map
a tertiary) in any to the the quality of
nation,with country’s quality of population. For
specific economy,especiallyI population. e.g.significance of
referenceto ndia.  Observ Education/Health
India. e the in Human
different Resource
government Development.
schemes in  Make a
some states news letter
and see its collecting articles
effect on the from
quality of newspapers/maga
people there zines etc on
by. illiteracy and
 Propos unemployment
e innovative Status in India
strategie and government
stores initiative in
eunemploy solving theissues.
ment .Audio-Visual
problems. aids showing
initiatives
SDG-3 GOOD undertaken by the
HEALTH AND government in
WELLBEING
promoting
SDG 4-
QUALITY education and
EDUCATI employment in
ON various states of
India
Chapter-3 CG-8 C-8.1  Compre  PPT  Grap

Poverty as a Evaluates the Gathers,comprehend hend the presentation hical
challenge economic s, and analyses data reasons of using case study pres
development related to poverty poverty in the given in NCERT entat
of a country and unemploy ment rural and urban text on the ion
in terms of its in one’s locality and areas. reasons of rural  data
impact on the at the national level.  Evaluate and urban interpretation
lives of its C-8.2 Understands the efficacy of poverty.  role play
people and and analyses the government to  Declama
nature. concepts and practice eradicate tion with datato
of the range of poverty. evaluate the
economic systems –  Compar efficacy of
from free market to e howpoverty government to
entirely state estimates have eradicate poverty
controlled markets. transformed and suggest
C-8.4 Describes from1993-94 to measures/ways
India’s recent path 2011-12. which can be
towards again  Co used to minimise
becoming one of the relate the the same.
three largest link  Debate on
economies of the between the topic-‘Can
world, and how
64
individuals can education education remove
contribute to and poverty?’
this economic poverty.
progress
SDG-1 – NO
POVERTY
Chapter 4 CG-8 C-8.2Understand  Com  Case .concept map

Food Evaluates the and analyses the prehend study and data collection
Security in economic concepts and practice various group and interpretation
India development of the range of aspects of discussion to on major famines
of a country economic systems – food security connect the of India till date.
in terms of its from free market to that will link between a
impact on the entirely state ensure well-
livesof its controlled markets. continuity of structured
people and C-8.4 Describes supply to the food security
nature. India’srecent path masses. system and
towards again .Enumerate continuity of
becoming one of the the different supply to
three largest features of masses.
economies of the PDS that  Guest
world, and how directly Speaker
individuals can address FSI. programmes
contribute to this .Analyse and where govt.
economic progress. infer the officials can
C-8.5 Appreciates impact of be called to
the connections Green talk on FSI
between economic Revolution. and PDS
development and the .Analyse the (Public
environment,and the causes and Distribution
broader indicators of impact off System)
societal wellbeing amines/disaste  Panel
beyond GDP growth rs in food Discussion/se
and income. security minar on the
during pre and impactof the
post green
independent revolution and
India. PDS.
 Concept
SDG-2- ZERO maps
HUNGER explaining the
causes behind
the famines
inthe colonial
period and the
causes and
impact of
recurring
disasters on
food security
in post
independent
India through
examples.
65

Cl Ix Syllabus(24 25) Main Subject 3

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Cl Ix Syllabus(24 25) Main Subject 3

Uploaded by

Copyright:

Available Formats

SYLLABUS

DAV PUBLIC SCHOOLS STD –IX SYLLABUS -2024 -25

SL NO. EXAM CLASS WINDOW TIME

3 PA-III STD - III TO STD - X 25.11.2024 TO 30.11.2024

The 17 SDGs are integrated—they

 Educators can use these sub-targets

ENGLISH LANGUAGE AND LITERATURE (184)

SECTION WISE WEIGHTAGE IN ENGLISH LANGUAGE AND LITERATURE

80 Marks Internal Assessment (20 Marks)

Pen Paper Multiple Assessment Portfolio Subject

RUBRICS FOR THE RADIO/ VIDEO SHOW /GD/ DEBATE

SECTIONWISE MARK DISTRIBUTION FOR PA-1 & PA-III (40 MARKS)

Section A Reading Skills (10 MARKS)

Section B - Writing Skills and Grammar (10 MARKS)

III. Writing Skills (5 marks)

Section C - Language through Literature 20 Marks

Section C Language through Literature 40 Marks

V. Short & Long Answer Questions

BLUE PRINT OF QUESTION PAPER FOR PA-II / ANNUAL (80Marks)

Sl No. Chapters / units Marks VSA SA-I SA-I I LS TOTAL

Periodic Periodic Periodic Annual

PROSE PROSE PROSE PROSE

LEARNING OBJECTIVES AND PEDAGOGICAL PROCESSES

NAME OF THE LEARNING OBJECTIVES PEDAGOGICAL ACTIVITIES TO ACHIEVE

POEM-4 ● to comprehend and appreciate the theme ● Writing a comparative

characters. ● Exit card

Multiple Assessment Multiple Assessment Multiple Assessment

UNIT LA SA-II SA-I TOTAL

अप ठत बोध (गदयांश) 2x2 1x3 (MCQ) 7

ाकरण भाग VSA -1x10 10

स्पश- ग , प व पूरक-पुस्तक 4x1(ND) 2x2(Prose and 1x10(MCQ) 18

Blue Print (PA-II & Pre-Board)

UNIT LA-II LA-I SA-II MCQ / SAI TOTAL

अप ठत बोध (गदयांश)-2 2x4 1x6 (MCQ) 14

ाकरण भाग 1x16 16

स्पश- ग , प व पूरक- 4x2 (Non 2x6 1×10 (MCQ) 30

1.अप ठत बोध 1.अप ठत बोध 1.अप ठत बोध 1.अप ठत बोध

म पाठ का अपेि त सीखने के ितफल शै िणक या गितिविधयाँ

SDG-1- गरीबी का अंत

SDG-8 -स मानजनक काय और आ थक िवकास

SDG-4 - गुणव ापूण िश ा

SDG-4 - गुणव ापूण िश ा

SDG-8 -स मानजनक काय और आ थक िवकास

SDG-9 – उ ोग, नवाचार और बुिनयादी सुिवधाएँ

SDG-13 – जलवायु प रवतन

SDG- 15 – भूिम पर जीवन

80 Marks 20 Marks Internal Assessment

3 Periodic Tests:-  Listening and Speaking  Organization – Neatness and

PA-I and PA-3 (2024-25)

Section A Reading 5x2 10

BLUE PRINT SUBJECT: ODIA

PA-II and Annual (2024-25)

Section A READING 5X2 10

PERIODIC ASSESSMENT-I ODIA(Time: 1 hr 30 mins)

PERIODIC ASSESMENT-II (2024-25) ODIA (Time: 3 Hrs.)

PERIODIC ASSESSMENT-III (Time: 1 hr 30 mins)

Periodic Assessment-I Periodic Assessment- Periodic Assessment-III ANNUAL EXAM

SL ସ ଶି ଣ ତ ାଶିତ ଫଳ (LEARNING OBJECTIVES)

ASSESSMENT STRUCTURE 2024-2025

Written Test 5 Multiple Assessment 5 Portfolio Subject Enrichment

INTERNAL ASSESSMENT (20 Marks)

PeriodicAssessment – I PeriodicAssessment – II PeriodicAssessment –III

ब िवक ा का: 1 अ ा: (MCQ) 3+4+4+4+3+4=22 6 1 22

दीघ रा का: 2 अ ाः (LA) 2=2 1 2 4